Master of Science in Clinical Mental Health Counseling a new Program/Degree Proposal
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Effect on faculty, advisors, etc.One of the core faculty is from an Hispanic background. We will also try to recruit the third position from under-represented groups. Having a role model in the program should theoretically increase recruitment from under-represented groups as well as retention of these students. Effect on employersOur students receive a course in multi-cultural counseling. In addition, throughout the program there is an emphasis on a sensitivity to diversity. The graduates will make contributions in this area when they are employed, due to this educational emphasis. Executive Summary
EXECUTIVE SUMMARY Brief Summary of the Proposed Program: The newly proposed Master of Science Degree in Clinical Mental Health Counseling is a program that will educate students to provide therapeutic interventions to a diverse population across the spectrum of mental and emotional disorders. The proposed program will consist of online and ITV/Skype components. The program offerings will be consistent with requirements for licensure as a professional counselor in Pennsylvania (049 PA Code § 49.13) and the 2009 standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP), the primary accrediting body in the professional counseling field. As such, the program will provide opportunities for students throughout the Commonwealth to become eligible for licensure to practice counseling independently or as members of interdisciplinary teams in Pennsylvania and nationwide. Graduates of the program will demonstrate advanced knowledge and appropriate skills in the following areas: a) foundations of counseling; b) intervention and prevention; c) diversity and advocacy; e) assessment; f) research and evaluation; g) human development; and h) diagnosis. The program will be unique among PASSHE universities offering related degrees in that the proposed program is offered entirely through distance education/ITV and will offer the opportunity for students to receive specialized training in working with veterans and their families as well as working in rural areas. These specialized educational opportunities will allow graduates to fill significant needs in the community, the Commonwealth, and the nation. This flexible distance education curriculum will attract a great number of outstanding traditional and non-traditional applicants to the program. Appropriateness to Mission Alignment with State System Strategic Direction: A masters program in clinical mental health counseling is consistent with the core mission, values, and goals outlined for PASSHE. The proposed program will prepare students for professional success in a career path that is projected to experience significant growth in the Commonwealth and nationwide. The strategic direction of the state system recognizes that attention to the development and support of graduate programs will be increasingly important if the System is to serve student interests and the needs of the Commonwealth. A stated system goal is to increase the number of graduates from professional and applied programs in high-need academic programs, including health care programs. The demand for mental health counselors in the Commonwealth and the nation is expected to grow rapidly over the next decade (as evidenced in a later section) and the proposed clinical mental health counseling program will help fill an important need in the profession and in the community. Alignment with University Strategic Direction: Currently, Lock Haven University has an emerging priority identified in the new strategic plan to enhance program offerings in high need and high demand fields by developing new, professionally oriented academic programs. The need for Mental Health Counselors trained to work in rural areas and with military personnel, is expected to increase rapidly throughout the next decade. Based on data and qualitative comments obtained from a recent market analysis, undergraduate students at Lock Haven University in majors such as psychology, sociology, education and social work will desire to enroll in this advanced program upon receiving their bachelor’s degree in order to obtain education and training in counseling. Another important area of growth is in serving non-traditional students who need flexible scheduling of coursework. Intellectual Value of the Program: Graduates of the program will master and apply the standards set forth by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Graduates will be license eligible in Pennsylvania and in most other states. Graduates of the proposed program would have the opportunity to join and contribute to a recognized professional organization, the American Mental Health Counselors Association (AMHCA). The AMHCA has its own publication, The Journal of Mental Health Counseling, and monthly newsletter, The Advocate, as potential outlets of scholarly work. Other opportunities for professional recognition and activity are available through AMHCA and other organizations such as the American Counseling Association. Licensed professional counselors are recognized as independent mental health service providers by the vast majority of private insurance companies, as well as under state and federal public health programs. With the ability to be active in a variety of professional organizations and to practice independently and be reimbursed by virtually every potential payer, graduates of the program will be motivated to continue their educational pursuits, practice ethically, and function as stewards of knowledge, thereby increasing the visibility of the University and the System.
