Master of Arts in Clinical Mental

Health Counseling Program

2017 – 2019 Cohort

Student Clinical Training
Handbook

The Council for Accreditation of Counseling and Related Educational Programs

(CACREP), a specialized accrediting body recognized by the Council for Higher
Education Accreditation (CHEA), has granted accreditation to the Clinical Mental
Health Counseling (M.A.) at Wheaton College through October 31, 2024.
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Master of Arts in Clinical Mental

Health Counseling Program

2017 – 2019 Cohort

Student Clinical Training
Handbook

The Council for Accreditation of Counseling and Related Educational Programs

(CACREP), a specialized accrediting body recognized by the Council for Higher
Education Accreditation (CHEA), has granted accreditation to the Clinical Mental
Health Counseling (M.A.) at Wheaton College through October 31, 2024.
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TABLE OF CONTENTS
Overview ............................................................................................................................................. 4
Definitions ........................................................................................................................................... 5
CLINICAL TRAINING: PRACTICUM AND INTERNSHIP .......................................................... 7
Clinical Training Calendar ............................................................................................................... 8
MA – International Clinical Experience Scholarship (MA-ICE) ............................................... 10
Clinical Activities ............................................................................................................................. 11
Practicum Requirements ................................................................................................................. 11
Internship Requirements ................................................................................................................ 12
Criteria for Site Selection............................................................................................................. 13
Learning Contract ........................................................................................................................ 14
Recording or Observation of Sessions ....................................................................................... 15
STUDENT EVALUATION ................................................................................................................. 16
Student Portfolio .............................................................................................................................. 16
Regular Student Evaluations .......................................................................................................... 17
Mid-semester Statement of Concern ............................................................................................. 21
Practicum and Internship Evaluations ......................................................................................... 23
Final Evaluation ............................................................................................................................... 23
PROBLEMS OF PROFESSIONAL COMPETENCE ........................................................................ 23
Definitions ......................................................................................................................................... 23
Identification of Problems Requiring Remediation .................................................................... 24
Student Self-Identification of Problems ........................................................................................ 24
Informal Identification of Problems .............................................................................................. 24
STUDENT REVIEW COMMITTEE ................................................................................................... 26
Referral to the SRC ........................................................................................................................... 26
Notification of Referral to the SRC…………………………………………………….………....27
Attendance at the SRC Meeting ................................................................................................... 278
Possible Outcomes of the SRC Meeting ........................................................................................ 28
Dismissal ........................................................................................................................................... 29
Appeal of Dismissal ......................................................................................................................... 30
Policy on Academic Honesty ......................................................................................................... 30
Definitions ......................................................................................................................................... 30
RESPONSIBILITY FOR DISCIPLINARY ACTION ........................................................................ 31
Disciplinary Process ........................................................................................................................ 31
Academic Dishonesty Outcomes ................................................................................................... 32
Academic Appeals ........................................................................................................................... 33
PROGRAM EVALUATION ............................................................................................................... 33
ENDORSEMENT POLICY ................................................................................................................. 34
GRIEVANCE PROCEDURE............................................................................................................... 34
RIGHTS AND RESPONSIBILITIES................................................................................................... 35
Relationship between the CMHC Program and Training Sites ................................................ 35
Wheaton College CMHC Program ................................................................................................ 35
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Clinical Training Sites...................................................................................................................... 36

Students ............................................................................................................................................. 36
Ethical Practice ................................................................................................................................. 36
LIABILITY INSURANCE .................................................................................................................... 37
LICENSING AND CERTIFICATION ............................................................................................... 39
Overview ........................................................................................................................................... 39
Resources ........................................................................................................................................... 39
Requirements for Masters-level Mental Health Licenses in Illinois ......................................... 41
Course Recommendations for Illinois LCPC Requirements ..................................................... 42
APPENDIX ............................................................................................................................................. 43
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WHEATON COLLEGE CLINICAL TRAINING PHILOSOPHY

Overview
This handbook is intended to provide Wheaton College graduate students enrolled in the Clinical
Mental Health Counseling (CMHC) program with the details and information needed to successfully
guide them through their clinical training experiences while in the program. The policies and
procedures described herein may be periodically revised, and updates will be communicated to
students as appropriate. In the event of conflicting information or interpretation, the Wheaton College
catalog takes precedence over the graduate and CMHC program handbooks. Students are required to
become familiar with the entirety of this handbook; however, the Clinical Training Coordinator is
available to assist with any difficulties in either the interpretation or application of materials.

The philosophy of our clinical training flows from the servant-practitioner-scholar model described in
our CMHC Handbook. During graduate study, the student forms the foundation upon which all later
clinical development will occur. The experiences that students receive in their practicum and internship
training are central to their development. Habits and skills will be formed which will limit or enhance
the student's subsequent professional development. In light of their importance, it is imperative that
the clinical training experience be directed by the faculty who also oversee the other aspects of the
students' training.

At the core of our program's identity is our commitment to Christian distinctiveness. The assignment
to Practicum and Internship faculty supervision groups (described later in this handbook) ensures that
each student receives oversight from doctoral level Christian mental health professionals during the
early formative years of their professional development.

The general philosophy of training entails a process of gradually introducing the student into the
responsibilities of the professional clinical mental health counselor. As greater knowledge and skill are
developed, a greater level of responsibility and autonomy are given. While those outside of the CMHC
program have substantial input into the students' training through clinical supervision, the oversight
and final responsibility of that training must remain with the CMHC program faculty.
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Definitions
Clinical Training Coordinator (CTC): The CTC is the primary liaison between the CMHC academic
program, the student, and training sites. The CTC prepares students for and guides them through the
Practicum and Internship application process. If problems arise between a student and site supervisor,
students should first contact their faculty supervisor for assistance in resolving the issue. If the site supervisor
issue cannot be resolved with the faculty supervisor, or if a problem arises between a student and a
faculty supervisor, the CTC is the primary contact.

Clinical Training Office Coordinator (CT Office Coordinator): This person acts as a receptionist in
the Clinical Training Office at Wheaton College and assists the CTC in a range of activities.

Direct Hours: Direct/Face2Face hours involves interaction with clients that include the application of
counseling. In general, the term is used to refer to time spent by practicum or internship students
working directly with clients. Experiences such as the following can be included as direct client hours:
Clinical interviews, individual, group, couples/marital, and family counseling, intakes, crisis
intervention, on-call coverage, and phone calls with clients.

Grading & Degree Dates: After a student’s final evaluation meeting with the Practicum/
Internship faculty supervisor, at the end of each semester of clinical training, students must
ensure that all paperwork has been submitted to the faculty supervisor in order to receive
credit for the class. Each student cannot receive a “Practicum or Internship Complete”
designation until all original paperwork is submitted. Thereafter, a grade will be assigned for
either CMHC 692 (Practicum) or CMHC 696 (Internship). Students who do not complete
necessary paperwork may jeopardize their date of graduation.

Students are most likely to complete all degree requirements either in May or August of the year of
program completion. All students earning a degree in May or August are eligible to participate in the
Commencement ceremony in May.

Please refer to the table below for deadlines regarding internship, grading and degree dates.
Complete internship by: Submit all paperwork by: Eligible to earn degree date:
May 3, 2019 May 6, 2019 May 11, 2019
August 23, 2019 August 23, 2019 TBA

Indirect Hours: This category includes activities that students perform in association with direct
service activities. There are activities indirectly related to client care. This category can also include
activities that relate to educational or training activities that students may participate in as part of
their fieldwork experiences. The following categories are included as Indirect Hours:
Research: This time may include researching a client’s medical or mental health condition. It
could also include investigation into potential resources for a client.
Correspondence/Report writing: This activity includes any and all correspondence or formal
report writing related to the client’s life.
Staffing/Meeting: This category includes meetings where several professionals are present to
discuss one or more clients.
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Case management: This category may include activities related to overseeing a client’s case. It
may include phone calls, case note documentation, scheduling arrangements, etc.
Training/observation: This includes any activity where formal training is provided (e.g.,
orientation) or when a student is in the learning or observing phase of a new activity. Training
in this code is related specifically to the job duties to be performed.
In-service: This category includes brief training experiences that are offered to professionals at
a site from time to time. It might relate to a new treatment, a resource, or professional
development.
Conference/workshop: This category includes a mental health counseling training that a
site/program may allow the student to participate.
Other (Specify): This category can include activities when an indirect service is being
provided that is not being captured by the above descriptions.
Supervision: This category includes group/individual/triadic supervision.

Internship: A more extensive clinical training experience that students complete following the
Practicum. The clinical experience gained through Internship must reach a minimum duration of 600
hours over the course of two semesters. The clinical experience will be supervised by a credentialed
site supervisor (i.e. LCPC, LMFT, LCSW, Licensed Psychologist). In addition, the Internship faculty
supervisor, a department appointed faculty member, will also meet with the student to provide general
oversight and feedback. Students begin their Internship after successfully completing a Practicum.
Internship will last at least two semesters. Many sites, however, may require students to make a 12-
month internship commitment to provide continuity of services at the site. Students are responsible
for understanding the agency’s requirements and abiding by them. Vacation days are negotiated with
the site supervisor while completing Wheaton’s learning contract. Internship experiences typically
consist of 16-22 hours per week, of which about one third will be comprised of intensive individual and
group supervision.

Practicum: An introductory supervised field experience that provides students with the opportunity to
observe CMHC professionals as they function and to develop primary level mental health service
provision skills. Students must obtain 100 hours of practicum experience over the course of one
semester. This introductory experience will be supervised either by a credentialed site supervisor (i.e.
LCPC, LMFT, LCSW, Licensed Psychologist) or by a Wheaton faculty member. In addition, the
Practicum faculty supervisor, a department appointed faculty member, will also meet with the student
to provide general oversight and feedback. Most students begin their Practicum in the summer
semester, following completion of their first year in the program. In some cases, students will begin
their Practicum during the fall semester of their second year in the program. The practicum experience
must be at least one semester in duration. If a student delays Practicum until the fall semester of the
second year, the student will need to complete Internship during the spring and summer semesters of
the second year.

Practicum and Internship Faculty Supervisor: In light of the program’s commitment to oversight of
the students' training experience, the department provides oversight of the students’ Practicum and
Internship training, through the work of the faculty supervisor. Oversight by the faculty supervisor is
achieved through group supervision (averaging 90 minutes weekly). Students register for their
Practicum or Internship seminar group during the registration period before each semester.
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Practicum Biweekly Consultation: At the outset of the student’s Practicum 100 hours of clinical
training, communication between the site supervisor and faculty supervisor is essential because the
student is developing primary level counseling skills. Biweekly communication between the site and
faculty supervisors regarding student progress during the 100-hour Practicum experience is required
(Please Note: This biweekly communication is not required during the 600 hours Internship). The
communication occurs between the Practicum site supervisor and the Practicum faculty supervisor via
a brief electronic survey at least every other week, throughout the student practicum experience.

Site Supervisor: Site supervisors are at minimum master’s level, licensed mental health professionals
who are responsible for overseeing the student's clinical learning experiences while at the training site.
The site supervisor has full legal and professional responsibility for the care of clients with whom the
student has contact, and assists the College in evaluating the learning and performance of participating
students. It is expected that students will receive a minimum of one continuous hour of supervision
per week by the supervisor at their Practicum and Internship training sites.

Supervision: A tutorial and mentoring form of instruction in which a supervisor monitors the
student’s activities in practicum and internship, and facilitates the associated learning and skill
development experiences. The supervisor monitors and evaluates the clinical work of the student
while monitoring the quality of services offered to clients.

Individual Supervision: A tutorial and mentoring relationship between a member of the

counseling profession and a counseling student.

Triadic Supervision: A tutorial and mentoring relationship between a member of the

counseling profession and two counseling students.

Group Supervision: A tutorial and mentoring relationship between a member of the

counseling profession and more than two counseling students.

Student Problematic Behaviors: A student’s behaviors, attitudes, or characteristics that may require
attention, but are not perceived as excessive or unexpected for students in training. For example,
discomfort with diverse lifestyles and ethnic backgrounds, performance anxiety, and lack of
appreciation for agency norms are examples of problematic behaviors that are usually remedied and
not likely to progress into impairment.

CLINICAL TRAINING: PRACTICUM AND INTERNSHIP

Students work together with the Clinical Training Coordinator to secure training experiences in
facilities that are a good fit for both the student and the agency. This process is facilitated through a
series of communications and events in which the student is expected to participate. Information on
approved clinical training sites can be found on the Schoology CMHC Graduate Students Groups
page at https://lms.wheaton.edu. The resources tab on the left of the page will bring you to the
Practicum & Internship folder where you can find pertinent documents.
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Clinical Training Calendar

The procedure, with corresponding times, has been outlined below.

Fall semester Cover letters/résumé. Begin preparation of résumé and cover letters. Seek
assistance from the Wheaton College Career for Vocation and Career as
necessary. Invite a faculty member, peers, and/or supervisors review your
résumé.

December 5 Attend Practicum/Internship Information Exchange (PIE). This is an opportunity

to meet directly with contacts from various sites and to obtain additional
information. Supervisors from various sites attend PIE and are available to talk
with students. Students should be dressed in professional attire and prepared
with professional materials (i.e., résumé, note paper). PIE is held at Wheaton
College.

October Network! Talk to students about their clinical training experiences to

until placement gain more insight about particular sites of interest. Set up an appointment with
confirmation your advisor or the CTC to discuss Practicum and Internship options that
would be consistent with your training goals.

Review current information on potential training sites on the Schoology CMHC

Graduate Students Groups page (https://lms.wheaton.edu). Contact the CTC in
person if you have any special needs or are unable to find any sites that you
believe will meet your needs.

Collect application materials. Each site varies as to its application requirements.

Make sure to look carefully at each site information sheet that is located on the
clinical training web page. If it is unclear, assume that the site is only expecting
a cover letter and résumé. If the site requires a transcript, submit your request to
the registrar. The form is available on the registrar’s web page and can be faxed
to the registrar’s office. Some students will be at the same site for both their
Practicum and Internship placement. Other students will have two different
placements, one for Practicum and one for Internship. Students who procure two
different sites should be aware that the application process for both Practicum
and Internship may occur at the same time, even though students must complete
Practicum before beginning Internship.

