EPCE Data Day Presentation May 9, 2018

2. EPCE Data Day Presentation May 9, 2018

3. CACREP- Council for the Accreditation of Counseling and Related Educational Programs • CACREP Programs • CACREP accredits a grand total of 622 counseling programs from 273 institutions nationally and internationally CACREP Students • There are 39,005 students currently enrolled in CACREP programs. • Additionally, 36,301 prospective graduate students applied for admission into CACREP programs in the past year. • CACREP Graduates • Last year, a total of 10,260 students graduated from CACREP‐accredited counseling programs. Council of Accreditation of Counseling and Related Programs Information University of Nebraska. (2016). CACREP statistical information. Retrieved May 3, 2018 http://www.unk.edu/academics/csp/_files/cacrep_review.pdf

5. In addition to CACREP… • STATE LAW: Title 22 Texas Administrative Code Chapter 681: Specifically devoted to Professional Counselors licensed by Texas

6. State Laws…Clinical Mental Health Counseling • Texas Occupations Code Chapter 503 • Texas Family Code 107 • Texas Health and Safety Code 181 (Medical Records)

7. School Counseling • Education Code Chapter 33 • State Board of Educator Certification • Texas Education Agency • American School Counseling Association • State Board of Education

8. In response to TEA guidelines: • TEA: School Counselors in training MUST have teaching certificate and two years CLASSROOM teaching experience (author emphasis). • EPCE is now requiring all School Counseling applicants to include a copy of their teaching certificate and evidence of two years CLASSROOM teaching experience

9. In response to ASCA Ethics Code changes: • Teaching more educational intervention and collaboration with CMH providers in school setting • Teaching more crisis intervention • Teaching more assessment techniques

10. Federal…

11. HIPPA and House Bill 300 (2012) • Expanded “Covered Entity Status” to ANYONE who comes into contact with protected health information (PHI) Includes: Governmental Entities Researchers Schools Mental Health Clinics

12. House Bill 300 (2012), cont’d • Changes and continues to influence clinical experiences for students • Creates the need for much more time spent training students re: PHI • General documentation needs are greatly expanded

13. ETHICS

14. ACA and ACA Divisions • American Counseling Association Code of Ethics (2014) • American School Counseling Association Ethics Code (2016) • International Association of Marriage and Family Counseling Ethics Code (2017) • American Mental Health Counseling Association (2015) • Association for Group Work (Best Practices 2008) • ACA Multicultural Counseling Competencies (2009)

15. American Counseling Association Code of Ethics (2014)

16. C.5. Nondiscrimination Counselors do not condone or engage in discrimination against prospective or current clients, students, employees, supervisees, or research participants based on age, culture, disability, ethnicity, race, religion/spirituality, gender, gender identity, sexual orientation, marital/ partnership status, language preference, socioeconomic status, immigration status, or any basis proscribed by law.

17. In response to ACA non-discrimination mandate: • Counselor Education faculty voted unanimously to not allow students to practice at clinical sites that are non-compliant with ACA Ethics Code mandates (EPCE Counselor Education Faculty Meeting, October 11, 2017). Revised program policies and updated all program handbooks.

18. F.7.a. Counselor Educators Counselor educators who are responsible for developing, implementing, and supervising educational programs are skilled as teachers and practitioners. They are knowledgeable regarding the ethical, legal, and regulatory aspects of the profession; are skilled in applying that knowledge; and make students and supervisees aware of their responsibilities. Whether in traditional, hybrid, and/or online formats, counselor educators conduct counselor education and training programs in an ethical manner and serve as role models for profession

19. F.6.b. Gatekeeping and Remediation Through initial and ongoing evaluation, supervisors are aware of supervisee limitations that might impede performance. Supervisors assist supervisees in securing remedial assistance when needed. They recommend dismissal from training programs, applied counseling settings, and state or voluntary professional credentialing processes when those supervisees are unable to demonstrate that they can provide competent professional services to a range of diverse clients. Supervisors seek consultation and document their decisions to dismiss or refer supervisees for assistance. They ensure that supervisees are aware of options available to them to address such decisions.

20. F.8.d. Addressing Personal Concerns Counselor educators may require students to address any personal concerns that have the potential to affect professional competency.

21. Addressing Students’ Personal Concerns and Mentoring EPCE faculty address concerns formally each month at faculty meetings EPCE faculty regularly consult with each other, Department Chair, Vice-Dean, TTU Graduate School, and TTU Legal Counsel to address on-going concerns

22. F.6.d. Endorsements Supervisors endorse supervisees for certification, licensure, employment, or completion of an academic or training program only when they believe that supervisees are qualified for the endorsement. Regardless of qualifications, supervisors do not endorse supervisees whom they believe to be impaired in any way that would interfere with the performance of the duties associated with the endorsement.

