Counseling Psychology Program Doctoral Information Packet Table of Contents Page Introduction Counseling Psychology: An Orientation 2 Counseling Psychology Doctoral Program Department Mission Statement 3 Counseling Psychology Program at NMSU 3 Goals of the NMSU Counseling Psychology Program 5 Doctoral Curriculum 6 Counseling Psychology Required Courses Listed by APA Accreditation Criteria 7 Research 8 Practica 8 Internship 8 APA Approved Internships Completed by CEP Students 9 Progress Through the Program 10 Typical Schedule for CEP Students 11-12 Counseling Psychology Faculty Department Head 13 Director of Training 13 CEP Faculty 13-15 NMSU Counseling Center Staff 15 Adjunct Faculty 16 Counseling and School Psychology Training and Research Clinic Coordinator 16 Admissions Application 17 Recruitment of Culturally Diverse Applicants 18 Foreign Student Applications 18 Demographics of Doctoral Students 19 Mentoring 19 Financial Aid 19 University Facilities 20 Life in Las Cruces 21 Housing 21 Counseling Center 21 Ph.D. Application Flow Chart 22 Appendix A Letters of Reference 23 Appendix B Application for Financial Support 24 Revised June/2000 Counseling Psychology: An Orientation In the 2nd edition of The Handbook of Counseling Psychology, Brown and Lent (1992) repeated the definition of the specialty developed by the Division of Counseling Psychology in 1985, "Counseling psychologists utilize scientific approaches in their development of solutions to the variety of human problems resulting from interactions of intrapersonal, interpersonal, and environmental forces. Counseling psychologists conduct research, apply interventions, and evaluate services in order to stimulate personal and group development, and prevent and remedy developmental, educational, emotional, health, organizational, social, and/or vocational problems." (p. 21) The field of counseling psychology has been significantly influenced by the following factors: vocational-guidance, mental health, psychometrics, a non-medical approach to counseling, and the social/economic climate following WW II (Whiteley, 1984). In 1952, the Veteran's Administration created the position of counseling psychologist to assist veterans in their readjustment to society and to help them train for future careers. Counseling psychologists are both scientists and practitioners of psychology (Gelso & Fretz, 1992). Counseling psychologists identify and build client strengths. Counseling psychologists tend to work in college and university settings, either in academic programs or counseling centers (Fitzgerald & Osipow, 1986). They also are employed in a wide variety of service and research settings including private practice, public schools, community mental health, prisons, businesses, employee assistance programs, drug and alcohol treatment centers, psychiatric hospitals and veterans administration medical centers. It is expected that upon completing the Counseling Psychology program at NMSU, graduates will be involved in research and practice which promote: 1) enhancement of optimal human development 2) prevention of personal and interpersonal problems through client education and training, and 3) assistance with the remediation of existing psychological problems. In addition to therapeutic functions, counseling psychologists make unique contributions to the research base of the field. Division 17 of the American Psychological Association (APA) is the primary professional organization for Counseling Psychologists. The Counseling Psychologist and The Journal of Counseling Psychology are the two principal journals. Listed below are references prospective students may find helpful for developing a full understanding of the profession of counseling psychology. Suggested Readings American Psychological Association (1994). What is a Counseling Psychologist? Washington, D.C.: Author. Brown, S. D. & Lent, R. W. (Eds.) (1992). Handbook of Counseling Psychology. (2nd ed.). New York: Wiley. Brown, S. D. & Lent, R. W. (Eds.) (1984). Handbook of Counseling Psychology. New York: Wiley. Fitzgerald, L. & Osipow, S. (1986). Occupational analysis of counseling psychology. American Psychologist, 41, 535-544. Gelso, C. & Fretz, B. (1992). Counseling Psychology. Fort Worth, TX: Harcourt Brace Jovanovich. Gelso, C., Fretz, B., Friedlander, M., Helms, J., Hill, C., Patton, M., Super, D., Wampold, B., (1988). Research in Counseling Psychology: Prospects and Recommendations. The Counseling Psychologist, 16, 385- 406. Heppner, P., Kivlighan, D. & Wampold, B. (1992). Research Design in Counseling. Pacific Grove, CA: Brooks/Cole Publishing Company. Heppner, P., Carter, J., Claiborn, C., Brooks, L., Gelso, C., Holloway, E., Stone, G., Wampold, B., & Galassi, J., (1992). A proposal to integrate science and practice in counseling psychology. The Counseling Psychologist, 20, 107-122. Kagan, N., Armsworth, M., Altmaier, E., Dowd, E., Hansen, J., Mills, D., Schlossberg, N., Sprinthall, N., Tanney, M., & Vasquez, M. (1988). Professional practice of counseling psychology. The Counseling Psychologist, 16, 347-365. Stone, G. L. (1986). Counseling Psychology: Perspectives and Functions. Monterey, CA: Brooks/Cole Publishing Company. Whiteley, J. (1980). The History of Counseling Psychology. Monterey, CA: Brooks/ Cole Publishing Company. The following are important professional issues discussed in The Counseling Psychologist: 1977, 7 (Discusses professional identity). 1982, 10 (Discusses the future of Counseling Psychology). Department Mission Statement The Department of Counseling and Educational Psychology provides educational programming designed to prepare professionals in the fields of professional counseling, school counseling, and counseling psychology. It is expected that CEP students will emerge from the Department's educational programs with professional competencies and interpersonal skills to enable them to work effectively with diverse populations in a variety of educational and community settings. This mission is accomplished by advancing an understanding of human behavior through teaching, research, and service. The Department promotes community outreach by developing positive working relationships with the public and private schools as well as other community institutions which can benefit from the professional competencies of the faculty and students. Counseling Psychology Program at NMSU The Counseling Psychology program at New Mexico State University is accredited by the American Psychological Association. The program, housed within the College of Education, offers educational experiences in the foundations of scientific