Recommendation Letters. If recommendation letters are required for a

Practicum or Internship site where you would like to apply, please make all
faculty requests as soon as possible. Due to the large number of faculty letter of
recommendation requests, it is essential that students follow procedures
carefully. First, ask faculty whether s/he is willing to write the letter. Second,
give the faculty a copy of your résumé and Focus of Letter of Recommendation.
Third, if faculty use the Clinical Training Office to print letters, copy the Focus of
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Letter of Recommendation for the Clinical Training Office so that the Clinical
Training Office has the list of sites to which you are applying that require
letters. Please note that the Clinical Training Office only processes
recommendation letters for sites that require letters. Once the faculty person
has emailed his or her letter template to the Clinical Training Office, the CT
Office Coordinator will personalize the letters, obtain the faculty signature, and
place the letter in a sealed envelope. Please note that letters of recommendation
are usually confidential. If the student would like to read the recommendation
letter, the student must indicate this on the Focus of Letter of Recommendation
form that is given to the faculty member. The student will be notified when
the letters are ready to be picked up from the CT Office.

Prepare and send application packet for each site of interest. Unless the site
stipulates otherwise, this is your résumé and a cover letter.

Interview at Practicum sites; receive and accept offers.

June 20 The Personal Growth and Development counseling requirement must be complete (see
Student Handbook for complete details), and all paperwork turned in. Students who
do not complete PGD counseling prior to June 20 will be removed from their clinical
training placement until this requirement is met.

Thru August Interview at Internship sites; receive and accept offers. Please note that some
students may interview at Practicum/ Internship sites simultaneously.

It is important to note that a student cannot begin Internship until completing

a Practicum. If a student procures an Internship placement but then does not
procure a Practicum placement, he or she will not be permitted to begin
Internship.

Upon Placement Once Practicum placement is obtained, inform the CTC by completing the
“Application for Practicum,” and the “Permission to Release Record
Information” which can be found online on the Schoology.

Delayed Placement
If the student has not obtained a Practicum placement by the summer pre-
registration period, continue to keep the CTC apprised of your placement
status until you have obtained a Practicum.

Similarly, if the student has not obtained an Internship placement by the fall
pre-registration period, continue to keep the CTC apprised of your placement
status until you have obtained an Internship.
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Registration for Practicum & Internship

The CTC will review the “Application for Practicum” and approve the
placement as indicated by signature. Each student will submit the top two
preferences for a Practicum faculty supervisor to the CTC. Faculty will review
submissions and attempt to give the ranking order preference. The Program
Administrator will then register students; students are not able to register for
Practicum on their own.

In general, students should begin to think about and plan for their clinical training experience about six
to eight months prior to the beginning of that training year. Students with special needs, such as
restrictions on travel distance, limited days able to work due to other commitments and constraints, or
special clinical interests (forensic, child, etc.) may need to allow even more time to find a suitable
placement and to work out all the details in consultation with the CTC.

Practicum/Internship for International Students Policy

For students enrolled in the CMHC program who do not have U.S. Citizenship, once a practicum
placement has been procured, students must register their placement as Curricular Practical Training
(CPT) with the Graduate Student Care Office. The U.S. Government considers practicum work a form
of employment for international students and, as such, proper documentation of employment must be
recorded with the college. The Graduate Student Care Office can be reached by calling 630-752-7084,
by emailing graduate.student.care@wheaton.edu or in person at BGC 228.

MA – International Clinical Experience Scholarship (MA-ICE)

In the spirit of our department mission to serve the underserved, a limited number of scholarships are
available to students who are interested in completing their Practicum or Internship clinical training
experience at an international mental health facility. Funds are awarded to provide a portion of travel
expenses, room and board, and/or supervision costs for students for a minimum ten-week placement.
International clinical experiences must meet all training requirements as outlined in this manual,
including length of placement and supervision provided by both site and faculty supervisors.
Students who wish to apply for the MA-ICE scholarship should write a one-page essay indicating
their desire to complete an international Practicum or Internship and how international clinical
training would contribute to their personal and professional development. The application essay and
a copy of the student’s resume should be submitted to the CTC after the student has secured an
international placement but prior to the student’s departure for the international clinical training
experience. Funds are awarded at the discretion of the Graduate Training Council, in consultation
with the CMHC program director. Students who are awarded funds must submit an expense report
along with detailed receipts indicating how the funds were used. Any unused or unreceipted funds
must be returned to the MA-ICE scholarship fund.

International Clinical Experience Requirements

Any Wheaton College student who will be completing an international clinical experience needs to be
registered on Global (Wheaton’s registration system for international experiences) even if the travel is
to the student’s home country. Students will need to complete the following requirements:
• Complete a Psychology International Internship/Practicum application
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• Submit a copy of the Application for Practicum that students submitted to the Clinical
Training Office

• Make an appointment with Student Health Services to complete an international travel

consultation

• Attend a Pre-Departure Health and Safety Meeting

• Attend the Intercultural Orientation Session

In order to begin this process, students need to contact the Center for Global and Experiential
Learning to complete the above requirements.
Additionally, a student who would like to complete an international clinical experience needs to
ensure that the student liability insurance under consideration provides coverage outside the United
States. Verification of the coverage needs to be submitted to the Clinical Training Director.

Clinical Activities
Practicum and Internship opportunities are available at a wide range of sites, including community
mental health centers, private practices, hospitals, prison facilities, residential facilities, churches, and
college counseling centers. Students may have the opportunity to participate in didactic seminars,
group staffings that address the ethics and legalities of professional counseling practice as well as
clinical issues, case management, record keeping, the administrative structure and responsibilities of a
particular setting. These activities are available depending on sites, and are beyond the more generally
emphasized clinical activities, which include the following:

o Individual/Family/Couples Counseling: Students will have opportunity to engage in

counseling from varied therapeutic modalities depending on site population. Training sites
may offer long-term and/or short-term counseling approaches.

o Group Counseling: Students are required to function as a group leader during their Internship
placement. With increasing experience, students may be encouraged to develop and facilitate
groups of their own.

o Social Systems Interventions: Students may have the opportunity to gain exposure to working
with a variety of social systems including families, educational institutions, social welfare, and
the legal system. This work may include working with smaller systems such as families, or
larger systems such as organizations.

o Other activities: Other possible activities for students to engage in are program development,
research, program evaluation, specialized assessment, consultation, etc.

Practicum Requirements
1. Prerequisites for Practicum Prior to beginning Practicum, each student must have the approval
of the Clinical Training Coordinator, and must have completed 26 hours of successful course
work (i.e., a minimum of C (74%) in all courses) (with transfer credit as applicable) including:
Research and Program Evaluation (CMHC 618), Issues and Ethics in Professional Practice
(CMHC 624), Foundations of Integration I & II (CMHC 611 & 612), Counseling Skills and
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Techniques/ Basic Counseling Skills Lab (CMHC 621/621L), Clinical Counseling Theories &
Practice I and II (CMHC 622, 623), Group Counseling/ Group Counseling Lab (CMHC 614/614L),
Psychopathology (CMHC 642), and Family Systems Theory & Counseling (CMHC 636).
Exceptions may be granted by approval of the Clinical Training Coordinator and Program
Director. Additionally, each student must have completed eight hours of Professional Growth
and Development counseling, as outlined in the CMHC Program Handbook by June 20 (prior
to beginning internship).

2. Time The minimum requirement of 100 hours is usually completed over the summer semester
following the first year of academic coursework. At least 40 hours must be obtained in face-to-
face direct client contact. Students are encouraged to exceed the minimum required hours of
experience whenever possible. Practicum must last a full academic semester.

3. Direct Experience with Clients Experiences such as the following can be included as direct client
contact: clinical interviews; individual, group, couples/marital, and family counseling; intakes;
crisis intervention; on-call coverage; phone calls with clients or collateral contact; and
consultation with an organization. Upon completion of Practicum, students should have a
minimum of 40 hours of direct service with clients. Students must abide by confidential
practices when recording and transporting recordings (See Non-Recording Site: Site Supervisor
Observation of Student Policy).

4. Ethical Practice It is critical and expected that both training sites and students adhere to the
guidelines set forth by the American Counseling Association found at
http://www.counseling.org/resources/aca-code-of-ethics.pdf. It is also important for both sites
and students to be aware of state laws and regulations and practice in accordance with them.

5. Documentation Students are expected to keep and submit accurate records of all clinical
experiences encountered while in training using the Hour Log. At the completion of practicum,
a signed hard copy of the dashboard and each week of the Hour Log (signed by site supervisor,
faculty supervisor, and student on the dashboard of the Hour Log) must be submitted to the
Clinical Training Office. In addition, students must upload a pdf of the signed Hour Log on
Schoology at the completion of the semester. **Please note that ONLY the final signed Hour Log
must be uploaded to Schoology.

6. Semester Clinical Hours Students who wish to complete additional hours between semesters
(e.g., December/January, August) and have permission from their site supervisor to complete
these hours at the site (as indicated in the Learning Contract), must keep the On-Call faculty
supervisor apprised of any ethical, legal, or crisis situation during the break.

Internship Requirements
1. Prerequisites for Internship Prior to beginning Internship, each student must have the approval
of the Clinical Training Coordinator, and must have completed a Practicum. There is no
exception to this requirement.
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2. Time The minimum requirement of 600 hours is usually completed over the fall and spring
semesters of the second year of the program. Some students may need to extend their Internship
into the summer following the second year to complete their required hours. At least 240 hours
must be obtained in face-to-face direct client contact. Students are encouraged to exceed the
minimum required hours of experience whenever possible. Internship will last at least two
semesters. Students who delay their Practicum until the fall of the second year will be expected
to complete two semesters of Internship in the Spring and Summer of their second year in the
program. These students will have an August 31 (rather than a May) graduation date. Many
sites may require students to make a 12-month commitment to provide continuity of services at
the site. Students are responsible for understanding the agency’s requirements and abiding by
them.

3. Direct Experience with Clients Experiences such as the following can be included as direct client
contact: clinical interviews; individual, group, couples/marital, and family counseling; intakes;
crisis intervention; on-call coverage; phone calls with clients or collateral contact; consultation
with organization. Upon completion of internship, students should have a minimum of 240
hours in direct service. All internship students must gain some experience leading groups.
Students must abide by confidential practices when recording and transporting recordings (See
Non-Recording Site: Site Supervisor Observation of Student Policy).

4. Ethical Practice It is critical and expected that both training sites and students adhere to the
guidelines set forth by the American Counseling Association found at
http://www.counseling.org/resources/aca-code-of-ethics.pdf. It is also important for both sites
and students to be aware of state laws and regulations and practice in accordance with them.

7. Documentation Students are expected to keep and submit accurate records of all clinical
experiences encountered while in training using the Hour Log. At the completion of each
semester of internship, a signed hard copy of the Hour Log (signed by site supervisor, faculty
supervisor, and student on the dashboard of the Hour Log) must be submitted to the faculty
supervisor.
5. Between Semester Clinical Hours Students who wish to complete additional hours between
semesters (e.g., December/January, August) and have permission from their site supervisor to
complete these hours at the site, must complete the Between Semester Notification form with
required signatures and submit the form to the On-Call faculty supervisor (included in the
Learning Contract).

Criteria for Site Selection

Students work together with the Clinical Training Coordinator to secure training experiences in
facilities that are a good fit for both the student and the agency. Information on approved internship
sites is contained on Schoology at the CMHC Graduate Students Groups page
(https://lms.wheaton.edu).

Suitable practicum and internship training sites are selected from counseling agencies in the greater
Chicago area according to the following criteria. They shall be:
1. High-quality facilities in terms of service provision and integrity;
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2. Service-focused, with training as one of its major functions;

3. Conforming in practice to all relevant ACA standards and guidelines;
4. Able to provide quality supervision by licensed mental health professionals;
5. Able to provide adequate, suitable clinical counseling experience situations* for
participating students;
6. Able to designate appropriate personnel to coordinate the student's clinical learning
experience;
7. Willing and able to abide by all other terms as stipulated in the Affiliation Agreement and
Learning Contract; and
8. Responsive to the needs of the people residing in that geographical area.

*“Adequate, suitable clinical counseling experience situations” (number 5 above) include clinical
interviews, individual, couples, group and family counseling, intakes, crisis intervention, and on-call
coverage. Other acceptable training experiences will be activities such as case conferences and
presentations, supervisory sessions, writing reports and progress notes, and case management. Related
experiences such as research opportunities, workshop or seminar presentations, and staff training may
also be acceptable; however, the majority of a student’s clinical counseling experience should come
from clinical interviews and counseling. Any questions regarding what constitutes clinical counseling
experience should be directed to the CTC.

Special emphasis will continue to be placed upon securing sites both within the city of Chicago and in
its outlying suburbs which “emphasize and model a commitment to professional practice as service,
especially to the Body of Christ, the Church, and also to those persons who have been marginalized
and wounded by our society on the basis of racial or ethnic identification, age, socioeconomic status, or
gender” (M.A. CMHC Program Mission Statement).

Students are encouraged to facilitate their training experiences by investigating new or unique training
possibilities, and by providing the names of qualified, potential training sites to the College through
the CT Office Coordinator. All leads will be followed up, sites and supervisors screened, and, if
appropriate, Affiliation Agreements negotiated by the Clinical Training Coordinator on behalf of the
College and the CMHC program.
Learning Contract
The Learning Contract is a functional document that allows clear expectations to be laid out regarding
the training experience between a student and a training site. It outlines the student’s learning
objectives, expectations for performance and tasks, procedure for remediation, and logistical issues
(e.g., vacations, sick days). This form is necessary to complete at the beginning of both the Practicum
and the Internship as it provides the outline and structure of the clinical training experience, and shapes
the direction of the student’s learning. It also provides a basis for any conflict in expectations that may
arise during the training experience. Finally, the Learning Contract includes the Between Semester
Supervisor Notification form that is required to be completed if students are going to work at their sites
between semesters. Listed below are some examples of learning objectives that a student may utilize:

o Increase clinical interviewing skills

o Initiate, maintain, and terminate clinical relationships with clients
o Increase practical understanding of diagnosis and treatment planning.
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o Develop cohesive and precise written case presentation planning.

o Exposure and experience in community consultation
o Participate in a program evaluation
o Increase experience in counseling couples (or families, individuals, adolescents, etc.)
o Develop in-depth case conceptualization

Recording or Observation of Sessions

The review of session recordings by both faculty and site supervisors helps to provide optimal care to
clients and assist supervisory feedback with students. CACREP requires either the review of a session
recording or live supervision of a client session. Students are required to submit a total of three
recordings (one during Practicum and two recordings during Internship) to their faculty supervisor
for review. If the training site does not allow recording of client sessions, see Non-Recording Site: Site
Supervisor Observation of Student policy. Clients may be recorded only in accordance with the
procedures listed below and in accordance with the ACA Ethics Code guidelines.

