Master of Science (M.S.) Counseling and  Psychology Programs

* The Clinical Mental Health, Community Counseling, and School Counseling Programs offered at the Phenix City campus, and the Community Counseling and School Counseling programs at the Troy campus are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

 

**The Rehabilitation Counseling Program offered at the Troy campus is accredited by the Council on Rehabilitation Education (CORE).

 

***The School Counseling and School Psychometry programs are approved by the Alabama State Department of Education and lead to Alabama Class A certification. Troy University College of Education students must meet all specialized accreditation requirements to be classified as graduates of specialized accredited programs (NCATE,

CACREP, and CORE). Up to 12 hours of course work completed at a site/ university without the appropriate specialized accreditation may be considered for application toward program completion. See Transfer Credit Section for additional information.

 

COUNSELING AND PSYCHOLOGY MISSION STATEMENT

The mission of the Department of Counseling and Psychology is to educate and train counseling and psychology professionals by utilizing the highest external standards set by state and national licensing/certifying boards. Highly qualified faculty design and deliver counseling and psychology programs through a wide range of instructional modalities. The counseling and psychology degree programs provide graduate education at regional and national locations. The program seeks qualified students from diverse populations.

 

NOTE: For specialized accreditation purposes, each Troy University site has mission statements and program objectives to complement the University’s Counseling and Psychology mission statement and objectives.

 

Counseling and Psychology Admission Policy

In addition to meeting graduate school admissions requirements, the student is required to have the following:

1. Three specified reference forms/letters to include one from the applicant’s undergraduate adviser, department chair or dean, most recent employer, and a person chosen by the applicant. If the applicant is unable to obtain references regarding educational or employment history, selected individuals may be approved by the Graduate Counseling Admissions Committee. These references must attest to the applicant’s potential in forming effective interpersonal relationships, aptitude for graduate study, appropriate vocational goals relevant to the program, and personal and professional self-development as well as other relevant information to be determined by the program faculty.

2. A résumé that includes personal information and professional portfolio regarding topics such as, but not limited to, educational and work history, personal and professional goals, professional affiliations, awards, articles, and references.

3. Individual and/or group interviews conducted by members of the program faculty to assess the following topics: appropriateness of academic history, work history, potential success in forming effective interpersonal relationships in individual and group contexts, vocational goals and objectives and their relevance to the program, each applicant’s openness to self-examination, personal and professional self-development, and other factors deemed relevant by the program faculty regarding successful performance as a graduate student and as a counselor.

4. Evidence of academic skills deemed essential by the program faculty to include, but not limited to, written and oral communication, comprehension and critical analysis of professional literature, basic use of the library, Internet, and other information systems, and competence in statistics and relevant mathematics.

5. Approval of the Graduate Counseling Admissions Committee for the department within the parameters established by the College of Education and the Graduate Council.

 

For conditionally admitted students, a Plan for Proving Graduate Status (PPGS) shall be developed during the student’s first semester/term of enrollment. The PPGS may include

• specific undergraduate or graduate courses as prerequisites,

• retaking entrance exams, and

• proficiency examinations and/or work samples, papers, projects or other measures of performance.

 

The required level of performance for the PPGS shall be communicated to the student in writing with a designated completion deadline. Students who are conditionally admitted may take for graduate credit only courses that are approved in the PPGS. Conditionally admitted students must complete all requirements specified in the PPGS and maintain a grade of “B” or better on each course attempted within the first nine hours of graduate

work.

 

Those students who do not meet the requirements described in item four above (evidence of academic skills) but who meet all other requirements for unconditional or conditional admission shall also develop a PPGS. These students may be admitted conditionally subject to the requirements and time period specified in the PPGS. Such students must also complete all requirements specified in the PPGS and maintain a 3.0 (4.0) scale grade point average within the first nine hours of graduate work.

 

Students must complete all admission requirements prior to registering for any graduate courses. However, those students who are required to develop a PPGS due to deficiencies in academic skills may have additional time as specified in the PPGS to remediate those deficiencies. If the student fails to meet all admission requirements within the time specified in the PPGS, the student will be withdrawn from classes with no credit.

 

Counseling and Psychology Program Guidelines

 

1. Required Hours

Specialized program accreditation guidelines require that students enrolled in Troy University’s Counseling and Psychology programs must complete a minimum number of required hours at the site where the internship and practicum are completed. Students should see their academic adviser for specific requirements.

2. Internships/Practicum

Students are required to complete supervised internship and practicum courses at the same campus.

3. Comprehensive Examination

Students must pass a written comprehensive examination for completion of counseling and psychology programs.

 

CLINICAL MENTAL HEALTH

Location: Phenix City, Florida Western

 

Mission Statement

The Clinical Mental Health Program is designed to train mental health counselors. This 60-semester hour program has been tailored to meet educational standards for state licensure and national counseling credentials.

The program is designed to provide students with knowledge of theory, application of counseling skills to various agency populations, knowledge of both normal and pathological development and behavior, and expertise in treatment planning.