psychology (history and systems of psychology: biological, cognitive/affective, individual and social basis of behavior) as applied within the discipline of counseling psychology. The program is based on the scientist-practitioner model and stresses integration of theory, research, and practice. Through course work and supervised practice, students develop knowledge and skills in the following areas: appraisal; diagnosis; treatment planning; individual, family and group counseling, child and adolescent counseling; career counseling, addictions counseling, consultation and supervision. Course work on research design and statistics, combined with supervised independent research on professional projects and dissertations, refine students' research skills. As scientists, counseling psychologists possess the expertise to evaluate the degree to which clients are achieving their goals, and to conduct research increasing the body of knowledge on the theory and practice of counseling psychology. The counseling psychology program at New Mexico State University fosters increased sensitivity to cultural diversity within our society. Cross-cultural components of theory, practice, and research are stressed in both course work and research opportunities. The ethics and standards of practice for psychologists are stressed throughout the program. Self-exploration through in-depth supervision and personal awareness activities are integral elements in classes and practica. Individuals admitted to the program are expected to maintain high standards of personal and professional conduct. Annual progress reviews for students in the program include not only consideration of academic performance, but also reviews of personal attributes that reflect upon students' ability to effectively and ethically function as professional counseling psychologists. The knowledge base of counseling psychology forms the foundation of the program. This knowledge base is demonstrated in students course work, experiences in psychological assessment, techniques of intervention, practicum placements, internship, qualifying and comprehensive examinations, and the doctoral dissertation. The required internship, 2,000 hours (preferably in an APA approved site), must be approved by the Director of Training and the Counseling Psychology Training Committee Faculty. The doctoral dissertation is an empirical investigation which, when completed, adds to the knowledge base of counseling psychology. Dissertations may emphasize particular assessments, populations, and/or interventions. The dissertation is conducted under the supervision of the faculty advisor, who possesses expertise in the area being investigated. The CEP faculty believe that the goals of the program strongly reflect both the definition and identity of counseling psychology, and that accomplishing the program goals empowers graduates to find success and fulfillment in the field of counseling psychology. Collegial learning manifested through mentorship opportunities, a strong commitment to the scientist-practitioner model, and extensive work and study in all areas relevant to the counseling psychology profession characterize the program. Some CEP graduates may choose to primarily engage in research, others service provision, and others teaching, but all will have been trained to be scientist- practitioners. The goals of the CEP counseling psychology program are identified below so that prospective students may compare them with their own interests and aspirations. Goals of NMSU Counseling Psychology Program 1. Students will demonstrate knowledge in each of the following areas of psychology: the history of psychology as a science, its various theoretical perspectives, its various specialties, and its current literature. 2. Students will demonstrate proficiency in performing the three main functions of the scientist-practitioner: reviewing and applying research findings to one's practice, thinking and carrying out one's work scientifically, and doing research which contributes to the knowledge base of counseling psychology as part of one's career. 3. Students will develop knowledge of a range of counseling theories and proficiency in specific theories guiding individual, family, and group counseling. 4. Having conceptualized diagnosis as an hypothesis-building and testing process, students will demonstrate proficiency in psychological assessment and diagnosis. In addition to administering and interpreting intelligence, personality, and vocational tests, students will gain knowledge of and skill in observing and interviewing clients, and utilizing client records. 5. Students will demonstrate the ability to counsel a diverse clientele with a variety of presenting problems employing multiple treatment modalities including: individual, couples, family, and group counseling. 6. Students will demonstrate knowledge of career/life planning theory and technique, and an ability to assist their clients in fulfilling their career/life planning needs and aspirations. 7. Students will develop increased sensitivity to the presence of cultural diversity within their professional relationships and seek to enhance their counseling effectiveness by increasing their awareness of existing cultural differences and similarities through interview, consultation, and reflection. 8. Students will demonstrate the knowledge of addictions counseling theory and techniques and the ability to assist their clients in abstaining from or controlling various addictions: alcohol and drug, eating, sexual, and gambling. 9. Students will gain experience in all facets of professional development: research, direct service, teaching, supervision, consultation, outreach, and administration. 10. Students will demonstrate a level of writing proficiency necessary for professional publication. 11. Students will become well-versed in the Ethical Principles of Psychologists and Code of Conduct, skilled in ethical decision-making, and committed to their own growing professionalism. 12. Students will develop a professional identification with counseling psychology by joining and becoming active within APA and Division 17 at the local, regional, and national levels. 