University of Massachusetts Boston
College of Education & Human Development Department of
Counseling and School Psychology
Mental Health Counseling
M.S. in
Mental Health Counseling
Handbook & Internship Guide
http://www.umb.edu/academics/cehd/counseling/grad/mental_health_counseling/
UMASS Boston Mental Health Counseling Handbook
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Revised May 18, 2012
UMASS Boston Mental Health Counseling Handbook
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Table of Contents
TABLE OF CONTENTS
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1. INTRODUCTION
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2. ADMISSION REQUIREMENTS & APPLICATION
5
3. INSTITUTIONAL STRUCTURE
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THE UNIVERSITY
THE COLLEGE OF EDUCATION & HUMAN DEVELOPMENT
DEPARTMENT OF COUNSELING & SCHOOL PSYCHOLOGY
4. MENTAL HEALTH PROGRAM FACULTY & ADMINISTRATION
9
ADMINISTRATION
FULL-TIME FACULTY
ADJUNCT FACULTY
5. ACADEMIC GOALS & LEARNING OUTCOMES
11
6. ACADEMIC & PROFESSIONAL EXPECTATIONS
15
ACADEMIC EXCELLENCE
ETHICS
PROFESSIONAL BEHAVIOR
ACCOMMODATIONS
7. MENTAL HEALTH PROGRAM CURRICULUM
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REQUIRED COURSES
TYPICAL PLAN OF STUDY
8. CAPSTONE PROJECT
26
9. PRACTICUM & INTERNSHIP
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FREQUENTLY ASKED QUESTIONS
FINDING A SITE
CURRICULUM REQUIREMENTS
STUDENT RESPONSIBILITIES
PROFESSIONAL CONDUCT
ETHICAL VIOLATIONS
SUCCESSFUL COMPLETION OF INTERNSHIP
10. DEGREE REQUIREMENTS
40
M.S. (MASTER’S OF SCIENCE DEGREE)
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C.A.G.S. (CERTIFICATE OF ADVANCED GRADUATE STUDIES)
11. PROFESSIONAL ADVANCEMENT
41
MENTAL HEALTH COUNSELOR LICENSURE IN THE COMMONWEALTH OF
MASSACHUSETTS
PROFESSIONAL ORGANIZATIONS
EMPLOYMENT OPPORTUNITIES
LICENSURE REQUIREMENTS FOR LICENSED MENTAL HEALTH COUNSELORS (LMHC)
COMMONWEALTH OF MASSACHUSETTS TABLE
APPENDICES: FORMS
?
APPENDIX A: PRACTICUM FORMS
APPENDIX B: INTERNSHIP FORMS
APPENDIX C: SAMPLE VIDEOTAPING CONSENT FORM
APPENDIX D: UNIVERSITY SERVICES
APPENDIX E: REQUIREMENTS FOR LICESURE AS A MENTAL HEALTH COUNSELOR
APPENDIX F: ACA CODE OF ETHICS
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1. Introduction
The Mental Health (MH) Counseling Program at the University of Massachusetts Boston is
committed to the preparation of highly qualified, ethical, competent, and thoughtful professionals
in the field of mental health counseling. Consistent with the urban mission of the university, the
MH program trains counselors who will work with individuals representing a diverse urban and
multicultural population. The program emphasizes analysis of the social, historical, and cultural
contexts that influence well-being and resilience as well as periods of distress and
disorder. Future counselors learn to integrate research and theory with practice. The program
fosters in each individual student self-awareness, compassion, and the ability to think critically
about mental illness, individuals, families, practice and diagnoses.
The mental health counseling program is one of the five masters level programs (family therapy,
mental health counseling, rehabilitation counseling, school counseling, and school psychology)
within the Department of Counseling and School Psychology, which is housed in the College of
Education & Human Development at the University of Massachusetts Boston. The program can
be taken in person or online. The MH program also offers a concentration in Forensics Services
allowing students to develop further the skills to work in forensics settings.
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2. Admission Requirements & Application
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Admissions application: http://www.umb.edu/admissions/graduate
For information by email, fill out form at:
https://www.umassadmin.net/isis/prospect/UMProspectz.asp?inst=UMBOS&career=GRA
D
Information about the university can be found at: www.umb.edu
Specific questions about the Mental Health Counseling Program, please
contact program director: Boaz Levy boaz.levy@umb.edu or online
program coordinator: Esmaeil Mahdavi Esmaeil.Mahdavi@umb.edu
Admission Requirements for the M.S.
The MH Counseling Program faculty recommend admission of applicants who present evidence
of potential both to complete a graduate course of studies with distinction and to become
thoughtful and responsive practitioners. Such evidence normally includes:
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five social science courses (courses in psychology, sociology or anthropology).
A distinguished undergraduate transcript with at least a 3.0 cumulative average. (Please
explain in a personal statement if your GPA is below 3.0)
Strong scores on Graduate Record Examination (GRE).
Three strong letters of recommendation indicating the potential to become an empathic
and responsible counselor as well as to succeed academically on the graduate
level. Letters from former professors are particularly important.
A two-part letter of intent. For specific details, please see:
http://www.umb.edu/admissions/grad/apply/
A group interview with other candidates and faculty members.
One year of paid or volunteer work in a mental health, human services or equivalent
setting is recommended.
Please indicate in your statement whether you are applying to the online program or the
on site program.
Applicants for the online program should indicate that they will be starting Summer
Session rather than Fall.
Submit to the Admissions Office at http://www.umb.edu/admissions/grad/ the following by
January 2nd :
o Application fee
o Completed application
o Three letters of recommendation
o A letter of intent detailing: your goals, professional experience, and
reasons for applying to the program
o Undergraduate and graduate official transcripts
o Graduate Record Examination (GRE) including writing scores
Applicants to the online program must indicate on their application a start date of SUMMER
(not FALL) of that year. We do consider late applications.
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3. Institutional Structure
The University
The University of Massachusetts Boston is one of the five campuses of the University of
Massachusetts system. It was founded in 1964 to make public higher education available to
the people of the Boston metropolitan area. The University has remained committed, over the
years, to serving the urban community by making excellent university education truly
accessible, and by being responsive to the specific needs of that community. The University
currently serves nearly 16,000 undergraduates and graduate students, distributed among the
College of Liberal Arts, the College of Science and Mathematics, the College of Education &
Human Develo pment, the College of Nursing and Health Sciences, the McCormack Graduate
School of Policy and Global Studies, the College of Public and Community Service, the
College of Management, and University College. It has 14 doctoral programs including
counseling and school psychology, and clinical psychology.
The College of Education & Human Development
The College of Education and Human Development (CEHD) consists of three academic
departments: Leadership in Education, Curriculum and Instruction, and Counseling and School
Psychology. Included are three doctoral level programs in Higher Education Administration,
Leadership in Urban Schools, and Counseling and School Psychology, and sixteen master‘s level
programs. Also associated with the CEHD are five centers and/or institutes, the Center for
Community Inclusion, Massachusetts Field Center for Teaching and Learning, New England
Resource Center for Higher Education, the Adult Literacy Center and the Institute for Teaching
and Learning. Each of these centers and/or institutes is connected to an academic department
within the CEHD and serves as a site for applied research and training on school related issues.
The College of Education and Human Development (CEHD) generates knowledge, fosters
engaged learning, promotes social justice, and empowers students, educators, other
professionals, and community members through teaching, research, evaluation, and public
service. The urban setting of the University of Massachusetts Boston informs – and is informed
by – CEHD efforts to fulfill the academic and civic purposes of education in a diverse
democracy.
This mission statement and associated core values serve as a philosophical and operational
guide for all activities of The College of Education and Human Development. Core values
include:
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Academic excellence applies theory and evidence-based practice to produce
effective and sustainable learning and development outcomes;
Social justice and inclusion involves equality of access and success for all
students, especially those who historically have had limited educational
opportunity because of education level, national origin, socio-economic status,
gender, age, sexual orientation, disability, or race, ethnic, linguistic, or cultural
background;
Community engagement integrates academic knowledge with community-based
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knowledge to address public and policy issues, improve quality of life, and support
a just and inclusive democracy.
The mission of The College of Education and Human Development is accomplished
in collaboration with students, professionals, and other stakeholders through:
 offering learning environments that prepare students, educators, and other
professionals to assume leadership roles in the design, development, and
implementation of teaching and learning experiences that are consistent with our
values;
 conducting research directed at improving educational policy and practice in school,
higher education, and community settings to improve the quality of life for all
individuals;
 disseminating materials and information to increase knowledge, improve practice,
and facilitate the learning and development of all individuals in school, higher
education, and community settings;
 offering technical assistance to enhance learning and skill development in
community settings including schools, colleges and universities, and communitybased organizations and programs at local, state, national and international levels.
Department of Counseling and School Psychology
The Counseling and School Psychology Department has five master level programs in Family
Therapy, Rehabilitation Counseling, Mental Health Counseling, School Psychology, and School
Counseling, and a doctoral level program in Counseling and School Psychology. Four of these
programs are also taught online. The Department as part of the CEHD shares its mission and
goals, which include preparing graduates to be thoughtful and responsive professionals,
particularly in meeting the needs of those seeking services who live in urban and diverse
environments.
The Department and our programs are committed to the preparation of highly qualified
professionals who will seek to promote maximum growth and development of individ uals
(children, adolescents, and adults) with whom they work. This is accomplished through a
carefully planned curriculum which includes the following: interdisciplinary and
multidisciplinary approaches; theory linked to practice; a practitioner-scientist approach; selfawareness and self- exploration activities; opportunities to learn and demonstrate respect for
others; and socialization into the role of the profession. We value respect for the social
foundations and cultural diversity of others and promote opportunities for students to learn how
others construct their world.
We ask our students to focus on the assets and coping abilities of the people with whom they
work rather than focusing on deficits. Additionally, we encourage the promotion of preventa tive
services, which maximize individual functioning. Our programs are grounded in a systematic,
eclectic, philosophical orientation which includes: systemic theory; social constructionism; social
learning theory; and person-centered approaches. Each program is fully committed to having
students establish a professional identity by meeting state and national certification and licensure
requirements. The course curricula for Programs in Family Therapy, Mental Health
Counseling, Rehabilitation Counseling, and School Psychology fulfill the academic requirements
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for licensure by the Board of Allied Mental Health and Human Services Professions in the
Commonwealth of Massachusetts.
Courses meet once a week and are offered in the late afternoon and evening in orde r to
accommodate students with full-time jobs. Full-time students can complete the MH program in
two years. Part-time students can progress through the program at their own pace and have six
years to complete the program. Both full-time and part-time faculty are researchers, clinicians,
and career professionals strongly committed to sharing their knowledge and skills with students
entering counseling fields.
The primary goal of the Department of Counseling and School Psychology is to prepare highly
qualified thoughtful and responsive professionals educated to serve a diverse multicultural
urban population as family therapists, mental health counselors, rehabilitation counselors,
school counselors, and school psychologists. The following objectives are necessary to pursue
the Department goals:
1. Students will become knowledgeable and skilled practitioners through training and
experiences in:
o theories of human development, theories of individual and group counseling, theories of
abnormal behavior, theories of psychological, educational, and vocational assessment,
biological/physiological bases of behavior, dynamics of multicultural influences on
individual worldviews and individual uniqueness.
o the use of technologies in the practice of our professions, including the psychological
limitations and benefits of technology.
o systems theories and the dynamics of family relationships
2. Students will become caring, principled, and respectful professionals through training and
experiences in:
o humanistic and person centered approaches
o guided practice in acquiring interpersonal skills
o ethical principles, standards of practice and respect for persons
o the actual practice of the profession through practicum and internship
3. Students will become committed agents of change for social justice through training and
experiences in:
o theories of change, history of their professions, laws and regulations governing the
practice of their profession, theories of empowerment, theories of oppression and
dominance
4. Students will become committed reflective and critical thinkers through training
and experiences in:
o reading, interpreting and using the professional research literature (becoming a
practitioner-scientist).
o theories and techniques of program evaluation and assessments.
o self evaluation and self reflection activities during practical and internship experiences.
o self evaluation and feedback through a culminating experience graduate training (e.g.
the Capstone).
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4. Mental Health Counseling Program Faculty & Administration
Chair, Counseling and School Psychology Department, Director of Mental Health Program,
and Co-Director of the Family Therapy Program (2011-2012), Sharon Lamb, EdD
Online Program Coordinator, Esmaeil Mahdavi, PhD
Admissions Coordinator, Sharon Lamb, EdD
Administrative Secretary, Katie McMullin: 617.287.7602
Full-Time Faculty
Sharon Lamb, Ed.D. (Harvard University, 1988) at UMB since 2009. Research interests
include: sexualization of girls, adolescent sexuality, sex education and ethics, news media
representation of sexual violence. Dr. Lamb teaches Internship both semesters during the
academic year, Practicum online in the summer, and an elective, Child Abuse, Neglect, and
Trauma, online in the summer. She has also taught Human Development and Counseling
Children and Adolescents.
Lisa Cosgrove, Ph.D. (Duquesne University, 1987). Her research focuses on women’s health
issues, avoiding bias in psychiatric diagnosis, and addressing conflict of interest issues in
clinical research and practice. Dr. Cosgrove teaches Abnormal Psychology.
Esmaeil Mahdavi, Ed.D. (Indiana University, 1981). Research interests include multicultural
issues in counseling; acculturation and adjustment issues; and marriage and couples issues. Dr.
Mahdavi teaches Counseling Theories and Practice I, Group Counseling and Dynamics, and
Internship.
Boaz Levy, Ph.D. (University of Southern California, 2002). Research interests include
cognitive impairment and psychosocial functioning in bipolar disorder and substance use
disorders. Dr. Levy teaches Counseling Theories and Practice I as well as Internship.
Sharon Horne, Ph.D. (University of Georgia, 1998). Research interests include: gender issues;
gay, lesbian, bisexual and transgender issues; social justice and international psychology. Dr.
Horne teaches Research Methods, Diversity in Counseling, and Internship.
Full Time Faculty who contribute to the MH program but who are faculty in other programs:
Kiran Arora, Ph.D., is an Assistant Professor. She teaches in the family therapy program and
her Family Therapy Theories course is available as an elective to MH students.
Gonzalo Bacigalupe, Ed.D., is an Associate Professor and Co-Director of the family therapy
program, teaching the available electives of Family Therapy Theories and Sexuality and
Intimacy in Families. and Family Therapy.
Alisa Beaver, Ph.D. is the Online Program Coordinator for Family Therapy program. She
teaches the courses COUNSL 624: Sexuality and Intimacy in Families and Family Therapy,
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which can be taken as an elective course by MH students, and Substance Abuse and the Family,
which can serve as a required course.
Robin Codding, Ph.D. is an Associate Professor, and teaches in the School Psychology
program. She teaches Research and Evaluation in Psychology, which is a required course for MH
students.
Amy L. Cook, Ph.D. is a full-time Lecturer in the School Counseling program at the University
of Massachusetts Boston. The courses she teaches that contribute to the MH program include
Group Counseling for Children and Adolescents. She has also taught Practicum and Internship.
Varda Konstam, Ph.D., is a member of the School Counseling program. Dr. Konstam teaches
the required courses of Counseling Theory and Practice II and Diversity in Counseling.
Ilana Lehmann, Ph.D., is Assistant Professor and teaches in the Rehabilitation program. She
teaches several required and elective courses in the MH program, including: Research and
Evaluation in Psychology; Principles of Vocational, Educational, and Psychological
Assessment; Vocational Development and Career Information; and Behavioral Counseling.
Felicia L. Wilczenski, Ed.D., is currently serving as Interim Dean of the College of Education
and Human Development. She teaches courses in the school counseling and school psychology
programs, and teaches the elective course Behavioral Counseling in the summer.
Adjunct Faculty
Vicky Anderson, Ph.D.
Ted Chelmow, Ph.D.
Edward Cosgrove, Ph.D.
David Creasey, M.D.
Michael D’Andrea, Ph.D.
Judy Daniels, Ed.D.
Joanne Grassia
David Hershenson, Ph.D.
Steve Jochim
Melissa Loureiro
Neena McConnico, Ph.D.
Cynthia Mittelmeier, Ph.D.
Paul O’Brien, Ph.D.
Lawrence C. Rubin, Ph.D.
Dawn Shelton, Ph.D.
Maxine Weinreb, Ed.D.
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5. Academic Goals and Learning Objectives
The overall goal of the UMASS Boston Mental Health Counseling Program is to prepare
competent mental health counselors who can obtain licensure with the Board of Allied Mental
Health and Human Services Professions in the Commonwealth of Massachusetts and to be
concordant with the College of Education & Human Development‘s educational outcomes and
the urban mission of the university.
GOALS:
1) To produce graduates who are ready for entry-level positions and who will go on to
obtain licensure as mental health counselors.
2) To produce graduates who are knowledgeable, ethical, and effective (in practice), which
includes engaging in developmentally appropriate and culturally sensitive practice and
serving underserved and diverse populations.
OBJECTIVES:
1) Students will have a basic understanding of research and assessment and how they inform
practice.
2) Students will engage in self- reflective process that includes understanding their own
values, biases, histories, and personal experiences as they may influence their practice.
3) Students will have a solid contextual, developmental, and theoretical understanding of
human beings in all their diversity, including knowledge of personality differences,
resilience, and psycho social as well as emotional challenges and strengths.
4) Students will have solid counseling skills including the ability to establish a therapeutic
relationship, to show empathy, and to effectively and ethically integrate theory and skills
from a variety of treatment modalities into the counseling process.
5) Students will develop an understanding of social justice, especially as it applies to urban
populations and clinical settings that serve diverse communities, and students will be
knowledgeable on how to promote social justice through their counseling practice.
Objective 1: Students will have a basic understanding of research and assessment, and how
they inform practice.
One of the central teaching missions of our program is to impart the empirical foundation of the
field to our students. Specifically, students are expected to develop an understanding of
evidence-based practice. This includes the acquisition of knowledge about the available evidence
based practice for various conditions, and the attainment of analytic research skills for evaluating
the quality of the evidence for advocated treatments from a social science perspective. Finally,
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students are expected to develop critical clinical judgment in incorporating empirical knowledge
to their practice, noting important differences between a specific client and the studied
population, and taking into account their client’s cultural context, social environment, gender,
sexual orientation, ethnicity, various limitations, values, and personal preferences, in addition to
the clinician’s competence in delivering the advocated service.
Competencies:
1) We expect students to demonstrate a basic understanding of research methodology and
methods of inquiry used in the discipline.
2) We expect students to be able to critically evaluate research for quality and applicability to
practice in mental health.
3) We expect students to demonstrate knowledge of empirically supported treatment.
Objective 2: Students will engage in self-reflective process that includes understanding
their own values, biases, histories, and personal experiences as they may influence their
practice.
The mental health counseling program at UMB emphasizes the development of self-awareness in
students. This objective is based on the assumption that a person’s culture, values, sexual
orientation, gender, ethnicity, race and personal history often implicitly influence judgments of
others and reactions during a wide variety of interpersonal exchanges, including counseling. We
expect students to engage in a process that explores these judgments and reactions and makes
them available for examination for the purpose of decreasing negative effects on clients. We
consider the development self-awareness in this context and for this purpose an essential process
for becoming an effective clinician, which needs to be cultivated and monitored.
Competencies:
2.1 Demonstrate an ability to identify their values, biases, history, and personal experiences that
may influence their counseling.
2.2 Demonstrate an ability to reflect on emotional experiences, values, biases, and reactions.
Objective 3: Students will have a solid contextual, developmental, and theoretical
understanding of human beings in all their diversity, including knowledge of personality
differences, resilience, and psychosocial as well as emotional challenges and strengths.
We expect students to develop a deep appreciation for the enormous complexity that inheres in
human behavior and subjective experience. The program is designed to help students
systematically increase the number of explanations they consider when examining the behavior
and experiences of clients. In particular, in the development of clinical formulations, students are
expected to provide an account of the client’s condition and challenges that is informed by
multiple perspectives, including current circumstances, development, culture, gender, sexual
