M.A. Counseling Psychology

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WASHINGTON, D.C.

Master of Arts in Counseling Psychology

The M.A. in Clinical Psychology program is a counselor training program that provides strong preparation in essential diagnostic, therapeutic and consultative skills in order to work with a variety of clinical populations- ranging from children to the elderly- and with a variety of emotional, intellectual, and psychological conditions and problems.

Graduates will have the training to work in a variety of clinical settings, and with required licensure, independent practice. The program has adopted the practitioner-scholar model which is predicated on the belief that a competent mental health practitioner must have both a broad knowledge of the scientific and theoretical principles in the clinical practice of psychology and the ability to apply that knowledge to specific clinical situations. The program also incorporates the 8 content areas outlined by the National Board of Certified Counselors to prepare those students seeking professional counselor licensure and desiring to begin professional practice at the master’s level. The program serves a diverse student body from throughout the Midwest, and the country, and from a number of international countries.

Acknowledged for its commitment to diversity, The Chicago School recognizes that service to a diverse community plays a vital role in psychology. The Counseling Psychology Master’s embraces this commitment through the integration of multicultural education and diversity throughout its curriculum; successful students demonstrate an appreciation for and competency in this area. Likewise, the faculty reflects experience in graduate level teaching and clinical practice with diverse clinical populations.

Admission Requirements

Application to The Chicago School’s Counseling Psychology program is open to any person who has earned a bachelor’s degree from a regionally accredited institution and who meets other entrance requirements. Applicants will be judged on their overall ability to do graduate work. Factors that are considered in admission are: GPA from undergraduate and any graduate schools, successful work history after completion of the baccalaureate degree, the required admission essay, and letters of recommendation from academic professors or professional or volunteer experience supervisors. Generally, an undergraduate GPA of a 3.0 or higher on a 4.0 scale is required for admission.

 M.A. Counseling Psychology program requires two pre-enrollment courses, a course in psychology and a course in either statistics or research methods.

The Counseling Psychology program has two specific required undergraduate courses that must be completed prior to enrollment with a grade earned of “C” or better (a course in psychology and a course in either statistics or research methods). The Graduate Record Examination (GRE) is not required, however students who have taken the exam may submit their scores to enhance their application. Scores should be sent directly to the school (GRE School Code: 1119) for consideration. Please see the application for detailed instructions and information regarding application requirements, application deadlines, and letters of recommendation. Applications must be submitted with a $50.00 (USD) application fee in order to be evaluated.

TOEFL or IELTS, International Credentials, and International Students

TOEFL or IELTS: If English is not your primary language, you must submit official TOEFL or IELTS scores with your application (TOEFL School Code: 7161). International students who received a bachelor’s degree from an accredited United States institution are exempt from this requirement. The minimum scores are: TOEFL - 550 paper based, 213 computer based, 79 internet based; IELTS - 6.5.

ELS Educational Services, Inc.: The Chicago School is a cooperative member of ELS Educational Services, Inc. which provides intensive English language programs. Students who have successfully completed ELS course 112 may be considered for admission in lieu of the TOEFL or IELTS.

International credentials: Applicants with international credentials must obtain and submit an official “course-by-course” evaluation through an evaluation agency such as World Education Services (www.wes.org) or Educational Credential Evaluators Inc (www.ece.org). In addition to the agency evaluation, all official graduate and undergraduate transcripts must be submitted.

International students: International students must submit a completed application by the general consideration deadline. In addition, once accepted, international students must submit the International Student Information form, a copy of their passport, and financial documentation showing sufficient funding for at least one year of study and all living expenses. This documentation must be submitted at least two months prior to the start of the semester in order to allow sufficient time for the school to issue an I-20 for the student to obtain an F-1 visa, if needed. An I-20 visa will not be issued without this documentation.

Applicant Notification

The Chicago School reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and applicants will be notified regarding the admission decision. The Chicago School does not share information or provide any feedback regarding admission decisions.

