Counselor Education

Counselor Education Graduate Programs

Academic Administrators

Co-Program Director: Dr. Matthew Joseph
Co-Program Director: Dr. Kathryn Linich
Clinical Facilitator: Dr. Yihhsing Liu
Program Assistant: Mrs. Susan Burich

Faculty

Dr. David Delmonico
Dr. Matthew Joseph
Dr. Jered Kolbert
Dr. Kathryn Linich
Dr. Yihhsing Liu
Dr. Michael Sickels
Dr. Madeleine Stevens

Mission

The mission of the Duquesne University Counselor Education Program is to prepare professional counselors, educators, scholars, and clinical supervisors who promote the well-being of individuals, families, organizations, and communities. This mission aligns with the University's Spiritan mission to serve God by educating counselors who value social justice, meet high personal and professional standards; and promote moral, spiritual, intellectual, physical, social, and emotional development.

Objectives

The educational experiences of Duquesne's Counselor Education program:

Are grounded in theories of wellness, holism and development
Involve community engagement and are informed by an understanding of systemic context and multicultural theory
Focus on the core elements of an effective helping relationship
Emphasize self-awareness, personal development, and experiential learning.

Admission Requirements - Master's Programs

There is no minimum QPA for applying to the Master's programs in Clinical Mental Health Counseling (60 credits); Marriage, Couple and Family Counseling (60 credits); and School Counseling for Certified Teachers (36 credits). In accordance with the requirements of the Pennsylvania Department of Education (PDE), applicants to the Master's program in School Counseling (60 credits) must have a QPA of at least 2.8 in their last 48 credits (bachelor's or Master's).

Letters of recommendation (2)
Graduate education essay
Resume/Curriculum vita
In-person or phone/virtual interview

Admission to Degree Candidacy Program

Admission to degree candidacy is granted to qualified students who have been admitted to graduate study in the School of Education, have successfully completed several foundation courses, and received recommendation by the Counselor Education faculty. Students should consult their advisor or the Program Director(s) regarding the procedures for admission to candidacy.

The Clinical Mental Health Counseling, Marriage, Couple and Family Counseling, School Counseling, and Counselor Education and Supervision programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting agency recognized by the Council for Accreditation of Educator Preparation (CAEP) and the Council for Higher Education Accreditation.

Master of Science in Education (M.S.Ed.) in School Counseling

This program requires 60 semester hours. Graduates of the program fulfill the academic requirements for certification as a school counselor and licensure as a professional counselor (LPC). This program is nationally accredited by the Council for the Accreditation of Counseling and Related (CACREP) and PDE. In accordance with CACREP requirements, the program includes a 10-hour pre-practicum; a 3-credit, 100-hour practicum; and a total of 6-credits, 600 hours of internship.

Curriculum

GCNE 549 Multicultural Issues and Strategies in Counseling (3 cr.)
GCNE 553 Introduction to School Counseling and Ethical Practices (3 cr.)
GCNE 556 Counseling and Consulting Theory (3 cr.)
GCNE 557 Group Counseling - Theory and Techniques (3 cr.)
GCNE 700 Group Counseling Lab (0 cr.)
GCNE 562 Lifespan Development and Counseling (3 cr.)
GCNE 565 Therapeutic Techniques in Individual Counseling (3 cr.)
GCNE 569 Crisis, Trauma and Disaster Counseling (3 cr.)
GCNE 572 Child and Adolescent Counseling (3 cr.)
GCNE 652 Career Development and Counseling (3 cr.)
GCNE 654 Introduction to Marriage, Couple and Family Counseling (3 cr.)
GCNE 664 School Counseling Practicum (3 cr.)
GCNE 673 Diagnosis and Treatment Planning (3 cr.)
GCNE 676 Advanced School Counseling (3 cr.)
GCNE 680 Fieldwork Orientation for School Counseling Students (0 cr.)
GCNE 705 Counseling Internship: Elementary School (3 cr.)
GCNE 706 Counseling Internship: Secondary School (3 cr.)
GESL 501 Helping English Language Learners in Mainstream (3 cr.)
GREV 701 Research Methods and Design (3 cr.)
GPSY 512 Psychological Testing (3 cr.)
GSPE 501 Exploring Inclusive Practices (online) (3 cr.)
GSPE 502 Legal and Ethical Issues in Special Education (online) (3 cr.)

