Standards and Guiding Principles - Counseling Programs

Mission

The mission of the Purdue University Calumet School Counseling and Mental Health Counseling Programs is to prepare candidates who will empower all students and clients to reach their maximum potential in the areas of academic, personal, social, and career development. In doing so, candidates graduating from these programs with be ethically and culturally competent educational and community leaders who address individual and systemic barriers to academic achievement and personal development.

Philosophy

The counselor education faculty understands counseling to be a continuous learning-oriented supportive process involving interpersonal relationships between a counselor and one or more clients carried on in a controlled social environment. The aim of counseling is to explore the clients' perceptions of themselves and their environment, to enable them to see how they can utilize their personal resources for growth, to help them learn to take responsibility for their thoughts, feelings and behavior, and to be advocates for change in clients' environments. The outcome is for clients to take constructive action on their own behalf. We believe the role of the counselor should be that of a human relations specialist within the school or social agency. This role implies a commitment on the part of counselors to act within their work and social environments as agents for constructive change of attitudes and practices, which demean or oppress individuals or groups.In order to establish and implement a quality educational program that is in accord with these basic beliefs and purposes, appropriate assumptions have been identified from which specific objectives may be stated. These assumptions are as follows:

1. Preparation as a counselor should include a mixture of didactic and experiential activities. These components of the program should be presented in such a way that their relevance to counseling effectiveness might readily be previewed by students.
2. Opportunities should be provided for counselor candidates to participate in group and individual counseling. We believe that self-understanding contributes to personal and professional maturity as well as to the capacity for good judgment. Who the counselor is as a person (i.e. her/his interpersonal warmth, sensitivity, acceptance, values, ethics, and ways of relating to others) is perceived as being as essential to effective counseling as what the counselor knows or has achieved. Furthermore, we believe it is vital to the congruency and integrity of counselors that they do not perceive themselves as being above the very process they use to help others grow. Consequently, participation in various counseling opportunities to examine personal values, traits, strengths, defenses, stresses, needs and ways of relating to others is essential. Counselor candidates should be committed to such self-exploration throughout their program and their career as a counselor. Candidates should indicate their acceptance of the importance of this aspect of the program prior to applying for formal admission.
3. A basic emphasis of the training program should be on self-evaluation by the student on both academic and personal levels. The assumption is that a meaningful program of counselor education must facilitate this process, provide opportunities for periodic evaluation, and include appropriate alternatives for those choosing not to continue in the program.
4. Interaction between students, between faculty, and between students and faculty should be encouraged and facilitated. Through such interaction channels of communication are opened, concepts are crystallized and personal and program growth is facilitated.
5. Since a number of reputable approaches to the conceptualization and treatment of client concerns have been developed, no one theoretical approach should be imposed upon students. Rather, certain theoretical knowledge relevant to development of individual counseling styles is essential.

Important Things to Know About Our Program and Your New Profession

If you are admitted: You are entering a unique field of study; it is unlike many other graduate degrees. A Master’s in counseling is considered a terminal professional degree that requires specific areas of training to assure you are competent to practice when you graduate. You will literally have people’s well-being in your hands at times, so the training you receive is crucial to your competency as a counselor. Consequently, our program involves a rigorous sequence of courses. To be successful in our program, you are required to attend classes regularly and to arrive on time for classes. As professional counselors, your professors are ethically responsible to serve as gatekeepers of our field. We are dedicated to training competent, ethical, and knowledgeable counselors. We expect the same commitment from our students.

Many of our courses are work and time intensive to prepare you for the counseling field. Our courses require you to be actively involved. Much of what you learn will be not just from your textbooks, but also from the didactic instruction, supervision from your professors, and discussion and experiential classroom activities with you peers. If you miss two classes in a row, you may be withdrawn from a course. Each class also has its own attendance policy that can affect your grade. This is not meant to be punitive, but rather to prepare you to step into the role of a responsible, professional counselor. If you are admitted into a counseling program, it is important for you to know that if you earn a “C” or lower in two courses, you will be withdrawn from the program.