If a student is offered admission, in order to secure a place in the incoming class, a non-refundable tuition deposit of $500 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment.

Policies

Transfer of Credit

Prior graduate course work, if within the area of study, may be eligible for transfer of credit. Students accepted to the program may petition by submitting a Petition for Transfer/Waiver of Credit** and all required documentation to the Office of Academic Records. The decision to accept transfer credit is solely that of the school which reserves the right to require satisfactory performance on an examination before awarding a transfer of credit. Satisfactory completion of a competency examination is required before transfer of credit is awarded when the course in question has been taken more than five years prior to admission. No credit will be transferred for course work that 10 years old or greater. Transfers of credit are subject to the following conditions.

• Transferred course credit is restricted to graduate-level courses from a recognized, regionally-accredited graduate degree granting institution.
• Transfer of credit is not granted for clinical practicum or internships.
• Transfer of credit is granted only for courses in which the grade obtained was a “B” or higher. (Pass/Fail grades are not eligible.)
• No credit will be transferred for coursework that is more than 10 years old.
• All coursework being submitted for transfer credit evaluation must have been completed prior to matriculation into The Chicago School.
• For each hour of credit accepted a transfer a fee will be assessed. Please see the tuition and fee page of the TCS website.
• A maximum of 12 semester hours of credit may be transferred.
• Internal transfers do not pay the transfer course fee.

A course that does not meet the specific content requirements of an existing TCS elective course may be accepted as transfer credit as an elective if the course supports the required competencies and learning objectives of the program and meets the following conditions:

• The course must meet all other requirements for transfer credit.
• The course must be at the equivalent degree level.
• Approval by the Department Chair for the transfer credit and documentation of this approval is required.

Waiver of Courses

Any domestic or international student with previous graduate course work may request a waiver** of additional course work. Waiver of courses does not reduce the total number of hours of course work to be completed at The Chicago School; it permits students to substitute course work as approved by the department chair. An international student, who has completed an undergraduate course that, in the judgment of the department chair, is equivalent to a required course at The Chicago School, may apply for the course to be waived. Waiver will not apply to undergraduate courses offered by U.S. educational institutions. Students may seek a waiver for a total of 12 credit hours. Waiver and transfer of credit hours may not exceed a total of 12 credit hours.

** The Petition for Transfer of Credit/Waiver is available on the school website. Please submit all required documentation with each petition. Any credit approved for transfer will not be added to the student’s academic record until after the second week of their first semester.

Residency Requirement

It is expected that students will fulfill all degree requirements through courses offered at The Chicago School. Under unusual circumstances, and subject to the approval of the department chair, a student may be permitted to complete certain course requirements at another institution.

Satisfactory Progress

Matriculated students must be continuously enrolled in the program until graduation unless granted an approved leave of absence. Satisfactory progress semester hours do not include waiver or transfer credit hours. No student will be permitted to take less than three semester hours of course work in the fall or spring semesters unless that student has fewer than three semester hours of course work remaining or is on an approved leave of absence. In order to receive financial aid, however, the student must be at least half time for the semester.

Credit Hours per Year and Program Length:

The maximum duration of Master of Arts in Clinical Psychology, Counseling Specialization program is five years. Students must complete, at minimum, nine semester hour credits each calendar year. Students must be enrolled for a minimum of nine semester hours during fall and spring semester and five credits during summer term to be classified as full-time in terms of financial aid.

Student Professional Evaluation and Student Review Process:

The course content and experiential activities offered by the MA Clinical Psychology program at The Chicago School of Professional Psychology are designed to afford students the opportunity to advance their intellectual and professional development and functioning. Throughout the program of study, students are given feedback concerning their personal, academic, and professional strengths, developmental needs, and performance. This feedback will come from a variety of sources including faculty, supervisors, peers, and clients. Students are expected to respond and incorporate this feedback in a mature and professional manner. Throughout their matriculation in the program students are expected to explore and recognize the effects their personal beliefs, issues, emotions, and behaviors have on others and on their ability to function as a professional counselor and practicing clinician. Students are formally evaluated with regard to their professional comportment at the end of specific courses in the curriculum using the Student Professional Evaluation form. Additionally, all students are reviewed annually by program faculty and administration with respect to their overall program performance during the Student Review Process.