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orientation, personality theory, disability, resilience, assets and more. Students will learn to
integrate these various perspectives in a manner that informs effective interventions.
Competencies:
3.1 Demonstrate knowledge of human development and personality from a multicultural
perspective.
3.2 Demonstrate knowledge of psychosocial, cognitive and emotional factors that contribute to
resilience and coping.
3.3 Demonstrate ability to establish counseling relationships with clients diverse in age, gender,
race, ethnicity, sexual orientation, religion, disability and other dimensions.
3.4 Students will demonstrate cultural sensitivity in responding to clients from diverse
backgrounds.
Objective 4: Students will have solid counseling skills including the ability to establish a
therapeutic relationship, to show empathy, and to effectively and ethically integrate theory
and skills from a variety of treatment modalities into the counseling process.
The program views the therapeutic relationship as the cornerstone of effective counseling. We
therefore consider the development of basic clinical skills such as empathic listening and
establishing rapport with clients as one of the program’s training cornerstones. The program
places an on-going emphasis, from the introductory course to counseling through the end of
internship, on the development and improvement of students’ clinical skills. In this regard, the
training does not merely reflect the technical acquisition of skills, but rather a caring approach
toward clients that embraces humanistic inter-personal principles, attitudes and values, regardless
of intervention strategy or theory. These include valuing the human worth of the client with
genuineness, empathy, none-possessive warmth, and without judgment.
Competencies:
4.1 Students will demonstrate self-awareness and the ability to separate their needs, emotions,
and perceptions from those of their clients and identify transference and counter transference
issues when they arise.
4.2 Students will demonstrate effective communication skills including empathy, genuineness,
appropriate eye contact and posture, unconditional positive regard, ability to help clients with
clarification skills, goal setting, prioritizing, summarizing of feelings and thoughts, summarizing
of a session, reflective listening, paraphrasing, and probing.
4.3 Students will be able to do an assessment of a client, which will include history, MSE,
diagnosis, case formulation, and treatment recommendations.
4.4 Students will be able to demonstrate development and review of a treatment plan that is
specific, measurable, doable, ethical, and evidence-based.
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4.5 Students will be able to apply interventions from a variety of theoretical frameworks and
determine which intervention is most appropriate for the individual client. For example, students
will be able to apply behavioral, cognitive-developmental, psychodynamic, and humanistic
interventions.
4.6 Students will be able to identify resources for clients outside of treatment.
Objective 5: Students will develop an understanding of social justice, especially as it applies
to urban populations and clinical settings that serve diverse communities and students will
be knowledgeable on how to promote social justice through their counseling practice.
Consistent with UMB’s mission at large, the mental health counseling program is committed to
graduate students who will promote social justice through clinical practice. We expect students
to understand that, beyond limited access to services, many underserved communities require
different mental health services and models. The program is designed to assist students in
obtaining the knowledge they need to serve diverse populations with needs that depart from what
conventional mental-health services are designed to provide. The program also emphasizes in its
training the importance of social activism, and advocacy for social justice in clinical and
community settings.
Competencies:
5.1 Students will demonstrate knowledge about the specific counseling related issues regarding
various underserved groups and how traditional models may not address their needs.
5.2 Students will demonstrate knowledge of models that have been developed to meet their
needs.
5.3 Students will demonstrate an understanding about the larger social and political context that
contributes to and can change injustices related to counseling.
5.4 Students will identify a specific group in need and become informed about the community
resources that help these groups and the obstacles for further amelioration of their condition.
5.5 Students will understand the interrelationship of counseling community and larger systems in
promoting the well-being of all people.
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6. Academic & Professional Expectations
For successful completion of the Mental Health Counseling Program, students must demonstrate
proficiency in four domains: academic excellence, ethical behavior, professional behavior, and
professional competence,
Academic Excellence
The MH program complies with the grading practices and regulations specified in the
University of Massachusetts Boston Graduate Studies Bulletin. Students must maintain a
grade point average of B (3.0) or better to continue matriculation in the program, to enroll in
an internship, and to graduate from the program. Also, students must retake any required
course in which they obtain lower than a B- as a grade.
Applicants who have completed graduate course work at other accredited institutions may
transfer 6 of their completed credits and apply those 6 credits toward the completion of a
graduate degree at UMass Boston only if the following conditions are met:
o The courses have not been used to fulfill requirements for another degree,
o The applicant received a grade of B or higher in the courses,
o The credits were earned no more than seven years before the student's matriculation at
UMass Boston.
Note: Transfer credit is subject to the final approval of the director of the MH program and the
Office of Graduate Admissions and Records.
Students can not be enrolled in two programs at the same time. Students may graduate from
one program and apply for a CAGS in another. Each program requires an independent
internship.
Ethics
Students are expected to comply with the code of ethics of the American Counseling Association
and state licensing regulations. In addition, students are expected to comply with the standards of
academic propriety described in the University of Massachusetts Boston Graduate Studies
Bulletin (see section entitled "Student Rights and Responsibilities"). Failure to do so may result
in a referral to the department, college, and/or university ethics committees and ultimately in a
grade of F and dismissal from the program.
Professional Behavior
Students are expected to demonstrate professional behaviors essential to a successful practice
as mental health counselors. If a student is observed to have significant difficulty in these
areas, individual faculty will meet with the student and attempt to help the student address the
issue informally. If the student continues to have difficulty across a number of settings, the
director of the MH program will be notified and a plan of remediation will be developed with
the student.
Students are expected to exhibit behaviors that demonstrate:
o Ethical conduct in accordance with professional ethical standards and codes
o Acceptance and affirmation of diversity and equity as core ethical values
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o
o
o
o
o
o
o
o
demonstrated in behavior (i.e., gender and sexual orientation, ability, and racial and
ethnic identity)
Overall emotional maturity: responsibility, appropriate interpersonal boundaries, and
emotional stability
Active listening and empathic understanding
Acceptance of constructive criticism
Appropriate professional conduct (i.e., appropriate professional appearance, collegiality,
and punctuality)
Professional interpersonal communication
Academic writing fluency
Collaborative facilitation skills: adaptability, flexibility, rapport, and respect
Complying with required lines of communication with supervisors and administrators
with regard to clinical practice
Accommodations
Section 504 of the Rehabilitation Act of 1973 offer guidelines for curriculum modifications and
adaptations for students with documented disabilities. If applicable, students may obtain
adaptation recommendations from the Ross Center (617.287.7430). The student must present
and discuss these recommendations to each professor within the first few weeks of class,
preferably by the end of the university Drop/Add period. Extensions on papers are not
considered typical accommodations. Incompletes are also not considered typical
accommodations. All accommodation requests should be presented in writing and discussed
with the professor.
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7. Mental Health Counseling Program Curriculum
The curriculum for the Mental Health program is not only designed for excellence and a
comprehensive foundation to the field but also so that students can meet licensure requirements
in the state of Massachusetts and have the benefit of taking courses with students in our four
other programs.
a. MS in Mental Health Counseling
i. Structure
The Master of Science in Mental Health Counseling program combines required and elective
coursework and supervised clinical experience in the field. The program is designed to provide a
theoretical and empirical knowledge base and clinical skills training for pursuit of clinical work
upon graduation. In addition, the program can serve as a basis for pursuit of a further degree in
several disciplines, not limited to but including a PhD in Counseling Psychology. The program
and schedule (e.g., holding most courses in later afternoon and evening; offering a range of
summer courses, and offering some courses on-line) are designed to allow flexibility for
individuals who are already pursuing work in mental health services as well as to accommodate
the needs of non-traditional students. All courses are offered in a seminar format to facilitate
participatory learning.
Embedded in the program is the emphasis on critical thinking among degree students. The
program emphasizes a social justice orientation across and within courses with the intent that
graduates of this program recognize their responsibility as advocates in their capacity as mental
health careers. Students are challenged to look beyond the status quo and consider relevant issues
from diverse perspectives. As such, the program prepares students for work within urban settings
(such as Boston) and the unique challenges therein.
The program is designed to accommodate a variety of kinds of students, including: recent college
graduates; individuals changing careers; and those pursuing the degree as support for an existing
career. We seek high quality students with a range of personal and professional interests and
experiences.
ii. Requirements
The curriculum is identical for both state and online students. The coursework includes eighteen
required courses. All courses, including the three electives, are 3 credits each while the
Internship course is 6 credits each. The program is a 60-credit program.
COUNSL 601: Research and Evaluation in Psychology
COUNSL 605: Principles of Vocational, Educational, and Psychological Assessment
COUNSL 606: Ethical Standards & Professional Issues in Counseling
COUNSL 608: Abnormal Psychology
COUNSL 613: Vocational Development and Career Information
COUNSL 614: Counseling Theory and Practice I
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COUNSL 615: Counseling Theory and Practice II or COUNSL 617: Child and Adolescent
Counseling
COUNSL 616: Group Counseling and Group Dynamics or COUNSL 650: Group Counseling for
Children and Adolescents
COUNSL 620: Human Development: Theory, Research, and Practice
COUNSL 653: Diversity in Counseling (formerly "cross-cultural")
COUNSL 670: Substance Abuse in Modern Society or COUNSL 672: Substance Abuse and the
Family
COUNSL 674: Psychopharmacology
3 electives
3 practice courses:
COUNSL 688: Practicum
COUNSL 698: Internship I
COUNSL 698: Internship II
These required core courses reflect a survey of knowledge necessary for competent practice in
the field.
In addition, students are required to take three elective 3-credit courses. The choice of elective
must be approved by the program. Possible electives include: COUNSL 617: Child and
Adolescent Counseling; COUNSL 621: Introduction to Family Therapy; COUNSL 622:
Theories Family Therapy; COUNSL 624: Sexuality and Intimacy in Families and Family
Therapy; COUNSL 626: Collaborative Counseling with Larger Systems; COUNSL 627: Couples
Therapy; COUNSL 635: Behavioral Counseling; COUNSL 650: Group Counseling for Children
and Adolescents; and COUNSL 664: Child Abuse, Neglect, and Trauma. In total, the program
requires 18 courses for 60 total credit hours.
Students are also required to participate in fieldwork as part of the program. The practicum
requires 100 hours of field experience over the course of a semester and must be accompanied by
the course COUNSL 688: Practicum.
The internship is 900 total hours of field experience over the course of two semesters and must
be accompanied by the course COUNSL 698, Internship, during both semesters. The program
requires students to complete 300 additional hours beyond the state licensure requirement. These
additional hours provide the opportunity for students to enhance their clinical skills. As part of
the licensed mental health counselor requirements, graduates would need to complete two years
of full-time clinical work following the completion of the degree in order to be licensed.
Therefore, our practice requirements are intended to provide a solid foundation for students prior
to their full-time supervised post-masters experience.
The field work component of the degree accounts for a significant portion of the learning in
which students engage. Here, students apply theoretical knowledge learned in their coursework
to real-world experience. On-site and program supervision through the Practicum and Internship
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courses allows students to process and synthesize the knowledge gained from their field
experience.
The MH program offers a unique combination of support and flexibility with regard to helping
students secure practicum and internship placements. Our program distributes to students a
regularly updated list of potential field experience sites at a yearly meeting in November.
However, students also are free to apply to other field sites that may not be on our list provided
that the site meets the licensing and internship requirements.
All students are required to complete a Capstone as part of their degree. The Capstone is a
clinical case analysis that includes a taped and transcribed counseling session and a detailed
analysis of the contextual, developmental, ethical, psychosocial, treatment, and countertransference issues as they apply to the case. Students are required to complete the Capstone
experience before graduation and it is generally completed during the internship. The case
analysis project is submitted for review to the mental health counseling faculty committee.
b. On-Line MS in Mental Health Counseling
The on-line Master of Science in Mental Health Counseling program is designed to occur in
parallel to the on-campus degree program. Full-time students pursue the same courses as oncampus students and complete the degree mostly within the same two-year, six-semester time
frame. That is, the online students have an extra semester -- the first summer of the program
requires on-line students to attend a two-week intensive program of clinical courses in person at
the University of Massachusetts’ Dartmouth campus. Accommodations are available at UMass
Dartmouth at a low cost for students who require them. The online MS program gives our state
students the opportunity to take some courses also.
The course requirements for the on-line program are identical to those of the on-campus
program. Congruent with the on-campus program, students are required to participate in
fieldwork as part of the program, with 100 hours during the course of the practicum and 900 total
hours of field experience over the course of two semesters during the internship. The
accompanying courses are listed above. As with the on-campus program, students must also
complete a capstone before graduation.
c. MS in Mental Health Counseling with Forensic Services Concentration
i. Structure
Students have the option of pursuing a concentration in forensic services as part of the mental
health counseling degree program. Pursuit of this concentration results in the M.S. in Mental
Health Counseling as well as a Forensic Services Graduate Certificate. The Forensic Services
Certificate is available independently from the University College and as a track in the Applied
Sociology graduate degree program.
Forensics Services focus on the intersection between the criminal justice and health service
systems. This concentration provides training in the complex social issues that appear at this
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intersection: the origins of mental illness, substance abuse, and crime; the operations of health
and law-related services for those affected by these problems; and the impact of relevant social
policies. The analytical emphasis and core interdisciplinary approach to forensic services
increases understanding of ways in which public health and legal standards, specifically mental
health issues and criminality, intersect and diverge.
Building on the same knowledge base as the degree in Mental Health Counseling, the course
requirements for this concentration guide students to choose among additional courses that are
best suited to clinical work in this area. Additional courses are provided by the Clinical
Psychology and Applied Sociology graduate degree departments. Students in the forensic service
concentration pursue field experience as part of their degree and complete a capstone as a means
of applying theoretical knowledge to that experience.
ii. Requirements
Students have the option of pursuing a forensic services concentration as part of their Masters
degree program. The course requirements for this concentration were revised during the past
year. The new requirements are as follows:
 COUNSL 601: Research and Evaluation in Psychology
 COUNSL 605: Principles of Vocational, Educational and Psychological Assessment
 COUNSL 606: Ethical Standards and Professional Issues in Counseling
 COUNSL 608: Abnormal Psychology
 COUNSL 613: Vocational Development and Career Information
 COUNSL 614: Counseling Theory and Practice I
 COUNSL 615: Counseling Theory and Practice II
 COUNSL 616: Group Counseling and Group Dynamics
 COUNSL 620: Human Development: Theory, Research, and Practice
 COUNSL 653: Diversity in Counseling (formerly "cross-cultural")
 PSYCH 614: Forensic Psychology
 One selection from SOCIOL 618: Psychiatric Epidemiology and Forensic Service,
SOCIOL 621: Social Psychiatry, and SOCIOL 682: Sociology of Health and Illness
 Two choices from SOCIOL 667: Sociology of Law, SOCIOL 618: Psychiatric
Epidemiology and Forensic Service, SOCIOL 690: Classic and Contemporary Views of
the Nature of Crime, and SOCIOL 691: Contemporary Issues in Responding to Crime
Students are also required to participate in fieldwork as part of the program. The practicum
requires 100 hours of field experience over the course of a semester and must be accompanied by
the course COUNSL 688: Practicum. The internship is 900 total hours of field experience over
the course of two semesters and must be accompanied by the course COUNSL 698: Internship
during both semesters. Students pursuing a forensic services concentration must also complete a
capstone before graduation.
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Required Courses
COUNSL 601 Research and Evaluation in Psychology
The purpose of this course is to provide the student with knowledge of fundamental rationales
and methodologies of various research and evaluation strategies. The purpose in learning about
various research methodologies is to provide the student with the skills necessary to effectively
evaluate the efficacy of particular research methods in the fields of Family Therapy, Mental
Health, Rehabilitation, School Counseling, and School Psychology. Students will be taught
strategies to effectively evaluate specific components of research articles such as the
introduction, hypotheses, the literature review, the methods section, the results section, and the
discussion section. Additionally, students will be exposed to program evaluation strategies and
qualitative research methods.
Prerequisites: None. 3 Lecture Hours, 3 Credits
COUNSL 605 Principles of Vocational, Educational, and Psychological Assessment
The course provides a survey of standardized tests used in assessing aptitudes, interests, and
personality traits. The course covers technical and methodological principles and social, ethical,
and legal implications of psychological testing and assessment.
Prerequisites: None. 3 Lecture Hours, 3 Credits
COUNSL 606 Ethical Standards and Professional Issues in Counseling
The purpose of this course is to create awareness among counselors and other educational
professionals of the ethical issues and ethical decision-making processes in the counseling
relationship(s). Development of skills to be a thoughtful and responsive practitioner will be
accomplished through learnings centering around commitments to upholding ethical behaviors
and dedicating oneself to serve others; understandings of pedagogical knowledge particularly
related to ethical theories and ethical codes; and practices which demonstrate collaborating
effectively with others and promoting social justice. The course will include discussions of
both Western and Eastern perspectives of ethical theories. Students will be required to use the
research literature to incorporate current knowledge into practice. Specific knowledge and
skills addressed include foundations for an ethical perspective; models for ethical decision
making; ethical codes of counselor responsibilities; ethical concerns in multicultural
counseling and with special client populations; ethical issues in the use of technology, and
ethical issues in specific modalities (e.g. group, couple and family therapy, consultation, etc).
Additionally, students will be exposed to ethical theories and ethical decision-making, which
addresses inequities in life circumstances.
Prerequisites: None. 3 Lecture Hours, 3 Credits.
COUNSL 608 Abnormal Psychology
This course is designed to provide students with information relevant to the diagnosis, etiology,
and treatment of mental illness. Students are asked to identify your own ideological, personal,
and theoretical assumptions as they relate to the field of abnormal psychology. Because this is a
very ambitious project, the course focuses on three main questions: 1) What kind of assumptions,
values, and beliefs ground our biopsychiatric discourse (i.e., the medical model of mental
illness)? 2) How can the DSM be utilized as a tool rather than as an end in itself? 3) How might a
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constructive critique of positivism inform psychology as both a theory and practice? In other
words, what kind of conceptual framework will help us develop structural as well as individually
oriented change strategies? What kind of theoretical tools will help us appreciate the fact that
resilience, coping, and competence are always present--no matter how severe the emotional
distress? This course includes readings and discussions that encourage both critical and reflective
thinking and commitments to upholding ethical behavior. Thus, together the course identifies the
epistemological assumptions that ground traditional theories of psychopathology and diagnostic
systems such as the DSM-IV-TR. Specific knowledge and skills that are addressed in this course
include assessment of ‗mental disorders‘ (as defined by the DSM), developing the skills
necessary to become a critical psychologist (i.e., one who is dedicated to social justice issues),
and ethical issues in the use of distance technology for the treatment of emotional distress.
Prerequisites: None. 3 Lecture Hours, 3 Credits.
COUNSL 613 Vocational Development and Career Information
The vocational development component of the course concentrates on the theories of Roe,
Holland, Ginzberg, Super, and Tiedeman. The career information component, a major emphasis,
