Dear Graduate Student:

Welcome to the Counseling and Forensic Psychology program at Holy Names University. We are committed to making this a transformative educational experience for you as we assist you in your personal and professional development. As you begin your program, we wish you success, and encourage you to take full advantage of all the opportunities available to you in this program, as well as Oakland and the Bay Area. The information contained in this handbook provides a guide for navigating your way through your education and professional development in this program. Keep it in an easily accessible place, because you will refer to it throughout your educational experience.

Although this handbook provides you with useful information, it does not substitute for the relationships you will make with faculty, your advisor, and other students in the program. In many cases, the colleagues you meet among your fellow students will form the core of your professional network as you move into the field. We encourage you to ask for assistance when you need it, whether it’s information, advising or suggestions for balancing your personal life with your educational commitment.

Warmly,

The Faculty and Staff of the Counseling and Forensic Psychology Program

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Table of Contents

Mission of the Program 5

Confidentiality in an Academic Institution 5

Chapter 1: Description of the Program6

Chapter 2: What Does Diversity Mean in the Context of my7Education in this Program

Chapter 3: Preparing Professional Counselors and Therapists 8to Serve a Diverse PublicA. Commitment to the Professional Development of

8Students

B. Commitment to Creating a Supportive Training 9

EnvironmentC. Readiness to Practice Evaluation 10D. Professional Development Workshops Requirement

12E. The Professional Practice Reflection Paper for

12 Counseling and Dual Students

1. Rubric for Readiness to Practice Paper for 14Counseling and Dual Students

F. The Professional Practice Reflection Paper for 15Forensic Students1. Rubric for Forensic Psychology Professional 16

Practice Reflection PaperG. Individual Therapy Requirement 17

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Chapter 4: MA Degree Completion Process18A. Time Period 18B. Academic Standards/Grades 18

1. Grading Criteria 19C. Disqualification from the Program 19D. Incomplete Grades

19E. Absences 20F. Participation 20G. Academic Honesty 21H. Written Work

21I. Learning Disabilities 22J. Transfer of Credits

221. Steps to completing a transfer of units 22

K. Leave of Absence 23L. Professional Associations

23

Chapter 5: Preparation for the Master of Arts in Counseling, 24Forensic, and Dual Degree PsychologyA. Admission Requirements

24B. Master of Arts in Counseling Psychology

24C. Master of Arts in Forensic Psychology

25D. Dual Master of Arts Degrees in Counseling and

26Forensic Psychology

E. Certificate in Traumatology and Treatment27

Chapter 6: Student Advising28A. Advising Process 28B. Registration Process 28

Chapter 7: Counseling and Forensic Psychology Courses29

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A. Counseling and Forensic Psychology Program Rubric35

For Written and Oral Culminating Paper

Chapter 8: BBS Regulatory Requirements for the Marriage and 37Family Therapy License

A. California Board of Behavioral Sciences (BBS)37

B. Licensure Requirements37

C. California BBS Experience Requirements38

D. Additional Clinical Requirements 38E. Trainee Status and Practicum Hours

39

Chapter 9: The Procedures for Practicum/Field Placement 40A. Finding a Practicum (Counseling and Dual) or Field

40 Placement (Forensic)

B. When to Begin Searching41

C. Contacting Agencies and Training Programs 41D. Great, now you have accepted a position…

42E. Start Tracking Your Hours 42F. Evaluations 42G. Counseling Services at HNU 43H. Sliding Scale Therapists for Students Who Are Beginning

44 their 24 Hours of Personal Psychotherapy

Chapter 10: Field Placement and Practicum Experiences44A. Responsibilities of the Parties in a Counseling

45Psychology or Dual Program Practicum

B. Responsibilities of the Parties in a Forensic Psychology47

Program Field PlacementC. Holy Names University Counseling and Dual Degree

49Practicum Application Form

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D. Application for an MFT or LPCC Intern Number51

E. LMFT Examination Information 51F. Holy Names University Forensic Psychology Program

51Field Placement Application Form

Chapter 11: What are Licensed Professional Clinical Counselors53

And What Do They Do?A. Which Should I Go For, an MFT or an LPCC? 53B. LPCC Qualifications

54C. Description of the Core Content Areas for the LPCC

54Licensure

D. Now that I’ve Graduated, What is an Intern Number, 55

And When and How do I Get One?

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Mission of Our Program

The mission of our program is to train counselors and forensic practitioners to engage with the changing complexity of human experience, to deliver services informed by evidence-based practices and ongoing self-reflection, and to practice with empathy and cultural humility. Since the founding of the Counseling Psychology master’s program at Holy Names University, the program has prioritized training practitioners through a balance of theory and professional development, so that our students undergo a transformative experience resulting in the ability to practice with flexibility, cultural competence and the skills to remain current and vital in the field. Our curriculum reflects a balance of these objectives, teaching mainline theory as well as emerging models of practice and theory. Our faculty are active in the field, either as clinicians, researchers, or both, and provide compelling role models and mentors for our students.

The material contained within this handbook has been compiled to assist students with the completion of their degree program. Important information regarding curricula, university policies, and degree requirements are detailed in the Holy Names University Catalog of entrance and The HNU website. In addition, as a new student you will be enrolled in CPSY 101, which you will find on your Blackboard homepage. In this link you will find very helpful information regarding forms, lists of practicum sites, etc. that are relevant to the Counseling and Forensic Psychology programs. These are updated regularly and should be consulted for further clarification and detail. Students should also obtain current information from the Holy Names University Field Placement Administrator through the HNU Blackboard, and directly from the BBS (www.bbs.ca.gov) about BBS requirements, documentation of field placement activity and procedures for obtaining MFT (Marriage and Family Therapist)/LPCC (Licensed Professional Clinical Counselor) licenses. Holy Names University reserves the right to make additions, deletions and modifications to these programs and requirements as needed.

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Suggestions regarding additions and updates to information in this handbook will be most welcome. Please submit suggestions to the Director of Graduate Programs in Counseling and Forensic Psychology.

A Word About Confidentiality in the Context of an Academic Institution

The Family Educational Rights and Privacy Act (FERPA), first signed into law in 1974 by President Ford, was designed to protect the privacy of student educational records. Although the law was passed well before electronic communication became the norm, it has since been updated to include all educational records, including communication about anything to do with a student’s status, progress and assessment results. As such, electronic communication is regarded as part of a student’s educational record, and according to the interpretation of the law, needs to occur on an FTP system that belongs to the educational institution, and not through individual servers, as is the case when communicating through personal email. Because the university cannot guarantee the integrity of the server used to process email, all email communication must take place via your HNU email account, which you receive when you are formally accepted into the program.

Part of your professional development is learning how to communicate responsibly by protecting your own and others’ confidentiality. Using your school email with your practicum placement sites also demonstrates a level of professionalism, signifying that you are clear about the role from which you’re communicating.

Please make sure you set up your email account immediately so you can begin communicating with your professors, other university personnel, and your field placement or practicum site. Not doing so will affect our evaluation of your Readiness to Practice.

Chapter 1 Description of the Program

The Holy Names University Counseling Psychology Master’s programs include three MA programs: Counseling Psychology, Forensic Psychology, Dual MA in Counseling and Forensic Psychology. These unique programs integrate evidence-based clinical and forensic theory with field based learning, and prepare students to take up their professional role in both clinical and forensic settings. Classes incorporate didactic learning with the opportunity for experiential practice via written exercises, case presentations, and classroom simulations.

A core value of both the university and this program is to prepare students to work in community mental health and forensic settings. In support of this, our coursework provides opportunities for learning and exploration around working with difference, developing a perspective on one’s own cultural and professional identity, as well as training counselors and forensic practitioners

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to be curious, empathic and aware of social justice principles in their professional careers. Students also have the opportunity to take courses related to the assessment and treatment of trauma, the neurobiology of trauma, working with loss and traumatic grief, as well as understanding the impact of trauma and its treatment through a spiritual lens. At the end of the program, students will be able to demonstrate clinical competence and clear understanding of professional responsibilities.

Following completion of the Counseling Psychology MA program or the Dual Counseling and Forensic Psychology MA program, students are eligible to apply to the state of California Board of Behavioral Sciences (BBS) for a registered intern number. Hours gained as a MFT trainee (pre-graduate designation) will be counted up to 1300 with a minimum of 225 (MFT) and will be added to post-graduate hours as a registered intern. Hours gained as an LPCC trainee must be a minimum of 280. These hours do not count toward LPCC licensure, but they are required for graduation and earning a qualifying degree for the LPCC licensure. Once registered as an intern, and with the completion of a total of 3,000 hours as designated by the BBS, the individual intern becomes eligible to sit for the examination as either a Marriage Family Therapist (MFT), or a Licensed Professional Clinical Counselor (LPCC).

The focus of the coursework in the Forensic Psychology program is to train students in the cutting edge practice of forensic psychology, with special emphasis on forensic assessment, program evaluation, and restorative justice. Students who graduate from this program are equipped to take up a professional role in a variety of settings, including the criminal justice system, organizations focused on policy making, as well as other social justice settings.

Counseling and Forensic Psychology Programs are continuously assessed and updated to reflect current knowledge in the field and emerging needs in the area of community mental health and forensic practice. In the case of the Counseling Psychology master’s program, this including maintaining a curriculum that stays abreast of BBS requirements. The program places strong emphasis on the importance of ethical counseling practices in a diverse society. Central to this endeavor is the development of empathy; alignment with the program and the profession’s ethical standards; informed engagement in client advocacy; and development of the capacity for personal and professional self-evaluation as it relates to professional practice. Students will learn how to engage with the multiple professional roles and functions of therapists, counselors and forensic practitioners across specialty areas with a focus on collaboration with other human service providers, including intra-agency and inter-organizational interactions.

Counseling Psychology helps to stimulate interest among the undergraduate social science courses by offering in-house, advanced degrees in areas that complement current HNU undergraduate areas of religious studies, criminology, sociology, history and psychology. We meet the needs of adult

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learners and also serve the Adult Baccalaureate Degree program. We have instructors who teach in both graduate and undergraduate programs and are equipped to answer questions about counseling psychology and forensic psychology from undergraduate students.

Chapter 2 What does Diversity Mean in the Context of My Education in this Program?

As one of Oakland’s universities, our students at HNU reflect the diversity of our city as well as the greater Bay Area. Many of our students are the first in their families to go to graduate school, and for some, the first to go to college. We have students in their 20s and students in their 60s, which provides for rich discussions about life experience and opportunities for learning. Some of our students have a strong spiritual compass, and others are motivated by a desire to help in the same way that someone may have reached out to them. For some, English is a second language, and for others, cultural difference is a conscious daily experience. Valuing differences is a hallmark of effective, compassionate counseling. Holy Names University Counseling Psychology programs are appropriate for individuals whose own level of personal and psychological development enable them to hold all human beings in high regard, especially those different from themselves.

Programs are not a one size fits all, even when mandated by the BBS. We recognize the uniqueness of our student body and are engaged in promoting the ethical and academic development of each student. We invite students to share their understandings with peers and faculty in an atmosphere that promotes openness and freedom of expression. We recognize that we, as faculty, are continually developing and also attaining new levels of consciousness, structuring new and more inclusive perspectives of the world, ourselves and those we encounter. We challenge and support every student as her/his understandings are collaboratively explored in the service of developing greater self-awareness, ethical comprehension and intellectual strengthening. We encourage epistemological shifts in consciousness and transformation of the whole person throughout the educational experience in our program. We strive to accomplish these goals by:

● Written and oral academic assignments in which students may experience the cognitive dissonance necessary for intellectual, ethical and emotional development. ● Inviting students to explore their learning with peers and faculty in an atmosphere that supports generous listening and thoughtful attention.● Utilizing a hermeneutic process in which students are challenged and encouraged to explore and transform the less conscious structures of knowledge. This process promotes epistemological shifts in consciousness as didactic classroom and clinical experience occurs.

Chapter 3 Preparing Professional Counselors and Therapists to Serve a Diverse Public

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Statement of Purpose “We believe that liberating action which aims at the full development of the human person is at the heart of our mission of education in all of our ministries.” -- Acts of the 29th General Chapter of the Sisters of the Holy Names

A. Commitment to the Professional Development of Students

The profession of psychotherapy and counseling is one that strives to serve all members of the public now and in the future. Clients, patients and consumers are complex individuals who belong to diverse cultures and groups. Trainees also bring a complex set of personal characteristics and diverse cultural and group memberships to the education and training process. For instance, trainees may experience strong negative reactions toward clients, patients, or consumers who are of a particular religious tradition, age, disability status, sexual orientation, gender expression or identity, or status as a convicted felon, substance user or perpetrator of abuse.

It is also true that training programs, faculty, supervisors and trainees cannot be selective about the core competencies needed in the practice of counseling in public, private or forensic settings, as these competencies are determined by the profession for the benefit and protection of the public. Training programs are also accountable for ensuring that trainees exhibit the ability to work effectively with consumers, clients and patients whose group memberships, demographic characteristics, or worldviews may create tension with their own.

Thus, an important component of counseling training is to explore how trainees’ world views, beliefs, or religious values interact with and even impede the provision of competent professional services to members of the public. It is essential that potential tension and conflicts be acknowledged and addressed during training so that counselors are prepared to beneficially and interact with all clients, patients and consumers, and to above all, to carry out one of the foundational principles of all systems of ethics: do no harm.

The faculty and staff of the Counseling and Forensic Psychology Programs are here to prepare trainees to provide culturally responsive therapeutic, counseling and forensic services to all members of the public, especially to those from marginalized groups, and to prepare professional counselors to meet the standards and ethics of the field. Challenging our beliefs, values and ethics is never a comfortable process, however, we recognize that counselors, therapists, and forensic practitioners are human beings as well. The faculty of the Counseling and Forensic programs take a developmental approach to supporting trainees in their acquisition of skills and competencies, and strive to meet students where they’re at while maintaining a non-judgmental and respectful stance. Faculty also strive to model curiosity and acceptance of all world views, while continuing to question and challenge so that our graduates are prepared to interact with all members of the public. Faculty are committed

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to this same change process, and continually engage in a updating knowledge and exploring assumptions in order to be available to truly take up their role as guides for students in the process of exploring their beliefs, values, and biases. Cognitive flexibility is required to truly be of service to all consumers, clients and patients, and both students, faculty and staff are continually called upon to keep expanding their notion of what is not just acceptable, but what is understood as well.

