Master of Science

Academic Programs   Academic Calendar   Academic Catalog (Acrobat Reader required, available below) Print/View an Application for Graduate Admission (Acrobat Reader required, available below) Print/View a Graduate Recommendation Form (Acrobat Reader required, available below) Admission to the Graduate Program In order for students to be considered for admission into the Master of Science program, they must have a bachelor’s degree from an accredited college or university with a record indicating the ability to pursue a master’s degree to completion. In addition, students must submit the following documentation to the Admissions Office: Application form with a $35 application fee and personal essay. Two letters of recommendation, academic and/or professional. Official transcripts of all undergraduate and/or graduate course work. An interview with the Divisional Graduate Admissions Committee or Division Chairperson. Students applying to the School Guidance Counseling Program are encouraged to take the PRAXIS I examination prior to admission. In all cases, School Guidance students must pass the PRAXIS I examination prior to achieving candidacy status. When all materials have been received by the Admissions Office, the file is sent to the Division Chairperson for review by the faculty. The student is notified of his/her admission status by the Admissions Office. Accepted students also receive a letter from the Division Chairperson. Once notified of acceptance, the student completes the Admissions process by returning a signed Retention Policy Statement. Once these documents have been received, the Admissions process is complete. Transfer of Credit At the time of matriculation, a student may be able to transfer into the Clinical Psychology, Clinical Mental Health, or School Counseling Program up to 12 credits of graduate course work from another accredited institution of higher education, if a grade "B" or better was achieved in the courses. A maximum of 9 credits may be transferred into the Community Counseling Program. In addition, a student initially accepted into Clinical Psychology, Clinical Mental Health, or School Counseling program but who transfers into the Community Counseling Program is only permitted to transfer a maximum of 9 credits from other accredited colleges or universities. The merits of all requests are viewed with respect to the relevance of the previous educational experiences to program goals. The College is not obligated to accept transfer credits or courses that are not approved as part of the student’s plan of study; however, plans of study may be modified by the student with the approval of the student’s advisor and Division Chairperson. CSJ pass-through credits taken before matriculation can be used as transfer credits for electives but cannot be used to meet specific requirements in the Master of Science programs. No course taken more than five (5) years before the time of matriculation in the CSJ graduate program can be used for transfer credit. Time Limit Under normal circumstances, students must complete the program within six years after the matriculation date. Under extenuating circumstances, this limit may be extended by the faculty. Clinical Psychology Program Program Objectives The primary objective of the Clinical Psychology Program is to train masters level professional psychologists who can assist clients in the enhancement of their psychological well-being. It is based on a foundation that recognizes the importance of the scientific method of clinical inquiry, sound research and psychological assessment, and a developmental, psycho-educational model of intervention that focuses on a client’s strengths while recognizing the behavior deficits that interfere with effective living. The faculty look at master’s level psychologists as human development teachers whose primary function is to help individuals enhance life adjustment, facilitate personal growth and develop behavioral competencies. The faculty believe that an effective psychologist requires an integration and internalization of both personal and professional attributes. The faculty work with the belief that an effective therapist is an effective human being. For this reason, the program emphasizes the development of theoretical knowledge, therapeutic competencies, personal awareness and growth, and professional ethical thinking. Program Description And Competencies The Clinical Psychology Program is in compliance with the Vermont Licensure Law for Master’s Level Psychologists as regulated by the Board of Psychological Examiners in Vermont. The Clinical Psychology Program is a member of the Council of Applied Master’s Programs in Psychology. The Clinical Psychology degree program consists of a total of 60 credits, which include the practicum and internship experiences and thesis or elective courses. During precandidacy, the student is required to pass satisfactorily (with a minimum grade of "B") eighteen (18) credits, including GPS500, 501, 502, 504, 518, and 519. Precandidacy is an evaluative stage which provides an opportunity to assess the student’s academic competence, potential for personal growth, and functioning as a professional psychologist. In the second stage, (candidacy), the student completes the requirements for the degree, including field work. The student also has two options; to complete a thesis (worth six credits) or select additional course work. Competency areas include: Experimental Foundations Psychological theory, research, and methods concerning the design, conduct, analysis, and interpretation of psychological research, or concerning the general principles and processes for the core areas of experimental psychology. Psychopathology Psychological theory, research, and methods concerning the descriptive characteristics, diagnosis, and