Regional, National, and International Market Demand Supported by Data and/or Professional Literature: According to the Occupational Outlook Handbook, 2010-11 Edition, employment of mental health counselors is expected to grow by 24 percent from 2008-2018, which is “much faster than average for all occupations.” In Pennsylvania, future employment prospects are equally positive. According to the Center for Workplace Information and Analysis of the Pennsylvania Department of Labor and Industry, employment of mental health counselors is expected to grow by 22.5 percent from 2006-2016. In September, 2010, the Department of Veterans Affairs recognized licensed counselors as specialists within the Veterans Health Administration. Projections underscore present and future needs to deliver mental health services to military/veterans and their families. Under managed care systems, insurance companies increasingly are providing for reimbursement of master’s level counselors as a less costly alternative to psychiatrists and psychologists. Job opportunities should be favorable because job openings are expected to exceed the number of graduates from counseling programs, particularly in rural areas, which make up 90% of the landmass and contain approximately 25% of the U.S. population (U.S. Census, 2001). A 2006 report from the National Association of Rural Mental Health identified a lack of trained staff members/providers/clinicians, a lack of continuing educational opportunities, and significant distances to service providers as critical barriers to mental and behavioral health service delivery in rural America. Given that Lock Haven University lies within a county designated as a Mental Health Professional Shortage Area (and proximate to many other such counties), it is in a unique position to address the mental health needs of rural central Pennsylvania and areas to the north and west through a Clinical Mental Health Counseling degree program. Other State System Universities Who Offer the Program: In 2009, CACREP revised their accreditation standards to combine mental health counseling and community counseling into a new designation: clinical mental health counseling. System universities offering CACREP accredited master’s degree programs in mental health counseling or community counseling are: Shippensburg University, Edinboro University, California University, Indiana University and Slippery Rock University. The proposed program will be one the first in the System to be designed in accordance with the new accreditation standards for clinical mental health counseling. The LHU clinical mental health counseling program is the only program to offer the entire program through distance education and ITV. Added Value: The Lock Haven community and surrounding areas lack sufficient mental health providers. We expect that many graduates of the program who are natives of the region would take advantage of the opportunity to practice close to home, thereby serving a significant need of the community. Additionally, it is anticipated that the LHU Counseling Service could serve as one of the practicum sites for the program. This would help increase the availability and breadth of services that the LHU Counseling Service could offer to the student body and opens the possibility that a partnership could be developed with community mental health agencies to the benefit of both the university and the community at large. Also, having an emphasis on the treatment of trauma, the proposed program would help provide desperately needed services to returning veterans of the United States military. This would have the effect of serving a tremendously important need to our community, the Commonwealth, and the nation, while at the same time providing significant visibility of the program and increasing the pool of outstanding potential students. Academic Integrity: The Master of Science degree in Clinical Mental Health Counseling will require 60 semester credit hours of instruction. Additionally, supervised practicum experience(s) totaling a minimum of 100 clock hours and a supervised internship totaling 600 clock hours will be required. Core courses are aligned with the requirements of CACREP and Pennsylvania Codes pertaining to licensing of professional counselors. Core course content will include: history and philosophy of counseling, theories of human growth and development, diversity and advocacy, principles and practices of counseling and helping relationships for individuals, families, and groups, assessment and diagnosis, research and evaluation, career development, and professional issues in counseling. A significant amount of elective coursework related to working with veterans and their families, including a special course in post-traumatic stress disorder and treatment in rural areas will be offered. The Master’s of Science in Clinical Mental Health Counseling is comprised of a combination of online learning and or ITV coursework and supervised experiences in the field. As required by CACREP standards, there will be face-to-face supervision on the internship sites. Coordination with Other Programs: Program planning for the master’s degree in clinical mental health counseling has been interdisciplinary, with faculty from academic development and counseling, psychology, and social work involved at various junctures of the proposal. Faculty from several academic departments are likely to contribute to the program. Since it is an online program all graduates throughout the PASSHE system can apply and enroll in this program. In addition, we have reached out to the PASSHE counseling programs to share our elective courses from the concentrations of counseling veterans and their families and counseling in rural areas. Discussions for collaboration are underway in two universities as well as in the local Veterans Center and Rural Health Centers (Appendix E). Periodic Assessment: Lock Haven University requires all programs to define, assess, and report annually on achievement of program learning outcomes. PASSHE requires a 5 year review. Learning outcomes will be described explicitly for all courses, practicum opportunities, and internships within the curriculum and assessed at both the course and program level. Program recognition by CACREP will be sought and once granted, the program will be assessed by this accrediting body on an ongoing basis. Resource Sufficiency: While the present faculty in various departments within Lock Haven University can offer quality graduate courses in mental health counseling and become two of three designated full-time core faculty as required by accreditation, one additional full-time core faculty member, with expertise in counseling victims of trauma, will be hired to allow the proposed program to be accredited. There is adequate existing support for on-line course development and implementation. Library resources are adequate to start the program but additional resources are requested for growth in the areas of psychopathology and assessment. Supervised practicum experiences will be offered through the Lock Haven Counseling Service and other internship and practicum sites will be developed to meet the student’s individual needs. It is proposed that one of the core faculty be housed in the Dixon center, thereby allowing more counseling field work in Harrisburg. Relationships with area service providers and agencies will be pursued to provide a diversity of potential practicum and internship sites. Impact on Educational Opportunity: Lock Haven University is highly committed to promoting diversity and creating educational opportunity for all students and to offering degree programs that fill important needs within the Commonwealth. In light of that commitment, coursework will be offered in an online and/or ITV format allowing academically qualified students with varied work schedules to participate in this program. This will benefit students who must work to support their postgraduate education and/or students who are the heads of single parent households. It is expected that this program will create an important educational opportunity for students throughout the central and western portions of the Commonwealth to obtain a professional degree and credentialing that will allow them to fill a critical need in their home communities while engaging in a challenging and satisfying career. BUDGET 