13. Students will be expected to integrate the roles of psychologist, counselor, and researcher, to assess their own strengths and weaknesses, and to remain open and committed to both personal and professional growth. Doctoral Curriculum The counseling psychology program at New Mexico State University is open to individuals who have completed a Masters degree in Counseling or a related specialty requiring equivalent course work. It is expected that students entering the program will have successfully completed course work at the Masters level or higher in the following areas: MINIMUM MASTERS DEGREE BACKGROUND KNOWLEDGE AND SKILLS* Area CEP Example Course Human Development CEP 512 The Psychology of Multiculturalism CEP 517 Counseling Theory & Technique CEP 550 Family Therapy Theory and Technique CEP 562 Group Work Theory and Technique CEP 566 Career/Life Planning & Vocational Assessment CEP 552 Appraisal Theory and Technique CEP 542 Counseling Research CEP 532 Organization and Admin. of School Counseling Services CEP 522/524 Diagnosis and Treatment Planning CEP 551 *Students entering the doctoral program without background course work in these areas may be required to include course work or additional study in their doctoral program which will provide the needed background. (For information related to specific courses, consult the Doctoral Handbook). Course work which is required in the Counseling Psychology Doctoral Program is listed below according to the APA accreditation criteria addressed by each course. COUNSELING PSYCHOLOGY REQUIRED COURSES LISTED BY APA ACCREDITATION CRITERIA Research Design and Methodology CEP 632 Counseling Psychology Research CEP 693 Educational Experimentation CEP 700 Doctoral Dissertation (eighteen credits) EST 505C SAS Basics LSC 511 Information Research Practica CEP 673 Counseling Psychology Theory/Practicum CEP 674 Appraisal Practicum CEP 676 Family Therapy Practicum CEP 677 Group Work Theory/Practicum CEP 678 Advanced Counseling Psychology Practicum (two semesters, six credits) CEP 679 Consultation/Supervision Theory and Practicum Internship CEP 680 Internship in Counseling Psychology (three semesters, twelve credits) Statistics CEP 511 Edumetrics CEP 636 Advanced Measurement & Statistics CEP 637 Multivariate Research Procedures & Analyses Scientific & Professional Ethical Standards CEP 622 Ethical/Professional Issues in Counseling Psychology History and Systems of Psychology PSY 540 History and Systems of Psychology Biological Basis of Behavior PSY 574 Psychopharmacology and Toxicology Individual Behavior CEP 612 Human Development CEP 651 Diagnosis and Treatment Planning CEP 656 Addictions Counseling Cognitive/Affective Basis of Behavior CEP 515 Learning Theory Social Basis of Behavior CEP 517 The Psychology of Multiculturalism CEP 519 Psychology of Gender Psychological Measurement CEP 647 Appraisal of Intelligence CEP 648 Appraisal of Personality Counseling Psychology Specialty CEP 652 Career Life Planning and Vocational Assessment CEP 558 Child and Adolescent Counseling Theory and Technique Research Students take six courses specifically aimed at development of research skills. A student desirous of rapid progress through the doctoral program should begin dissertation planning at the earliest possible date. Students can begin background research in support of their dissertations working with faculty as part of their graduate assistantship during their first year in the program. This work culminates in students contributing to a publishable manuscript which is completed before the end of their second Fall semester in the program. Completion of this paper is required for completion of the Qualifying Procedure. This is a good time to begin formal planning of the dissertation proposal. Most students and advisors work efficiently by pursuing some modification of this model: First, the student identifies some broad area of research interest in common with the advisor. It is important that students choose dissertation topics which fall within their advisor's areas of interest and expertise. The student and advisor begin to develop a research question (this phase may consist of relatively informal conversation, and "brainstorming"). At some point, the advisor will request a written document; for example, a brief Dissertation Proposal (two pages or so) which identifies a specific question and outlines a relevant design. Oral and written feedback from the advisor is provided to sharpen both the question and design. The end point of this interchange between student and advisor is a formal Dissertation Proposal that both the student and the advisor agree is suitable for presentation to the Doctoral Committee. Typically, the proposal constitutes the initial draft of the first three chapters of the Dissertation: 1) Introduction, 2) Literature Review, and 3) Methodology. Students are required to use the most recent edition of the Publication Manual of the American Psychological Association in preparing the Dissertation Proposal. The completed dissertation, however, must also conform to Dissertation Guidelines (published annually by the Graduate School). Practica Seven practica (21 credits) are required of doctoral students, as follows: CEP 673 Counseling Psychology Theory/Practicum, CEP 674 Appraisal Practicum, CEP 676 Family Therapy Practicum, CEP 677 Group Work Theory/Practicum, CEP 678 Advanced Counseling Psychology Practicum (two semesters at the New Mexico State University Counseling Center), and CEP 679 Consultation/Supervision Theory and Practicum. Development of competence in practica is of critical importance in the program. If students need additional time to develop skills in any one of the practicums, faculty may recommend they prolong or repeat that practicum before progressing to the next practicum in the sequence. Each practicum involves students in 150 hours of supervised professional practice, resulting in students completing 1,050 hours of supervised experience prior to beginning their internships. Internship The Ph.D. program in counseling psychology includes a post-practicum, full-time equivalent of one calendar year internship (2,000 hours). Students are strongly encouraged to seek internships listed in the Association of Psychology Internship Centers (APIC) Directory and accredited by the American Psychological Association (APA). A less desirable option is an APA equivalent training site. Some internship sites, particularly those in hospital or Veterans's Administration settings, recommend or require 1,000 hours or more of practicum experience prior to internship. Students complete 1,050 hours of practicum experience during their first three years in the program, thereby exceeding this requirement. Students, however, are encouraged to check requirements at potential internship sites early, in order to make themselves competitive for those positions. A recent copy of the APIC Directory is available in the Director of Training's office, and students are encouraged to use this information in order to prepare themselves