At times, our program or field placement sites may wish to consider reassignment of clients so that trainees have time to develop their competency to work with patients, clients and consumers who challenge trainees’ sincerely held beliefs. Faculty and clinical supervisors utilize professional judgment in determining when client/patient/consumer reassignment may be indicated. The overriding consideration in such cases must always be the welfare of the client, patient or consumer. In such cases, faculty and clinical supervisors focus on the development of the trainee, recognizing that conflicts require pedagogical support and time to understand and integrate the standards for professional conduct. Thus, trainees entering professional counseling training programs should have no reasonable expectation of being excused or exempted from having any particular category of potential clients/patients/consumers assigned to them for the duration of the training program.

B. Commitment to Creating a Supportive Training Environment

Part of the contract between a program and its students is to create an environment in which students are able to challenge themselves just outside their comfort zone while feeling respected and understood in the process. In order to meet this contract, both faculty and students must work to take up their role in this process of learning and growing. In the Counseling and Forensic Psychology program faculty and staff strive to maintain and expand flexibility of thought, as well as a willingness to recognize when our own filter impedes our ability to be helpful to students. Students likewise are required to step into the role of learner, including developing a willingness to question what they know to be true and to develop a voice around their curiosity about the unknown. Additionally, the training environments in the program, including the coursework, Professional Development workshops, field placements in community agencies and forensic sites and other professional development activities are places where trainees are taught and challenged to master the knowledge, skills and awareness to work effectively with diverse individuals, couples and families. Trainees’ competencies in professional practice are evaluated regularly, and are a substantial part of the Readiness to Practice Assessment that takes place throughout the program. Areas of academic training and evaluation of student professional development include:

Principles of Marriage and Family Therapy Principles of Forensic Psychology

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Principles of Restorative JusticeAssessment of Cognitive, Emotional and Psychological FunctioningDiagnosis of Mental DisordersTreatment Planning SkillsEvidence-based theories of psychological development and functioningLaw and Ethics practicesMulticultural awareness and cultural humilitySelf-reflective practicesClinical writing skillsResearch/scholarship skillsImpact of socio-economic status on psychological functioningImpact of spirituality on psychological functioningImpact of culture on psychological functioningEmpathy and compassionPerspective-taking skillsOral presentation skillsCase conceptualization skillsTeam collaboration skills Forensic Students are evaluated across the following areas for academic and professional development:

1. Principles of Forensic Psychology 2. Assessment of Psychological Functioning 3. Diagnosis of Mental Disorders / Psychopathology 4. Principles of Restorative Justice 5. Rehabilitation and Re-Entry Psychology 6. Law/Ethics of Profession 7. Multicultural Awareness 8. Crisis Response Skills 9. Forensic Writing Skills 10. Research / Scholarship Fluency and Use Skills 11. Triage Skills 12. Emotional Intelligence / Self-Protection Skills 13. Impact of Culture on Psychological Functioning 14. Professional Behavior and Institutional Rules 15. Case Construction Skills 16. Interdisciplinary Team Collaboration Skills

C. Readiness to Practice Evaluation

Each student will be assessed for her/his Readiness for Professional Practice by the faculty of the Counseling and Forensic Psychology Program at several points throughout their academic program. As part of this process, each student will be reviewed in three core areas of competence: clinical and/or forensic competencies, personal maturity and interpersonal skills, and quality of academic coursework. These evaluation points are designed to give students

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feedback on their progress through the program, as well as allow faculty to address critical areas such as the capacity to practice with competence, sound ethical judgment, and the ability to function as a professional.

The first assessment will take place after the student’s completion of two semesters in the program. The faculty and program director will review each student’s progress in the three core competence areas, and will provide students with written feedback. If there are concerns at this point, the Program Director, based upon the feedback from faculty, will meet with the student to develop a plan for remediating those concerns.

The second assessment takes place as part of the final course that students take before beginning their practicum or field placement hours, CPSY 285, Introduction to Professional Practice and Case Seminar for the Counseling and Dual students, and CPSY 209B for the Forensic Students. Students write a professional practice paper which is reviewed by the instructor teaching the course, the Program Director, and the Field Placement Administrator. All students will then meet with the Program Director and the Field Placement Administrator for feedback on their readiness to move into the practicum experience. Note that Counseling and Dual students must complete one of the clinical case studies, while Forensic students complete one of the forensic case studies. See below for a description of the Professional Practice Reflection Paper description. The third evaluation occurs at the end of the program, when students complete a culminating paper and take an oral exam. Students are evaluated along several dimensions, including oral presentation skills, understanding and integration of evidence-based theories, law and ethics, multicultural awareness, clinical assessment and case conceptualization, treatment planning and interventions, empathy and self-reflection, and research fluency and clinical writing skills.

Students also receive both quantitative and qualitative feedback while in practicum coursework that addresses the above areas.

While clinical and forensic competencies are easier to measure, personal maturity and interpersonal skills tend to be more difficult to define and evaluate. However, the faculty of the Counseling and Forensic Psychology program have given some thought to this, and have developed the following criteria. Students who demonstrate personal maturity are those who truly show up for their learning. They take responsibility for their presence in class, are willing to be challenged in their thinking and world view, and are able to contribute meaningfully to class discussion. They show an interest in learning beyond obtaining a grade, and understand how their presence in the program constitutes training for the professional role they will take up in the future. Students who are developing their interpersonal skills are engaged actively in working with difference, greet conflict with curiosity rather than defensiveness,

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and are able to take in constructive feedback from professors, supervisors and fellow students.

Behaviors that are congruent with ongoing professional development include tracking your progress through each class as well the program, using HNU email for all school communication, using electronic devices only when relevant to activities in the classroom, proactively communicating with professors about late arrivals and absences, tracking your own absences so that you do not exceed the limit (20% of total class time), and keeping track of academic calendar dates so that if you need to add or drop a class you can do so within the deadlines set by the Registrar’s Office.

Behaviors that are incongruent with ongoing professional development include rigid thinking, persistent defensiveness toward constructive feedback and other points of view, responding to human differences with anger, fear, contempt or anxiety, focusing on one’s own emotional needs over the client’s needs, having difficulty taking responsibility for one’s progress through the program, a pattern of turning in work late, not communicating proactively with professors, and a pattern of being distracted in class by electronic devices.

D. Professional Development Workshops Requirement

The Counseling and Forensic Psychology program holds a series of Professional Development Workshops that cover areas relevant to the practice of counseling and forensic psychology. These workshops last an hour, are held from 6:45 to 7:45pm to allow students in both class slots to attend, and cover topics such as working as a therapist at the VA, tips on working in community mental health, introduction of systems-centered training as a group therapy model, etc.

As part of your Professional Development you will be required to attend two (4) workshops per year. The workshop schedule is posted at the beginning of the academic year on your Blackboard page under CPSY 101. Students will also receive an announcement at the beginning of the year for the list of workshops. Your advisor will track your attendance at these workshops via each workshop’s sign-in sheet. If at any time a concern arises about a student’s suitability for practice, the program, in accord with the CAMFT Code of Ethics, will convene a committee of five graduate faculty to review the student’s conduct and performance. The committee will interview the student and person(s) who raised the concern, and consult with university administration. After careful evaluation, the committee will determine a course of action, which may include possible immediate program disqualification. If substantive remediation is the next step, this may involve course repetition or further personal psychotherapy with a release of information between program director and the psychotherapist. Should a student wish to appeal the review committee’s decision, the same procedures would be followed as those for appealing an academic decision as described in this catalog.

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E. The Professional Practice Reflection Paper for Counseling and Dual Students

The objective of the Professional Practice Reflection paper is for students to demonstrate an understanding and application of therapeutic approaches and/or forensic practices; to analyze and conceptualize a case study complete with goal formulation and a treatment plan; examine personal areas of intro-and inter-individual comfort and discomfort with diverse populations; and escribe and discuss interpersonal style in the therapeutic and/or forensic context. The ultimate goal is for students to reflect upon their current knowledge as a result of study at HNU, and to demonstrate an enhanced awareness of self and other, as well as the impact that the personal background of the client, therapist and/or forensic practitioner may have on the therapeutic alliance and process. The purpose for such reflection at this point in your education is that in various supervision experiences, privately held and recently discovered unconscious aspects of self must be acknowledged and reflected upon so that students may develop and be better prepared to assist clients. The information presented will be treated with respect and confidentiality. The paper will consist of two parts and will be approximately 10 to 15 pages long.

Part One: Theoretical understandings

The first part consists of discussion of a case study. The case studies that students will choose from may be found on your Blackboard homepage through the link CPSY 101. Please note that Counseling and Dual students must choose from the clinical case studies, while Forensic students choose from the forensic case studies. Students will address the following topics in Part One of their Professional Practice Reflection Paper:

1. Address your understanding of therapeutic boundaries and their importance to the therapeutic context in general.

2. What are the issues being presented?3. Using the DSM, diagnose the client and explain the diagnosis by

supporting with a description of the client’s symptoms.4. As the therapist, what is your assessment of this client’s ability to

participate in therapy? Are there more pressing concerns, such as mental status changes or distortions in thinking and perceiving, danger to self or others, and for children, a dangerous environment, that would need to be addressed more immediately?

5. What are the goals and objectives relevant to this case?6. What would be your treatment plan?7. What theory or theories and the associated techniques might you as

therapist use in working with this client? 8. Explain the rationale for choosing this theory.9. As the therapist what possible ethical issues might arise?

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10. If there were such a legal or ethical problem, how might it be addressed?

Part Two: Self-Assessment and Awareness of Self as a Therapeutic or Forensic Agent of Change

Your depth of content and self-exploration are the primary components of the second part of the paper.

1. My strengths and challenges and why I think so. 2. What I hope to learn more of and why. How will this help me as a

therapist or forensic practitioner?3. Areas of interest as a therapist or forensic practitioner and any

populations I wish to work with, and populations I do not wish to work with. Include an exploration of why you would or would not choose those populations.

4. What are my concerns in starting to see people for therapy and why?5. Where was my current professional knowledge when I started school and

where am I now?6. How prepared to I feel to start my practicum or field placement?7. What are my areas of resistance to beginning and why?8. How do my moral and ethical beliefs impact therapy?

Students are free to integrate information and experiences from all previous coursework in the program, and should also include at least two primary sources used to develop ideas of self-discovery and self-awareness, particularly for item 8. Primary sources are textbooks, books, or journal articles. For more clarification on the discrimination between primary and secondary sources, students should consult their APA manual.

1. Rubric for Readiness to Practice Paper for Counseling and Dual StudentsYou must use APA style and APA formatting for citations and reference list.

Writing and Critical Thinking

5 - Outstanding : Information is presented in a logical and cohesive way, which is easy to follow. Student shows complete understanding of the exercise by addressing questions in detail and drawing inferences which goes beyond the basics of the questions. Include two in-text citations and a reference list. No misspellings and/or grammatical errors. APA format accurate and consistent.

4 - Good : Information is presented in a logical and cohesive way, which is easy to follow. Student shows substantial understanding of the exercise by addressing questions in detail and drawing inferences which goes beyond the basics of the questions. Include two in-text citations and a reference list. No misspellings and/or grammatical errors. APA format accurate and consistent.

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3 - Satisfactory: Information is presented in a logical manner, which is easily followed. Student shows substantial understanding of the exercise by addressing questions to some elaborate degree drawing few inferences which goes beyond the basics of the questions. Include one in-text citation and a reference list. There are minor misspelling and/or grammatical errors. Minor errors in APA format.

2 - Weak: Structure of information is hard to follow, as there is very little cohesion. Does not address all questions or sections listed in the assignment. Response shows some understanding of the exercise by addressing questions in a basic manner. No inferences are drawn. There are several spelling and grammatical errors. In-text citations and reference list missing and/ or major errors in APA format.

1 - Not acceptable: No apparent structure or cohesion. Response shows a lack of understanding for the exercise due to incomplete answering of all questions. Numerous spelling and grammatical errors. In-text citations and reference list missing and/or major errors in APA format.

Case Study

5 – Outstanding: Information is presented in a logical and cohesive way, which is easy to follow. Student completely addresses each question listed in the assignment, showing a solid understanding of counseling theories, assessment, treatment plans and DSM 5 diagnosis, including legal and ethical issues in the chosen case.

4 – Good: Information is presented in a logical and cohesive way, which is easy to follow. Student completely addresses each question listed in the assignment, showing a good understanding of counseling theories, assessment, treatment plans and DSM 5 diagnosis, including legal and ethical issues in the chosen case.

3 – Satisfactory: Information is presented in a logical manner, which is easily followed. Student addresses some of the questions listed in the assignment, showing some understanding of counseling theories, assessment, treatment plans and DSM 5 diagnosis, including legal and ethical issues in the chosen case.

2 – Weak: Structure of information is hard to follow, as there is very little cohesion. Student does not address all questions listed in the assignment. Response shows little understanding of counseling theories, assessment,

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treatment plans and DSM 5 diagnosis, including legal and ethical issues in the chosen case.