Year 2-5 Estimated Expenses do not include the $1000 Professional Development Incentive or $750 Cash Incentive per credit course that Faculty teaching at the University Center at Harrisburg currently are entitled to select as outlined in Article 41 of the CBA. Appendix A – Results of Market Analysis Mental Health Counseling Degree Interest Survey – Current Students
Response Response Percent Count Psychology 82.8 101 Social Work 16.4 20 Criminal Justice 4.1 5 Other (please specify) Answered question: 122 Skipped question: 1
Response Response Percent Count Freshman 9.8 12 Sophomore 28.5 35 Junior 28.5 35 Senior 33.3 41 Graduate 0.0 0 Answered question: 123 Skipped question: 0
counseling? Response Response Percent Count Yes 92.7 114 No 7.3 9 Answered question: 123 Skipped question: 0
facilitating the mental health of veterans if such a program were offered at Lock Haven University? Response Response Percent Count Yes 74.8 86 No 28.7 33 Answered question: 115 Skipped question: 8
facilitating the mental health of people living in rural areas (defined as having fewer than 274 people per square mile) if such a program were offered at Lock Haven University? Response Response Percent Count Yes 77.2 88 No 23.7 27 Answered question: 114 Skipped question: 9
facilitating the mental health of the general population if such a program were offered at Lock Haven University? Response Response Percent Count Yes 94.7 108 No 5.3 6 Answered question: 114 Skipped question: 9
Haven University, how long after graduating do you think you would do so? Response Response Percent Count Immediately 76.1 86 1 Year 26.5 30 2 Years 9.7 11 3 or more Years 1.8 2 Answered question: 113 Skipped question: 10 Mental Health Counseling Degree Interest Survey – Alumni
Response Response Percent Count Psychology 26.2 55 Social Work 20 42 Criminal Justice 7.6 16 Other (please specify) 48.6 102 Answered question: 210 Skipped question: 1
Response Response Percent Count Employed Full-Time in Field of 53.3% 105 Study Employed Part-Time in Field of 3.0 6 Study Employed Full-Time in Other Field 24.9 49 Employed Part-Time in Other Field 6.1 12 Continuing Education 6.1 12 Unemployed / Seeking 10.2 20 Answered question: 197 Skipped question: 14
Response Response Percent Count Yes 43.8 91 No 56.3 117 Answered question: 208 Skipped question: 3
Response Response Percent Count Yes 16.3 26 No 83.8 134 Answered question: 160 Skipped question: 51
Response Response Percent Count Yes 47.9 56 No 52.1 61 Answered question: 117 Skipped question: 94
Response Response Percent Count Yes 46.8 52 No 53.2 59 Answered question: 111 Skipped question: 100
Response Response Percent Count Yes 46.8 52 No 53.2 59 Answered question: 111 Skipped question: 100
Response Response Percent Count Yes 52.7 58 No 47.3 52 Answered question: 110 Skipped question: 101
Haven University, how soon do you think you would do so? Response Response Percent Count Immediately 28.2 22 1 Year 28.2 22 2 Years 21.8 17 3 or more Years 25.6 20 Answered question: 78 Appendix B – NEED FOR RURAL AND MILITARY COUNSELORS NEED FOR COUNSELING VETERNS From: "National Board for Certified Counselors, Inc. and Affiliates" Dear NCCs, NBCC, ACA and AMHCA are pleased to announce that on July 26, 2011, Secretary of the Army John M. McHugh signed Army Directive 2011-09, Employment of Licensed Professional Counselors as Fully Functioning Army Substance Abuse Program Practitioners. This directive authorizes “the Army Substance Abuse Program to employ licensed professional counselors and licensed mental health counselors as independent practitioners with a well-defined scope of practice.” The directive also establishes credentialing and privileging standards for licensed counselors who seek employment through the Army Substance Abuse Program (ASAP). The criteria include the following:
The directive became effective upon signature by Secretary of the Army McHugh on July 26, 2011. We have been told that the directive is a temporary policy that allows counselors to practice independently until the TRICARE regulations are completed as directed by the FY 2011 National Defense Authorization Act (P.L. 111-383). You may recall that the TRICARE regulations were due out by June 20, 2011, but the deadline was missed and we were told that it may be another six months or more. There is no requirement that the final TRICARE regulations establish the same criteria as this directive. NBCC, ACA and AMHCA continue to urge the Department of Defense to adopt broad TRICARE regulations that recognize all qualified professional counselors. Qualifying counselors who are interested in ASAP positions should act quickly. The Army is in dire need of more counselors and recently launched a national hiring initiative described here: www.dodlive.mil/index.php/2011/08/army-urgent-to-hire-130-substance-abuse-counselors-asap/.The job announcements reference social workers and psychologists, but we have confirmed with ASAP leadership that these positions are available to professional counselors. ASAP vacancies are posted here for interested counselors: http://medcell.army.mil/spotlight.asp?id=20 Our organizations are pleased with this step forward, but continue to encourage recognition of all qualified professional counselors. We invite counselors to report back on any challenges or successes they experience as the result of this new policy and employment opportunities. NEED FOR MORE RURAL AND MILITARY COUNSELORS From: "National Board for Certified Counselors, Inc. and Affiliates" The NBCC Foundation is pleased to announce the 2011 scholarships available for students pursuing a career in professional counseling. The scholarship program is an integral component of the NBCC Foundation’s mission to promote mental health through professional counseling and credentialing. The goal of the scholarships is to increase the number of counselors in priority underserved communities. The military scholarship provides financial support to service members and veterans who are currently enrolled in counseling programs and who commit to serving military personnel for a minimum of two years upon graduation. Similarly, the rural scholarship provides financial support to students who are currently enrolled in counseling programs and who commit to serving rural areas upon graduation. Both scholarships are in the amount of $3,000 and five of each are available. Recent military experience is required for the military scholarship, and residence in a rural area is a requirement for the rural scholarship. The deadline for applications is November 1, 2011. For more information about the NBCC Foundation scholarships, please visit www.nbccf.org/programs.
