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Program and Student Learning Objectives

Program and Student Learning Objectives for Clinical Mental Health Counseling (CMHC), School Counseling (SC), and Student Affairs and College Counseling (SACC) Programs.

  1. Our Clinical Mental Health Counseling, School Counseling, and Student Affairs and College Counseling Programs regularly gather and infuse input from key stakeholders involved in the conduct and operation of the program, including counselor education program faculty and staff, current and former students, and personnel in collaborating agencies.

  2. We seek to recruit and retain students who represent the diverse population of the Midwestern United States.
  3. We are committed to continuously modifying and updating our program to address emerging community needs, while also integrating competencies for counseling practice in a multicultural and pluralistic society.

Successful completion of the Master of Science in Clinical Mental Health Counseling, School Counseling, and Student Affairs and College Counseling prepares students to:  

  1. Become familiar with the requirements for being a professional counselor, including the relevant research and literature pertinent to the discipline.
  2. Develop a thorough understanding of knowledge and competencies related to issues and trends in a multicultural and pluralistic society, and to effectively demonstrate multicultural counseling competencies.
  3. Become familiar with and knowledgeable about the nature and needs of individuals at all developmental levels.
  4. Understand major theories of career development and related life factors, and to demonstrate effective career counseling skills.
  5. Demonstrate effective counseling skills.
  6. Become familiar with studies in group dynamics and demonstrate effective group counseling skills.
  7. Develop an understanding of assessment processes, and to demonstrate skills in individual and group approaches to assessment and evaluation.
  8. Become familiar with research, statistics, and program evaluation as they apply to the practice of counseling.
  9. Acquire knowledge related to the professional identity, roles, and functions of professional counselors.
  10. Develop a clear sense of professional identity in counseling, which includes professional ethics, legal responsibilities, professional preparation standards, participating in professional organizations, and obtaining necessary credentials.
  11. Experience continuous course-related and overall program-related feedback to enhance their professional development as they become professional counselors.
  12. Acquire knowledge about counseling supervision, and to experience peer, site supervisor and faculty supervision that allow students to integrate and apply the knowledge and skills that they have acquired to practice.
  13. Acquire knowledge and skills related to the ways that counselors use a variety of technologies designed to assist students, clients, and the systems they work within.
  14. Practice ongoing assessment of one’s own skills, strengths, weaknesses, professional and personal development as related to counseling professional identity, counseling ethics, and the principles of ethics of client autonomy, non-maleficence, beneficence, justice, and fidelity.

The guiding mission of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP (Council for the Accreditation of Counseling and Related Educational Programs)) accredited masters’ programs are to prepare skilled and knowledgeable professional counselors who meet national standards as well as relevant state counseling licensure or certification requirements in their specialty area. Our programs are designed to be comprehensive and experiential in nature and to focus on the development of evidence-based counseling practice in a variety of settings and with clients from culturally diverse backgrounds. We are committed to training counselors as advocates with a strong social justice foundation. We are dedicated to developing proficient and reflective counseling leaders and practitioners through innovative teaching, research and scholarly activity, service learning, and community engagement.