TOTAL CREDITS: 60

Additional Requirements

Passing the program's exit exam
Application for graduation
Additional certification requirements include passing the Praxis II-Professional School Counselor (0421 or 5422).

Master of Science in Education (M.S.Ed.) School Counseling for Certified Teachers

This program requires 36 semester hours. Graduates of the program fulfill the academic requirements for certification as a school counselor in Pennsylvania. Candidates must possess teacher certification in Pennsylvania or another state, and have satisfied the Pennsylvania Department of Education (PDE)'s Accommodations and Adaptations for Students with Disabilities in an Inclusive Setting and Meeting the Needs of English Language Learners Program Guidelines, which are also referred to as the Ch. 49 9-3 standards (Applicants who possess teacher certification but who lack any of PDE's Program Guidelines regarding the Accommodations and Adaptations for Students with Disabilities in an Inclusive Setting and Meeting the Needs of English Language Learners Program Guidelines [also referred to as the Ch. 49 9-3 standards] may have to take additional courses beyond the 36 credits to satisfy this requirement). In accordance with PDE requirements, the program includes a 10-hour pre-practicum; a 3-credit, 100-hour practicum; and a 3-credit, 420-hour internship.

Curriculum

GCNE 549 Multicultural Issues and Strategies in Counseling (3 cr.)
GCNE 553 Introduction to School Counseling and Ethical Practices (3 cr.)
GCNE 556 Counseling and Consulting Theory (3 cr.)
GCNE 557 Group Counseling - Theory and Techniques (3 cr.)
GCNE 700 Group Counseling Lab (0 cr.)
GCNE 562 Lifespan Development and Counseling (3 cr.)
GCNE 565 Therapeutic Techniques in Individual Counseling (3 cr.)
GCNE 652 Career Development and Counseling (3 cr.)
GCNE 664 School Counseling Practicum (3 cr.)
GCNE 676 Advanced School Counseling (3 cr.)
GCNE 680 Fieldwork Orientation for School Counseling Students (0 cr.)
GREV 711 Internship for School Counseling Program for Certified Teachers (3 cr.)
GREV 701 Research Methods and Design (3 cr.)
GPSY 512 Psychological Testing (3 cr.)

TOTAL CREDITS: 36

Additional Requirements

Passing the program's exit exam
Application for graduation
Additional certification requirements include passing the Praxis II-Professional School Counselor (0421 or 5422).

Master of Science in Education (M.S.) in Clinical Mental Health Counseling

This program requires 60 semester hours. Graduates of the program fulfill the academic requirements for licensure as a professional counselor (LPC) in Pennsylvania. This program is nationally accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). In accordance with CACREP requirements, the program includes a 3-credit, 100-hour practicum and a total of 6 credits, 600 hours of internship.

Curriculum

GCNE 549 Multicultural Issues and Strategies in Counseling (3 cr.)
GCNE 564 Introduction to Clinical Counseling and Ethical Practices (3 cr.)
GCNE 556 Counseling and Consulting Theory (3 cr.)
GCNE 567 Community-based Interventions (3 cr.)
GCNE 557 Group Counseling - Theory and Techniques (3 cr.)
GCNE 572 Child and Adolescent Counseling (3 cr.)
GCNE 700 Group Counseling Lab (0 cr.)
GCNE 562 Lifespan Development and Counseling (3 cr.)
GCNE 565 Therapeutic Techniques in Individual Counseling (3 cr.)
GCNE 569 Crisis, Trauma and Disaster Counseling (3 cr.)
GCNE 651 Introduction to Addiction Counseling (3 cr.)
GCNE 652 Career Development and Counseling (3 cr.)
GCNE 654 Introduction to Marriage, Couple and Family Counseling (3 cr.)
GCNE 656 Psychotherapeutic Aspects of Human Sexuality (3 cr.)
GCNE 661 Community Mental Health Counseling Practicum (3 cr.)
GCNE 672 Fieldwork Orientation (0 cr.)
GCNE 673 Diagnosis and Treatment Planning (3 cr.)
GCNE 703 Clinical Mental Health Counseling Internship I (3 cr.)
GCNE 704 Clinical Mental Health Counseling Internship II (3 cr.)
GREV 701 Research Methods and Design (3 cr.)
GPSY 512 Psychological Testing (3 cr.)