Lock Haven University, Lock Haven PA, 17745
Phone: (570) 4840-1212 Cell: (570) 484-1531
Master of Arts (60 credit hours) in School Psychology, Alfred University, Alfred, NY. Bachelor of Arts (with honors) in Psychology and Music, Houghton College, Houghton, NY. LICENSES AND CERTIFICATIONS Present Licensed Mental Health Counselor, State of New York Registered Psychologist, New South Wales, Australia Certified School Psychologist, State of New York Certified School Counselor, State of New York Certified School District Administrator, State of New York Certified Professional Counselor, National Board Certification for Counselors Certified School Psychologist, National School Psychology Certification Board Past (retired or expired) Licensed Psychologist, State of Oklahoma Licensed Psychological Examiner, State of Arkansas Licensed Professional Counselor, State of Arkansas Licensed Professional Counselor, State of Texas Certified School Psychologist, State of Oklahoma Certified School Administrator and Supervisor, State of New York Certified Elementary School Teacher (N-6), State of New York PROFESSIONAL EXPERIENCE FULL-TIME PRIMARY EMPLOYMENT Lock Haven University, Lock Haven PA 17745 August, 2011 – present Professor of Psychology Taught Adolescent, Abnormal and Child Development Taught Graduate Projects course and assisted in developing the proposal for a Clinical Mental Health Counseling Masters Program.
Vice President for Academic Affairs Facilitated Academic Affairs in a university of 5,000 students and 260 full-time faculty. Also supervised athletics, academic technology, library, admissions, registrar and the international institute. Co-chaired the strategic planning process to revise the mission and vision and develop strategic goals to shape the future of a university with a liberal arts foundation and a focus on professional and applied programs. Facilitated new focus for online, graduate programming with support to develop 6 new master degree programs. Facilitated development and implementation of an academic prioritization process to assess the value added by the program to the university, in addition to a cost analysis model. Communicated with the faculty union on a regular basis to attain a cooperative approach to work force development in a critical financial situation.
Supervised development of an enrollment management concept. Previously, admissions, orientation, first year experience, retention, registration, and financial aid, were under four different units. Mansfield University, Mansfield PA 16933 2007-2009 Associate Provost Directed Graduate Studies and Education in a university of approximately 3,350 students and 160 full-time faculty; Facilitated development of four new graduate programs for submission to the state: MA in Organizational Leadership and a post-masters advanced certificate in Educational Leadership; Attended state Dean of Graduate Studies meetings. Directed the Educational Unit comprised of Music Education, Art Education, Elementary Education, Secondary Education in numerous content areas, and Special Education and School Library and Information Technology; Directed continued attention to the NCATE assessment process as required of accredited institutions with an emphasis on assessment as growth and rejuvenation along the pathway to academic excellence; Attended state Dean of Education meetings to facilitate revisions of the curriculum to align with the new state regulations for teacher education. Facilitated accreditation in Business and attended state Dean of Business meetings to facilitate accreditation and excellence in business education. Consulted with Nursing and Music as they worked on their re-accreditation process. Served on the President’s cabinet and attended Council of Trustee meetings. Developed the strategic planning process in collaboration with the Provost and interim Dean of Faculty. Worked closely with the director of Enrollment Management to develop marketing, recruitment and retention plans for graduate programs, education and business. Worked with Alumni relationship representatives to develop networking among alumni with goals focused on recruitment for graduate programs and fund-raising. University of Rochester, Warner Graduate School of Education and Human Development, Rochester NY 14627 2005-2007 Chair of Counseling and Human Planned implementation of 4 new licensure- Development qualifying mental health masters and doctoral programs including staffing, scheduling and advising; Supervised 10 faculty and 6-10 adjunct/ teaching assistant faculty; Supervised daily implementation of 11 other programs; Worked with marketing staff to enhance qualified applicant pool.
and Student Services new academic programs that were submitted and registered with the state; Coordinated accreditations (NCATE and CAREP) and assessment processes; Supervised staff of 4 in Student Services to offer online-registration, student - friendly communications and records, student orientations and transition to online –state certification. Professor Supervised Doctoral/Masters Internship, Ed.D Cohort Seminar and Dissertation Seminar St. John Fisher College, Rochester, NY, 14618. 2004-2005 Director of the Planned, developed and worked with government and Pharmacy Task Force accreditation organizations and university administration to create a doctoral program (Pharm.D) that was submitted and registered by the state as a licensure-qualifying program to educate students to become licensed Pharmacists; Worked in collaboration with the administration and authors of the other proposed doctoral programs at the institution to write the State Institutional Readiness Self-Report and integrate the site visit findings into the Self-Study to prove Institutional Readiness to offer a new level (doctoral) degree; Worked in collaboration with architects engineers and builders to create a 36,000 sqft Pharmacy Building, which included classrooms, laboratories, computer facilities and student areas. Program Director Planned, developed, and worked with government offices MS in Mental Health Counseling and university faculty to create and implement a program that was submitted and registered by the state as a licensure-qualifying program to educate students in Mental Health Counseling for the new state licensure. Professor (tenure recommended) Taught Graduate: Psychological Assessment in Counseling, Theories and Strategies in Counseling; Child Psychopathology. Undergrad: Introduction to Counseling. University of Sydney, Sydney, Australia University of New South Wales, Sydney Australia 1998-2003 Director of Clinical Training Coordinated program development, student clinical Clinical Psychology Unit training, master and doctoral theses/dissertations; Psychology Department Supervised on-site supervisors of clinical psychology student interns, faculty in the clinical unit and development of new doctoral program.