1. A student must obtain written permission of the client (or parent/guardian if the client is
under the age of 18) prior to recording (ACA 2014 Code of Ethics B.6.c. and B.6.d.)
2. Students need to use password protection recording devices. Students are not allowed to use
cell phones, tablets, or computers for the recording of client sessions.
3. Students are required to use password protection for digital files related to the client and
recordings
4. Client recordings are used only for specified purposes
5. Recordings are stored securely until destroyed following its use for specified purposes
6. Students must abide by confidential practices when transporting recordings either
electronically or physically

Non-Recording Site: Site Supervisor Observation of Student Policy

If the training site does not allow recording of client sessions, students may have their site supervisors
observe their live session and complete the Supervisor Live Observation form (see Appendix E), which
will be submitted to the faculty supervisor in lieu of a recording. Clients may be observed by their
supervisor only in accordance with the procedures listed below and in accordance with the ACA
Ethics Code guidelines.

1. A student must obtain written permission of the client (or parent/guardian if the client is
under the age of 18) prior to supervision of live sessions (ACA 2014 Code of Ethics B.6.d.)
2. Students are required to use password protection for digital files related to the client
3. Students must abide by confidential practices when transporting client information either
electronically or physically
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STUDENT EVALUATION
In the CMHC program, faculty have the dual responsibility of monitoring students’ academic progress
and their professional competence. While an individual may have the academic ability to successfully
complete a Masters program, they might remain unsuited for the responsibilities of a mental health
professional. The faculty takes this dual responsibility very seriously. Student progress in academic and
clinical development will be evaluated each semester by the CMHC faculty. Feedback from all relevant
sources will be considered, including student functioning in practicum and/or internship settings.
Student Portfolio
In order to assess the development of graduate students toward the professional outcomes identified by
the department, a portfolio will be maintained for each current student in the program. This portfolio
will be updated each semester with the materials that can be provided from that semester. Twice each
year the CMHC faculty will meet to review the professional development of all students in the CMHC
program for the purpose of identifying special needs that should be addressed for any individual
students or for the students as a whole. However, faculty may present concerns regarding satisfactory
progress to students at times other than the regular evaluation periods. When necessary, a student's
advisor or another appropriate faculty member may review the student's portfolio with the student in
order to assist the student in the process of professional development.
The master's student portfolio will consist of the following:
1. Application and acceptance materials (resume, admissions essays, Notice of Acceptance)
2. Signed copy of Confirmation of Review of Student Handbook
3. Copy of student's CMHC Program Candidacy Form
4. Final Grade for Foundations Integration II Final Integration Paper
5. Clinical Training documentation (Memorandum of liability insurance, practicum and
internship learning contracts, clinical hours log, Permission to Release Educational
Information form, etc.)
6. Supervisor evaluations of the student from Practicum and Internship (both site supervisor
and faculty supervisor)
7. Comprehensive Exam (CPCE) scores
8. Addenda related to professional development (e.g., semi-annual Student Evaluations,
disciplinary interventions, scholastic honors, academic probation, Student Review Committee
referrals, etc.)
9. Addenda submitted by the student (e.g., response to evaluations from faculty or supervisor,
correspondence, academic petitions, etc.)
10. Personal Growth and Development Counseling Informed Consent and Verification form
11. Evidence of attendance to at least one professional counseling conference
In the month prior to graduation, the CMHC faculty, along with the CMHC Program Administrator,
review the contents of the students’ portfolios to ensure that all program requirements have been met.
 P a g e | 17

At orientation, each new student is provided with this handbook which contains the Desired Outcomes
for CMHC Graduate Student Development and the evaluation forms used by the faculty. Students are
informed that their progress will be monitored in terms of these goals.
Regular Student Evaluations
At the end of the fall and spring semesters, the CMHC Program Director holds a meeting with CMHC
course instructors whereby students’ professional competence and areas of strength and growth are
discussed. Based on feedback given in this meeting, the students’ advisors complete a Student
Evaluation for each of their advisees. All students are evaluated at the end of the fall and spring
semesters.
Copies of the Student Evaluations are distributed to students by campus mail and students are
encouraged to meet with their advisors if they wish to discuss the evaluation. The original evaluation is
filed in the student’s portfolio.
Of special significance on this form is the rating for Overall Level of Concern, which has three options:
No Concern, Some Concern, Serious Concern. An important purpose of this rating is to identify
students who might need guidance in regard to their academic performance or their professional
behavior.
Students receive a rating of “No Concern” when their performance in the program meets or exceeds the
objectives and expectations. This rating indicates that, based on performance in the course, students
have demonstrated academic abilities and professional behavior that are within the expected range for
their year level.
A rating of “Some Concern” signifies that a student is having one or more difficulties, academic or
professional, that should be assessed more closely. A rating of “Some Concern” on a single Student
Evaluation during a student’s training at Wheaton College does not necessarily prompt a referral to the
Student Review Committee (SRC, see “Student Review Committee” Section). However, if a second
evaluation of “Some Concern” is later received in the student’s training, this raises the possibility of a
pattern of behavior that should be reviewed by the SRC for purposes of assisting the student in
developing appropriate guidance plans. For this reason, a second evaluation of “Some Concern”
automatically results in referral to the SRC (see “Student Review Committee” Section). The CMHC
Program Administrator, who collects the Student Evaluations after each semester and monitors the
pattern of evaluations for all students, makes the referral to the SRC. The Program Administrator sends
a memo by campus mail to the student, his or her advisor, the Director of the CMHC program, and the
chair of the SRC, noting that a referral has been made (see Notification of Referral to the SRC form). The
Program Administrator states the reason(s) for the referral.
A rating of “Serious Concern” on the student evaluation is given when the performance of a student is
significantly below expectations. This rating indicates that, in the opinion of the instructor, the student’s
progress in the program should be reviewed as soon as possible. A single evaluation of “Serious
Concern” automatically results in referral to the SRC. The Program Administrator makes the referral.
Examples of reasons for giving this evaluation include, but are not limited to, the following:
• Violations of ethical or professional standards
• Academic dishonesty including plagiarism
• Dismissal from practicum or internship site
 P a g e | 18

• Excessive tardiness or absences from class

• Failing to respond to constructive feedback
• Unprofessional behavior (e.g., arrogance, rudeness) toward faculty, staff, or other
students.
Faculty submit the Student Evaluation forms to the Program Administrator not later than the same day
that course grades are due, typically mid-week after final exam week. Students then receive copies of
the evaluations through email as soon as possible.
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M.A. - Clinical Mental Health Counseling Program

STUDENT EVALUATION FORM — ADVISOR VERSION

NAME OF STUDENT: __________________ ADVISOR: ________________

EVALUATION PERIOD (Semester and year): _______________________

ADVISOR*_______________ DATE:______________________
(Signature)
*Although this evaluation is signed by your advisor, the evaluation has been prepared by CMHC faculty collectively.

Please circle the appropriate number. A comment must accompany any rating of 1 or 3.

1. Academic Performance – Includes attendance and punctuality, comprehension of material, class participation and
involvement with content, verbal and written communication skills, creativity, critical thinking, knowledge of research content
and paradigms in the subject area, and timely completion of assignments.

Overall rating: 1-does not meet expectations 2-meets expectations 3-above expectations
Comments:

2. Interpersonal Skills and Personal Development – Includes ability to relate with faculty and peers, respect toward others,
leadership abilities, ability to work both in teams and independently, empathy, assertiveness, and demonstration of multicultural
awareness and an ability to monitor self-care.

Overall rating: 1-does not meet expectations 2-meets expectations 3-above expectations
Comments:

3. Professional and Clinical Development – Includes understanding the roles and functions of professional counselors, the ability
to apply and adhere to ethical and legal standards, apply multicultural competencies to clinical mental health counseling, and
demonstrate the practice of diagnosis, treatment, and referral.

Overall rating: 1-does not meet expectations 2-meets expectations 3-above expectations
Comments:

4. Integration – May include as appropriate the ability to relate faith to issues of professional counseling practice, the ability to
integrate at a theoretical level, and a commitment to the integration goals of the program. Student also demonstrates respect for
the values & lifestyle reflected in the Statement of Responsibilities of Wheaton College.

Overall rating: 1-does not meet expectations 2-meets expectations 3-above expectations
Comments:
 P a g e | 20

Overall Level of Concern and Additional Comments (please check appropriate line)

____No Concern.

____Some Concern.

____Serious Concern.

Each student is encouraged to meet with his/her instructor if there are any questions or concerns about the information in this
form. Instructors also may initiate a meeting. A student may offer a written response to any of the information in this feedback
form. The written response will be included with the evaluation form if it is provided to the student’s advisor by the response
deadline (two weeks after receipt).
A copy of this evaluation has been given to the student.
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Mid-semester Statement of Concern

In addition to the regular Student Evaluation each semester, some students may receive feedback about
their professional and academic growth by means of the Mid-semester Statement of Concern, or through
an Interim Referral to the Student Review Committee.
The Mid-Semester Statement of Concern form is filled out for students when the instructor has
developed a sense of concern (typically at the level of “Some Concern”) during the semester. The
instructor meets with the student to discuss the area of concern person-to-person, and then gives the
student a copy of the Mid-Semester Statement of Concern. Initially, this document is a personal
communication held in confidence between the student and the faculty member.
The student is encouraged to consult with his or her advisor, with the goal of remedying the stated
concern(s). The intention of the Mid-Semester Statement of Concern is to provide timely and
constructive feedback to students so that they can address problematic areas of academic or professional
functioning.
If the student receives a rating of “No Concern” on the Student Evaluation at the end of the semester (see
above), the Mid-semester Statement of Concern is destroyed. However, if the course rating is “Some
Concern” or “Serious Concern,” then the faculty member submits the Mid-Semester Statement of
Concern along with the Student Evaluation, and both become part of the student’s permanent record.
 P a g e | 22

Mid-Semester Statement of Concern

Date: _________________

TO: _____________________ ID#________________ CPO:_____________

FROM: __________________________________

I am concerned about your performance in my class, CMHC ________,

Title__________________________________________________
for the following reason(s):

As soon as possible, I would encourage you to meet with me and also with your advisor to work on these
concerns.

I am keeping a temporary copy of this document. According to the M.A. – Clinical Mental Health Counseling
Handbook policy, if your overall evaluation of this course at the end of the semester is “No Concern,” then this
document will be destroyed. If your evaluation is “Some Concern” or “Serious Concern,” then this Mid-
Semester Statement of Concern also will be submitted and becomes part of your permanent record.

Notes from meeting with the above student: Date _____________

____________________________________________________________________________________
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Practicum and Internship Evaluations

Biweekly evaluations by practicum site supervisors are digitally submitted to the faculty supervisor. If
there are areas of concern, feedback to students will be initiated by the site supervisors and/or the faculty
supervisor. Remedial work may be required in order to assist students to meet the course requirements.
The site and faculty supervisors evaluate each student completing a practicum or an internship each
semester. The student may comment on the evaluation and will sign the form. These evaluation forms
are submitted to faculty supervisors for review. The faculty supervisor and the student review the
evaluations together. The student may respond to the evaluation in writing for the permanent file. In the
event that a student is found during practicum or internship to be unprepared for the professional
requirements of a clinical placement, the student’s faculty supervisor, in consultation with the student’s
practicum/ internship site supervisor and the Clinical Training Coordinator, will initiate a referral to the
Student Review Committee in order to construct a plan for guidance and remediation. The goal is to
monitor student development and to assist the student in developing the professional skills and
behaviors necessary for clinical training.
It is the responsibility of the student to ensure that the faculty supervisor receives a copy of the
supervisor’s evaluation, uploaded via Schoology. Grades can only be assigned after all paperwork is
complete. All forms are available on Schoology at the CMHC Graduate Students Groups page
(http://lms.wheaton.edu).

Final Evaluation
In the last semester of study, CMHC faculty review each student’s portfolio and completes a final
evaluation of each CMHC student, using the regular student evaluation form. In addition, the student
completes an evaluation of the program according to the "Desired Outcomes for Clinical Mental Health
Counseling Student Development."

PROBLEMS OF PROFESSIONAL COMPETENCE

Because professional counselors are usually in human service positions, professional competence of each
student enrolled in the CMHC program is a concern of the clinical faculty. The purpose of this section is
to clarify the areas of competence and professional behavior expected of all students, and to explain the
procedures for identifying and addressing impairment, incompetence, ethical misconduct, or
problematic behaviors that arise while students are in the program.

Definitions
Ethical Misconduct occurs when the CMHC student does not follow the ACA Code of Ethics. The ACA
Code is intended to provide general principles and rules to cover most situations encountered by
students in their professional activities. It has as its primary goal the welfare and protection of the
individuals and groups with whom students work. It is the individual responsibility of each student to
aspire to the highest possible standard of conduct. Students in the CMHC program respect and protect
human dignity and civil rights, and do not knowingly participate in or condone unfair discriminatory
practices. It is assumed that unethical behavior and impairment are overlapping concepts, in that all
unethical behaviors are reflective of impairment. However, problematic behaviors may involve other
aspects of professional behavior that may or may not result in unethical behavior.
Incompetence is defined as a lack of ability, either academically or related to professional and
interpersonal skills.
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Impairment is defined as a problem in professional functioning that occurs in one or more of the
following ways:
• Inability or unwillingness to acquire professional skills at an accepted level of competency
• Inability to control personal stress, psychological dysfunction, or emotional reactions that affect
professional functioning
• Inability or unwillingness to integrate standards of the profession into one’s professional
behavior
Problematic Behaviors refers to a student’s behaviors, attitudes, or characteristics that may require
attention, but are not perceived as excessive or unexpected for students in training. For example,
discomfort with diverse lifestyles and ethnic backgrounds, performance anxiety, and lack of appreciation
for agency norms are examples of problematic behaviors that are usually remedied and not likely to
progress into impairment.