Student Evaluation Information and Agreement: All students are required to read and sign the Student Evaluation Information and Agreement form and attached description of Interpersonal and Professional Competencies to indicate their orientation to, understanding of and agreement with program policies with regard to professional evaluation and review.

Graduation Requirements

By the end of the third week of the semester in which a student expects to meet the program requirements for the Master of Arts degree, he or she is required to submit a Petition for Degree Completion to the Office of Student Services. Students must submit the petition and be in good standing in their program for the Master’s degree to be awarded.

The Program

Philosophy

The mission of the Masters in Clinical Psychology program, Counseling Specialization, is to prepare mental health professionals who serve the counseling profession through professional competence, personal integrity and academic excellence. This is realized through a curriculum that integrates the theoretical foundations of counseling and clinical psychology, essential diagnostic, clinical and consultative skills, and clinical field placement into appropriate practice in a variety of settings and with diverse populations. Recognizing that our students are intrinsically motivated to help others, we acknowledge the significance of promoting an environment that is sensitive to difference and preparing clinicians, who actively develop their multicultural competence. Thus, the program seeks to engage faculty and students in the preparation of counselors who meet the needs of diverse communities.

Program Outcomes 

1. Competency in ethical and professional behavior is evidenced by the ability to apply ethical and professional standards to interactions with clients and with others (peers, supervisors, faculty, professionals in other disciplines, etc); socialization into the profession through advisement, modeling and education; an understanding of legal obligations that may or may not conflict with ethical guidelines; the development of skills in reflective practice and quality control; effective functioning in multiple professional settings. 
2. Competency in relationship is indicated by the capacity to develop and maintain a constructive therapeutic alliance with clients and a constructive working alliance with others (including peers, faculty, supervisors, professionals in other disciplines, etc); openness to feedback and accurate self-reflection; an appreciation of the use of self in the therapeutic relationship; the development of empathy, respect for others and interpersonal relatedness; and an understanding of cultural values, worldview and history on cross cultural relationships. 
3. Assessment is conceptualized to include both formal and informal assessment activities. Competency in assessment is indicated by proficiency in the interpretation of standard assessment tools; the collection and incorporation of information from multiple sources to inform decision making and diagnosis; effective clinical inference that links gathered data with resulting diagnosis and recommendations; effective communication of assessment results and recommendations; the identification and conceptualization of client strengths and limitations and culturally sensitive choice of assessment methods that will comprise a formal assessment.
4. Competency in intervention is indicated by the ability to develop and present plausible formulations for understanding psychological phenomenon using theory; the use of theory to guide formulations regarding the conditions that create, maintain and change behavior or distress; effectively implement and revise treatment strategies; evaluate the effectiveness of a chosen intervention approach of strategy; recognize the limitations of theories as they relate to individual and system functioning and change; and adjust traditional models of treatment and treatment planning to better meet diverse clients’ needs.
5. This competency is conceptualized as the recognition that culture is best understood from a broad perspective and includes, but is not limited to, identities related to race, ethnicity, gender, sexual orientation, socioeconomic status, age, religious belief, and ability. It is evidenced by the ability to articulate one’s personal culture and its impact on held values, relationships and worldview; an understanding of worldview, and the psychological impact of privilege, prejudice, oppression, culture and sociopolitical structures; the ability to differentiate between individual variation, characteristic variation across culture and human dysfunction in development, attitudes and reactions; and appreciation for the impact of culture on the historical and philosophical foundations of psychology.
6. Competency in research and evaluation is indicated by the ability to organize, synthesize and interpret scholarly information; the ability to design and critique approaches to systematic inquiry; the awareness of limits of certainty in different types of clinical and scientific inquiry; the understanding of foundational scientific knowledge in the field; and the recognition of scholarly knowledge production as a social, cultural and political process. Finally, scholarly findings should guide/direct clinical practice/interventions.
7. Competency in consultation and education is indicated by effective presentation skills and the ability to teach others through oral or written presentation of material; the ability to provide feedback, regarding a client or system issue to multiple sources; and understanding of the means of facilitating and evaluating the growth of knowledge, skills and attitudes in a learner; effective peer consultation and constructive feedback; and the development of productive relationships with community helping networks.