School Counseling Program bodies and university faculties for modifications to Joint degree: Psychology/Education regulations to allow new degree; Implemented new program; Recruited students; Marketed new program in the community.
1990-1998 Chair of the Education Department Supervised and evaluated 13 full-time faculty, and over 50 part-time faculty teaching for 800 students enrolled in education, counseling and administration programs; Coordinated program development and implementation of eight graduate programs and five undergraduate programs; Developed and coordinated departmental budget; Facilitated long-term strategic plan for department; Directed the NCATE re-evaluation self- study; Facilitated proposal to the state department for new reading program and new doctoral program; Facilitated development of the learning outcomes for portfolio assessment in all programs; Co-authored the NCATE folio for the inclusion special education program. Coordinator of the Counseling Program Scheduled courses; Recruited, interviewed and observed adjunct faculty; Recruited and interviewed site- supervisors for field experiences; Matched students with site and supervisors; Developed new program for Mental Health Counseling that was submitted and registered by the State Education Department; Developed proposal that was submitted and accepted by the Professional Consortium to be a site designated as Excellence in Training Mental Health Counselors Director of the NCATE Accreditation Facilitated focus groups to evolve the Process knowledge base, articulate the college and program goals, relate the courses to the program goals, develop clear course learning objectives with appropriate assessment strategies and develop masters course syllabi; Authored the self-study report and coordinated the site-team visit. Accreditation under the new performance based standards was achieved. Professor, Associate Professor Taught Graduate: Child Development, Lifespan Tenured Development, Abnormal Psychology, Multicultural Counseling, Psychological and Psychoeducational Assessment, Differential Diagnosis and Treatment, Advanced Research, Counseling, Theories, Counseling Practicum/Internship, Group Counseling, Marriage and Family Counseling, Thesis Direction. Undergrad: Psychoeducational Assessment, Writing 100; Education in a Pluralistic Society Writing 100; Interpersonal Communications Monroe Community College, Rochester, NY 1986-1990 Assistant Professor Taught Undergraduate: Adolescent Psychology, Tenured Abnormal Psychology, Introduction to Psychology, Interpersonal Relationships. Greece Central School District, NY 1985-1986 Supervisor of Special Education Supervised 47 special education teachers and 11 school and Psychological Services psychologists; Developed curriculum for elementary and secondary special class students; Participated on committees designed to enhance the quality of education for all students.
1984-1985 Psychologist on the Committee Reviewed referrals to the committee; Completed Of the Handicapped (now CSE) psycho-educational assessments; Counseled youth in Psychologist at Alternative High School crisis; Consulted to teachers and parents.
1981-1983 Assistant Professor Taught Graduate: Child Psychology, Educational Psychology, Psychodiagnostics, Clinical Psychopathology, Wechsler Scales Stanford-Binet, Projective Techniques Taught Undergraduate: Child Psychology Tests and Measurements, Motivation and Learning, Introduction to Human Behavior Satellite Center at Siloam Springs AR. 1980-1982 Director Planned and coordinated courses offered in area Community College
1978-1980 School Psychologist Completed psychoeducational assessments; Counseled children and parents; Consulted to teachers and worked on learning teams in Rogers, Huntsville, Gravette, and Lincoln Public Schools Coordinator of Drug Abuse Program Coordinated referrals between agencies; Counseled individuals with drug related problems; Organized drug abuse prevention programs in community; Wrote drug abuse state grant. Benton County Suspected Child Abuse and Neglect Program, Bentonville, AR. 1977
PART-TIME LEADERSHIP ROLES President of the North Atlantic Regional Coordinated the 1995 conference program selection and Association of Counselor Education and schedule; Served on the national executive board. Supervision, 1996
of Counselor Education and Supervision, format and coordinated subcommittees on certification/ 1995 and 1996 licensure budget and accreditation; Planned and coordinated yearly conference. Chair of the Consortium of Centers for Managed the coordination and administration of the Excellence in Mental Health Counseling consortium. 1995- 1997
2003-2004 Research Methods Adolescent Psychology for Teachers Exceptionality in School and Society Rochester Institute of Technology Tests and Measurements Rochester, NY Intelligence Testing 1986-1990 Personality Assessment Analysis of Individuals Counseling Theories and Practicum St. John Fisher College Psychology of Exceptional Children Rochester, NY Introduction to Counseling 1985-1990 University of Arkansas, Participated on University Wide Planning Fayetteville, AR Project on Special Education Federal Grant 1977 Graduate Teaching and Research Assistant Taught Wechsler Scales
Substitute for Webster Schools Consulted with parents, teachers and CSE 2003
Part-time Private Practice psychological assessments; Consulted to Westmead 2000-2003 Child and Adolescent Hospital.