1 – Not Acceptable: No apparent structure or cohesion. Response shows a lack of understanding of counseling theories, assessment, treatment plans and DSM 5 diagnosis, including legal and ethical issues in the chosen case

F. Professional Practice Reflection Paper for Forensic Students

The objective of the Professional Practice Reflection paper is for students to demonstrate an understanding and application of forensic case management, client advocacy and restorative justice approaches; to analyze and conceptualize a case study complete with goal formulation and a treatment plan; and examine personal areas of comfort and discomfort with diverse populations. Ultimately, the goals are to expound on student’s current degree of knowledge as a result of study at HNU, to make evident an enhanced awareness of self and other as well as the impact both client and forensic specialist’s personal background can have on the rehabilitative alliance and process.  The purpose for such reflection at this education and training juncture is that in various supervision experiences, privately held and recently discovered unconscious aspects of self must be acknowledged and reflected upon so that students may develop and be better prepared to assist clients.  The information presented will be treated with respect and confidentiality. The paper consists of two parts and will be approximately 10-15 pages.  

Part One:  Theoretical understandings  

The first part consists of discussion of a case study:  see Blackboard 101 Field Placement site for designated Forensic case studies chosen to demonstrate introductory knowledge of counseling theories, assessment and treatment plans, ethical and legal issues, and DSM diagnosis.  Students will address the following topics:

1. What are the legal and mental health issues being presented?2. What is the forensic specialist’s assessment of the immediate issues in

this case?3. What theory or theories might a forensic specialist use to understand this

case?4. Explain the rationale for choosing this theory.5. Using the DSM, what are the possible diagnoses for the Identified Client

or Patient and explain why each one might be possible, given the symptoms and facts of the case.

6. What are goals and objectives to enhance rehabilitation and justice in this case?

7. What might be a treatment plan?  8. Address your understanding of professional boundaries and their

importance to the rehabilitative / restorative justice process in general. 

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9. As the forensic practitioner or case manager, what possible ethical issues may occur?

10. If there were such a legal or ethical problem, how might it be addressed?

  Part Two: Self-assessment and awareness of self as rehabilitative / restorative agent

Content, depth and self-exploration are the primary components of the second part of the paper.

1.      My Strengths/Challenges and why I think so.2.      What I hope to learn more of and why?  How will this help me as a forensic specialist?3.      Areas of interest as a forensic specialist and any populations I wish to work with, and populations I do not wish to work with. (Include why those interests and populations.)4.      What are my concerns in starting to see people for rehabilitation or preventive intervention and why?5.      Where was my current professional knowledge when I started school and where am I now?6.      Do I feel prepared to start Practicum?  What are my concerns?7.      Personal resistance – what and why?8.      How do my moral and ethical beliefs impact case management and client advocacy?

Students are free to integrate information and experiences from all previous coursework in the program, and should also include at least two primary sources used to develop ideas of self-discovery and self-awareness, particularly for item 8. Primary sources are textbooks, books, or journal articles. For more clarification on the discrimination between primary and secondary sources, students should consult their APA manual.

1. Rubric for Professional Practice Reflection Paper for Forensic Students You must use APA style for formatting and completing your reference list.

Forensic Psychology Readiness to Practice Essay Grading Rubric (25

A Outstanding

B Superior

C Satisfactory

D Lowest Passing

Grade Earned Points Earned

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points) Criterion Content & Knowledge 8 points

Outstanding integration and understanding of course material from CPSY 200, 206, 209A, 209B. Demonstration of full knowledge of the core forensic topics. Excellent articulation of the principles of forensic psychology and the law and ethics of the profession.

Clear connections made between topics presented in courses, and course materials from CPSY 200, 206, 209A, 209B. Demonstration of substantial knowledge of the core forensic topics. Clear articulation of the principles of forensic psychology and the law and ethics of the profession.

Minimal integrations of course material from CPSY 200, 206, 209A, 209B Demonstration of basic knowledge of the core forensic topics. Some articulation of the principles of forensic psychology and the law and ethics of the profession.

No integration of course material from CPSY 200, 206, 209A, 209B. Fails to demonstrate knowledge of the core forensic topics. Fails to articulate the principles of forensic psychology and the law and ethics of the profession.

Evidence of Adequate Self-Reflection 8 Points

Includes specific and detailed reasons to support answers to the prompt questions. Contains a compelling reference to personal experiences and integrates viewpoints in depth.

Uses relevant reasons to support answers to the prompt questions. Substantial reflection of personal experiences and integration of viewpoints.

Uses some vague reasons to support answers to the prompt questions. Minimal reflection of personal experiences and viewpoints

None or very few reasons were used to support answers to the prompt questions. Fails to convey personal experiences and viewpoints.

Format & Structure 3 Points

Information is presented in a logical, and cohesive way, which is easy to follow. Shows complete understanding of the exercise by addressing questions In detail.

Information is presented in a logical manner, which is easily followed. Shows substantial understanding of the exercise by addressing questions to some elaborate degree.

Structure of information is hard to follow, as there is very little cohesion. Response shows some understanding of the exercise by addressing questions in a basic manner.

No apparent structure or cohesion. Response shows a lack of understanding for the exercise due to incomplete answering of all questions.

Spelling & Grammar 3 Points

No misspellings and/or grammatical errors.

Minor misspellings and/or grammatical errors.

Several spelling and grammatical errors.

Numerous spelling and grammatical errors.

References 3 Points

Includes in-text citations and reference list. APA format accurate and consistent.

Includes in-text citations and a reference list. Minor errors in APA format.

In-text citations or reference list missing or major errors in APA format.

In-text citations and reference list missing.

TOTAL (OUT OF 25 POINTS)

G. Individual Therapy Requirement

Counseling and Dual students are required to undertake their own personal psychotherapy. Twenty-four (24) hours of personal individual psychotherapy with a fully licensed clinician (e.g. MFT, LCSW, Ph.D., Psy.D. or board Certified Psychiatrist) must be started after entering the program and completed PRIOR to in CPSY 285. Personal psychotherapy is viewed by the California State Legislature as such an important component of professional preparation for counseling practice that the BBS credits one hour of personal psychotherapy from a licensed psychotherapist (up to 100 hours) as three hours toward the 3,000 hours of supervised experience required of an MFT/LPCC.

This non-credit training provides the student with the experience of being a client and asking for help with the opportunity to work on personal issues,

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particularly those that arise in the course of training and one’s beginning professional development. Once you have completed your individual therapy requirement, you are responsible for downloading the Personal Therapy Completion Form from Blackboard and having your therapist sign the form documenting your hours. You will then bring the form to the Field Placement Administrator who will keep it in your practicum or field placement file.

Although students in the Forensic program are not required to undergo individual therapy as a requirement for the degree, we recognize that being a helper in any role is not a value-free endeavor. For that reason, we strongly recommend that Forensic students engage in personal psychotherapy in order to become more aware of her/his values, beliefs and world view. Such awareness may lead to more effective helping and greater job satisfaction by supporting student in a process of exploring their motivations for working in forensics, and learning how to approach the work with curiosity and a non-judgmental stance rather than expecting certainty and compliance.

Chapter 4 MA Degree Completion Process

Master’s Degree Candidates must notify the Program Director of expected completion of their degree no later than the semester prior to their final semester, so that there is sufficient time to verify with the Program Director and the Registrar’s Office that all requirements have been satisfied. Although the formal conferring of degrees takes place in May, the completion of the degree is also confirmed without a ceremony in December for those completing their Master’s programs during the fall term. Diplomas will be available four months after the degrees are conferred. The Certificate in Traumatology is also available upon request for those who have completed the requirements.

Upon the request of the graduate student, the vice President for Academic Affairs provides one official statement of the completion of the degree requirements; there is a fee for each additional copy. Both the statement and the diploma will be withheld until all financial obligations are cleared. Please note that students may not participate in any Commencement Exercises until all coursework, incomplete grades, in-progress coursework and degree requirements have been fulfilled. There are no exceptions to this requirement.

A. Time Period

All courses and comprehensive examinations, culminating papers or practicum for the Master’s Degrees or Traumatology certificate program must be completed within seven calendar years of the student’s first semester enrolled in the program. An extension of time will be granted only in exceptional cases and on the basis of a written petition submitted by the student, with the approval of the Graduate Curriculum and Standards Committee, to the Vice President for Academic Affairs. Students may be obligated to retake earliest courses to remain current in the field.

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B. Academic Standards/Grades

Graduate students are expected to maintain a 3.0 grade point average. Students may be disqualified by one grade below a B-, even if the 3.0 average is maintained. Graduate students are required to repeat a course in which they received a grade of C+ or lower. Only graduate and upper-division courses approved by the Program Director may be included in the student’s degree program.

If you receive a grade on an assignment that you wish to discuss with your professor, be proactive by contacting the professor and requesting a meeting. Use this as an opportunity to continue to develop your professionalism.

1. Grading Criteria

The Counseling and Forensic Psychology faculty uses the following criteria in assigning grades in all classes: ● A: Exceptional graduate level work; far more than is expected given the level the of the student (e.g. graduate level work and with some graduate courses already taken ● A-: Outstanding graduate level work; more than is expected ● B+: Superior graduate level work; above average work for the given level of the student● B: Competent level work; what is expected of the student at a given level● B-: Below expected level of graduate work● C+: Failing grade; constitutes a warning and a repeat of the course with a plan for addressing deficient areas● C: Unacceptable level of graduate work; student must repeat course with a plan for addressing deficient areas and ongoing check-in with program director for support and guidance.

C. Disqualification from the Program

Graduate students receiving a grade below B- are subject to disqualification even if their grade point average is 3.0 or above.

In rare circumstances, the Program Director may allow a graduate student to repeat a course in which a student received a grade below a B-. To be considered for this opportunity, a student must write a letter of appeal to the CPSY Program Director. The Program Director, in consultation with faculty who have had contact with the student, will make a decision regarding the student’s status in the program. If reinstatement is recommended, the offer holds for two semesters. If for some reason the student does not enroll in coursework by the end of two semesters, the student must repeat the petitioning process for reinstatement.

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A second disqualification may be appealed by the Program Director to the Academic Dean, if the director considers the student’s circumstances to warrant another opportunity to move forward. Following a second appeal, if the decision is made for a student to remain in the program, s/he must meet with their advisor on a regular basis to track their progress in carrying out the remediation plan.

Students who wish to protest the decision to discharge them from the program may do so by following the University’s Grievance Process.

D. Incomplete grades

A grade of I, Incomplete, indicates that the student has completed 80% of the coursework with a grade of B or above, and has 20% remaining that must be completed in order to receive a grade for the class. Graduate students who are sufficiently advanced in a graduate level course to finish on their own, but are unable for good reason to complete the work on time, may petition their instructor for an Incomplete.

The student must file for an Incomplete before grades are submitted. A student who fails to file the appropriate paperwork will receive an F in his/her course. Before filing the paperwork, the student and the instructor must determine a mutually agreeable deadline for completion of the work. The deadline for completion of the incomplete must be by the end of the following semester, and no later. The Incomplete remains on record until the contract is completed or the time on the contract has expired without the work being accomplished. In the latter case, the “I” becomes an F. Under special circumstances and with the approval of the instructor and the Program Director, the student may petition for an extension in time, not to extend the program of studies beyond the seven-year period. If the instructor leaves the University before the student completes the course work the student is responsible for consulting with the Program Director for direction on how to proceed. Graduate students taking courses at the 100 level are required to follow the Incomplete policy applicable to undergraduate students.

The student is responsible for discussing an Incomplete Grade with his/her professor, for obtaining the proper form in the Student Resource Center, having it completed by the instructor, signed by the Program Director and filing it the Student Resource Center. It is not the responsibility of the instructor or the program director to file paperwork or track its completion.

E. Absences

According to the HNU Catalog, students who miss more than one fifth (1/5th) of their classes in a course may receive a failing grade. In the Counseling Psychology Program, this translates to 7.5 hours of absence for a 3 unit course, including late arrivals, early departures as well as absences. If absences are

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jeopardizing a student’s status, he/she may opt to drop the class or withdraw to avoid the grade of F. Please refer the HNU Academic Calendar for drop and withdrawal deadlines. It is your responsibility to track these deadlines.

Managing one’s schedule and communicating with your professor(s) directly, either in person or via email regarding late arrivals, early departures, or absences, is part of your professional development and an expectation in this program. If you are unable to follow through with this, it will affect your overall evaluation for your readiness to advance to practicum, as well as your fitness for the field.

F. Participation

We recognize that there are many different ways of participating in class, including active listening, non-verbal behaviors that indicate tracking class activities, and talking with colleagues and instructors on breaks or outside the classroom. Comfort with speaking in public exists on a continuum, and if you are someone who tends to be less verbal, we encourage you to take a risk and bring your voice into the class. Doing so will prepare you to step into your practicum experience as well as your internship and/or work environments and contribute to the context.

G. Academic Honesty

The university considers honesty vital to its academic life. Therefore, it requires that students learn and abide by the standards of honesty expected in an academic community. In general, honesty requires that students (1) submit work which is clearly and unmistakably their own; (2) properly represent information and give adequate acknowledgement to all sources which were used in the preparation of an assignment; (3) neither seek, accept, or provide any assistance on tests or quizzes unless explicitly permitted to do so by the instructor.

Plagiarism not only signifies academic misconduct; it also constitutes a red flag in a student’s professional development and fitness for the field. You may be tempted to lift a paragraph or two from a popular website without citing it because either the author is a better writer, conveys understanding of concepts and material more clearly, or you’ve run out of time. Whatever the reason, plagiarism is unacceptable in an academic and training program that is focusing on helping you develop your professional identity, a significant component of which is your ability to be honest with yourself and others, and to represent yourself accurately to the clients and employers with whom you’ll be working.

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If an instructor detects or suspects plagiarism in coursework, s/he will request a meeting with you to review your work. The purpose of this meeting is to create an opportunity for learning. At the very least you will be asked to re-do the assignment, however, the ultimate outcome of the meeting is dependent upon the discussion between you and your instructor, as well as your instructor’s consultation with the Program Director. Subsequent events of plagiarism will result in failure in the course and possible dismissal from the program.

Plagiarism is not simply a matter of copying someone else’s work. We are committing plagiarism when we cite work we did in another class or a different assignment, or when providing a citation for text that closely follows the structure of the original source without putting the cited text in quotation marks. For more information about plagiarism, consult your APA Manual.