This information is not meant to heighten your anxiety or to be punitive, but rather to provide you with a realistic view of what is required of you in this program. Professional counseling is a truly rewarding field if you successfully commit to the training needed to work effectively with clients and students and you are able to graduate from our program feeling confident about your skills as a professional counselor.

The Mission of the School of Education

The mission of Purdue University Calumet’s School of Education, in collaboration with other professional educators and agencies, is to prepare and support education professionals and related specialists who:

• Apply the appropriate knowledge, dispositions, and performances in developing diverse approaches to educational strategies that are constructive, consistent and reflective of sound practice;

• Are prepared to use current research, knowledge, and technology to empower the people they serve;

• Are sensitive and responsive to the unique needs of themselves, of others, and of the diverse society in which they practice;

• Are advocates for and models of quality education and lifelong learning.

The School of Education faculty is committed to providing the human and technological resources to enable students and themselves to develop as educational professionals in constructing knowledge, developing practice, and fostering relationships.

Conceptual Framework

“Constructing knowledge” refers to the process by which individuals make meaning of professional information and develop personal theories about teaching, learning and human development.  Individuals construct knowledge through structured educational activities and life experiences.

“Developing practice” refers to both the process by which education professionals improve how they do their job as well as to the process of developing and growing as reflective professional practitioners.

“Fostering relationships” refers to the development of those dispositions necessary to create mutually beneficial connections among people and educational institutions and organizations.

Purdue University Calumet Counseling and Development
School Counseling Standards

1. Students and the Learning Process:  The graduate understands how to promote the success of students from diverse backgrounds by facilitating the academic, emotional, social, and physical development of the students and the quality and effectiveness of the learning process.

Performances
School Services Professionals facilitate, engage in, and demonstrate a variety of prevention, intervention, and educational activities by means of:

1. using effective communication skills (oral and written) with other educators, parents, and other support and community social service agencies;
   
2. collaboration with both internal and external publics;
   
3. using effective instructional techniques with groups and individuals;
   
4. protecting the rights and confidentiality of students, parents, and school personnel;
   
5. recognizing a professional code of ethics which results in ethical decision making.

Knowledge
School Services Professionals have knowledge and understanding of:

1. human growth and development and the impact of mental and physical disorders as related to students;
   
2. student behavior and classroom management;
   
3. student emotional, behavioral, and learning disabilities including biological bases of behavior;
   
4. learning theory and instructional techniques;
   
5. curriculum development and implementation in the schools;
6. the role of technology in promoting both student learning and professional growth;
7. learning goals in a diverse and pluralistic society.

2. Learning Systems and Organizations:  The graduate understands the breadth and scope of education systems and engages in practices that promote lifelong development and learning.

Performances
School Services Professionals demonstrate the ability to:

1. practice collaborative approaches to the development of strategies that will lead to improved education and learning systems and organizations;
2. improve educational programs through decisions and actions based on assessment, data collection, and empirical evidence;
3. affirm the dignity and worth of all students by engaging in practices that value the contributions of all;
4. operate educational programs efficiently within the economic parameters established by school governance;
5. communicate effectively with all stakeholders in an education environment;
6. engage stakeholders in problem solving;
7. practice positive interpersonal relations;
8. promote the purpose of schooling and the goals of education and learning systems and organizations.

Knowledge
School Services Professionals have knowledge and understanding of :

1. the role and importance of schooling in a democratic society;
2. the implications of public support for school funding;
3. the establishment and maintenance of a safe and drug free environment in order to provide a positive school climate;
4. the impact of interest groups on educational systems and schools;
5. the structure, governance, and organizational principles of schools;
6. the use of technology to facilitate learning and school management.

3. Family and Community:  The graduate understands how to collaborate with families and people in the community to respond to diverse student needs.

Performances
School Services Professionals demonstrate the ability to:

1. empower families to be involved in collaborative approaches to their children's development;
2. advocate for and protect the rights of students and their families;
3. maintain positive working relationships with community-based agencies;
4. work collaboratively with other professionals and programs to benefit students;
5. communicate issues of families to other school personnel.

