Student Policy Handbook, 2021-2023, Clinical Mental Health - PDF Flipbook
Student Policy Handbook, 2021-2023, Clinical Mental Health
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M.S.
Major: Counseling
(Concentration in Clinical Mental Health Counseling)
Student Policy Handbook
2021-2023
Department of Counseling and Higher Education
Eastern Illinois University
10/2021
TABLE OF CONTENTS
Faculty and Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . 1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
I. Accreditation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
II. Masters of Science in Counseling (M.S.). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Mission Statement
Program Goals
III. Clinical Mental Health Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Degree Offered
Major
Concentration
Program Objectives/Required Courses
Study Plan Approval
Comprehensive Examination
IV. Advising Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Course Scheduling
First Tier Courses
Second Tier Courses
Third Tier Courses
Fourth Tier Courses
Fifth Tier Courses
V. Practicum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Overview: Clinical Mental Health Counseling
Responsibilities of the Supervisee
VI. Internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Guidelines: Clinical Mental Health Counseling
Responsibilities of the Supervisee
VII. Comprehensive Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
VIII. Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Student Review Conference
Remediation Policy
Remediation Procedures
Appeals
Grade Appeals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
IX. Faculty Endorsement of Graduates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
X. Professional Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
XI. Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
XII. NBCC GSA-NCC Licensure Examination (Clinical Mental Health Counseling) . . . . . . . . . . . . 16
XIII. Listing of Courses and Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
XIV. Class Rotation (Clinical Mental Health Counseling) TENTATIVE . . . . . . . . . . . . . . . . . . . . . . 20
XV. Student Course Guide and Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
XVI. Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
XVII. Handbook Agreement Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Department of Counseling and Higher Education
Eastern Illinois University Phone: 217-581-2400
600 Lincoln Avenue Web Site www.eiu.edu/che
Charleston, IL 61920-3099
FACULTY AND STAFF
Dr. Richard Roberts Professor & Chair 2109 – Buzzard Hall 581-2400 [email protected]
Wendy Lane Office Manager 2102 – Buzzard Hall 581-2400 [email protected] or
[email protected]
Dr. Danessa Carter Assistant Professor 2116 – Buzzard Hall [email protected]
Dr. Heidi Larson Professor 2114 – Buzzard Hall [email protected]
Dr. Catherine Polydore Professor 2104 – Buzzard Hall [email protected]
Dr. Paige Spangler Instructor 2115 – Buzzard Hall [email protected]
Dr. Rebecca Tadlock-Marlo Associate Professor 2107 – Buzzard Hall [email protected]
Dr. Angela Yoder Associate Professor 2106 – Buzzard Hall [email protected]
INTRODUCTION
We are pleased that you have been accepted as a graduate student in the Department of Counseling and
Higher Education (CHE) at Eastern Illinois University. This handbook contains IMPORTANT
information that will guide you through the entire program. Careful reading will facilitate your
understanding of our program requirements and procedures. After reading this manual, print, sign and
return the “Policy Handbook Agreement Form” (last page of this handbook) to CHE Office Manager,
Room 2102, Buzzard Hall, Eastern Illinois University, 600 Lincoln Avenue, Charleston, IL 61920.
I. Accreditation
The Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized
accrediting body recognized by the Council for Higher Education Accreditation (CHEA) has conferred
accreditation to the Clinical Mental Health Counseling concentration within our program.
The M.S. degree prepares individuals to develop professional knowledge and skills in counseling for use
in clinical settings. The Clinical Mental Health Counseling concentration is designed to meet licensure
requirements for the Board of Counselor Examiners of Illinois. In addition to seeking appropriate
credentialing and licensing, graduates are encouraged to obtain ongoing supervision, consultation, and
continuing professional education throughout their careers.
Although the department seeks to be competitive on a national level, clinical licensure and certification
requirements are set by each individual state. Therefore, it is the responsibility of graduates to contact the
State Board and comply with requirements of the specific state in which they wish to practice.
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II. Masters of Science in Counseling (M.S.)
MISSION STATEMENT
The Master of Science in Counseling at Eastern Illinois University has been recognized as a First Choice
program which ensures the highest standards of scholarly excellence are met as evidenced through
sustained achievement of criteria developed and adopted by the Graduate School. The program utilizes a
cohort model with a low faculty-to-student ratio. The M.S. in Counseling prepares Clinical Mental Health
and School Counseling students for Licensed Professional Counselor (LPC) and School Counseling
students for Professional Educator License (PEL) in the State of Illinois. The program is nationally
accredited by the Council on Accreditation of Counseling and Related Programs (CACREP) ensuring that
students are trained in research-based clinical practice. The purpose of our training, which includes 1000
hours of supervised practical experience in a variety of settings, is to equip students to become qualified,
ethical and culturally competent counselors.
PROGRAM GOALS
1. Admit candidates that display the required academic preparation and professional depositions
necessary to succeed in the CHE program (This objective is measured by a thorough interview
process, retention, and graduation rate).
2. Candidates will display evidence of a depth of content knowledge and skill along eight core
competencies using key performance indicators as outlined in the latest CACREP standards (This
objective is measured by competencies and skills evaluated in didactic course assignments,
student perceptions of course objectives being met, NCE means scores, comprehensive exam, and
field experiences).
3. Candidates will display evidence of a depth of content knowledge and skill in the specialty areas
of Clinical Mental Health and School Counseling as outlined in the latest CACREP standards
(This objective is measured by competencies and skills evaluated in didactic course assignments,
student perceptions of course objectives being met, NCE means scores, PEL pass rates (school
only), comprehensive exam, and field experiences).
4. Candidates will display evidence of maintaining professional dispositions throughout the program
(This objective is measured at five points during the two year program on motivational
appropriateness, personal maturity, flexibility, emotional stability, engagement in the learning
process, and collegiality with peers and professionals).
5. Candidates will display evidence of effective communication, critical thinking, and problem
solving skills (This objective is measured by didactic courses assignments and field experience
requirements).
6. Candidates will display evidence of advanced scholarship through research and/or creative
activity (This objective is measured by competencies and skills evaluated in didactic course
assignments, student perceptions of course objectives being met, NCE mean score, and
comprehensive exam).
7. Candidates will display evidence that they have fulfilled the CHE mission to become qualified,
ethical and culturally competence counselors (This objective is measured utilizing student exit
surveys, internship supervisor surveys, alumni surveys, and employer surveys).