Electives to be Approved by Advisor (3 cr.)

TOTAL CREDITS: 60

Additional Requirements

Passing the program's exit exam
Application for graduation.

Master of Science in Education (M.S.) in Marriage, Couple, & Family Counseling

Curriculum

GCNE 549 Multicultural Issues and Strategies in Counseling (3 cr.)
GCNE 564 Introduction to Clinical Counseling and Ethical Practices (3 cr.)
GCNE 556 Counseling and Consulting Theory (3 cr.)
GCNE 557 Group Counseling - Theory and Techniques (3 cr.)
GCNE 700 Group Counseling Lab (0 cr.)
GCNE 562 Lifespan Development and Counseling (3 cr.)
GCNE 565 Therapeutic Techniques in Individual Counseling (3 cr.)
GCNE 569 Crisis, Trauma and Disaster Counseling (3 cr.)
GCNE 572 Child and Adolescent Counseling (3 cr.)
GCNE 651 Introduction to Addiction Counseling (3 cr.)
GCNE 652 Career Development and Counseling (3 cr.)
GCNE 654 Introduction to Marriage, Couple and Family Counseling (3 cr.)
GCNE 656 Psychotherapeutic Aspects of Human Sexuality (3 cr.)
GCNE 665 Marriage and Family Therapy Practicum (3 cr.)
GCNE 669 Advanced Marriage, Couple and Family Counseling (3 cr.)
GCNE 672 Fieldwork Orientation (0 cr.)
GCNE 673 Diagnosis and Treatment Planning (3 cr.)
GCNE 707 Marriage, Couple and Family Counseling Internship I (3 cr.)
GCNE 708 Marriage, Couple and Family Counseling Internship II (3 cr.)
GREV 701 Research Methods and Design (3 cr.)
GPSY 512 Psychological Testing (3 cr.)

Electives to be Approved by Advisor (3 cr.)

TOTAL CREDITS: 60

Additional Requirements

Passing the program's exit exam
Application for graduation.

Post Master's Degree

The program is for students who desire to meet the academic requirements for licensure as a professional counselor (LPC) or who want to receive the program's endorsement for certification as a school counselor (Pre-K-12). Applicants for Post Master's Candidacy must already possess a Master's degree. The program is individualized according to the student's needs.

Academic Policies for all Master's Programs

Statute of Limitations
The statute of limitations for all Master's programs is six (6) years. In the rare case that a student has an extreme circumstance that prevents the student from engaging in coursework, the student must gain approval for a Leave of Absence, which freezes a student's statute of limitations, at the time of the events with written support from the program

Assessment of Students
In accordance with the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016), the Counselor Education faculty of Duquesne University meets regularly to "systematically assesses each student's professional dispositions throughout the program. The assessment process includes the following: (1) identification of key professional dispositions, and (2) measurement of student professional dispositions over multiple points in time."

Candidacy
Students typically are evaluated by the faculty for admission to candidacy status in their first semester of enrollment. Faculty evaluate students using a competency assessment informed by CACREP standards, materials presented by faculty members, and impressions garnered from completed courses. Evaluation is made regarding an applicant's suitability for acceptance, as determined by the academic and personal performance of the student and by the professional judgment of the faculty. Decisions regarding acceptance to candidacy are communicated in writing to the applicants. It is important to note that admission to candidacy is an initial evaluation; screening is a continuous process throughout the training program.

