Clinical Counseling & Mental Health
Welcome Letter
Dear Department of Clinical Counseling and Mental Health Students:
Welcome to Texas Tech University Health Sciences Center’s (TTUHSC) healthcare professional programs within the Department of Clinical Counseling and Mental Health in the School of Health Professions. We are excited to have you become part of our institution. The faculty and staff in the Department of Clinical Counseling and Mental Health are committed to fully supporting you in achieving your academic goals. Likewise, it is important for you to take responsibility for self-motivated learning.
You have chosen to be educated in a healthcare profession with opportunities in many specialized areas. To meet the changing and diverse demands of these challenging professions, your education will include intensified coursework and clinical education. You should expect and understand that the upcoming years of professional education will likely be more demanding than your previous collegiate experiences.
The purpose of this student handbook is to assist in your orientation to the TTUHSC system, the School of Health Professions, the Department of Clinical Counseling and Mental Health, and your program. You are responsible for reading this handbook and becoming familiar with its content. This handbook explains the academic policies of your program, your rights as a student, and our expectations of you in your professional development.
You will be recognized as a student in a professional program. As a component of this recognition, you will be held responsible for developing professional attitudes and judgments. Best wishes for a successful career in your chosen healthcare profession.
Sincerely,
Evans H. Spears, Ph.D., CRC
Department of Clinical Counseling and Mental Health
Associate Professor, Department Chair
Clinical Counseling and Mental Health
Evans H. Spears, Ph.D., CRC Department Chair and Associate Professor 806-743-4208 Evans.spears@ttuhsc.edu |
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Zach Sneed, Ph.D., CRC, LCDC Assistant Dean for Outcomes and Assessment Program Director for MS Addiction Counseling and Assistant Professor Zach.Sneed@ttuhsc.edu
Taryn Richardson, Ph.D., CRC
Program Director for MS Clinical Rehabilitation Counseling and Assistant Professor 806-743-1007 Taryn.Richardson@ttuhsc.edu |
Logan Winkelman, Ph.D., LPC-S, NCC Program Director for MS Clinical Mental Health Counseling and Assistant Professor 806-743-3208 Logan.Winkelman@ttuhsc.edu
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Dave Schroeder, Ph.D., CRC, LPC Clinical Coordinator and Associate Professor 806-743-2592 Dave.schroeder@ttuhsc.edu |
Christopher Townsend, Ph.D., LPC, LCAS Clinic Director and Assistant Professor 806-743-1679 Chris.townsend@ttuhsc.edu |
Carmen Stein, Ph.D., LPC-S, NCC Assistant Professor 806-743-1784 Castein@ttuhsc.edu
Lynn Jennings, Ph.D., LPC-S, LSOTP Instructor
Lynn.Jennings@ttuhsc.edu
James Salas Business Coordinator 806-743-2590 James.Salas@ttuhsc.edu
Kendra Villarreal
Academic Coordinator 806-743-3651 Kendra.Villarreal@ttuhsc.edu |
Policies, Procedures, and Student Responsibilities
Student Recruitment
The Department of Clinical Counseling and Mental Health at Texas Tech University Health Sciences Center has a strong desire to assist our students in reaching their career and academic goals. We also actively recruit students from diverse populations. Counseling as an industry has space for more students and practitioners from underrepresented groups. This is a particularly important function for us as we train the next generation of counselors to work with the changing demography of Texas.
Our programs are delivered entirely online, which allows us to recruit from a wider section of the population. The internet has revolutionized our society, and the development of online Master of Science clinical counseling programs has led to a greater number of individuals who can now achieve their goals of obtaining a high-quality graduate education. Students in rural areas, those who must work while attending school, and those who may have difficulty attending a traditional program can now attend. Our online delivery method allows the programs to reach a greater number of students who would be unable to pursue graduate education in a traditional program.
Catalog, Program Curriculum, and Academic Calendar
The catalog and listing of curricular content for each educational program in the Department of Clinical Counseling and Mental Health are available for download as a PDF file at the following website address: https://www.ttuhsc.edu/health-professions/catalog.aspx
Course Sequencing
All courses in the CCMH curricula are offered online. Courses are offered in Fall, Spring, and Summer semesters.