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III. Clinical Mental Health Counseling
The Department of Counseling and Higher Education offers the Masters of Science in Counseling with a
concentration in Clinical Mental Health Counseling. This program meets the requirements for the
Council for Accreditation of Counseling and Related Educational Programs (CACREP) and leads to
licensure as a Professional Counselor (LPC) and Clinical Professional Counselor (LCPC) in the State of
Illinois.
Degree Offered: M.S.
Major: Counseling
Concentration: Clinical Mental Health Counseling
Program Objectives Required
Courses
Professional Orientation
Knowledge of professional functioning CHE 5500, 5630,
Apply Ethical and Legal Standards 6900(01)(02)
Social and Cultural Diversity CHE 5600, 5630,
Knowledge of social and cultural foundations 6900(01)(02)
Application of cross-cultural competencies
Human Growth and Development CHE 5610, 5630,
Knowledge of human growth and development 6900(01)(02)
Application of development specific techniques
CHE 5920, 5630,
Career Development 6900(01)(02)
Knowledge of Career Development and Skills
Ability to apply Career Counseling Models CHE 5520, 5530,
5630, 6900(01)(02)
Helping Relationships
Knowledge of helping relationships CHE 5620, 5630,
Demonstration of basic helping skills and consultation 6900(01)(02)
Group Counseling CHE 5900, 5630,
Knowledge of group work 6900(01)(02)
Facilitate groups
CHE 5500, 5630,
Assessment 6900(01)(02)
Knowledge of appraising groups
Application of quantitative and qualitative techniques CHE 5930,
6900(01)(02)
Research and Program Eval.
Knowledge of research and program eval. CHE 5630
Ability to evaluate quantitative and qualitative research
Clinical Mental Health Counseling (Knowledge)
Knowledge of Professional Practice
Management Coord of Agency
Know/Skills Diagnostic/Treatment
Know/Skills Diagnostic/Treatment/Client Advocacy Org Dev
Clinical Mental Health Counseling (Skill)
Understands Agency Policies, Legal Issues
Demonstrates Case Management Skills
Collaborates, provides academic personal, social and career dev. needs
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Degree Audit Approval: The degree audit (study plan) shall be approved by the department
and filed with the student’s advisor prior to the completion of 12 semester hours.
Comprehensive Examination: Students are required to successfully complete a final
comprehensive examination or write a thesis prior to completion of the graduate degree. Refer to
the Student Policy Manual (page 8) for detailed information.
IV. Advising Process
When you receive your letter of acceptance into the CHE program you will be assigned an advisor. It is
your responsibility to contact that individual after being formally admitted and work on your degree
audit and progression through the program. It is strongly recommended that all students meet with their
advisor to ensure successful progress through the program. If at any time your plan of study or
matriculation through the program changes, it is your responsibility to contact your advisor about these
changes.
The Department of Counseling and Higher Education offers an M.S. degree in Counseling with a
concentration in Clinical Mental Health Counseling. This degree requires a minimum of 60 semester
hours and the successful completion of a written comprehensive exam.
The following section is designed to assist students in maximizing their education in our department.
Careful reading of this section will ensure timely and meaningful completion of the program. However,
keep in mind that the following guidelines are meant to assist advisors, not replace them.
Course Scheduling:
One of the questions frequently asked by students beginning the CHE program is, “Which course should I
take first?” This is a very good question because there is a “best” order in which to take the courses. The
department has developed a sequence of courses. The earlier courses in the sequence provide a foundation
on which the latter courses build.
Because of external factors students may sometimes be unable to take courses in the recommended
sequence. Exceptions to the sequence are occasionally granted where no better alternative can be found.
However, it is the student’s responsibility to obtain approval from their advisor for these exceptions prior
to registering for the courses.
First Tier Courses:
Four courses must be taken very early in the M.S. in Counseling program. It is strongly recommended
that these courses be taken in the first two semesters.
CHE 5500 Research Methods 4 semester hours (1 hour lab included)
CHE 5510 Professional Orientation 3 semester hours
CHE 5520 Theories of Counseling 3 semester hours
CHE 5530 Basic Counseling Skills 4 semester hours (1 hour lab included)
If students take other courses before having completed these four, there will be knowledge gaps which
will put them at a disadvantage. Also, the progress of other students in the class may be slowed if the
instructor must review material that other students have already covered in these four courses.
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Second Tier Courses:
The second tier courses can be taken only after the first tier courses are completed. Second Tier courses
will enhance the student’s ability to develop and refine counseling skills that were begun in the core
classes mentioned above.
CHE 5620 *Group Counseling 3 semester hours
CHE 5630 **Practicum 4 semester hours (1 hour lab included)
CHE 5930 *Foundations of Clinical Counseling 3 semester hours
CHE 5980 Clinical Diagnosis and Treatment Planning 3 semester hours
* Requires the following pre-requisites: CHE 5500, CHE 5510, CHE 5520, and CHE 5530.
** CHE 5630 requires the following pre-requisites: CHE 5500, CHE 5510, CHE 5520, CHE 5530 must
be completed before taking Practicum; and CHE 5620, CHE 5930 and CHE 5980 must have been
completed or may be taken concurrently with CHE 5630. Completion of CHE 5530 with a grade of
"B" or better and approval of the Department Chair are required for registration.
Practicum requires the above pre-requisites because it is designed to facilitate development of higher level
counseling skills. This is the point at which volunteer clients are seen in a therapeutic setting.
Third Tier Courses:
These are courses that are best taken after the first two tiers. In order to progress through the program
without delay, these courses must be taken during summer semester.
CHE 5610 Human Development for Counselors 3 semester hours
CHE 5920 Career Counseling 3 semester hours
CHE 6900 **Supervised Experience (Internship) 3 semester hours
** Pre-requisite: Completion of CHE 5630 with a grade of "B" or better and approval of the Department
Chair.
Fourth Tier Courses:
These are courses that are best taken after the first three tiers.
CHE 5400 Special Issues 3 semester hours
CHE 5600 *Cross Cultural Counseling 3 semester hours
CHE 5640 Play Therapy 3 semester hours
CHE 6901 **Supervised Experience (Internship) 3 semester hours
* Requires the following pre-requisites: CHE 5500, CHE 5510, CHE 5520, and CHE 5530.