directs the student to locate and use sources of educational-vocational information. These
sources will include but not be limited to the Dictionary of Occupational Titles, the Occupational
Outlook Handbook, the Guide to Occupational Exploration, information on local labor markets
and on military careers, occupation-education information, college and vocational school guides
and catalogues.
Prerequisites: None. 3 Lecture Hours, 3 Credits
COUNSL 614 Counseling Theory and Practice I
The purpose of this course is to provide grounding in the commonalities of counseling
techniques and practice in the use of various techniques. The course covers the essentials of
interviewing, note taking, and report writing, as well as the role of diagnosis. Tapes and role
playing are required.
Prerequisites: None. 3 Lecture Hours, 3 Credits
COUNSL 615 Counseling Theory and Practice II
This course is an extension of Counseling Theory and Practice I. Major theoretical approaches
(dynamic, humanistic, behavioral) are considered. The course also involves the exploration of
some non-traditional approaches and the use of tape recordings, films, written records of
interviews, and role playing.
Prerequisites: COU 614. 3 Lecture Hours, 3 Credits
COUNSL 617 Child and Adolescent Counseling
This course focuses on facilitating the unique development and emotional growth of children
through the counseling process. The course is designed to enhance students‘ theoretical and
practical understanding of the major schools of child psychotherapy. Emphasis is given to a
multidimensional view of intervention, with attention to developmental, cognitive,
behavioral, educational, multicultural, and environmental issues. Through lectures,
videotapes, and structured exercises, students learn a distinct group of interventions,
including play and communication skills, as integral components of the therapeutic process.
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Prerequisites: COU 614. 3 Lecture Hours, 3 credits
COUNSL 616 Group Counseling and Group Dynamics
An introduction to group dynamics which uses the group process of the class to provide
experience of group membership and data for interpretation. Participation as a group member
is required. Readings and lectures build a cognitive base for evaluating the experiential
learning.
Prerequisites: COU 614. 3 Lecture Hours, 3 Credits
COUNSL 650 Group Counseling for Children and Adolescents
This course studies group counseling and group process with children, adolescents, and their
families. Participants acquire knowledge and skills through critical and reflective readings,
lecture, discussion, role-plays, interviews, and films. Emphasis is given to theoretical and
experiential perspectives, as well as multicultural counseling in competence, to enhance
participants' growth and training as thoughtful and responsive practitioners in diverse urban
settings. Discussions address such themes as group dynamics, group composition and
management, stages of group empowerment, and leadership styles
Prerequisites: COU 614. 3 Lecture Hours, 3 Credits
COUNSL 620 Human Development: Research, Theory, and Practice
This course provides students with a comprehensive view of life span development from
childhood through adulthood from several perspectives: 1) the interaction of age with factors as
gender, cultural background, disabilities, and other significant issues which may be encountered
at particular stages of life; 2) how individuals at specific stages of cognitive development
process information and experience, 3) a structural approach to ego development; and 4) a
psychoanalytic concept of self psychology.
Prerequisites: None. 3 Lecture Hours, 3 Credits
COUNSL 653 Diversity in Counseling
This course examines the interplay between the cultural contexts of race, ethnicity, class and the
psychological experience of the participants (counselor and client) in the counseling process.
Relevant theoretical and socio-historical perspectives will be reviewed in order to understand how
culturally determined variables such as, values, expectations, and immigration experience
influence, (1) individual and family identity, roles, and psychological development and, (2) the
therapeutic encounter. Societal processes of stereotyping, discrimination, prejudice, racism, and
marginalization will be integrated into course content. Each student will have an opportunity to
explore the contribution his or her socio-cultural history has in the counseling process. Several
prevalent racial-ethnic groups in the Greater Boston area will be focused upon in order to enhance
students' multicultural awareness. Learning methods will include lectures, classroom discussion,
experiential exercises, role-play and in vivo experiences.
Prerequisites: None. 3 Lecture Hours, 3 Credits
COUNSL 670 Substance Abuse in Modern Society
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This course surveys the broader problems caused by substance abuse in modern society, both
presenting and analyzing data. Part of the course is devoted to a study of the physiological
consequences of substance abuse. Consideration is also given to the family of the substance
abuser, to various treatment modalities, and to the relationship between the criminal justice
system and substance abuse rehabilitation.
Prerequisite: None. 3 Lecture Hours, 3 Credits
COU 672 Substance Abuse and the Family
The content of this graduate level course brings together substance abuse studies and family
systems approaches. Students are presented with a knowledge base that includes content information of addiction, methods for assessing and the skills for treating addictive systems, and
approaches for collaborating with other mental health professionals who treat addictions. This
course provides a brief overview of models used as understandings for identifying addictive
behavior and its etiology. Students are encouraged to reflect upon the theoretical frameworks
that have been developed to understand and to create interventions for alcoholic and substance
abusing family systems. The course identifies the addictive and intergenerational patterns
within families. Relational clinical models like the developmental, systemic, solution-focused,
and narrative are reviewed and evaluated. The course also examines the history and methods of
various treatment models and embraces critically the self -help movement. Systemic approaches
that pay less emphasis in pathology and substance abuse as a disease are also extensively
reviewed. In addition, issues of social justice are emphasized in a review of the effects of sociocultural and social policy that influence family behaviors and treatment approaches.
Prerequisite: None. 3 Lecture Hours, 3 Credits
COUNSL 674 Psychopharmacology
This course considers the nature of alcohol and narcotics and the ways they affect addicts in
mind and body before, during, and after treatment.
Prerequisite: None. 3 Lecture Hours, 3 Credits
COUNSL 688 Practicum
The purpose of the practicum is to expose the student to his/her particular field in counseling
through actual placement in a facility where appropriate supervision is provided. Class
discussions include a review onsite observations and experiences and discussions of current
issues in the field.
Prerequisites: COUNSL 608, COUNSL 614, COUNSL 606. 3 Lecture Hours, 3 Credits
COUNSL 698 Internship
Students are placed as apprentice counselors in schools or agencies under the direct supervision
of qualified professionals. Students meet weekly for a three-hour seminar.
Prerequisites: COUNSL 608, COUNSL 614, COUNSL 606, COUNSL 688, COUNSL 615 or
617, COUNSL 616 or 650. 3 Lecture Hours, 6 Credits per semester
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Typical Plan of Study (Full-Time)
First Year
Fall Term Credits
COU 601 Research and Evaluation in Psychology
COU 605 Vocational, Educational & Psych. Assessment
COU 608 Abnormal Psychology
COU 614 Counseling Theory and Practice I (only taught in Fall, prereq for many other courses)
Spring Term Credits
COU 653 Diversity in Counseling (new name for Cross-Cultural Counseling course)
COU 615 Counseling Theory and Practice II (only taught in Spring)
or
COU 617 Child & Adolescent Counseling
COU 606 Ethical Standards and Professional Issues in Counseling
COU 620 Clinical Application of Human Development
Summer Term
COU 688 Practicum
COU 616 Group Counseling or COU 650
Elective
Second Year
Fall Term Credits
COU 672 Substance Abuse and the Family or COU 670 Substance Abuse and Modern Society
COU 674 Psychopharmacology
COU 698 Internship
Spring Term Credits
COU 613 Vocational Development & Career Information
Elective
COU 698 Internship
Summer Credits
Any remaining courses like a remaining elective; students who have a course or two to take in
the summer are still permitted to walk in June at graduation.
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8. Capstone Project
The Capstone includes:
A) Transcription of one complete counseling session (c. 45 minutes) and accompanying
videotape. The videotape MUST include both you and your client but you can focus on your
face if you do not get permission after asking your client to show him or her.
Annotations to the transcript that describe your thinking and feelings through this session,
illuminating you were trying to accomplish in different sections of the session, explaining what
you think the client was thinking of feeling at crucial moments, and identifying moments where
you think you may have made a mistake or didn’t live up to your own hopes or goals for the
session. This section shows us that the student can be self-reflective about his or her work.
B) Signed consent form for taping with name of client blacked out. (You as the intern will keep
a record of the consent in client’s file at your internship site. Do not place a copy of the original
in the materials submitted).
C) A complete psychological assessment/case study which may include the following
subsections (some of them may not apply to your client). If you do not have enough information
for some of the more important sections, explain why.
Please do not use an outline in your paper. Use sub-headings. Do not necessarily follow the order
below. Some sections will repeat info from other sections.
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BEGIN WITH a description of the client and presenting concerns/issues/problems
Current living arrangements
Family history
Developmental history
Psychosocial history (history of relationships other than family relationships, for
example, early friendships, romantic relationships, work relationships0
Educational history
Vocational history
Sexual/sexuality history if relevant
Trauma history if relevant
Medical history
Substance abuse history if relevant
Legal history if relevant
Psychiatric history of client and his/her family
Mental status examination
Diagnoses
Diagnostic formulation using DSM-IV TR categories, specifically addressing the DSMIV TR symptoms required to make the diagnosis
Social Justice concerns (see below)
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Justification of diagnostic formulation and critique of these with regard to how they fit or
may not fit with this client’s individual history; as well as a consideration of what
repercussions there may be for the client (positive and negative) if given this diagnosis
Case formulation (see below)
Course of therapy
D.) Three clinical hypotheses using three theories (personality or counseling) to explain the
clinical status of the client and the etiology of any current disorder or life stress situation. For
example, you may use a counseling theory such as Rogerian theory to explain what lead to a
client’s current state of mind or situation, or you may use a personality theory such as Object
Relations to explain how the familial and relationship history of the person has led to his or her
current situation. Students should briefly (in a page or two) describe the theory and make
connections between the theory and the client’s current state of mind or life situation.
E.) Apply developmental theory and research to the life stages of the client; discuss how
development and context such as urban environment, race, gender, sexuality, and ability
influenced the development of this client and his/her current problems. Draw from
developmental theories such as attachment theory, theories of temperament, theories of cognitive
development, Steinberg’s theory on the adolescent brain, theories about friendship, theories
about gender, about racial identity development, about parenting styles and their effects on
children, about adolescence, moral development and emerging adulthood, about early adulthood
and work experiences, and about the aging process. This section should indicate how this person
fits with “normative” developmental movement and how the intersection of race, sexuality,
gender, ability, ethnicity, and environment (as well as his or her clinical issues) have had an
influence or impact on development.
F.) You need a section in your capstone in which you analyze the session you are presenting
G.) Social Justice Concerns: Summarize issues related to social justice such as poverty, race,
ability, health care systems, and show that you understand cultural influences, oppression, and
systemic contributions to mental illness.
H.) CLINICAL FORMULATION/CASE CONCEPTUALIZATION: BEFORE MOVING ON
TO TREATMENT, YOU WILL NEED A SECTION THAT SUMMARIZES WHAT YOU
KNOW ABOUT THE CLIENT THUS FAR, YOUR CONCLUSIONS, YOUR SUMMARY,
BASED ON ALL THE INFORMATION ABOVE. This is an important section. Don’t skip it
and take some time to develop it.
I.) Treatment Plan:
 Definition of the problem
 Description of behavioral manifestations of the problem
 Descriptions of reinforcers of the problem
 Barriers to reaching objectives
 Main and subsidiary goals of treatment
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Interventions needed (be specific and give a timeframe for when these might be enacted
in therapy and how you as a counselor would be able to measure if they were effective)
Identify other persons who will help client with the interventions
Discuss the timeframe for these interventions before some other strategy will be used
(even if the “intervention” is simply “listening”)
Weekly evaluation of treatment plan, if applicable
J.) Applying the ACA ethical code or APA code describe ethical conduct of the counselor in
relation to this particular client using citations from the professional literature and illustrating
moments in which ethical dilemmas have arisen or could arise. Please don’t use broad theories
such as “virtue ethics” or “utilitarian ethics”. Use the ethical code and speak to specific issues
that arose in counseling this particular client.
K.) The relationship: Countertransference and Transference
The student should describe and discuss the relationship she or he has with the client and how
that has developed and changed over time. The student should show the capacity for selfreflection with regard to how her or his own history and reactions intersect with the client’s and
how he or she has worked with this in terms of countertransference issues that may have arisen.
Remember that sharing similarities with a client is not the same as countertransference. Describe
several times in the therapeutic relationship where the intersection of one’s own history and/or
feelings in relation to the client has possibly affected the therapeutic relationship or could have
affected the process during that session. Describe how those feelings and reactions were dealt
with in supervision or in the following sessions. The student should also write about the client’s
feelings towards him or her and how those transference reactions may have promoted feelings
and/or reactions in the student. How has the client’s relationship history been re-enacted in the
current therapeutic relationship and how will that help or interfere with healing? This section
can and should incorporate moments from the transcript described in 1) above.
L.) The Capstone should end with a reflection with regard to what mysteries and unanswered
questions still exist with this case. These mysteries can stem from the literature (what we still
don’t know, for example, about schizophrenia and marijuana use), or from the student’s own
ponderings with regard to an ongoing relationship with the client.
WRITING STYLE:
The Capstone should follow APA style and include a reference list. There should be a minimum
of 15 empirical articles, chapter, and book references combining both readings from CSP
courses as well as additional readings. Websites may be used as additional sources and would
not count toward these 15 references.
The capstone should be your own work, but you can ask fellow students in your internship class
for feedback and editing help. Please don’t get outside help for this Capstone project outside of
your course or internship because the material in it is confidential.
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An example of a completed capstone will be posted by your internship professor on Blackboard.
Please do not consider this sample to be flawless as the program constantly revises the criteria
for this project. Do not use the example as a template. You will be asked to revise any section
that uses the same framework as the model. The Capstone will be discussed in your weekly
internship seminars several times and your questions will be answered in class, during office
hours or through email.
For AN EXCELLENT CAPSTONE
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Show what you’ve learned
Include an introduction where you give a flavor of the therapy and the person and your
interaction
Use people-first language; don’t reduce your person to a diagnosis
Integrate parts of the transcript into body of the paper
Avoid using textbook material; if you want to talk about attachment theory, pick up
Bowlby; if you want to talk about Rogers, read his work; if you want to say something
about Freud’s theory of depression, cite “Mourning and Melancholia”
Choose clinical hypotheses you believe in
When you diagnose, justify the diagnoses in close relation to the DSM-IV-TR symptom
lists
From a social justice perspective, see the person beyond the diagnosis
Don’t neglect the environment
Remember intersecting identities (sexuality, race, ethnicity, ability, etc.)
See your client systemically
When you formulate your treatment plan, what you plan to DO with your client should be
an outcome of what your clinical hypotheses were. For example, if your clinical
hypothesis was about existential angst, then your treatment plan should address it. Don’t
use cognitive therapy unless you earlier said that the client had problematic cognitions!
Include a Case Conceptualization section. Here you can bring it all together.
Don’t forget to get a good history of your client
It’s good to describe the course of therapy
Talk about ethical dilemmas that pertain to the case
Take seriously your counter-transference issues
It is fine to criticize the agency, your treatment, the diagnostic process, and all sorts of
impediments to good care
Show your caring in your writing
NOTE: There is a page limit for the capstone. No capstone (excluding the transcript should
exceed 100 pages.) Most capstones end up being between 45 and 75.
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9. Practicum & Internship
Students must complete 100 hours of practicum experience. This consists of observing and
participating in mental health counseling activities in a recognized practicum site. Students
consult with their advisor as to the location and activities required for the practicum experience.
As part of the practicum experience students attend a seminar class where practicum
experiences and current issues in mental health counseling are discussed. A practicum must
include a minimum of 40 hours of direct service work with clientele, at least 10 hours of
individual supervision by an approved supervisor, and at least 15 hours of group supervision by
an approved supervisor. Your classroom participation can count for your group hours. Please
review the requirements for licensure as a mental health counselor for more detailed
information with regard to what counts and doesn’t count as “individual” and “group”
supervision. The student intern must obtain proper liability insurance.
The Mental Health Counseling Internship is also required of all students. It consists of closely
supervised field experiences in a mental health setting. Students are required to complete a total
of 900 hours, 450 hours a semester. Included in the 900 hours is a requirement of 360 hours of
direct client service clock hours.
The internship placement is required of all students in the Mental Health Counseling Program.
The additional 100 hours of practicum are also required and must be completed prior to starting
the internship. Internship may only start in the Fall semester and end in the Spring semester.
The following internship requirements must be fulfilled by students seeking an internship
placement.
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Mental Health Counseling—900 hours of a supervised field experience must be
completed within one calendar year and two continuous academic semesters.
o Forensic Counseling Services Concentration—(Same requirement for Mental
Health Interns. Please note that students may be required to divide the 900 hours
between two sites in order to meet the audio/video taping requirement.)
QUESTIONS AND ANSWERS ABOUT THE PRACTICUM AND INTERNSHIP
What is a Practicum?
A practicum is:
 a pre-internship experience
 one semester
 a supervised 100 clock hour field experience
 completed in a clinic, day treatment program, residential program, school, etc.
 mostly observational activities are carried out at the placement
 requires 40 hours of direct contact with clients
 requires at least one hour of individual supervision weekly and one hour of group
UMASS Boston Mental Health Counseling Handbook
31
supervision
The practicum on-site supervisor will complete an evaluation of student progress, and there will
be an evaluation of student participation in a weekly seminar. The purpose of a practicum is to
expose students to the operation and activities within a mental health organization, and an
opportunity to observe the provision of services to clients prior to taking on full responsibility in
the internship. For those who have mental health agency experience, the intent is to expose the
student to a new environment and new information about models of providing mental health
counseling.
What is an Internship?
An internship is:
 two semesters
 a supervised 900 clock hour field experience
 completed in a clinic, day treatment program, residential program, school etc.
 carry out mental health activities under supervision
 requires 360 hours of direct client contact experience (180 per semester)
How do I obtain a practicum/internship placement?
Obtaining a practicum placement site is a collaborative process between you, the student, your
advisor, and the course instructor. The first step is to meet with your advisor and discuss the type
of experience you would like to have and the population and specific type of agency you would
like to observe and intern at. It is possible to complete the practicum placement in the same or
different location from the internship. (Although you may get more experience choosing a
different site after your Practicum, it is easier to meet the required number of hours for internship
if you remain at the same site and work through the summer after your Practicum hours have
finished.) After narrowing your focus with your advisor, review the list of placements.
Select three or four sites which fit your interests and complete the following steps:
 Prepare an updated resume
 Obtain 2 to 3 references from your professors or employers, including contact
information.
 Initially contact the site to make sure they are still accepting interns; explain they are on
the UMass recommended list and ask who the best contact person is
 Send the resume to 5 or 6 sites with a cover letter stating your intent. Most sites will also
ask for 2 to 3 letters of reference
 Follow up with a phone call and ask if it is possible to have a meeting to explore the
possibility of doing practicum or practicum/internship there
 Meet with the site supervisor and discuss the possibility of a practicum and/or internship
experience. Be sure to take along copies of the practicum and/or internship forms and
requirements to show to the organization representative. Most importantly, check to be
sure the agency has an approved supervisor. See qualifications of an approved supervisor.
elect a site, complete the appropriate forms, and inform your advisor.
UMASS Boston Mental Health Counseling Handbook
32
Who qualifies as an approved supervisor?