H. Written work

All papers in the Counseling Psychology Programs are to be written in APA format and style, with proper citations for all references. You are required to purchase the most recent APA Publication Manual from the university bookstore, bookstore of your choice, or an on-line version in order to support your academic work in this program. In addition, there are on-line resources that can supplement the APA Publication Manual, such as PurdueOwl. It is your responsibility to learn how to use this manual and follow its guidelines in all your written work in your classes, including your culminating paper.

If you know that your writing needs improvement, please use the Writing Resources available through the Writing Studio in the Library at HNU. In some cases, you will be asked by an instructor, your advisor, or the Program Director to take a writing course to improve your ability to express yourself through your writing. Being able to write clearly is also an important part of professional development, as you will be writing case notes, reports and evaluations in your work. If you choose not to follow up with this recommendation, it may affect your readiness for practicum evaluation as well as your overall success in the program.

All of the faculty and staff are focused on helping you to succeed in your studies here. It’s up to you to be proactive and use the resources to continue developing and preparing for your work in the future.

I. Learning Disabilities

Students who have registered with the Student Disability Services on campus and have documented learning or physical disabilities can identify themselves privately to each instructor if there is assigned accommodation. This must be done at the beginning of each semester and any special accommodations must be arranged in advance with your instructors, including extra time for papers, projects or exams.

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J. Transfer of Credit

With the approval of the Program Director, up to twelve (12) semester units from another accredited institution may be accepted for transfer into the Dual degree program, and up to nine (9) semester units may be accepted for transfer into the Counseling degree program. Transfer courses accepted for a program must have been taken within the established seven year time limit, and some courses, such as Law and Ethics, must have been taken in the past year and a half. All courses accepted for transfer must be at the same level of academic competency and performance as required by comparable courses at HNU.

Official transcripts must be requested by the student and sent directly from the institution to the HNU Registrar’s Office. In addition, students must present a copy of the official transcript to the Program Director for evaluation.

1. Steps to completing a transfer of units 1. Set up an appointment to consult with the Program Director to make sure a course is transferable and approved. Courses taken in a term academic calendar will be carefully evaluated for breadth of information taught. The course must have a letter grade. You must provide a copy of the course catalog description from the institution at which you completed the course, or a syllabus from the course. 2. Request that an official transcript from that institution be sent directly to the HNU Registrar and provide a copy of the transcript to the Program Director. 3. Make sure the HNU Registrar has received your official transcript.4. Verify that the Program Director has signed off and returned the Transfer of Credit/Substitution Form to the Registrar.

An extension course from another institution may be accepted as a transfer course if the Program Director approves it as being a substantive edition to the student’s degree program and if the source campus provides a letter grade and documentation that the course is accepted in its own comparable degree program. Prior approval is required.

K. Leave of Absence

A student who wishes to withdraw from the University with the option of returning at a specified time in the future may apply for a Leave Of Absence for up to two years. A student who wishes to withdraw from the University indefinitely may apply for a Withdrawal. The necessary forms are obtained from and filed with the Student Resource Center. These forms require the signatures of several officers of the University, indicating that a student is in

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good standing, both academically and financially. Students who leave in good standing are welcome to resume studies at any time within specific time limits. Students who take a Leave of Absence must be mindful that the degree must be completed within seven (7) years from the first semester of enrollment. Any student who discontinues coursework without filing an official withdrawal receives a grade of “F” in all courses not completed. Graduate students who are academically disqualified ordinarily may not reapply and do not qualify for a Leave of Absence or Withdrawal, except under exceptional circumstances.

L. Professional Associations

Students will want to consider joining a professional organization as a way to further professional development. The following organizations are relevant to our programs.

The California Association of Marriage and Family Therapists Students are strongly encouraged to join the California Association of Marriage and Family Therapists (CAMFT). CAMFT is the professional association for Marriage, Family and Child Counselors. Members receive a bi-month journal, The California Therapist, which includes articles on clinical practice and information on the actions and updates of the BBS with respect to the professional practice of counseling and psychotherapy. Students are also encouraged to join the local chapter of the CAMFT. For more information, contact CAMFT (www.camft.org).

The California Association of Licensed Professional Clinical Counselors Students are encouraged to join the California Association of Licensed Professional Clinical Counselors (CALPCC). CALPCC is the professional association for Professional Clinical Counselors, and membership provides networking opportunities, continuing education and advocacy for the profession of clinical counselors. For more information contact CALPCC at www.calpcc.org.

The Forensic Mental Health Association of California Forensic Psychology students and those in the Dual Counseling and Forensic Psychology path should consider becoming student members of the Forensic Mental Health Association of California (FMHAC). Officially incorporated on July 13, 1981, the Forensic Mental Health Association of California was established to formalize the goals and objectives of forensic mental health professionals throughout the state of California and to ensure the continuation of an ongoing forum for education and discussion on matters pertaining to forensic mental health and related issues. For more information, contact FMHAC (www.fmhac.net).

Chapter 5 Preparation for the Master of Arts in Counseling, Forensic and Dual Degree Psychology

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A. Admission Requirements

Qualifications for admission to the Graduate Division are as follows: ● Bachelor’s degree or its equivalent, conferred by an accredited institution of higher education with a GPA of 3.0 or higher. Submission of final, official transcript(s) showing all undergraduate and graduate records are required. ● In addition, applicants for the Master’s program in Counseling Psychology should have completed an undergraduate course in General Psychology. Prospective students will not be considered if this requirement has not been fulfilled.

Master of Arts in Counseling Psychology Fulfills course work requirements for Marriage and Family Therapy License (MFT) and Licensed Professional Clinical Counselor (LPCC)

Dual Master of Arts: Counseling Psychology and Forensic Psychology Fulfills course work requirements for Marriage Family Therapy License (MFT) and Licensed Professional Clinical Counselor (LPCC)

Master of Arts in Forensic PsychologyCertificate in Traumatology and Treatment

B. Master of Arts in Counseling Psychology

This program prepares its graduates for a profession in counseling and psychotherapy with an emphasis on community mental health. Students will gain theoretical knowledge of the counseling field and experience practical application of theory in therapeutic, supervised field placement settings. Graduating students are prepared to register with the BBS as an intern, collect 3000 documented appropriate hours and sit for licensure with the California Board of Behavioral Sciences (BBS) as Marriage and Family Therapist (MFT) and/or Licensed Professional Clinical Counselor (LPCC). Students under catalogs prior to 2012 must consult with the Director of the program to achieve LPCC compliance. The program is continually updated to meet the requirements set by the California Board of Behavioral Sciences.

MA in Counseling PsychologyRequired courses (63 units)CPSY 200 Foundations of Counseling:

Process and Skills CPSY 201 Foundations of Psychological

Research CPSY 202 Clinical Neuroscience CPSY 205 Psychopathology CPSY 208 Substance Abuse Assessment

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& Treatment CPSY 210 Counseling Theories CPSY 215 The Law and Professional

Ethics CPSY 220 Human Development Across

the Lifespan CPSY 230 Human Diversity in

Counseling CPSY 235 Advanced Human Diversity

Issues in Counseling CPSY 250 Marriage and Family

Counseling CPSY 260 Treatment of Children and

Adolescents CPSY 265 Group Psychotherapy CPSY 271 Trauma, Loss and Grief CPSY 275 Psychological Development

and Spiritual Growth CPSY 280 Psychological Assessment CPSY 285 Introduction to Supervised

Practicum and Case Seminar CPSY 291 Community Mental Health A CPSY 292 Community Mental Health B CPSY 293 Community Mental Health C CPSY 298 Integrating Seminar CPSY 290 Supervised Practicum and

Case Seminar (3 semesters)

C. Master of Arts in Forensic Psychology

This program is based on the philosophy of social justice, and prepares its graduates for a career working either in the criminal justice system as a change agent, or for any of the social service or restorative justice organizations set up to assist victims of crime as well as those who find themselves in the criminal justice system. Students will gain theoretical knowledge of the forensic psychology field, including assessment skills, cultural knowledge of the criminal justice system, and the application of counseling skills as they relate to the working with individuals connected to the criminal justice system.

Students completing this program are not eligible for licensure as an MFT or LPCC practitioner.

Prerequisite requirement

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Applicants to the Forensic counseling psychology master’s program must have taken an undergraduate general psychology and/or an undergraduate course in the psychology of criminal behavior.

Required Courses (39 units) CPSY 200

Foundations of Counseling: Process and Skills

CPSY 206 Forensic Psychology and the Law

CPSY 207 Psychology of Criminal Behavior CPSY 208 Substance Abuse Assessment &

Treatment CPSY 209A Assessment, Diagnosis, &

Treatment of the Victim CPSY 209B Assessment, Diagnosis, &

Treatment of the Offender CPSY 211 Forensics: Psychometrics and

Assessment CPSY 212 Forensic Psychology

Professional Practice Seminar CPSY 226 Advanced Issues in Correctional

and Community Counseling CPSY 230 Human Diversity in Counseling CPSY 245D Domestic Violence Assessment

and Treatment CPSY 286 Supervised Practicum and Case

Seminar (2 semesters)

CPSY 298 Integrating Seminar

D. Dual Master of Arts Degrees in Counseling Psychology and Forensic Psychology

This double Master’s program leading to two separate graduate degrees affords students a strong background in Forensic Psychology while ensuring them a quality counseling program leading to state licensure for MFT and LPCC

Prerequisite requirement Applicants to any counseling psychology master’s program must have taken an undergraduate general psychology course.

Required Courses (84 units) CPSY 200

Foundations of Counseling: Process and Skills

CPSY 201 Foundations of Psychological Research

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CPSY 202 Clinical Neuroscience CPSY 205 Psychopathology CPSY 206 Forensic Psychology and the

Law CPSY 207 Psychology of Criminal Behavior CPSY 208 Substance Abuse Assessment &

Treatment CPSY 209A Assessment, Diagnosis, &

Treatment of the Victim CPSY 209B Assessment, Diagnosis, &

Treatment of the Offender CPSY 210 Counseling Theories CPSY 211 Forensics: Psychometrics and

Assessment CPSY 212 Forensic Psychology

Professional Practice Seminar CPSY 215 The Law and Professional Ethics CPSY 220 Human Development Across the

Lifespan CPSY 226 Advanced Issues in Correctional

and Community Counseling CPSY 230 Human Diversity in Counseling CPSY 235 Advanced Human Diversity

Issues in Counseling CPSY 250 Marriage and Family

Counseling CPSY 260 Treatment of Children and

Adolescents CPSY 265 Group Psychotherapy CPSY 271 Trauma, Loss and Grief CPSY 275 Psychological Development and

Spiritual Growth CPSY 280 Psychological Assessment CPSY 285 Introduction to Supervised

Practicum and Case Seminar

CPSY 291 Community Mental Health A CPSY 292 Community Mental Health B CPSY 293 Community Mental Health C CPSY 298 Integrating Seminar CPSY 290 Supervised Practicum and

Case Seminar (3 semesters)

E. Certificate in Traumatology and Treatment

This post-baccalaureate certificate program will challenge the learner to consider, integrate, and apply theoretical perspectives and evidence based

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practices to the field of trauma diagnosis, assessment and treatment. Students will gain ethically grounded, therapeutic, and spiritually-centered insights as applicable to the treatment of trauma related syndromes and disorders including co-occurring disorders resulting from events such as disasters, war, chronic adversity, crime, relational violence and childhood trauma. The information in these courses will allow a licensed-eligible therapist or counselor to deliver trauma-informed treatment.

Required courses (18 units) CPSY 270

Trauma: Types and Transformation

CPSY 271 Trauma, Loss and Grief CPSY 272 Trauma: Assessment, Diagnosis

and Treatment CPSY 273 Traumatology and Demographics CPSY 274 Neurobiology of Trauma: Risk,

Resiliency and Positive Psychology CPSY 275 Psychological Development and

Spiritual Growth

Chapter 6 Student Advising

Faculty Advisors Perri Franskoviak, Ph.D., Program Director624 Heafey Hall, (510) 436-1465 Richard Sprott, Ph.D., Field Placement Administrator 623 Heafey Hall, (510) 436-1460

Advising hours are posted each semester and/or by appointment.

A. Advising Process

The program assigns an advisor to each student once they are admitted to the program. Your advisor will reach out to you via email to set up an appointment to meet and discuss your first semester of classes. Meetings with advisors offer the opportunity to accomplish the following tasks: ● Review courses taken, grades received and plan the student's upcoming academic year course schedule. ● Plan the sequence of courses for the remainder of the degree/certificate program, check individual course prerequisites, consider optimal course loads, and confirm the fulfillment of all course and academic requirements. ● Obtain necessary registration forms and signatures needed to register.

Planning an overall sequence of courses for a degree program is based on the student's personal pace and plan, and its interface with course offerings. The sequence of course offerings is subject to administrative changes. In mid-semester advising each academic year, the faculty will make every effort to

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provide an accurate listing of course offerings for the following semester as well as the days and times courses are scheduled. In addition, students are encouraged to contact their advisors or program director at any time with concerns or questions.

B. Registration Process Each Fall and Spring semester the Registrar’s Office sends to all continuing students a registration packet. The steps for registration are as follows. It is the student’s responsibility to:1. Schedule an appointment with their faculty advisor. 2. In consultation with their advisor, review the student’s course schedule for the next semester and year, and have the advisor open the Hawk’s Edge Portal so the student may register on-line. 3. Follow the steps for submitting their Registration along with appropriate payment of fees.

Please note that course schedules are not confirmed until the registration process has been completed.

