CMHC Program Handbook

Hodges University Clinical Mental Health Counseling Program Student Handbook

2023-2024 CLINICAL MENTAL HEALTH COUNSELING PROGRAM STUDENT HANDBOOK

TABLE OF CONTENTS

Message from the Program Director �� 3 Mission Statement and Program Objectives�� 4 Mission�� 4 Program Outcomes�� 4 Faculty Advisor and Student Success Coach�� 5 Program Information �� 6 Information for Online Students�� 6 Practicum and Internship�� 7-12 Licensure�� 13 Personal Growth�� 14 Academic Requirements �� 14 Student Suitability for the Counseling Profession Review and Retention Requirement�� 14 Progress as a Professional Counselor�� 15-16 Dismissal�� 17 Student Development Plan (SDP)�� 17 Opportunities to Join Professional Organizations�� 18 Requests for Faculty Letter of Recommendation�� 19 Behavioral Standards �� 20 Professional Attitude and Behavior�� 20 Expected Attitudes and Behaviors�� 21-22

The Master of Science in Clinical Mental Health Counseling program at Hodges University is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). You may contact the Clinical Mental Health Counseling Program Director directly by telephone at 239-938-7798 or by email thofmann1@hodges.edu

Clinical Mental Health Counseling Program

MESSAGE FROM THE PROGRAM DIRECTOR

Congratulations! You’ve taken that first step to realize your dream of being a professional mental health counselor! For most of us in the profession, clinical mental health counseling is a life-changing career and one that is incredibly rewarding. It’s a path that helps you develop both professionally and personally along the way. For beginning students, there is the challenge of adjusting life to include the requirements of the program. As you reach the point of applying what you learn, you’ll expand your knowledge further during your clinical placement. Be assured that we are with you throughout your journey as a student. One of the many benefits of being a Hodges University student is the personal attention professors and staff give to you, so make sure you take advantage of that! Each of your faculty members is a tested, seasoned professional who can advise you as well as teach you what you need to know. Your Hodges University staff can assist you with scheduling, financial aid, library services, research, and every school-related need you might have to propel you to success. After graduation, you’ll join other alumni around the country that provide much-needed services to their patients. You’ll be among the next generation of alumni pursuing your heart’s desire. Employers know that graduates of our program are well-prepared, entry-level professionals ready to make a positive impact. We have received years of employer surveys letting us know this. As your Program Director, I appreciate and value contact with you as you progress through this program. Let me know how it is going for you!

DR. THOMAS B. HOFMANN, PHD, LCSW, LMFT Program Director, Clinical Mental Health Counseling

thoffman1@hodges.edu 239-938-7798

Hodges University Student Handbook

MISSION STATEMENT AND PROGRAM OBJECTIVES

Mission The Hodges University Clinical Mental Health Counseling program prepares the student for entry level professional counseling positions in the mental health and substance abuse fields, as well as eligibility for candidacy for licensing as a Mental Health Counselor. The Clinical Mental Health Counseling program is designed to prepare students to provide counseling services for individuals, groups, and families while developing the necessary skills to help their clients work through a wide variety of issues in addition to helping students develop their professional identity as a counselor. To accomplish this goal, the Clinical Mental Health Counseling program supports the following objectives: Program Outcomes • Students will demonstrate a self-awareness of the following: professional strengths, professional areas needing improvement, seeking consultation when needed, integrating personal values with a professional ethic, and appropriate use of video review. • Alumni and Employer ratings regarding application of Alumni counseling knowledge and skill domains will be consistent. • Evolve an ethical professional practice with a knowledge of relevant ethical codes and applicable law which integrates personal morals and beliefs. • Develop a strong counselor identity through exposure to professional rules, supervision and consultation, professional membership and credentialing. • Evaluate and apply increasing personal and professional knowledge of diversity and inclusion to their practice and advocacy for clients. • Use an understanding of human growth to facilitate optimal wellness, crisis management, and community resilience with their clients. • Model formulating career plans based on assessment of client desires and skills, and the facilitation of effective career-based problem-solving strategies. • Construct evidence-based prevention strategies and interventions that utilize effective helping skills in order to assist clients in personal growth, orientations to wellness, and crisis resolution. • Construct appropriate group curricula, including psychoeducational activities, and skillfully support effective group process that are likely to achieve client goals. • Apply reliable and valid, culturally relevant methods of appraisal to be utilized with individual clients and groups. • Evaluate and synthesize research that informs evidence-based practice and be able to select appropriate practice research and program evaluation strategies. • Demonstrate knowledge, skill and practices to address a wide variety of situations in counseling, prevention, intervention, and diagnosis.

