Professional School Counseling Program (BS/MEd)
The BS/M.Ed. Professional School Counseling program is a 5-year program that will allow students to obtain both a Bachelor of Science in Professional Counseling and Master of Education in Professional School Counseling within 5 years. The Masters of Education in Professional School Counseling PK-12 is designed to provide individuals the opportunity to pursue an integrated program of study, specifically in the field of Professional School Counseling. The program has been approved by the Pennsylvania Department of Education for public school certification.
The program provides individuals with theological distinctiveness, contemporary scholarship and professional counseling skills to serve competently within both the public and private school context. The program utilizes scripture as the foundation on which skills and knowledge are developed. In addition, the American School Counselor Association (ASCA) National Model is utilized in the development, implementation, and delivery of comprehensive professional school counseling services. This program provides a unique opportunity to integrate both faith and practice into the field of professional school counseling.
Students have the option of taking 12 credits in addition to the 48-credit degree (60 credits total) to meet the Pennsylvania requirements to sit for the National Counselor Examination (NCE) and be a Licensed Professional Counselor (LPC). The structure and content of the M.Ed. School Counseling program are aligned with the CACREP 2016 Standards.
In a 4+1 program, students work toward the completion of an undergraduate degree while also pursuing a Master’s degree. Graduate-level courses taken during undergraduate studies fulfill both undergraduate elective requirements and graduate program requirements. In the 4+1 program, students are dual-enrolled in LBC and Capital Seminary and Graduate School.
Degree: Bachelor of Science, Master of Education
Majors: Biblical Studies, Professional Counseling, Professional School Counseling
Certification: Pennsylvania School Counseling (K-12)
Major Mission: The program will provide training that will give entry level qualifications and grant students the opportunity to seek PA public school certification and state licensure as a Licensed Professional Counselor.
Major Outcomes - Students will:
Program Outcomes: (CACREP 2016, 5, G)
- Recognize the history, development, legislation, government policy, ethics, and professional identity development of school counselors within the field of education.
- Evaluate theories, models, techniques, and interventions related to a comprehensive school counseling program and from a biblical perspective.
- Comprehend the administration, interpretation, and application of assessments specific to P-12 education.
- Develop techniques to foster collaboration and consultation when working with families, personnel, agencies, and all stakeholders within the educational system.
- Demonstrate an understanding of advocacy required to address institutional and social barriers that impede access, equity, and success for students.
- Exhibit comprehension of multicultural counseling competencies.
- Display knowledge of skills related to assessing abilities, interests, values, and personality factors related to college and career readiness.
- Adherence to ethical standards of professional counseling organizations and a knowledge of credentialing bodies.
- Identify risk factors and warning signs of students at risk for mental health and behavioral disorders including substance abuse.
- Utilize data to inform decision making.
Program Purpose & Goals:
- Promote self-awareness and emotional intelligence.
- Provide students with a robust supervision experience as they practice/apply skills taught in the classroom and transition those pedagogical strategies to enhance professional development as a competent school counselor.
- Provide opportunities to develop cultural competence, including the knowledge, skills, beliefs, and attitudes to grow as a culturally sensitive counselor.
- Produce school counselors who take a holistic approach, incorporating wellness, empowering students, advocating for self and stakeholders, and are change agents for the entire system.
- Provide a framework of learning that promotes critical thinking so that students are able to demonstrate professional evaluation of theoretical content in light of a biblical worldview.
Program Requirements:
All the students pursuing 4 + 1 school counseling program are initially accepted into the BS Professional Counseling program. After meeting the admissions criteria mentioned below the students are required to apply for the 4 + 1 program. Below is the information regarding the admissions criteria, application process, application deadline, and admission interview information.
ADMISSION CRITERIA
1. Completed or registered for PCN 123 Introduction to the Counseling Profession, PCN 122 Group Experience, PCN 201 Systems of Counseling I, PCN 212 Systems of Counseling II.