 

Objectives for Clinical Mental Health Counseling

The Clinical Mental Health Counseling Program seeks to prepare graduates who have achieved the following:

1. An in-depth knowledge of professional ethics, including an understanding of ethical issues and applications

2. An active professional identity as evidenced by participating in professional associations, such as the American Counseling Association

3. A strong knowledge base regarding counseling facilitation skills, theories, and techniques

4. An understanding of human development, both normal and abnormal

5. Culturally sensitive skills to ensure the ability to work with diverse populations

6. An understanding of career development and related life factors

7. An understanding of theoretical and experiential concepts of group work

8. An understanding of individual and group approaches to assessment and evaluations

9. An understanding of research methods, statistical analysis, needs assessment, and program evaluation

 

 

 

 

COMMUNITY COUNSELING

Location: Dothan, Montgomery, Phenix City, Troy, Augusta, Holloman AFB

 

Mission Statement

The Community Counseling Program is designed to train competent community and agency counselors. This 48-semesterhour program has been tailored to meet educational standards for state licensure and national counseling credentials. The program is designed to provide students with knowledge of theory, application of counseling skills to various agency populations, knowledge of both normal and pathological development and behavior, and expertise in treatment planning.

 

Objectives for Community Counseling

1. To develop knowledge of the foundations of the counseling profession to include history, current trends/issues, roles, functions, professional identity, leadership/ advocacy and laws/legislation

2. To develop knowledge and skills in technology as it is applied to psycho-educational presentations and general counseling, as well as understanding the limitation of technology as it applies to counseling

3. To develop sensitivity and skill in providing counseling services to diverse cultural populations

4. To develop knowledge and skill in research to include the capacity for being a consumer of research data, and the ability to contribute to program evaluation

5. To develop sound clinical and ethical judgment and skills

6. To develop knowledge and skill in consultation and cooperation with other counseling agencies and professionals

7. To promote counselor accountability and professional credibility

8. To demonstrate psychological health and the ability to use high levels of self-awareness

 

 

 

SCHOOL COUNSELING

Location: Dothan, Montgomery, Phenix City, Troy

 

Mission Statement

The School Counseling Program is designed to train certified teachers as school counselors. The program meets Alabama State Department of Education guidelines for school counselor certification. The curriculum is designed to train school counselors in the knowledge of theory, application of counseling skills in working with P-12 grade level students, knowledge of program development and implementation of comprehensive guidance programs, development of professional and personal dispositions, advocacy of children and adolescents, and development of public school educators to become professional school counselors.

 

Objectives for School Counseling

1. To develop knowledge of the foundations of school counseling to include history, current trends/issues, role, functions, professional identity, leadership/advocacy strategies and laws/legislation

2. To develop skills in technology as applied to school counseling

3. To develop sensitivity to provide counseling to diverse school populations

4. To develop skills in comprehensive guidance program development to include needs assessments, program development and program evaluation

5. To develop skills related to assessment of students and interpretation of assessment results to administrators, parents and students

6. To develop skills in counseling to include individual, group and classroom guidance

7. To develop skills in consultation to include working with community agencies, parents, teachers and other school personnel

8. To develop knowledge and skills in conducting programs designed to enhance students’ academic, social, career and other developmental needs

 

Additional School Counseling Requirements

1. Hold a valid teaching certificate in any field. Temporary, provisional, and other nonrenewable certifications

are not acceptable.

2. To complete certification requirements, students also must have two years of professional experience.

 

School Counseling

48 Semester Hours

 

*Students who have not taken the survey of special education course are required to take that course.

 

REHABILITATION COUNSELING

Location: Dothan, Montgomery, Phenix City, Troy

 

Mission Statement

The mission of the Troy University Rehabilitation Counseling program is to prepare rehabilitation counselors to provide rehabilitation services designed to assist individuals with disabilities to achieve their maximum potential. In addition, services will be provided to rehabilitation agencies and programs, and research related to rehabilitation will be pursued. The Troy University program leads to a Master of Science degree with a specialty in Rehabilitation Counseling. Students may choose an emphasis area in either hearing or visual impairment. Upon graduation, students will have the basic foundational knowledge, skill and experiences necessary to enter the profession of rehabilitation counseling and practice as rehabilitation counselors.

 

Objectives for Rehabilitation Counseling

To prepare master’s-level rehabilitation counselors who

1. understand and follow the Code of Professional Ethics for Rehabilitation Counselors;

2. know the laws that affect individuals with disabilities and are able to advocate for the rights of those individuals;

3. understand the concept of choice, self-advocacy and self-determination, and promote these concepts throughout the rehabilitation process;

4. value the worth and dignity of all individuals and view individuals with disabilities as equal partners in the rehabilitation process;

5. demonstrate the ability to practice counseling techniques, job placement skills, and career strategies that will assist individuals with disabilities to develop the skills and competencies they need to function effectively in society; and

6. know the technology and accommodations that are available to provide individuals with disabilities access to work, leisure, and school activities.

 

To continuously update the Rehabilitation Counseling Specialty by

 

1. encouraging communication, feedback, and evaluation between faculty, students, and community resources to promote quality programmatic improvement;

2. providing a balanced curriculum of knowledge and skill development that is consistent with the requirements of the Council on Rehabilitation Education (CORE);

3. promoting research by students and faculty in the area of rehabilitation counseling; and

4. promoting participation in local, state and national professional rehabilitation and counseling associations.

 

Rehabilitation Counseling

48 Semester Hours