etiology of psychopathology, or mental and behavioral disorders of children and adults. Social/Individual Differences/Personality Psychological theory, research, and methods concerning the psychological or behavioral development and functioning of the individual, and the study of individual differences. Assessment Psychological theory, research, and methods concerning the measurement and assessment of an individual’s behavioral or psychological functioning, such as the assessment of psychopathology, personality characteristics, intellectual functioning, skills and interests, and neuropsychological functioning. Intervention Psychological theory, research, and methods concerning the remediation, treatment, or prevention of behavior disorders, adjustment problems, and psychopathology, or other disturbances in psychological functioning. Applied Psychological theory, research, and methods concerning the psychological functioning of the individual in groups and organizations. (Adapted from VT State Laws and Rules of the Board of Psychological Examiners) Thesis/Non-thesis Option Completion of the thesis is normally recommended for students who wish to pursue doctoral level study. During GPS503 Research Methods, the student develops a research paper that may, with revision, serve as a basis for the thesis proposal. Actual collection of data may not begin until the thesis proposal has been formally approved and signed by the thesis committee. A grade of "Incomplete" will be assigned after the first semester of thesis credit has been taken. In order to receive a grade of "Pass" on the thesis, both semesters of thesis credit (totaling 6 credits) must be taken, and the thesis must be completed and approved by the thesis committee. Otherwise, the "Incomplete" will be converted into a grade of "F". When the thesis is completed, the student presents it orally to members of the College community. If a non-thesis option is selected, the student completes a minimum of 60 credits in course work., according to the student’s plan of study. Comprehensive Examinations The student completes written and oral comprehensive examinations normally during the final year of study, while the internship is in process. The format for the written exam may vary from year to year. The oral examination is an opportunity for the student to present his/her theory of psychotherapy for discussion and evaluation by the Graduate Committee.   School Counseling Program Program Goals and Objectives The primary goal of the School Counseling Program is to train professional, school-based counselors who can work effectively to assist in the promotion and realization of a healthy educational environment and in the coordination of essential, supportive services and resources from a student’s home and community. Accomplishment of this goal is intended to enhance each child’s and adolescent’s academic, career, personal, and social growth, development, and well being, through the attainment of vital results (in the areas of communication, reasoning, and problem solving, personal development, and civic and social responsibility), acquisition of knowledge, and learning opportunities, as outlined in Vermont’s Framework of Standards and Learning Opportunities and the National Standards for School Counseling Programs of the American School Counseling Association (ASCA). In order to accomplish this goal, the program is committed to providing solid training in foundational values and ethics, knowledge of educational systems and issues, scientific theory and knowledge, counseling techniques, and assessment. This process will ensure that students excel in terms of the Five Standards for Vermont Educators specifically in terms of their content learning and expertise, professional knowledge, ability to work in a collaborative and collegial manner, knowledge and ability to serve as effective student advocates, and level of personal and professional accountability. The program recognizes the importance of the scientific method of clinical inquiry, sound research and assessment, and a developmental, psycho-educational model of intervention that focuses on student strengths while recognizing the behavioral difficulties that interfere with healthy development. The faculty look at masters-level counselors as human development teachers whose primary function is to help individuals enhance life adjustment, facilitate personal growth and develop behavioral competencies. Within a school environment, this also entails working collaboratively with teachers and administrators in order to produce a healthy working and learning environment for all members of the school community. The faculty believe that to be an effective counselor requires an integration and internalization of both personal and professional attributes. The faculty work with the belief that an effective counselor is an effective human being. For this reason, the program emphasizes the development of: professional, ethical and moral behavior, scientific and theoretical knowledge, therapeutic competencies, personal awareness and growth, and a commitment to community service and social justice. These themes are clearly articulated to students, are woven throughout the student’s educational experiences in the program, and are an integral part of the overall academic and qualitative assessment of each student who graduates from this program. PRAXIS Examination In order to be a licensed educator in Vermont, all students in the School Counseling Program must pass the PRAXIS I examination. Students are encouraged to take the examination prior to admission; however, in all cases, the examination must be passed prior to being admitted to Candidacy status. Information regarding the examination is available in the Division office and from the State Department of Education.