Application to Initiate Fieldwork
Students must apply to be considered for approval to initiate fieldwork the semester before they intend to begin their practicum. Students will complete the form "Application to Initiate Fieldwork" and submit it to the program assistant. The Counselor Education faculty will review the students' progress in course work, development of professional dispositions and skills, and knowledge. Additionally, all students will be required to submit the following clearances: Acts 151/33-Child Abuse History Clearance, Act 34-Criminal Record Check, and FBI (Act 73 for Clinical Mental Health and Marriage, Couple and Family Counseling students; and Act 114 for School Counseling students), and Act 126-Mandated Reporter Training. TB tests are required for School Counseling students and Agency Students must submit them if their agency site requires the results. The faculty will review these documents and may find it necessary to address past criminal behavior that is in opposition to the professional disposition of a counselor or that may impede a student's eligibility for licensure. Students should be aware that it is a responsibility of the program to share the findings of criminal background checks with fieldwork sites. Students are expected to maintain current clearances throughout the fieldwork portion of their studies.

Student Review Policy
The Duquesne University Counselor Education Program faculty endorses the American Counseling Association (ACA) Code of Ethics (2014) that states counselor educators may require students to address any personal concerns that have the potential to affect professional competency (F.8.d). CACREP regulations require that "...programs have and follow a policy for student retention, remediation, and dismissal from the program consistent with institutional due process policies and with the counseling profession's ethical codes and standards of practice."

Student Review Process
Students will be informed of the faculty expectations related to their professional, academic, and personal issues that may impact their functioning. These policies and procedures appear in the student handbook and are reviewed at the new student orientation.

If students exhibit behaviors that are perceived by the faculty to be outside of professional, academic, ethical, or personal standards, the individual faculty member who observes these behaviors will meet with the student to present their concerns. At that time, the student will be provided with information regarding the behavior(s) and possible ways in which the student can remediate the concerns and/or where the student can access resources to assist them in changing said behaviors. At this time, a plan to remedy the concern may be suggested. The faculty member and the student will then agree upon a timeframe for a review of the issue in order to assess progress made and to determine the need for further remediation.

If the student does not make satisfactory progress toward remediation of the problematic issues, or if these behaviors are found to impact other areas of the students work within the program, the faculty member will bring the issue to a discussion with the program faculty. The faculty will share their perceptions of the student and their behaviors, and offer suggestions for intervention and remediation. At this time, the program faculty may decide that the problem is of significant enough nature that it warrants the creation of a Student Review Committee.

If a Student Review Committee is formed, a committee designee will be assigned to communicate that such a committee has been formed and this designee will schedule a time for said committee to meet with the student.

As the goal of the Student Review Committee is to assist students in remediating behaviors so as to promote success, the committee will meet as quickly as possible in order to provide immediate feedback to the issue at hand. The student will have the opportunity to respond to the expressed concern and present their perceptions and thoughts on the matter. The committee and the student may develop a corrective action plan, complete with target dates, or the committee may simply use the review meeting to take the matter under advisement and develop a set of recommendations for action to be presented to the Counselor Education Faculty. If a corrective action plan is developed, it will be put in writing, with a copy provided to the student and another placed in the student's academic file. Failure to make satisfactory progress with respect to the corrective action plan will result in termination from the program.

If there are recommendations beyond a corrective action plan, the Counselor Education faculty will consider the Committee's recommendations and will notify the student in writing of any action. These decisions may consist of, but are not limited to, the following recommendations: (a) to continue in the program without restrictions, (b) to follow through with the completion of the corrective action plan, (c) program suspension, (d) termination from the program, or (e) voluntary resignation from the program. This letter will include information on the appropriate appeal process.

Retention Appeal Procedure: A student who disagrees with the recommendation of the Counselor Education faculty may appeal in writing to the Program Director(s). This letter must reflect the grounds upon which the appeal is being made. If the student is still not satisfied with the decision of the Program Director(s), the concern may be brought to the Department Chair, and may request that the Department Chair submit the case to the Dean of the School of Education. The final step in the retention appeal process is the University Judicial Board, which may be convened by appeal to the Director of Judicial Affairs. Students may contact the Student Government Association (SGA) for further information.

Clearances
Policy: Students enrolled in Duquesne University's Counselor Education Master’s programs are required to provide verification to the School of Education they have valid clearances (listed below) before the start of their initial semester. Clearances obtained in the last 6 months of entering the Master's program are considered valid. Students must ensure that they have ample time to apply for the clearances, as some of them may take up to 6 weeks to receive.