Chapter 7 Counseling and Forensic Psychology Courses

200. Foundations of Counseling: Process and Skills (3) Course includes foundational counseling skills including appropriate use of self; empathy, reflective practice, attending and confronting; introduction to assessment, diagnosis, and treatment planning, with emphasis on AOD and co-occurring disorders; the role of case management including collaboration with community resources, referrals and advocacy; emphasis on recovery oriented care and methods of service delivery; awareness of the impact of diversity; crisis management; legal and ethical considerations. A didactic experiential approach will be utilized. 201. Foundations of Psychological Research (3) This course provides a foundation for analysis, evaluation, and use of mental health research in evidence-based, MFT practice. Contemporary journal articles are examined for social science research methods and concepts as applied to: co-occurring disorders, AOD, psychopharmacology; recovery-oriented care, collaborative treatment; issues of diversity, community-based needs assessment, treating and tracking vulnerable populations: children, elders, victims of violence, and severely mentally ill. 202. Clinical Neuroscience (1) This course covers the basics of neurological functioning, development, and psychopharmacology. Topics will include: neurological bases of co-occurring disorders and dependency on drug/alcohol; neurological testing, assessment and diagnosis of mental disorders including severely mentally ill. 205. Psychopathology (3) Students will be introduced to assessment, diagnosis and treatment of the major mental disorders, including severe mental illness, co-occurring disorders, AOD, and consequences of disaster and trauma; recovery-oriented

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care approaches to treatment of psychopathology; psychopharmacology; how issues of diversity, socio-economic position, human sexuality and stress affect mental health. This course will include meeting with consumers of mental health services. 206. Forensic Psychology and the Law (3) A course designed to introduce research literature in psychology and law, including psychological assessment and the law, forensic neuropsychology, criminal responsibility, civil commitment, jury selection, jury decision-making processes, eyewitness testimony, methods of interrogation, deception, forensic hypnosis, polygraph, and family law. 207. Psychology of Criminal Behavior (3)This course is designed to introduce the student to juvenile delinquency, adult crime including criminal homicide, sexual offenses, the mentally disordered offender, human aggression, economic and public order crime. The course will focus on correctional psychology including research, strategies, and methods of prevention, intervention, and treatment. 208. Substance Abuse Assessment and Treatment (3) This course educates students regarding the effects of abuse and / or dependence of psychoactive substances on mental health and well-being, with a particular focus on co-occurring disorders, forensic/legal issues, and larger cultural and socio-economic diversity issues. This course will introduce the student to current theories of abuse and dependence, methods and protocols for detoxification, relapse prevention, drug abuse prevention, and current best practices for treatment. This course will include meeting with consumers of mental health services.

209A. Assessment, Diagnosis and Treatment of the Victim (3) This course explores the relevant theoretical and clinical constructs, and psychological effects of physical, sexual, institutional, and environmental victimization. The student will gain familiarity with special concerns that relate to the diagnosis, assessment, and treatment of victims, with a particular emphasis on special populations (e.g. victims of sexual assault, victims of domestic violence, hate crime victims, etc. The student will also become educated as to the manner (including affective considerations) and method in which the victim of a crime interfaces with the numerous direct and tangential participants in the legal systems. 209B. Assessment, Diagnosis and Treatment of the Offender (3) An overview of special topics relevant to the assessment, diagnosis, and treatment of the offender. The student will gain a working knowledge and understanding of the assessment of competency and responsibility in criminal court proceedings (e.g. competency to stand trial, competency to be punished in capital cases, etc.). Additionally, the student will become familiar with theories, interventions, best practices, and risk assessment in the treatment of the offender; with a particular emphasis on the jail, prison, and community correctional settings. Special classes of offenders (e.g. rapists, pedophiles, drug addicts, etc.) and respective emerging treatment trends (and the efficacy thereof) will be analyzed. 210. Counseling Theories (3)

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This course provides a comprehensive survey of the major counseling and psychotherapy approaches, incorporating evidence-based theories; with specific attention to co-occurring disorders, diversity in therapy, and personal therapist qualities that affect counseling and therapy. 211. Forensics: Psychometrics and Assessment (3) This course is designed to familiarize students with utilization of psychological measurement theory and techniques of appraisal methods. Course objectives include how to understand and evaluate the reliability, validity, and other pertinent psychometric properties of forensic psychological assessment methods, how to analyze job elements, job knowledge, and how to develop and validate employee selection procedures. 212. Forensic Psychology Professional Practice Seminar (3) This course is designed to introduce the student to the manner and method in which forensic psychologists interface with the diverse agencies and participants in the domain of criminal and civil law. Special topics include: consultation with attorneys, rendering testimony in civil and criminal courts, civil liability for specialty practitioners of forensic psychology (e.g. child custody evaluators), consulting and working with correctional facilities and personnel, etc. 215. The Law and Professional Ethics (3) Topics include, but are not limited to: scope of practice, therapist ethics, legal/ethical issues for the relational, systemic and collaborative MFT approaches as they apply to children, severely mentally ill, elderly, various forms of families and recovery oriented care, abuse and reporting; professional therapeutic boundaries with a focus on advocacy/confidentiality and inter-agency collaboration. Course will meet with consumers of mental health services. 220. Human Development Across the Lifespan (3) A review of the understanding of essential psycho/social dynamics of general human development over the lifespan, this course includes biological, cognitive, affective, interpersonal, moral, spiritual, and personality aspects. Topics will include: a focus on child/elder abuse, domestic violence; how issues of diversity, socioeconomic position, poverty and stress affect human development and well-being; the development of human sexuality. 226. Advanced Issues in Correctional and Community Counseling (3)This course is designed to elevate students’ ability to conduct professional counseling duties within the framework of institutional (i.e., prison) and community systems. Focus will be on practical implications of system-imposed limitations including, prioritizing security concerns in correctional treatment, working with correctional / security / organizational staff, assessing and negotiating issues of diversity, rank, and standing in correctional / organizational cultures, and understanding professional constraints as a function of political concerns within and between organizations. 230. Human Diversity in Counseling (2) This course explores various cultural and other diversity contexts and their implications for counseling psychology. A broad spectrum of diversity issues will be covered. Emphasis will be on MFT principles and personal therapist qualities that affect the counseling process.

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235. Advanced Human Diversity Issues in Counseling (2) This course focuses on the application and internalization of multicultural principles as learned in CPSY 230. Topics will include: emotional reactions in multicultural scenarios, spiritual and religious diversity, activism and organizational multicultural competence, classism, an ecological approach to assessment and treatment. Emphasis will be on MFT principles and personal therapist qualities, with a focus on collaborative treatment approaches and advocacy for the severely mentally ill. This course will include meeting with consumers of mental health services. 240B. Child Abuse Assessment and Treatment (1) This course provides training in assessing, reporting, and treating child abuse, including neglect and incest. 240C. Using the DSM (1) This course teaches how to use of the Diagnostic and Statistical Manual as a system for identifying and classifying psychopathology. 245A. Human Sexuality and Counseling (1) This course is an overview of human sexual response, sexual dysfunction and appropriate counseling techniques and theories. The course will utilize readings, student papers and journals. Simulated counseling techniques will be provided. 245C. HIV/AIDS Assessment and Treatment (1) This course examines the clinical, social, and ethical issues in counseling persons with HIV-related problems. 245D. Domestic Violence Assessment and Treatment (1) This course includes spousal or partner abuse assessment, detection and intervention strategies including knowledge of community resources, cultural factors and same gender abuse dynamics. It explores various types of abusive patterns that occur in intimate relationships and the family dynamics tied to these patterns. The course will include assessment, detection and intervention strategies including cultural factors, same gender abuse dynamics and community resources. 250. Marriage and Family Counseling (3) Course examines assessment, diagnosis, and treatment planning for couples and families with focus on transformed definitions of “home” and “family”. Course reviews law/ethics relating to couples and families, relational and systemic therapies and use of evidence-based practices. Attention to risk, stress and resiliency as relates to diversity: socioeconomics, AOD, severe mental illness, sexuality and co-occurring disorders. Emphasis is on collaborative approaches to treatment of families, recovery-oriented care and community resources. Course meets with mental health consumer families.

260. Treatment of Children and Adolescents (3) This course surveys the diagnosis, assessment and treatment methods for mental illnesses commonly presented by children and adolescents. Topics will include: psychosocial development issues; child abuse, domestic violence and effects of trauma; AOD and co-occurring disorders; MFT principles–relational and systemic theories and; psychopharmacology; issues of diversity, human sexuality, socio-economic position and stress; therapist qualities that affect

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counseling; evidence-based practices and collaborative approaches to treatment including community resources; and law/ethics as it pertains to children and adolescents. 265. Group Psychotherapy (3, 2) This course surveys various theoretical approaches within multiple clinical populations. Topics include: MFT principles of relational and systemic approaches; recovery-oriented care; the impact of diversity, socioeconomic position and stress on the group process, including theoretical discussion and practical application. Course will include meetings with consumers of group, psychotherapeutic, mental health services. 270. Trauma: Types and Transformation (3) Course examines various types of trauma including physical, emotional, sexual, endurance (a childhood, prolonged sense of feeling unsafe in one’s world) and their complex and traumatic interconnections with experiences of torture, war and other violent acts. Course will explore the difference between internal and external states of safety, develop a better understanding of how trauma affects body systems and provide transformational approaches grounded in mindfulness and other body-mind psychotherapeutic principles and techniques for treatment of core trauma. 271. Trauma, Loss and Grief (3) This course is an exploration of grief, loss and trauma, and how they relate to issues of diversity including, but not limited to, socioeconomics, human sexuality, domestic violence, child abuse, severe mental disorders and AOD*. Focus will include assessment, diagnosis and treatment planning including recovery oriented care, community resources/advocacy; personal qualities of the therapist and general MFT principles of relational, systemic and collaborative approaches; an overview of psychopharmacological considerations as they may relate to grief, loss and trauma. 272. Trauma: Assessment, Diagnosis and Treatment (3) This course provides students with a comprehensive and integrated approach to the assessment, diagnosis, and treatment of trauma. The bio-physiological, psycho-emotional, spiritual, and cultural effects of trauma will be addressed. Exploration of familial and societal healing are covered, as unresolved trauma can lead to patterns of generational abuse affecting families, cultures and societies. 273. Traumatology and Demographics (3) This course addresses changing perspectives of trauma as it occurs in communities, regions, and populations resulting from war, disaster, community violence, epidemic illness, hate crimes, political uprisings, religious conflicts and other sources. The course will also focus on trauma and human diversity (age, gender, orientation, etc.). The role of spiritual practice as a source for emotional healing will be explored both at the individual and community level. Course will examine the approaches of both contemporary psychologies’ secular humanism and current trends in spiritually-based emotional healing practices as applied to types of trauma in various groups. 274. Neurobiology of Trauma: Risk, Resiliency and Positive Psychology (3)

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This course explores the neurobiology of trauma and its resonance with the theory and practice of positive psychology, including spirituality and the constructs of emotional wellbeing/happiness. Course will emphasize exploration of diverse spiritual resources for their contributions to healing: developing personal strength and courage, coping with negative emotions, exploring gratitude and forgiveness. 275. Psychological Development and Spiritual Growth (3) Course explores the current findings in psychology and theology as pertain to counseling from a psychological and spiritual development perspective. Focus on spiritual and developmental aspects as they relate to factors of risk, resiliency and human diversity including examination of healthy developmental processes interrupted by severe trauma, neglect, and addictive processes. Using theoretical constructs of lived spirituality and developmental psychology, course will examine issues of adulthood including ongoing perceptions and coping with the construction of meaning, values and relationships in everyday life. Course focuses on the counseling impact of developmental and spiritual positions of therapist and client. 280. Psychological Assessment (2) This course introduces current assessment and treatment measures used in counseling psychology. Major instruments are investigated and clinical report writing/interpretation will be reviewed. Attention is given to the intersection of assessment and: human diversity, socioeconomic differences, neurology, cognition and severe mental illness, alcohol/drug dependency, personality, marriage, family relationships, children and victims of violence. 285. Introduction to Supervised Practicum and Case Seminar (3) Internship preparation focusing on the pragmatics of psychotherapy: assessment, diagnosis, treatment planning / implementation and evaluation of the client. Emphasis is on basic MFT principles of relational / systemic / collaborative / recovery oriented approaches using evidence-based practices. Course will stress case management/client advocacy and use of community resources. Focus on therapist/client relationship and client diversity issues including family variations, socio-economics, human sexuality, severe mental illness, co-occurring disorders including AOD, issues of child/ elder abuse/ domestic violence and disaster /trauma. Law and ethics will be reviewed. This course includes the Application for Readiness to Practice. 286. Supervised Practicum and Case Seminar (3) This course is for Forensic Psychology students; small group supervision based on the student’s field placement experience. Students will critically review cases, including assessment, diagnosis, and treatment planning, with peer review and input. Topics addressed will be therapist qualities, MFT principles, evidence based practices, human diversity, stress, severe mental disorders, community resources and advocacy, disaster/trauma, interagency collaboration, and case management. Prerequisites: CPSY 200, 206, 209A, and 209B. 290. Supervised Practicum and Case Seminar (3) This course is for Counseling Psychology students. Small group supervision based upon the students’ field placement experience. Students will critically review cases, including assessment, diagnosis, and treatment planning, with

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peer review and input. Topics addressed will be therapist qualities, MFT principles, evidence based practices, human diversity, stress, severe mental disorders, community resources and advocacy, disaster/trauma, interagency collaboration, case management. Prerequisites: CPSY 200, 205, 208, 210, 215 and 285.

