Mental Health Counseling Program

Click here to visit the Mental Health Counseling Alumni Association Page

Sequence of Courses
Field Experience and Internship
Licensure
Portfolio
Portfolio Standards for Mental Health Counseling
Portfolio Organization
Writing the Portfolio

The Mental Health Counseling Program is based on the American Counseling Association's Code of Ethics and Standards of Practice and Indiana Health Professions Bureau requirements for mental health counselors. As such, candidates graduating from Purdue University Calumet's mental health counseling program will be eligible for state licensure as a mental health counselor once they have fulfilled all state requirements. As clinicians, they will have the capability to do the following:

1. Leadership and Advocacy

• Provide competent professional service and leadership within the mental health field upon graduation
• Demonstrate a broad range of professional competencies relevant to the professional practice of mental health counseling (e.g., advocacy, counseling, consulting, professional development, leading, managing, and supervising)
• Act as advocates for those individuals and families to whom they provide services

2. Diversity

• Demonstrate knowledge of and respect for the influence of culture, ethnicity, gender, race, sexual orientation, religion, ability, and socioeconomic class in counseling individuals from diverse populations
• Maintain a multicultural and global perspective, emphasizing social justice for all
• Demonstrate competency in implementing culturally appropriate counseling techniques of assessment, intervention, and intervention evaluation with diverse clients
• Demonstrate the ability to practice in a manner consistent with a fundamental belief that all individuals have the capacity to grow, change and learn

3. Collaboration

• Interact with a full spectrum of mental health professionals
• Collaborate skillfully and respectfully as leaders, consultants, and team leaders in a variety of settings
• Exhibit sensitive and mature personal relationships in professional interactions

4. Programming

• Develop programming that integrates theories of human behavior and human development
• Have a general knowledge of and experience with treatment modalities appropriate for a broad range of mental health service recipients and mental health service settings

5. Research

• Demonstrate competency in evaluating research and applying it to counseling
• Bridge theory and research into practice

6. Ethics/Professional Identity

• Model and engage in behaviors consistent with the legal and ethical standards of the counseling profession
• Establish a professional identity as mental health counselors
• Think critically and engage in reflective, ethical, and legal practice throughout their education and their professional lives
• Pursue lifelong professional and personal development through continuing education, counseling, and participation and leadership in professional organizations
• Demonstrate competency in personal and career counseling with individuals and groups

7. Professional Competence

The program's faculty is committed to establishing a thoughtful environment that promotes counselor competence, strong professional ethics and values, personal integrity and a sense of responsibility towards meeting the needs of individuals and families from diverse populations. As a result, any student receiving a grade of “C” in any two courses will be dropped from the program.

Sequence of Courses in Mental Health Counseling

M.S. in Ed. - MENTAL HEALTH COUNSELING
Letter codes: F=Fall ; S= Spring ; SS=Summer
***Semesters courses offered are subject to change

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Field Experiences for Mental Health Counselors

There are 3 types of field experiences required of students:

1. Class requirements:  The Counseling and Development program strongly believes in having students out in the field gaining “real life” experience under the guidance and supervision of trained counselors.  As such, many of our courses will have a field experience component.  The requirements will vary for each course, but will not require as many hours in the field as practicum and internship. 
2. Practicum:  This is a one-semester, 100-hour, field experience that students take after the majority of their coursework is complete.  Of the 100 hours, 40 must be direct, face-to-face work with students/clients in individual and group settings.  It also includes a one-hour weekly supervision session on site.  The practicum is the precursor to the internship and will also include a weekly seminar/supervision with a PUC instructor.
3. Internship:  The purpose of the master’s level internship is to provide students with entry-level professional experience while under supervision.  This experience allows the student to sample the work routine and expectations of the counselor in a school or mental health setting.  The internship has a 900-clock-hour requirement, and 360 clock hours must be in direct service to students/clients.  Direct service is defined as an interaction with students/clients that includes the application of counseling, consultation, and/or human development skills.  Supervision is an integral part of the internship experience.  Interns meet with a site-supervisor weekly, and the site supervisor must be available for consultation with the student when needed.  Interns also meet weekly with a faculty member for seminar/supervision.  You must have completed the practicum course before taking internship. In addition, you must obtain permission from the Counseling and Development faculty before registering for internship.