Act 151/33-Child Abuse History Clearance
Act 34-Criminal Record Check
FBI Clearance - Fingerprinting
- School Counseling & School Counseling for Certified Teachers - Act 114 (issued by PA Dept. of Education)
- Clinical Mental Health & Marriage, Couple & Family Counseling - Act 73 (issued by PA Dept. of Human Services)
Mandated Reporter Training Certificate - Act 126 - online certification - valid 5 years
TB Test Results - School Counseling and School Counseling for Certified Teachers.

Current clearances are especially crucial while students are engaged in conducting fieldwork. Student without ALL current clearances or whose clearances expire during fieldwork will not be permitted to go to their site or accrue fieldwork hours.

Default Attendance/Absence Policy
Below is an example of the typical attendance policy that Counselor Education faculty may adopt for their courses; however, students should always consult a particular course’s syllabus for the attendance policy as they may differ:

“Because much of the learning in this course occurs in the context of discussion and demonstrations, you are expected to be present and on-time for all class meetings. Two-and-half hours of missed class time counts as one (1) absence. Students may miss up to five (5) hours of excused class time. Between 5-7.5 hours of missed class time would result in a letter grade reduction, and more than 7.5 hours would result in not achieving a passing grade for the course. In the event of an emergency absence, the student is responsible for all missed work. Students who have absences that exceed this default policy should contact the instructor.”

Disability Accommodation Policy & Procedure
Students with disabilities are entitled to reasonable accommodations, as determined by the institution, after proper documentation of the disability has been received. At Duquesne University, the Office of Disability Services (located in Room 309 of the Duquesne Union; (412) 396-6657 is responsible for determining reasonable accommodations and for assisting students in communicating these to faculty. Students should notify the faculty member at the beginning of the term if any reasonable accommodations are needed. Students need to be registered with the Office of Disability Services and the course instructor should receive a memo confirming the recommendations for reasonable accommodations before they will be granted. The purpose for implementing reasonable accommodations is to allow for equal opportunity for students with disabilities. It is the student's responsibility to demonstrate that the cognitive, behavioral and professional competencies have been acquired to a satisfactory degree in order for successful completion of the course.

Preparation for Licensure as a Professional Counselor (LPC):
Duquesne's 60-credit Master's Counselor Education programs meet the academic requirements for the LPC in Pennsylvania. Students are encouraged to review the academic requirements for licensure in other states because the regulations differ somewhat in some but not all states. The School Counseling Program for Certified Teachers does not meet LPC requirements, because a minimum 48-credit degree is required.

Transfer (Advanced Standing) Credits
Students may transfer from other universities, including online universities, and other graduate programs at Duquesne, up to 12 credits into 60-credit Master's programs. Only courses with grades of "A" or "B" will be considered for transfer, provided the courses are within the program requirements. Credits that transfer will appear on a student's transcript but the grade the student earned for courses that are transferred are not calculated as part of their grade point average (GPA) at Duquesne. Course grades lower than a "B", or courses for which students receive a pass/fail grade, cannot be transferred. Also, because of the specificity of the CACREP program area standards, students cannot complete the "program area" courses at other universities. The table below indicates the "program area" courses for the respective programs.

Program Area Courses

Clinical Mental Health Counseling -Intro. to Clinical Counseling & Ethical Practices (GCNE 564)
Community-based Interventions (GCNE 567)
Marriage, Couple & Family Counseling -Intro. to Clinical Counseling & Ethical Practices (GCNE 564)
Advanced Marriage, Couple & Family Counseling (GCNE 669)
School Counseling -Intro. to School Counseling & Ethical Practices (GCNE 553)
Advanced School Counseling (GCNE 676)

When taking a course outside of the University students must obtain approval from the Program Director(s) prior to enrolling in the course. Students can search for CACREP accredited programs. Some universities, such as Walden and Capella, use quarter semesters. A 4-credit course at a quarter semester university typically equates to only 2 credits at Duquesne University, and a 5 credit-course at a quarter semester university typically equates to 3 credits at Duquesne University, so students need to be careful when selecting courses to transfer because they need 60 credits both for their degree requirement, and for licensure as a professional counselor (LPC). Typically students are not eligible for student loans at other universities since they are usually classified as non-degree seeking students. The procedure for transferring credits is listed at the end of this document.