Clinical Mental Health Counseling Program

The first aim of the advising process is to assist the student to discover their aptitudes and interests in the Clinical Mental Health Counseling field. This is a process which is accomplished over time. The Faculty Advisor, along with the Student Success Coach, will be able to help and assist with resources available at the school and in the community to help the student with their decision- making. There are several required classes that the student will take early in their academic career. Then, as the student starts to make plans for where the student would like to participate in their Practicum and Internship, as well as choose their program electives, hopefully their discussions about career direction will facilitate the student to pick appropriate placements and course electives. The Faculty Advisor will touch base with them each session to indicate what classes are recommended and check in with the student on their career thoughts. The Student Success Coach will plan the courses for the student. The student is advised to make an appointment to discuss career issues personally with their Faculty Advisor. Additionally, all program faculty can provide other perspectives for the student and they are encouraged to tap into their knowledge and experience. The student may FACULTY ADVISOR AND STUDENT SUCCESS COACH

find particular faculty have interests and experience in a direction they want to go. The student’s Faculty Advisor will encourage the student to discuss their career questions with other program faculty and may suggest consulting with key professionals in the community. At the start of the student’s academic career, they also will be given a checklist of courses (program guide) they will need to take to complete the program and graduate. The student is encouraged to use this checklist to keep track of their progress. The Student Success Coach will provide the student with a tentative Graduation Plan which identifies the courses to take each session (course sequence) in order to stay on track for graduation. The Clinical Mental Health Counseling Program (CMHC) curriculum can be viewed in the University Catalog. The program guide and course sequence can be viewed on the CMHC program page on the University’s website. . The Student Success Coach will assist the student to tailor the program planning sequence to their needs. Occasionally a student may encounter challenges that necessitate consideration of a temporary leave from the program. Prior to completing a petition with the assistance of the Student Success Coach, the student needs to consult with the CMHC Program Director.

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PROGRAM INFORMATION INFORMATION FOR ONLINE STUDENTS

Learning Management System The fully online format, all course work will be submitted using the learning management system CANVAS. You will learn how to use CANVAS through the New Student Orientation, the link for which is emailed to you upon registration. Your Student Success Coach will also assist you in getting acclimated to the system. Technical support is available through accessing the IT Helpdesk as well as within the CANVAS Help section. Synchronous Classes For all classes that are taught in the fully online format there will be 6-8 hours of synchronous class time. What this means is that all of the students and the instructor will meet together at a pre-determined time to go over class material and discuss class concepts. These sessions will be conducted utilizing Zoom, an online meeting tool that allows us to share PowerPoints, utilize audio and video as well as be able to chat via text. You will be required to have a computer or tablet that has a camera and a microphone (either internal or external) in order to attend and participate in the classes.

Residencies All students in the online format of the program will be required to attend 4 weekend-long residencies during their time in the program. The residencies will take place in the fall and spring sessions. There will be morning and afternoon sessions on Friday and Saturday, and a morning session on Sunday to allow for traveling on Sunday evening if necessary. These sessions will serve to provide you the opportunity to learn and practice your counseling skills as well as be involved in experiential learning for each of the core areas of counseling practice. It is imperative that the students read the pre-residency materials that will be provided one month prior to the residency dates and come prepared to discuss the concepts and participate in all activities.