Writing Assessment and Requirements

Believing that academic preparedness is a key to success in graduate school, The Chicago School of Professional Psychology requires new students to complete its innovative program, Foundations for Scholarship and Practice. This program, offered by the Center for Academic Excellence (CAE), reinforces the skills new students need to achieve their career goals. “Foundations” is an integral part of the first semester’s curriculum and all students are required to complete the program successfully and in a timely manner.

Foundations for Scholarship and Practice consist of three elements:

1. Writing Assessment Process – In this component of “Foundations,” each student writes an essay in response to an assigned question and submits it to CAE for scoring. CAE returns the scored essay with constructive feedback. Based on the student’s performance, the school may waive the Academic Writing Course requirement (#2, below). Essay submission by the given date is considered successful completion of this element of “Foundations.”
2. Academic Writing Course – This online course in professional writing is taken before or during the first semester at The Chicago School. A final grade of “pass” is considered successful completion of this element.
3. Academic Focus Program – Academic Focus is an online, tutorial-driven orientation to graduate academics. A final grade of “pass” is considered successful completion of this element.

Ethics and Professional Behavior

The Chicago School expects that all clinical counseling students will be knowledgeable of and adhere to the “Ethical Principles of Psychologists and Code of Conduct”, as published by the American Psychological Association, as well as the “Code of Ethics” of the American Counseling Association. In addition, no student shall obtain part- or full-time employment that is beyond the scope of their cumulative training in the field of psychology or counseling and shall not use titles governed by licensure statutes, unless so licensed by the state. A student who fails to adhere to this policy or otherwise fails to demonstrate the appropriate ethics required for practice in the field of professional counseling is subject to discipline and possible removal.

Certification/Licensure

The program incorporates the eight content areas outlined by the National Board of Certified Counselors and provides the academic requirements to prepare students seeking professional counselor licensure in Illinois (LPC). Students must consult the licensure requirements for states in which they plan to reside post-graduation. State-by-state licensure information can be accessed via the National Board of Certified Counselors at www.nbcc.org.

Professional Development Group

All students are required to enroll in a Professional Development Group during their first two semesters at the school. A student’s Professional Development Group faculty member automatically becomes her/his advisor. The Professional Development Group class is graded on a pass/no-pass basis.

Practicum and Internship

The TCS minimum requirements for practicum and internships are contained within the course descriptions above and exceed the minimum number required for most states. In addition to the TCS requirements, some jurisdictions have placed specifications on these hours that also must be met to apply for licensure in that state/jurisdiction. Please consult the following information to determine any additional specifications for the state in which you plan to apply for licensure.

District of Columbia

Master’s Programs
For additional information, please seehttp://hpla.doh.dc.gov/hpla/frames.asp 

Maryland

Master’s Programs

Direct client contact in counseling experience with a minimum of 125 hours of face-to-face client counseling. For more information please see http://dhmh.maryland.gov/bobopcweb/html/profcounselor.htm 

Virginia

Master’s Programs

Supervised internship of 600 hours to include 240 hours of direct client contact. Three hundred of the internship hours and 120 of the direct client contact hours is required to be with couples and families. For more information, please see http://www.dhp.state.va.us/Counseling/leg/LPC%2010-14-09.doc

Delaware

Master’s Programs

Supervised internship or practica of 450 hours supervised by a licensed psychologist. For more information, please see http://delcode.delaware.gov/title24/c030/sc02/index.shtml