Professional and Ethical Standards for Students
The faculty in the Department of Counselor Education and School Psychology expect that students will demonstrate behaviors that are professional in nature and in accord with professional standards of ethics. To achieve this objective, faculty may use these standards to evaluate students in courses and/or make recommendations regarding continuance in a program of studies. Specifically, the following statements represent faculty values and serve as guidelines for student behavior:

1. Students should exhibit behaviors that are consistent with the ethical standards of the various professional organizations represented within this Department. These include, but are not limited to: American Counseling Association, American Psychological Association, National Association of School Psychologists and the PA Department of Education's Professional Standards and Practices Commission.

2. Students will demonstrate their commitment to providing quality service by seeking to develop the highest level of competence through the training program.

3. Students will manifest behaviors which acknowledge that they value the worth and dignity of all persons, placing the highest esteem on human rights and dignity.

4. Students will conduct themselves in a manner which demonstrates a respect for the civil rights of individuals; does not discriminate on the basis of race, national or ethnic origin, religion, gender, sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or vocational interest (this list of bases of discrimination is not all inclusive); accepts the value of diversity.

5. Students will demonstrate an ability to impart the principles of good citizenship and societal responsibility with their clientele and manifest a personal commitment to these principles.

6. Students shall exhibit professional language and communication skills. Their verbal and written communications with all clientele will reflect sensitivity to fundamental human rights of dignity, privacy and respect.

7. Students shall be open-minded, knowledgeable and use appropriate judgment and communication skills when responding to issues.

8. Students will keep in confidence information obtained in confidence from clientele served unless required by law or by clear and compelling professional necessity.

9. Students are required to disclose any possible "dual relationship" situation to their program's director. Attempts must be made to avoid such situations with regard to courses, field practice, student teaching, practicum and internship. Dual relationships are conditions whereby the instructor or supervisor has or had a significant association with the student. The Department Chair will be consulted if such a placement is unavoidable. The student, instructor/supervisor, Program Director(s) and Department Chair consult to determine if further disclosures are appropriate.

Doctor of Philosophy (Ph.D.) in Counselor Education and Supervision

The Ph.D. Program in Counselor Education and Supervision at Duquesne University is designed for counselors who wish to enhance their professional capabilities in research and evaluation, supervision, teaching, and counseling, and the program is appropriate for professional counselors who want to teach in counselor preparation programs and/or obtain supervisory positions in schools and agencies.

Beginning in the Fall 2024 term, the Ph.D. program will consist of 60 graduate credits spanning Fall and Spring semesters through the end of the Fall of their third year. Doctoral students must be enrolled full-time, taking 9-12 credits during the Fall and Spring semesters, and 3 credits during the second Summer semester. The Ph.D. program is structured in a manner that allows doctoral students to be enrolled full-time and maintain the option of full-time employment as classes are scheduled during weeknights. Doctoral students participate in a cohort model. The Program cannot be completed on a part-time basis.

The Ph.D. Program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), which means that the program uses a nationally recognized and rigorous curriculum. Programs that receive CACREP accreditation have demonstrated a commitment to high admissions, academic and fieldwork standards and current best practices in counselor preparation and ongoing program improvement. Programs that are accredited by CACREP must hire faculty who have earned a doctoral degree in counselor education and supervision, preferably from a CACREP-accredited program. Graduates have been very successful in obtaining faculty positions throughout the United States, and supervisory and director positions within mental health and human services organizations and school districts.

The Program requires completion of academic course work, teaching and supervision of Duquesne Master's students, the passing of a comprehensive examination, completion of a practicum and internship, and submission of an approved dissertation. In accordance with CACREP requirements, there is a 100-hour practicum and a 600-hour internship. The internship includes providing supervision, teaching, and counseling.