A mental health practitioner who is currently designated as an “Approved Supervisor” by
the Academy of Certified Clinical Mental Health Counselors, ACCMHC, to supervise the
clinical practice of mental health counselors

A mental health practitioner who is licensed as a mental health counselor, or meets the
qualifications for licensure as a mental health counselor by the Board, and who has had
primary supervisory responsibility for two practicing clinical mental health counselors for
a period of two years or the equivalent or who holds either a teaching or supervisory
position in a recognized educational institution, institute or agency which trains clinical
mental health counselors or provides clinical services to individuals, couples or families
on a regular basis; or

A person who is professionally licensed in an approved discipline and has expertise in
clinical mental health counseling and a minimum of five years of clinical experience in
mental health counseling and either: a) a master’s degree in counseling, family therapy,
or a related field; b) has a master’s degree in social work; c) a doctorate in psychology; or
d) a medical degree with a sub-specialization in psychiatry.
*NOTE: taken from 262 CMR: Board of Allied Mental Health and Human Services Professions,
Commonwealth of Massachusetts
May I use my job as my practicum and/or internship site?
You may not use your current job as your practicum and/or internship except under special
circumstances. The purpose of the field placement experience is to allow you to be exposed
(primarily as an observer) to clinical sites, services and populations you have not had an
opportunity to experience previously. There are several other reasons why you cannot use your
current work site as a practicum and/or internship. One reason is that there is potential for
confusion concerning roles and responsibilities if you are both an employee and a student at the
same site—dual roles. Also, you must present yourself accurately as a practicum student.
A potential exception to using your work site as a practicum and/or internship may be when you
work in an organization with several distinct programs. In such situations when there is minimal
interaction between programs and clients served, you may complete a practicum and/or
internship with the approval of your faculty advisor.
Timeline for obtaining a practicum site
Due to the importance of meeting classroom and site requirements, you must begin practicum or
internship site participation no later than the fourth week of the semester. To ensure that you
begin participation on time, you should begin seeking a site at least three months prior to the start
of classes.
UMASS Boston Mental Health Counseling Handbook
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Activities of the weekly classroom seminar
The seminar serves two purposes: 1) to support students in the experience of being a
practicum/internship student (e.g. beginning entrance and socialization into the mental health
counseling profession, understanding agency functioning, interpretation of ethical issues, etc.);
and 2) introduce students to the experience of documenting and presenting clinical material.
An important course requirement is completing a case presentation. Also, seminar attendance is
necessary to document group supervision (required for licensure).
FINDING A SITE
Students are free to develop their own practicum and internship sites, provided that the site meets
the requirements for practicum or internship. The department has a list of over 70 possible sites.
Things to remember when calling:
a. If you are calling a site that is not listed in the online field placement directory, and you
are calling general information numbers, ask to speak with the internship coordinator
or ask if the agency is accepting master’s level interns.
b. Mental Health Interns: Explain the hours that are necessary to complete your practicum
and internship placement and see if your needs and the agency’s are a match. Also, explain
the Mental Health Counseling Program briefly (M.S. in Mental Health Counseling; leads to
licensure as a LMHC; required pre-requisite courses are completed before entering internship
as well as a practicum experience, etc.). You can provide the potential supervisor a copy of
the Supervisor Handbook. In addition, always inquire about the following:
i.
ii.
iii.
iv.
v.
vi.
Will the on-site supervisor provide at least one hour of face to face supervision
weekly?
Who is the on-site supervisor? What are their qualifications? For a list of approved
supervisors, see laws included in the internship handbook). It is required that the
supervisor holds at least a master’s level license with at least 5 years of post-graduate
work experience. Be sure that the supervisor meets requirements for supervision.
Will you be able to complete 900 clock hours required for the internship and at least
360 Client Contact hours for the internship and 40 client contact hours for the
practicum (see laws for definition of client contact hour)?
Does the site allow for taping of client sessions with client consent (required for the
internship)?
What is the application process?
Does the agency have a website to find out more information, or could they send you
more information about the agency?
CURRICULUM REQUIREMENTS PRIOR TO PLACEMENT IN PRACTICUM
UMASS Boston Mental Health Counseling Handbook
34
Students in the Mental Health Counseling Program who plan to enroll in a practicum must have
completed the following requirements:



Students must have a grade point average of 3.0 in order to enroll in a practicum seminar
and be placed at a practicum site.
Students may not enroll in a practicum seminar and be placed in a practicum site if an
Incomplete-Fail (I/F) appears on their transcript.
Practicum students must have completed a total of 15 hours of semester credits, including
the following courses:

Students in the Mental Health Counseling Program must have taken the following courses
prior to enrolling in the practicum seminar (those in the ONLINE program may take these
courses simultaneously with Practicum):
COU 608 Abnormal Psychology
COU 614 Counseling Theory and Practice I
COU 606 Ethical Standards and Professional Issues
It is strongly recommended that you have taken the following courses prior to or during
the Practicum:
COU 615 Counseling Theory and Practice II or
COU 617 Counseling with Children and Adolescents
Students in the Forensic Counseling Services Concentration must have taken the following
courses:
COU 608 Abnormal Psychology
COU 614 Counseling Theory and Practice I
COU 606 Ethical Standards and Professional Issues
It is strongly recommended that you have taken the following courses prior to or during
the Practicum:
COU 615 Counseling Theory and Practice II
CURRICULUM REQUIREMENTS PRIOR TO PLACEMENT IN INTERNSHIP
Students in the Mental Health Counseling Program who plan to enroll in an internship must have
completed the following requirements:



Students must have a grade point average of 3.0 in order to enroll in an internship
seminar and be placed at an internship site.
Students may not enroll in an internship seminar and be placed in an internship site if an
Incomplete-Fail (I/F) appears on their transcript.
Internship students must have completed a total of 18 hours of semester credits, including
the following courses:
UMASS Boston Mental Health Counseling Handbook
35

Students in the Mental Health Program must have taken the following courses prior to
enrolling in the internship seminar:
COU 608 Abnormal Psychology
COU 614 Counseling Theory and Practice I
COU 688 Practicum in Mental Health Counseling
COU 606 Ethical Standards and Professional Issues
COU 615 Counseling Theory and Practice II (can be taken simultaneously) or
COU 617 Child and Adolescent Counseling (can be taken simultaneously)
COU 616 Group Counseling and Group Dynamics or COU 650 Group
Counseling for Children and Adolescents (can be taken simultaneously)
Students in the Forensic Counseling Services Concentration must have taken the following
courses:
COU 608 Abnormal Psychology
COU 614 Counseling Theory and Practice I
COU 688 Practicum in Mental Health Counseling
COU 606 Ethical Standards and Professional Issues
It is strongly recommended that you take the following courses prior to or during the
internship:
COU 615 Counseling Theory and Practice II or COU 617 Child and Adolescent
Counseling
COU 616 Group Counseling and Group Dynamics or COU 650 Group
Counseling for Children and Adolescents
STUDENT RESPONSIBILITIES THROUGHOUT PRACTICUM PLACEMENT
ALL STUDENTS MUST OBTAIN APPROVAL OF THEIR CURRICULUM AND
PRACTICUM PLANS FROM THEIR Advisor AND/OR the Graduate Program Director PRIOR
TO PLACEMENT IN A PRACTICUM

All students are required to obtain professional liability insurance prior to their practicum
placement. Insurance is available through professional organizations (American
Counseling Association, 1-800-347-6647 ext 222 ) www.counseling.org or
www.hpso.com

Students are required to comply with Procedural Policies of the Placement Agency and
the University. (Copies of both documents must be provided by respective institutions)

Students must be aware at all times that they have an ethical responsibility to both the
PLACEMENT INSTITUTION AND THE CLIENTS. Ethical concerns and or problem
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36
situations should be presented to both the placement institution and the University
supervisors.
o If the student is terminated from the Practicum site for ethical misconduct, the
student will receive an F grade by the faculty supervisor unless good cause is
shown for withholding the F grade. In addition, the student may HAVE TO
APPEAR BEFORE THE AD HOC ETHICS COMMITTEE OF THE
DEPARTMENT OF COUNSELING AND SCHOOL PSYCHOLOGY and receive
permission to be placed at another practicum site.
o If either an On-Site supervisor, in consort with an On-Site administrator, or
University faculty supervisor has determined that a student is not performing
satisfactorily in a Practicum placement, efforts by participating supervisors will be
taken to identify problem areas with specific recommendations to the student for
improvement. However, if problems continue to persist and the student does not
improve his or her performance, the student may be subject to termination from the
practicum site.
o Termination from clients and the on-site institution must be agreed upon by the
student, on-site supervisor, and university instructor within a mutually accepted
time. Failure to do so may result in an unsatisfactory grade and the student may
have to retake the practicum course.
NOTE:
ALL STUDENTS MUST OBTAIN APPROVAL OF THEIR CURRICULUM AND
INTERNSHIP PLANS FROM THEIR ADVISOR PRIOR TO PLACEMENT IN AN
INTERNSHIP
STUDENT RESPONSIBILITIES THROUGHOUT INTERNSHIP PLACEMENT
NOTE: All students are required to obtain professional liability insurance prior to their
internship placement. Insurance is available through professional organizations (American
Counseling Association, 1-800-347-6647 ext 222 or at www.counseling.org or through
www.hpso.com).

Students are required to comply with Procedural Policies of the Placement Agency and
the University. (Copies of both documents should be provided by respective institutions)
Students must complete two consecutive semesters with a B grade or better in the
internship course COU 698. The grade is determined by the University instructor
coordinating the internship and an evaluation of the On-Site supervisor.

Students must be aware at all times that they have an ethical responsibility to both the
PLACEMENT INSTITUTION AND THE CLIENTS. Ethical concerns and/or
problem situations should be presented to both the placement institution and the
University supervisors.
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37
If the student is terminated from the Internship site for ethical misconduct, the student will
receive an F grade by the faculty supervisor unless good cause is shown for withholding
the F grade. In addition, the student MAY HAVE TO APPEAR BEFORE THE AD
HOC ETHICS COMMITTEE OF THE DEPARTMENT OF COUNSELING AND
SCHOOL PSYCHOLOGY and receive permission to be placed at another internship site.


If either an On-Site supervisor, in consort with an On-Site administrator, or University
faculty supervisor has determined that a student is not performing satisfactory in an
Internship placement, efforts by participating supervisors will be taken to identify
problem areas with specific recommendations to the student for improvement. However,
if problems continue to persist and the student does not improve his or her performance,
the student may be subject to termination from the internship site.
Termination from clients and the on-site institution must be agreed upon by the student,
on-site supervisor, and university instructor within a mutually accepted time. Failure to
do so may result in an unsatisfactory grade, and the student may have to retake the
internship course.
PROFESSIONAL CONDUCT of Practicum Students

Practicum students are expected to become familiar with, and to be held accountable for
all existing rules, requirements, and regulations of the school system, department, or
institution to which they are assigned.

Attendance is required of all practicum students for all days of assignment and
placement. Only valid and excusable reasons for absences should be accepted. Students
are expected to notify both the On-site Supervisor and the University Supervisor on any
given day when illnesses or other emergencies interfere with or prevent their attendance
at their assigned placement. Not informing your direct supervisor is unprofessional
conduct.

Students are expected to attend all orientation sessions, staff meeting critique or
evaluation sessions, day or evening schedules or meetings, etc., as the school system or
institution may require.

Any client information presented by students in the practicum seminar or other classes
will be presented and completed anonymously according to HIPPA guidelines.

Students are required to attend a weekly Practicum Seminar held at the University of
Massachusetts at Boston. The seminar is a required part of their Practicum experience
and necessary in order to receive graduate credit for their practicum assignment. They
should therefore be excused from any assignments during such scheduled meetings.
Notification of the specific time and evening of the week when the seminar is scheduled
will be provided to you by the Practicum student.
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Finally, students assume the responsibility of complying with all rules, policies, and regulations,
approved codes for conduct and behavior, and legal and ethical standards of their respective
professional state and national associations, as well as University, College and Department
policies, regulations, and standards.
PROFESSIONAL CONDUCT OF INTERNS

Interns are expected to become familiar with and to be held accountable for all existing
rules, requirements, and regulations of the school system, department, or institution to
which they are assigned.

Attendance is required of all interns for all days of assignment and placement. Only valid
and excusable reasons for absences should be accepted. Interns are expected to notify
both the On-site Supervisor and the University Supervisor on any given day when
illnesses or other emergencies interfere with or prevent their attendance at their assigned
placement.

Interns are expected to attend all orientation sessions, staff meeting critique or evaluation
sessions, day or evening schedules or meetings, etc., as the school system or institution
may require.

Interns are required to attend a weekly Internship Seminar held at the University of
Massachusetts Boston. The seminar is a required part of their Internship experience and
necessary in order to receive graduate credit for their internship assignment. They should
therefore be excused from any assignments during such scheduled meetings. Notification
of the specific time and evening of the week when the seminar is scheduled will be
provided to you by the Internship student.

Any client information presented by students in the internship seminar or other classes
will be presented and completed anonymously according to HIPPA guidelines.

Finally, interns assume the responsibility of complying with all rules, policies, and
regulations, approved codes for conduct and behavior, and legal and ethical
standards of their respective professional state and national associations, as well as
University, College and Department policies, regulations, and standards.
RESPONSIBILITY OF THE UNIVERSITY FACULTY
To inform students about practicum placement procedures and practices prior to their interview
with Placement Institutions.
To determine and submit University grades for student interns. University supervisors will
determine practicum grades by integrating interns’ performance at the placement site, in the
UMASS Boston Mental Health Counseling Handbook
39
University seminar, and from the information provided by the On-Site supervisor’s written and
verbal comments.
To ensure completion of all documentation, e.g. agency supervisor tuition voucher form.
To collect documentation including practicum evaluations, clock hours, and supervision clock
hours and move them to the student’s files in the department.
RESPONSIBILITIES OF PRACTICUM SUPERVISORS AND
PLACEMENT INSTITUTIONS
In order to facilitate a successful learning experience for practicum students assigned to your
institution and placed under your supervision, we recommend that you provide each practicum
student with the following services and arrangements:
Desk space or other suitable working facilities, etc., as feasible to the work assignment.
Individual supervision. We request that the placement institution provide at least one hour of
individual supervision to the student every week in order to provide constructive critiques of
his/her performance and progress. One hour of supervision means 50 consecutive minutes.
Please determine with student how many direct supervision hours she or he needs. (Direct
supervision means watching or listening to his or her counseling rather than talking about the
counseling he or she provided.)
Background information about the placement institution and the client population. Please prepare
placement site personnel and prospective clients for the arrival of each practicum student.
Opportunities to engage initially in observational experiences during their first few days of the
assignment, with increased responsibilities as you determine.
Assignments that constitute work experience and responsibilities comparable to those expected
of a professional mental health or school adjustment counselor who might normally be assigned
to the position or engaged in the same responsibilities to which the student has been assigned.
REQUIREMENTS FOR ON-SITE SUPERVISOR
In order for students to meet the academic requirements in the Commonwealth of Massachusetts
for licensure as a Mental Health Counselor and School Adjustment Counselor Practicum
supervisors must meet the following qualifications for specialties:
(a) Approved Supervisor: A mental health practitioner currently designated as an “Approved
Supervisor” by the ACCHHC to supervise the clinical practice of mental health
counselors who has five years clinical mental health counseling experience.
UMASS Boston Mental Health Counseling Handbook
40
(b) A currently licensed mental health counselor or a mental health practitioner who meets
the qualifications for licensure as a mental health counselor by the Board who has held a
teaching or supervisory position in a recognized educational institution, institute or
agency which trains clinical mental health counselors or provides clinical services to
individuals, groups, couples or families on a regular basis or provided clinical mental
health counseling services for a combined total period of at least five years;
For Licensure, an approved supervisor should:
1. To “meet the qualification for licensure” by the Board and for the purpose of
qualifying as an Approved supervisor, an individual must meet the following
requirements:
a. A qualifying master’s or doctoral degree (minimum of 48 semester
hours, as described in CMR 2.01 (3)(b);
b. Successful completion of a Supervised Clinical experience; and
c. Achievement of a passing score on the licensure examination
2. To qualify as an Approved Supervisor; a mental health practitioner must:
a. Have completed five years clinical mental health counseling experience
prior to commencing supervision of the applicant; and
b. Meet the qualifications for licensure as a mental health counselor by the
Board prior to or at the time the applicant applies for licensure.
c. A mental health practitioner who:
1. Has a master’s degree in social work, marriage and family therapy,
a doctoral degree in psychology or a medical degree with a
subspecialization in psychiatry;
2. Has a minimum of five years clinical experience in mental health
counseling; and
3. Is licensed in his/her respective discipline; or
d. A Mental Health practitioner who:
1. has a masters or doctoral degree in rehabilitation counseling,
pastoral counseling, psychiatric nursing, educational psychology,
or related fields (as defined in 262 CMR 2.01 (2)); provided that
the graduate degree program of study meets the requirements of
262 CMR 2.01 (3)(b);
2. has a minimum of five years clinical experience in mental health
counseling;
3. has successfully completed Supervised Clinical Experience; and
is licensed in his/her respective discipline.
ETHICAL VIOLATIONS
In the event that the student intern is suspected of engaging in ethical violations at the internship
site, the internship seminar faculty in consultation with the program director will gather
information to ascertain the credibility of the allegations. If the allegations are found to be
credible, the intern will be subject to review by a Department Ethics Committee. The
UMASS Boston Mental Health Counseling Handbook
41
Department Ethics Committee may conclude the following: a) verbal reprimand; b) written
reprimand with reconciliation (writing paper on ethical violation); and/or recommend to
internship seminar faculty to award a grade of F. Any student intern that receives an F for the
course must complete two additional semesters with a grade of B or better.
SUCCESSFUL COMPLETION OF INTERNSHIP
All student interns must receive a minimum of two consecutive semesters of a grade of B or
better. If a student intern receives less than a grade of B, he/she must complete two additional
consecutive semesters with a grade of B or better.
10. Degree Requirements
The Mental Health Counseling Program requires its students to maintain a cumulative grade
point average of 3.00 for the core curriculum as well as the specific requirements of the MH
Program.
Masters Degree in Science (M.S.)
In order for the mental health counseling student to be considered as a candidate for graduation
with a Masters Degree in Science (M.S.) a completion of 60 credit hours, with a grade point
average of 3.0 or better, and fulfillment of a culminating, "capstone" experience (as outlined
above) are required.
The Certificate of Advanced Graduate Study (CAGS)
The Mental Health program no longer accepts CAGS applications from students who received
their master's elsewhere. We do accept two transfer programs should you still want to enter our
MH program. Many of our students over the years have come to UMass Boston for a 2nd
master's.
We do accept CAGS applications from students who have successfully completed the M.S.
degree in another program such as Family Therapy, Rehabilitation Counseling, or School
Counseling. A minimum of 18 credits post M.S. is required for the CAGS. Interested applicants
should submit three letters of recommendation, a letter of intent describing an understanding of
the practice of mental health counseling and detailing personal career objectives, transcripts of
all previous college work, undergraduate and graduate. Transcripts must be official (bear the
college seal) and be from regionally accredited colleges or universities. Undergraduate and
graduate cumulative grade point averages (GPA) should be at least 3.0 overall, and 3.0 in
psychology courses as well.
Mental Health Counseling: Forensic Services Concentration
Forensics Services focus on the intersection between the criminal justice and health service
systems. This concentration provides training in the complex social issues that appear at this
intersection: the origins of mental illness, substance abuse, and crime; the operations of health
and law-related services for those affected by these problems; and the impact of relevant social
policies. The analytical emphasis and core interdisciplinary approach to forensic services
UMASS Boston Mental Health Counseling Handbook
42
increases understanding of ways in which public health and legal standards, specifically mental
health issues and criminality, intersect and diverge. Students who complete the concentration are
awarded both the M.S. in Mental Health Counseling and the Forensic Services Graduate
Certificate.
11. Professional Advancement
Students who graduate from the Mental Health Program fulfill the academic requirements
required by the Board of Registration of Allied Mental Health and Human Services Professions
to be licensed as a mental health counseling (LMHC) in the Commonwealth of Massachusetts.
During their last semester of education, students should request an application for licensure from
the Board of Registration of Allied Mental Health and Human Services Professions.
Applicants for licensure must have their academic course of study approved by the Board before
they can take the licensing examination, which may be taken prior to the completion of their
3,360 hour post graduate work experience. In addition to a complete application, applicants must
submit a transcription of 60 academic credits that fulfill specific requirements (Please visit the
MA Board of Registration for LMHC requirements).
Board of Registration
Allied Mental Health and Human Services Professions
239 Causeway Street
Boston, MA 02114
(617) 727-3080
If you are interested in applying for licensure in another state, please check the specific
requirements. Other states may have different internship hours’ requirements and/or additional
courses.
Professional Organizations
Mental Health Counseling students can join AMHCA as a student member and/or MaMHCA.
American Mental Health Counselors Association
801 North Fairfax St. Suite 305
Alexandria, VA 22314
www.amhca.org
Phone: (800) 326-2642
Massachusetts Mental Health Counselors Association
www.mamhca.org
Phone: (508) 698-0010
UMASS Boston Mental Health Counseling Handbook
43
Employment Opportunities
Many of our graduates are offered jobs at their internship site after they graduate! Community
agencies, hospitals, or outpatient facilities serving children, adolescents, and adults or school
systems employ graduates from the Mental Health Counseling Program. Graduates are eligible to
apply for licensure as a Mental Health Counselor in the Commonwealth of Massachusetts after
completing the following requirements:
1. A 60 credit graduate program at UMB, which includes specific courses designated by the
Massachusetts Board of Registration
2. A passing score on the national licensing examination
3. Completion of approximately two years (3,360 hours) of supervised employment
Once graduates are licensed, there are many job opportunities in the Commonwealth of
Massachusetts for mental health counselors. In addition, a licensed mental health counselor is
eligible for clinical membership in the American Mental Health Counselors Association.
Licensure Requirements for Mental Health Counselors (LMHC)
Commonwealth of Massachusetts Table
Board of Allied Mental Health and
Human Services Professions
Requirement