Internship Time Line for Meeting with Site Supervisors

Before beginning the internship, the site supervisor:

1. Interviews the prospective intern
2. Provides the intern with any relevant site information/application materials if applicable.
3. Reads and signs the Internship Agreement Form

During the internship, the site supervisor:

1. Meets with the intern, on average, weekly for one hour of individual supervision.
2. Reviews and signs the intern’s weekly log to verify hours and activities.
3. Evaluates the intern around the mid-point of internship using the evaluation form provided
4. Meets with the intern’s faculty supervisor and intern for a conference (the intern is responsible for arranging this meeting)

At the conclusion of the internship, the site supervisor:

1. Evaluates the intern after 900 hours have been completed;  the intern will provide the evaluation form
2. Considers providing the intern with a letter of recommendation.

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Licensure

The state of Indiana now grants licensure to mental health counselors, an important professional advancement for those obtaining their master's degree. The program at Purdue Calumet is designed to put students in the position to apply for licensure once they have completed all requirements outlined by the state. In brief, a candidate for licensure in Indiana must fulfill the following requirements:

1. Receive a master's degree in an area related to mental health counseling from an accredited institution of higher education. Purdue Calumet is such an institution.

2. Complete the following educational requirements (all are met through Purdue's program in mental health counseling):

• complete 60 semester hours of graduate coursework in counseling. There are 12 areas of focus for the coursework, such as human growth and development, lifestyle and career development, and clinical instruction, to name a few.
• not less than one supervised clinical practicum, internship, or field experience in a counseling setting. This must total a minimum of 1,000 clock hours consisting of one practicum of 100 hours, one internship of 600 hours, and one advanced internship of 300 hours with at least 100 hours of face to face supervision.

3. Obtain 3,000 post-master's hours of clinical experience over a two-year period. 3000 hrs equals approximately 1 1/2 years of full time work in a counseling setting. Included in this is 100 hours of supervision by a licensed mental health counselor or equivalent.

4. Satisfactorily complete an exam provided by the board. All mental health counselors must obtain licensure if they are to use the title of "mental health counselor." This is required by law. It will not be mandatory that everyone seeking employment in community mental health settings have the licensure and use the mental health counselor title. What jobs will require it is not well defined at this point, but it is safe to say that it will be necessary for most counseling/therapy oriented positions in clinical and/or hospital settings, and for private counseling. Youth agencies, shelters, and career counseling offices are examples of settings that may not require licensure. Required or not, It is probably advisable for most graduates of the mental health counseling program to strongly consider obtaining licensure.

The advantages of licensure are many. Foremost, it puts mental health counselors in competitive positions with other mental health providers, such as psychologists, social workers, and marriage and family therapists. It offers the opportunity to have greater autonomy, such as private practice. Licensure also maintains the profession at a higher standard which gives it more respect and acceptance in professional and public communities. Finally, licensure could afford mental health professionals the opportunity to use insurance companies for reimbursement of payment (this advantage is still not clearly spelled out by the law).

For more information and application materials, contact:

Licensing/Credentialing BodySocial Worker, MFT's, & MentalHealth Counselor BoardHealth Professions Bureau, 402 W. Washington St., Rm. 041, Indianapolis, IN 4620-4317/232-2960317/233-4236 (FAX) http://www.state.in.us/hpb/boards/mhcb/licensure.html

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The Portfolio for Mental Health Counselors

The portfolio serves as the comprehensive examination for the Master’s in Mental Health Counseling. The portfolio will focus on professional development throughout the program and will provide evidence of a student’s competence in the areas described in Appendix E.  The portfolio  must be completed and given to your advisor the semester before graduation. 

Portfolio Reviews

Initial Review: Will take place during the spring semester of the second year and after the completion of the required coursework during that year. (Download the Initial Review Form)

Final Review: Will take place during the semester before graduation. (Download the Final Review Form)

**It is the candidate’s responsibility to initiate these reviews with your advisor.  It is also the candidate’s responsibility to make an appointment early in the semester before graduation to do the Plan of Study.  Candidates cannot graduate until the portfolio has been passed and the Plan of Study has been completed and signed. 

In addition to portfolio review, you will be evaluated yearly on your progression through the program. Successful completion and demonstration of mastery in the portfolio is just one part of advancement through the program.