Clinical Mental Health Counseling Program

PRACTICUM AND INTERNSHIP GENERAL INFORMATION Practicum and Internship begin to expose the student to real professional settings and experiences. Each student must plan how they will handle this commitment in advance. If a student is on a remediation plan, they will not be able to begin practicum or sign up for their next internship course until the remediation plan is satisfactorily resolved. Students admitted after Summer 2018 are required to complete a 155-hour practicum, including 40 clock hours of direct care to clients. Students then complete Internship over the course of two sessions, for a total of 300 hours on site including 120 hours of direct care to clients per session. This also applies to all cohorts starting Fall 2019 or later. This will require an average commitment of 20 hours a week for each of the two Internship classes. Students will also be receiving 45 hours each session under supervision in the course. Additionally, the student must complete certain requirements while in the Practicum and Internship. For example, students must document an hour of supervision with the site supervisor, who is in most cases an LMHC licensed therapist who supervises a student’s work at the agency. The classwork in Practicum and Internship will focus on the student’s experience at the placement, both in their adjustment to the professional work world and in the improvement of their clinical knowledge and skill set. The Clinical Coordinator, one of the Hodges faculty members, will assist the student in creating the best possible educational experience while first ensuring client safety and welfare. The student is representing themselves as a future professional counselor in training, as well as being a representative of the Hodges University student body while at the agency site. Many students are able to find employment

through Internship experience, and therefore should consider the experience as an extended interview. Site supervisors (and prospective employers) will evaluate punctuality, consistent production of on time documentation, student ability to follow supervision, and other important work factors in addition to the student’s expanding clinical knowledge and skill. Any and all problems or adjustment issues on site should be reported first to the Faculty Supervisor and then to the Clinical Coordinator, who will assist the student to problem-solve any concerns or issues informally or in a conference with the site supervisor, while putting the client’s safety and welfare first. The Practicum and Internship classes are designed to be a challenging yet manageable time of exciting growth in the student’s professional life. If a student already has a paid position in the counseling field, it may not be utilized for hours for Practicum or Internship. In the case that a placement is authorized by the Clinical Coordinator at the student’s own counseling agency, the hours must be worked separately, without pay, in a substantially different area of practice than the student’s current job. Also, remember that a placement must meet the learning requirements of a Master’s degree level. Due to the challenges of professional growth, all Practicum and Internship classes are limited to a maximum of 12 students. Along with the student’s Site Supervisor, who will provide individual supervision, the Faculty Supervisor, a faculty member here at Hodges University, will guide the student in class discussions, exercises and assignments designed to help them learn and grow as the student proceeds in their placements. A grade of B or better is considered passing and a grade of C or below is failing in any clinical course. If a student receives a grade of C or below in any fieldwork course (MHS6800 Practicum, MHS6855 Internship 1, or MHS6886 Internship 2), none of the accumulated, direct and indirect hours from that semester will count. As such, failing any section of fieldwork will result in

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PERSONALIZED SUPPORT FLEXIBLE LEARNING

Students must purchase liability insurance prior to starting in their placement. This insurance can be obtained by joining the American Counselors Association or at a nominal fee from other sources like HSPO and CPH. The Clinical Coordinator will help the student with finding appropriate liability insurance if needed. INSURANCE If a student does not pass any clinical course on the second attempt after failing the first attempt, the student will be dismissed from the program. Finally, students who leave the site without the permission of the faculty instructor, the Clinical Training Coordinator, and the Program Chair; or are dismissed from a site by the site supervisor prematurely, with just cause, will earn an F and are at risk for being dismissed from the program. If the site supervisor identifies ethical issues with the student’s behaviors and the program faculty confirm such issues, the student will earn an F and may be dismissed from the program.

having to complete all hours from the beginning. There are two main components to fieldwork courses (MHS6800 Practicum, MHS6855 Internship 1, or MHS6886 Internship 2), classroom and fieldwork. The classroom component covers weekly online synchronous Zoom consultation groups with the class and also assigned work online. The fieldwork component consists of providing mental health services in an approved and vetted placement. A student must successfully complete both components, classroom and fieldwork duties in order to pass the course. Considering that fieldwork courses are structured to be a combination of classwork and fieldwork duties, a student can pass the classwork component and still fail a course due to unsatisfactory work at their placement site, and vice versa. As such, all fieldwork duties include, but are not limited to, providing client care and documentation, following agency policies, following ACA 2014 Codes of Ethics and a student’s state’s laws and rules, and properly documenting all direct and indirect hours spent at the field placement, among other duties.