Curriculum

Year 1 - Foundational Coursework

Fall (12 credits)

CESD 815 - Instructional Methods Seminar & Practice (3 cr.)
CESD 826 - Leadership and Professional Issues in Counseling (3 cr.)
CESD 841 - Professional Writing in Counselor Education (3 cr.)
GREV 510 - Statistics I (3 cr.)

Spring (12 credits)

CESD 802 - Advanced Counseling & Consulting Theory (3 cr.)
CESD 818 - Counseling Supervision: Theories and Practice (3 cr.)
CESD 843 - Doctoral Research Design & Dissertation Seminar (3 cr.)
GREV 610 - Educational Statistics II (3 cr.)

Year 2 - Practice-Based/Application Coursework

Fall (12 credits)

CESD 810 - Counseling Supervision Seminar & Practicum (3 cr.)
CESD 831 - Doctoral Practicum (100 hours) (3 cr.)
CESD 844 - Qualitative Research in CE&S (3 cr.)
GREV 611 - Educational Statistics III (3 cr.)

Spring (9 credits)

CESD 804 - Group Counseling (3 cr.)
CESD 825 - Project Investigations (3 cr.)
CESD 835 - CE & S Internship I (3 credits, approx. 300 hours)

Summer (3 credits)

CESD 836 - CE & S Internship II (3 credits, approx. 300 hours)

Year 3 - Dissertation

Fall (1-3 credits)

CESD 850 - Doctoral Dissertation (3 credits total: 1-3 per selected term; could take in subsequent semesters)

Additional Program Requirements

First-year review
Comprehensive exam

Admission Requirements - Doctoral Program

In accordance with the requirements of the Council for Accreditation of Counseling and Related Educational Programs (CACREP), upon entry to the doctoral program, doctoral students must have obtained a Master's degree in counseling or a closely-related field, and completed courses that correspond to CACREP's 8 knowledge areas: 1) Professional Identity, 2) Social and Cultural Diversity, 3) Human Growth and Development, 4) Career Development, 5) Helping Relationships, 6) Group Work, 7) Assessment, and 8) Research and Program Evaluation. Additional requirements include:

Grade Point Average (GPA) of 3.0 for previous undergraduate and graduate degrees (though below 3.0 may be acceptable in exceptional cases)
GPA of 3.25 or better for all relevant graduate work completed
2 Letters of recommendation (Academic and/or Professional )
Curriculum vita/Resume
Graduate essay
Official transcripts from all undergraduate and graduate coursework
In-person or phone/virtual interview.

Academic Polices - Doctoral Program

Statute of Limitations
The statute of limitations for the doctoral program is eight (8) years from the start of doctoral coursework. This means that a successful defense of the dissertation must be completed within that time frame. In the rare case that a student has an extreme circumstance that prevents the student from engaging in coursework, the student must gain approval for a Leave of Absence, which precludes the students from having abide by the Continuous Registration policy. A Leave of Absence does not extend the student’s statute of limitations.

Candidacy
Students achieve doctoral candidacy upon successful completion of their comprehensive exams.

Degree Letter Use
It is the policy of the Counselor Education Program at Duquesne University that doctoral candidates are not to use the credential PhD or the title Dr. until the conferral of their degree. Although students are symbolically congratulated as "Dr." upon the successful completion of their dissertation defense, in accordance with the ACA code of ethics, the program believes that it is unethical for students to identify themselves as a person who holds a doctorate until the university's official transcript indicates the completion of the degree.

Students should also be aware that the acronym "ABD" ("all but dissertation') is a strictly informal designation that refers to students who have completed all of the course work and the qualifying examination of their program, but not the dissertation. This acronym should not be used as a formal title, nor should it be used on a resume or vita. Students in the above referenced phase of their program should refer to themselves as PhD Candidates, as appropriate to the audience to which they are communicating.

Cohort Sequence
Doctoral Counselor Education students who do not complete or fail a course or courses in the sequence established for their cohort will be reviewed by the Counselor Education faculty. The faculty will consider whether the doctoral student in question may complete the respective course or courses when subsequently offered, or whether the doctoral student must join a different doctoral cohort.