Programs: Clinical Psychology Clinical Mental Health Counseling Community Counseling School Counseling The Division of Psychology and Human Services currently offers Master of Science degrees in four areas: Clinical Psychology, Clinical Mental Health Counseling, Community Counseling, and School Counseling. All programs are structured to provide students with the theoretical knowledge base and professional competence required for effective counseling in a variety of settings. In addition, all programs provide a solid educational base for students who wish to pursue doctoral studies. Plan of Study Once a student is matriculated, a plan of study is developed that leads to the master’s degree. The plan of study must be coordinated with the student’s advisor and the Division Chairperson to ensure proper selection of courses for meeting program graduation requirements. Students are responsible for ensuring that any proposed changes to their plan of study are reviewed with their academic advisor in advance. This will help the academic advisor monitor the student's progress through the program so that courses, candidacy, examinations, and other program requirements are completed in a timely fashion. Precandidacy In all graduate degree programs within the Division, the student is first accepted into precandidacy in order for both the student and the faculty to assess quantitatively and qualitatively the student’s level of personal awareness, academic readiness, and suitability for entry into a professional level role within the helping professions. During precandidacy, the student is required to pass a core sequence of courses, each with a minimum grade of "B". Upon satisfactory completion of these courses, the student may formally apply for candidacy and an interview will be scheduled with the divisional graduate committee. Notification of acceptance into candidacy will be made by the Division Chairperson. All students in the School Counseling Program must pass the PRAXIS I examinations prior to being admitted to Candidacy status. Candidacy and Graduation As a candidate for the Master of Science degree, the student completes formal course work, practicum and internship field experiences, thesis (if applicable), and a comprehensive examination, and in the case of the School Counseling program, preparation of a portfolio. In order to graduate, the student must maintain a minimum grade of "B" in all specified courses, and an overall cumulative average of at least 3.0. Within each graduate program, certain courses require a minimum passing grade of "B." In the event that a student achieves less than a grade of "B" in a specified course, he/she may be permitted to retake the course. In the event that the student does not pass the course on the second attempt, or in the event that the student’s grade point average falls below 3.0 during any given semester, a review of the candidate’s plan of study and status within the program will be held with the Divisional graduate committee. Practicum and Internship Field Experiences Each student completes a practicum field experience in an approved clinical or educational setting during at least one semester. Supervision is provided by faculty and also qualified professionals at the practicum site. In the Clinical Psychology and Community Counseling programs, practicum hours do not apply to state licensure requirements. Practicum hours do apply to state licensure requirements for students in the School Counseling program and the Clinical Mental Health program. Following satisfactory completion of the Practicum, the student completes an internship of at least 600 hours in an approved field setting over the course of two semesters. Students register for internship at the completion or near completion of their course work. The student attends one class meeting each week that is held on campus with the faculty, and receives individual and group supervision each week by a licensed professional. Internship hours do apply to state licensure requirements for supervised field experience. In order to qualify for practicum and internship field experiences, the student must obtain a minimum grade of "B" in all core and specified courses, have achieved candidacy and be in good academic standing (minimum overall grade point average of 3.0). Clinical Mental Health Counseling Program Program Objectives The primary objective of the Clinical Mental Health Program is to train competent, master’s level, professional counselors who can help others to understand their personal and interpersonal difficulties, develop effective decision-making strategies, utilize appropriate resources and implement appropriate courses of action to enhance their level of personal functioning and psychological adjustment. Like the other programs within the Division, the Mental Health Counseling Program is also based on the premise that self awareness, commitment to continuous personal and professional growth and ethical decision making are necessary to function as an effective counseling professional. The program is designed to meet the academic requirements for licensure as a clinical mental health counselor. Additional post-degree supervised experience and examination are required by the state before licensure can be obtained. Program Description and Competencies The Clinical Mental Health Counseling Program (CMHC) is in compliance with the Vermont Licensure Law as regulated by the Board of Allied Mental Health Practitioners. The CMHC degree program consists of a total of 60 credits, which includes the practicum and internship field experiences. During precandidacy, the student is required to pass satisfactorily (with a minimum grade of "B") eighteen (18) credits, including GPS 500, 501, 502, 504, 518, and 519. Precandidacy is an evaluative stage which provides an opportunity to assess the student’s academic competence, potential for personal growth, and functioning as a professional mental health counselor. In the second stage of the student’s program, remaining requirements for the degree are completed, including field work experiences. Competency areas include: Human Growth and Development. Helping Relationships. Groups. Diagnosis. Measurement. Professional Orientation and Ethics. Treatment Modalities. Marriage and Family Counseling. Addictive Disorders Psychopharmacology. Social and Cultural Foundations. Research and Evaluation. Career Development and Lifestyle Appraisal. Comprehensive Examinations The student completes written and oral comprehensive examinations, normally during the final year of study, while the internship is in process. The format for the written exam may vary from year to year. The oral examination is an opportunity for the student to present his/her theory of psychotherapy for discussion and evaluation by the Graduate Committee.   