Clinical Mental Health Counseling Program

SITE SUPERVISOR RESPONSIBILITIES FOR PRACTICUM AND INTERNSHIP Following are the responsibilities of the site supervisor during a practicum or internship placement. • Negotiate with the student their internship schedule and responsibilities. The clock hours of direct service with clients (including leading groups) per week and in total are defined in the course syllabus. • Orient the student to the mission, goals, and objectives of the site, as well as to internal operation procedures. • Develop goals and objectives with the student for their experience early in the semester. • Ensure that the student has appropriate experiences during the placement based on student’s goals and objectives. This would include the opportunity to become familiar with a variety of professional activities and resources in addition to direct service (e.g.,

record keeping, assessment instruments, supervision, information and referral, in- service and staff meetings). This includes the required number of supervision hours, direct service hours, and hours at the agency in total. • Interaction with the student for individual or triadic (no more than 6 students) supervision should average one hour per week. • Make available the opportunity for the student to develop program-appropriate audio/video recording for use in supervision with Hodges University faculty supervisor/clinical coordinator or to receive live supervision of their interactions with clients. • Provide a written evaluation of the student’s performance at mid-semester and at the end of the placement. Evaluations are to be submitted to the student’s Hodges University faculty supervisor/clinical coordinator. • Maintain contact with Hodges University faculty supervisor/clinical coordinator for

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EXPERIENCE A REWARDING AND FULFILLING CAREER!

assistance and consultation relating to student’s progress on at least a monthly basis by email, phone, or in person. The site supervisor will advise the faculty supervisor/ clinical coordinator of any significant problems that require intervention. • Engage in ongoing assessment of the student’s performance and communicate with the Hodges University faculty supervisor/clinical coordinator about any problems with the student’s performance. If problems continue, the site supervisor in consultation with the student and Hodges University faculty supervisor/clinical coordinator, will develop a remediation plan. • Meet in person with the Hodges University faculty supervisor/clinical coordinator at least once per semester. • Maintain appropriate confidentiality (with the exception of the Hodges University faculty supervisor/clinical coordinator) regarding information obtained during supervision with the student. • Provide an overall appropriate counseling

instruction environment. A counseling instruction environment is conducive to modeling, demonstration, supervision, and training, and is available and used by the program. The counseling instruction environment needs to include all of the following when individual and/or group counseling opportunities are available at the Agency/Site: o Settings for individual counseling, with assured privacy and sufficient space for appropriate equipment. o Settings for small-group work, with assured privacy and sufficient space for appropriate equipment. o Necessary and appropriate technologies and other observational capabilities that assist learning. o Procedures that ensure that the client’s confidentiality and legal rights are protected.

Clinical Mental Health Counseling Program

FACULTY SUPERVISOR/CLINICAL COORDINATOR RESPONSIBILITIES FOR PRACTICUM AND INTERNSHIP Following are the responsibilities of the faculty supervisor/clinical coordinator during a practicum or internship placement. • Assure that all required field experience forms are submitted. • Provide orientation, assistance, and consultation to site supervisors. • Maintain contact with each student and each site supervisor. • For internship students, provide a minimum of one and one-half hours per week of group supervision with other students in a similar internship over the course of a semester, and an evaluation of the student’s performance throughout the internship including a formal evaluation at the end of the experience. • Obtain direct evidence of a student’s performance (direct observation, audio/ video recording) in relevant areas, and provide effective and timely feedback on student’s performance. • Provide instruction regarding issues relevant to the field experience. • Maintain confidentiality regarding client information obtained during faculty supervision. • Provide site with evaluation forms and deadlines. • Confer with site if student’s experiences need to be changed or altered. • Submit a grade for the student.

Hodges University Student Handbook

STUDENT RESPONSIBILITIES FOR PRACTICUM AND INTERNSHIP

Following are the responsibilities of the student during a practicum or internship placement.

• Become aware of the policies and procedures of the internship site. • Attend all orientation programs concerning the field experience. • Participate in all individual and group supervision associated with the learning experience. • Establish the specifics of time commitments and schedules. • Maintain appropriate professional appearance, be punctual, and adhere to site expectations. • Assure that the site supervisor is kept fully informed about client contacts. • Complete internship hours as specified above for internship requirements. • Maintain a detailed log to be signed by the site supervisor and submitted to the faculty supervisor/clinical coordinator. • Abide by the ethical standards and confidentiality laws established by the American Counseling Association. • Obtain and maintain professional liability insurance. • Complete a Supervisee Evaluation of Site Supervisor and Site at the conclusion of the Field experience.