** Pre-requisite: Completion of CHE 5630 with a grade of "B" or better and approval of the Department
Chair.
Fifth Tier Courses:
These are courses that are best taken after the first four tiers.
Clinical Counseling 3 semester hours
CHE 5900 Appraisal
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CHE 5960 Family Counseling 3 semester hours
CHE 5970 Addictions Counseling 3 semester hours
CHE 6902 **Supervised Experience (Internship) 3 semester hours
** Pre-requisite: Completion of CHE 5630 with a grade of "B" or better and approval of the Department
Chair. NOTE: Students must make a "B" or better in the final three (3) hours of internship before
graduating.
V. Practicum
Overview: Clinical Mental Health Counseling
The Practicum is intended to combine course work with a 100 hour field experience conducted in a
setting as similar as possible to that in which practicum supervisees subsequently intend to seek
employment. The nature of this experience should be very much like that of a regular counseling position,
but with intensive supervision both on-site and on-campus. Because the practicum experience occurs after
supervisees have mastered basic-level communication skills and have taken a Basic Counseling Skills
course, the emphasis at this stage of their development must be upon training rather than service
provision. Practicum sites and supervisors play a pivotal role in helping supervisees begin the transition
into their professional identities. For this reason, developing a practicum plan with sufficient emphasis
upon professional development is extremely important.
Responsibilities of the Supervisee:
A. Supervisees must earn a "B" or better in Basic Counseling Skills (CHE 5530) before enrolling in
Practicum.
B. Supervisees must meet prerequisite requirements before applying to Practicum.
C. Supervisees are required to attend the Practicum/Internship Informational meeting prior to enrolling in
Practicum.
D. Supervisees must obtain individual Professional Liability Insurance coverage prior to beginning
Practicum/Internship and must maintain said coverage and provide proof when completing their Manual
Agreement for Practicum/Internship each semester.
E. Supervisees must maintain and keep a schedule with the agency.
F. Supervisees receive a minimum of one hour of individual supervision every week both on-site and on-
campus. On-campus supervision requires video taped counseling sessions from the Practicum setting.
G. Supervisees must document a minimum of one-hundred (100) hours of on-site Practicum
experiences distributed evenly throughout the semester (6-12 hours per week for 15 weeks). Of
these hours, a minimum of forty (40) must be direct service with clients. Ten (10) hours must be group
counseling. The remaining hours may include indirect hours such as staff meetings, consultation, peer
review of tapes, observations, report writing, administrative duties, individual supervision, and
professional development.
H. Supervisees are responsible for notifying the on-site supervisor and EIU faculty supervisor of any
emergency, anticipated absence or necessary schedule change.
I. Supervisees are responsible for completing records and assignments as required by the agency and the
EIU faculty supervisor.
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J. Supervisees will spend 2½ hours in class each week with other Practicum students and the EIU faculty
supervisor.
K. Supervisees must demonstrate behavior in accordance with the highest ethical and professional
standards.
L. Supervisees will establish the basic principles of counseling methods, especially the confidential nature
of the work.
M. Supervisees will dress appropriately.
N. Supervisees must meet as scheduled with the site and EIU faculty supervisor for consultation about
actual counseling sessions and a final evaluation of the Practicum.
O. Supervisees formally evaluate their supervisors and learning experience at the end of their practicum
experience.
VI. Internship
Overview: Clinical Mental Health Counseling
This Internship is intended to be an intensive 900 hour field experience over three consecutive semesters
(300 hours each semester) conducted in a setting as similar as possible in which the supervisees
subsequently intends to seek employment. The nature of this experience should be very much like that of
a regular counseling position, but with closer supervision than is usually the case with an employed
counselor. Internship should occur at the end of the training program, and the supervisees are expected to
put into practice the knowledge and skills previously acquired in their program. The level of training at
the point of entry into Internship will insure that the arrangement will be mutually beneficial to the site
and to the supervisee.
Responsibilities of Supervisee:
A. Supervisees must earn a "B" or better in Practicum before enrolling in Internship.
B. Supervisees must make a "B" or better in the final three (3) semester hours of Internship before
graduating.
C. Supervisees are required to attend the Practicum/Internship Informational meeting prior to enrolling in
Internship.
D. Supervisee must obtain individual Professional Liability Insurance coverage prior to beginning
Practicum/Internship and must maintain said coverage and provide proof when completing their Manual
Agreement for Practicum/Internship each semester.
E. Supervisees are highly encouraged to take Internship at the end of the program. Generally, this would
mean the final three semesters before graduation.
F. Supervisees must complete and log 900 clock hours on-site (300 hours per semester) with 360 hours of
direct service work (120 hours per semester) with clients.
G. If supervisees are employed during the Internship period, they must provide evidence of employer
approval for adequate release time (average of 20 hours per week) to complete the Internship
requirement.
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H. Supervisees are required to perform the counseling functions agreed upon in the Internship plan and
other functions as directed by the site supervisor.
I. Student Supervisees must demonstrate behavior in accordance with the highest ethical and professional
standards.
J. Supervisees must work to improve their performance in response to feedback made by the site
supervisor and EIU faculty supervisor.
K. Supervisees must meet as scheduled with the site supervisor and EIU faculty supervisor for consultation
about work including actual counseling sessions and for a final evaluation of the Internship.
L. First semester Internship supervisees who have acquired 300 service hours may apply additional hours
toward their second semester of Internship. The following criteria apply: 1) Only applicable if the
internship hours are completed at the same site; 2) Only indirect hours can be applied; 3) No more than
40 hours may be applied; 4) Pre-approval must be obtained from the EIU faculty supervisor. However,
interns are required to perform Internship duties for the complete semester. This process may be
repeated for the second semester of Internship.
M. Supervisees are responsible for notifying the on-site supervisor and EIU faculty supervisor of any
emergency, anticipated absence or necessary schedule change.
N. Supervisees must submit a report of the field experience at the conclusion of Intership.
O. Supervisees formally evaluate their supervisors and learning experience at the end of their internship
experiences.
VII. Comprehensive Examination
A written comprehensive examination is required for all 2nd year candidates for the M.S. degree in
Counseling. The exam is given each year on the third Thursday in September and fourth Thursday in
March. Students are not admitted to the comprehensive examination unless they have completed an
approved plan of study with their advisor and submitted their name to the departmental office manager.