291. Community Mental Health A (2) This course will cover the history of CMH from mid18th century to present. Topics include: institutionalization, deinstitutionalization, theories of prevention and intervention, social supports, vicarious traumatization, caring for the caregiver, therapist qualities and training in working in agencies as well as inter-agency collaboration and communication. Agency documentation requirements will be reviewed and clinical writing will be emphasized. 292. Community Mental Health B (2) This course includes concepts of wellness, recovery, prevention and early intervention and emphasizes collaboration and strengths of individuals, families and communities. As many therapists encounter severe disorders in CMH settings, this course addresses AOD and co-occurring disorders; cultural competency; case management; advocacy; evidence-based practices; consumer rights; and communities that have been disproportionally impacted by poverty, stigma, discrimination, and a lack of access to services. 293. Community Mental Health C (2) This course will focus on consultation to collaborating with CMH organizations including relationship building, interagency communication and team building; design and implementation of program evaluation in Community Mental Health (CMH); Federal, State, County and City organizations will be explored for their relationships and interconnections. Students will research Alameda county mental health organizations, cross-check their lists with other course members, design, develop and publish a current, annotated referral base. 295. Supervised Practicum and Case Seminar (2) Small group supervision based upon the student’s field placement experience. Students will critically review cases, including assessment, diagnosis, treatment planning, with peer review and input. Topics addressed will be therapist qualities, MFT principles, evidenced based practices, human diversity, stress, severe mental disorders, community resources and advocacy, disaster/trauma, interagency collaboration, case management. Prerequisites: (CPSY 290 X3 or 286 X2) 297. Special Topics: Career Development Theories and Techniques (3) This course meets the LPCC requirement for Career Development Counseling and includes career development decision making models and interrelationships among and between work, family, and other life roles and factors; including the role of human diversity in career development. This course will be offered online only. 297. Special Topics: Treatment Planning (1) This workshop will give an introduction to standard practices of treatment planning and documentation: assessment, correct use of clinical terminology, collaborative development of plan objectives and documentation of objective treatment outcomes.

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297. Special Topics: Motivational Interviewing (1)This course provides an introduction to Motivational Interviewing as a framework for understanding the change process, as well as a set of techniques toward working with the natural resistance and ambivalence that arises in the context of any behavior change. 298. Integrating Seminar (3) Prerequisite: Completion of 6 units of CPSY 290, or 286 or permission of the instructor. As the final course determining graduation, all master’s level students take the Integrating Seminar (CPSY 298) and write a culminating paper. Counseling and Dual students are given a set of questions at the beginning of the semester designed to assist them in integrating and articulating their learning from the program. The culminating paper includes a description of the student’s theoretical approach toward counseling via a case presentation, along with a review of pertinent literature and reflections on countertransference, working with difference, and personal and professional growth. Forensic students will complete a research paper in which they have the opportunity to demonstrate their knowledge of and mastery of forensic concepts, with an eye toward restorative justice. The paper is expected to be clear and well written; content should demonstrate how well the student synthesizes material and develops and expresses responses to the questions.

Students in each program will then undergo an oral examination with the director and one faculty member who will evaluate students’ mastery of clinical and/or forensic competencies, as well as readiness to practice in the field. The exam, usually lasting from 30 minutes to an hour, centers on a discussion of the material covered in the paper.

Following the oral examination, the examiners determine whether the candidate has passed. If both examiners pass the candidate, he or she is then eligible for graduation. If one or both examiners do not pass the candidate, a discussion will be held immediately with the candidate to determine what is needed for graduation to be possible: e.g., certain parts of the exam many need revision or additional supervised field work may be recommended. Other remediation may also be suggested. When such additional work has been completed, the student may be required to take the Oral Examination again. A student will not be allowed to graduate and/or participate in commencement exercises until the course has been completed, i.e. the Oral Examination has been passed.

The following rubric is used to evaluate the student’s performance on the written and oral exam:

A. Counseling and Forensic Psychology Program Examiner’s Rating Scale for Written and Oral Exam

1=Unqualified 2=Deficient 3=Sufficient 4=Skilled 5=Exceptional

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Student Name: __________________________

I. Oral presentation skills. Circle• Clarity of thinking, eye contact, pacing, responses organized with consistent flow, manages anxiety well.

1 2 3 4 5. II. Understanding and integration of evidence-based theories.• Identifies and describes theories accurately, including rationale for use. 1 2 3 4 5 • Is able to apply forensic theories in both a developmental and clinical framework for understanding the interdependent relationship betweenclient and context, including the criminal justice institution.

III. Legal Issues.• Recognition of legal obligations when practicing as therapist, counseloror helping professional. 1 2 3 4 5• Is able to manage legal obligations in the clinical relationship. 1 2 3 4 5

IV. Ethical Issues• Is aware of ethical responsibilities in working with others, in particular, identifying countertransference themes and taking steps to avoidhaving them create a barrier to client-centered care. 1 2 3 4 5• Is able to identify frame issues, such as confidentiality, setting, anddual role considerations, in working ethically in the clinical relationship.

1 2 3 4 5

V. Multicultural Awareness. • Demonstrates awareness of a range of diversity issues and how theymay impact the client’s psychological functioning and the therapeutic work. 1 2 3 4 5• Is able to maintain curiosity and humility when conceptualizing

1 2 3 4 5and working with clients. • Is aware of spiritual issues that may impact client’s development, as well as how spiritual practice and community may provide meaning,support and a sense of purpose to one’s life. 1 2 3 4 5• Demonstrates knowledge of Restorative Justice both from a conceptual and clinical perspective. 1 2 3 4 5

VI. Clinical Assessment and Case Conceptualization.• Formulates comprehensive diagnostic impressions based on clinical

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understanding, definition of problem(s) and presents rationale for diagnosis. 1 2 3 4 5• Accurate use of theory to formulate the development of client’s currentissues. 1 2 3 4 5

VII. Treatment Planning and Interventions.• Co-creates treatment plan with client including goals, interventions and adjunctive services. 1 2 3 4 5 • Demonstrates use of appropriate interventions to achieve treatmentgoals. 1 2 3 4 5

VIII. Empathy and Self-Reflection.• Able to take perspective of the other and demonstrate an appreciationof the client’s life experience through verbal and non-verbal communication. 1 2 3 4 5 • Able to reflect on countertransference themes, identify importance of supervision, consultation, and personal psychotherapy when appropriate. 1 2 3 4 5

IX. Research fluency, organization and clinical writing skills. • Able to navigate primary source material with clear and coherent 1 2 3 4 5organization of information. • Uses primary sources and appropriate secondary and tertiary sources.

1 2 3 4 5 • Spelling, grammar and syntax are correct and do not distract from or

1 2 3 4 5obscure the content of paper.

__________________________________ __________________Examiner's Signature Date

Maximum score is 80. An average of 56 points (based on two examiners) is a passing score.

Chapter 8 BBS Regulatory Requirements for the Marriage and Family Therapy License

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Please Note: This section of the handbook was written primarily for those individuals completing the Master's Degree in Counseling Psychology or the Dual Degree at Holy Names University. Information that pertains to field placement and Supervised Practicum and Case Seminar courses however, may be of value and provide important information to all students in the HNU Counseling and Forensic Psychology Programs. If you have any questions about this section, please consult with the Field Placement Administrator.

A. California Board of Behavioral Sciences (BBS)

The BBS is responsible for consumer protection through the regulation of Licensed Marriage and Family Therapists (LMFT); Licensed Clinical Social Workers (LCSW); Licensed Educational Psychologists (LEP); Licensed Professional Clinical Counselors (LPCC); MFT Interns (IMF); Associate Clinical Social Workers (ASW); and Professional Clinical Counselor Interns (PCCI) in the State of California. It is one of the boards within the California Department of Consumer Affairs. Contacting the Board of Behavioral Sciences: Board of Behavioral Sciences

Phone: (916) 445-4933

400 R Street, Suite 3150 TDD: (916) 322-1700 Sacramento, CA 95814-6240 Website: http://www.bbs.ca.gov

B. Licensure Requirements

This information is a brief outline of the license requirements for someone who wants to pursue licensure as an LMFT in the State of California. For more detailed information, please refer to Navigating the MFT Licensing Process.

Education Requirements The Board requires applicants to possess a qualifying Doctor's or Master's degree. Please see BPC sections 4980.36, 4980.37, and 4980.41 of the Board's Statutes and Regulations for more information on degree qualifications.

Applicants Beginning Graduate Study before August 1, 2011, and Complete Graduate Study Before December 31, 2018 Applicants who fall within this timeframe will not be affected by the education requirements that take effect at HNU August 1, 2011. NOTE: The Counseling Program at HNU was an early adapter of the new curriculum, starting the new requirements in August of 2011. Keep this in mind as you read through the BBS requirements.

Additional coursework required prior to licensing examination for applicants beginning HNU graduate study before August 1, 2011 and completing graduate study on or before December 31, 2018 ONLY:

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» Child Abuse Assessment and Reporting (7 hours)

» Human Sexuality (10 hours)

» Alcoholism and Chemical Substance Abuse Dependency (15 hours must be taken in qualifying degree program)

» Spousal/Partner Abuse Detection and Intervention (15 hours for those who entered degree program on or after 1/1/2004; Course can be any length for those who entered a qualifying degree program between 1/1/1995 to 12/31/2003: Must be taken in qualifying degree program).

» Psychological Testing (2 semester units or 3 quarter units only for those who entered a qualifying degree program on or after 1/1/2001)

» Psychopharmacology (2 semester units or 3 quarter units only for those who entered a qualifying degree program on or after 1/1/2001)

» California Law and Professional Ethics (2 semester units or 3 quarter units)

» Aging and Long Term Care (10 hours only for those who entered a degree program on or after 1/1/2004; For all others this is not a pre-licensure requirement)

Refer to BPC Section 4980.37 for all education requirements that apply within this timeframe. Holy Names University is in compliance with these educational requirements. All of the state’s educational requirements are consistent with the educational requirements for the Master’s Degree in Counseling Psychology offered by Holy Names University.

C. California BBS Experience Requirements » 104 weeks of supervision

» 3,000 hours of supervised work experience.

Please refer to the documents below for a breakdown of supervised experience requirements for the relevant timeframe: » LMFT Breakdown of Required Experience for Hours Gained On or After January 1, 2012.

» LMFT Breakdown of Required Experience for Hours Gained On or After January 1, 2010, and before January 1, 2012.

For Hours Gained on or After January 1, 2010, and before January 1, 2011 (for HNU students): » LMFT Experience Categories – Summary of Hours Permitted/Required » Frequently Asked Questions – LMFT Supervised Experience Changes

D. Additional Clinical Requirements

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No more than 40 hours may be gained in any one week. During each week in which experience is claimed, the trainee shall have at least one hour of direct individual 38

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supervision or two hours of group supervision for every five hours of client contact in each setting in which the experience is gained. All hours of supervised experience (pre- and post-degree) must be gained in no less than two (2) calendar years obtained over a period of no less than 104 weeks. All experience must be gained within six (6) years immediately preceding the date the application for licensure was filed, except that up to 500 hours of clinical experience gained with the supervised practicum shall be exempt from the six year requirement. Specific experience requirements are defined in the B&P Code Sections 4980.40(f), 4980.42 through 4980.45 and California Code of Regulations (CCR) Section 1833.

E. Trainee Status and Practicum Hours

A key element in the training of applicants for the MFT and LPCC license is clinical work in supervised field settings. This is an opportunity for the student both to practice skills being learned in classes and to develop as a professional. Supervised fieldwork is done within the scope of practice of a marriage, family therapist and involves practice in applied psychotherapeutic techniques, assessment, diagnosis, prognosis and treatment of pre-marital, couple, family and child relationships, including dysfunctions and healthy functioning and health promotion and illness prevention, in a supervised clinical setting. 39

MFT Experience Information for Hours Gained on or after January 1, 2010 EXPERIENCE TYPE

MINIMUMS AND MAXIMUMS

DIRECT COUNSELING 1. Individual Counseling or Psychotherapy (performed by you)

No Minimum or Maximum

2. Couples, Family and Child Psychotherapy (performed by you)

Minimum 500 hours

3. Group Therapy or Counseling (performed by you)

Maximum 500 hours

4. Telemedicine Counseling (performed by you)

Maximum 375 hours

NOTE - PRE-DEGREE HOURS: A maximum of 750 hours of clinical experience (1-4 above), including direct supervisor contact (7,8, next page), can be counted pre-degree. EXAMPLE: A trainee earns 625 hours of clinical experience comprising a combination of categories 1, 2, 3 and 4. In addition, the trainee earns 125 hours of individual supervision pre-degree, for a total of 750 hours.

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MISCELLANEOUS 5. Non-Counseling Experience (A-D below)

Maximum 1,250 hours combined

A. Attending Workshops, Seminars, Training Sessions or Conferences

Maximum 250 hours

B. Personal Psychotherapy (received by you) Maximum 100 hours X 3

C. Client Centered Advocacy (CCA) Maximum 1,250 hours

D. Direct Supervisor Contact Maximum 1,250 hours Minimum 52 weeks/hours

Chapter 9 The Procedures for Practicum/Field Placement

This section describes the steps and procedures to find a practicum/field placement position, and to document your field experience to meet the laws and regulations for the State of California (for MFT/PCC licensure path students) and for all the students in the Counseling and Forensic Psychology Programs at HNU.

A. Finding a Practicum or Field Placement

Most students will want a field placement position starting the semester after they complete CPSY 209B (if Forensic only) or 285 (for Counseling and Dual only).

All students have the responsibility to find their own placements, however, you will have the resources of the Field Placement Administrator to guide you in this process. The Field Placement Administrator keeps a list of current and recently active placement sites, and this list will be very helpful to you. Some questions for you to keep in mind as you engage is this process is to think about what kind of population you’d like to gain experience in working with, which may be closely tied to your future plans for your practice in the field after you graduate, what kind of setting intrigues you (forensic, community-based clinic, school-based counseling, public health setting, behavioral health court), how much structure you need to learn (a school-based setting may be more highly structured than a community-based clinic, for instance), and what kind of population or presenting issues have you never imagined yourself working with.

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Keep in mind that finding a trainee position is like searching for a job. Although the Field Placement Administrator will be a very helpful resource, most students find that searching the Internet for position announcements, and asking fellow students about possibilities (especially students ahead of you in the program), is an important part of the effort.