Clinical Mental Health Counseling Program

LICENSURE

The Clinical Mental Health Counseling program is designed so that graduates are eligible candidates for licensing as a Licensed Mental Health Counselor (LMHC) in the state of Florida after graduation. Graduates must first register with the state as a Registered Mental Health Counselor Intern, and complete these requirements before obtaining full licensure as a LMHC. Florida’s regulations can be accessed online at: Florida Board of Clinical Social Work, Marriage & Family Therapy and Mental Health Counseling For students who reside in states other than Florida, please consult that particular state’s licensing board to review their regulations as Hodges University is still in the process of determining licensure requirements in all states. Contact information for each state’s licensing board is provided on the American Counseling Association’s (ACA)’s website at: American Counseling Association. Most states have a similar provisional licensing period that lasts 2 years post-master’s degree before you can be fully licensed as a counselor in that state. As we are a CACREP-accredited program, the master’s degree coursework in this program is designed to align with the educational requirements of most states’ licensing boards. No graduate program, however, can guarantee licensure after graduation. If you reside outside of Florida or may move after graduation, review your state’s licensing requirements and contact the state licensing board if you have questions about the coursework standards for your state. The graduate, in order to obtain their license, must have two years of full-time work experience under supervision of a Qualified Supervisor for Registered Mental

Health Counselor Interns in Florida. If a Qualified Supervisor is not available at the agency that the student is hired at post- master’s, then the student will have to hire and pay a Qualified Supervisor for MHC Interns as a consultant. More information on this process, as well as all other licensing requirements, can be found at: Florida Board of Clinical Social Work, Marriage & Family Therapy and Mental Health Counseling. In Florida, the student must also pass the NCMHCE exam administered by the National Board for Certified Counselors. The student will become familiar with the exam process while in the CMHC program. Most states now require the NCMHCE exam for state licensure, although some states may require the National Counselor Exam (NCE) for licensure. Check the licensure information in your state for exam requirement information. More information about the NCMHCE can be found at: National Board for Certified Counselors NCMHCE.

Hodges University Student Handbook

CLEAR AND USEFUL GOALS EXPERIENCE SUCCESS

The successful Licensed Mental Health Counselor is continually growing personally as well as professionally. The faculty of the Hodges University Clinical Mental Health Counseling Program recommend that the student seek their own therapy and personal growth, but in general do not require it. Participating in therapy has an advantage to the professional in addition to personal PERSONAL GROWTH

growth; the experience of what a client goes through. However, when deciding to enter therapy, it should be a personal choice with clear and useful goals. Therefore, the timing of entry into therapy will vary from student to student. The student has the right to choose their own properly credentialed therapist, even in the case that therapy is recommended in a remediation plan.

ACADEMIC REQUIREMENTS Student Suitability for the Counseling Profession Review and Retention Requirement

The CMHC faculty evaluates student preparedness for the role of Licensed Mental Health Counselor. Licensed counselors are held to a higher ethical standard, as well as a higher level of personal growth and mental health than the average person. The student’s performance in the CMHC program will be evaluated as part of their development into a professional clinical mental health counselor. The evaluation focuses on two key areas of the student’s progress while in the program: Academic progress (see University Catalog) and progress as a professional counselor, as explained on the following page.

Clinical Mental Health Counseling Program

INTERPERSONAL SKILLS ENGAGING COOPERATION MANAGING CONFLICT

This includes a student’s interpersonal interactions with students, faculty, site supervisors and others involved with their academic progress. A student’s interpersonal skills in engaging others, asking for cooperation and in managing conflict all relate to a student’s future counseling ability. As well, a student’s classroom ability to demonstrate an appropriate level of counseling skill for their stage of development will be a factor in the evaluation. Finally, a student’s performance in their practicum placement and internship placements will continue this evaluation process. CMHC faculty will discuss the progress of each student at least once during each session. The emphasis is on progress rather than a fixed point of comparison, because each student starts in a different place based upon personality, previous experience and other factors. Students may receive feedback both formally in class and informally about areas of improvement the faculty observes. If after sufficient evidence has accumulated, the Progress as a professional counselor