Niagara Falls School District training sessions for middle school and high school 1996-1998 students, faculty and administration.
Bausch and Lomb (Fortune 500 Communication, Sensitivity to Sexual Harassment, Company) Buffalo State, Niagara Conflict Resolution and Anger Management, St. Bonaventure, Eastern Tennessee Sensitivity to Multicultural Issues, State University Personnel Evaluation Strategies, and New York State Leadership Seminars/Workshops. Governors Team 1992-1998 Evaluator/Consultant Developed internal evaluation standards and methods of Even Start Literacy Program assessment; Provided in-service training for testing and Niagara Falls School District developing portfolios; Supervised students conducting 1992- 1998 conducting assessment process. Educational Consultant Developed process to assess student CHW Elementary School learning; Provided in-service training for Holley, NY testing, team building and developing 1993-1995 portfolios. Psychologist Counseled children, adolescents and Cherokee County Guidance Center families; Completed psychological Tahlequah, OK. 1982-1983 assessments; Consulted to courts as expert witness; Consulted to local optometrists.
Based in Siloam Springs Medical and families; Consulted to Siloam Springs Center, Siloam Springs, AR and Gravette public schools. 1980-1982 Counselor in Human Development Center Counseled students with vocational Alfred State Technological School, NY concerns; Designed and facilitated 1975-1976 group experiences. Intern: Alfred-Almond and Rushford Completed psycho-educational assessments. Public Schools, NY 1975
Belmont Central Schools, NY 1974 piano, guitar and drums in class for emotionally disturbed youth.
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The relationship of personality and preferred counseling theory. Journal of Psychological Type. 27:39-41. Erickson, D.B., Ryan, R., Erickson, P., & Aquavella, J. (1993). Personality characteristics and cognitive processing styles in patients electing Photorefractive Keratectomy. Investigative Ophthalmology and Visual Science (Suppl). 34(4); 761 Erickson, D.B. (1992). Counseling children about HIV/AIDS from a developmental perspective. New York Journal of Counseling and Development, (7), 1, 51-58. Erickson, D.B. (1992). Review of the test of Spatial Orientation. Buros Eleventh Mental Measurements Yearbook, Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska-Lincoln. Erickson, D.B. (1992). Review of Questionnaire for Stress and Coping. Buros Eleventh Mental Measurements Yearbook, Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska-Lincoln. Erickson, D.B. (1989). Review of the Test of Written Spelling (Revised Edition). Buros Tenth Mental Measurements Yearbook, Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska-Lincoln. Erickson, D.B. (1989). Review of the MacMillan Graded Word Reading Test. Buros Tenth Mental Measurements Yearbook, Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska-Lincoln. Erickson, D.B., Goodman, G., Reading-Brown, W, Comte, E. & Isaacs, M (1987). The School Psychologist as Computer and Video Specialist. Proceedings of the National School Psychologist, US 81, 93. Blackburn, A.C. & Erickson, D.B. (1986). Developmental crisis in gifted children. Journal of Counseling and Development. 64, 552-555. Erickson, D.B. (1985). Review of the 3-R's Test. Buros Ninth Mental Measurements Yearbook, Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska-Lincoln. Erickson, D.B.(1985). Review of the Test of Written Spelling. Buros Ninth Mental Measurements Yearbook, Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska-Lincoln. PROFESSIONAL DEVELOPMENT ARTICLES Erickson, D.B. (1997) We need our division status: We need ACES! North Atlantic Counselor Educators and Supervisors Newsletter, June. Erickson, D.B. (1997) Interview on examining the motives of laser vision correction candidates. Visxchange, 2(1), Winter. Vermette, P.J.; Erickson, D.B.; Foote, C.; McFarland, J.L.; Smith, M.; Wisniewski,S. (1996) Teacher/administrator preparation for education in the 21st century: How must schools of education adapt? Practical Tips from the Trenches of School Reform, NY: Institute for Learning Centered Education. Erickson, D.B. (1996). Cognitive flexibility and the future of our profession. North Atlantic Counselor Educators and Supervisors Newsletter, Nov. Erickson, D.B. (1996). Why a mental health licensure vs. a professional counselor licensure. Erickson, D.B. (1980). The Relationship of Receptive and Expressive Language to Level of Intellectual Functioning, Ed.D. unpublished dissertation. University of Arkansas, Fayetteville, AR. ARTICLES IN PROGRESS S.Murugappa, F. Stapleton, D. Erickson, H.Swarbrick (ready for submission). Quality of Life in Orthokeratology Patients. SCHOLARLY ACTIVITIES PROGRAM DEVELOPMENT Primary Author MA in Organizational Leadership (2008)– accepted by the Pennsylvania State System (Mansfield University) Ph.D in Mental Health Counseling and Supervision (2005)- accepted by the Office of Professions for registration to educate Mental Health Counselors to become licensed under NY State Law. (University of Rochester) Ed.D. in Mental Health Counseling and Supervision (2005) – accepted by the Office of Professions for registration to educate Mental Health Counselors to become licensed under NY State Law. (University of Rochester) MS in Community Mental Health Counseling (2005) – accepted by the Office of Professions for re-registration to educate Mental Health Counselors to become licensed under NY State Law. (University or Rochester) MS. In Gerontological Mental Health Counseling (2005) – accepted by the Office of Professions for re-registration