Keep in mind that some agencies and training programs will be on an academic year calendar, meaning that although you may interview for the placement in the spring, they will formally begin inducting trainees at the start of the academic year in August. Other agencies and training programs will accept trainees year-round. In many cases, the Field Placement Administrator will know when programs accept trainees. You are strongly encouraged to use the following links to search for a practicum field placement:

Your CPSY 101 link found on your Blackboard homepagehttp://www.acbhcs.org/internships/ Alameda County Behavioral Health keeps a list of training programs http://cchealth.org/mentalhealth/intern/ Contra Costa County Behavioral Health keeps a list of training programs http://www.sfdph.org/dph/comupg/oservices/mentalHlth/CBHS/ San Francisco County - on this page, look for the Provider Manual, to see a listing of agencies that provide services. You can contact them individually to ask about training programs https://www.google.com/ search terms: behavioral health internships

B. When to Begin Searching

Agencies that have a formal training program that starts with the academic calendar (starting in late August) often do interviews and fill training positions in February and March. If you are looking at one of those programs, you should start contacting those programs in January, either during completion of or right after finishing CPSY 285 or 209B. For agencies that accept trainees year-round, you should start searching for a field placement at least 3 months in advance for when you want to begin. If you wish to start in January, then begin searching in September/October before (while you are in CPSY 285 or 209B, usually).

For Forensic only or Dual Degree students, placements in community correctional or jail settings require a background check, fingerprints, and TB testing. Since you will be dealing with the county Human Resources Department, keep in mind that this is a slow process. Start your search early so that you have begun or will be beginning your field placement when your first semester of 290 or 286 commences. You will not be able to begin 290 or 286 without having secured a practicum or field placement program.

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C. Contacting Agencies and Training Programs

Your first step is to prepare a cover letter and your resume. You will discuss how to construct your letter so that you are prepared to send it out in CPSY 285 and CPSY 209B. Forensic only students will also work with the Field Placement Administrator in carrying out these steps.

Some tips on information to include in your letter: ● Be clear about when you are available to work ● Be clear about your personal learning/training goals

All training programs will have a set schedule for when they do supervision and team meetings, or didactic trainings for staff. You will need to make yourself available for those times. Agencies go to a lot of trouble to set aside time to train practicum students and interns, the primary consideration being when it is best to pause the delivery of services for the clients. There is no negotiation about this.

Training programs will want to know when you can work with clients, patients or consumers. It is best to offer 2-3 full days, or as close to that as possible. Full days will be most useful to agencies, so making this time available will make you more competitive with practicum students from other schools who may also be interviewing. Overall, be clear and transparent about your schedule and when you are available in your cover letter and interviews.

D. Great, now you have accepted a position...

Once a position has been offered to you, and, most importantly, you have accepted, you will then need to submit a Field Placement Acceptance form to the Field Placement Administrator. This form provides your contact information, and the contact information of the agency person who did the interview. This is the signal to the Field Placement Administrator that a Field Placement contract should be initiated.

The Field Placement Administrator sends the contract directly to the agency. The contract must be signed by the agency, the Field Placement Administrator, and you. You may sign the contract at the agency, or the Field Placement Administrator may ask you to sign on campus. Either way, it is your responsibility to sign the contract by the first class meeting of CPSY 290 or CPSY 286.

E. Start Tracking Your Hours

Students in the Counseling and/or the Dual program should use the California Board of Behavioral Sciences (www.bbs.org) official forms for recording your training hours. Students in the Forensic Psychology Program should use the HNU form for tracking your hours.

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Students in the Counseling and/or the Dual program should also have their agency/site supervisor sign the BBS Responsibility Statement, and provide a copy to the Field Placement Administrator.

Discuss any questions you have with the Field Placement Administrator.

F. Evaluations

All students are evaluated by both the CPSY 290 /CPSY 286 instructors AND by the site/agency supervisors each semester. Evaluations cover the following areas:

Forensic Psychology students: Principles of Forensic Psychology Assessment of Psychological Functioning Diagnosis of Mental Disorders / Psychopathology Principles of Restorative Justice Rehabilitation and Re-Entry Psychology Law/Ethics of Profession Multicultural Awareness Crisis Response Skills Forensic Writing Skills Research / Scholarship Fluency and Use Skills Triage Skills Emotional Intelligence / Self-Protection Skills Impact of Culture on Psychological Functioning Professional Behavior and Institutional Rules Case Construction Skills Interdisciplinary Team Collaboration Skills

Counseling and Dual students: Principles of marriage and family therapy Assessment of Psychological Functioning Diagnosis of Mental Disorders Treatment Planning Skills Evidence-Based Theories Law/Ethics of Profession Multicultural Awareness Reflective Practice Skills Clinical Writing Skills Research/Scholarship Fluency and Use SkillsImpact of SES on Psychological FunctioningImpact of Spirituality on Psychological Functioning Impact of Culture on Psychological Functioning Empathy and Compassion Perspective-Taking Skills Oral Presentation Skills

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Case Construction Skills Team Collaboration Skills

The Field Placement Administrator coordinates student evaluations with your site supervisor and your 290/286 instructors. Your site supervisor will review your evaluation with you, and is responsible for sending it off to the Field Placement Administrator. Your 286/290 instructor will provide you with feedback throughout the semester.

G. Counseling Services at HNU

As part of services included in their tuition, all HNU students, including graduate students, are entitled to receive counseling services from HNU Counseling Services. Given the intense nature of some of the classes and field placement experiences, this extra support may be of special interest to graduate students in the Counseling and Forensic Psychology programs at HNU.

If you are interested in counting counseling hours towards licensure, HNU wants to make it clear that therapy/counseling hours from the HNU Counseling Services are with doctoral interns and not fully licensed providers and because of that, they are not applicable to hours required for BBS licensure – they do not count towards the MFT license.

Only therapy or counseling with fully licensed providers will count toward the MFT/LPCC license and meeting your degree requirements. This means that if you are already working with a therapist who is not licensed, or is a trainee, you will need to find a new therapist to meet this requirement.

H. Sliding Scale Therapists for Students who are Beginning their 24 hours of Personal Psychotherapy

Remember to have the therapist sign off on your hours, using the form found on the Blackboard CPSY 101 site. Needs to be updated

Barbara Griffith...Fairfield..down to $40. 707-718-1110 Marilyn Mazer....San Rafael...415-419-3565 Mary McManus..Rockridge, Concord, S.F. HNU alumni 510-848-8084 Sara Kim Marchant... Berkeley...510-277-0026 Christine Benenuto...Rockridge...510-421-6766 Joshua Cross...S.F. 415-364-3006 www.sfpsych.com Linda Haraguchi...510-665-4118 www.kenshocenter.com Ali Miller...S.F....415-820-1433 www.AliMillerMFT.com Amy Greenburg...Hayward and Dublin...925-989-9826 www.enrichmentcounseling.com Gil Shepard...Walnut Creek...925-937-3337 Lisa DiMarino...Palo Alto...650-766-3637 www.pacificwellnesscenter.com ,

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Dawn Ryan .Pleasant Hill...925-947-4357 Marcie Parisi...San Ramon...925-639-9119 www.psych.today.com John Monopoli...S.F....415-279-7918 Leslee Fournier...Fairfield...707-421-0813 Matt Gomes...Livermore...510-409-2198 or 925-485-9370 www.kivaspirit.org Constance Morgan Mayer…San Ramon…925-640-2422 Rachel Tucker, LMFT, Psychotherapy for Children and Families www.RachelTuckerTherapy.com 510.205.0749 I have an office in the Rockridge neighborhood of Oakland. My sliding scale is $70-$110 per session, as demonstrated by financial need.

Chapter 10 Field Placement and Practicum Experiences

The Holy Names University Counseling and Forensic Psychology Programs are dedicated to providing educational and professional training experiences that prepare students for the challenges of providing competent and caring mental health services and forensic psychological services in the field.

Counseling and Dual students are on a track to apply for licensure by the State of California as a licensed Marriage and Family Therapist (LMFT) and/or to apply for licensure by the State of California as a licensed Professional Clinical Counselor (LPCC). Forensic Psychology program graduate students do not have a track that involves licensure by the State of California; no license is required by the State, as the jobs and positions available to Forensic Psychology professionals do not involve providing direct mental healthcare services at the level of a Master’s degree. Forensic Psychology graduate students are trained to provide case management, client advocacy and psycho-educational services in correctional, community, and advocacy settings.

The involvement of the Board of Behavioral Sciences in the training of MFT and LPCC professionals includes requirements concerning Field Placement experiences and Practicum training. You must work closely with the Field Placement Administrator to meet all the requirements of the BBS while you are in Practicum.

A. Responsibilities of the Parties in a Counseling Psychology or Dual Program Practicum

There are four “parties” to the Field Placement contract agreement: the HNU Counseling Psychology Program, the agency/site, the site supervisor, and the graduate student trainee.

The HNU Counseling Psychology Program:

1. Shall approve the supervised fieldwork setting for each trainee

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2. Shall have a written agreement with the supervised fieldwork setting that details the contract between the trainee, the supervisor, the site and HNU

3. Shall provide forms for regular process reports and evaluation of the student’s performance at each supervised fieldwork setting

4. Shall coordinate the terms of this agreement with each of the named parties

5. Shall evaluate the appropriateness of the supervised fieldwork experience for each MFT/PCC licensee as set forth in Sections 1821, 1833, 1833.1, 4980.02, 4980.36, 4980.42, 4980.43, 4982, 4999.34, 4999.36, 4999.47 of the Business and Professions Code

The Fieldwork Agency/Site:

1. Shall provide the trainee and the supervisor with the documentation necessary to verify to the Board of Behavioral Sciences that the placement is one that is defined by law, that the trainee is employed in the manner required by law, and a description of the duties performed by the trainee fall within the scope of the license of an MFT/LPCC

2. Shall appropriately evaluate the qualifications and credentials of any employee who provides supervision to MFT/LPCC trainees

3. Shall provide adequate resources to the trainee and the supervisor in order that they may provide clinically appropriate services to clients

4. Shall orient the trainee and supervisor to the policies and practices of the agency/site

5. Shall notify the HNU Field Placement Coordinator in a timely manner of any difficulties in the work performance of the student

6. Shall provide the trainee and the supervisor with an emergency response plan which assures the safety and security of the trainee, supervisor, and the trainee’s clients

7. Shall provide the trainee with a minimum of 5 hours per week of supervised fieldwork experience involving individual, group, or couples/family counseling

The Site Supervisor at the Training Site:

1. Shall sign and abide by the “Responsibility statement for supervisors of the MFT license” as described in Section 1833.1 of the California Code of Regulations (CCR)

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2. Shall provide supervision to meet the following BBS regulations: one hour of individual supervision contact or two hours of group supervision contact for each week of experience claimed, one hour of individual supervision contact or two hours of group supervision contact for every five hours of client contact. “Group supervision” means a group of no more than eight (8) persons receiving supervision from one supervisor

3. Shall describe in writing the methods by which supervision will be provided

4. Shall provide progress reports and evaluations of the trainee’s performance at the fieldwork setting in a timely manner

5. Shall abide by the ethical standards for supervisors published by the American Association of Marriage and Family Therapy and the California Association of Marriage and Family Therapists

6. Shall review and sign the experience log required by Section 1833 (e) of the CCR on a weekly basis, as set forth in Section 1833 (c) of the CCR

7. Shall sign the experience verification form required for licensure except as set forth in Section 1833.1 (c) of the CCR

8. Shall sign the Responsibility Statement form required for licensure as set forth in Section 1833.1 (b) of the CCR

The Trainee:

1. Shall maintain the original copies of the “Responsibility statement for supervisors of the MFT license” for submission to the BBS at the time of the licensing application and will submit a copy of that statement to the HNU Counseling Psychology Program within 30 days of commencing the supervised fieldwork experience

2. Shall maintain a log of all hours of experience gained toward licensure as required by Section 1833 (e) of the CCR

3. Shall be responsible along with his/her supervisor for providing complete and accurate documentation to the BBS in order to gain hours of experience towards licensure

4. Shall be responsible for learning those policies of the supervised fieldwork setting which govern the conduct of regular employees and trainees, and for complying with such policies

5. Shall be responsible in participating in the periodic evaluation of his/her supervised fieldwork experience

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6. Shall be responsible for notifying the HNU Field Placement Coordinator in a timely manner of any professional or personal difficulties which may affect the performance of his/her professional duties and responsibilities

7. Shall abide by the ethical standards of the American Association of Marriage and Family Therapy and the California Association of Marriage and Family Therapists

B. Responsibilities of the Parties in a Forensic Psychology Program Field Placement

The Field Placement Administrator for the HNU Counseling Psychology and Forensic Psychology Programs:

1. Shall approve the supervised fieldwork setting for each trainee

2. Shall have a written agreement with the supervised fieldwork setting that details the contract between the trainee, the supervisor, the agency/site and HNU

3. Shall provide forms for regular process reports and evaluation of the student’s performance at each supervised fieldwork setting

4. Shall coordinate the terms of this agreement with each of the named parties

5. Shall evaluate the appropriateness of the supervised fieldwork experience for each Forensic Psychology trainee.

The Field Placement Agency or Site:

1. Shall provide the trainee and the supervisor with the documentation necessary to verify to the Holy Names University that the placement is one provides experience and training appropriate to the field and practice of forensic psychology

2.Shall appropriately evaluate the qualifications and credentials of any employee who provides supervision to Forensic Psychology trainees

3. Shall provide adequate resources to the trainee and the supervisor in order that they may provide appropriate services to clients

4. Shall orient the trainee and supervisor to the policies and practices of the agency/site

5. Shall notify the HNU Field Placement Administrator in a timely manner of any difficulties in the work performance of the student

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6. Shall provide the trainee and the supervisor with an emergency response plan which assures the safety and security of the trainee, supervisor, and the trainee’s clients

7. Shall provide the trainee with a minimum of 5 hours per week of supervised fieldwork experience involving individual, group, or couples/family case management, client advocacy, psycho-educational or rehabilitative/restorative justice services

The Site Supervisor:

1. Shall sign and abide by the “Responsibility Statement for Supervisors of Forensic Psychology trainees”

2. Shall provide supervision such that trainees receive one hour of individual supervision contact or two hours of group supervision contact for each week of experience claimed, one hour of individual supervision contact or two hours of group supervision contact for every five hours of client contact. “Group supervision” means a group of no more than eight (8) persons receiving supervision from one supervisor