Identification of Problems Requiring Remediation

It is clear that the conduct of professional counselors and counseling trainees affects the public
perception of counseling as a discipline, and professional responsibility requires faculty to monitor the
conduct of students. Impairment, incompetence, ethical misconduct, and problematic behaviors may be
identified in a variety of ways.

Student Self-Identification of Problems

When the student’s ability to deliver clinical services is compromised, the student should take steps to
assure clients receive the best possible services in accordance with the ACA Code of Ethics. This
principle holds true whether or not faculty or clinical supervisors have noticed any problems of
professional competence. Sometimes problems of professional competence will be related to stressful
situations in a student’s life. Other times, students may enter the program without adequate awareness
of personal problems, biases, or values that detract from their ability to provide competent clinical
services. The CMHC faculty seek to encourage voluntary awareness of problems of professional
competency and to facilitate professional growth. This may include referrals to appropriate professional
personnel off-campus, assisting the student or colleague in reassigning clinical work, and helping the
student or colleague assess the nature and extent of problems of professional competency. Students
cannot be assured of confidentiality when they discuss any problems with faculty members or their
clinical supervisors if it is deemed there may be a risk of harm to self or others.
*Please note: Serious violation of the ACA Code of Ethics and/or the Wheaton College Student Handbook can result
in a dismissal from the site and/or program.

Informal Identification of Problems

Any faculty member, clinical training supervisor, or student may raise an issue at any time. Clinical
training supervisors should initially discuss their concerns with the Clinical Training Coordinator, who
will gather additional information and raise the issue at the next scheduled CMHC program meeting.
Students who have a concern about a fellow student’s professional competence should first discuss the
issue with their own advisor, who will then raise the issue with the CMHC program faculty. Advisors
and faculty members will protect the confidentiality of the student reporting the potential problem, but
they may request the student meet with them to provide additional information. The CMHC faculty
will briefly discuss the potential problem, and if necessary the advisor of the student concerned will
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gather additional data and will report to the CMHC faculty within one week. Faculty strive to ensure
that the student involved remains informed and consulted when any problems arise. Faculty members
are committed to respect students’ privacy. If the concern appears valid, a referral is made to the
Student Review Committee in order to provide assistance or remediation in consultation with the
student.
The referral is made by the CMHC program administrator or the student’s faculty advisor using the
Interim Referral to the Student Review Committee form and sent to the student by campus mail. The goal is
to restore the student to a level of personal functioning that assures clinical competence. SRC referrals
are maintained in the student’s portfolio.
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STUDENT REVIEW COMMITTEE

The Student Review Committee (SRC) consists of three members including one member of the core
CMHC faculty and two Psychology Department faculty members who teach in other graduate
programs.
The purpose of the SRC is to provide a more in-depth evaluation of a student’s academic and
professional progress in the training program, with the goal of recommending specific guidance for the
problems or concerns that prompted the referral to the committee. In some cases, the SRC can
recommend dismissal from the program, as described below.

Referral to the SRC

Referral to the SRC can occur in two different ways:
1. If a student receives one Student Evaluation noting “Serious Concern” or two Student Evaluations
noting “Some Concern” at any point in his or her training in the CMHC program, then the student’s
advisor makes a referral to the next regularly scheduled SRC meeting.
2. Any member of the faculty, staff, administration, or student body (including the student) can refer a
student to the SRC. In this case, the referring source completes a Notification of Referral to the Student
Review Committee form and submits this form to the CMHC Program Administrator with copies to
the student, the student’s advisor, the Director of the CMHC program, and the chair of the SRC.

Notification of Referral to the Student Review Committee

Date: mm-dd-yyyy

TO: Chair, Student Review Committee FROM: Name of Referrer

RE: Name of Referred Student

I am referring [Name of Referred Student] to the Student Review Committee for the following reason(s):

I ☐ have, ☐ have not discussed this concern directly with the referred student prior to submitting this referral.
If “have not” is checked, give reason for not discussing the concern with the referred student.

Copies to:

Referred Student: Name

Student’s Advisor: Choose a faculty advisor
Program Administrator: Name
Chair, Student Review Committee: Choose a CMHC faculty member
Director, CMHC Program: Name
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The scheduling of the required SRC meeting is at the discretion of the committee chair. A special interim
meeting may be scheduled, or the referral can be taken up at the next regularly scheduled SRC meeting
(schedule listed below).

If a student has been referred to the SRC and then subsequently receives a single additional overall
Student Evaluation of “Some Concern” or “Serious Concern” this may also prompt a new referral to the
SRC. The CMHC Program Director makes this determination.
Regularly scheduled SRC meetings occur three times a year, unless there are no student referrals to the
committee from the previous semester. These meetings are scheduled as follows:
Post-summer SRC Meeting. To evaluate referrals that arise after the summer semester evaluations, the
SRC meets within the first three weeks of the fall semester.
Post-fall SRC Meeting. To evaluate referrals that arise after the fall semester evaluations, the SRC
usually meets within the first three weeks of the spring semester.
Post-spring SRC Meeting. To evaluate referrals that arise after the spring semester evaluations, the
SRC usually meets within the first three weeks of the summer session.
In addition, the chair of the SRC can schedule ad hoc SRC meetings, as needed, at any time.

Notification of Referral to the SRC

A Notification of Referral to the Student Review Committee (hereafter referred to as “SRC Referral”) can be
submitted at any time. Unlike the Mid-semester Statement of Concern and the Student Evaluation which are
filled out only by course instructors, an SRC Referral can be submitted by any member of the Wheaton
College faculty, staff, administration, or student body (including the student himself or herself). Reasons
for an SRC Referral include, but are not limited to, the same reasons that might prompt a regular student
evaluation of “Some Concern” or “Serious Concern.” As a matter of courtesy, the person who initiates
an SRC Referral is encouraged to inform the student of this action prior to submitting the form.

Practicum and Internship supervisors also can initiate an SRC Referral. However, the faculty members
recognize that field supervisors may be reluctant to get involved in procedural activities that could
prove to be time-consuming. Therefore, the CMHC faculty/staff members recognize that it is primarily
their responsibility to initiate an SRC Referral, based upon a student’s performance or evaluation at a
practicum or internship site.

Anonymous referrals are not accepted. In addition, the chair of the SRC, in consultation with the
Psychology Department Associate Dean and the Director of the CMHC program, can choose to ignore
referrals that appear to be made in bad faith. For anonymous referrals and bad faith referrals, the
referral form is destroyed. The intention of this policy is to guard against the possibility that individuals
might use an SRC Referral as a means of harassment. In all other cases, the SRC Referral form becomes
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part of the student’s permanent record. The student receives a copy of this form in a timely manner, and
is informed of his or her scheduled meeting with the SRC.

Attendance at the SRC Meeting

Students who are referred to SRC will receive notice of the day and time of their requested appearance at
least a week in advance. Student attendance at this meeting is mandatory. At the discretion of the SRC
chair, the person(s) who initiated the referral also may be requested to attend. The student may request
that one additional faculty member or one additional graduate student colleague also attend. The SRC
chair has the final say as to who is allowed to attend a meeting. Legal representation at the SRC is not
permitted. A meeting of the SRC can be rescheduled only for very significant cause (e.g., serious illness,
a death in the family). In this case, the meeting will be rescheduled as soon as possible.

Possible Outcomes of the SRC Meeting

Referral to SRC is intended to be a constructive experience in which needed areas of student growth can
be identified and addressed in a collaborative manner. By design and intention, the committee seeks to
avoid a confrontational, adversarial atmosphere. The faculty realize that, realistically, a referral to the
SRC is likely to induce some level of student concern. However, the aim of the referral is to increase
professional growth and greater self-awareness.
Prior to meeting with a student at a scheduled SRC meeting, the committee will review all pertinent
materials, including the student’s ongoing academic file and the student’s portfolio. During the SRC
meeting, the student, his or her advisor, the committee members, and other invited persons, will
exchange information and views as to the nature of the problem or concern.
When a student undergoes SRC review, the committee must determine one of four outcomes. Students
are notified of the outcome of the SRC meeting within one week by both email and campus mail. The
possible outcomes are:
1. No Action. This outcome signifies that, after hearing from all parties, the SRC has determined
that a significant problem does not exist. No follow up meeting with the SRC is scheduled. This
outcome becomes part of the student's permanent record.
2. Advisory. In this case, the student and his or her advisor receive a written statement of
growth areas (professional and/or academic) that the student may wish to address. This outcome
signifies that, in the opinion of SRC, successful resolution of the issue prompting the referral is
highly likely without any further oversight from the committee. No follow up meeting with SRC
is scheduled. However, this does not rule out additional referrals to SRC in the event that the
student receives future evaluations of "Some Concern" or "Serious Concern." An Advisory
recommendation becomes part of the student's permanent record.
3. Guidance. In this case, the student and his or her advisor receive a written statement of
growth areas (professional or academic) that must be addressed if the student ultimately is to
succeed in graduating from the program. This outcome requiring remediation is equivalent to
placing the student on probation. The areas for guidance, including accountability and
monitoring, are determined by the SRC. The statement of guidance must give a specific future
date for a follow-up meeting with SRC, at which time the progress of the student will be re-
evaluated. A Guidance recommendation becomes part of the student’s permanent record.
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Follow-Up SRC Meeting

Following the initial SRC meeting, students who are placed on Guidance status receive a
specific future date for a follow-up meeting with the SRC. At this meeting, the SRC is
mandated to arrive at one of the four outcomes discussed in this section: No Action,
Advisory, Guidance, or Recommend Dismissal. In the event that the student is continued
on Guidance status, a specific future date for further follow-up with the SRC is provided.

4. Recommendation for Dismissal. In rare cases, the SRC may recommend dismissal from the
CMHC program. Possible reasons for this recommendation include, but are not limited to:
▪ Ethical violations
▪ Academic dishonesty, including plagiarism and cheating – see section below on policy
on academic honesty
▪ Problems of professional competence – see prior section by this title
▪ Failure to make acceptable progress in areas of concern previously documented by the
SRC
A recommendation for dismissal is made only after the SRC has carefully considered all relevant
information pertaining to the student and the issue(s) in question. The student will be notified in
writing of the dismissal recommendation. Following notification to the student, a hearing with
the full Graduate Psychology faculty will be scheduled as soon as possible to review the
recommendation and to decide whether to dismiss the student. At the hearing, Graduate
Psychology faculty will hear from the student, the SRC committee members, and other involved
parties, as approved by the Program Director, and will review all documentation and
correspondence related to the dismissal recommendation. The hearing is closed after all involved
parties have presented relevant information and answered any questions raised by the faculty.
Faculty members then discuss the case and vote by secret ballot on whether to dismiss the
student. All Graduate Psychology faculty are eligible to vote. The majority vote prevails.
If the faculty vote to dismiss the student, written notice of this decision will be mailed to the
student within one week of the hearing. If a dismissal occurs in mid-semester the student may or
may not be allowed to finish the term, depending upon the reason for dismissal. The decision on
finishing the semester is made by the CMHC Program Director, in conjunction with the
Psychology Department Associate Dean and the Provost.
If the SRC recommendation for dismissal is not accepted by the faculty, then the SRC is
instructed to meet again with the student within two weeks to issue a “Guidance”
recommendation, according to the guidelines for “Guidance” as described in this Handbook.

Dismissal
Although we desire to be a healing community, it is possible that some problems of academic or
professional competency will require temporary leave or permanent dismissal from the program if
remedial efforts have been unsuccessful or are likely to be unsuccessful. The Student Review Committee
and the faculty make these decisions, as detailed above.
Students may be dismissed on the basis of academic problems, problems of professional competence or
impairment, ethical violations, or significant moral failure. The CMHC faculty is committed to helping
 P a g e | 30

students complete the CMHC Program and remediation of students’ problem areas will be pursued
whenever possible. However, it must be recognized that some offenses are serious enough that
immediate dismissal will be pursued.

Appeal of Dismissal
A student who is dismissed has the right to appeal this decision. The appeal must be filed in writing
within two weeks of the notification of dismissal. If an appeal is not filed within two weeks following
notification of dismissal, the dismissal will be final.
Students will address appeals of the dismissal decision in the following order:
1. Dean of the Natural and Social Sciences. Decision must be appealed within two weeks of
notification or the Dean’s decision will be final
2. Dean of the Graduate School. Decision must be appealed within two weeks of notification or the
Dean’s decision will be final
3. The Provost. The decision of the Provost is final.

Policy on Academic Honesty

The Wheaton College Community Covenant, which all members of our academic community affirm,
states that “According to the Scriptures, followers of Jesus Christ will . . . be people of integrity whose
word can be fully trusted (Psalm 15:4; Matt. 5:33-37).” It is expected therefore that Wheaton College
students, and indeed faculty and staff, understand and subscribe to the ideal of academic integrity and
that they will take full personal responsibility and accountability for their work. Wheaton College
considers academic dishonesty a serious offense against the basic meaning of an academic community
and against the standards of excellence, integrity and behavior expected of members of our academic
community. Our Community Covenant states that “Scripture condemns . . . dishonesty (such as stealing
and lying, of which plagiarism is one form).” Acts of academic dishonesty violate the trust that exists
among members of the learning community at Wheaton and degrade the college’s educational and
research mission.