for a personally suitable internship. Students should plan their internships so that they complete them in time to graduate in the semester in which they want to graduate. Students finishing their internships after August 15th typically will not be able to graduate until the end of Fall term. Candidates' internship assignments must be approved by the Director of Training in conjunction with the Counseling Psychology Training Committee Faculty. Students should contact the Director of Training no later than the spring semester of the year before they intend to begin their internship (e.g., Spring 1998 consultation, if an internship is desired in 1999-2000). This will enable the Director to consult with the students regarding the selection processes. The doctoral internship is available only to doctoral students who have successfully completed their comprehensive examination and defended a dissertation proposal. Students are required to enroll in twelve credits of CEP 680: Internship in Counseling Psychology during their internship. APA Approved Internship Placements Attended by CEP Students Alexandria Mental Health Center, Alexandria, VA Arizona State University, Counseling & Consultation, Tempe, Arizona Ball State University, Muncie, IN Carl T. Hayden VA Medical Center, Phoenix, AZ Colmery-O’Neil VA Medical Center, Topeka, KS Community Mental Health Center, Spokane, WA Department of Psychology & Counselor Education, Thibodaux, LA Department of Veterans Affairs, Harry S. Truman Mem. Vet. Hosp., Columbia OH Department of Veterans Affairs, Reno NV Department of Veterans Affairs Medical Center, Nashville, TN Federal Bureau of Prisons, Federal Correctional Institution, Tallahassee, FL Georgia State University, Counseling Center, Atlanta, GA Illinois State University, Student Counseling Center, Normal, IL Iowa State University, Student Counseling Service, Ames, IA Kansas State University, University Counseling Services, Manhattan, KS Memphis State University, Center for Student Development, Memphis, TN Michigan State University, East Lansing, MI Southern Arizona Psychology Internship Consortium, Tucson, AZ Southern Illinois University, Counseling Center, Carbondale, IL State of Illinois, Department of Mental Health Tersh Smith Counseling Center, Charlottesville, VA Texas Tech University, Counseling Center, Lubbock, TX The University of Memphis, Memphis, TN Towson State University, Counseling Center, Towson, MD University of Arizona, Student Counseling Service, Tucson, AZ University Counseling Center, University of Utah, Salt Lake City, UT University of Florida, Psychological & Vocational Counseling Center, Gainesville, FL University of Michigan, Ann Arbor, MI University of Missouri, Columbia, MO University of New Hampshire Counseling Center, Durham, NH University of Rochester, Rochester, NY University of Texas Medical Branch at Galveston, Galveston TX University of Utah Counseling Center, Salt Lake City, UT University of Virginia, Charlottesville, VA Western State Hospital, Tacoma, WA William Beaumont Army Medical Center, El Paso, TX Progress Through the Program Doctoral study within the Department of Counseling and Educational Psychology typically necessitates full-time and continuous study. There are also a number of criteria students need to meet as they progress through the program. Listed below are the major criteria students need to meet, followed by a schedule of classes and activities that students typically follow. Additional information on each of the steps and the course work is provided in the Doctoral Handbook which is available from the department. Students will do the following: 1) successfully complete 9-12 graduate hours per semester 2) qualify for doctoral study by completing a qualifying exam during the Fall semester of their first year, earning a 3.0 GPA separately in practica (CEP 673, 677, 676), and research/statistics course work (CEP 511, 632, 636), (students may be asked to repeat course work in these areas if faculty believe further development is needed), and completing a manuscript with a faculty member which is suitable for submission for professional publication 3) choose an advisor and doctoral committee 4) decide on a dissertation topic which incorporates the student's interests and the advisor's expertise 5) complete a year of residency involving 9 hours per semester 6) complete a dissertation proposal and have it approved by the doctoral committee 7) pass a written and oral comprehensive examination covering program course work 8) receive placement in a full-time internship 9) complete the dissertation working with the faculty advisor and graduate committee 10) pass a final examination which includes defense of the dissertation 11) successfully complete the internship 12) graduate TYPICAL SCHEDULE FOR COUNSELING PSYCHOLOGY STUDENTS Year Semester Course numbers and activities One Summer II CEP 612, Human Development CEP 517, The Psychology of Multiculturalism Fall CEP 511, Edumetrics CEP 622, Ethical/Professional Issues in Counseling Psychology CEP 651, Diagnosis and Treatment Planning CEP 673, Counseling Psychology Theory/Practicum* Meet faculty mentor. Choose research team Take Qualifying Diagnostic Exam Spring CEP 632, Counseling Psychology Research* CEP 636, Advanced Educational Measurement & Statistics* CEP 652, Career Life Planning & Vocational Assessment CEP 677, Group Work Theory/Practicum* Year Two Summer I CEP 676, Family Therapy Practicum* Summer II CEP 515, Learning Theory LSC 511, Information Research Fall CEP 637, Multivariate Research Procedures & Analyses CEP 647, Appraisal of Intelligence CEP 678, Advanced Counseling Psychology Practicum PSY 574, Psychopharmacology *Qualify for Doctoral Study: Complete Practicums and Research with a 3.0 and Present Research Manuscript Spring CEP 648, Appraisal of Personality CEP 558, Child / Adolescent Counseling Theory and Technique CEP 678, Advanced Counseling Psychology Practicum CEP 693, Educational Experimentation Year Three Summer I CEP 519, Psychology of Gender Summer II CEP 678, Advanced Counseling Psychology Practicum (optional) Fall CEP 556, Addictions Counseling CEP 679, Consultation/Supervision Theory and Practicum, or CEP 674, Appraisal Practicum PSY 540, History and Systems of Psychology Apply for internship placement Comprehensive Examination Spring CEP 674, Appraisal Practicum, or CEP 679, Consultation/Supervision Theory and Practicum CEP 700 Dissertation Proposal EST 505C, SAS Basics Dissertation Proposal Defense Year Four Summer I Travel Summer II CEP 680, Internship in Counseling Psychology CEP 700, Dissertation Fall CEP 680, Internship in