2. Completed or transferred a total of 46 or more credits.
3. A cumulative GPA of 3.0 and professional GPA of 3.00.
APPLICATION PROCESS
Purpose Statement: Submission of a 1-2 page, APA formatted, double spaced statement indicating why they wish to be admitted to the 4 + 1 Bachelor/Master’s Program. Students must address personal strengths and what they have heard others say about them as it relates to their desire to seek employment in the school counseling profession.
Writing Sample Paper: Submit a research paper written in APA format, from one of the following courses: PCN 122, PCN 123, PCN 201, PCN 212. The writing sample should demonstrate aptitude for graduate level scholarly writing. Writing sample must include the following:
• Between 500 and 1000 words
• Accurate spelling, grammar, and punctuation.
• Ideas are well organized and adequately address the question posed.
• Support from the professional literature formatted in correct APA style.
Faculty Reference: Request two LBC faculty members to complete the reference form and have them submit it directly to the counseling department administrative assistant.
Application: Turn in this application form, purpose statement & the writing sample to department assistant through email (cswdepartment@lbc.edu) or in person all at the same time. If you have any questions, contact 717.560.8227.
APPLICATION DEADLINE
Completed application should be received by the Department of Counseling & Social Work Office before the below mentioned deadline into the 2nd semester of sophomore year. Students will be required to attend the orientation seminar before applying to the Graduate School the dates for the orientation will be available on e-campus.
Term Deadline
Fall Nov 1th
Spring Mar 15th
ADMISSION INTERVIEW
Following receipt and review of the application, purpose statement, writing sample & faculty reference the department assistant will schedule the interview with the admissions committee of the counseling department. Within 15 days after the interview, the admissions committee will inform their decision via email. The potential outcomes are approved, approved with provision, or denied.
Additional Information:
Candidacy Process:
Upon receiving provisional acceptance to the graduate program, new M.Ed. school counseling students will be required to complete the following steps in order to obtain full candidacy acceptance into the M.Ed. program. Students’ academic performance, interpersonal characteristics, and behavior are monitored throughout the program to ensure competency in preparation for the school counseling profession.
- Complete all 1st Tier Professional Core courses (15 credits) to demonstrate academic fitness and interpersonal fitness. Students must obtain a grade of B or higher. Each student will also be rated by their professors on various interpersonal and academic performance standards via the Critical Competencies Review form in each of the Tier 1 courses.
- Obtain two (2) background checks are required prior to your candidacy interview and are necessary for approval for field placement. (If living or working in a different state, please review your state requirements for obtaining clearances).
- PA Child Abuse Clearance (ACT 151)
- PA Criminal Background Check (ACT 34)
- Proof of completed Mandated Reporter Training
- FBI Fingerprinting
3.Complete Personality and Career Assessment to ensure the student is at a socio-emotional and behavioral level fit for the profession.
- MMPI-2: Before exiting the Pre-Candidacy phase, the student will need to obtain a personality evaluation, comprising of the Minnesota Multiphasic Personality Inventory – 2nd Edition Restructured Form (MMPI-2-RF). The student’s advisor will review the results of this assessment and discuss at the Candidacy interview. The results of the personality evaluation may verify the student’s continuation within the program and/or evidence a need for additional counseling, or it may show evidence that another area of pursuit would be in the student’s best interest. Failure to complete this requirement will result in the student’s inability to take additional courses.
16-PF: The student is also required to take the 16-Personality Factors Assessment. The assessment is reviewed with the student during the candidacy interview. We utilize the Human Resource Development Report that will assess personality and the associated relationship with common workplace factors to ensure that the chosen career path correlates with common counseling environments.