Definitions
Academic dishonesty also includes any lack of integrity exhibited through lying, misrepresenting,
defrauding, or deceiving related to assign or voluntary academic work. It further includes any
deliberate attempt to gain unfair advantage in completing examinations or other required work,
colluding, aiding or abetting the academic dishonesty of another student, and the falsification of
academic records and official documents. These definitions are not exhaustive.
Cheating is defined as use of unauthorized notes, study aids, or non-approved sources for an
examination, unauthorized alteration of a graded work after it has been returned and resubmission of
that work for re-grading, submission of another person’s work to meet requirements for a course, and
submission of identical or similar papers for credit in more than one course (concurrently or
sequentially) without prior permission from the course instructors.
Fabrication is defined as falsifying or inventing any information, data, or citation, presenting data that
were not gathered in accordance with standard guidelines defining the appropriate methods for
collecting or generation of data as if they were gathered in accord with those guidelines, and failing to
include an accurate account of method by which the data were gathered or collected.
 P a g e | 31

Plagiarism is defined as using material created by others—in part or in whole—without properly

attributing authorial and publication references for the correct source(s). Plagiarism can occur in dealing
with written texts, but can also occur in the arts when, for instance, images or musical themes created by
another are presented as if they were the original composition or creation of the student. Reference
credit must be given for direct quotations, for work (including a form of argument, progression of ideas,
or artistic creation), whether in whole or in part, that is paraphrased, adapted or summarized in the
student’s own words or creative work, and for information that is not common knowledge.

RESPONSIBILITY FOR DISCIPLINARY ACTION

Disciplinary authority and responsibility for addressing student violations of the College’s academic
honesty policy has been delegated by the President to the Provost and, in turn, to the Vice Provost, the
Academic Deans and faculty members.
The Provost, Vice-Provost and Academic Deans have the discretion to modify the following procedures
at any time during a specific investigation or adjudication, as circumstances warrant. Nothing contained
in these procedures is intended to create, or be interpreted as creating, any contractual rights on the part
of any student.

Students who commit acts of academic dishonesty should report their own violations of this standard to
the appropriate person (i.e., the professor); honest confession is expected as the appropriate expression
of remorse. It is the responsibility of every student who is a witness to such behavior to confront
academic dishonesty whenever they become aware of it (in the spirit of mutual responsibility as
discussed in the Community Covenant). College faculty and all staff similarly must address every act of
dishonesty as they become aware of it.

Disciplinary Process
When a student is perceived to have violated the academic honesty policy, the faculty member will meet
with student to discuss the alleged violation. The faculty member may ask another faculty member or
program director to attend this meeting. The goal of this meeting is communicate to the student the
nature of the allegation, to gather more information regarding the situation, and to allow the student(s)
to share his/her perspective about the incident. The student will be given the opportunity to share any
information or evidence that may support his/her position. The College will approach these initial
conversations balancing the tension between grace and truth with a genuine interest in the student’s
well-being and development within the context of community and relationships.

The decision of whether or not a student has committed an academic violation will be communicated to
the student in writing by the faculty member within five (5) working days of the initial meeting. If the
faculty member determines that an infraction has occurred, the faculty member must consult with the
Director of Graduate Student Services prior to determining any disciplinary action to ascertain whether
the student has been cited for previous violations of the academic policy. The letter to the student should
include a complete description of the events including the date of the meeting with the student and the
conclusions and sanctions reached as a result of the meeting. Copies of the letter will be forwarded to the
Academic Department Chair(s) of the faculty member and the student, the Dean of the faculty member’s
home division, and the Director of Graduate Student Services. The faculty member should keep originals
of tests, papers, etc. that give evidence of the violation.
 P a g e | 32

Outcomes for academic dishonesty are assigned with the intent of maintaining appropriateness to the
severity of the infraction, consistency, and fairness. Decisions about the nature and severity of
disciplinary responses to academic dishonesty will take into consideration: 1) the severity of the
infraction (from an apparently incidental failure to quote properly a source to an act of wholesale
plagiarism in purchasing an academic paper on-line), and 2) any pattern of prior incidents.

Academic Dishonesty Outcomes

If a student is found to have violated the Academic Honesty Policy the faculty member has the authority
and sole discretion to give one of the following responses:

• Lower the grade assigned for the specific assignment by one or more grade steps

• Lower the grade to zero credit for the specific assignment on which academic dishonesty
occurred

If a student is found to have violated the Academic Honesty Policy, the faculty member also has the
following options:

• In consultation with the Academic Department Chair(s) of the faculty member and the
student, the faculty member may also assign the grade of F (Failed) for the course

• Upon recommendation of the faculty member’s Academic Dean, the student may be
suspended or expelled (see below)

The disciplinary actions listed in this section are not exhaustive. Sanctions may be imposed in any
combination. The faculty member must also consult with the Director of Graduate Student Services prior
to determining any disciplinary action to ascertain whether the student has been cited for previous
violations of the academic policy. Prior determinations of misconduct under this or other student
conduct policies should be considered in determining disciplinary action for a present violation.

All decisions (initial sanctions and any appeals) will be communicated to the student in writing by the
faculty member, Academic Department Chair or whomever the College determines should render a
response. A copy of all adjudicative documents must be sent to the Director of Graduate Student
Services to be added to the student’s file as this office has been charged with maintaining records for all
graduate students.

Suspension and Expulsion may only be imposed by recommendation of the Academic Dean to whom
the involved faculty member reports. The Academic Dean will make this recommendation in
consultation with the reporting faculty member, the student’s faculty advisor, the involved academic
department chair(s), and the Dean of the Graduate School.

• Suspension. The student is involuntarily separated from the College for a specified length
of time. Whether or not a student’s time to degree completion “clock” is stopped will be
determined by the Academic Dean on a case by case basis.
 P a g e | 33

• Expulsion. The student is permanently separated from the College with an appropriate
notation of the reasons for such termination on the student’s permanent record.

Academic Appeals
If the student believes that the decision made about an outcome in response to the incident of dishonesty
is not just or fair, the student may submit a letter of appeal stating objections and providing any
supporting materials within five (5) working days of receiving the decision by letter. If the student
appeals a suspension or expulsion decision, he/she may be permitted to remain in school until the appeal
has been heard and a decision rendered.

• In the case of an outcome determined by the professor alone the appropriate and final
appeal is to the Academic Department Chairperson.

• In the case of an outcome determined by the professor together with the Academic
Department Chairperson (i.e., failure of a course), the appropriate and final appeal is to
the divisional Academic Dean.

• In the case of a recommendation of suspension or expulsion being rendered by the

divisional academic Dean, the appropriate appeal is to the Dean of the Graduate School.

Students may appeal the decision of the Graduate School Dean to the Provost. The Provost shall notify
the student within a reasonable amount of time of his final decision. The decision of the Provost is not
subject to further appeal.

PROGRAM EVALUATION
To ensure the continued strength of the CMHC graduate program several types of ongoing evaluation
procedures will be maintained.
Evaluation of Departmental Objectives
Department evaluations of students should be carried out not simply for the purpose of determining if
students are prepared to continue, but also to monitor the effectiveness of the program in meeting
training objectives. As student portfolios are reviewed, the faculty look for consistent areas of weakness
in the students. Patterns may suggest areas that are not covered adequately. The semi-annual Student
Evaluation Form, and Practicum/ Internship Evaluation Forms (from both site and faculty supervisors)
will be utilized for this evaluation.

Student Evaluation of Program

Similarly, in their final semester students will perform an evaluation of the CMHC Program and its
effectiveness in meeting its objectives. Additionally, supervisors, alumni, and employers of alumni are
regularly asked to complete an evaluation of the program.

Student Evaluations of Course/Instructor

At the end of each course, each instructor will have students complete an evaluation of the course and
instructor using one of the established forms for that purpose.
 P a g e | 34

ENDORSEMENT POLICY
Students and graduates may request an endorsement (i.e., a verbal or written recommendation) from
program faculty in order to gain employment or credentials. Students and graduates should seek an
endorsement only for employment and credentials that are appropriate given their training, coursework,
and supervised experience. Students and graduates may be endorsed by counseling faculty only for
positions or credentials for which they have been adequately prepared. Faculty will verify student
records (e.g., GPA, program requirements, graduation status) as needed to ensure that students and
graduates are only endorsed for employment or credentials for which they have been adequately
trained.

GRIEVANCE PROCEDURE
In an evaluation-rich environment where work-loads are heavy, disagreements and misunderstandings
may occasionally occur.
Student-Faculty
When conflicts arise between a student and a faculty member or concern issues of sexual harassment or
discrimination, the student should follow the procedure outlined in the Student Handbook of Wheaton
College, available online at: http://www.wheaton.edu/Student-Life.

Student-Clinical Training Site

When conflicts arise between students and their practicum/ internship, the site supervisor or personnel,
the following procedure should be followed:
1. The student should first attempt to resolve the situation directly with the person or persons
involved.
2. If a suitable agreement is not reached, the student should document the concern in writing and
discuss it with the student's faculty supervisor. The student also informs the Clinical Training
Coordinator (CTC) by providing a copy of the written documentation.
3. The faculty supervisor, the student, and the CTC agree on a plan to work with the student and
training site to resolve the situation. A student may be continued in or discontinued from a
placement regardless of the outcome of the grievance procedure.
Students who have general concerns about their practicum or internship experiences should feel free to
discuss these with their faculty supervisor or directly with the Clinical Training Coordinator. Students
may not terminate a placement without first consulting with both their faculty supervisor and the CTC.
Student-Student
When conflicts arise between students, the following steps are recommended. First, the one student
should approach the other and state the concern. Informal negotiation and reconciliation may be
possible under many circumstances. If a suitable agreement is not reached, the student may choose to
repeat the concern in writing, giving the written version to the student involved. If a satisfactory
solution is not found, students may proceed to the next step.
Second, one or more may choose to take the concern to the CMHC students who serve as officers of the
Graduate Psychology Student Association. The officers will meet with the students involved and
propose a solution or a process for reconciliation.
 P a g e | 35

If the solution proposed by student officers is not satisfactory to any person involved in the conflict, the
conflict may be discussed with the Director of the CMHC Program, then if not satisfied to the Associate
Dean of the Psychology Department. Although the decision of the Associate Dean will generally be
considered final, under unusual circumstances grievances will be referred to an appropriate college
committee, the Director of Human Resources, or the Graduate Dean.

RIGHTS AND RESPONSIBILITIES

Relationship between the CMHC Program and Training Sites
The procedure for matching or selecting students for training sites and for maintaining the training
relationship is a three-fold process of responsibility, accountability, and choice on the part of the students,
training sites, and the College.
Accountability will be maintained across the three areas (College, sites, and students) through regular
communication and record keeping. The College will supply documents and schedule periodic contacts
with participating sites to assist in tracking and evaluating Practicum and Internship experiences received
by the students. Students and supervisors need to complete and return clinical documents in a timely
fashion, and to give additional verbal feedback regarding any changes, difficulties, or extraordinary
occurrences as they might arise during the course of the placement. It is our hope that all three levels of
participants - student, training site, and program will benefit from the regular communication and
evaluation process.

The College, training sites, and students all maintain their right to choose throughout the matching,
selection and training processes. The College may accept or reject potential training sites based on the site
selection criteria outlined below. A contract may also be terminated at any time if for any reason the
training facility is unable or unwilling to fulfill its contract obligations. Training sites may interview and
accept or reject students based upon their needs and special selection criteria as referenced in their
“Practicum and Internship Site Information Sheet.” In addition, the College or any training facility may
terminate a student from placement during any training experience with proper notice and following an
appropriate course of action focused toward attempting to resolve the situation. In situations involving a
serious ethical violation, immediate termination may be warranted. Students may accept or reject an offer
from any given training site, and with due cause and process, may terminate a placement during the
Practicum or Internship training experience with proper notice and following the completion of the
grievance procedure as outlined in Section Five of the M.A. in Clinical Mental Health Counseling Student
Handbook.

Wheaton College CMHC Program

Oversight Responsibilities
It is the College's responsibility to screen agencies and supervisors to determine their appropriateness as
potential training sites for its CMHC students. In addition, the College is responsible for making available
information about the approved training sites, negotiating contracts with the sites, and overseeing,
tracking, and evaluating students' experiences while in training.
In light of the commitment of the program to oversight of the students' training experience, the department
will also provide oversight of the student Practicum and Internship training within the context of the
training facilities through the work of the Practicum/ Internship faculty supervisor. While the Practicum
 P a g e | 36

and/or Internship agency will provide a Supervisor, assign clients, maintain record-keeping, bill clients,
and carry out all administrative aspects of the clinic, the CMHC Program will set the minimum number
of hours required of the student, the minimum number of hours of supervision, and the general range of
experiences that will be provided for each student. In general, students must meet or exceed the standards
established by CACREP as well as the state of Illinois’s requirements for LCPC licensure (outlined on page
38 of this handbook). Clinical supervision will be the responsibility of the professional staff of the training
site. Faculty of the Wheaton College program will retain final evaluative responsibility for the overall
training experience and professional development of the student.

Practicum and Internship Faculty Supervisor

The Practicum/ Internship faculty supervisor takes direct responsibility for the professional development
of the student, but does not assume direct professional responsibility for the clinical work being
performed. Students should take feedback from their Practicum/ Internship seminar to their supervisor
before utilizing it in treatment. Oversight by the Practicum/ Internship faculty supervisor is achieved
through regularly scheduled group meetings. Individual meetings are usually one hour and internship
seminar group meetings average one and one half hours per week. During the Practicum experience,
faculty supervisors take a direct role in the student’s clinical training by maintaining bi-weekly contact
with the student’s site supervisor. During the Internship experience, faculty supervisors remain involved
with site supervisors as needed in order to ensure oversight of the student’s training experience.

Clinical Training Sites

Site Supervisor
The Site Supervisor, who is under the employment of the training agency, takes direct clinical
responsibility for the clinical work of the student and the welfare of the client/patient under the care of the
student. In some limited cases, program faculty may serve as site supervisors, especially during Practicum
placements. Faculty will not serve as Supervisors of master’s students when there is a conflict of interest.
It is the responsibility of the training sites to provide accurate information to the College about the types
of experiences that are available, and any specific needs, restrictions, and/or requirements that the agency
may have that could influence their selection criteria. It is also the responsibility of the training sites to
provide adequate, suitable clinical experiences, including supervision, for participating students to assist
the College in the evaluation of the learning and performance of participating students. Sites should
comply with agreed upon interview and selection procedures to the best of their ability.