The department Chair will then review the names for final approval.
The examination may be retaken under the following conditions:
A. A student who does not pass the examination the first time is allowed to take the examination a
second time at the next regularly scheduled examination period.
B. A student who does not pass the second examination is required to wait at least 6 months from the
time of the second examination.
C. A student who does not pass the third examination is eliminated from the program.
VIII. Evaluation
Evaluation is an ongoing process that begins with admission to the program and continues through a final
comprehensive review. Along with traditional academic indices of each student’s progress through the
program, the student’s interpersonal and intrapersonal functioning periodically are reviewed and
evaluated. Mere accumulation of semester hours and satisfactory grades is not a guarantee of successful
program completion. The student will also be evaluated on his or her level of personal insight, judgment,
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sensitivity, ethical behavior, attitude, and other qualities that are essential to becoming an effective
counselor.
The CHE faculty takes seriously their professional obligation to mentor students, provide assistance,
support professional development, and assist students in graduating. In certain instances, our concern for
the quality of the student’s ability to function at the standard level expected is called into question. The
Ethical Standards of the American Counseling Association (ACA, 2014) in Section F: Supervision,
Training, and Teaching direct:
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 professional behavior.
In addition to such performance competencies, students must have knowledge of, and adherence to, a high
level of ethical conduct as again identified in the Ethical Standards (ACA, 2014):
F.7.e. Teaching Ethics Throughout the program, counselor educators ensure that students are
aware of the ethical responsibilities and standards of the profession and the ethical responsibilities
of students to the profession. Counselor educators infuse ethical considerations throughout the
curriculum.
As noted in Remley, T.P. & Herlihy, B. (2005, 6th ed) Ethical, Legal, and Professional Issues in
Counseling, Columbus, OH: Pearson Publishing:
“. . .being an ethical professional involves a combination of knowledge, problem-solving skills
and strategies, understanding of philosophical principles, and a virtuous character that leads one
to respond with maturity, judgment, and wisdom. It is a task that requires a lifelong commitment
and is never really finished.
Therefore, if a CHE faculty member thinks that a particular student needs remedial help, he/she will
follow departmental retention procedures outlined later in this document.
Student Review Conference:
In addition to the evaluation that takes place as part of each course, faculty members meet annually at the
Faculty Retreat and during fall and spring semesters to discuss the progress of all students currently
admitted in the program. The conference is intended to help the student resolve any problems which
might hinder academic success or impede the ability to provide competent counseling or professional
services. The basic objective of the meeting is to determine whether students are in “good standing” with
the department, and if not, lead the student through the retention procedures outlined below.
Remediation Policy:
Students are responsible for meeting all requirements of Eastern Illinois University, the College of
Education, and the Department of Counseling and Higher Education. Specifically:
A. According to the Graduate Catalogue, students must maintain a 3.0 GPA throughout their
program.
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B. Students must adhere to the Academic policy of the EIU Student Conduct Code.
http://www.eiu.edu/judicial/studentconductcode.php
C. Students must maintain the standard of care as outlined in the ACA Code of Ethics.
http://www.counseling.org
D. Students must demonstrate functional competence in fulfilling the professional tasks and duties of
the discipline.
Remediation Procedures:
All academic issues will follow the Graduate School’s policy regarding GPA. The CHE faculty has
established the following steps to serve as a working guide when questions regarding non-academic
remediation:
Step 1. The advisor meets with the student and offers suggestions for possible changes in the
student’s behavior. This is an informal step and requires no written documentation.
Step 2. If the situation is not resolved in Step 1 or the student’s behavior causing the concern
does not change, the advisor raises the concern pertaining to the student during the
student-review conference or directly to the Department Chair. The faculty and/or Chair
will discuss options in executive session with the advisor to determine if a formal
individualized written plan of action is necessary.
Step 3. If necessary, the Chair in consultation with the advisor will inform the student in writing
the requirements necessary to maintain retention.
Step 4. The Chair or advisor meets with the student to convey the department’s decision(s)
and/or recommendation. Subsequently the student’s progress in carrying out the
department’s recommendation is monitored by the advisor. Failure to comply with the
recommendations will result in termination from the program.
Step 5. If the student is not satisfied with the department’s decision, the student has the right to
appeal to the Dean of the College of Education.
Appeals:
An appeal of a termination decision may be requested through a letter of petition to the Dean of the
College of Education. An appeal must be filed within one month after formal notification of termination.
The Dean will review the petition and the student will be informed of the decision within 20 days after the
petition is received. If the Dean concludes that the department followed procedures, the termination
appeal process ends and the decision of the department is final.
GRADE APPEALS
Introduction:
Eastern Illinois University faculty members are responsible for assigning appropriate grades. The
University will not review the judgment of a faculty member in assessing the quality of students' work. If,
however, a student believes that a faculty member improperly assigned a semester grade due to one or
more of the Grounds for Appeal, as described below, the student may appeal the grade by following the
procedures described in this policy. Students are responsible for reading the Grade Appeal Policy and for
complying with all procedures and meeting the deadlines established in the policy. All grade appeals are
handled individually.
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Grounds for Grade Appeal
The procedures described in this policy are available only for appeal of a semester or term grade based on
one or more of the following reasons:
1. A mathematical error in calculation of the grade or clerical error in recording of the grade that
remains uncorrected;
2. The assignment of a grade to a particular student by application of more exacting requirements
than were applied to other students in the course;
3. The assignment of a grade to a particular student on some basis other than performance in the
course;
4. The assignment of a grade by a substantial departure from the faculty member's previously
announced standards.
Informal Conference with Faculty Member:
Before initiating a formal grade appeal, a student who believes that a semester or term grade was
improperly assigned must confer promptly with the faculty member who assigned the grade. If the
conference does not result in a mutually agreeable resolution, the student may request formal review of
the grade as described below.
If the faculty member who assigned the grade is not available - because of sabbatical, resignation,
reassignment or other reason - the student should contact the chair of the department in which the course
was offered. (Dean/Department Chair Contact List) If the chair determines the faculty member is not
available for informal conference, the chair will authorize the student to proceed with the formal grade
appeal.