Accreditation
The Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA), exists, in part, “to promote high standards of graduate preparation in counseling.” Effective through March 2029, CACREP has conferred accreditation on the following areas:
Addiction Counseling (M.S. degree), Online delivery method;
Clinical Mental Health Counseling (M.S. degree), Online delivery method;
Clinical Rehabilitation Counseling (M.S. degree), Online delivery method;
Student Advisement
Each CCMH student is assigned an academic advisor by their program. The academic advisor works with students to explore career goals, discuss the degree planning process and monitor their academic progress throughout the program to completion of the degree. Each student is required to have regular meetings with their advisor to ensure steady progress towards graduation. Students with questions about program requirements should contact their advisor. A student who wishes to be assigned a different advisor should contact their Program Director, who will consider such a request.
Additionally, all CCMH students also have an enrollment coordinator. Please note that there is a difference between your academic advisor and enrollment coordinator. The enrollment coordinator assists with degree plan requests and course registration and enrollment questions.
Degree Plan
All CCMH students are required to file a degree plan within the first semester of enrollment. The degree plan is a formal agreement between the student and program regarding when the student will complete core, specialty experiential, and clinical courses required for graduation. The degree plan process consists of:
1. Meeting with your academic advisor and discuss your career goals, the academic program, and the degree plan process.
2. Meeting with your enrollment coordinator to complete the necessary forms in a timely manner.
3. Submitting the signed and agreed-upon degree plan paperwork.
To change your degree plan you must submit the request in writing to your enrollment coordinator and academic advisor prior to the semester of change.
Non-Degree Seeking StudentsNon-degree-seeking students are also required to have a written matriculation plan that specifies the course(s) and the semester(s) for which they intend to enroll. Prior approval from the Program Director is required for all course enrollments by non-degree-seeking students.
Transfer of Credits Students may transfer up to 9 graduate credit hours. Students may not transfer Specialty, Experiential, or Clinical courses. Additional graduate credit hours may be considered in extenuating circumstances with program approval. Any transfer of credits taken while enrolled in a CCMH program (i.e., take a course at another school while currently enrolled) will only be allowed with prior program approval and may not exceed the 9 credit hour total limit.
Instructional Methods
Students are provided a wide variety of means to achieve course objectives, including opportunities to see and hear presentations with streaming audio/video lectures on a wide variety of subjects, study a variety of supplemental readings in addition to texts, opportunities to write papers, make presentations, and offer solutions and research resources applied to case studies. The combination of core and specialty didactic courses, practicum, and internship experiences prepare the student for real-world clinical settings. Appropriateness of methods of instructional decisions about pedagogical matters is made by faculty and an advisory committee.
Evaluation
Student performance is measured to the extent to which student learning matches intended outcomes, including the goals and objectives of the specific CCMH program. Measures of student competence in fundamental skills such as communication, comprehension, and analysis are evaluated on a routine basis. Students are also regularly evaluated on their professional dispositions. Students have the opportunity to evaluate their classes at the end of each semester. Additionally, students have the opportunity to provide feedback on the effectiveness of the program after graduation through program-dispersed surveys.
Course Scores
Within the Department of Clinical Counseling and Mental Health, it is each instructor's responsibility to assign a weight to assignments, exams, and course requirements in the manner specified in the course syllabus.
Standards for Written Assignments
All written assignments, including papers, reports, and bibliographies are expected to follow the professional publication guidelines of the American Psychological Association. TTUHSC students may purchase a current copy of the APA Manual from the TTUHSC bookstore, online, or in other bookstores. Consistently using the APA Manual is necessary for success in the program. Written assignments, unless otherwise specified, are to be in MS Word.
Clinical Coursework Technical Requirements
All students participating in clinical and experiential courses (i.e., Group Counseling or Micro Counseling Techniques, Practicum, and Internship) will be required to participate in weekly web conferences. Students will need the following in order to participate in these weekly meetings:
· Webcams: Many courses use web conferencing to increase classroom interaction.
· PC Headset: A PC Headset is a headset that includes a built-in microphone. The headsets minimize sounds detected when using a webcam microphone.
Academic Progress Requirements
Students are recommended to successfully complete (i.e., pass with a grade of C or better) at least 15 curricular credit hours in an academic year (defined as consecutive Fall, Spring, and Summer semesters). Within the first semester of enrolling in the program, students must choose between a part-time or full-time degree plan. Any deviations from this schedule require the approval of the advisor. Students’ professional dispositions for practice as professional counselors are also routinely evaluated.