Students
Students carry the ultimate responsibility for pursuing, securing, and completing their training
experiences. They prepare the documents necessary for application, arrange an interview with potential
placements, establish learning contracts with their chosen Practicum and Internship sites, and fulfill all
clinical training responsibilities in a timely and professional manner. They are also expected to obtain
professional liability insurance prior to the beginning of Practicum training and submit a copy of the
Certificate of Insurance to their Practicum faculty supervisor before beginning Practicum.

Ethical Practice
Students are at all times to conduct themselves as professionals. Specifically, students will be expected
to adhere to the following guidelines while engaged in their clinical training experiences:
 P a g e | 37

1. To follow the administrative policies, standards and practices of the Facility when in the Facility.
2. To report to the Facility on time and to follow all established regulations during the regularly
scheduled operating hours of the Facility.
3. To conform to the standards and practices established by the College while training at the Facility.
4. To keep in confidence all medical and health information pertaining to particular clients unless
otherwise indicated.
5. To inform clients of his or her status as a student, and give specific information as to his or her
qualifications and functions.
6. To inform clients of the possibility of periodic meetings with the supervising mental health
professional at the client’s, the service provider's, or the supervisor's request.
7. To review with the Supervisor all written reports and clinical communications, including
documentation of training experiences, for consultation and approval.
8. To fully read and abide by the ACA ethical code.
9. To dress in a professionally appropriate manner according to the dress codes of the Facility.
Students should exercise sound judgment in choosing modest clothing.

LIABILITY INSURANCE
Every student is required to obtain liability insurance when on any Practicum or Internship placement.
The minimum coverage required is $1,000,000 each incident/$ 3,000,000 annual aggregate. Proof of
liability insurance is required in the student portfolio before the student begins a Practicum placement and
should cover the student through the duration of both Practicum and Internship. A hard copy of the
current insurance policy (page showing dates and amounts) should be given to the Clinical Training Office
to be placed in the student's file before the student begins their Practicum placement.

To help students get started, listed are some carriers used by previous cohorts. The CMHC department
does not recommend any of these agencies. These are simply examples of carriers.

• American Counseling Association (Healthcare Providers Service Organization)

www.counseling.org/Students

1-800-347-6647
Insurance offered through HPSO (www.hpso.com) is available as a free benefit to all student
members of ACA. The yearly ACA membership fee for students is $94.00. It is recommended
that students first join ACA via their website. We encourage students to become members of
ACA, as there are many benefits of membership in addition to liability insurance.

• The American Professional Agency, Inc.

www.americanprofessional.com/student/index.htm
1-800-421-6694
This policy provides coverage to individual students who are working towards a degree in the
Mental Health field for duties performed as part of their school curriculum including field
 P a g e | 38

placement. Please ensure the appropriate minimum coverage of $1,000,000 each incident/$
3,000,000 annual aggregate is obtained through this provider.

• Lockton Risk Services, Inc.

http://ahc.lockton-ins.com/pl
Annual insurance costs are $18.00 for Mental Health Counselor Students. There may be an
additional small cost to be covered at the Illinois liability insurance limits. Please ensure the
appropriate minimum coverage of $1,000,000 each incident/$ 3,000,000 annual aggregate is obtained
through this provider.
 P a g e | 39

LICENSING AND CERTIFICATION

Overview
Students come to our program with many diverse plans and goals for the professional futures. Many
desire to become licensed and practice as professional counselors. The CMHC faculty and staff are
committed to providing the appropriate coursework and clinical requirements to enable students to obtain
licensure and certification as professional counselors. All students must understand from the beginning
of their training, however, that becoming informed about, applying for, and obtaining a professional
license or certificate is solely the responsibility of the student with the assistance of faculty and staff.
NOTE: It is very important to keep copies of all your syllabi and clinical training records as they may
be needed to verify the content of the curriculum or the Practicum/Internship experience to various
licensing agencies. In the event that a syllabus or syllabi are lost, you may contact Joy Lobatos, Senior
Office Coordinator, (joy.lobatos@wheaton.edu) who will coordinate the reproduction of syllabi from the
department’s archive. If a printed copy is desired, this service will cost $.50/page plus the cost of postage.
There is no charge for an electronic copy.

Practice at the master’s level is extremely diverse. Each state defines its own license and the requirements.
There is no reciprocity from state to state. It is important that students attempt to anticipate their future
licensing needs. If you know of a state or several states where you are likely to want to move after
completion of the program your research into the licensure requirements in those states must begin in
your first semester of the program (if not before). On several occasions students have discovered that a
state’s licensure requirements may differ from the department’s graduation requirements in such areas as
courses, Practicum and Internship hours, type of supervisor, etc. It is difficult to correct such problems
after graduation.

Resources
Since the licenses in all of the states (and other countries) are always changing it is not possible for faculty
to monitor the situation in states other than Illinois. Websites that are helpful in locating the various boards
and licensing information are:
American Counseling Association www.counseling.org
IL Counseling Association www.ilcounseling.org
IL Department of Professional Regulations www.ildpr.com
IL Mental Health Counselors Association www.imhca.org
National Board for Certified Counselors www.nbcc.org
A copy of the current edition of Licensure Requirements for Professional Counselors: A State by State Report,
which outlines the counseling licensure requirements in all fifty states, is available in the Psychology
Department office. Students may wish to photocopy the pages pertaining to the state or states where
they intend to pursue licensure.
We do monitor the requirements of the LCPC license in Illinois and provide students with information
that is as current as possible on obtaining licensure as a Clinical Professional. However, the State Licensing
Boards ultimately determine eligibility, thus taking the recommended curriculum at Wheaton is not a
guarantee of licensure. Licensure Information Books and study materials for the NCE exam are kept in
 P a g e | 40

the Clinical Training Office, M245, but they may not contain the most current information as licensure
requirements change regularly from state to state. These may not be taken outside the premises. The most
current licensure information should be found on the state web-site under the department of professional
regulation.
There are two levels of licensure in Illinois of which students should be aware:

Level One:
Licensed Professional Counselor (LPC): a temporary, master’s level license that requires a master’s degree
and expires after five years. The LPC is required to work under direct supervision and cannot engage in
independent practice. Most students obtain the LPC first and then work to acquire the clinical hours
necessary for the permanent LCPC license. The required exam (National Counselor’s Exam) consists of
200 multiple-choice questions. The Encyclopedia of Counseling is a great resource to utilize in studying for
the NCE. The Encyclopedia of Counseling can be found online in pdf format. The Assessment Library also
has copies of exam preparation materials (both print and audio versions) for students to use.

Level Two:
Licensed Clinical Professional Counselor (LCPC): an independent practitioner’s license that requires a
master’s degree as well as 3,360 post-degree supervised hours. In addition to the NCE, you must also pass
the NCMHCE (National Clinical Mental Health Counseling Examination). This exam consists of case
studies in order to assess a professional counselor’s diagnostic and conceptualization abilities. Study
guides and free practice exams for the NCMHCE can be found online.
 P a g e | 41

Requirements for Masters-level Mental Health Licenses in Illinois

LCPC=Licensed Clinical Professional Counselor

(See http://www.idfpr.com/dpr for complete up-to-date details and Application Forms.)

LCPC

Minimum of 48 sem. hrs. (CMHC program exceeds this.)

Required courses in the following domains: (1) human growth and

development, (2) counseling theories, (3) counseling techniques, (4)
Educational group counseling, (5) individual appraisal, (6) research and evaluation,
Requirements (7) legal and ethical responsibilities, (8) social and cultural
foundations, (9) lifestyle and career development, (10) practicum/
internship, (11) psychopathology, (12) substance abuse, (13) family
dynamics.

2 years of post-degree professional experience

Experience 3360 total hours of professional experience

Requirements
1920 hours of face-to-face counseling

104 hours of post-degree clinical supervision required.

Clinical Supervision
Requirements
Supervisor must be LCPC, LCSW, LMFT, Licensed Psychologist, or
Psychiatrist.

Two exams: the National Counseling Examination (NCE) of the

National Board for Clinical Counselors (NBCC) AND the National
Examinations
Clinical Mental Health Counseling Examination (NCMHCE) or the
Examination of Clinical Counselor Practice (ECCP).
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Course Recommendations for Illinois LCPC Requirements

Required in Illinois for LCPC Recommended Wheaton Courses

Human Growth & Development CMHC 631 – Lifespan Development

CMHC 622 – Counseling Theories I

Counseling Theory
CMHC 623 – Counseling Theories II

CMHC 621 – Counseling Skills &Techniques

Counseling Techniques
CMHC 621 L – Basic Counseling Skills Lab

CMHC 614 – Group Counseling

Group Dynamics
CMHC 614L – Group Counseling Lab

Appraisal of Individuals CMHC 641 - Assessment in Counseling

CMHC 618 –Clinical Research & Program

Research & Evaluation
Evaluation

Professional, Legal, & Ethical CMHC 624 – Issues & Ethics in Professional
Responsibilities Practice

CMHC 648 – Multicultural Issues & Social

Social and Cultural Foundations
Advocacy

CMHC 653 – Lifestyle and Career

Lifestyle and Career Development
Development

CMHC 692 – Grad. Counseling Practicum

Practicum / Internship CMHC 696 – Graduate Internship

Psychopathology CMHC 642 – Psychopathology

Substance Abuse CMHC 651 – Substance Abuse & Addictions

Family Dynamics CMHC 636 – Family Counseling

 P a g e | 43

APPENDIX
Initial Practicum & Internship Forms………………………………………………..………. 44
Application for Practicum/Internship………………………………………………….. 45
Focus Letter of Recommendation………………………………………………………. 46
Learning Contract…………………………………..…………………………………… 47
Supervisor Forms…………………………………………...…………………………………… 53
Practicum Site Supervisor Evaluation…..……………………..………………………. 54
Practicum Faculty Supervisor Evaluation…….……………..……………………….. 57
Internship Site Supervisor Evaluation….………………..……………………………. 60
Internship Faculty Supervisor Evaluation…..………………..……………………….. 64
Student Forms…………………………..……………………………………………………….. 68
Client Consent Agreement…………………………..…………………………………. 69
Permission to Release Educational Record Information………………………..……. 70
Post Placement Site Evaluation…………………………………..…………………….. 71
CMHC Clinical Training Timeline……………………………..……………………… 74
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Initial Practicum &

Internship Forms
 P a g e | 45

Clinical Mental Health Counseling Program

Application for Practicum/Internship
This application must be completed, including approval signature, before a student can register
for a practicum or internship. Bring this completed and signed application to the Clinical Training
Office for processing.
Name ____________________________________________ Student # ___________ CPO# ________

Hours completed toward degree ___________ ___

If completing a Practicum and Internship at two separate clinical training sites, please complete
two separate forms, one for each site. If both Practicum and Internship are being completed at the
same clinical training site, please use only one form. Check the level of Clinical Training experience
this application applies to:

Practicum Only Internship Only Practicum and Internship (both at the same site)

Please list the full organization name and city/state where you will be doing your Clinical Training:
Name: _____________________________________________________________________________ ________________________

Address: ____________________________________________________________________________________________________

City: ____________________________ _____________ __________ __ State: __ Zip: __ ______

Telephone #: _______________________________ ____________ Email:

Name and credentials of supervisor(s): ____________________________________________ ____________________

Practicum Registration Information (indicate all semesters that apply)

Summer Fall Spring
Course Title Course CRN Credit Year Credit Year Credit Year
and # and Section Hours (e.g. 2014) Hours (e.g. 2014) Hours (e.g. 2015)

CMHC 692 Practicum 692- /

Expected dates of Practicum: Begin: ___________End: _____________Total number of expected clock hours: ___ ___

Internship Registration Information (indicate all semesters that apply)

Summer Fall Spring
Course Title Course CRN Credit Year Credit Year Credit Year
and # and Section Hours (e.g. 2014) Hours (e.g. 2014) Hours (e.g. 2015)
CMHC 696
696- /
Internship
Expected dates of Internship: Begin: ___________End: _____________Total number of expected clock hours: ___ ___

Student _______________________________________________________________________ Date __________________

(signature)
Approval Signature:
Clinical Training Coordinator _________________________________________________ Date __________________
(signature)

(Scan then send Original to Grad Records Analyst for Registration)

REGISTRAR’S OFFICE USE ONLY: Added to transcript by:_______________________________ Date:___________________________
 P a g e | 46

CMHC FOCUS OF LETTER OF RECOMMENDATION

CMHC Practicum or Internship (One form for each faculty member)
Student:

Faculty: _____________________________
I have received faculty approval for this letter of recommendation ____ (Student’s Initials)
Date Letters Required: ________________________
Information for Faculty (Use additional paper to provide the following information for faculty writing
your letter.)

Strengths: What are some of the outstanding things you would like emphasized in your
recommendations? Provide concrete examples. Describe experiences that make you qualified for the
sites you have chosen.