Community Counseling Program Program Objectives The primary objective of the Community Counseling Program is to train masters level professional counselors who can help others to understand their personal and interpersonal difficulties, develop effective decision-making strategies, utilize appropriate resources and implement appropriate courses of action to enhance their level of personal functioning and psychological adjustment. Like the other programs, the Community Counseling Program is also based on the premise that self-awareness, commitment to continuous personal and professional growth and ethical decision making are necessary to function as an effective counseling professional. Program Description and Competencies The Community Counseling degree program consists of a total of 45 credits, which includes two practicum field experiences. The program has been designed as a substantial, graduate training program alternative for individuals who are not in need of, or interested in pursuing state licensure in Vermont, but who want to develop a solid core of professional counseling skills to secure employment in governmental, private, and/or non-profit community-based human services agencies. Completion of this program can also serve as a foundation in specialty areas. This program can be completed on a part-time basis, or in two years of full time study. During precandidacy, the student is required to pass satisfactorily (with a minimum grade of "B") twelve (12) credits, including PSY 500, 501, 502, and 527. Precandidacy is an evaluative stage which provides an opportunity to assess the student’s academic competence, potential for personal growth, and functioning as a professional mental health counselor. In the second stage of the student’s program, remaining requirements for the degree are completed, including field work experiences. Competency areas include: Theories and basic concepts of human behavior and development, biological bases of behavior, learning, memory, and maturation. Abnormal behavior or psychopathology, including diagnosis and symptomatology, pharmacological implications and management. Counseling and therapy, including theories and techniques, structure and process, special practice situations and problems, and group counseling and dynamics. Assessment, including measurement principles and concepts, test usage and interpretation, specific procedures and instruments and research methods and applications. Professionalism and ethical behavior. Qualifying Examinations The student completes written and oral examinations, normally during the final year of study, while the practica are in process. The format for the written exam may vary from year to year. The oral examination is an opportunity for the student to present his/her theory of psychotherapy for discussion and evaluation by the Graduate Committee. Program Description, Accreditation, and Competencies The School Counseling Program complies with the Vermont Licensure Law for School Guidance Counselors, and has been approved by the Vermont State Department of Education and Vermont Standards Board for professional Educators. The School Counseling degree program consists of a total of 61 credits (which includes the practicum and internship experiences), comprehensive examinations, and preparation of a student portfolio. During precandidacy, the student is required to pass (with a minimum grade of "B") nineteen (19) credits, including GPS500, 501, 504, 518, 528 and GED502. Precandidacy is an evaluative stage which provides an opportunity to assess the student’s academic competence, potential for personal growth, and functioning as a professional counselor. In the second stage, (candidacy), the student completes the degree, including field work. Current competency areas for licensure include: a supervised internship (minimum of 300 clock hours) in school guidance counseling; completion of one hundred eighty hours of field experience which provides for an awareness of the application of guidance services at the elementary (60 hours), middle/junior (60 hours), and senior (60) school levels; knowledge of the Basic Program Components of Vermont Guidance Services K-12, (issued by the State Department of Education); understanding of family relationships, societal forces, and cultural changes with particular reference to gender equity and socioeconomic, ethnic, and racial groups; understanding of educational systems, stages of psychological and sociological development, statistical research and evaluation, policy development, professional ethics, and school law as they relate to guidance services; ability to work with individuals and groups of students in a counseling role toward the enhancement of students’ educational, career, and personal development; ability to work with administrators and staff, parents and other community members to develop their understanding of students’ needs, in particular, and human relations, in general; ability to coordinate and develop strong ties with community resources, or e.g. business and industrial community, service groups, social service agencies, in order to meet student, staff, school, parent, and community needs; ability to gather, evaluate, interpret, and disseminate information, materials, and resources to meet the educational, career, and personal needs of students; ability to plan, implement, and evaluate a program of school guidance services. (From the VT State Education Department Competency area requirements for School Guidance Counselors) Student Portfolio Students in the School Counseling Program are required to complete a portfolio related to the mastery of the competencies identified above, as they have been developed through course work, fieldwork, and other experiences throughout their program of study. Materials for inclusion in the portfolio are selected by students throughout their program, in collaboration with their advisor and course instructors, culminating with a portfolio demonstration near the end of the students’ program. The portfolio will be evaluated by faculty teaching in the graduate program. Students will be recommended for licensure upon successful completion of the portfolio presentation and other program requirements. Comprehensive Examinations The student completes written and oral comprehensive examinations, normally during the final year of study, while the internship is in process. The format for the written exam may vary from year to year. The oral examination is an opportunity for the student to present his/her theory of counseling for discussion and evaluation by the graduate committee.