23. GRADUATION FROM PROGRAM = ENDORSEMENT • Louisiana Tech was sued for graduating/endorsing a student to practice who later was found to be incompetent due to lack of training. Custer, G. (1994). Can universities be liable for incompetent grads? APA Monitor (25), 7.

24. Counselor Education Advisory Board • 16 members • Represents school, clinical, agencies • Recent Recommendations: • Provided feedback about PhD interviews • Discussed how to increase enrollment in School Counseling • EPCE Alumni Group • Obtained feedback regarding program standing and status in the community

25. Trademark Outcomes • Clinical Mental Health Counseling • Create and implement treatment plans and programs to serve the needs of clients, communities, and agencies where our students are and will be employed. • School Counseling • Implement current field-based and legislative issues impacting school counselors including HB5 and the ASCA National Model, a model whereby school counselors create, implement, and evaluate the impact of value-added programs and services responsive to the needs of the school and all stake-holders. • PhD Program • Implementation of advocacy and social justice leadership activities that impact the needs of institutions of higher education, communities, schools (p-12), and the counseling profession.

26. Changes to EPCE Programs 2017-2018 • Master’s programs • PhD program

27. Master’s P1, P2, P3 Data 2017-18

28. Course List, MED (With A&E Assignments)

29. Course List, MED (With A&E Assignments)

30. Mean Scores by Phase (MEd) n Mean Std. Dev. • Phase 1 • A&E Scores n=425 4.16 0.31 • End-of-Phase Scores n=29 4.18 0.33 • Phase 2 • A&E Scores n=85 4.40 0.24 • End-of-Phase Scores n=31 4.10 0.34 • Phase 3 • A&E Scores n=58 3.99 0.09 • End-of-Phase Scores n=21 4.08 0.31

31. Counseling Preparation Comprehensive Examination (CPCE)

32. EPCE MEd Programs: CMHC and School Counseling 2017-18 • Revised all Handbooks (Prospective Student Handbook, Admitted Student Handbook, Field Placement Handbook) • Reviewed all application processes • More advising in class – to meet state and professional standards • First full year to require 9.0 hours/semester • Included more case studies and role play in P1 EPCE 5370 (Ethics) class • The introductory counseling classes (EPCE 5353 and EPCE 5358) were combined into one class that highlighted professional orientation and professional identity. Due to changes from TEA and ASCA ethics code, we revised the plan and returned to two separate courses.

33. PhD P1, P2, P3 Data 2017-18

34. Course List, PhD (With A&E Assignments)

35. Mean Scores by Phase (PhD) n Mean Std. Dev. • Phase 1 • A&E Scores n=28 4.36 0.28 • End-of-Phase Scores n=13 4.85 0.05 • Phase 2 • A&E Scores n=15 4.54 0.44 • End-of-Phase Scores n=12 4.25 0.31 • Phase 3 • A&E Scores n=28 4.66 0.41 • End-of-Phase Scores n=12 4.76 0.09

36. EPCE PhD Programs 2017-18 • Revising Foundations and Research Core • Due to students’ lack of understanding of research methods as evidenced in dissertation proposals and oral examinations, students will be required to take EPSY 5380 (Introduction to Educational Statistics), EPSY 5381 (Intermediate Educational Statistics), EPSY 5382 (Qualitative Research in Education), EPSY 5385 (Foundations of Educational Research), EPSY 6349 (Mixed Methods). • Due to low performance in written expression, faculty determined to add Scholastic Writing I (EPCE 6350) at the beginning of the PhD program of study. Thus, students will be required to take two scholastic writing courses. The rubrics for both A&E and End-of-Phase will be revised to evaluate writing skills. • All faculty read and provide feedback for all dissertation proposals and dissertations.

37. Celebrations/Accomplishments • Most PhD students attended and presented at the Texas Counseling Association conference, and they received excellent reviews on the programs they presented with TTU faculty. • Twelve TTU EPCE PhD students participated in TCA Strategic Planning focus groups to help create the TCA Strategic Plan. Students also presented at TACES and ACA. • Our PhD students are being hired for counselor education positions, and master’s students are being recruited for prestigious jobs. • From Fall 2013 through Spring 2018, all MEd students taking the CPCE examination have passed. • We continue to be well represented with faculty involvement at the State and National levels. • All applicants for the LPC have passed the licensing examination. • The EPCE 2018 Conference with Dr. Pat Love had over 160 attendees. The EPCE 2019 Conference will have renowned speaker Dr. Sam Gladding as keynote. The Student-led Mini-Conference occurred April 21, 2018. • We are increasing dissertation quality.