Human Services
Program
If you desire a Master’s degree in counseling, but you do
not need to be licensed in mental health counseling or school counseling,
this is the program for you. This is a useful degree for
those in higher education, pastoral counseling, wellness counseling,
those working in the health field, and others. Twelve of
the hours are electives, therefore your program can be tailored
to meet the needs of your current position while gaining knowledge
and skills in counseling.
The Human Services degree is a 33 hour program that will not lead
to licensure in school counseling or mental health counseling. However,
additional courses can be taken to complete the degree in Mental
Health Counseling if a decision to do so is made before the internship
has begun.
Sequence of Courses
Field Experience and Internship
Portfolio
Portfolio Standards for Human Services
Organization and Portfolio Review
Writing the Portfolio
Sequence of Courses for
Master’s in Education:
Human Services
Introduction to Mental Health Counseling
EDPS 503 3
credits
Consultation, Collaboration and Communication in Human Services
EDPS 591 3
credits
Group Processes
EDPS 500 3
credits
Counseling and Psychopathology
EDPS 591T 3
credits
Counseling Diverse Populations
EDPS 507 3
credits
Research in Counseling
EDPS 591R 3
credits
Internship in Education (300 hours)
EDPS 695 3
credits
Elective - 3
credits
Elective - 3
credits
Elective - 3
credits
Elective - 3
credits
TOTAL:
33 credits
Electives: (alternated different semesters;
other electives may be added)
- Seminar: Family and Couples
- Seminar: Addictions
- Seminar: Health Psychology
- Seminar: Issues in Counseling
- Seminar: Aging and Death
- Seminar: Eating Disorders/Brief Therapy/Sexual Orientation
- Seminar: Play Therapy
- Seminar: Abuse
- EDPS 591A: Integrating Students with Special Needs
The Human Services degree does not lead to licensure in school
counseling or mental health counseling. However, additional
courses can be taken to complete the degree in Mental Health Counseling
if a decision to do so is made before the internship has begun.
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Field Experience and Internship
There are 3 types of field experiences required of students:
- 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.
- 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 human services
setting. The internship has a 300-clock-hour requirement. 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:
- Interviews the prospective intern
- Provides the intern with any relevant site information/application
materials if applicable.
- Reads and signs the Internship Agreement Form
During the internship, the site supervisor:
- Meets with the intern, on average, weekly for one hour of individual
supervision.
- Reviews and signs the intern’s weekly log to verify hours
and activities.
- Evaluates the intern around the mid-point of internship using
the evaluation form provided
- 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:
- Evaluates the intern after 300 hours have been completed; the
intern will provide the evaluation form
- Considers providing the intern with a letter of recommendation
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Portfolio for Human Services Program
The portfolio serves as the comprehensive examination for the
Human Services Program. 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. Final Entry. The final entry in your portfolio is
to be a paper entitled "Final Reflections on Myself, My
Portfolio, and the Human Services 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 program were particularly significant in your
growth and development as a Human Services provider. 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. Human
Services 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 the Human Services Program
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.
Human Services 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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