student still has a significant need to improve despite prior feedback in their ability to relate to others in the program or through counseling skills, all full time faculty will agree on a Student Development Plan (located on the student MyHUgo portal at Student Development Plan) to recommend to the student. The student will be asked to prepare a list of their goals and objectives (specific actions which will help to meet the goals) prior to the first meeting. The CMHC Program Director and any faculty who have helpful feedback to share will meet with the student to review the student’s goals and objectives and to present the plan. The plan may include some combination of intensified supervision and contact in the classroom or placement sites, and a recommendation for the student’s own counseling or other form of self-care. If a student disagrees with the remediation plan after reviewing it with faculty, the student may request changes or indicate the reasons that they believe a remediation plan is not necessary or should be modified. If the student

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OBJECTIVES PROGRESS GOALS PRACTICE

will be paired with a specific area of the 2014 American Code of Ethics . This Code of Ethics details the appropriate professional skills and behavior necessary to practice as a licensed professional. When presented with such evidence, if students find that they are unable to improve sufficiently, students often arrive at a conclusion that the counseling field may not be the correct career choice for them. Deciding on a career is a process which often has a few turning points. The faculty will provide support for the student to renew their pursuit of a career and Master’s degree in a more appropriate direction. Students are encouraged to ask the faculty if assistance is needed, such as graduate tutoring options, counseling referrals, and assistance of many kinds. Many of these helpful options are referenced in this Student Handbook.

is still not satisfied with the faculty plan for remediation after requesting changes or elimination of the plan, they may appeal their progress status by utilizing the appeals process as outlined in the Student Handbook. As well, academic appeals can be made through the Student Grievance Procedure contained in the Hodges University Student Handbook. Students will have a maximum of two sessions in which to meet the goals of the Student Development Plan, and each session after the Plan is recommended there will be a follow-up meeting with the program director and any involved faculty and the student, to review progress. In addition, there will be a monthly meeting during the session in order to assist the student with any questions or challenges they are encountering, until such time as the concerns noted on the Student Development Plan have been resolved. Great care will be taken to convey behavior specific feedback and concrete recommendations that the student can clearly follow that have measurable objectives. These observations and recommendations

Clinical Mental Health Counseling Program

If the program’s full-time faculty evaluate the student’s behavior, after a reasonable attempt at remediation over two academic sessions to be substandard, unethical, and/ or professionally unbecoming at any time during the course of training, then the faculty will recommend dismissal from the program. Illegal behavior may result in dismissal from the program depending on the circumstances of the case, whereas a felony will result in immediate dismissal from the program. The student does have the right to initiate the appeals process at any point during the remediation process. The student has the right to receive a written list of concerns and recommendations for remediation, and to have adequate time and consultation/ coaching from faculty over two sessions in order to remediate the concerns. The concerns must indicate which section of the 2014 ACA Code of Ethics from the American Counseling Association is involved in the concerns identified and choices for recommendation for student remediation. If the student’s behavior is judged to be a danger to themselves or another person, all program faculty are obligated to start procedures under Florida Law through the Baker Act or Marchman Act. DISMISSAL

Students are strongly encouraged to read and review the 2014 ACA Code of Ethics from the American Counseling Association. This information should be considered by students contemplating their goals and objectives prior to a meeting to discuss a Student Development Plan. Students should also consider the CMHC program mission and objectives in their goal and objective planning. Students will be provided with a copy of the 2014 ACA Code of Ethics at their orientation, along with the Professional Attitudes and Behaviors Agreement located on the student MyHUgo portal. The SDP will adhere to guidelines of the American Counseling Association Code of Ethics and Hodges University Catalog in order to support improvements in performance, remedial improvements, progressive discipline and other student and Hodges University actions. The academic appeal process is explained in the University Catalog, section 4.29–Appealing Satisfactory Academic Progress (SAP) Suspension and subsections 4.29.1 through 4.29.3.

STUDENT DEVELOPMENT PLAN (SDP) An SDP is a written document for those students experiencing academic or personal difficulties that are interfering with successful completion or suitability to perform at the graduate level at Hodges University or as a Licensed Mental Health Counselor.