3. Shall describe in writing the methods by which supervision will be provided

4. Shall provide progress reports and evaluations of the trainee’s performance at the fieldwork setting

5. Shall abide by the ethical and professional standards published by the American Psychological Association’s Specialty Guidelines for Forensic Psychology

6. Shall review and sign the experience log provided by the HNU Forensic Psychology program

7. Shall sign the experience verification form provided by the HNU Forensic Psychology program

8. Shall sign the Responsibility Statement form provided by the HNU Forensic Psychology program

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C. Holy Names University Counseling and Dual Degree Practicum Application Form

Date: ________________________________

Name: ______________________________________________

Phone_______________________________________________

HNU Email Address:_____________________________________

Address:_____________________________________________

City: _________________________ State ______ Zip: _________

Degree Type: ☐ Dual MA Counseling and Forensic Psychology ☐ Counseling Psychology ☐ Certificate Program in Traumatology and Treatment

Entered Graduate Program: Fall Spring Summer (year)________

Practicum/Field Placement to begin: Fall Spring Summer (year)________ There are four parts/forms for the Field Placement Application. They are as follows:

Part 1 – Pre-requisite Courses Completed Part 2 – Personal Psychotherapy Requirement Met and Documentation Turned In Part 3 – Professional Practice Assessment Essay Completed and Evaluated Part 4 – Liability Insurance Certificate (Proof of Coverage) Part 1: Pre-requisite Courses

Part 1 – Pre-requisite Courses Completed

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CPSY 200 Found. of Counseling Skills: Semester Completed & Grade: ______________CPSY 205 Psychopathology: Semester Completed & Grade: ______________ CPSY 208 Addictions Assess. & Tx: Semester Completed & Grade: ______________CPSY 210 Counseling Theories: Semester Completed & Grade: ______________CPSY 215 Law and Ethics: Semester Completed & Grade: ______________

Part 2: Personal Psychotherapy Requirement

Personal Psychotherapy Requirement Form

Student: ______________________________________

Phone________________________________________

HNU Email: ___________________________________

Address: ______________________________________ City: ____________________ State ______ Zip: ________

Psychotherapist: _________________________________

Phone_________________________________________

Email, if known: _________________________________

Address: ______________________________________

City: ____________________ State ______ Zip: ________

CA License Type: __________________ (LMFT, LCSW, Ph.D., Psy.D., M.D.)

License No._______________________

Dates student received individual psychotherapy: (24 sessions)

Psychotherapist (Print Name) _________________________________________

Signature _______________________________ Date ___________________ Part 3: Professional Practice Assessment Essay

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Semester completed CPSY 285 and Grade: ______________________

Part 4: Liability Insurance Certificate (Proof of Coverage):

All students, including Forensic students, are required to purchase their own liability insurance. You can get liability insurance from the following business: CPH and Associates - https://cphins.com/

You can also get liability insurance if you are a member of one of these professional organizations: California Association of Marriage and Family Therapists http://www.camft.org/Content/NavigationMenu/AboutCAMFT/JoinCAMFT/MembershipBenefits/default .htm

American Counseling Association http://www.acait.com/students/index.cfm

American Psychological Association - Insurance Trust www.apait.org http:/www.apait.org/apait/products/studentliability/ Insurance covers a one year term. Once you get the Certificate of Insurance, make sure to keep the original and include a copy with this application.

D. Application for an MFT or LPCC Intern Number

While enrolled in a qualifying degree granting institution, an MFT student gains experience hours as an MFT Trainee at school approved sites. MFT Trainees do not register with the Board. Upon graduation, the pre-licensee must register with the Board as an MFT or LPCC Intern in order to accrue postdegree hours of supervised experience towards the licensing requirements. If the pre-licensee applies for an MFT Intern registration number within 90 days from his or her qualifying degree's conferral date, the pre-licensee can count the hours accrued in-between the degree conferral date and the issue date of the Intern registration number. The Board honors the postmark date when checking whether or not an applicant met the 90 day window.

E. LMFT Examination Information (Read this carefully!)

Once an applicant meets all requirements and the Board reviews and approves the application for examination eligibility, the applicant will receive an eligibility notice to take the LMFT Standard Written Examination. The eligibility notice indicates that the examination candidate must take the examination within one year of becoming eligible. Upon passing the Standard Written Examination, the applicant must pass a LMFT Written Clinical Vignette Examination. When in the exam cycle, the applicant must take an examination within one year of failing an examination or within one year of passing the Standard Written Examination. The applicant must take the Clinical Vignette

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Examination within one year of passing the Standard Written Examination. Once an applicant passes both examinations, he or she must apply for an Initial License Issuance within one year of passing the Clinical Vignette Examination in order to receive a license number.

Disclaimer: This is compilation of information on the laws, regulations and forms which pertain to the BBS requirements for MFT licensure as well as HNU program requirements are provided to assist the student applicant seeking the MFT and/or LPCC license. This is not a legal document and does not address every situation that may arise. We cannot guarantee the accuracy of the information contained in this document. Students are advised to consult with the California Board of Behavioral Sciences www.bbs.ca.gov as well as CAMFT www.camft.org as well as with the Field Placement Administrator and faculty on specific questions and situations that may arise in your course of study. If legal concerns arise, the student should be prepared to consult competent legal counsel.

F. Holy Names University Forensic Psychology Program Field Placement Application

Date: _____________________

Student: ________________________________

Phone: _________________________________

HNU Email ______________________________

Address: ________________________________

City: ___________________________________ State ______ Zip: ________

Degree Type: ☐ Forensic Psychology ☐ Certificate Program in Traumatology and Treatment

Entered Graduate Program: Fall Spring Summer (year)_______________

Field Placement to begin: Fall Spring Summer (year)_______________

There are four parts / forms for the Field Placement Application:

Part 1 – Pre-requisite Courses Completed Part 2 – Personal Psychotherapy Requirement Part 3 – Professional Practice Assessment Essay Part 4 – Liability Insurance Certificate (Proof of Coverage)

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Part 1: Pre-requisite Courses:

CPSY 200 Found. of Counseling Sem. completed______ Grade_____ CPSY 206 Forensic Psych. & the Law Sem. completed ______ Grade____ CPSY 209-A Assess., Dx & Tx of Victim Sem. completed ______ Grade ____ CPSY 209-B Assess., Dx & Txt of Offender Sem. completed _____ Grade ____

Part 2: Personal Psychotherapy Requirement

24 hours minimum Personal Psychotherapy Requirement Form Student: _______________________________________ Phone_________________________________________HNU Email: ________________________________________ Address: _______________________________________ City: _________________________ State ______ Zip: ________ Psychotherapist: _________________________________________Phone________________________________________________ Email: ________________________________________________ Address: ______________________________________________City: ____________________________ State ______ Zip: ________ License Type: __________________ California License No.__________Dates student received individual psychotherapy: (24 sessions)

Print Name: ________________________________________ Signature: __________________________________________

Part 3: Professional Practice Assessment Essay

Semester Completed CPSY 209B and Grade: __________________________

Part 4: Liability Insurance Certificate (Proof of Coverage):

All students are required to purchase their own liability insurance. You can get liability insurance from the following business:

CPH and Associates - https://cphins.com/ Insurance covers a one year term. Once you get the Certificate of Insurance, make sure to keep the original and include a copy with this application.

Chapter 11What Are Licensed Professional Clinical Counselors (LPCC) and What Do They Do?

“Licensed professional counselors, or in some states, “licensed professional clinical counselors” or “licensed mental health counselors,” provide mental

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health and substance abuse care to millions of Americans. Licensed professional counselors (LPCs) are master’s-prepared mental health service providers, trained to work with individuals, families, and groups in treating mental, behavioral, and emotional problems and disorders. LPCs make up a large percentage of the workforce across the country employed in community mental health centers, agencies, and organizations, and are employed within and covered by managed care organizations and health plans. LPCCs also work with active duty military personnel and their families, as well as veterans.

Licensed professional clinical counselors’ education and training is oriented toward the adoption of a truly client centered, and not primarily illness centered, approach to therapy.

A. Which should I go for, an MFT or an LPCC?

This is a tough question to answer, because it really depends upon each student’s personal and professional preferences and plans. Here in California, the MFT licensure is more recognized by the public than the LPCC license. In 1945 California began licensing social workers, and in 1963 the legislature created a new category of counselor that became known as Marriage, Family and Child Counselor, and began licensing practitioners the same year. In contrast, LPCCs were accepted into the state in 2009, making it a newcomer in terms of recognition and understanding on the part of the public.

California was one of the last states to accept the LPCC license, which is a nationally-based exam, similar to the licensing of psychologists, who take a national exam and then a separate state-related exam. By contrast, although over half the MFTs in the country are here in California, California chooses to administer its own MFT exam, and does not use the national MFT exam.

The philosophy behind these two licenses is a bit different. While MFTs are trained to look at the past and how it plays out in current relational and family patterns, LPCCs are trained to look more toward an individual’s development, and to study where barriers have developed to prevent the person from developing into a functional human being. This difference is not unlike the one that has historically discriminated clinical from counseling psychology. While clinical psychologists are trained to work with all manner of human functioning and illness and have been associated with treating severely mentally ill persons, counseling psychologists are trained to engage with the “worried well,” helping individuals to make adjustments in their view of themselves and world so that they can pick up where they left off in terms of their optimal development. Counseling psychologists also get training in career counseling, which is not a part of a clinical training program.

At this point in the history of the field, however, these distinctions are quite blurry.

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Something else to think about is whether you may want to move out of California in the future. With an LPCC, it may be easier to get licensed in another state since the exam is nationally administered. On the other hand, the California MFT exam is very similar to the national MFT exam, so this may mitigate any difficulties with getting licensed in another state.

B. LPCC Qualifications

More than 120,000 professional counselors are licensed across the country, under licensure laws enacted in all 50 states, the District of Columbia, and Puerto Rico. LPCC education and training standards for licensure are on par with those of the other two master’s level mental health providers (clinical social workers and marriage and family therapists). State licensure requirements for professional counselors typically include: possession of a master’s or doctoral degree in counseling from a national or regionally-accredited institution of higher education, including an internship and coursework on human behavior and development, effective counseling strategies, ethical practice, and other core knowledge areas; completion of a minimum of 3,000 hours of post-master’s degree supervised clinical experience, performed within two years, and periodic completion of continuing education credits/hours after obtaining licensure; passage of the National Counselor Examination (NCE) or a similar state-recognized exam; and adherence to a strict Code of Ethics and recognized standards of practice, as regulated by the state’s counselor licensure board.

C. Description of the Core Content Areas for the LPCC Licensure

1) Counseling and psychotherapeutic theories and techniques, 2) Human growth and development across the lifespan, 3) Career development theories and techniques, including career development

decision-making models and interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development,

4) Group counseling theories and techniques,5) Assessment, appraisal, and testing of individuals, 6) Multicultural counseling theories and techniques, 7) Principles of the diagnostic process, including differential diagnosis, and

the use of current diagnostic tools, 8) Research and evaluation,9) Professional orientation, ethics, and law in counseling, including California

law and professional ethics for professional clinical counselors, 10) Psychopharmacology, including the biological bases of behavior, basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations,11) Addictions counseling, including substance abuse and co-occurring disorders,

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12) Crisis or trauma counseling, including crisis theory; multidisciplinary responses to crises, emergencies, or disasters; cognitive, affective, behavioral, and neurological effects associated with trauma; brief, intermediate and long-term approaches, 13) Advanced counseling and psychotherapeutic theories and techniques, including the application of counseling constructs, assessment and treatment planning, clinical interventions, therapeutic relationships, psychopathology, or other clinical topics.

D. Now That I’ve Graduated, What is an Intern Number and How and When Do I Get One?

Having an intern number officially registers you with the BBS as a post-degree therapist collecting hours toward licensure. That’s the point of all your hard work!

There are several things you’ll need to get started. First, you’ll want to go to the BBS website and download the application for an intern number. You’ll also have to get a copy of your fingerprints sent directly from the service you use to the BBS. To find a location for obtaining fingerprints, type fingerprinting or Live Scan into your computer, and many places will be listed. Most charge no more than $30, and many lower than that.

The next thing you’ll need to do is order an official transcript with your degree posted, and have it sent directly to the BBS also. You should plan on 6 to 8 weeks after graduation for your degree to be posted, so if you come in the week after your graduation to order your transcript, chances are you won’t get very far.

You’ll also need to obtain a Program Certification form from the Field Placement Administrator. This will be included with your application when you send it in.

Finally, you’ll need a passport photo included in your application materials to the BBS.

Here’s the checklist: » Download application from BBS website and fill out.» Obtain your fingerprints and have them sent directly to the BBS.» Order an official transcript from the Registrar with your degree posted. This gets sent directly to the BBS.» Obtain a Program Certification Form from the Field Placement Administrator. This is submitted along with your application.» Obtain a passport size photo, which will also accompany your application materials to the BBS.» Write out a check for the processing fee, and mail your materials to the BBS.

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If at any point you need some guidance on this process, don’t hesitate to ask for help from the Field Placement Administrator.

In terms of timing, you need to know that if you are continuing to working either at your practicum site or at another site where you can obtain intern hours, the hours you accrue between your graduation and obtaining your intern number will only count if the BBS has obtained and processed your application within 3 months of your graduation. If it comes in any later, those hours will not count.

Finally, you have 6 years from the time of graduation to accrue your full 3,000 hours and pass both licensing exams.

Don’t be shy about making a relationship with your governing board, the California Board of Behavioral Sciences. You’ll be doing so throughout your career once you get licensed, so this is good practice.

www.bbs. ca .gov/

And finally, here’s what your guild organization has to say about taking up your role as a psychotherapist or counselor:

The BBS Way Be a person of Integrity Be Professional and Dedicated Serve with Excellence

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