4. Submit the Candidacy Application to the Counseling & Social Work department for review.
5. Schedule and participate in a candidacy interview. After the required assessments are completed and all materials received by the Department Assistant, the student will be allowed to schedule an appointment to be interviewed for Candidacy. This meeting is an intentional pause to assess academic, intrapersonal, and interpersonal fitness to continue in the program. During the Candidacy meeting, the student will be interviewed by the Program Director. The interview will consist of reviewing current grades in the core courses, review of interpersonal and academic rating (via a standardized form) completed by professors, overall program fit, and the results of the MMPI-2 and the 16 PF.
Based on the results of the Candidacy meeting, recommendations germane to findings will be generated. Examples of recommendations include but are not limited to:
- Formal approval as socio-emotionally, academically, and behaviorally fit for advancement to Candidacy.
- Provisionally fit for Candidacy IF various recommendations are followed
- Temporary hiatus from additional classes until requirements have been satisfactorily fulfilled.
- Unfit for candidacy and dismissal from the program.
Upon receiving full candidacy acceptance to the M.Ed. program, students can then proceed to enroll in courses from the 2nd Tier Professional Courses.
Counselor Preparation Comprehension Examination
Prior to practicum and internships, students must take the Counselor Preparation Comprehension Examination (CPCE) after completing Tier 1 and Tier 2 courses. The purpose of the exam is to assess the student’s knowledge of counseling to ensure minimum competence in the field. The CPCE will cover the eight required core areas outlined in CACREP 2016 Standards. Furthermore, the CPCE will also provide collective feedback that can be used by the program in developing/adapting curriculum. The CPCE is offered once each Spring, Summer, and Fall semester. More specifically, students can expect the exam to take place on a weekday between 5:30-10:00pm at Lancaster Bible College’s campus.
Program Director:
Melissa Boas, M.Ed. (Assistant Professor, Director)
Prior to coming to Lancaster Bible College Melissa Boas worked 12 years in public education as a former middle school and high school counselor, and a supervisor of school counseling services. Melissa holds her principal certification, has a Master’s degree in Social Emotional Learning, and a Master’s degree in School Counseling. She is currently working on her Doctorate in Education degree. Melissa believes that school counselors are integral within school districts in meeting the needs of all students’ social emotional development, fostering academic growth, and providing career education services. Melissa believes that the profession of school counseling is a special calling from God, a very rewarding career, and is excited to train the next generation of school counselors. Areas of instruction for Professor Boas encompass foundations of school counseling and the American School Counseling Association Model, consultation and collaboration, leadership within education, career education, and supervision. When she is not working she enjoys spending time with her husband, Joel, and three children, Joel. Jr., Luca, and Maverick.
Faculty List:
Resident Faculty:
Ryan M. Kuehner, Ph.D.
Jon Shacklett, MA, LPC, CAADC, ACS
Praveen Rudra, MA
Melissa Boas, M.Ed.
Adjunct and Visiting Faculty:
Abby Keiser, MA, LPC
Arwa Nye, M.Ed.
Daniel Grubb, MA
Day Butcher, PhD, LPC
Faith Day, MA
James Johnson, DMin
Joshua Irvine, MA
Justin Steele, PsyD
Kimberly Blest, MA, LPC
Olivia Murrin, MA, LPC
Ruth Chang, PsyD
Sean Dougherty, M.Ed.