Formal Grade Appeal
Grade Appeal Request:
A student may request a grade appeal only by completing all of the following steps:
1. Complete a Grade Appeal Request using Form 1 available at the Grade Appeal web site
http://castle.eiu.edu/acaffair/GradeAppeal/index.php
2. Make copies of any relevant support materials; and
3. Submit hard copies (paper documents) of the completed Grade Appeal Request and support
materials to the chair of the department in which the course was offered.
http://castle.eiu.edu/acaffair/GradeAppeal/deanschairs.php
Deadline for Grade Appeal Request: The Grade Appeal Request and support materials must be received
by the department chair no later than the following:
• For a course taken in the fall semester, the Grade Appeal Request must be received no later
than the Midterm Day of the following spring term.
• For a course taken in the spring semester or summer term, the Grade Appeal Request must be
received no later than the Midterm Day of the following fall term.
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Department Chair Review
Purposes:
• To serve as the initial, administrative contact in the formal grade appeal process; and
• To facilitate a resolution of the grade appeal issue that is mutually agreeable to the faculty
member and student including changing the grade.
Procedures:
Upon timely receipt of the Grade Appeal Request, the department chair will:
1. Verify that the student and faculty member completed the required informal conference. If the
informal conference has not occurred, the chair will postpone any further action until that
conference is completed or until the chair determines that the faculty member is not available for
an informal conference.
2. Provide written acknowledgment of the Grade Appeal Request to the student and written
notification of the Grade Appeal Request to the faculty member.
3. Provide a copy of this Grade Appeals policy to the student and faculty member and address any
questions raised by them.
4. Schedule a Chair Review Meeting with the student and faculty member at a mutually convenient
time. If the faculty member is unavailable for a meeting, the department chair will request that
the faculty member provide documentation of the basis of the grade and may appoint another
faculty member in the department to serve as a representative for the faculty member who
assigned the grade.
5. Conduct the Chair Review Meeting providing an opportunity for both parties to explain their
positions orally and/or through written documents.
6. Prepare a written summary of the meeting that, at a minimum, includes the following:
• a statement of whether any of the grounds for an appeal were valid;
• a statement of whether the grading issue was resolved to the satisfaction of the student and
faculty member; and
• a statement of whether the student and faculty member agreed to a change of grade.
The chair may include in the written summary other information that s/he deems relevant.
7. Notify, within five working days after the Chair Review Meeting, the student and faculty member
that the summary of the Chair Review Meeting is available at the department office and arrange
for signing and distribution of the summary and Form 2 Receipt of the Summary of the Chair
Review Meeting (http://castle.eiu.edu/acaffair/GradeAppeal/docs/Form2.pdf) in accordance with
the directions on that form.
Request for Review by the College Grade Appeal Committee (CGAC)
If no mutually agreeable decision has been reached, the student may request review by the College Grade
Appeal Committee, only by signing and submitting a copy of Form 2, Part B to the dean of the
appropriate college or school. Appeals for undergraduate students are submitted to the dean of the
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college in which the course was offered. Appeals for graduate students are submitted to the Dean of the
Graduate School.
Deadline for Request Review by the College Grade Appeal Committee: The student must provide Form
2, Part B Request for Review by College Grade Appeal Committee to the dean of the appropriate college
or school no later than five (5) working days after the student received Form 2. If, within five (5)
working days after receipt of Form 2, the student does not request review by the College Grade Appeal
Committee, formal review of the grade will terminate.
College Grade Appeal Committee Review
Purposes:
• To provide a fair and unbiased fact-finding meeting;
• To determine whether the grounds for the grade appeal are supported by facts;
• To determine whether the student's grade should be changed and, if so, to request change of
grade by the
dean; and
• To communicate the results of the review to the parties.
Procedures:
Upon timely receipt of the Request for Review by the College Grade Appeal Committee, the following
procedures will be used:
1. The dean will notify the chair of the College Grade Appeal Committee (CGAC) of the request
for review.
2. The CGAC chair will:
a. Notify the student, the faculty member, and the department chair that the CGAC has
received the request.
b. Secure copies of all grade appeal documents from the department chair and distribute
copies of the documents to the CGAC members.
c. Schedule a CGAC Fact Finding Meeting at a time when both the student and faculty
member are able to attend. The Fact Finding Meeting will occur no earlier than five (5)
working days after the CGAC chair distributes copies of the documents to the CGAC
members.
d. Notify the student and faculty member in writing of the date, time and place of the Fact
Finding Meeting.
e. Notify the student and faculty member in writing that they may bring additional persons
who may provide relevant information to the meeting but only if the name(s) of the
person(s) and their relationship to the grade dispute is provided to the CGAC chair at
least 48 hours prior to the Fact Finding Meeting. (Email notification to the student and
faculty member will satisfy the writing requirement.)
3. The CGAC will conduct a Fact Finding Meeting at which both the student and the faculty
member have the opportunity to present relevant information through oral statements and/or
written documents.
a. The Fact Finding Meeting shall not be open to the public.
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b. Individuals other than the student or faculty member will be allowed to present
relevant information only if adequate notice was received as provided in 2.e., above.
c. At the Fact Finding Meeting, the CGAC may request additional relevant materials
from the student or faculty member.
d. Following the Fact Finding Meeting, the CGAC chair will convene a meeting or
meetings as needed with the members of the CGAC and the committee will
determine whether the grounds for the grade appeal were supported by evidence
presented at the Fact Finding Meeting.
4. The CGAC chair will complete Form 3 Summary of Fact Finding in accordance with the
CGAC's determination.
5. The CGAC chair will notify the student and faculty member within ten (10) working days
of the final meeting of the CGAC that Form 3 Summary of Fact Finding and Form 4
Receipt for the Summary of Fact Finding are available at the Dean's office and will arrange
for signing and distribution in accordance with the directions on Form 4. If either party
fails to acknowledge receipt of the Summary, the CGAC chair will so note on the form.
Request for Review by the Dean
The student or faculty member may request Review by the Dean only by signing and submitting Part B of
Form 4 Request for Review by the Dean Form 4, Part B to the dean of the appropriate college or school.
Reviews for undergraduate students are completed by the dean of the college in which the course was
offered. Reviews for graduate students are completed by the Dean of the Graduate School.
Deadline for Request for Review by the Dean: The student or faculty member must provide Form 4,
Part B to the dean of the appropriate college or school no later than five (5) working days after receiving
the Summary of Fact Finding and Form 4. If, within five (5) working days after receipt of Form 4,
neither the student nor the faculty member submits the Request for Review by the Dean, formal review of
the grade terminates and the decision of the CGAC becomes final.