Sites: List 5-7 sites where you would like to apply: (list on here or additional paper)
Check which applies: Electronic Copy, Hard Copy, Both Electronic and Hard Copies Required

Site Name Electronic Printed

Copy Hard Copy
1
2
3
4
5
6
7

AGREEMENT RESPECTING CONFIDENTIALITY

I understand that this recommendation is considered confidential and will be sent only to those I
designated above. I further agree that the contents of this appraisal shall not be made known to anyone
else…

Check one: ____Including myself ____ Except myself

Signature:__________________________________________________Date:______________

Submission Instructions - You will need at least 2 copies of this form:

1. Faculty: Give a folder containing a copy of this form and your résumé to them 2 weeks before you
would like to apply to clinical training sites.
2. Email a completed copy of this form to the Clinical Training Office.
3. Keep a copy of this form for future reference as this will not be kept in your student file. It becomes
quickly out of date.
 P a g e | 47

Clinical Mental Health Counseling Program LEARNING CONTRACT

[Completed by Student & Site Supervisor]

Training Semester(s): ____________  Practicum  Internship

Student: ______________________________________________________________________________________

Site: ______________________________________________________________________________________

Site Supervisor: _________________________________________________________________________________

Site Supervisor Graduate Degree(s) Obtained: ______________________________________________________

License/Certification: ____________________________________________________________________________

License #:_______________________ Profession: _____________________________________________________

Held License Since: ______________________________________________________________________________

Email: _____________________________________________ Contact Phone Number: ______________________

Additional Site Supervisor: ___________________________________________________________________

(If different from Clinical Supervisor)

Site: ___________________________________________________________________________________________

Site Supervisor Graduate Degree(s) Obtained: ______________________________________________________

License/Certification: _________________________________________________________________________

License #:_______________________ Profession: _____________________________________________________

Held License Since: ______________________________________________________________________________

Email: _____________________________________________ Contact Phone Number: _______________________

Supervisor Criteria:
Clinical Supervisors of Master’s students must be appropriately licensed masters, or doctoral level clinicians
(LCPC, LMFT, LCSW, Ph.D, Psy.D.).

Preliminary Learning Objectives:

1.

2.

3.

4.
 P a g e | 48

Additional student comments:

Additional supervisor comments:

Outline of required training hours & responsibilities:

CMHC Practicum – Minimum 100 hours, 1 semester in duration

A minimum of 40 hours of the student’s activities/hours must involve face-to-face direct service.

CMHC Internship -- Minimum 600 hours, 2 semesters in duration

A minimum of 240 hours of the student’s activities/hours must involve face-to-face direct service. All internship students must gain
some experience leading groups.

1. Placement will begin _________________ and go through _________________

mm/dd/yy mm/dd/yy

2. Hours / Days / Week to work: _________________________________________

3. Practice Activities by hours or #s per week or month as applicable (approx.):

a. Counseling cases ______________ per_____________
b. Intake sessions ______________ per_____________
c. Diagnostic evaluations ______________ per_____________
d. Professional presentations ______________ per_____________
e. Research activities ______________ per_____________
f. Group experience ______________ per_____________
g. Other (community intervention, advocacy) ______________ per_____________

*Please specify the details of above practice activities here:

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

4. Time off allowed:

a. Holidays: _______________________________________________________
b. Vacation: _______________________________________________________
c. Sick Days: _______________________________________________________
 P a g e | 49

5. Practice supervision and training:

a. Individual supervision1: _____________ per _____________
b. Group supervision: _____________ per _____________
c. Live supervision2: _____________ per _____________
d. Case conferences: _____________ per _____________
e. Seminars: _____________ per _____________
f. Staff meetings: _____________ per _____________
g. Other training: _____________ per _____________

1A Licensed Site Supervisor will provide a minimum of 1 hour, weekly, continuous individual supervision.

2Live
supervision refers to direct observation of a clinical practice or may consist of reviewing an audio or video recording.
Some level of live supervision is required, with regular live supervision preferred.

6. Accruing hours during semester breaks

Please specify any semester breaks that a student is expected to continue clinical training:

a. Winter Break (e.g. December 2016/ January 2017): _________________________

b. August Break (e.g. August 2017): ________________________________________

During semester breaks, students may continue to continue to accrue hours if they are receiving a
minimum of one hour per week of individual supervision by their Site Supervisor, if the student has
completed and submitted the Between Semester Supervision Notification form (end of contract) to the
designated On-Call Faculty Supervisor.

7. Recorded Client Sessions

On a regular and selective basis, with the informed consent of the client or guardian, and with the
approval of the Site Supervisor, the student will be allowed to present client audio or video recordings to
CMHC Faculty Supervisors, for purposes of professional training and examination. The student assumes
full responsibility for prior presentation of this material to the Site Supervisor for approval in a timely
manner, so that the following issues can be discussed: Who will have access to the material, what uses
will be made of the material, issues of informed consent, and final disposition of the material. The
student assumes full responsibility for obtaining informed consent, and ensuring that the material has
been carefully and thoroughly disguised in order to protect client confidentiality.

Specifically, confidentiality of test protocols will be protected by carefully blocking out names, dates of
birth, agency names, and any other information that could be used to identify the source of the
information. Confidentiality of written reports will be protected by changing all names (clients,
supervisors, consultants, agencies), dates of birth, and any other information that could be used to
identify the source of the information.

The recommended manner for disguising reports is to use dignified and appropriate pseudonyms,
change birth dates by a few days or weeks, and alter other references that might be used to identify the
source of the information. The report should carry a footnote to this effect, e.g., “Names, dates, and other
information have been altered to protect the confidentiality of client, supervisor, and agency.”
 P a g e | 50

*If the site does not permit recording sessions, Site Supervisors are required to observe a live counseling
session and complete a Site Supervisor Live Observation Evaluation, in lieu of recording.

List Site Stipulations regarding case material:

Documents to be completed during the training period:

• Learning Contract: To be completed by the student and the Site Supervisor within the first two weeks of
beginning the training at the site.

• Student Evaluation: To be completed by the Site Supervisor at the end of the Practicum semester and the
end of each semester of Internship. The form should be provided to the supervisor by the student, but
may be accessed via the Site Supervisor Manual.

• Hour Log: To be completed by the student at the end of each semester of clinical training (Practicum and
Internship) and signed by the Site Supervisor, Faculty Supervisor, and student verifying the student’s
training experience.
 P a g e | 51

The information recorded above is correct to the best of my knowledge. I will endeavor to uphold this contract
through the training experience.

Changes in the contract prior to or during the that it is in effect can be made if agreed upon by all parties. All
changes should be made in writing on or attached to the original contracts, initialed, and resubmitted to the
Office Training Coordinator.

By signing below, I understand that I am training under my Site Supervisor’s license. I will act in compliance
with the ACA Code of Ethics, including accurately recording all practicum/internship hours and activities,
accurately maintaining clinical records, and acting under the guiding principles of beneficence and
nonmaleficence. Additionally, when I am unsure of my ethical and professional responsibilities, I will
communicate my concerns to my supervisors and my academic training department, always practicing good
judgment and consulting as needed.

___________________________________________________________________
Student Date

By signing below, I agree that I am a licensed mental health professional and that the student’s experience will be
performed under my direction and professional responsibility as a supervisor. As a supervising clinician, I will
adhere to the ACA Code of Ethics and agree that the above stated clinical activities are within my competence to
supervise. Additionally, I agree to discuss concerns about the student’s performance with the student and with
the student’s academic training department, if indicated. If a student is not meeting expectations, I agree to
attempt remediation with the student prior to termination. I understand that terminating a student from
placement during the training experience should occur only with proper notice and following an appropriate
course of action focused toward attempting to resolve the situation. Immediate termination is warranted only in
rare cases of severe ethical violation.
___________________________________________________________________
Site Supervisor Date

Please make copies of this contract when it is completed and signed:

1. Original hard copy given to your Faculty Supervisor

2. Hard copy given to Site Supervisor

3. Student should keep a copy of this form for future reference.

 P a g e | 52

Between Semester Supervision Notification Form

Student Name:

Student Cell Phone Number:

Practicum/ Internship Site:

Site Supervisor Name:

Site Supervisor Phone Number:

Site Supervisor Email:

By signing this form, if I continue to be at my site during semester break during department accepted dates
(i.e., month of August, Christmas break, spring break, May break), I will continue to receive individual
supervision from my Site Supervisor for a minimum of one hour per week. Additionally, my signature
indicates that I agree to contact the On-Call Faculty Supervisor for supervision on an as needed basis. I
understand that between semesters, my Site Supervisor primarily provides supervision; however, the On-
Call Faculty Supervisor is available to me as needed. I understand that I must continue to log my hours
on the Hour Log and keep copies of all supporting documentation. I agree to keep the On-Call Faculty
Supervisor apprised of any ethical, legal, or crisis situation during the break.

_____________________________________ ____________________________

STUDENT SIGNATURE DATE

_____________________________________ ____________________________

SITE SUPERVISOR SIGNATURE DATE

 P a g e | 53

Supervisor Forms
 P a g e | 54

Clinical Mental Health Counseling PRACTICUM SITE

SUPERVISOR EVALUATION
(Completed by Site Supervisor)
Student: Student ID: __________
Semester/Year:
Agency: Date:
Practicum Site Supervisor:

Practicum Faculty Supervisor:

Please circle the appropriate number in light of what you would expect with other M.A.
students at the same level of professional development. Please add comments for ratings of
BE.

3 (AE) = Above Expectations 1 (BE) = Below Expectations

2 (ME) = Meets Expectations N/A = No Basis for Judgment
*If there are serious concerns please note in comments

N/A BE ME AE

Demonstrates ability to apply/adhere to ethical & legal standards in N/A 1 2 3

clinical mental health counseling (CACREP CMHC B1 CMHC).

Applies current record-keeping standards related to clinical mental N/A

1 2 3
health counseling (CACREP CMHC D7).

Demonstrates appropriate use of the current edition of the DSM, N/A

including symptoms & clinical presentations of clients with mental 1 2 3

and emotional impairments (CACREP CMHC L1).

Conceptualizes an accurate diagnosis of disorders presented by a N/A

client and discusses differential diagnosis with collaborating 1 2 3

professionals (CACREP CMHC L2).

 P a g e | 55

Demonstrate interpersonal skills, insightfulness, self-awareness, and

N/A 1 2 3
empathy that are necessary for the effective conduct of clinical
mental health interventions.

Demonstrates theory-based skills and techniques for developing and N/A 1 2 3

implementing treatment and change plans.

Demonstrates the ability to benefit from supervision as well as the N/A 1 2 3

skills and confidence to work independently when appropriate.

Demonstrates a respectful and non-judgmental attitude toward all N/A 1 2 3

persons and valuing of that which brings them health and wholeness.

Supervisor Comments:
Strengths (comment on student skills sets, character formation, and competencies):

Growth Areas (comment on areas in which the student needs to grow):

Please comment on any of the above issues or any other perceptions on your assessment
of this student's current or future capabilities as a mental health professional. An
overall assessment of the student’s present and future capabilities as a mental health
professional would also be helpful (a separate letter may be attached if you prefer).
 P a g e | 56

X_____________________________________________ ___________________
SITE SUPERVISOR SIGNATURE DATE

X_____________________________________________ ___________________
SUPERVISOR SIGNATURE (if different from primary) DATE

STUDENT COMMENTS:

X__________________________________________ _____________________
STUDENT'S SIGNATURE DATE

X__________________________________________ _____________________
FACULTY SIGNATURE DATE

PLEASE RETURN TO:

Faculty Supervisor;
CMHC Program
Wheaton College
501 College Avenue
Wheaton, IL 60187
 P a g e | 57

Clinical Mental Health Counseling PRACTICUM FACULTY

SUPERVISOR EVALUATION
(Completed by Faculty Supervisor)
Student: ___________________________________________ Student ID: _______________
Semester/Year:
Agency: ________________________________________________ Date:
Practicum Faculty Supervisor: ________________________________________________

Please circle the appropriate number in light of what you would expect with other M.A.
students at the same level of professional development. Please add comments for ratings of
BE.

3 (AE) = Above Expectations 1 (BE) = Below Expectations

2 (ME) = Meets Expectations N/A = No Basis for Judgment
*If there are serious concerns please note in comments

N/A BE ME AE

Demonstrates ability to apply/adhere to ethical & legal standards in N/A 1 2 3

clinical mental health counseling (CACREP CMHC B1 CMHC).

Advocates for policies, programs, and services that are equitable and N/A
responsive to the unique needs of clients (CACREP CMHC F2). 1 2 3

Demonstrates appropriate use of the current edition of the DSM, N/A

including symptoms & clinical presentations of clients with mental 1 2 3

and emotional impairments (CACREP CMHC L1).

Conceptualizes an accurate diagnosis of disorders presented by a N/A

client and discusses differential diagnosis with collaborating 1 2 3

professionals (CACREP CMHC L2).

 P a g e | 58

Demonstrate interpersonal skills, insightfulness, self-awareness, and

N/A 1 2 3
empathy that are necessary for the effective conduct of clinical
mental health interventions.

Demonstrates theory-based skills and techniques for developing and N/A 1 2 3

implementing treatment and change plans.

Demonstrates the ability to benefit from supervision as well as the N/A 1 2 3

skills and confidence to work independently when appropriate.

Demonstrates a respectful and non-judgmental attitude toward all N/A 1 2 3

persons and valuing of that which brings them health and wholeness.

Recording reviewed: (yes or no). Date reviewed: ______

Live Observation Form submitted (in lieu of recording): (yes or no)

Date of Live Observation: _________

Phone/Email Consultation with the Site Supervisor (in addition to written Site Supervisor
Bi-weekly or Final Evaluations)

Date and Content of Phone/Email Consultation:

Supervisor Comments:
Strengths (comment on student skills sets, character formation, and competencies):
 P a g e | 59

Growth Areas (comment on areas in which the student needs to grow):

Please comment on any of the above issues or any other perceptions on your assessment
of this student's current or future capabilities as a mental health professional. An
overall assessment of the student’s present and future capabilities as a mental health
professional would also be helpful (a separate letter may be attached if you prefer).

X_____________________________________________ ___________________
FACULTY SUPERVISOR SIGNATURE DATE

STUDENT'S COMMENTS:

X__________________________________________ _____________________
STUDENT SIGNATURE DATE
 P a g e | 60

Clinical Mental Health Counseling INTERNSHIP SITE

SUPERVISOR
EVALUATION
(Completed by Site Supervisor)
Student: Student ID:
Semester/Year:
Agency: Date:
Internship Site Supervisor:

Internship Faculty Supervisor:

Internship I Evaluation: _____ Internship II Evaluation: _____

Please circle the appropriate number in light of what you would expect with other M.A.
students at the same level of professional development. Please add comments for ratings of
BE.

3 (AE) = Above Expectations 1 (BE) = Below Expectations

2 (ME) = Meets Expectations N/A = No Basis for Judgment
*If there are serious concerns please note in comments

N/A BE ME AE

Demonstrates the ability to apply and adhere to ethical & legal

N/A 1 2 3
standards in clinical mental health counseling (CACREP CMHC B1).