Counseling Psychology CEP 700, Dissertation Spring CEP 680, Internship in Counseling Psychology CEP 700, Dissertation Summer I CEP 680, Internship in Counseling Psychology CEP 700, Dissertation GRADUATE!!! If students cannot maintain the above timetable they may submit a request for a full or partial leave of absence. The request will be honored only under unusual, extenuating circumstances. Specifically: 1) The students must have followed the timetable and successfully completed requirements up to the point of requesting a leave 2) Unusual and pressing circumstances such as illness and family crisis prompt the request, and 3) An initial period of absence may be granted for one year only. Department Head Waldo, Michael, Ph.D. Department Head (University of Utah) Professor, Licensed Psychologist Teaching: Individual/family/group counseling and consultation/supervision, professional issues, research Research: Relationship Enhancement prevention and therapy, group work, abuse/violence counseling Recent Publications: Waldo, M., & Hartman, M.J. (1999). Relationship Enhancement groups with state hospital patients and staff. Journal for Specialists in Group Work, 24, 27-36. Schwartz, J., & Waldo, M. (1999). Therapeutic factors in spouse abuse treatment. Journal for Specialists in Group Work, 24, 197-207. Director of Training Peggy Kaczmarek, Ph.D. (New Mexico State University) Associate Professor and Director of Training, Licensed Psychologist Teaching: ethics and professional issues, child and adolescent counseling, gender issues Research: school counseling, ethics, training, child and adolescent therapy Recent Publications: Kaczmarek, P., & Riva, M. (1996). Training counseling psychologists to be responsive to the diverse needs of the 1990's adolescent. The Counseling Psychologist, 24, 400-430. Kaczmarek, P., Barcley, D., & Smith, M. (1996). Systematic training in client documentation:Strategies for counselor educators. Counselor Education and Supervision, 36, 77-84. CEP Faculty Charles H. Huber, Ph.D. (University of South Carolina) Professor, Licensed Psychologist Teaching: marriage and family therapy, clinical supervision, human development Research: cognitive-behavior therapy, family psychology Recent Publications Huber, C.H. (2000). Rational-emotive family therapy: ABC, A’B’C’, DE. In J.Carlson and L. Sperry (Eds.), Brief therapy with individuals and couples (pp.84-122). Redding, CT: Zeig, Tucker. Huber, C.H. (1997). Rational-emotive family therapy. In J. Yankura & W.Dryden (Eds.), Special applications of REBT: A therapist’s casebook (pp. 101-130). New York:Springer. Rod J. Merta, Ph.D. (University of Nebraska -- Lincoln) Associate Professor, Licensed Psychologist Teaching: group counseling, cultural diversity & career counseling Research: ethics; cross-cultural, group and career counseling; college student development Recent Publications: Bauman, S., Merta, R.J., & Steiner, R. (in press). Validation of the SASSI: Discriminant and predictive validity of classification and clinical interpretation. Journal of Child and Adolescent Substance Abuse, 9 (1). Colmant, S., & Merta, R.J. (in press). Sweat therapy. Journal of Experiential Education. Keith McNeil, Ph.D. (University of Texas -- Austin) Professor Teaching: statistics, research, and design Research: statistics, research, and evaluation Recent Publications: Johnson, P., & McNeil, K. (1998). Predictors of developmental task attainment for young adults from divorced families. Contemporary Family Therapy. Newman, I., & McNeil, K. (1998). Basic procedures in conducting survey research. Lanham, MD: University Press of America. Michael Nystul, Ph.D. (Oregon State University) Professor, Licensed Psychologist Teaching: counseling principles, human growth and development, school counseling Research: the counseling process, Adlerian psychotherapy, birth order Recent Publications: Nystul, M.S. (1999). Introduction to counseling: An art and science perspective. Needham Heights, MA: Allyn and Bacon. Nystul, M. (1999). A problem solving approach to counseling: Integrating Adler’s and Glasser’s theories. In Watts, R.E., & Carlson, J. (Eds.) Strategies and Interventions in Counseling and Psychotherapy. Taylor and Francis. Enedina García-Vázquez, Ph.D. (The University of Iowa) Associate Professor, Licensed Psychologist Teaching: assessment, assessment of bilingual students, psycho-educational Research: social, emotional and cultural factors of academic success, acculturation in children and adolescents, assessment strategies with diverse populations, intervention techniques Recent Publications: Garcia-Vazquez, E., Vazquez, L.A., & Ling, N.D. (1999). Psychological factors and language: Impact on Mexican-American students. Border Walking Journal, 3, 44-52. Garcia-Vazquez, E., Vazquez, L.A., Lopez, I.C., & Ward, W. (1999). Language proficiency and academic success: Relationship between proficiency in two languages and achievement among Mexican- American students. Submitted to Bilingual Research Journal, 4. Luis Vázquez, Ph.D. (The University of Iowa) Associate Professor, Licensed Psychologist Teaching: Individual, family, and multicultural theories of counseling, practicum, technique, and bilingual counseling Research: Phenotype, acculturation and identity development, bilingual ethics Recent Publications: Vazquez, L.A., Arizaga, M., Bauman, S., Castellanos, L.P., & Waldo, M. (1998). Cultural awareness and interpersonal skill development for borderland educators. The Borderwalking Journal, 19- 23. Vazquez, L.A., Garcia-Vazquez, E., Sanchez, P., & Sierra, A.S. (1998). Acculturative stress in university students: The impact of ethnic loyalty and skin color. The Borderwalking Journal, 37-36. Eve Adams, Ph.D. (The Ohio State University) College Assistant Professor Teaching: multicultural issues, special populations, supervision Research: multicultural issues, special populations, supervision Recent Publications: Sevig, T.D., Highlen, P.S., & Adams, E.M. (in press). Development and validation of the Self- Identity Inventory: A multicultural identity development instrument. Cultural Diversity and Ethnic Minority Psychology. Garcia-Vazquez, E., Vazquez, L.A., Ling, N.D., & Adams, E.M. (in press). The impact of skin color on perceived discrimination among bi-ethnic/Latino adolescents. Borderwalking Journal. Adams, E.M., Brown, S.C., & Cook, T.L. (under contract). Providing common language: A co- facilitative training model for teacher-student partnerships. In J.E. Miller, J.E. Groccia, & D. DiBiaso (Eds.), Student assisted teaching and learning: Strategies, models, and outcomes. Boston, MA: Anker. NMSU Counseling