Review by the Dean
Purpose:
• To determine whether the procedures used by the CGAC were in compliance with this
Grade Appeal Policy
Procedures:
Upon receipt of Form 4, Part B, the Dean will:
1. Secure copies of all grade appeal documents from the CGAC Chair.
2. Review those documents and determine whether the procedures used by the CGAC were in
compliance with this Grade Appeal Policy.
3. Notify the student, the faculty member, and the CGAC Chair of his/her determination no later
than ten (10) working days after receipt of Form 4, Part B. The dean's determination is limited to
either:
• The CGAC correctly followed procedures and the decision of the CGAC will be
implemented;
or
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• The CGAC failed to correctly follow procedures and the CGAC must repeat its review using
the correct procedures.
If the college dean concludes that the CGAC correctly followed procedures, the grade appeal
process ends and the decision of the CGAC becomes final.
Reporting Requirements
Within thirty (30) days after the end of each fall semester and the end of each spring semester, each dean
will submit a Summary Report of Grade Appeals Graduate; appeals will be forwarded to the Council on
Graduate Studies. The Summary Report of Grade Appeals will include the following information on each
grade appeal for which the CGAC conducted a Fact Finding Meeting:
1. The date of the Grade Appeal Request;
2. The grounds for the grade appeal; and
3. The disposition of the grade appeal.
The Summary Report of Grade Appeals will not identify the student or faculty member by name and will
not include the course number or name.
IX. Faculty Endorsement of Graduates
The Department’s program is specifically and carefully designed to prepare graduates who are competent
to enter work in professional settings. Further, specialized preparation is essential for graduates to become
effective and fully functioning professionals. Written recommendations will be given only for positions
deemed by the faculty as within the track or expertise of the student. Endorsement will be provided for
entry-level employment in the areas which have been a major part of the student’s preparation. This
written endorsement will generally indicate that the student has been prepared for entry into Clinical
Mental Health Counseling.
X. Professional Organizations
Vital to any profession are the organizations it creates to further its standards, ethics, research,
accreditation and governance. Faculty members belong to professional organizations, attend their
conferences, present programs, and hold office. Students likewise are urged to join appropriate
professional organizations and to attend and present programs at conferences. Full-time students are
offered membership at half price in any professional organization. Students are encouraged to join but
are not limited to the following organizations:
American Counseling Association (ACA)
The American Counseling is the national professional association for counselors. ACA has been
instrumental in setting professional and ethical standards for the counseling profession. The
association has made considerable strides in accreditation, licensure, and national certification. It
also represents the interests of the profession before Congress and federal agencies. (ACA has 19
specialty divisions which provide you with information and resources specific to your needs and
interests.)
https://www.counseling.org/
Illinois Counseling Association (ICA)
The Illinois Counseling Association is the state branch of the national association. ICA is an
educational, scientific, and professional organization whose members are dedicated to the
enhancement of the worth, dignity, potential, and uniqueness of each individual, and thus to the
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service of society. Members subscribe to the Ethical Standards of the American Counseling
Association. (ICA has 12 divisions which provide you with information and resources specific to
your needs and interests.)
http://www.ilcounseling.org
Chi Sigma Iota (CSI)
Chi Sigma Iota is the international honor society for students, professional counselors and
counselor educators established at Ohio University in 1985. Our mission is to promote
scholarship, research, professionalism, leadership and excellence in counseling, and to recognize
high attainment in the pursuit of academic and clinical excellence in the profession of counseling.
http://www.eiu.edu/counseling/csi_about.php
Further Information: Further information regarding additional professional organizations may be found
on the Department of Counseling and Higher Education’s web page at www.eiu.edu/che .
XI. Graduation
All applications for graduation must be submitted through the PAWS system. After signing on to PAWS,
click on the Records tab to arrive at the application. Please contact the Graduate School at 581-5937 with
questions.
XII. NBCC- NCC Licensure Examination (Clinical Mental Health
Counseling)
Students may request to be put on a ROSTER to take the NBCC National Certified Counselor
Examination for licensure with the Department of Counseling and Higher Education. Registration for the
exam is separate from the ROSTER and being on the ROSTER only certifies that you are a student in our
program and eligible to register for the exam. This examination is given during exam date windows
beginning in October and April for each academic year. Students interested in taking this examination
should email the departmental office manager the following information:
legal first and legal last name (no nicknames or shortened names- must match ID)
email address (we will use your EIU email – use this to register so everything matches),
degree track (clinical or school)
expected graduation date (month/year)
After ROSTERS are complete, they will then be submit to NBCC. NBCC verifies eligible candidates
from the ROSTER submitted and then contact students to begin the application process. Study Guide
Notebooks have been place on reserve in Booth Library to assist students to prepare for this exam. Ask
for CHE or Dr. Robert’s name when requesting these study guides.
**Please note, the Department Roster ONLY certifies with NBCC that you are eligible to
register for the NCE. You will still need to register for the exam and payment is required at the
time of registration. The cost is approximately $330.00 to take the NCE.
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XIII. Listing of Courses and Descriptions
NOTE: CHE courses numbered 5540 and above are open only to students who have been
admitted to the Department of Counseling and Higher Education or with
permission of the Department Chair.
CHE 5400 – Special Issues (1-3)
A study of special issues in education designed to help educators relate research to practice. May be repeated for
credit.
CHE 5490 – Special Topics (1-3)
Provides the student an opportunity for investigation and analysis of educational problems of a significant nature.
May be repeated for a total of six semester hours credit.
CHE 5500 – Research Methods (4)
This course is designed to introduce students to quantitative and qualitative methods of research in the counseling
and students affairs profession. The course has two purposes: 1) to develop informed consumers of research; and 2)
to develop in students an appreciation of research and it application in counseling and student affairs. Lab includes a
series of statistical exercises.
CHE 5510 – Professional Orientation (3)
This course provides an orientation to the counseling profession. Areas covered include an understanding of all
aspects of professional functioning such as history of the profession, roles, organizational structures, preparation
standards, credentialing, legal and ethical issues, and the emerging use of technology within the counseling field.
CHE 5520 – Theories of Counseling (3)
This course provides a survey of major theories of counseling. Areas covered include history of each theory, theory
of personality development, theory of counseling application, research, and use with diverse groups.