Knowledge
School Services Professionals have knowledge and understanding of:

1. family systems and how they impact student growth;
2. rights of parents and students;
3. availability of local and extended agencies, services, and resources;
4. how to identify and work with various community service providers;

5. diverse cultures and cultural factors which influence student and family relationships with schools;
6. evolving social and demographic issues.

4. Assessment:  The graduate understands formal and informal assessment techniques used in the school and utilizes assessment techniques that are within his/her competence and professional training.

Performances
School Services Professionals demonstrate the ability to:

1. develop an assessment plan designed to assess students within their area of competence;
2. administer assessment instruments in an appropriate manner;
3. interpret results of assessment in a manner understandable to diverse populations;
4. apply results of assessment to curriculum, placement, and intervention decisions and plans.

Knowledge
School Services Professionals have knowledge and understanding of:

1. a variety of approaches to assessment and are firmly grounded in a theoretical orientation within which student problems may be conceptualized and assessed;
2. standards for assessment as required for their specific area of competence;
3. technical properties of assessment instruments including validity, reliability, test development, scoring scales, norms, and comparability of instruments within their area of competence;
4. appropriate uses of assessment instruments, results, and interpretations based on knowledge from test materials, research, and standards for assessment;
5. issues related to assessment of students from diverse cultural and linguistic backgrounds and individuals with disabilities;
   
6. rights of individuals in assessment situations.

5. Intervention and Prevention:  The graduate understands intervention and prevention options for individuals, groups, and systems and performs interventions appropriate to his/her level of competence.

Performances
School Services Professionals demonstrate the ability to:

1. develop and implement intervention strategies for individuals, groups, and systems;
2. evaluate interventions before, during, and following implementation with individuals, groups, and systems;
   
3. use appropriate interviewing and counseling skills;
   
4. collaborate with other professionals to determine and address needs of individuals, groups, and systems;
   
5. work effectively with parents and others to determine and address needs of students, families, and communities;
   
6. determine and address the needs of individuals, groups, and systems in conflict and crisis situations;
   
7. assist others in accessing school and community resources.
   

Knowledge
School Services Professionals have knowledge and understanding of:

1. a variety of theoretical approaches to intervention and have mastered at least one theoretical orientation within which student problems may be conceptualized and interventions may be developed and implemented;
   
2. group processes, dynamics, and patterns of behavior and the theory and research related to individual interactions within groups;
   
3. theory and research related to consultation service delivery, models, processes, and roles within the relationship;
   
4. the impact of crises on individuals, groups, and systems, as well as current best practice in developing, implementing, and evaluating crisis intervention plans;
   
5. the nature of conflict between individuals and groups and techniques to prevent and resolve conflict as related to the learning environment;
   
6. school and community resources which may be accessed or developed to provide assistance to students;
   
7. procedures to determine needs of individuals, groups, and communities, and strategies to develop interventions based on needs;
   
8. evaluation procedures for programs and interventions.

6. Legal Processes:  The graduate understands the local, state, and federal laws that affect schools and the educational process.

Performances
School Services Professionals:

1. advocate for and promote the rights and privacy of children and families;
2. demonstrate professionalism in working relationships with community agencies;

3. engage in activities which allow for collaboration with other staff and agencies to benefit students;
4. maintain accurate and appropriate documentation for procedural accuracy.
Knowledge
School Services Professionals have knowledge and understanding of;

1. state laws and administrative rules that impact students and schools;
2. federal laws and regulations that impact students and schools;
3. the Family Educational Rights and Privacy Act;
4. civil and criminal liability laws as related to students and schools.

7. Ethics and Professionalism:  The graduate understands, articulates and practices the ethical standards set forth by the American Counseling Association, the American Psychological Association and the American School Counselor Association.

Performances
School Services Professionals demonstrate:

1. the ability to articulate ethical standards and beliefs;
2. the application of ethical principles to ethical dilemmas;

3. continual professional growth through personal study, in-service training, and participation in professional associations.
Knowledge
School Services Professionals have knowledge and understanding of:

1. ethical standards of their respective professions;
2. laws and regulations regarding confidentiality and release of student information;
3. the strength and limitations of their training and experience;
4. continuing education opportunities.