Center Staff Who Are Adjunct Faculty John Irvine, Ed.D. (Western Michigan University) Director, Licensed Psychologist Specialization/Interests: anxiety disorders, stress related disorders, brief therapy, depression Karen Schaefer, Ph.D. (University of Illinois at Urbana -Champaign) Training Director, Licensed Psychologist Specialization/Interests:post traumatic stress disorders, physical abuse and neglect, sexual abuse/rape, women's issues and development Adjunct Faculty Martin Greer, Ph.D. (New Mexico State University) Lead Psychologist, Las Cruces Public Schools College Assistant Professor Teaching: personality assessment, school psychology, Gestalt therapy, psycho drama Research: mental health collaboration Recent Publications: Greer, M. & LeVine, E. (1991), Enhancing creative performance in college students. Journal of Creative Behavior, 25, 250-255. Counseling and School Psychology Training and Research Clinic Coordinators Jonathan Schwartz, M.A. (doctoral student) and Nicole Dubsick, M.A. (doctoral student) Admissions Application The CEP department processes doctoral applications only once a year. Applications must be complete by January 7th to be considered for Fall enrollment. In order to apply to the program, the following steps are required: 1. Obtain a current copy of the New Mexico State University Graduate Bulletin and mail a completed application to the Graduate School, MSC 3G, NMSU, PO Box 30001, Las Cruces, NM 88003-8001. 2. Send the Graduate School two official transcripts from each college or university previously attended. 3. Have Graduate Record Examination-Aptitude scores forwarded to the Graduate School. The scores must be current (within the last 5 years). While there is no required minimum GRE-Aptitude score for regular admission, low scores may result in recommendations for remedial work. 4. The following admission items should be sent to the Director of Training, Department of Counseling and Educational Psychology, MSC 3CEP,NMSU, PO Box 30001, Las Cruces, NM 88003-8001: a. A Vita b. A Letter of Intent, requesting admission to the Counseling Psychology doctoral program. This letter should be autobiographical and should include an explanation of the way in which the NMSU Counseling Psychology Program will meet the applicant's professional goals. c. Three letters of reference from former instructors and counseling supervisors concerning the applicants competency to complete doctoral level work. A form is provided in Appendix A. d. A sample of applicants recent graduate writing (course project, master's thesis, professional publications, etc.). 5. Applications may be strengthened by submitting additional evidence of aptitude for graduate study. For example: reprints or other publications, grant proposals, relevant work samples, or additional support letters. 6. An on-campus interview will be required of finalists. This will include individual and/or group interviews. Under extenuating circumstances, applicants may request to be interviewed through a series of conference calls. 7. Various non-objective admissions criteria are weighed as follows: Letter of Intent High Letters of recommendation High On-campus interview High Previous research activity High Extracurricular activities Medium Related public service Medium Teaching experience Medium Counseling experience Medium Recruitment of Culturally Diverse Applicants New Mexico State University is committed to increasing the enrollment and professional representation of culturally diverse students. A wide variety of cultures, nationalities, and ethnic groups are currently represented at NMSU. Minority students make up one-third of the university student body. NMSU faculty and staff value the university's diverse student population and strive to promote both academic and personal growth in every student. New Mexico State University has consistently provided support services for minority students and has had an affirmative action plan in place for many years. Since 1988, a university-wide committee has developed specific strategies to further increase the number of minority students and faculty. Some of the minority recruitment and retention programs currently operating at the graduate level include: Ronald E. McNair Program (funded by the U.S. Department of Education); The Minorities Biomedical Research Support Program (funded by the National Institutes of Health): Minority Access to Research Careers Program (funded by the National Institute of Health); Commission on Higher Education Minority and Women Fellowships (funded by the Commission on Higher Education); and The Minority Doctoral Assistance Loan Program (funded by the state with matching funds from NMSU). Foreign Student Applications Applicants from other countries or individuals who live in the U.S. but are not American citizens are required to apply first to the Foreign Student Admission Program of the university. Foreign students need to complete the "International Applications for Admission" form which may be obtained from the Center for International Programs, NMSU, MSC 3567, PO Box 30001, Las Cruces, NM 88003-8001, (505) 646-2017. Students for whom English is not their native language are required to submit an official score for the Test of English as a Foreign Language (TOEFL) of 500 or above, and a score on the test of Spoken English. Rules of Acceptance of Offers for Admission and Financial Aid In 1965, the Council of Graduate Schools in the United States, supported by 317 universities and colleges and by the directors of four granting agencies, both public and private, passed the following resolution: Acceptance of an offer of financial aid (such as graduate scholarship, fellowship, traineeship, or assistantship) for the next academic year by an actual or prospective graduate student completes an agreement which both student and graduate school expect to honor. In those instances in which the student accepts the offer before April 15, and subsequently desires to withdraw, the student may submit in writing a resignation of the appointment at any time through April 15. However, an acceptance given or left in force after April 15 commits the student not to accept another offer without first obtaining a written release from the institution to which a commitment has been made. Similarly, an offer by an institution after April 15 is conditional on presentation by the student of the written release from any previously accepted offer. It is further agreed by the institutions and organizations subscribing to the above Resolution that a copy of this Resolution should accompany every scholarship, fellowship, traineeship