CHE 5530 – Basic Counseling Skills (4)
A course in the application of theories with emphasis upon developing knowledge and skills expected of the
professional counselor. Lab includes Interpersonal Process Recall (Triadic counseling practice).
CHE 5600 – Cross-Cultural Counseling (3)
This course is designed to provide an introduction to an overview of, the challenges and processes of counseling
clients in our culturally diverse society. Factors will include race, culture, ethnicity, gender, sexual orientation,
mental and physical characteristics. Special emphasis will be placed on becoming aware of one’s own culture in
order to view the client’s world.
Prerequisite: CHE 5500 (Research Method), CHE 5510 (Professional Orientation), CHE 5520 (Theories of
Counseling), and CHE 5530 (Basic Counseling Skills)
CHE 5610 – Human Development for Counselors (3)
This course is designed to provide students with an understanding of the nature and needs of individuals at all
development levels. It is based on life-span theories of development, which assume that there is developmental
logic to behavior. The course will help counselors assess and understand their clients’ developmental processes and
provide appropriate strategies to help clients work through issues that block growth and adaptation. Major theories,
concepts, and principles related to physical, psychological, cognitive, moral, spiritual, emotion, self, and cultural
development will be examined.
Prerequisite: CHE 5500 (Research Method), CHE 5510 (Professional Orientation), CHE 5520 (Theories of
Counseling), and CHE 5530 (Basic Counseling Skills)
CHE 5620 – Group Counseling (3)
This course is designed to provide both theoretical and experimental understanding of the group counseling purpose,
development, dynamics, counseling theories, group counseling methods and skills, and other group approaches.
Prerequisite: CHE 5500 (Research Method), CHE 5510 (Professional Orientation), CHE 5520 (Theories of
Counseling), and CHE 5530 (Basic Counseling Skills)
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CHE 5630 – Practicum (4)
This course provides for the development of counseling skills under supervision within a student’s program of study.
Lab includes individual and triadic supervision.
Prerequisites: CHE 5500 (Research Method), CHE 5510 (Professional Orientation), CHE 5520 (Theories of
Counseling), and CHE 5530 (Basic Counseling Skills) and concurrently with CHE 5600 (Cross-cultural
Counseling), CHE 5930 (Foundations of Community Counseling) OR CHE 5940 (Foundations of School
Counseling) and CHE 5620 (Group Counseling). Completion of CHE 5530 with a grade of "B" or better and
approval of the Department Chair.
CHE 5640 – Play Therapy (3)
The course covers the importance of play in educational and therapeutic situations, discussion of play therapy
theories and values of play techniques and play as therapeutic treatment.
Prerequisites: CHE 5500 (Research Method), CHE 5510 (Professional Orientation), CHE 5520 (Theories of
Counseling), and CHE 5530 (Basic Counseling Skills)
CHE 5645 – Advanced Play Therapy (3)
This course is designed for the advanced study of play therapy as a developmentally appropriate intervention for
children and adolescents and builds upon information taught in the Introduction to Play Therapy course.
Prerequisites: CHE 5640 (Play Therapy)
CHE 5900 – Appraisal (3)
This course is designed to provide an understanding of individual and group approaches to assessment and
evaluation.
Prerequisite: CHE 5500 (Research Method), CHE 5510 (Professional Orientation), CHE 5520 (Theories of
Counseling), and CHE 5530 (Basic Counseling Skills)
CHE 5920 – Career Counseling (3)
This course is designed to provide an understanding of career development and related life factors. Special emphasis
will be placed on counseling processes designed to assess and assist individuals with career development problems
and/or issues.
Prerequisite: CHE 5500 (Research Method), CHE 5510 (Professional Orientation), CHE 5520 (Theories of
Counseling), and CHE 5530 (Basic Counseling Skills)
CHE 5930 – Foundations of Clinical Counseling (3)
This course will acquaint students with current issues in the field of clinical counseling. It will include the setting,
functions, training, and ethical standards required for successful participation in the mental health field. Specific
problems clients encounter, client assessment, intake procedures, treatment planning, case summaries, case notes
and therapeutic techniques will be discussed.
Prerequisite: CHE 5500 (Research Method), CHE 5510 (Professional Orientation), CHE 5520 (Theories of
Counseling), and CHE 5530 (Basic Counseling Skills)
CHE 5950 – Thesis and Research (3-6) (Credit/No Credit)
NOTE: A maximum of nine semester hours may be earned in a combination of CHE 5950 and CHE 5990.
Prerequisite: Permission of the department chair.
CHE 5960 – Family Counseling (3)
This course is designed to serve as an introduction to theories of family dynamics and to survey methods of couple
and family counseling. Students will be exposed to a rationale for selecting family and other systems theories as
appropriate modalities for family assessment and counseling.
Prerequisite: CHE 5500 (Research Method), CHE 5510 (Professional Orientation), CHE 5520 (Theories of
Counseling), and CHE 5530 (Basic Counseling Skills)
CHE 5970 – Counseling the Chemically Dependent (3)
This course is an introduction to the field of counseling the chemically dependent. The topics to be covered are:
ethics, cultural diversity, gender issues, the chemicals of abuse, theories of addition, assessment and intervention,
impact of addiction on families, adult children of alcoholics, counseling techniques and treatment modes, Alcoholics
Anonymous, Alanon, relapse prevention, employee and student assistance programs, and harm reduction.
Prerequisite: CHE 5500 (Research Method), CHE 5510 (Professional Orientation), CHE 5520 (Theories of
Counseling), and CHE 5530 (Basic Counseling Skills)
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CHE 5980 – Clinical Diagnosis and Treatment Planning (3)
This course will acquaint students with descriptive, research-based clinical knowledge that contributes to the
diagnosis and treatment of mental disorders. Students will also become familiar with the current Diagnostic and
Statistical Manual of Mental Disorders (DSM) of the American Psychiatric Association and its use in clinical
practice.
Prerequisite: Abnormal Psychology (at the undergraduate or graduate level) with the past five years. CHE 5500
(Research Method), CHE 5510 (Professional Orientation), CHE 5520 (Theories of Counseling), and CHE 5530
(Basic Counseling Skills)
CHE 5990 – Independent Study (1-6)
An intensive study in some specialized area of interest in Counseling. The student must present an individual study
plan for approval. NOTE: A maximum of nine semester hours may be earned in a combination of CHE 5950 and
CHE 5990. Prerequisite: Permission of the department chair.