“Because much of the learning in this course occurs in the context of discussion and demonstrations, you are expected to be present and on time for all class meetings. Two-and-half hours of missed class time counts as one (1) absence. Students may miss up to five (5) hours of excused class time. Between 5-7.5 hours of missed class time would result in a letter grade reduction, and more than 7.5 hours would result in not achieving a passing grade for the course. In the event of an emergency absence, the student is responsible for all missed work. Students who have absences that exceed this default policy should contact the instructor.”

If the student does not make satisfactory progress toward remediation of the problematic issues, or if these behaviors are found to be impacting other areas of the students work within the program, the faculty member will bring the issue to a discussion with the program faculty. The faculty will share their perceptions of the student and their behaviors, and offer suggestions for intervention and remediation. At this time, the faculty may decide that the problem is of significant enough nature that it warrants the creation of a Student Review Committee.

Student Review Committee
A Student Review Committee will consist of no fewer than two full-time faculty members and may or may not include the faculty member who initiated the concern, as there may be times where the process may be more effective with more impartial participants. Membership on the committee will be based on proximity to the student issue, professional relationship to the student, and will be decided at the discretion of the Program Director(s). If a Student Review Committee is formed, a committee designee will be assigned to communicate that such a committee has been formed and this designee will schedule a time for said committee to meet with the student.

As the goal of The Student Review Committee is to assist students in remediating behaviors so as to promote success, the committee will meet as quickly as possible in order to provide immediate feedback to the issue at hand. The student will have the opportunity to respond to the expressed concern and present their perceptions and thoughts on the matter.
The committee and the student may develop a corrective action plan, complete with target dates, or the committee may simply use the review meeting to take the matter under advisement and develop a set of recommendations for action to be presented to the Counselor Education Faculty. If a corrective action plan is developed, it will be put in writing, with a copy provided to the student and another placed in the student's academic file. Failure to make satisfactory progress with respect to the corrective action plan will result in termination from the program.

If there are recommendations beyond a corrective action plan, the Counselor Education faculty will consider the Committee's recommendations and will notify the student in writing of any action. These decisions may consist of, but are not limited to, the following recommendations: (a) to continue in the program without restrictions, (b) to follow through with the completion of the corrective action plan, (c) program suspension, (d) termination from the program or (f) voluntary resignation from the program. This letter will include information on the appropriate appeal process.

2. Students will demonstrate their commitment to providing quality service by seeking to develop the highest level of competence through the training program.

3. Students will manifest behaviors which acknowledge that they value the worth and dignity of all persons, placing the highest esteem on human rights and dignity.

5. Students will demonstrate an ability to impart the principles of good citizenship and societal responsibility with their clientele and manifest a personal commitment to these principles.

7. Students shall be open-minded, knowledgeable and use appropriate judgment and communication skills when responding to issues.

8. Students will keep in confidence information obtained in confidence from clientele served unless required by law or by clear and compelling professional necessity.

Learning Outcomes for Graduate Counselor Education Programs

1. Ensure that professional activities are guided by intellectual curiosity, social responsibility, compassion and high ethical standards.

2. Acknowledge that truth is not singular and seek a more complex and complete understanding of human behavior.

3. Create a learning community that promotes democratic values and practices.

4. Acknowledge the evaluation responsibility of educators including the promotion of informed, formative and summative feedback that is based on objective data.

5. Challenge dogma and encourage inquiry encountered in classrooms and clinical experiences.

6. Utilize critical thinking and social vision to promote program transformation and policy development.

7. Promote a systems perspective on intrapersonal and interpersonal dynamics, as well as on social and political transactions.

8. Commit to an interdisciplinary team approach for facilitating change.

9. Transcend the University's physical boundaries and link with the community in order to improve educational opportunities for children, adults and families.

10. Recognize the interconnectedness of teaching, research, service and clinical practice in the professional practice of counselor educators and supervisors.

11. Support helping professionals in their ongoing attempts to address their own emotional, intellectual, spiritual, and physical well-being.

12. Cultivate a multicultural vision and collaboration of counselor education.