and assistantship offer. In 1981, the Council of Graduate Departments of Psychology (COGDOP) modified the resolution regarding offering and accepting financial aid after April 15: An acceptance given or left in force after April 15 commits the student not to solicit or accept another offer. Offers made after April 15 must include the provison that the offer is void if acceptance of a previous offer from a department accepting this resolution is in force on that date. These rules are binding on all persons acting on the behalf of the offering institution. In November 1988, the Board of Directors of COGDOP passed the following motion: That the currently prevailing procedures dealing with the offering and acceptance of financial aid are intended to cover graduate admissions as well as offers of financial aid. To protect candidates against the need to make premature decisions, graduate programs should allow applicants until April 15 to make final decisions. Financial Aid To be considered for the financial aid available through the Department, an "Application for Financial Aid" must be forwarded to the Director of Training. The form for making this application is provided in Appendix B. The CEP department has 8 assistantships available. Current stipends are listed in the Graduate Catalog. Doctoral students are allotted a minimum of 10 hours per week assistantship during their first two years in the program. Five of the ten hours per week during students' first year is dedicated to collaboration with faculty on a research project. The remaining 5 hours is dedicated to assisting faculty in teaching. During their second year students' assistantships typically focus on independent teaching, assisting faculty in teaching graduate level courses, and/or program administration. During their third year in the program Doctoral students typically have assistantships or teaching assignments for a minimum of 10 hours per week, which focus on advance teaching and/or program administration (for example, independent teaching of an introductory counseling course and administration of the Department's training clinic). The Department complies with the following stated policy of the Council of Graduate Departments of Psychology regarding offering and accepting financial aid after April 15: "An acceptance given or left in force after April 15 commits the student not to solicit or accept another offer. Offer is void if acceptance of a previous offer from a department accepting this resolution is in force on that date. These rules are binding on all persons acting on the behalf of the offering institution." It is strongly recommended that doctoral applicants to the CEP doctoral program file a Free Application For Federal Student Aid (FAFSA). An FAFSA can be obtained from the Financial Aid Office. The application process will determine your eligibility for financial aid programs available to graduate students at New Mexico State University. It is important that you apply for financial aid as soon as possible after January 1 when the FAFSA forms are available. Due to the large number of graduate students applying for financial aid, it is strongly recommended that your financial aid forms be completed before March 1, since some of the programs are based on availability of funds granted through the federal financial aid programs and are based on a first come, first served basis. Additional information on student loans and part-time employment is available on request from the Financial Aid Office (MSC 5100, New Mexico State University, PO Box 30001, Las Cruces, NM 88003-8001; or (505) 646-4105). University Facilities The Department of Counseling and Educational Psychology is housed in the College of Education in Suite 205, O'Donnell Hall. Each faculty member has her or his own office. Most classes are taught in O'Donnell Hall and courses are offered during daytime and evening hours. The department maintains a Counseling and School Psychology Training and Research Clinic with excellent facilities for supervised counseling and supervision-of-supervision. Eleven rooms (one of which is a play therapy room) are available. Three of the rooms are set up for videotaping. A portable video recorder is available for use in other rooms. Three of the rooms have one-way mirrors, telephones, and microphone-speakers for live supervision of counseling and live supervision-of-supervision. These rooms are also connected to the seminar room by closed circuit camera and telephone for supervision and supervision-of-supervision activities. Three other rooms have one-way mirrors and microphone-speakers for observation. Throughout the program, students have available for their use the "Graduate Commons", which has an open environment including six work stations, a telephone, a typewriter, computers, large individual lockers for students, and comfortable seating. NMSU has two libraries with nearly 1,000,000 books and 4,000 periodical subscriptions. In most cases, interlibrary loan services are free of charge, and materials are located and available for use within seven working days. Other library services include: a) Computerized data base searches on Medline and Social Sciences Index. b) CD-ROM data bases including Psych-lit; ERIC; Science Citation Index; ABI-Inform; Compendex; Infotrac; MLA; Computer Select; Agricola and CINAHL. Demographics of Doctoral Students The Counseling Psychology doctoral program has an enrollment of 26 students, of which 15 or 58% are female and 11 or 42% are male. The mean age of students is 36, with a range from 24-51 years of age. Minority enrollment in the program is 11 (42%). The department annually reviews approximately 27 completed applications and accepts 6 students each year for an acceptance rate of 22%. The average M.A. program G.P.A. for admitted students has been 3.8. During the past three years, three students have voluntarily left the program, resulting in a 16% attrition rate. Mentoring Doctoral students are assigned a faculty mentor who will provide support and encouragement throughout the program. The faculty mentor will serve as a "temporary advisor" during the first year of doctoral study. Applicants admitted to the Department are not assigned an advisor until the qualifying procedure has been completed so that students can become better acquainted with faculty and their research interests before choosing a permanent advisor. When students are ready to select their advisor, they should consult with the faculty member to be certain that the students' intended dissertation topic is within the faculty member's areas of expertise and that the faculty's