Comprehensive Examination

All students are required to successfully complete the Comprehensive Exam. The information tested by the exam covers the program competencies. The comprehensive examination is generally administered twice a year - in December and June – and taken during the last year of enrollment in academic coursework. Students must be in good academic standing to be eligible to take the Comprehensive Examination. Additional information regarding registering, qualifying, format and dates of the exam can be obtained from the Department Chair of the program. Students who are unable to pass the Comprehensive Examination will be allowed to retake the exam a maximum of two additional times. The exam may be retaken during the next scheduled administration of the exam. Students will receive information from their faculty advisor concerning their performance on the examination. Assistance from faculty in constructing additional experiences and instruction aimed at enabling them to pass this program requirement can be offered. Any student who fails the Comprehensive Examination a third time is automatically dismissed from the program.

Counseling Competency Examination (CCE)

The Counseling Competency Examination (CCE) consists of a case conceptualization paper, an audio/videotape session and an oral defense chosen from the student’s internship caseload. It is completed during the spring term of the student’s internship seminar (CC 598  ). The student must successfully pass the CCE in order to fulfill the requirements of the Practicum and Internship Seminar. Students must pass the Fall semester practice CCE in order to pass CC 597 - Practicum and Internship Seminar  .

Rationale

In awarding the Master’s degree in Clinical Psychology, The Chicago School certifies that the graduate has attained a high level of competency in counseling assessment, case formulation, counseling planning, and implementation, as well as the knowledge and skills base that underlie these abilities. As such, successful completion of the CCE represents the culmination of the academic and clinical training at the Master’s level.

Preparation

The student should have a foundational understanding of issues pertaining to human development and developmental assessment, family life cycle development, group dynamics, individual assessment, social and cultural foundations of behavior, maladaptive behavior and diagnosis, ethical practice and decision making, treatment planning, and substance abuse and career counseling where appropriate. Review these areas as needed.

Components of the CCE

The Counseling Competency Examination (CCE) is composed of three (3) distinct components with the purpose of demonstrating proficiency in the core competencies of the M.A. in Clinical Psychology program. This is considered a cumulative examination that should illustrate that a student has acquired the knowledge and skills necessary to graduate from the program.

1. The Written Report
   The Written Report of the CCE is a demonstration of the student’s ability to professionally synthesize and communicate clinical information. The report is comprised of distinct sections that reflect information most commonly required in a variety of clinical settings (i.e. assessment, theoretical formulation, diagnostic formulation, treatment plans, etc).
   Students who fail the written portion of the CCE, are required to complete another CCE with a new client. Students who fail the second written CCE automatically “fail” the seminar course.
2. The Taped Session and Transcript
   The student will be required to submit an audio or video tape and transcripts of sessions with their client. The taped session should be a fair and adequate representation of the student’s current skill development. It should provide sufficient verbal participation from the student and the client to allow adequate assessment of the student’s skills and of the therapeutic relationship.
   Students who fail the audio/video tape portion are required to complete a five page in-depth reflection paper on your taped session. Additional requirements may be made by your seminar instructor. A second failure in this area will result in an automatic “fail” for the seminar course.
3. The Oral Examination
   During class you will be required to present your case and defend your work. The case presentation will be 50 minutes and include an overview of the client(s), your theoretical formulation, your treatment plan, and relevant sections of your tape.
   Students who fail this component, are asked to complete a second oral defense with your professor and another core faculty member. A second failure of the oral examination constitutes failure of the seminar course.

Evaluation of the CCE

The CCE is the means by which program faculty can evaluate students along several competency domains within the field of clinical psychology and the profession of counseling. You will be graded on all three (3) components: the written report, audio/videotape, and oral defense. The student must pass all three domains in order to pass the CCE: the written paper, the audiotape/videotape, and the oral defense. See the CCE Student Manual for further information about evaluation of the CCE components. Detailed CCE guidelines will be provided to students at the beginning of their practicum/internship and seminar.