The SDP identifies the specific behaviors and performance criteria for which the student received a “non-passing” rating. The SDP provides clear and specific ways for the student to improve performance for each behavior.

Hodges University Student Handbook

OPPORTUNITIES TO JOIN PROFESSIONAL ORGANIZATIONS

Participation of professional organizations can assist the student in many ways. Below the student will find some of the organizations that can assist them as a student to learn more about their profession and provide many kinds of assistance. The student should contact their program advisor or any program faculty for more information on the organizations or their benefits. Professional Organizations in Southwest Florida • Gulf Coast Mental Health Counselor Association • The Mental Health Association of Southwest Florida Professional Organizations in Florida

• Florida Counseling Association • Florida Mental Health Counselors Association Online students

All states have professional organizations at the state level. If you need help locating these organizations, please contact the CMHC Online Coordinator or ask your instructors. National Professional Organizations American Counselors Association (ACA) supports students in many ways, as does the American Mental Health Counselors Association (AMHCA). These organizations offer free ethics consultation, internship liability insurance options for members, access to counseling magazines and journals, as well as career support.

Clinical Mental Health Counseling Program

CONSISTENCY ATTENDANCE LEADERSHIP

POSITIVE ATTITUDE

REQUESTS FOR FACULTY LETTER OF RECOMMENDATION

Students will from time to time wish to request a letter of recommendation from Clinical Mental Health Counseling Program faculty for employment or credentialing purposes. The CMHC faculty, as licensed counselors, have an ethical obligation to be honest and accurate in their assessment of a student in a letter of recommendation. This ethical obligation concerns not only providing each student with accurate feedback on their abilities and attitudes, but also as a safeguard to clients who deserve competent service. If a student wishes to request a letter of recommendation from a faculty member, please first make sure that: The faculty member knows the student well. Letters can only consist of observations made over time in order to form a consistent opinion. Remember, this will include important behaviors such as classroom attendance, consistency in being on time and not leaving early from class, prompt submission of high-quality assignments, and positive student attributes in

the classroom such as a cooperative attitude and ability to take risks and provide leadership. The student knows in advance who the letter is directed to, what the letter is for, in order to provide the most specific advice possible to the letter writer. It is also acceptable to ask for a general letter of reference; however, be aware that it might not address what the student wants addressed as well as a focused letter. The student may also request the letter from a faculty member. The student should remember they have a right to refuse to write a letter. If there may be issues that reflect on the student unfavorably, the student will be advised of this in as specific a way as possible so that they can decide if they want the letter written. In most cases, if there are concerns, the student would have heard about them previously in feedback from classroom and Practicum/ Internship faculty, and/or Practicum/Internship Site Supervisors.

Hodges University Student Handbook

BEHAVIORAL STANDARDS Professional attitude and behaviors of the students

finds that to be helpful. The list below is by no means an inclusive list. Standards are included in the order in which they appear in the Code of Ethics in order to make cross-referencing to the Code easier. The process of incorporating the student’s own value system and ethics into professional ethics takes time, and must be done honestly. This will require some internal dialogue on the student’s part as well as discussions with faculty and other students, as well as other professionals. Students enrolled in the CMHC are expected to be independent critical thinkers while at the same time acknowledging the professional experience and positive intent of CMHC faculty in giving feedback to the student. Section F of the 2014 ACA Code of Ethics covers the roles and responsibilities of counselor educators in their capacity as faculty, advisors and site supervisors.

Students enter the Clinical Mental Health Counseling Program with a set of personal values and personal ethics. While in the program, it is expected that the student will make significant progress to align their personal ethics with the professional ethics as defined by the American Counseling Association (ACA) 2014 Code of Ethics. The Code of Ethics is attached to this document. In section 4.2, specific attitudes and behaviors expected of student counselors in the CMHC program are identified. The student may receive feedback at some point in their academic career from a faculty member, site supervisor or a fellow student regarding these attitudes and behaviors, or other attitudes and behaviors identified in the 2014 ACA Code of Ethics. The student has the right to their own thought processes, and to evaluate the feedback they receive. The student also has the right to ask for clarification of the feedback if needed, as well as the ability to ask others about the feedback if the student • Puts a high priority on avoiding harm to clients or future clients. The student has an open and willing attitude toward feedback and suggestions given by faculty, peers and site supervisors to help the student reduce the possibility of harm. (ACA 2014 A.4.a) • Is willing to continue to become more aware of their own values, beliefs and behaviors, and identifies those personal beliefs, values and behaviors which should not be imposed on a client and their goals. The student is open and honest about areas of personal belief, values and behaviors which will conflict with the diversity of client beliefs, values and goals. The student makes every effort to reconcile an unconditional acceptance of client beliefs, values and goals, even while they may retain their own. (ACA 2014 A.4.b)