Professional School Counseling Major Curriculum (BS/MEd)
Freshman Year
Fall Semester
| LBC 100 | Foundations Seminar | 1 |
| BIB 106 | Interpreting the Bible | 3 |
| THE 105 | Prelude to Biblical & Theological Studies | 3 |
| LAN 101 | College Composition and Research | 3 |
| PCN 122_ | Group Experience & Self-Evaluation_AUD | 3 |
| PCN 123 | Introduction to the Counseling Profession | 3 |
| Total Credit Hours: | 16 |
Spring Semester
| BIB 103 | Creation & Covenants: OT I | 3 |
| BIB 203 | Life of Christ: NT I | 3 |
| LAN 104 | Public Speaking | 3 |
| SOC 101 | General Psychology | 3 |
| PCN 201 | Systems of Counseling I: Christian | 3 |
| Total Credit Hours: | 15 |
Sophomore Year
Fall Semester
| BIB 104 | Israel's Life & Literature: OT II | 3 |
| BIB 204 | Early Church: NT II | 3 |
| PHI 201 | Introduction to Philosophy | 3 |
| SOC 228 | Principles & Techniques of Counseling | 3 |
| PCN 212 | Systems of Counseling II: Psychology | 3 |
| PCN 351 | Therapy Lab I | 1 |
| CSV 201 | Christian Service I | 0 |
| Total Credit Hours: | 16 |
Spring Semester
| THE 223 | Christian Narrative I: Creation & Fall | 3 |
HIS ____
| HIS Core (100/200 Level) | 3 |
LIT ____
| LIT Core (100/200 Level) | 3 |
SCI ____
| SCI____ Science with Lab 4 credits | 4 |
| SOC 203 | Principles of Sociology | 3 |
| PCN 352 | Therapy Lab II | 1 |
PCN ____
| Elective | 1 |
| CSV 202 | Christian Service II | 0 |
| Total Credit Hours: | 18 |
Junior Year
Fall Semester
| THE 224 | Christian Narrative II: Redemption | 3 |
| MAT 216 | Statistics for the Social Sciences | 3 |
| EDU 204 | Instructional Design | 3 |
PCN ____
| Elective | 1 |
| CPS 508 | Counseling Skills in Helping Relationships | 3 |
| PSC 521 | Foundations of School Counseling and Program Planning | 3 |
| Total Credit Hours: | 16 |
Spring Semester
BNT ____
| Bible New Testament Exegetical Elective | 3 |
THE ____
| Theology Elective | 3 |
PCN ____
| Elective | 1 |
| CPS 515 | Counseling Theory and Techniques | 3 |
| CPS 530 | Professional Ethics and Legal Issues in Counseling | 3 |
| PSC 555 | Group Counseling in the Schools | 3 |
| Total Credit Hours: | 16 |
Senior Year
Fall Semester
BOT ____
| Bible Old Testament Exegetical Elective | 3 |
THE ____
| Theology Elective | 3 |
____ ____
| Arts & Sciences Elective (300 Level) | 3 |
| PCN 332 | Abnormal Psychology | 3 |
| CPS 510 | Human Growth and Development across the Lifespan | 3 |
| EDU 519 | Foundations & Framework for Learning | 3 |
| Total Credit Hours: | 18 |
Spring Semester
| THE 320 | Christianity and Culture | 3 |
THE ____
| Theology Elective | 3 |
____ ____
| Arts & Sciences Elective (400 Level) | 3 |
| PSC 504 | Research and Program Evaluation | 3 |
| PSC 556 | Career Development in Schools | 3 |
| PSC 583 | Multicultural Found of CNS | 0 |
| Total Credit Hours: | 18 |
Fifth Year
Fall Semester
| PSC 535 | Exceptional Students: Population, Policies, & Procedures | 3 |
| PSC 601 | Professional Service I in School Counseling | 3 |
| Total Credit Hours: | 9 |
Spring Semester
| PSC 523 | Leadership and Advocacy in Education | 3 |
| PSC 602 | Professional Service II in School Counseling | 3 |
| Total Credit Hours: | 6 |
Notes:
CPS 501, CPS 508, PSC 555, CPS 510, CPS 530, CPS 583, PSC 521, CPS 531, CPS 515, PSC 526, PCS 504, CPS 575, CPS 546, PSC 556, CPS 525, CPS 572, PSC 535, PSC 601, PSC 523, PSC 602: Graduate School Course
Electives may be taken at other times: winter term, spring semester or summer
Summer Courses
| CPS 525 | Assessment Techniques in Counseling I | 3 |
| PSC 526 | Collaboration, Consultation, and Coordination | 3 |
| Total Credit Hours: | 6 |
Practicum and Internships
The Practicum and Internship courses are a critical and integral component in the training of a well-equipped counselor. These courses provide students with the opportunity to utilize their classroom learning in counseling situations under the supervision of professional school counselors.