CHE 6900, CHE 6901 & CHE 6902 – Supervised Clinical Experience (9)
Internship is a nine hundred hour supervised clinical course involving client-contact experiences and systematic
feedback and reflection. This course provides students with the necessary practice skills and conceptual preparation
for entry into the profession.
Prerequisite: Completion of CHE 5630 with a grade of “B” or better and approval of the Chair. NOTE: Students
must make a “B” or better in the final three (3) hours of internship before graduating.
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XIV. Class Rotation - TENTATIVE
Rotation for the 60 hour Clinical Mental Health (2021-23)
Summer 2021 **Class Options**
CHE 5510 Professional Orientation 3 credits
CHE 5520 Theories of Counseling 3 credits
Fall 2021
CHE 5500 Research Methods 4 credits (1 hour lab)
CHE 5510* Professional Orientation 3 credits
CHE 5520* Theories of Counseling 3 credits
CHE 5530 Basic Counseling Skills 4 credits (1 hour lab)
14 credits
* If either 5510 and 5520 (or both) are taken in the summer, please consider 5610 Human Development
as a replacement course for the fall (It is recommended that you only take one replacement course so that
your remaining schedule is not adversely impacted).
Spring 2022 (Abnormal Psych. & 5500-5530 are pre-requisites) – sign up for NCE Roster
CHE 5620 Group Counseling 3 credits
CHE 5630 Practicum 4 credits (1 hour lab)
CHE 5930 Foundations of Clinical Counseling 3 credits
CHE 5980 Clinical Diagnosis 3 credits
13 credits
Summer 2022 (Apply for NCE Exam)
CHE 5640 Play Therapy 3 credits
CHE 5920 Career Counseling 3 credits
CHE 6900 Supervised Experience 3 credits
9 credits
Fall 2022 (Schedule Comp. Exam: 1. NCE Test, 2. Presentation, 3. CHE Exam & 4. Prof.
CHE 5600 Disposition)
CHE 5610
CHE 6901 Cross Cultural Counseling 3 credits
CHE 5400
Human Development 3 credits
Supervised Experience 3 credits
Special Issues 3 credits
12 credits
Spring 2023 (Apply for Graduation, Cap & Gown & Hooding)
CHE 5645 Advanced Play Therapy 3 credits (elective)
CHE 5900 Appraisal 3 credits
CHE 5960 Family Counseling 3 credits
CHE 5970 Counseling the Addictive Client 3 credits
CHE 6902 Supervised Experienced 3 credits
12-15 credits
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XV. Student Course Guide and Checklist (For Student Use)
Department of Counseling and Higher Education
Eastern Illinois University
M.S. in Counseling (Clinical Mental Health Counseling)
NAME________________________________________________________________________
ADDITIONAL REQUIREMENTS CHECKLIST
______ Admission to Graduate School
______ Admission to the Department of Counseling and Higher Education
______ Study Plan (Degree Audit) -- Required for Admission to Practicum and
Comprehensive Examination
______ Attend Practicum Informational Meeting
______ Application for Practicum
______ Approved Practicum Agreement
______ Log Sheets submitted from completion of Practicum
______ Attend Internship Informational Meeting
______ Application for Internship
______ Approved Internship Agreement (Should be submitted each semester)
______ Log Sheets submitted from completion of Internship (Should be submitted each
semester)
______ Written Comprehensive Examination
______ Approval of Thesis (If applicable)
______ Application for Graduation
______ Application for Licensure – Need to get updated applications from IDPF website
https://www.idfpr.com/profs/ProfCounselor.asp
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XVI. Frequently Asked Questions
1. Will I be able to study part-time? How long will I have to complete the degree?
Preference is given to students who will study full-time; however part-time students are encouraged to
apply. Students must fulfill all requirements for the degree within a time period of six consecutive
years.
2. When are courses offered?
Currently, most of our courses meet during the daytime for 2.5 hrs. Faculty attempt to schedule the
courses together so that 2 courses are taken together on one day and commuter drive time is limited as
much as possible. Check the University schedule for specific dates and times for official class
offerings.
3. How many students are admitted each year? How many apply to the program?
Approximately 100 applications are received on an annual basis. We currently admit 30 students to
our master’s programs yearly, with approximately 15 students admitted to the School Counseling
program and 15 students admitted to the Clinical Mental Health Counseling program.
4. Are there undergraduate courses required for admission?
Yes. In order to enroll in CHE 5980, abnormal psychology must have been taken in the last five
years.
5. Do I have to choose a concentration? Can I major in more than one concentration?
Each applicant is screened for and admitted to one of two concentrations (School Counseling and
Clinical Mental Health Counseling. Students are not allowed to concurrently major in both programs.
Double majors are highly discouraged. Please meet with an advisor for further information on this
topic.
6. Can I change concentrations once I am admitted?
A change of concentrations is discouraged but is considered on a case by case basis.
7. What is the shortest time in which I can complete a master’s degree?
All of our concentrations are two-year programs including mandatory summer classes. Because some
courses are offered only once a year, and because of the prerequisites for some courses, students
should expect a minimum of two full years of study.
8. What are the possibilities for financial aid? An assistantship?
All admitted students to the Counseling program will be considered for the Ward Scholarship. In
addition, Graduate Assistantships are available and applications and information can be found on the
Graduate School website. Assistantships provides a stipend for nine months and tuition waivers.
9. When can I start taking classes?
Admitted students are encouraged to take on or two courses in during the first summer of the program.
Please see section XIV for options.
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XVII. HANDBOOK Agreement Form
To insure that all students are familiar with counseling program policies, students are required
to fill out and sign the following form to be placed in their file. Please return to CHE Office
Manager, Department of Counseling and Higher Education, Room 2102, Buzzard Hall, Eastern
Illinois University, 600 Lincoln Avenue, Charleston, IL 61920.
I, __________________________________ hereby indicate that I have read, understand, and am
(Student’s Name)
in agreement with the policies and procedures outlined in the Master of Science (M.S.) in
Counseling (with a concentration in Clinical Mental Health Counseling) in the Department of
Counseling and Higher Education’s “Student Policy Handbook” dated 20____ - 20____.
I am a _____full-time, _____ part time graduate student.
_______________________________________ __________________
Student Signature Date
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