Final Entry. The final entry in your portfolio is to be a paper entitled "Final Reflections on Myself, My Portfolio, and the Counseling Program." This paper should include reflections regarding your personal and professional growth during the program, discussion of what the portfolio shows about you and how it gives evidence of the growth you noted, and what aspects of the counseling program were particularly significant in your growth and development as a counselor. This paper should be submitted to your advisor at least one week prior to your meeting for the final review. Your Advisor will discuss this paper with you at the final review, and then it will be returned to you to become part of your finished professional portfolio.

Please refer to this website for a description of the portfolio process and scoring rubric.  Mental Health Counseling candidates will complete entries and reflections based on those found below.  You do not need to include entries required for School Counseling candidates.  

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Portfolio Standards for Mental Health Counseling

School of Education’s General Standards

1. Instructional Uses of Technology: The graduate understands the central concepts related to educational technology, and can effectively and appropriately implement this technology into classroom preparation and instruction.

2. Individuals with Special Needs: The graduate understands various learning and physical disabilities, how these may be manifested in learning situations, and how to adapt instruction to ensure success for all individuals.

3. Diversity: The graduate understands the nature of diversity in the human community, how cultural and gender differences can affect learning, and how to create a learning environment that protects the individuality and dignity of all learners.

4. Written Communication: The graduate uses knowledge of appropriate verbal, nonverbal, and written communication in preparing instructional materials and can effectively communicate with all stakeholders within the professional community.

5. Educational Research: The graduate understands current trends in educational research and can critically examine this research in relationship to his/her profession.

6. Community Collaboration: The graduate understands the dynamics of educational, geographic, and school communities; can effectively participate within these communities; and fosters a learning environment.

7. Content Knowledge: The graduate understands that professional decisions must be made based on a thorough knowledge foundation that includes theories, skills, organizational structures  and cultures, societal  needs, legal foundations, learning theory, research techniques, and many others. This solid knowledge base will result in a decision-making process that is reasoned, accurate, and competent.

Mental Health Counseling Portfolio Entries

The following are the Counseling and Development Program’s entries.  Entries for the portfolio must include these, as well as the six (6) School of Education General Standards listed above.

1.  Introspection and Interpersonal Growth: The graduate demonstrates evidence of introspection and interpersonal growth through his/her reflections, and can apply this understanding to professional practices.

2.  Theoretical Concept:  The graduate demonstrates the ability to theoretically conceptualize as evidenced through individual counseling.

3.  Group Leadership:  The graduate understands the qualities of effective group leadership, and can apply this understanding to professional practices.

4.  Professional and Ethical Behavior:  The graduate understands and uses appropriate, professional, and ethical behaviors in all aspects of practice."

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Portfolio Organization and Review

Portfolios are most effective and useful when they are organized. Portfolios can be housed in a divided notebook, accordion file folder system, or computer disk. Regardless of the filing system, it is required that a Table of Contents be used. Candidates must also include an informational data sheet (e.g., name, address, phone numbers) or a resume at the beginning of the portfolio.  The value of portfolios is that they can reflect individuality; to be most useful, however, clear organization must be considered.

The portfolios will contain two primary components: Portfolio Entries and Reflection Statements.

Portfolio Entries

The bulk of the professional portfolio will be the individual entries. ALL graduate students are required to demonstrate proficiency in the following General Standards by including at least one separate entry for EACH standard:

• Instructional Uses of Technology
• Individuals with Special Needs
• Multi-Cultural and Gender Issues
• Written Communication
• Educational Research
• Community Collaboration

In addition, candidates are required to demonstrate proficiency in the standards developed for their Program Area – School Counseling. Therefore, all school counseling graduate candidates will have separate entries for each of the six (6) General Standards, in addition to separate entries for each of the ten (10) School Counseling Program Standards.

Because of the importance of individuality in portfolio preparation and reflection, specific types of entries for each standard are not mandated. However, each course in the school counseling program has components that lead the candidate to good choices of artifacts.

Candidates have the option of including either selections containing instructors' comments and evaluations or edited entries without this feedback.

Portfolio entries cannot overlap; for example, a selection cannot be counted within multiple entry standards.