PSC 601 students will participate in school counseling practice experiences that provide for the application of theory and the development of counseling skills under the supervision of a certified school counselor. The Professional Service I experience will provide students the opportunity to demonstrate their abilities to provide counseling services for a diverse population of students. The student will track hours of field work in addition to completing classroom based assignments.
PSC 602 students will complete supervised experiences that provide the opportunity to demonstrate the ability to design and implement a comprehensive school counseling program with a grand total of 700 hours with direct student interaction in 601 and 602. Each student is required a minimum of 100 hours at each level, elementary, middle, and high school. Students will provide individual and group counseling, classroom guidance lessons, and systemic advocacy interventions. Students will receive supervision and performance reviews as part of these courses. (6 credits)
Course Prerequisite(s) –
•
The student must have a minimum GPA of 3.0 and documented completion of Candidacy acceptance before taking Field Service I (
PSC 601).
•
Submission of active clearances
•
Completion of School Counseling Professional Service Memorandum of Agreement.
Summary MEd Professional Service Requirements
(
PSC 601 & 602):
•
Minimum of 700 hours
o
Minimum of 100 direct hours Elementary
o
Minimum of 100 direct hours Middle
o
Minimum of 100 direct hours High
•
Direct Service
o
Minimum of 300 direct service hours
•
Supervisor Evaluations
o
Signed Supervisor Evaluation Elementary
o
Signed Supervisor Evaluation Middle
o
Signed Supervisor Evaluation High
•
Student Site Evaluations
o
Student Evaluation of site Elementary
o
Student Evaluation of site Middle
o
Student Evaluation of site High
•
Observational reports (4 of the 5)
o
Classroom lesson observation
o
IEP/RTII/504 type meeting
o
Group Counseling session
o
School Board meeting
o
Principal meeting
•
Proof of ASCA membership (Insurance/liability)
•
Exit interview
o
PSC 602 – graded (could result in an incomplete for the class)
Practicum and Internships
The Practicum and Internship courses are a critical and integral component in the training of a well-equipped counselor. These courses provide students with the opportunity to utilize their classroom learning in counseling situations under the supervision of professional school counselors.
PSC 601 students will participate in school counseling practice experiences that provide for the application of theory and the development of counseling skills under the supervision of a certified school counselor. The Professional Service I experience will provide students the opportunity to demonstrate their abilities to provide counseling services for a diverse population of students. The student will track hours of field work in addition to completing classroom based assignments.
PSC 602 students will complete supervised experiences that provide the opportunity to demonstrate the ability to design and implement a comprehensive school counseling program with a grand total of 700 hours with direct student interaction in 601 and 602. Each student is required a minimum of 100 hours at each level, elementary, middle, and high school. Students will provide individual and group counseling, classroom guidance lessons, and systemic advocacy interventions. Students will receive supervision and performance reviews as part of these courses. (6 credits)
Course Prerequisite(s) –
- The student must have a minimum GPA of 3.0 and documented completion of Candidacy acceptance before taking Field Service I (PSC 601).
- Submission of active clearances
- Completion of School Counseling Professional Service Memorandum of Agreement.
Summary MEd Professional Service Requirements
(PSC 601 & 602):
- Minimum of 700 hours
- Minimum of 100 direct hours Elementary
- Minimum of 100 direct hours Middle
- Minimum of 100 direct hours High
- Direct Service
- Minimum of 300 direct service hours
- Supervisor Evaluations
- Signed Supervisor Evaluation Elementary
- Signed Supervisor Evaluation Middle
- Signed Supervisor Evaluation High
- Student Site Evaluations
- Student Evaluation of site Elementary
- Student Evaluation of site Middle
- Student Evaluation of site High
- Observational reports (4 of the 5)
- Classroom lesson observation
- IEP/RTII/504 type meeting
- Group Counseling session
- School Board meeting
- Principal meeting
- Proof of ASCA membership (Insurance/liability)
- Exit interview
- PSC 602 – graded (could result in an incomplete for the class)
Counseling Admissions and Candidacy Process
Program Admission Criteria
The application process for the M.A counseling programs has four phases: Initial application phase (IAP), interview phase (IP; parts 1-3), preliminary acceptance phase (PAP), and candidacy phase (CP).