to educate Mental Health Counselors with focus on the Gerontological population to become licensed under NY State Law. (University or Rochester) Pharm.D. (2005) – accepted by the Office of Professions for registration to educate Pharmacists to become licensed under NY State Law. (St. John Fisher College) Institutional Readiness Self-Study for Pharm.D. program (2005) – accepted by the office of Higher Education and Evaluation to evidence College-wide Readiness for offering doctoral programs at the institution. (St. John Fisher College) MS in Mental Health Counseling Program Proposal (2004) – accepted by the State Education Department, Office of Higher Education - Accepted for implementation Fall 2004 at St. John Fisher College, NY. Re-submitted and accepted by the Office of Professions (2005) for re-registration to educate Mental Health Counselors to become licensed under NY State Law. (St. John Fisher College) BS School counseling/School Psychology (2000) – accepted by the NSW Education Department, Sydney Australia. (The University of Sydney) Inclusion Special Education Program Folio (1997) – accepted by the Council for Exceptional Children for review as part of the NCATE re-evaluation process (Niagara University) Proposal to the Consortium of Centers for Excellence in Training Mental Health Counselors (1994) - Awarded Center for Excellence in 1995. (Niagara University) MS in Mental Health Counseling Program Proposal (1995) accepted by the State of New York Office of Higher Education Department .(Niagara University) Peer Mediation and Conflict Resolution Manual (1995) for educating all High School Students in the Niagara Falls School District through the SAFE SCHOOL Grant. (Niagara University) Collaboration with Apple Computers, (1994) Integrating portfolio assessment into the learning process through partnerships with local school - program implemented through the university. (Niagara University) NCATE self-study report (1992-93) – Accreditation received 1993. (Niagara University) GRANTS Kaufman Entrepreneurial Initiatives Grant (2006) Examining Decision-Making Processes in Entrepreneurial Leadership. $27,000. University of Rochester Major Grant recipient; sub-grants conferred to competitive proposals. Funds For the Improvement of Higher Education Grants (2005) Biomedical Informatics Applied in a School of Pharmacy. $99,000. Grant conferred by NYSED. University Research Scheme (2000) Developing a Quality of Life Scale to determine the effect of medication on children with AD/HD. $19,000. Grant conferred by Sydney University, AU. University Research Grant (1999) Examining cognitive processing in children taking stimulant medication for AD/HD. $11,000. Grant conferred by Sydney University, AU. Research Grant (1998) Examining Personality Characteristics of Compliant and Non-Compliant Contact Lens Patients. $10,000 Grant Conferred by Bausch & Lomb, Rochester, NY. Summer Research Grant, (1994) Examining cognitive processing preferences and personality styles in patients wearing monovision. $4000 Grant conferred by Niagara University . Work ensued in collaboration with Bausch and Lomb contact lens research clinic. . EDITORIAL REVIEW BOARDS Associate Editor, Journal of the Professional Counselor 1995-1997 Journal of Counselor Education and Supervision 2006-2008 Journal of Behavioral Medicine 2006 –present (quest reviewer) Investigative Ophthalmology and Visual Science 2004- 2005 (quest reviewer) Journal of Refractive Surgery 1995-2002 (quest reviewer) Editorial Review Board, Educational Research Quarterly, 1993-1998 Editorial Review Board, New York State Association for Counseling and Development, 1993-1994 Editorial Review Board, Counseling and Values, 1993-1997 Editorial Review Board, Journal of Research and Teaching in Developmental Education,, 1988-1990 Guest Reviewer, Journal of Behavioral Medicine, 2007 Guest Reviewer, Journal of Clinical and Pediatric Medicine, 2008 Guest Reviewer, Journal of Counselor Education and Supervision, 2008 PRESENTATIONS INTERNATIONAL AND NATIONAL CONFERENCES Factors Affecting Quality of Life after Lasik on a Myopic Latin Population (co-authored). Association for Research in Vision and Ophthalmology, May, 2004. Quality of Life before and after LASIK (co-authored). International Association for Refractive Surgery, Spring, 2004. Quality of Life in Myopia: A newly devised scale (co-authored). Association for Research in Vision in Vision and Ophthalmology, May 2002. Long-term Vestibular Balance Dysfunction: Psychological Explanations for Physiological Adjustment (co-authored) 24th European Conference on Psychosomatic Research, Lisboa, June 2002. The Effect of Stimulant Medication on Cognitive Processing Changes, (co-authored). Australasian Human Development Association Annual conference, July 2001. Personality Factors Associated with Contact Lens Symptomatology. XXIXth International Congress of Ophthalmology. Sydney, Australia. October, 2001. Emotional Intelligence: A “cross-cultural” study ( co-authored). 