advisement load will permit the addition of the advisee. When consensus is achieved, students complete the "Application of Advisor" form which can be obtained from the department secretary. Life in Las Cruces Las Cruces is located in southwestern New Mexico, 50 miles from El Paso-Juarez. The Las Cruces area is well known for the majestic Organ Mountains, White Sands National Monument, and the Rio Grande River which winds its way through fields of chile, cotton, and pecan orchards. The mild climate allows for year round swimming, golf, backpacking, and other outdoor activities. Cultural events include a Renaissance Arts & Crafts Festival, The Whole Enchilada Festival, and a variety of events sponsored by the American Southwest Theater Company and the Las Cruces Symphony. Las Cruces, hometown of the university and New Mexico's second largest city, blends Hispanic, American Indian, Anglo and Black cultures in its colorful city life. Desert landscape, the fabled Rio Grande, high forested mountains, and the proximity of the U.S.-Mexico border contribute to the rich multicultural ambience of the region. Housing Housing for students on campus includes a variety of options. Residence halls are designed as double occupancy suites which are fully furnished. The Vista del Monte Apartment Complex is made up of individual efficiency duplexes, and two or four bedroom apartments. Student family housing consists of two-story townhouse apartments or single story two bedroom homes. Specially equipped residence hall rooms, apartments, and family housing units are available for students with disabilities. Off campus housing is plentiful and reasonably priced throughout the Las Cruces area. Counseling Center The New Mexico State University Counseling Center is staffed by a team of professionally licensed counselors and psychologists who provide a variety of confidential counseling and consultation services. Counseling services are provided free of charge to students of the university. The center is accredited by the International Association of Counseling Services, Inc., and is located in Garcia Annex, Room 108, and can be contacted at 646-2731 for more information. Ph.D. Application Flow Chart Step 1: Admission to the Graduate School (See "Admission" in Current Graduate Bulletin) Complete Application to Graduate School 1. Application Form (available in back of Graduate Catalog) 2. Official Transcripts from prior institutions 3. GRE aptitude scores (within the last 5 years) ? ? Regular Admission Rejection by to Graduate School Graduate School ? ? ? Stop ? Step 2: Admission to Department of CEP Application is automatically forwarded from Graduate School to CEP. In order to complete application to CEP forward the following to the Director of Training: 1) Vita 2) Letter of intent 3) Writing Sample 4) 3 letters of reference ? Decision of Counseling Psychology Admissions Committee ? ? ? Admission to CEP Rejection by CEP ? ? Appointment of Stop Mentor Graduate School Director of Training Financial Aid MSC 3G MSC 3CEP MSC 5100 NMSU NMSU NMSU PO BOX 30001 PO BOX 30001 PO BOX 30001 Las Cruces, NM 88003-8001 Las Cruces, NM 88003-8001 Las Cruces, NM 88003-8001 (505) 646-2736 (505) 646-2121 (505) 646-4105 APPENDIX A - LETTER OF REFERENCE NEW MEXICO STATE UNIVERSITY Department of Counseling & Educational Psychology MSC 3CEP, PO Box 30001, Las Cruces, NM 88003-8001 LETTER OF RECOMMENDATION FOR: Last Name First Name Middle Name Applying for Masters Ed.S. Ed.D. Ph.D. DEGREE APPLICANT: Prior to releasing this form, and in accordance with the Family Educational Rights and Privacy Act of 1974, please review/check the applicable statement, and sign where indicated. ( ) I hereby waive ( ) I do not waive my right of access to this letter of recommendation Applicant Signature Date To AUTHORS of Letters of Recommendation: The Counseling Psychology Training Committee is specifically interested in the applicant's ability to perform advanced study and research, and his/her potential for pursuing a successful career in the chosen field. I Rate applicant on each of the following, using a five point scale: (1) truly outstanding (top 10%), (2) superior, (3) above average, (4) average, (5) below average, (X) inadequate knowledge to rate ( ) Intellectual capacity ( ) Ability in oral expression ( ) Mastery of fundamental knowledge in the field ( ) Adequacy of ability for research ( ) Motivation and drive ( ) Potential as teaching assistant ( ) Scholarship ( ) Emotional maturity and stability ( ) Ability in written expression ( ) Self-reliance and independence 2 Express your assessment of the applicant's particular qualifications for graduate study. Would you be willing to admit the applicant to your own graduate program, or...would you employ the applicant? (If additional space is required, the reverse side of this form may be used.) 3 Evaluate the applicant's prospect's for success in graduate study in the program for which he/she is applying. Please circle your applicable response. POOR BELOW AVERAGE AVERAGE ABOVE AVERAGE EXCELLENT 3 Briefly indicate the time frame and nature of your contact with the applicant. ******************************************************************************** Type or Print Name Signature Institution Address Position DATE PLEASE MAIL THE COMPLETED FORM DIRECTLY TO THE DEPARTMENT APPENDIX B - APPLICATION FOR FINANCIAL SUPPORT NEW MEXICO STATE UNIVERSITY College of Education Department of Counseling and Educational Psychology Director of Training MSC 3CEP, PO Box 30001 Las Cruces, NM 88003-8001 (505) 646-2121 APPLICATION FOR FINANCIAL SUPPORT (This completed application form should be mailed to the Director of Training. Deadline for assistantships, fellowships and traineeships is normally January 10th.) I am applying for the following in the Dept. of Counseling and Educational Psychology, majoring in . Assistantship Graduate fellowship of traineeship Other (specify) GENERAL INFORMATION 1. (Mr.) (Mrs.) (Miss) SS# 2. Present Address: 3. Permanent Address: Phone: 4. List all post high school educational institutions attended and degrees awarded or expected: Institution From - To Degree/Major Date Awarded/Expected 5. Name the foreign languages you can read and note your proficiency: 6. Honors or academic awards received: 7. Make a brief statement about your proposed professional career: 80 List the names and addresses of at least three college teachers whom you have requested to fill out the attached reference forms. These forms should be mailed by the teachers directly to the Head of your department at New Mexico State University. Signature of Applicant Date 1