8. Leadership:  The graduate understands how to promote the educational success for all students through facilitative, consultative, and collaborative leadership. 

Performances
School Counseling Professionals demonstrate the ability to

1. develop, manage, and evaluate the school counseling program in the context of the community culture and the total educational program
2. promote positive relationships among the various cultural and ethnic groups in the school community
3. evaluate, select, and use appropriate technology
4. model and practice advocacy for all students
5. promote teaching, learning, and behavioral strategies that reach all students
6. analyze, interpret, and utilize data for decision-making
7. recognize the need for improvement, identify improvement strategies, and facilitate a change process
8. foster the application of developmentally appropriate policies, programs, and procedures
9. team and collaborate with other educators, community leaders, and parents for the good of students
10. establish and maintain a professional identity
11. continually improve their knowledge and skills
12. use current literature, research, and resources, such as laws, ethical standards, and position statements, to promote school counseling programming
13. convene and facilitate an advisory group
14. provide school counseling services which are appropriately balanced among leadership, student assistance services, and educational and career services

Knowledge
School Counseling Professionals have knowledge and understanding of

1. change theory and educational reform
2. school counseling as it relates to the total educational program
3. lifespan growth and development
4. ethnicity and culture and their relationship to the learning environment
5. self as a change agent within the school community
6. effective skills in leadership, program and resource management, and classroom management
7. facilitation, collaboration, and consultation
8. the process of collection, analysis, and utilization of data in decision-making
9. current literature, research, and resources, such as laws, ethical standards, and position statements related to school counseling, continuous school improvement, and safe schools
10. effective and ethical use of technology and its implications in academic, career, and social development

9. Design of School Programs:  The graduate understands how to collaboratively design, coordinate, implement and evaluate student assistant services to address achievement for all students.

Performances
School Counseling Professionals demonstrate the ability to

1. provide student assistance services in an ethical manner
2. provide services from a multicultural perspective
3. use current literature, research, and resources, such as laws, standards, and position statements, to provide student assistance services
4. implement prevention programming to support healthy physical, social, emotional, and academic development for all students
5. develop and implement a crisis management plan
6. coordinate student assistance services using a team approach and supervise the provision of those services
7. utilize systemic approaches to recruit family, school, cultural, and community support for student wellness and achievement
8. identify and intervene with individuals exhibiting at-risk behaviors, including people affected by alcohol and/or drug use
9. assess the physical, emotional, and social level of individuals and make and follow up on referrals as appropriate
10. implement individual and group counseling strategies
11. consult effectively with students, school staff, families, and others
12. maintain a current referral list of community resources and assist individuals and families to access those resources

Knowledge
School Counseling Professionals have knowledge and understanding of

1. ethical standards as defined by the profession
2. physical, emotional, and social development throughout the life span
3. current counseling theories and techniques and their appropriate application
4. current treatments available to address mental health problems and at-risk behaviors such as substance abuse
5. mental health and substance abuse conditions and their impact on the educational process
6. the impact of family dynamics on development and achievement
7. the dynamics of and appropriate interventions with various cultural and ethnic groups and with special populations in the school community
8. strategies for supporting the development and maintenance of a safe and positive climate within the school
9. theories and research related to the learning process

10. Education and Career Services:  The graduate understands how to collaboratively design, coordinate, implement and evaluate educational and career services to facilitate achievement for all students.

Performances
School Counseling Professionals demonstrate the ability to

1. involve all educators and community members in the collaborative development and delivery of educational and career services
2. develop, coordinate, and evaluate effective educational and career curricula
3. develop, coordinate, and evaluate advisement and mentoring services
4. analyze the strengths and needs of students from diverse populations and provide unbiased, developmentally appropriate career and educational services
5. insure educational opportunities at all developmental levels
6. help students and families understand career opportunities, labor market trends, and global economics
7. help students and families understand a variety of educational opportunities and how to prepare for them
8. increase student awareness of the relationship among personal interests, values, and talents and their application to educational and career choices
9. help students recognize and utilize their personal career interests, aptitudes, and preferences
10. help all students develop educational and career goals and specific plans for reaching those goals
11. assess learning styles and serve as a consultant in the application of teaching/learning strategies to enhance educational achievement
12. utilize technology in the effective delivery of educational and career services
13. discern and teach employability skills at all levels
14. develop, coordinate, implement, and evaluate educational and career services in an ethical manner as defined by the profession