Academic Standards
Students must meet specific program performance standards in order to remain in good standing with the university. The CCMH department values student retention and utilizes remediation planning, academic probation, or dismissal, as appropriate, to address academic deficiencies. Information about remediation, probation, and/or dismissal procedures are available in this handbook. Specific standards follow:
1. Each student in the CCMH department must maintain a cumulative GPA of 2.70 or higher at the end of each semester, as well as receive a grade of C or better in all courses taken.
2. Students must file a degree plan within the first semester of enrollment.
3. Students are required to meet course requirements for participation, assignments, and testing.
4. Students are required to display satisfactory progress in terms of professional dispositions to practice professional counseling.
5. Students are required to obtain a score of Pass on the departmental Comprehensive Examination.
Professional Dispositions
The term professional dispositions describe fundamental characteristics necessary for competent professional counseling practice.
Professional dispositions are the commitments, characteristics, values, beliefs, interpersonal functioning, and behaviors that influence the counselor's professional growth and interactions with clients and colleagues.
The Department of Clinical Counseling and Mental Health conforms to the Council for Accreditation for Counseling and Related Educational Programs standards requiring that students can demonstrate the required knowledge and skills across the curriculum as well as professional dispositions for professional counseling practice.
Professional disposition standards include but are not limited to:
1) Demonstrating fitness, for professional counseling, in interactions with others as measured by the CCMH Professional Disposition Evaluation processes. These reviews are conducted using the Professional Disposition Evaluation (PDE) Form, which include the following competencies:
a) Professional Ethics
b) Multicultural Competence
c) Engagement in Learning
d) Personal Insight
e) Adaptability and Cooperation
f) Use of Feedback
g) Conflict Resolution
h) Personal Responsibility
i) Emotional Management
j) Dependability, Record Keeping, and Task Completion
2) Conformity with: the American Counseling Association Code of Ethics, relevant counseling specialty ethical codes, and relevant state licensure boards rules/regulations.
Professional Disposition Evaluation Process
Student competence in professional dispositions is evaluated and documented with the Professional Dispositions Evaluation (PDE) Form. Admission to the program or receiving promotion through the curriculum does not guarantee retention in or graduation from the program.
Remediation planning, academic probation, or dismissal may be utilized, as appropriate, to address a deficiency. A student’s inability to show the appropriate level of competency in a minimum of one competence is sufficient for dismissal from the program.
A PDE review may be initiated on any student at any time if a faculty member, staff, course instructor, program advisor, or field supervisor believes the student has displayed behavior that suggests the student does not possess sufficient competency on one or more PDE criteria.
PDE reviews are conducted, exclusively, by CCMH faculty; however, staff, course instructors, program advisors, and field supervisors may be involved in individual situations.
The following list describes the PDE review timeline.
1. Faculty review all students, annually, typically beginning at the end of the first year of matriculation via committee.
2. Faculty review all students enrolled in specific courses within CCMH. These courses utilize a Pass/Fail academic component for professional dispositions. Students must receive, both, a grade of Pass on their PDE and achieve a passing calculation (point, percentile, or letter) score to successfully complete the course. Students matriculating in the following clinical courses each semester will be evaluated:
a. HPAC/HPMC/HPCR 5340 Micro Counseling Techniques;
b. HPAC/HPMC/HPCR 5342 Group Counseling Techniques;
c. HPAC/HPMC/HPCR 5360 Practicum;
d. HPAC/HPMC/HPCR 6001 Internship
3. Faculty also may initiate a PDE review, at any time, including but not limited to the following reasons:
a. Students who engage in illegal or unethical behaviors;
b. Students who present a threat to the well being of others or threat to self;
c. Students who present a threat to patient or client safety;
d. Students who are terminated or removed from a clinical site;
e. Students who violate the Student Code of Conduct;
f. Students who violate other applicable TTUHSC or SHP policies or procedures;
g. Students who violate any other TTUHSC Department of Clinical Counseling and Mental Health policies or procedures.
4. In some cases, depending upon the circumstances, the Professional Dispositions Evaluation process may result in the student being dismissed from the Department of Clinical Counseling and Mental Health without the opportunity for remediation.
Students will have the opportunity to participate and respond at each step of the PDE process.
A copy of the PDE tool is available for review in this handbook on the following pages.
