2. EPCE Data Day Presentation May 9, 2018

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

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

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

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

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

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

10. Federal…

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

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

13. ETHICS

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

15. American Counseling Association Code of Ethics (2014)

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

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

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

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

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

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

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

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

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

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

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

27. Master’s P1, P2, P3 Data

28. Course List, MED (With A&E Assignments)
A&E Assignments by Course for Clinical Mental Health Counseling and School Counseling
Phase
Course
Course Name
A&E Assignment 1
EPCE 5353
Intro. to Clinical Mental Health Counseling
Comprehensive Clinical Dream Agency Project (CMHC)
EPCE 5355
Intro. to Career Counseling
Career assessment autobiography paper
EPCE 5357
Techniques of Counseling I
Counseling Competencies role play
EPCE 5358
Intro. to School Counseling
Create Core Curriculum lesson (SC)
EPCE 5364
Theories of Counseling
Multiple-choice exams on Counseling Theories
EPCE 5365
Dysfunctional Behavior of Children/Youth
Case study diagnosis (CMHC)
EPCE 5366
Dysfunctional Behavior of Adults
EPCE 5367
Couples and Family Counseling
Family case study paper
EPCE 5370
Ethical and Legal Issues in Counseling
Ethical decision-making case study
EPCE 5371
Counseling Diverse Populations for Licensed Professional Counselors
Autobiographic diversity experience paper
EPCE 5372
Addictions: An Overview
Wellness project (CMHC)
EPCE 5376
Assessment for Professional Counselors
Comprehensive assessment case study
EPCE 5377
Crisis Intervention Counseling
Referral project case study (CMHC)
End-of-Phase: Individual Counseling Competencies Rubric

29. Course List, MED (With A&E Assignments)
 Phase
 Course
Course Name
A&E Assignment 2
EPCE 5352
Child and Adolescent Counseling
Develop content for school counseling website (SC)
EPCE 5354
Group Counseling
Multiple-choice exams
EPCE 5373
Advanced Addictions Counseling
Application of appropriate techniques role play (CMHC)
EPCE 5374
Counseling Techniques II
Simulated counseling session tape (CMHC)
End-of-Phase: Group Counseling Competencies Rubric 3
EPCE 5360
Practicum in Counseling
Successfully complete counseling work at a practicum site and rubric
EPCE 5094
Internship in Counseling (I)
Successfully complete counseling work at an internship site and rubrics
Internship in Counseling (II)
End-of-Phase: Counselor-in-Training Rubric; Treatment Planning Rubric (CMHC)
Maintains Focus Rubric (SC)

30. Mean Scores by Phase (MEd)
n Mean Std. Dev.
Phase 1
A&E Scores n=
End-of-Phase Scores n=
Phase 2
A&E Scores n=
End-of-Phase Scores n=
Phase 3
A&E Scores n=
End-of-Phase Scores n=

31. Counseling Preparation Comprehensive Examination (CPCE)

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

33. PhD P1, P2, P3 Data

34. Course List, PhD (With A&E Assignments)
A&E Assignments by Course for PhD in Counselor Education
Phase
Course
A&E Assignment 1
EPCE 6335
Advanced Counseling Theory and Techniques
Summarize, present, and critique counseling theories
EPCE 6336
Advanced Consultation, Diversity, Social Justice, and Advocacy
Design, organize, and implement a mini-conference on social justice/advocacy issues
EPCE 6337
Advanced Ethics and Legal Issues in Counseling
Ethical case study
End-of-Phase: Ethics Case Study Rubric 2
EPCE 6354
Advanced Theory and Practice of Group Leadership
Lead and participate in interpersonal growth group
EPCE 6355
Scholastic Writing and Teaching
Write and submit a scholarly publication to a professional journal and rubric
End-of-Phase: Grant Writing Skills Evaluation Rubric 3
EPCE 6360
Advanced Practicum in Counseling
Successful completion of counseling work at a practicum site and successful scores on rubric
EPCE 6366
Advanced Supervision in Counselor Education
Successful completion of counselor supervision and rubric
EPCE 6094
Doctoral Internship in Counseling (I)
Successful completion of counseling work at an internship site and successful scores on rubrics
Doctoral Internship in Counseling (II)
End-of-Phase: Advocacy and Leadership Skills Rubric and Needs Assessments Rubric

35. Mean Scores by Phase (PhD)
n Mean Std. Dev.
Phase 1
A&E Scores n=
End-of-Phase Scores n=
Phase 2
A&E Scores n=
End-of-Phase Scores n=
Phase 3
A&E Scores n=
End-of-Phase Scores n=

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

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