Completion of a 60 credit
program from a recognized
educational institution
Successful completion of the
three graduate level courses in
each of the following areas:
Course Requirements and Courses
University of Massachusetts Boston

Program requirements meet both licensure
requirements for a Mental Health Counselor in the
Commonwealth of Massachusetts
UMASS Boston Mental Health Counseling Handbook
44
1. Required Course Areas:
-Counseling Theory
-Human Growth and Development
-Psychopathology Identification
-Social Cultural Foundations
-Helping Relationships
-Group Work
-Special Treatment Issues
-Appraisal
-Research and Evaluation
-Professional Orientation
-COU 615 Counseling Theory and Practice II OR COU 617
-COU 620 Clinical Application of Human Development
-COU 608 Abnormal Development
-COU 653 Perspectives in Cross-Cultural Counseling
-COU 614 Counseling Theory and Practice I
-COU 616 Group Counseling and Group Dynamics or COU
650 Group Counseling with Children
-COU 672 Substance Abuse and the Family
-COU 605 Principles of Vocational, Educational and
Psychological Assessment
-COU 601 Research and Evaluation in Psychology
-COU 606 Ethical Standards and Professional Issues in
Counseling
-COU 613 Vocational Development and Career Information
-COU 674 Psychopharmacology
2. Electives
Examples: COU 664 Child Abuse and Neglect; COU 617
Psychotherapy with Children and Adolescents; COU 622
Theories of Family Therapy
3. Practicum
COU 688 Mental Health Counseling Practicum (100 hours)
4. Internship (600 hours)
COU 698 Mental Health Counseling Internship (900 hours)
We require 900 hours to insure that our students are welltrained and competitive for jobs when they graduate
5. Post-Master's Clinical Field
Experience
Total of 3,360 hours required; up to the student to fulfill
after graduation
UMASS Boston Mental Health Counseling Handbook
45
PRACTICUM PLACEMENT CONTRACT
Student
Address
Telephone
Student Status
M.S.
CAGS
Placement/Practicum Site
Brief Description of Clients ____________________________________
Site Address
Phone
__________________________
Email
__________________________
DURATION: The practicum will run from _________________to__________________.
HOURS PER WEEK: The student will be expected to serve approximately ______hours per
week.
CLIENT CONTACT HOURS: The Practicum student will obtain approximately ______total
client contact hours per week.
DUTIES: The Practicum student will be expected to perform the following specific task(s):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
WRITTEN RECORD: The Practicum student will maintain a detailed written record of
activities in which he or she is involved including supervisory hours, observations, appointments
with clients, meetings, etc.
SUPERVISION: The supervisor will be (please include a second name in the event that a
supervisor is absent for part of the year):
1.____________________________________2._______________________________________
UMASS Boston Mental Health Counseling Handbook
46
SUPERVISION HOURS: The supervisor will insure that the Practicum student has the required
number of supervisory hours and that these will take place in 50 minute individual sessions. (The
Licensing Board defines “individual session” as having no more than two trainees or interns with
a single supervisor).
QUALIFICATIONS OF SUPERVISOR (attach letter asserting 5 years post graduation
experience and licensure)
ALL STUDENTS WILL ACQUIRE PROFESSIONAL LIABILITY INSURANCE AND
PROVIDE A COPY TO THE PRACTICUM SUPERVISOR ON CAMPUS
I HAVE READ AND UNDERSTAND AND AGREE TO THE GUIDELINES FOR
PLACEMENT. In addition, I have read the procedural policies of the Practicum Placement
Institution and agree to comply with them.
Signature of Student: ___________________________________________________________
Practicum Supervisor: _________________________________________________________
E-mail:
Phone Number:
Additionally for Supervisor:
I have read this contract and can offer this student the required hours to complete the Practicum
within a semester:
_______ (initial please)
I have read this contract and can offer this student the required hours for individual supervision.
Moreover, I understand that individual supervision is to occur in sessions that are 50 consecutive
minutes long:
_______ (initial please)
I am licensed and have 5 years post-graduate experience
_______ (initial please)
(FOR INTERNSHIP) I understand that I need to help this student be able to videotape sessions in
which both s/he and a client appear on the tape (with consent and under strict regulations)
_______ (initial please)
Agency Director: ______________________________________________________________
E-mail:
Phone Number:
UMASS Boston Mental Health Counseling Handbook
47
University Practicum Instructor: _________________________________________________
E-mail:
Phone Number:
UMASS Boston Mental Health Counseling Handbook
48
Practicum Student Evaluation by Site Supervisor
Practicum Student:
Directions: Insert the rating which best describes your evaluation of the student you have
supervised during the past term using the scale provided below. If you have any questions, please
contact the designated University faculty.
Scale: 1-5 (1=poor; 5=outstanding for a Practicum student)
Competencies
Developed a clear understanding of the agency’s function and mission
_____
Functioned in a professional and appropriate manner within the agency
_____
Abided by and exhibited an understanding of the ethics involved in mental
health counseling
_____
Demonstrated initiative and willingness to go beyond basic assignments
_____
Showed empathy for clients in supervision and in contact with them
_____
Showed an ability to make reflective statements to clients
_____
Could accurately identify feelings and important issues for clients
_____
Understood and maintained professional boundaries
_____
Showed an ability to be self-reflective within supervision
_____
Came to supervision with questions and issues to discuss
_____
General evaluation of practicum experience and performance of student
_____
Comments (please use a separate sheet if necessary):
(Signature of Evaluator)
______________
E-mail
UMASS Boston Mental Health Counseling Handbook
Date
49
APPENDICES: FORMS
APPENDIX A: Practicum Forms
Practicum Clock Hours
Mental Health Counseling
University of Massachusetts Boston
Total Hours
Directions: List the total hours spent in total practicum contact for each day and week.
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Total hours: ________
Practicum Student’s Signature
Date
Practicum Agency Supervisor’s Signature
Date
University Supervisor’s Signature
Date
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Practicum Clock Hours
Mental Health Counseling
University of Massachusetts Boston
Client Contact Hours
Directions: List the hours spent in client contact for each day and week.
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Total client contact: ______
Practicum Student’s Signature
Date
Practicum Agency Supervisor’s Signature
Date
University Supervisor’s Signature
Date
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51
Practicum Clock Hours
Mental Health Counseling
University of Massachusetts Boston
Supervision Hours
Directions: List the hours spent in supervision, both individual and group supervision for each day
and week.
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Total group: ________
Total individual:_______
Practicum Student’s Signature
Date
Practicum Agency Supervisor’s Signature
Date
University Supervisor’s Signature
Date
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52
APPENDIX B: Internship Forms
Internship Clock Hours
Mental Health Counseling
University of Massachusetts Boston
Total Hours
Directions: List the total hours spent in total internship contact for each day and week.
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Total hours:_________
Internship Student’s Signature
Date
Internship Agency Supervisor’s Signature
Date
University Supervisor’s Signature
Date
UMASS Boston Mental Health Counseling Handbook
53
Internship Clock Hours
Mental Health Counseling
University of Massachusetts Boston
Client Contact Hours
Directions: List the hours spent in client contact for each day and week.
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Total client contact:_______
Internship Student’s Signature
Date
Internship Agency Supervisor’s Signature
Date
University Supervisor’s Signature
Date
UMASS Boston Mental Health Counseling Handbook
54
Internship Clock Hours
Mental Health Counseling
University of Massachusetts Boston
Supervision Hours
Directions: List the hours spent in supervision, both individual and group supervision for each day and
week.
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Total individual:________
Total group:________
Internship Student’s Signature
Date
Internship Agency Supervisor’s Signature
Date
University Supervisor’s Signature
Date
UMASS Boston Mental Health Counseling Handbook
55
INTERNSHIP PLACEMENT CONTRACT
Student
Address
Telephone
Student Status
M.S.
CAGS
Placement/Practicum Site
Brief Description of Clients
____________________________________
Site Address
Phone
__________________________
Email
__________________________
DURATION: The practicum will run from _________________to__________________.
HOURS PER WEEK: The student will be expected to serve approximately ______hours per week.
CLIENT CONTACT HOURS: The Internship student will obtain approximately ______total client
contact hours per week.
DUTIES: The Internship student will be expected to perform the following specific task(s):
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________
WRITTEN RECORD: The Internship student will maintain a detailed written record of activities in
which he or she is involved including supervisory hours, observations, appointments with clients,
meetings, etc.
SUPERVISION: The supervisor will be (please include a second name in the event that a supervisor is
absent for part of the year):
1.____________________________________2._______________________________________
SUPERVISION HOURS: The supervisor will insure that the Internship student has the required number
of supervisory hours and that these will take place in 50 minute individual sessions. (The Licensing Board
defines “individual session” as having no more than two trainees or interns with a single supervisor).
UMASS Boston Mental Health Counseling Handbook
56
QUALIFICATIONS OF SUPERVISOR (attach letter asserting 5 years post graduation experience
and licensure)
ALL STUDENTS WILL ACQUIRE PROFESSIONAL LIABILITY INSURANCE AND PROVIDE
A COPY TO THE PRACTICUM SUPERVISOR ON CAMPUS
I HAVE READ AND UNDERSTAND AND AGREE TO THE GUIDELINES FOR PLACEMENT. In
addition, I have read the procedural policies of the Internship Placement Institution and agree to comply
with them.
Signature of Student: ___________________________________________________________
Internship Supervisor: _________________________________________________________
E-mail:
Phone Number:
Additionally for Supervisor:
I have read this contract and can offer this student the required hours to complete the Practicum within a
semester:
_______ (initial please)
I have read this contract and can offer this student the required hours for individual supervision. Moreover,
I understand that individual supervision is to occur in sessions that are 50 consecutive minutes long:
_______ (initial please)
I am licensed and have 5 years post-graduate experience
_______ (initial please)
I understand that I need to help this student be able to videotape sessions in which both s/he and a client
appear on the tape (with consent and under strict regulations)
_______ (initial please)
Agency Director: ______________________________________________________________
E-mail:
Phone Number:
University Internship Instructor: _________________________________________________
E-mail:
Phone Number:
UMASS Boston Mental Health Counseling Handbook
57
APPENDIX C: Sample Videotaping Consent Form
SAMPLE
Consent to Record Counseling Sessions
I,______________________, agree to be audio-videotaped during counseling sessions
dates: _________________
with _________________________, a Counseling Student in the Mental Health Counseling graduate
degree program at the University of Massachusetts Boston. The sole purpose of recording these
sessions is the supervision and training of students.
I understand that this tape recording, audio CD, or DVD (hereafter called “tape”) will be viewed only
by the Student’s onsite supervisor, the university faculty member(s) responsible for the practicum or
internship class and/or Capstone project, and possibly other Mental Health Counseling graduate
students in the practicum or internship class. All Mental Health Counseling graduate students are
trained to respect the confidentiality of all counseling information.
I understand that my name will not be mentioned during the review of any tape and that every effort
will be made to ensure my confidentiality. Thus, if any student or faculty member viewing a tape of a
session indicates that she/he knows me, the tape will be turned off immediately. I also understand that
if I mention anyone’s name in the course of my counseling session, it cannot be deleted from the
tape. Additionally, I understand that counselors and supervisors are required by law to release
information to appropriate authorities if: (a) the counselor has knowledge of threats of bodily harm or
death of another person or of suicide, (b) there is any indication of child abuse or elder abuse, or (c) if
records are mandated by a court.
I understand that all tapes will be destroyed after the student has finished the program and until then,
kept in a locked cabinet. If the student does not have a locked cabinet, the Chair of the Department or
the Graduate Program director will hold the tape in a locked cabinet in her or his office. It will be
destroyed when the Student graduates from the program.
I can withdraw consent at any time and am free to ask the student to stop the taping at any time during
a session.
This consent form is valid for the academic year __________________.
Client signature:
_____________________________________
Date:___________________
Counseling Student’s
signature:__________________________________
Date:___________________
UMASS Boston Mental Health Counseling Handbook
58
University of Massachusetts at Boston
Internship Evaluation/Mental Health Counseling
Student Counselor ____________________________
Placement
Period Fall 20__
Spring 20____
Agency _____________________________________
Name and position of supervisor/rater ______________________________
_____________________________________________________________
Directions: Circle the response that best describes your evaluation of the student you have
supervised during the past term using the scale provided below. If you have any questions,
please contact the designated University faculty. We wish to thank you for your time and effort