TEXAS TECH UNIVERSITY HEALTH SCIENCES CENTER
DEPARTMENT OF CLINICAL COUNSELING and MENTAL HEALTH
PROFESSIONAL DISPOSITION EVALUATION (PDE)
Evaluation Rating (see criteria descriptions in Professional Disposition Evaluation Rubric)
* Mark “N” if no opportunity to observe. Scale scores of 5 and 4 display competence; 3 needs improvement, and 2 and 1 are deficient.
Item / Rating | 5 | 4 | 3 | 2 | 1 | N |
1. Professional Ethics | | | | | | |
2. Multicultural Competence | | | | | | |
3. Engagement in Learning | | | | | | |
4. Personal Insight | | | | | | |
5. Adaptability and Cooperation | | | | | | |
6. Feedback Utilization | | | | | | |
7. Conflict Resolution | | | | | | |
8. Emotional Management | | | | | | |
9. Dependability | | | | | | |
Student Strengths:
Professional Disposition Category | Specific Disposition Descriptors | Exceeds Expectations / Competent Pass (5) | Acceptable / Competent Pass (4) | Developing towards Competencies Pass (3) | Poor / Below Expectations Fail (2) | Unacceptable / Harmful Fail (1) |
Professional Ethics | Follows applicable professional counseling ethical codes and laws. | Exceeds expectations for a counseling student in terms of ethical decision-making. | Meets expectations for a counseling student in terms of ethical decision-making. | Demonstrates basic ethical behavior & judgments. Needs improvement. | Demonstrates limited ethical behavior & judgment, and/or exhibits a limited ethical decision-making process. | Makes decisions that violate a relevant ethical code or routinely makes poor decisions. |
Multicultural Competence | Demonstrates awareness, sensitivity, & respect for cultural differences. | Regularly and professionally displays multicultural competencies. | Displays multicultural competencies in interactions with others. | Satisfactory, but inconsistent, application of multicultural knowledge or techniques. Needs improvement. | Limited evidence of multicultural knowledge or techniques. Does not demonstrate multicultural competencies. | Not accepting worldviews of others. May seek to impose own worldview on, discriminate or express prejudice towards others. |
Engagement in Learning | Demonstrates commitment to learning & development as a counselor. | Shows personal dedication to growth as a counselor. | Shows strong commitment to growth as a counselor. | Shows reasonable effort supporting growth as a counselor. Needs improvement. | Shows little or no effort to make adjustments to support growth as a counselor. | Unable or unwilling to invest in own learning or professional growth process. |
Personal Insight | Demonstrates recognition of the verbal and nonverbal impact on others. | Empathic recognition of the impact on others. Initiates and invites opportunities from others regarding self-impact. | Demonstrates consistent concern about the impact of words and actions on others and takes effort to improve. | Demonstrates inconsistent concern about or effort towards the impact on others. Needs improvement. | Demonstrates limited concern about the impact of words and actions on others. | Words and actions reflect little or no concern about the impact on others. |
Adaptability and Cooperation | Demonstrates adaptability and cooperation skills necessary in counseling. | Excellent flexibility and adaptability to meet the demands of counseling. Cooperative style evident. | Demonstrates commitment to adaptability and cooperation as a counselor. | Shows reasonable effort in adjustment and may show some difficulty in cooperative activities. Needs improvement. | Shows little or no effort to adjust in response to changes. Monopolizes cooperative activities. | Expresses intolerance of changes. May be reactionary or defensive in response. |
Feedback Utilization | Responds appropriately and implements supervisory &/or instructor feedback. | Responsive, open, and receptive, to feedback. Appropriately incorporates and implements feedback. | Demonstrates openness to feedback and attempts to incorporate feedback. | Demonstrates openness to feedback. Shows little or no evidence of incorporating feedback. Needs improvement. | Demonstrates reservations with feedback. Does not act on feedback. | Inappropriate reactive response style when given feedback. May refuse or reject feedback. |
Conflict Resolution Strategies | Demonstrates self-awareness and control in relationships with conflict resolution with others. | Actively examines and acknowledges own role in the conflict. Participates in problem-solving efforts directly with individuals involved. | Examines and/or acknowledges own role in the conflict. Participates in problem-solving efforts directly with individuals involved. | Examines own role in the conflict, but may not acknowledge it. Participates in problem-solving efforts with supervision or guidance. Needs improvement. | Shows reticence examining own role in the conflict. Minimal effort/ability at problem-solving. May display difficulty addressing conflict directly with appropriate sources. | Shows unwillingness to examine own role in the conflict. Minimal effort and/or ability at problem-solving. May display hostility. May refuse to address conflict directly with appropriate sources. |