Initial Application Phase (IAP) requires submission of the following items:
- Online application form with $40 application fee.
- Personal statement of spiritual journey and statement of faith
- Two professional references completed online by their applicant’s supervisor(s) and their pastor
- Transcript of an accredited Bachelor’s degree (and grad. transcripts if seeking transfer credit approval).
- The TOEFL examination is required only if English is not the applicant's native language or if the applicant has not completed a degree program taught in English. TOEFL scores must be from tests administered within two years of the application deadline. The official TOEFL score report must be sent directly from the Educational Testing Service.
- Individuals seeking admission to the MA program must complete each step of the application process by submitting a complete application by:
|
Fall Semester Start
|
August 1
|
|
Spring Semester Start
|
December 1
|
|
Summer Semester Start
|
April 1
|
To apply online, go to the following link: https://www.LBC | Capital.edu/capital/admissions/
Current LBC | CAPITAL undergraduate students who are pursuing Counseling Majors and wish to apply for the 5-year grad school program will go through a similar process the semester immediately following their completion of 45 credits. Applications for these students must be completed and submitted by:
|
Fall Semester Start
|
April 19
|
|
Spring Semester Start
|
November 11
|
Upon review of application materials, prospective students will be contacted by the Counseling Department within one week for the application interview.
IAP Grading Rubric:
20 possible points
- Professional Reference 1 completed online (max 5 points)
- Professional Reference 2 completed online (max 5 points)
- Undergraduate GPA - (max 5 points) –
|
4.0-3.75 = 5
|
3.5-3.74 = 4
|
3.25-3.49 = 3
|
3.0-3.24 = 2
|
2.75-2.99 = 1
|
- Autobiographical Statement of Faith (max 5 points)
Those accepted at this phase will be welcomed to the campus for the interview phase.
Interview Phase Part 1 (IP1):
The prospective student is invited for an on-campus interview with the admission committee. Before the meeting, the applicant is asked to type a 1-page scholarly paper using APA format in Microsoft Word reviewing articles given to them that day. Writing samples help us assess for graduate-level skills related to comprehension, adaptability, critical thinking, and scholarly writing (max 10 points).
Interview Phase Part 2 (IP2):
After completion of the writing sample, the student has to appear before the admission committee for a face-to-face interview. During the interview process, the committee assesses interpersonal skills, critical thinking, and self-awareness (max 5 points).
IP Grading Rubric:
15 possible points
Part 1 (max 10 points)
Part 2 (max 5 points)
-A score of 11 or higher is required for admission. Those who have met the interview criteria will be welcomed to the preliminary acceptance phase.
Preliminary Acceptance Phase (PAP):
This phase enables provisional acceptance to the graduate program. During this phase, the new MA Counseling student will need to take the following four courses:
- CPS 501: Orientation to Professional Counseling Identity, Function & Ethics
- CPS 508: Counseling Skills in Helping Relationships
- CPS 515: Counseling Theory & Techniques
- CPS 530: Professional Ethics and Legal Issues in Counseling
- CPS 541: Group Counseling Leadership Skills.
In addition to the requirement of a grade of B or higher, each student will be rated by their professors on various interpersonal and academic performance standards. The student will then meet with their academic advisor under being deemed academically and interpersonally fit to continue to the candidacy phase. Should the student not meet the above expectations, an individual remediation plan tailored to the student’s growth needs will be developed. If the student does not satisfy the requirements of the remediation plan, they will be dismissed from the program.