devoted to this critical training experience for our students.
Rating Scale: 1-Poor 2-fair 3-average 4-above average 5-superior
Interpersonal /Personal Skills
Able to establish appropriate
relationships with clients
UMASS Boston Mental Health Counseling Handbook
1 2 3 4 5 NA
59
Demonstrates good ethical
standards and maintains confidentiality
1 2 3 4 5 NA
Demonstrates interpersonal sensitivity
1 2 3 4 5 NA
Demonstrates awareness of
1 2 3 4 5 NA
own strengths and weaknesses
Demonstrates an openness to
growth and learning
1 2 3 4 5 NA
Conducts self in a professional manner
1 2 3 4 5 NA
Demonstrates acceptance of others values
1 2 3 4 5 NA
Counseling Skills
Able to provide theoretical rationale
for use of counseling procedures
1 2 3 4 5 NA
Demonstrates ability to apply
research and theory to practice
1 2 3 4 5 NA
Demonstrates empathic ability
1 2 3 4 5 NA
UMASS Boston Mental Health Counseling Handbook
60
Is flexible in using different counseling
approaches which are appropriate
for the situation
1 2 3 4 5 NA
Demonstrates use of different counseling
modalities
1 2 3 4 5 NA
Demonstrates and applies knowledge
of major theories of counseling
1 2 3 4 5 NA
Demonstrates an understanding of
human relationships (conditions of counseling e.g.
positive regard, genuineness, etc)
1 2 3 4 5 NA
Demonstrates basic counseling skills
of communication interview strategies
and diagnostic awareness
1 2 3 4 5 NA
Demonstrates the ability to formulate with
the client a manageable definition of the problem
and define appropriate goals
UMASS Boston Mental Health Counseling Handbook
1 2 3 4 5 NA
61
Demonstrates the ability to facilitate client’s
movement toward the identified goals
1 2 3 4 5 NA
Use of Community Resources/Case Management Skills
Demonstrates an awareness of
community resources
1 2 3 4 5 NA
Demonstrates the appropriate
use of community resources
1 2 3 4 5 NA
Demonstrates the ability to help clients
appropriately use community resources
1 2 3 4 5 NA
Uses time effectively
1 2 3 4 5 NA
Maintains required paperwork
effectively and efficiently
1 2 3 4 5 NA
Able to coordinate multiple tasks
effectively and efficiently
1 2 3 4 5 NA
Able to write and implement individual plan
1 2 3 4 5 NA
UMASS Boston Mental Health Counseling Handbook
62
Assessment Skills
Able to identify appropriate tests to
administer based upon clients needs and issues
1 2 3 4 5 NA
Able to administer tests appropriate
to education level
1 2 3 4 5 NA
Able to interpret test results for clients
appropriately and sensitively
1 2 3 4 5 NA
Able to summarize and integrate test results
in a plan
1 2 3 4 5 NA
Overall Evaluation
Overall evaluation of the performance of student
1 2 3 4 5 NA
If student was an applicant for full-time
employment in your system as a mental health
counselor would you hire him or her?
____yes ____no
Comments (please use another sheet of paper if necessary):
UMASS Boston Mental Health Counseling Handbook
63
APPENDIX D: University Services
ATHLETICS
http://www.beaconsathletics.com/landing/index
Clark Athletic Center
Lower Level, Room 013
Tel.: (617) 287-7800
The Catherine Forbes Clark Athletic and Recreation Center houses a gymnasium, a skating
rink, and a competition sized pool, all with ample seating for spectators, as well as gymnastic,
weight training, exercise rooms, and a dance studio.
The Beacon Fitness Center, located in McCormack hall, offers Nautilus Machinery,
cardiovascular equipment, and free weights, as well as courts for racquetball, squa sh, and
handball, an aerobics room, and a lounge. Center staff is available to help and advise graduate
students in the use of the facilities.
Outdoor athletic facilities include tennis courts, three athletic fields marked for football,
lacrosse, soccer, softball, volleyball, and a 400‑ meter running track. The university's
sailing
dock moors a fleet of mercury sailboats and rowing dories for use during the Spring, Summer,
and Fall.
Graduate students pay mandatory fees and are encouraged to use these resources.
BOOKSTORE
http://www.bkstr.com/Home/10001-10348-1?demoKey=d
Campus Center
Upper Level
Tel.:(617)287‑5090
(Hours: Mon‑ Fri 8:30am to 5:00pm) (longer hours beginning of the semester)
The UMASS Boston bookstore carries textbooks required for courses, a complete fine of art and
school supplies, and gift items. It also carries reference books and popular titles, magazines,
newspapers, gifts, cards, snacks, and UMASS Boston clothing. Students can special-order
almost any book currently in print.
Books are first available for purchase one week prior to the beginning of classes. For textbook
refunds, receipts are required and books must be in the same condition as when purchased.
Students will not receive refunds for textbooks purchased the last week of classes or
during examination periods. The bookstore will by used textbooks from students throughout
the year.
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64
BURSAR'S OFFICE
http://www.umb.edu/bursar/
Campus Center
4th floor, Room 4300
Tel.: (617) 287-5350
(Teller Hours: Mon-Fri 9:00am to 3:30pm)
The Bursar's Office handles payments of tuition and fees. The Bursar's Office also distributes
checks to students receiving refunds or university financial aid (usually about five weeks
after the start of the semester). Recipients pick up their checks at the Bursar's Office.
Graduate Students pay tuition and fees based upon the number of registered credits each
semester. The Bursar's office determines tuition costs based on whether students are classified as
Massachusetts residents, or as out-of-state, non-residents.
CAREER SERVICES
http://www.umb.edu/academics/vpass/career_services/
Campus Center
1st floor, Room 1300
Tel.: (617) 287-5519
(Hours: Mon-Fri 8:00am to 5 PM)
The Career Services assists current students and alumni of UMASS Boston. Resources include
the Career Resource Library and career planning and placement. Information for the Graduate
Record Examination (GRE) and the Miller Analogies Test (MAT) are available here.
COMPUTING SERVICES
http://www.umb.edu/it
Science Building
1st floor, Room 012
Tel.: (617) 287-5000
(Hours: Mon‑ Fri 8:00am to 5:00pm)
The Computing Services operates a large number of computing labs for Macintosh and
Windows microcomputers, and operates terminal rooms for large system access. At the
beginning of each semester, Computing Services offers a variety of computer workshops.
Workshop schedules are posted in the labs and published in the UMASS Boston student
newspaper, Mass Media. Sign-up sheets for the workshops are posted in room 029, upper level,
Healey Library. You can obtain an e mail account free of charge and have access to the world
wide web through the computers in the library. Several courses in the program require
familiarity with the use of internet resources.
E-Mail: Helpdesk Tel.: (617) 287-5220 (Hours: Mon-Fri 8:00am to 4:00pm)
Students may contact the Help Desk with questions regarding computer use. Students already
on campus can go to any computer lab for in-person assistance.
DISABILITY SERVICES
UMASS Boston Mental Health Counseling Handbook
65
http://www.umb.edu/academics/vpass/disability
McCormack Services
1st floor, Room 401
Tel.: (617) 287‑7430, or 7436 TIFY
(Hours: Monday to Friday 8:30 AM to 5 PM, evening hours by appointment)
The Lillian Semper Ross Center for Disability Services helps UMASS Boston provide equal
access for individuals with disabilities. The center offers students auxiliary aids and related
academic support services such as sign language interpreting, note taking, testing
accommodations, advocacy, and Counseling. The center also offers advice and information on
disability issues to university employees and departments.
The Adaptive Computing Lab and the Center for Disability Services make available
auxiliary aids and related support services for students with disabilities such as sign
language interpretation, note taking, testing accommodation, advocacy, adapted computer
equipment, and Counseling.
FINANCIAL AID
http://www.umb.edu/admissions/financial_aid_scholarships/grad_aid/
Quinn Administration Building
1st floor, Room 012
Tel.: (617) 287-6300
(Hours: Mon & Wed 8:30am to 6:00pm
Tues & Thur 8:30am to 5:00pm
Closed on Fridays)
There are several sources of financial aid for graduate study: Financial aid from the federal
government, Stafford Loans, Perkin Loans, and Federal Work Study. These are considered
self- help programs because students borrow funds, which then must be repaid, or earn funds
through employment.
To apply for financial aid, graduate students must complete and submit the Free -Application
for Federal Student Aid (FAFSA). Students must submit the FAFSA even if they are applying
for loan consideration only.
The priority date for filing an application (FAFSA) is March 1, of each year. Applications
become available in the Financial Aid office after January 1, and all students are encouraged to
apply during January and February. Eligibility for Perkins Loans and Federal Work Study are
based on student need and on fund availability. Students with high need increase their chances
of receiving these awards if they apply between January 1st and March 1st.
GRADUATE ADMISSIONS AND RECORDS
http://www.umb.edu/admissions/grad/
Quinn Administration
nd
2 floor, Room 081
(617) 287-6400
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66
E-Mail: bos.gadm@umassp.edu
Hours:
Academic Year: Monday and Friday 8:30 AM to 5
PM Tuesday to Thursday 8:30am to 7:15pm
Summer Session: Monday to Friday 8:30 AM to 5 PM
The Office of Graduate Admissions and Records is the admissions office and the registrar's
office for UMASS Boston students. The director and the graduate admissions and records staff
process all graduate applications to specific graduate programs.
The Director of Graduate Admissions and Records is the official registrar and maintains all
official documents in graduate students' files, including academic transcripts. Each
department with which students interact depends on the Office of Graduate Admissions and
Records for accurate information, so all changes must be made through this office. This
office is also the authoritative source for information provided to external sources related to
graduate students' records.
GRADUATE ASSISTANTSHIPS
http://www.umb.edu/admissions/financial_aid_scholarships/grad_aid/#Assistantships
The university offers a limited number of graduate assistantships, which are administered by
the Office of Graduate Studies. The recommendation for appointment as a graduate assistant is
the responsibility of the respective Graduate Program Director. Therefore, students wishing
to apply for an assistantship should first contact the director of their particular graduate
program.
All assistantships carry with them a stipend, the amount of which varies upon the workload.
The stipend is paid in weekly installments over the nineteen-week semester. Any student
whose stipend is $1,000 or more per semester is eligible to receive a tuition waiver for that
semester. Other fees, including the Curriculum Support Fee remain the responsibility of
the
student.
HEALTH SERVICES
http://www.umb.edu/healthservices/
General Medicine Program
Quinn Administration Program
2nd floor, Room 040
Tel.: (617) 287-5660
Hours:
Academic Year: Monday to Thursday 8:50 AM to 7:45
PM Friday 8:50 AM to 6:30 PM
Summer Session: Monday to Thursday 8:50 AM to 4:30 PM
Fridays are closed
The General Medicine Program diagnoses and treats general health problems. Services include
routine clinic visits, health counseling, physical examinations, gynecology, dermatology,
clinical laboratory, immunization clearance, insurance clearance, and referrals when necessary.
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67
Mental Health/Counseling Program
Quinn Administration
2nd floor, Room 039
Tel: (617) 287-5690
(Hours: Mon-Fri 8:50am to 4:30pm evenings by appointment)
The Mental Health/Counseling Program provides psychotherapy, Counseling and
psychiatric consultation. Individual, couple, family, and group therapy is provided as well
as personal- growth Counseling, crisis intervention, walk-in emergency service, workshops,
consultations, and information and referral services.
Health Promotion Program
McCormack Hall,
1st floor, Room 613
Tel.: (617) 287-5685
(Hours: Monday to Friday 9:00 AM to 4:30 PM)
The Health Promotion Program addresses various health topics, including stress management,
weight management, smoke cessation, and AIDS education through seminars, support groups,
individual consultations, resource materials, and special events.
Drug/Alcohol Education/Prevention
Program, P.R.I.D.E.
McCormack Hall
2ndfloor, Room 414
Tel.: (617) 287‑ 5680
(Hours: Mon‑ Fri 9: 00 AM to 4:30 PM)
The P.R.I.D.E. (Prevention, Resources, Information, and Drug Education) Program is designed
to promote responsible decision making relative to the use of alcohol and the absence of use of
other drugs through workshops, a drop‑ in referral information center, and various special
events. Information on how to help a family member or friend address these matters, and "adult
children of alcoholics and other dysfunctions" seminars are offered. Individual consultation
with a professional Counselor is available.
LIBRARY RESOURCES
http://www.umb.edu/library/
Joseph P. Healey Library
Circulation: (617)287-5900
Library Hours: (617)287-5903
Reference/Information Desk: (617) 287-5940
Inter-Library Loan: (617) 287‑5929
Hours:
Academic Year: Mon-Thur 8:00am to 10:00pm
UMASS Boston Mental Health Counseling Handbook
68
Friday 8:00am to 6:00pm
Saturday 9:00am to 5:00pm
Sunday 1: 00 PM to 8: 00 PM
Summer Session: Mon-Thur 8:00 AM to 7: 00 PM
Friday 8:00 AM to 5:00 PM
Saturday 9: 00 AM to 5: 00 PM
Sunday is closed
The Healey Library houses over 500,000 selected volumes and currently receives more than
3,500 domestic and foreign journals and newspapers. It also maintains a growing collection of
government documents, microfilm publications, and electronic indexes, including several
networked CD-ROM's.
All library holdings are entered in the On-Line Public Access Catalog (OPAC), which has
replaced the library's card catalog. This catalog contains a record of every book, journal,
government document, and audiotape held by the Healey Library. From outside the library
OPAC can be reached by anyone who has a campus network dumb terminal or a PC with
telecommunications software and a modem. The OPAC offers three journal indexes to all
UMASS Boston students, one with the full text of articles in many popular and scholarly
journals. Other fee-based on-line bibliographic searching is also available.
The Healey Library makes use of other resources as well including: FirstSearch, Ingenta,
Lexis/Nexis, Inter-Library Loans, The Boston Library Consortium, Fenway Consortium. The
University of Massachusetts Boston students may also obtain borrowing privileges at more 46
local college and universities.
UMASS Boston Mental Health Counseling Handbook
69
APPENDIX E: Requirements for Licensure as a Mental Health Counselor
CMR 262