Emotional Management | Demonstrates emotional stability in all interactions with others. | Authentic display, control and recognition of emotions. Expression of feelings is limited to appropriate settings. | Expresses own feelings and acknowledges others' emotions in a satisfactory manner. Expression of feelings is limited to appropriate settings. | Emotionally expressive, but in a basic manner. Attempts to act professionally while experiencing difficult emotions. Needs improvement. | Shows difficulty appropriately expressing own emotions. Struggles to recognize and/or acknowledge the emotions of others. | Does not express or manage own emotions appropriately or disregards emotions of others. May be emotionally reactive. |
Dependability | Demonstrates professionalism in attending and adhering to scheduled obligations, site policies, and record-keeping. | Excellent performance in attendance, paperwork, and timeliness. Adheres to relevant policies and attends to scheduled obligations. | Satisfactory performance in attendance, paperwork, and timeliness. Rarely struggles with task completion or scheduled obligations. | Shows reasonable effort to be dependable. Limited difficulty with timeliness or record keeping. Needs improvement. | Demonstrates little effort to be dependable. Difficulty meeting deadlines or completing tasks in an assigned manner. | Regularly misses scheduled obligations (e.g., class, supervision, or clinical site). Minimal effort to complete tasks on time or in an assigned manner. |
Supervised Practicum and Internship
Because of the nature of the CCMH distance education programs, students are required to take the responsibility to explore their community and locate suitable practicum and internship opportunities. Degree-seeking students are required to accumulate 100 clock hours of practicum experience. Of this 100 hour requirement, 40 hours must be in direct service with actual clients. The practicum requirements are intended to prepare the students for the Internship experience. The practicum is required to be supervised by a qualified counseling professional, who is willing to provide one-on-one weekly supervision to the student in a setting that meets program criteria.
CCMH students are also required to complete 600 clock hours, with 240 hours of direct service, during Internship. Internship experiences must be supervised by a qualified counseling professional approved by the program. Approval of the practicum and internship experience are determined based on the following departmental criteria:
Students are responsible for following the procedures and deadlines outlined within the department's clinical training manual.
The site supervisor meets the program's guidelines as qualified counseling professional.
The site supervisor is willing to provide the level of supervision required by the program (i.e., at least one hour of face-to-face supervision per week).
The clinical site meets the criterion established by the program and is approved by the Clinical Coordinator prior to the start of practicum or internship.
Students may not accrue practicum or internship hours prior to having completed the Affiliation Agreement signed by all required parties.
Students may not begin an internship until all requirements for practicum have been completed.
Professional Liability Insurance
All CCMH students are required to obtain and provide proof of individual counseling liability insurance before being allowed to participate in their clinical experiences.
This requirement is in effect as of Fall 2020.
Comprehensive Examination
Student performance is also measured via comprehensive examination. The comprehensive examination is a summary achievement exam of counseling curriculum content mastery. The following list describes the exam in more detail:
A comprehensive examination is required of all Master of Science degree candidates in the CCMH department.
The Comprehensive Examination Committee is a standing committee of CCMH faculty.
The Comprehensive Examination is designed, built, and administered by the CCMH department.
The examination covers the following 9 areas:
Relevant specialty counseling designation;
Research and Program Evaluation;
Assessment and Testing;
Group Counseling and Group Work;
Counseling and Helping Relationships;
Career Development;
Human Growth and Development;
Social and Cultural Diversity;
Professional Counseling Orientation and Ethical Practice;
- Examinees will be allowed to take the Comprehensive Examination two times. An appeal for additional attempts, beyond the first two attempts, must be filed through the student’s advisor and with the Comprehensive Examination Committee.
The Comprehensive Exam requirement is in effect for all CCMH students beginning their matriculation in Fall 2018 or later.
Criminal History
Texas law restricts the issuance of professional counseling licenses based on a license applicant’s criminal history and authorizes the Texas State Board of Examiners of Professional Counselors (TSBEPC) and the Texas Department of Licensing and Regulation (TDLR), in some cases, to consider a person convicted, even though the person was only on probation or community supervision without a conviction.