Knowledge
School Counseling Professionals have knowledge and understanding of

1. the development, coordination, and evaluation of educational and career curricula, advisement, and mentoring services
2. the involvement of all educators and of community members in the collaborative development and delivery of educational and career services
3. educational content and opportunities at all levels (pre-K through 16+)
4. career opportunities, labor market trends, and global economics
5. multicultural and diversity issues in education and career development, such as individual and institutional racism, classism, and sexism
6. methods for helping all students recognize and utilize their personal career interests, aptitudes, and preferences
7. methods for helping all students develop educational and career goals and specific plans for reaching those goals
8. learning styles and learning strategies and their application to educational achievement
9. employability and academic success skills, such as personal management and team building
10. the effective use of technology in educational and career services

General Graduate Studies in Education Standards

Each program has adopted its own set of standards. In addition, the Department of Graduate Studies also implements a set of general standards, whose attainment is required by all candidates.

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”

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.”

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.”

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.”

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

Community Collaboration “The graduate understands the dynamics of educational, geographic, and/or school communities; can effectively participate within these communities; and fosters an environment that respects all individuals.”

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."

Professional Ethics

The Counseling and Development faculty have adopted the ethical standards of the American Counseling Association, the American Psychological Association, and the American School Counselor Association as the ethical codes governing the professional behavior of students and faculty members. It is acknowledged that students are in preparation to become helping professionals; nevertheless, the faculty expects students, particularly in their client contacts, field practice assignments, research activities and other experiences involving contact with the public, to conduct their work in accord with all standards set forth by these ethical codes. Failure to do so can bring faculty censure of the student and/or expulsion from the program.Students are encouraged to seek student membership in the American Counseling Association (ACA). ACA offers many benefits and services including a newsletter and professional journals. In addition, ACA offers professional liability insurance for student members at a reduced rate. Liability insurance is required for those students going into mental health counseling. Information may be obtained by calling the ACA at 800-347-6647. Membership applications are available from the ACA website: www.counseling.org.

Professional Affiliations

We also encourage students to become members in the organizations that represent their chosen field. For those in the school counseling program, it is advisable to join the American School Counselor Association (ASCA). For those students in the mental health program, it is advisable to join the American Mental Health Counselors Association (AMHCA).  Membership in the American Counseling Association is highly recommended.

Valuing Diversity

The counseling profession is bound to the values of its governing organization (the American Counseling Association) and to those of the social sciences in which it belongs. These values include the importance of creating an interpersonal environment that is safe and accepting, with emphasis on the importance of counseling students and professionals being non-discriminatory and respectful of diverse people. The expectation of the Purdue Calumet Counseling Program, then, is that students will incorporate these values by being supportive and respectful of all individuals, with particular attention to those who are different from themselves in terms of race, ethnicity, gender, language, special needs, sexual orientation, religion, socioeconomic status, and geography. This expectation is in line with the School of Education's position on diversity (please visit that website at http://www.tommihail.net/diversity.html).

Possessing a nondiscriminatory attitude is not only expected but is to be exceeded. The program is interested in individuals who will be actively observant and introspective of their own attitudes and behavior, and when confronted with their own prejudices will work to understand their underlying beliefs and feelings and take steps toward changing them. Enrollment in this program is therefore seen as a commitment to the values of accepting and psychologically protecting all people, and to life-long scrutiny and self-examination. A deepening of this commitment is essential. Our faculty is committed to supporting the constructive personal development of all enrolled students, but will not support behavior or expressions, which are judged to be highly intolerant and/or rigid. Prospective students should understand that their displayed levels of acceptance of others in all the areas listed above will be used to evaluate their readiness for or progress during their counseling program. We trust that students who are ready for and excited about becoming skilled, highly competent counseling professionals will eagerly join us in this commitment to respect for diversity.