Uses the principles and practices of diagnosis, treatment, referral, N/A

and prevention of mental and emotional disorders to initiate, 1 2 3

maintain, and terminate counseling (CACREP CMHC D1).

Applies multicultural competencies to clinical mental health

N/A
counseling involving case conceptualization, diagnosis, treatment,
1 2 3
referral, and prevention of mental and emotional disorders (CACREP
CMHC D2).
 P a g e | 61

Demonstrates appropriate use of culturally responsive individual, N/A

couple, family, group, and systems modalities for initiating, 1 2 3

maintaining, and terminating counseling (CACREP CMHC D5).

N/A
Applies current record-keeping standards related to clinical mental
1 2 3
health counseling (CACREP CMHC D7).

Demonstrates ability to modify counseling theories, techniques, and N/A

interventions to make them culturally appropriate for diverse 1 2 3

populations (CACREP CMHC F3).

Know the principles of the diagnostic process, including differential

N/A
diagnosis, and the use of current diagnostic tools, such as the DSM
1 2 3
(CACREP CMHC K1).

Understand the established diagnostic criteria for mental and

N/A
emotional disorders, and be able to describe treatment modalities
1 2 3
and placement criteria within the continuum of care (CMHC K2).

Demonstrate appropriate use of the current edition of the DSM,

N/A
describing the symptoms and clinical presentation of clients with
1 2 3
mental and emotional impairments (CACREP CMHC L1).

Conceptualize an accurate diagnosis of disorders presented by a

N/A
client and discuss the differential diagnosis with collaborating
1 2 3
professionals (CACREP CMHC L2).

Demonstrate interpersonal skills, insightfulness, self-awareness, and

N/A
empathy that are necessary for the effective conduct of clinical 1 2 3
mental health interventions.

N/A
Demonstrates ability to benefit from supervision as well as the skills
1 2 3
and confidence to work independently when appropriate.
 P a g e | 62

N/A
Demonstrates a respectful and non-judgmental attitude toward all
1 2 3
persons and valuing of that which brings them health and wholeness.

Supervisor Comments:
Strengths (comment on student skills sets, character formation, and competencies):

Growth Areas (comment on areas in which the student needs to grow):

 P a g e | 63

Please comment on any of the above issues or any other perceptions on your assessment
of this student's current or future capabilities as a mental health professional. An
overall assessment of the student’s present and future capabilities as a mental health
professional would also be helpful (a separate letter may be attached if you prefer).

X_____________________________________________ ___________________
SITE SUPERVISOR'S SIGNATURE DATE

X_____________________________________________ ___________________
SUPERVISOR'S SIGNATURE (if different from primary) DATE

STUDENT'S COMMENTS:

X__________________________________________ _____________________
STUDENT'S SIGNATURE DATE

X__________________________________________ _____________________
FACULTY SIGNATURE DATE

PLEASE RETURN TO:

Faculty Supervisor;
CMHC Program
Wheaton College
501 College Avenue
Wheaton, IL 60187
 P a g e | 64

Clinical Mental Health Counseling INTERNSHIP FACULTY

SUPERVISOR EVALUATION
(Completed by Faculty Supervisor)
Student: Student ID:____________
Semester/Year:
Agency: Date:
Internship Faculty Supervisor:

Internship I Evaluation: _____ Internship II Evaluation: _____

Please circle the appropriate number in light of what you would expect with other M.A.
students at the same level of professional development. Please add comments for ratings of
BE.

3 (AE) = Above Expectations 1 (BE) = Below Expectations

2 (ME) = Meets Expectations N/A = No Basis for Judgment
*If there are serious concerns please note in comments

N/A BE ME AE

Demonstrates the ability to apply and adhere to ethical & legal

N/A 1 2 3
standards in clinical mental health counseling (CACREP CMHC B1).

Uses the principles and practices of diagnosis, treatment, referral, N/A

and prevention of mental and emotional disorders to initiate, 1 2 3

maintain, and terminate counseling (CACREP CMHC D1).

Applies multicultural competencies to clinical mental health

N/A
counseling involving case conceptualization, diagnosis, treatment,
1 2 3
referral, and prevention of mental and emotional disorders (CACREP
CMHC D2).
 P a g e | 65

Demonstrates appropriate use of culturally responsive individual, N/A

couple, family, group, and systems modalities for initiating, 1 2 3

maintaining, and terminating counseling (CACREP CMHC D5).

N/A
Applies current record-keeping standards related to clinical mental
1 2 3
health counseling (CACREP CMHC D7).

Demonstrates ability to modify counseling theories, techniques, and N/A

interventions to make them culturally appropriate for diverse 1 2 3

populations (CACREP CMHC F3).

Know the principles of the diagnostic process, including differential

N/A
diagnosis, and the use of current diagnostic tools, such as the DSM
1 2 3
(CACREP CMHC K1).

Understand the established diagnostic criteria for mental and

N/A
emotional disorders, and be able to describe treatment modalities
1 2 3
and placement criteria within the continuum of care (CMHC K2).

Demonstrate appropriate use of the current edition of the DSM,

N/A
describing the symptoms and clinical presentation of clients with
1 2 3
mental and emotional impairments (CACREP CMHC L1).

Conceptualize an accurate diagnosis of disorders presented by a

N/A
client and discuss the differential diagnosis with collaborating
1 2 3
professionals (CACREP CMHC L2).

Demonstrate a commitment to one's own personal growth toward N/A

spiritual psychological, and professional maturity. 1 2 3

Demonstrate interpersonal skills, insightfulness, self-awareness, and

N/A
empathy that are necessary for the effective conduct of clinical 1 2 3
mental health interventions.
 P a g e | 66

N/A
Demonstrates ability to benefit from supervision as well as the skills
1 2 3
and confidence to work independently when appropriate.

N/A
Demonstrates a respectful and non-judgmental attitude toward all
1 2 3
persons and valuing of that which brings them health and wholeness.

N/A
Demonstrates a valuing of mental health work as an outreach of the
1 2 3
individual Christian and of the church.

Recording reviewed: (yes or no). Date reviewed: ______

Live Observation Form submitted (in lieu of recording): (yes or no)
Date of Live Observation: _________

Phone/Email Consultation with the Site Supervisor (in addition to written Site Supervisor
Evaluations)
Date and Content of Phone/Email Consultation:

Supervisor Comments:
Strengths (comment on student skills sets, character formation, and competencies):

Growth Areas (comment on areas in which the student needs to grow):

 P a g e | 67

Please comment on any of the above issues or any other perceptions on your assessment
of this student's current or future capabilities as a mental health professional. An
overall assessment of the student’s present and future capabilities as a mental health
professional would also be helpful (a separate letter may be attached if you prefer).

X_____________________________________________ ___________________
FACULTY SUPERVISOR SIGNATURE DATE

STUDENT'S COMMENTS:

X_____________________________________________ ___________________
FACULTY SUPERVISOR SIGNATURE DATE

X_____________________________________________ ___________________
STUDENT'S SIGNATURE DATE
 P a g e | 68

Student Forms
 P a g e | 69

MA Program in Clinical Mental Health Counseling

CLIENT CONSENT AGREEMENT FOR PRACTICUM/INTERNSHIP

I, ______________________________________, agree to participate in a counseling session which may

include interview, psychological testing, or counseling.

I am aware that the process may be audiotaped or videotaped and observed by two or three mental
health professionals who will be evaluating the counseling student intern.

I understand that the counselor will be a graduate student in the Clinical Mental Health Counseling
Program at Wheaton College.

I further understand that the observers will keep all information revealed in the course of the
evaluation confidential.

A copy of this consent form will be kept in the Department of Psychology at Wheaton College in a
sealed envelope, to be opened only in cases of legal challenge.

I recognize that participation in the examination procedure is not a requirement to receive treatment at
______________________________________________.

My participation is completely voluntary.

I may withdraw this consent at any time.

This will automatically expire three years from the date it is signed.

Signature of
Interviewee/Client: Date:

Name of Interviewee/Client:

Signature of Parent/Guardian
(if applicable): Date:

Signature of Witness:
(Counselor Intern) Date:
 P a g e | 70

MA Program in Clinical Mental Health Counseling Permission to Release

Educational Record Information

I give permission for Wheaton College M.A. in Clinical Mental Health Counseling Program to

release information to and receive information from_____________________________________

(Practicum/Internship site supervisor)

regarding my areas of academic and clinical competence as they pertain to Practicum/Internship

training for the purpose of coordinating efforts toward my professional and clinical growth.

Printed Name ________________________________________________________________

Signed Name ____________________________________________Date ________________

This release is effective for one year beginning ____________________________________

Record of Contact:
To be completed by Clinical Training Coordinator, Advisor, or Practicum/Internship Faculty Supervisor only.

Date of contact ___________ Person spoken to ____________________

Date of contact ___________ Person spoken to ____________________

Date of contact ___________ Person spoken to ____________________

Date of contact ___________ Person spoken to ____________________

Date of contact ___________ Person spoken to ____________________

 P a g e | 71

POST-PLACEMENT
MA Program in Clinical Mental Health Counseling SITE EVALUATION
(Completed by student)

Name: _____________________
Date: ______________________ Site of Clinical Placement: ______________________
Dates of Placement (from - to): ________________________
Name(s) of Supervisor(s):_________________ Faculty Supervisor: ___________________

Would you recommend this Practicum/Internship site to other students? YES MAYBE NO

Please rate the quality of your Practicum/Internship experience on the following scale:

1 2 3 4 5
Poor Fair Good Very Excellent
Good
1. Quality of Supervision 1 2 3 4 5
2. Quantity of Supervision 1 2 3 4 5
3. Relationship with Supervisor 1 2 3 4 5
4. Staff Rapport with Student 1 2 3 4 5
5. Quality of Training Experiences 1 2 3 4 5
6. Quantity of Training Experiences 1 2 3 4 5
7. Variety of Experiences 1 2 3 4 5
8. Adherence to Learning Contract 1 2 3 4 5
9. Overall Quality of the Placement 1 2 3 4 5

What are the positive aspects of your placement?

_______________________________________________________________________

_______________________________________________________________________

What are the less than positive aspects of your placement?

_______________________________________________________________________

_______________________________________________________________________
 P a g e | 72

Describe your supervisor’s approach to supervision.

_______________________________________________________________________

_______________________________________________________________________

List characteristics a student would possess to make a good fit with this site.

_______________________________________________________________________

_______________________________________________________________________

Please complete the following statement:

I typically worked ____ hours per week, with ____ of those being direct service (through
counseling, consultation, and assessment).

Please indicate the percentage of your overall time you spent in each professional activity during
this current clinical placement.

Service delivery % of overall time

given to each
activity
Individual Adult (18-64)
Individual Child (<12)
Individual Adolescent (13-17)
Individual Older Adults (65+)
Family
Couples
Group
Community Intervention
Consultation (schools,
hospitals, churches, etc.)
 P a g e | 73

Please indicate the percentage of your overall time you worked with each population during this
current clinical placement.

Population % of overall time

worked with each
population during
current placement
Caucasian/European
American
African American
Asian American
Latino
Native American
Other (please describe)

Other (please describe)

Please initial here if you are willing to share this information with other students: _____

RETURN TO:
Practicum/ Internship Faculty Supervisor
Wheaton College
 P a g e | 74

CMHC Clinical Training Timeline

FALL SEMESTER 2017

Date Event

12/5/17 Practicum Information Exchange (PIE)

12/8/17 Last day of Fall Classes

12/11 –
Finals
12/14/17

SPRING SEMESTER and SUMMER 2018

Date Event

1/8/18 Spring classes begin

Upon
Securing a
Practicum or DUE -- "Application for Practicum and/ or Internship" and "Permission to Release Educational Record
Internship Information" when you obtain a placement for next year
Site (latest by
April)
4/27/18 End of Spring Classes

4/30-5/3/2018 Finals

DUE: Professional Growth & Development Counseling, 8 hour requirement completed prior to
6/20/18
June 20, 2017
Summer Begin Practicum
2018 DUE: Proof of Insurance, Learning Contract
Upon DUE: Hour Log, "Post-Placement Site Evaluation,"
Completing "Practicum Site Supervisor Evaluation" (completed by site supervisor), “Practicum Faculty Supervisor
Practicum Evaluation” (completed by faculty supervisor)
 P a g e | 75

FALL SEMESTER 2018

Date Event

8/29/18 Classes Begin

DUE PRIOR TO FIRST DAY OF CLINICAL TRAINING -- Student Liability Insurance Verification for 2017-
TBD
2018 school year
DUE for Practicum students completing Practicum: -- Hour Log, "Post-Placement Site Evaluation,"
"Practicum Site Supervisor Evaluation" (completed by site supervisor), “Practicum Faculty Supervisor
Evaluation” (completed by faculty supervisor)

12/10/18 DUE for Internship students completing 1st semester of Internship: Hour Log, "Internship Site Supervisor
Evaluation" (completed by site supervisor), “Internship Faculty Supervisor Evaluation” (completed by
faculty supervisor)

12/14/18 Last day of Fall Classes

12/17-
Finals
12/20/2018

SPRING SEMESTER and SUMMER 2019

Date Event

1/14/19 Spring classes begin

5/3/19 End of Spring Classes

DUE for Internship students completing 1st semester of Internship:
Hour Log, "Post-Placement Site Evaluation," "Practicum Site Supervisor Evaluation" (completed by site
supervisor), “Practicum Faculty Supervisor Evaluation” (completed by faculty supervisor)
5/6/19
DUE for students completing Internship (May graduation) --
Hour Log, "Post-Placement Site Evaluation," "Practicum Site Supervisor Evaluation" (completed by site
supervisor), “Practicum Faculty Supervisor Evaluation” (completed by faculty supervisor)

5/6-5/9/19 Finals

5/11/19 Grad School Commencement

DUE for students completing Internship (August graduation) --

Hour Log, "Post-Placement Site Evaluation," "Practicum Site Supervisor Evaluation" (completed by site
TBA
supervisor), “Practicum Faculty Supervisor Evaluation” (completed by faculty supervisor)
Student