All prospective students must undergo a criminal background check; however if, at any time, during your matriculation, you are: arrested; have a criminal case filed against you; have an administrative case or grievance filed against you by any government agency; or are convicted of a criminal offense, other than a minor traffic offense you must notify your program director and academic advisor in writing of the circumstances. Failure to comply with this is grounds for misconduct.
Endorsement for Credentials
In order to successfully complete the program and be endorsed for any relevant certifications or licensure, students must demonstrate academic performance and professional dispositions meeting or exceeding department standards. These standards are applicable across settings, including classes, advising sessions, clinical sites, and all verbal and written communication.
Academic Probation
Academic probation occurs in compliance with the academic probation policy established by the School of Health Professions.
Refer to the section entitled “Academic Probation”, available at the following website: https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx
1. A student placed on Academic Probation due to a low cumulative GPA (below 2.70) will remain on Academic Probation until the cumulative GPA is raised to 2.70 or higher. For a student to return to good academic standing and be removed from Academic Probation in this situation, he or she must raise his/her cumulative GPA to 2.70 or higher. The student may remain on Academic Probation for reasons of low cumulative GPA for no longer than two semesters.
2. A student placed on Academic Probation due to a grade of “D” or “F” will remain on Academic Probation until they have the opportunity to obtain a passing grade in the course by re-taking that course and receiving a passing grade of “C” or better. Students must enroll and receive a passing grade in the course in which the original unsatisfactory grade was awarded the next time that course is offered in the curriculum. For course work that is re-taken under such circumstances, both the original and re-taken course grades are used to calculate cumulative GPA and both grades will appear on the student transcript.
3. A student placed on Academic Probation due to a grade of “Fail” on an assessment of Professional Dispositions, tied to a course grade, must comply with and successfully meet the conditions and time frames established in the remediation plan to be eligible for removal from Academic Probation.
4. A student placed on Academic Probation due to a grade of “Fail” on the departmental Comprehensive Examination must retake and achieve a “Pass” on the exam during the next scheduled administration.
5. A student who has been on Academic Probation twice and subsequently meets any of the criteria for Academic Probation a third time is subject to dismissal on grounds of academic deficiency.
Failure by the student to meet the prior requirements for removal from Academic Probation typically results in a recommendation from the Program Director to the Department Chair that the student be dismissed from the program for reasons of academic deficiency. Refer to the “Dismissal from Program” section for additional information.
Grade Appeal
Students who wish to appeal a grade are allowed the opportunity to do so. Student grade appeals occur in compliance with the grade appeal policy established by the School of Health Professions.
Remediation
Students who are placed on probation will receive remediation from their respective program to ensure the greatest possibility of returning to good academic standing. Remediation plans are individualized, dependent upon the situation resulting in probation, and will be developed with the student, advisor, and program director. The remediation plan will be in writing and agreed to by the student's signature.
Failure to comply with the remediation plan will result in dismissal from the program.
The following list represents examples of items or activities that may be included in a remediation plan; however, the list is not exhaustive:
Additional assigned coursework;
Independent study on a topic;
Additional non-credit coursework;
Student leave of absence;
Participation in counseling;
Restructuring or sequencing of degree plan;
Additional didactic learning;
Additional experiential activities;
Proscription of specific behaviors in counseling environments;
Intensified supervision by a faculty member;
Dismissal from Program
Dismissal procedures occur in compliance with the dismissal policy established by the School of Health Professions. Refer to the section entitled “Academic Dismissal”, available at the following website: https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx
A student enrolled in any CCMH program will be subject to dismissal for any of the following reasons:
Poor academic performance:
Failure to be released from Academic Probation within the time frame specified.
Failure to demonstrate minimally acceptable levels of competency in professional dispositions.
Failure to pass the Comprehensive Examination.
Academic deficiency.
Inadequate progress on degree plan:
Failure to complete (i.e., receive passing grades) at least 15 credit hours in an academic year, defined as consecutive Fall, Spring and Summer semesters.
Failure to follow degree plan procedures as outlined in the “Degree Plan” section in the CCMH Handbook.
Misconduct:
Violation of the ACA Code of Ethics.
Violation of relevant counseling specialty code of ethics.
- Violation of relevant state laws, rules, or regulations governing counseling.
Violation of the TTUHSC Code of Professional conduct.
Inadequate progress in remediation:
- Refusal to participate in remediation planning.
Failure to complete remediation requirements within the time frame specified in the plan.
- Violation of any remediation plan proscriptions.