2.01:
2.02:
2.03:
2.04:
2.05:
2.06:
2.07:
2.08:
Rules and Regulations
2.00: Requirements For Licensure
As a Mental Health Counselor
Preface
Definitions
Licensure Eligibility Categories
Education and Degree Requirements: Pre-July 1, 1998
Education and Degree Requirements: Post-July 1, 1998
Pre-master's Clinical Field Experience Requirements
Post-master's Clinical Field Experience Requirements
Supervision Hour Requirements
2.01: Preface
To qualify for licensure as a mental health counselor, pursuant to the requirements of
M.G.L. c. 112, § 165, an applicant must provide evidence satisfactory to the Board that
the education and clinical field experience requirements listed in 262 CMR 2.01(2)
have been met by the applicant.
All licensed mental health counselors are charged with having knowledge of the
existence of 262 CMR and are required to practice mental health counseling in
accordance with its provisions.
Top
2.02: Definitions
Approved Supervisor. An approved supervisor is a mental health practitioner who
meets the qualifications listed under 262 CMR 2.02: Approved Supervisor(a), (b), (c),
(d) or (e); all of these approved supervisors must have five years of full time or the
equivalent part time postgraduate clinical mental health counseling experience.
262 CMR 2.02: Approved Supervisor(f) refers only to college supervision of students
in practica and internships; site supervisors for practical internships must meet one of
UMASS Boston Mental Health Counseling Handbook
70
the 262 CMR 2.02: Approved Supervisor(a), (b), (c), (d) or (e). Currently approved
supervisors who do not meet the standards must meet these requirements by July 1,
2004.
(a) An LMHC; a currently licensed mental health counselor.
(b) A CCMHC; a Certified Clinical Mental Health Counselor who holds a currently
valid certificate.
(c) a licensed mental health practitioner who:
1. has a master's degree in social work and is licensed for independent clinical
practice;
2. has a master's degree in marriage and family therapy;
3. has a doctoral degree in clinical, counseling or developmental psychology or a
medical degree with a sub-specialization in psychiatry.
(d) A licensed mental health practitioner who has:
1. a master's or doctoral degree in rehabilitation counseling, pastoral counseling,
psychiatric nursing, developmental or educational psychology, or other related fields
(see 262 CMR 2.02: Related Field);
2. successfully completed a Supervised Clinical Experience; and
3. achieved a passing score on the NCCMHC licensure examination.
(e) An out of state supervisor who is a licensed mental health practitioner (in states
that have licensure in their discipline) and who meets the qualifications for licensure
for independent clinical practice in Massachusetts in his/her respective discipline.
(f) For the specific purpose of the college supervision of students in a practicum or
internship, an approved supervisor may be a mental health practitioner who:
1. holds a teaching or supervisory position in a recognized educational institution
which trains clinical mental counselors; and
2. holds a graduate degree in mental health counseling or a related field.
3. Site supervisors for practica and internships must meet the qualifications for
262 CMR 2.02: Approved Supervisor(a), (b), (c), (d) or (e).
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Board of Allied Mental Health Counselors and Human Services Professions. The
Board at the Division of Professional Licensure that regulates and governs the
licensing of Mental Health Counselors, Marriage and Family Therapists,
Rehabilitation Counselors and Educational Psychologists.
CCMHC. Certified Clinical Mental Health Counselor credential issued by the
National Board for Certified Counselors, Inc.
Clinical Field Experience Sites. Clinical field experience sites for pre and post
masters field experience training include public and private health and mental health
institutions that have integrated programs for the delivery of clinical mental health
counseling, and have established provisions for appropriate supervision.
If the clinical field experience is an internship see also 262 CMR 2.02: Internship
Sites.
NOTE: Neither individual nor group private practice experience will be accepted as a
qualifying clinical field experience.
Contact Hours. The unit of measurement of organized learning or supervision, lasting
a minimum of 50 consecutive minutes.
Contract Supervision/Contract Supervisor. Individuals or sites offering clinical
mental health counseling services may contract with a supervisor to provide
supervision for a fee or pro bono. The contact supervisor must have a minimum of five
post-graduate years of experience in clinical mental health counseling and must be
either a licensed mental health counselor (LMHC), or a CCMHC. A contract
supervisor must have a written agreement with the individual and the site regarding the
supervision to be provided. Written notice of the agreements with a contract supervisor
must be provided to and maintained on file by appropriate personnel at the site.
Quarterly evaluations of the supervisee must be completed by the contact supervisor
and reviewed and maintained on file by appropriate personnel at the site.
Direct Client Contact Experience. Direct/face to face clinical counseling experience
with individuals, groups, couples and families in clinical field experience sites. Such
experience does not include vocational guidance services, academic school guidance
counseling, industrial or organizational consulting services, teaching or conducting
research.
Emergency Contact (on-site). In school settings where individuals are working as
school adjustment counselors, the school principal, a guidance counselor or a licensed
educational psychologist may serve as the emergency contact. In certain health care
facilities where mental health counseling is provided, a licensed rehabilitation
counselor, a licensed psychologist, a psychiatric nurse practitioner or a designated
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clinical administrator may serve as the emergency contact. The emergency contact
does not replace the need for a clinical supervisor.
Full Time. 35 hours per week, 48 weeks per year. The full time practice of clinical
mental health counseling includes at least ten hours per week (28.5%) of direct/face to
face client contact experience clinical work with individuals, groups, couples or
families.
Graduate Level Course. A course consisting of graduate level academic work. For
required courses, a graduate level course is a minimum of three semester credits or
four quarter credits. For electives, courses may be one or more semester/quarter
credits.
Group Supervision. A regularly scheduled meeting of not more than ten mental
health practitioners under the direction of an approved supervisor for a period of at
least one contact hour. "Peer" supervision groups will not be considered to be
qualifying supervision for these purposes.
Individual Supervision. A meeting of not more than two mental health practitioners
with an approved supervisor for at least one contact hour.
Internship. A distinctly defined, post-practicum, supervised curricular experience that
totals a minimum of 600 clock hours. An internship is intended to enable the
individual to enhance clinical mental health counseling skills, and integrate
professional knowledge and skills appropriate to the individual's initial professional
placement. An internship provides an opportunity for the individual to perform all the
activities that a regularly employed staff member in the setting would be expected to
perform.
Internship Sites. Appropriate internship sites are described in the 262CMR
2.02: Clinical Field Experience Sites; in addition internship sites must provide an
emergency contact on-site. This does not take the place of the required clinical
supervision by an approved supervisor on-site or a contract supervisor. In the case
where the internship is conducted in the intern's place of employment, the internship
site must provide additional activities and supervision clearly delineated from the
intern's usual work activities.
Licensed Mental Health Counselor. A person licensed or eligible for licensure under
M.G.L. c. 112, § 165.
Licensure Examination. The examination for licensure as a mental health counselor
shall be the National Clinical Mental Health Examination (NCMHCE) administered by
the National Board for Certified Counselors, Inc. (NBCC).
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Mental Health Counseling. The rendering of professional services to individuals,
families or groups for compensation, monetary or otherwise. These professional
services include: applying the principles, methods, and theories of counseling, human
development, learning theory, group and family dynamics, the etiology of mental
illness and dysfunctional behavior and psychotherapeutic techniques to define goals
and develop a treatment plan of action aimed toward the prevention, treatment and
resolution of mental and emotional dysfunction and intra or interpersonal disorders to
all persons irrespective of diagnosis. The practice of mental health counseling
includes, but is not limited to, assessment, diagnosis and treatment, counseling and
psychotherapy, of a nonmedical nature of mental and emotional disorders,
psychoeducational techniques aimed at prevention of such disorders, and consultation
to individuals, couples, families, groups, organizations and communities.
NCMHCE. National Clinical Mental Health Counselor Examination.
NCCMHCE. National Certified Clinical Mental Health Counseling Examination.
Part Time. For the purpose of meeting the post-graduate clinical field experience
requirement, part time practice of mental health counseling must complete the number
of required hours (3360) within a six year period. 50% of part time work must be
direct/face to face client contact experience and there must be bi-weekly case
consultation or supervision.
Practicum. A distinctly defined, pre-internship, supervised curricular experience that
totals a minimum of 100 clock hours over a minimum of a full academic term. A
practicum provides for the development of clinical mental health counseling and group
work skills under supervision. A practicum may take place on the academic campus or
in a field setting.
Recognized Educational Institution. An educational institution licensed or
accredited by the state in which it is located which meets national standards for the
granting of a master's or doctoral degree. "National standards" shall be deemed to
include, but not limited to, approval by the United States Department of Education.
Related Field. An accredited degree in counselor education, creative arts therapy,
community mental health, adjustment counseling, rehabilitation counseling,
educational or developmental psychology, psychoanalysis, or other field determined
by the Board to be a related field.
Supervised Clinical Field Experience. Supervision by an approved supervisor while
in the practice of clinical mental health counseling services.
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2.03: Licensure Eligibility Categories
A candidate for licensure as a mental health counselor must meet the requirements of
262 CMR 2.03(1) or (2):
(1) CCMHC (Certified Clinical Mental Health Counselor). A candidate applying
under this category must provide satisfactory evidence that the candidate is currently a
CCMHC in good standing with the NBCC (National Board for Certified Counselors);
(2) Non-CCMHC. A candidate who does not have current CCMHC certification
must:
(a) meet the education/degree completion requirements described in 262 CMR 2.04.
205, and 2.06;
(b) meet the Post Master's clinical mental health field experience and supervision
requirements described in 262 CMR 2.07; and
(c) achieve a passing score on the NCMHCE (National Clinical Mental Health
Counselor Examination). Scores on the examination remain valid for a period of five
years from the date the examination was taken.
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2.04: Education and Degree Requirements: Pre-July 1, 1998
A candidate must meet all of the following requirements prior to July 1, 1998 in order
to be eligible for licensing;
(1) Degree Requirements. A master's degree in mental health counseling or a related
field. The degree must be from a recognized, accredited educational institution.
(2) Educational Requirements. In addition to the master's degree, or as components of
that degree, candidates must met the following requirements:
(a) 48 graduate semester hours
(b) A practicum (a minimum of 100 hours)
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(c) An internship (a minimum of 600 hours)
(d) Required Courses. Total required courses = three. Successful completion of one
graduate level course (three semester hours or four quarter hours) in each of the
following content areas listed in 262 CMR 2.04(2)(d)1. through 3.:
1. Counseling Theory, Practice and Techniques
2. Human Psychology, Development, Behavior and Learning, and Personality Theory
3. Psychopathology, Abnormal Psychology, Abnormal Behavior, Etiology Dynamics
and Treatment of Abnormal Behavior
(e) Elective Courses. Total elective courses = Six. Successful completion of a
minimum of six graduate level courses in the content areas listed in 262 CMR
2.04(2)(e)1. through 10.:
1. Social and Cultural Foundations, Populations and Cultures
2. Group Dynamics and Development
3. Appraisal/Assessment/Crisis Intervention, DSM-111R or DSM-1V
4. Research and Evaluation
5. Professional Orientation Ethics/Legal Issues
6. Psychopharmacology for non-medical professionals
7. Addiction Disorders
8. Marriage and Family/Human Sexuality and Lifestyle Choices
9. Psychotherapeutic Techniques, Treatment and Modalities
10. School counseling/Career and Lifestyle Choices
(f) 25 hours supervision by an LMHC, or by a Certified Clinical Mental Health
Counselor (CCMHC).
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2.05: Education and Degree Requirements: Post-July 1, 1998
(1) Degree Requirements. A minimum of 60 semester hours of graduate level
academic courses in counseling or a related field; this includes a minimum 48 semester
credit Master's degree. If the candidate does not have a minimum 48 semester credit
Master's degree, other options are:
(a) a Master's degree with an advanced certificate (e.g. CAS, CAGS); or
(b) a second Master's degree; or
(c) a Doctoral degree.
All degrees/certifications must be from integrated, planned and comprehensive
programs; and must be from regionally accredited institutions of higher education.
(2) Education Requirements. As components of the degrees/certificates listed in
262 CMR 2.05(1) or in addition to them candidates must meet the following
requirements:
(a) 60 graduate semester hours; if the candidate has the minimum 48 semester credit
master's degree, they need 12 credits in addition; if the candidate does not have a 48
semester credit master's degree, see 262 CMR 2.05(1), degree requirements.
(b) A practicum (a minimum of 100 hours)
(c) An internship (a minimum of 600 hours)
(d) Required Course Areas; A minimum three semester hour or four quarter hour
course must be taken in each of the ten areas. Candidates must successfully complete a
minimum of ten graduate level courses, covering the content areas listed in 262 CMR
2.05(2)(d)1. through 10. Each course can be used to fill only one requirement.
1. Counseling Theory. The theories of psychotherapy and counseling, theories of
personality, treatment and prevention modalities.
2. Human Growth and Development. Understanding the nature of human
development.
3. Psychopathology Identification, diagnosis of and treatment planning for abnormal,
deviant or psychopathological behavior.
4. Social Cultural Foundations. (e.g.) Issues and trends of a multicultural and diverse
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society; working with minority populations.
5. Helping Relationships. Counseling techniques, skills and procedures.
6. Group Work. Dynamics and processes
7. Special Treatment Issues. (e.g.) Psychopharmacology, substance abuse, school,
career issues, marriage and family treatment, sexuality and lifestyle choices, treating
special populations.
8. Appraisal. Appraisal and psychological assessment and techniques.
9. Research and Evaluation.
10. Professional Orientation. ethical and legal issues in counseling.
(e) Electives Areas; Elective courses must include knowledge and skills in the
practice of mental health counseling. Students should understand the scope of practice
and learn the responsibilities in the clinical practice of mental health counseling.
Appropriate courses could include any of the Special Treatment Issues listed above, as
well as:
1. modalities for maintaining and terminating counseling and psychotherapy;
2. consultation skills;
3. outreach and prevention strategies;
4. diagnosis and treatment issues;
5. working with special populations;
6. professional identity and practice issues, including historical perspectives;
7. mental health regulations and policy;
8. management of community mental health problems.
Similar related courses focused on issues related to the practice of mental health
counseling are also appropriate.
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2.06 Pre-master's Clinical Field Experience Requirements
(See 262 CMR2.02: Definitions: Practicum and Internship for further clarification;
262 CMR2.02: Definitions: Clinical Field Experience Sites and Internship Sites are
also guides for internship placements)
(1) Practicum Hours Requirement. Applicants must complete a minimum of 100
hours of pre-master's degree supervised clinical experience in mental health
counseling providing direct client contact (e.g.) individuals, groups, couples, families).
A practicum may take place on the academic campus or in a clinical field experience
site. A Practicum must include:
(a) 40 hours of direct/face-to-face client contact experience with clientele appropriate
to the program agency emphasis area; or peer role plays and laboratory experience in
individual, group, couple and family interactions.
(b) 25 hours of supervision, over a minimum period of one-half to one full academic
term, of which:
1. a minimum of ten hours must be individual supervision using direct observation or
contemporary audio and/or visual recording techniques;
2. a minimum of five hours must be group supervision with no more than ten
students;
3. the remaining ten hours may be individual or group supervision.
(c) College and Site Supervisors.
1. For practicum and/or internship college supervision, an approved supervisor may
be a person who holds a graduate degree in mental health counseling or a related field
and has a teaching or supervisory position in a recognized educational institution
which trains clinical mental health counselors.
2. Site supervisors must be approved supervisors or contract supervisors as listed in
262 CMR 2.02: Definitions.
3. Practicum students in a clinical field experience site may only see Clients when
there's a clinical supervisor or emergency contact on site as listed in 262 CMR
2.02: Definitions.
(d) Regular evaluations of the student's performance throughout the practicum,
including a formal evaluation at the completion of the practicum.
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(2) Internship Hours Requirement. Applicants must complete a minimum of 600
hours of pre-master's degree supervised experience in clinical mental health
counseling providing direct face-to-face client contact (e.g. individuals, groups,
couples and families). An internship must include:
(a) 240 hours of direct client contact experience with clientele appropriate to the
program emphasis area and in the context of activities that enable the intern to enhance
clinical mental health counseling skills.
(b) 45 hours of supervision, of which:
1. a minimum of 15 hours must be individual supervision by an approved supervisor,
or a contract supervisor;
2. a minimum of 15 hours must be group supervision, with no more than ten
supervisees in a group, by an approved supervisor or contract supervisor;
3. the remaining 15 hours may be individual or group supervision.
(c) College and Site Supervisors:
1. For practicum and/or internship college supervision, an approved supervisor may
be a person who holds a graduate degree in mental health counseling or a related field
and has a teaching or supervisory position in a recognized educational institution
which trains clinical mental health counselor.
2. site supervisors must be approved supervisors or contract supervisors as listed in
262 CMR 2.02: Definitions.
3. Interns may only see clients when there is a clinical supervisor or emergency
contact on site as listed in 262 CMR 2.02: Definitions.
(d) Degree Completion:
1. Pre-July 1, 1998. Post master's internship; Applicants who perform an internship
after the award of a qualifying 48 semester hour graduate degree may credit postdegree internship experience toward the post master's clinical field experience
requirement. Such an internship must include a clearly defined educational program
and schedule of services and duties to be performed the intern. A written evaluation of
the performance of the intern plus an evaluation of the internship experience by the
intern must be provided.
2. Post-July 1, 1998. Internships must be part of an applicant's educational program.
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2.07 Post-master's Clinical Field Experience Requirements
(1) Post-master's Hours Requirements: Applicants must complete a minimum of two
years of full-time or equivalent part-time, post-master's degree supervised clinical field
experience in mental health counseling, providing direct/face-to-face client contact
with individuals, groups, or families. Post master's work experience may not begin
until an individual has earned 60 credits, including all requirements:
(a) Total Hours Required =3,360; and
(b) Direct Client Contact Hours Required = 960; a maximum of 250 hours of the
required 960 direct/face-to-face client contact hours may be group client contact
experience.
(2) Post-master's Degree Supervision Requirements:
(a) Total Supervision Hours Required = minimum of 130
(b) Individual Supervision Hours Required = minimum of 75
(c) Supervision must include a minimum of one hour of supervision for every 16
client contact hours
(d) Supervision must be by an approved supervisor.
(3) On-site Supervision Requirements: The applicant must have a formal relationship
with the work site and must be supervised a minimum of one hour for every 16 hours
of direct/face-to-face client contact experience. The supervisor must be a staff member
of the site who is an approved supervisor or a contract supervisor who has entered into
a written agreement with the individual and the site to provide supervision either on or
off site, in accordance with the requirements of contract supervision and supervision as
defined by 262 CMR 2.02.
(4) On-site Emergency Contact For Supervision:
(a) In school settings where individuals are working as school adjustment counselors,
the school principal, a guidance counselor or a licensed educational psychologist may
serve as the emergency contact.
(b) In certain health care facilities where mental health counseling is provided, a
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licensed rehabilitation counselor, a licensed educational psychologist, a psychiatric
nurse practitioner or a designated clinical administrator may serve as the emergency
contact.
Emergency contact provision must be in place for all work placement settings. The
emergency contact individual DOES NOT replace the requirement for an approved
supervisor.
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2.08: Supervision Hour Requirements
Total supervision hours required, pre-and post-master's combined = 200 hours
(1) Pre-master's Degree Supervision. A minimum of 70 hours of supervision, both
individual and group;
(2) Post-master's Degree Supervision. A minimum of 130 hours of supervision, of
which a minimum of 75 hours must be in individual supervision;
(3) Of the 200 total hours, a minimum of 25 hours (pre- and/or post-master's) must be
supervision (individual or group) by a licensed mental health counselor (LMHC) , a
Certified Clinical Mental Health Counselor (CCMHC). All the above supervisors must
have at least five years post master's clinical mental health counseling experience.
Applications filed after July 1, 2004 must document 50 hours.
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REGULATORY AUTHORITY
262 CMR: M.G.L. c. 112, §§ 163 through 172, M.G.L. c. 13, §§ 88 through 90
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APPENDIX F: ACA Code of Ethics
The most current Code of Ethics of ACA can be found at:
http://www.counseling.org/resources/codeofethics/TP/home/ct2.aspx
This Code is published by:
American Counseling Association
5999 Stevenson Ave.
Alexandria, VA 22304
ACA Fax Number: (703) 823-0252
ACA Toll-Free Numbers: ACA: (800) 347-6647, FAX: (800) 473-2329
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