3rd International Spearman Conference, November, 2001. Psychological Factors Involved in Visual Functioning and General Health. (co-authored) Australasian Ophthalmic and Visual Science Meeting. November, 2000. Clinical Variables and Personality Factors Mediate contact Lens Tolerance. (co-authored) Association for Research in Vision and Ophthalmology, June, 2000. Does Extraversion affect Symptom Reporting in a Dry Eye Questionnaire? (co-authored) Australasian Experimental Psychology Society. April, 2000. Psychological Factors Contributing to Monovision Lens Adaptation. International Society for Contact Lens Research, August, 1999. Individual Differences Affecting Patient Selection of Visual Corrections for Presbyopia. International Society for the Study of Individual Differences. July 1999. Psychological Correlates of Ocular Functioning. International Society for Contact Lens Research, Summer, 1997. Integrating Multiple Intelligences into Portfolio Assessment and Learning (co-facilitated). American Teacher Educators Conference, Winter, 1997. Intervention Strategies for Sensitizing People to Issues in Sexual Harassment. Association of Counselor Education and Supervision, Fall,1996. Should We Re-define the Profession of Counseling? (co-facilitated). Association of Counselor Education and Supervision, Fall, l996. Sensitizing Students to Issues in Sexual Harassment through Cooperative Groups. American Educational Research Association. Spring, 1996. Female/Male Communication Applied to Marriage and Family Counseling. American Counseling Association. Spring, 1995. Self-Efficacy and Psychosocial Variables in Monovision Lens Wear. Association of Research in Vision Science. Summer, 1995. Enhancing Female/Male Communication (co-facilitated). American Teacher Educators. Winter, 1995. Cooperative Learning Structures and Activities (co-facilitated). American Teacher Educators. Winter, 1995. A Model for NCATE Success: Analysis, Synthesis and Reflection (co-facilitated). American Association for College of Teacher Education. Spring,1994. Training Multicultural Sensitivity Through Cooperative Learning (co-facilitated). American Teacher Educators, Winter, 1994. Female and Male Communication Patterns: A Multicultural Perspective (co-facilitated). International Society for Educational Planning. Fall, 1993. Cognitive Styles and Personality Characteristics of Patients Electing Photorefractive Keratectomy. North American Research Association on Contact Lenses. Summer, 1993. Cognitive Styles and Personality Characteristics of Patients Electing Photorefractive Keratectomy. Association for Research in Vision and Ophthalmology. Spring, 1993. Training Multicultural Sensitivity Through the Use of the Myers-Briggs Type Indicator. Association for Counselor Educators and Supervisors. Fall, 1992. Communication Patterns in Different Stages of Moral Development. American Association for Counseling and Development. Spring, 1992. Counseling Middle School Children About HIV/AIDS. Middle Schools Association in Education. Fall, 1991. Counseling and Teaching Children and Adolescents About HIV/AIDS. American Association for Counseling and Development. Spring, 1990. The School Psychologist as a Computer Specialist (co-facilitated). National Association for School Psychologists. Spring, 1987. Alternative Education Programs for Emotionally Disturbed and Socially Maladjusted Secondary Urban Students. National Association for School Psychologists. Spring, 1985. STATE AND REGIONAL PRESENTATIONS Authentic Leadership Style: Women’s Network in Higher Education in Western NY. 2003. Psychological Issues in Menopausal Women. New South Wales Psychological Association Women’s Network, Nov. 2000. Issues in Sexual Harassment. Eastern Tennessee State Faculty, Administration and Staff. Spring 1998. Gender Communication Patterns in Management. Governors Office of Employee Relations. Spring 1996. Who is a Mental Health Counselor? New York Counseling Association. Fall, 1995. Counseling Victims of Sexual Harassment. New York Counseling Association. Fall, 1995. Developing a Think Tank (co-facilitated). Northeastern Research Association. Fall, 1995. Surviving and Thriving in the Tenure Process (co-facilitated). North Atlantic Regional Association of Counselor Education and Supervision, Fall, 1995. Developing Mental Health and Community Agency Training Programs. North Atlantic Regional Association of Counselor Education and Supervision. Fall, 1994. Personality Type and Preference for Cooperative Learning. Northeastern Educational Research Association. Fall, 1994. A Model for Mental Health Counseling. New York State Counselor Association. Fall, 1994. Female and Male Communication Patterns; A Multicultural Perspective. New York State Association for Counseling and Development. Fall, 1993. A Scholarly Route to Professionalism: Publishing in the NYS Journal for Counseling and Development (co-facilitated). New York State Association for Counseling and Development. Fall, 1993. Counseling Children About HIV/AIDS From a Developmental Perspective. New York State School Counselors. Spring, 1993. Personality Type and Preferred Counseling Theory. New York State Association for Counseling and Development., Fall, 1992. Research on Personality Type and Counseling Styles. Northeastern Research Association in Education. Fall, 1991. The Relationship Between Personality Type and Preferred Counseling Style. Northeastern Association of Counselor Educators and Supervisors. Fall, 1991. Understanding Spiritual and Moral Development in the Counseling Process. New York State Counseling and Development. Fall, 1990. Using the Computer in the Diagnosis and Remediation of Learning Problems. New York Association for School Psychologists. Fall, 1987. Diagnostic Prescriptive Teaching for Adults with Learning Problems. New York Association of Continuing Educators. Spring, 1986. Counseling the Gifted and Talented Child. Oklahoma Personnel and Guidance Association OK, 1983. Counseling the Sexually Abused Child. Oklahoma Personnel and Guidance Association, OK. 1982. COMMUNITY PRESENTATIONS Over 50 community presentations in local civic and community agencies- list available upon request. MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS PRESENT MEMBERSHIPS Yüklə 0,7 Mb. Dostları ilə paylaş:
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