Candidacy Process:
In addition to the requirement of a grade of B or higher, each student will be rated by their professors on various interpersonal and academic performance standards in each of the Tier 1 courses. Students have to complete the following requirements before scheduling the candidacy meeting.
Students’ academic performance, interpersonal characteristics, and behavior are monitored throughout the program.
New students begin the program in the Preliminary Acceptance Phase (PAP). During this phase, the new MA Counseling student will need to display academic fitness and interpersonal fitness through the following four 1st Tier courses:
- CPS 501 Orientation to Professional CNS Identity, Function, & Ethics
- CPS 508 Counseling Skills in Helping Relationships
- CPS 515 Counseling Theories and Methodologies
- CPS 530 Professional Ethics and Legal Issues in Counseling
- CPS 541 Group Counseling and Leadership Skills
Students are required to earn a grade of B or higher in each of the five PAP courses. Each student will also be rated by their PAP course professors on various interpersonal and academic performance standards via the Critical Competencies Review form. The student will then meet with their academic advisor under being deemed academically and interpersonally fit to continue to the candidacy phase. Should the student not meet the above expectations, an individual remediation plan tailored to the student’s growth needs will be developed. If the student does not satisfy the requirements of the remediation plan, they will be not permitted to move forward in the program.
Students who complete the PAP portion of the program move on to the candidacy phase.
Candidacy Phase (CP)
To ensure the student’s socio-emotional and behavioral fitness for the profession, they will be required to take the MMPI-2 and the 16PF no later than the semester following approval of academic and interpersonal competence as noted above. The student will also be interviewed by a faculty member, and test results will be interpreted collaboratively by full-time faculty. Recommendations germane to findings will be generated and the advisor will meet with the student to communicate this information. Examples of recommendations include but are not limited to:
Clearances
Two (2) background checks are required prior to your candidacy interview (more information below) and are necessary for approval for field placement in an educational setting.
- PA Child Abuse Clearance (ACT 151)
- PA Criminal Background Check (ACT 34)
- Proof of completed Mandated Reporter Training
Personality and Career Assessment: These assessments are required and reviewed in order to ensure the student is at a socio-emotional and behavioral level fit for the profession.
- MMPI-2: Before exiting the Pre-Candidacy phase, the student will need to obtain a personality evaluation, comprising of the Minnesota Multiphasic Personality Inventory – 2nd Edition Restructured Form (MMPI-2-RF). The student’s advisor will review the results of this assessment and discussed at the Candidacy interview. The results of the personality evaluation may verify the student’s continuation within the program and/or evidence a need for additional counseling, or it may show evidence that another area of pursuit would be in the student’s best interest. Failure to complete this requirement will result in the student’s inability to take additional courses.
- 16-PF: The student is also required to take the 16-Personality Factors Assessment. The assessment is reviewed with the student during the candidacy interview. We utilize the Human Resource Development Report that will assess your personality and the associated relationship with common workplace factors to ensure that your chosen career path correlates with common counseling environments.
After the required assessments are completed and all materials received by the Department Assistant, the student will be allowed to schedule an appointment to be interviewed for Candidacy. This meeting is an intentional pause to assess academic, intrapersonal, and interpersonal fitness to continue in the program. During the Candidacy meeting, the student will be interviewed by the Program Director. The interview will consist of review current grades in the core courses, review of interpersonal and academic rating (via a standardized form) completed by all four professors, overall program fit, and the results of the MMPI-2 and the 16 PF.
Based on the results of the Candidacy meeting, recommendations germane to findings will be generated. Examples of recommendations include but are not limited to:
- Formal approval as socio-emotionally, academically, and behaviorally fit for advancement to Candidacy.
- Provisionally fit for Candidacy IF various recommendations are followed
- Temporary hiatus from additional classes until requirements have been satisfactorily fulfilled.
- Unfit for candidacy and dismissal from the program.