EXPECTED ATTITUDES AND BEHAVIORS • Monitors their growing effectiveness as a counseling student, and is open to constructive feedback from faculty, peers and site supervisors and seeks help or advice when necessary . The student demonstrates awareness that personal effectiveness includes an ability to relate to others and grow personally, effective application of a developing skill set in the classroom, culminating in effective student level practice in practicum and internship. (ACA 2014 C.2.d)

• Recognizes ethical dilemmas and knows how to seek consultation, and at a more advanced student level is able to reason through a dilemma using standard processes and tools . The student shows an ever- increasing ability to apply a professional

Clinical Mental Health Counseling Program

and claims only proper credentials and degree accreditations . The student at no point misrepresents their professional status regarding licensure status, current credentials, types of professional memberships and accreditation status of their degree. (ACA 2014 C.4.a, b, e, and f) • Accepts others without rejection based upon age, culture, disability, ethnicity, race, religion, spirituality, gender, gender identity, sexual orientation, marital status or partnership, language preference, socioeconomic status, or any other basis provided by law, and does not condone discrimination by others . The student actively works to become more aware of diversity and their own reactions to differences which might interfere with their counseling effectiveness. (ACA 2014 C.5; E.5.b, c) • Neither condones nor engages in sexual harassment nor the creation of an intimidating or unfair classroom or placement environment. The student clearly conforms to all professional standards of conduct and applicable law when relating with fellow students, site supervisors and agency employees, the general public, faculty and school personnel, and especially clients. (ACA 2014 C.6.a) • Works professionally and respectfully with fellow students, faculty, site supervisors and site employees. The student is respectful of differing opinions and professional practice, and respects the need for interdisciplinary teamwork and consultation, and works to continually improve their professional relationship skills and clarify professional boundaries. (ACA 2014 D.1.a, b, c) • Masters the knowledge of procedures of ethical research and publication in the MHS6710 Research and Program Evaluation class. The student follows ethical procedures for conducting research, publishing, and with classroom work, including an ethic of rigorous academic honesty. (ACA 2014 Standard G)

ethic to difficult situations involving ethical dilemmas and associated law, and has a clear idea of when to consult with supervisors, and others. Assists faculty, professionals and relevant boards with investigations of ethical violations. (ACA 2014 C.2.e; H.1.a; H.1.b) • Highly values continuing education both in the program and from other sources . The student is able to find the latest research, professional forums, conferences and workshops, and other sources of information that increase the student’s professional knowledge base in areas of current growth. (ACA 2014 C.2.f) • Understands the ACA 2014 Code of Ethics in its entirety and is able and willing to adhere to the standards as well as Florida law, and local law and other applicable standards, such as practicum or internship agency policy or Hodges University policies and procedures . The student gathers information about the standards which will guide their future practice and demonstrates an increasing awareness of them, culminating in a mastery of the relevant standards in the MHS6780 Legal, Ethical and Professional Standards of Counseling Practice class. (ACA 2014 C.1; F.8.a) • Monitors areas of personal physical, mental, emotional and social problems for impairment . The student has the ability to gauge when physical, and/or psychosocial stressors and conditions impair their ability to effectively learn or perform properly in practicum or internship. The student effectively seeks help or advice on proper avenues of help. (ACA 2014 C.2.g; F.5.b) • Takes great care to properly transfer clients and ensure records are fully up to date to agency and professional standards when a leave of absence or withdrawal from the program is taken during a practicum or internship placement . The student, even in times of stress, must demonstrate a clear ability to put client welfare and safety first. (ACA 2014 C.2.h; D.1.g) • Accurately represents themselves as a Mental Health Counselor Intern to clients, other professionals and the general public,

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