Reflection Statements

EACH portfolio entry must be preceded by a Reflection Statement, which will include the entry’s title, related entry standard, and the rationale for its selection into the portfolio. The statements should include (but are not limited to) the following information: (1) what course or experience the entry is drawn from, (2) why that particular piece was selected for that particular standard, (3) how the entry relates across other standards, and (4) the entry’s potential impact on the graduate candidate’s professional career. It is also important to use the reflection statements as a springboard into the internship experience.  The Reflection Statements must be typed.

Portfolio Review

All graduate students will assume full responsibility for maintaining their portfolios. In addition, it is the candidate’s responsibility to make arrangements to meet with his/her advisor to review the portfolio’s progress.  Portfolios are reviewed by the advisor in an informal, ongoing manner through the candidate’s program. Before completion of the program, portfolios are also reviewed by the candidate’s committee and a formal defense of the portfolio is made. Graduate candidates will be recommended for graduation only after they have successfully defended their portfolio. 

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Writing the Portfolio

Note: Before beginning this section, please refer to the complete list of all of the School Counseling Standards including their Knowledges, Skills, and Dispositions.  The portfolio must align with these standards.  Take a long look at the standards and consider how you might perform activities that start you along the road to beginning attainment of the standards. Each course at PUC will align with one or more of the standards and will guide you through the completion of your entries. Also remember that the candidate must complete entries for the General Standards.

Before beginning to write the portfolio entries, the candidate must think about what activities from their everyday school life would be good entries for their portfolio. The PUC program will provide a series of field experience modules that offer chances for the candidate to use those activities as entries. For example, the first entry must align with Standard 1 (Students and the Learning Process). One of the activities suggested would be to ____________. The following exercise will help candidates seeking licensure in school counseling to build their professional portfolio.  Procedures are described below that will lead to a completed entry for a professional portfolio (Standard 1).

• Obtain a file box from a local office supply store.  This can be either a metal or plastic   box with room to store file folders.

• Place 10 dividers in the box and label them Standard 1, Standard 2, etc.

• Place manila folders in each divider. Be sure to include enough to cover all the performances, knowledges, and dispositions in the standards.

• Consider the phases of (include statement for standard 1). Think about what activities a school counselor would use to implement this process.  Choose one activity that you will develop in your school setting.  Examples include: (provide examples) Think about the knowledges and dispositions associated with Standard 1 and discuss those in your narrative section. 

• Write a reflection about the activity. 

• Write about how the activity demonstrates your attainment of the standard.

• Place the written material in the folders.

Rubric for Scoring Portfolio Narratives

The Level 5 performance provides clear, compelling, and consistent evidence of the candidate’s work to demonstrate attainment of the standard. There is clear and convincing evidence of the candidate’s professional growth as demonstrated through the description of the entry, the analysis of its importance, and the candidate’s reflection on the activity.

All components are tied together and show that the impact of the activity is relevant and worthwhile, and part of a significant and meaningful plan for promoting the professional growth of the candidate and the improvement of the school and/or knowledge and practice of the education professionals within the school.

The Level 4 performance provides clear and consistent evidence of the candidate’s work toward the attainment of the standard, to improve schools, and advance knowledge and practice of education professionals.  There is clear and convincing evidence of the candidate’s professional growth as demonstrated through the description of the artifact, the analysis of the artifact’s import, and the candidate’s reflection on the impact of the activity as well as future implications. In any or all of these areas, a Level 4 performance may show imbalance or unevenness, but viewed as a whole, the piece provides clear evidence of the candidate’s professional growth and understanding of the standard.

The Level 3 performance provides some evidence of the candidate’s work to improve schools and advance knowledge and practice of education professionals through her understanding of the standard. Evidence is present of the candidate’s professional growth as demonstrated through the description of the artifact, the analysis of its import, and the candidate’s reflection on the impact of the activity as well as its import for the future; however, such evidence may be less convincing, substantial, or significant.  Analysis and/or reflection may be superficial and lack depth.

The Level 2 performance provides limited evidence of the candidate’s work to improve schools and advance knowledge and practice of education professionals through an understanding of the standard.  Evidence of professional growth is limited. Evidence cited through description and analysis may be weak or skeletal and/or reflection my be missing or unrelated to description and analysis.

The Level 1 performance provides little or no evidence of the candidate’s work to improve schools and advance knowledge and practice of education professionals through an understanding of the standard.  There is little or no evidence of the candidate’s professional growth.  Description, analysis, and reflection may be unrelated to one another; may be so vague that they lack meaning; or one or more of these may be missing.

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