Program Information

History and Development

The Counselor Education Program, leading to the Master of Science in Counseling, prepares its graduates to work in a variety of settings. The Board of Regents of the State Universities System authorized the development of the degree program in 1969. The North Central Association of College and Secondary Schools and NCATE granted initial accreditation during the academic year 1970-71, and the program has been approved for reaccreditation by both agencies. The Wisconsin Department of Public Instruction has approved the program for school counseling licensure. The Counselor Education Department has also received full CACREP (Council for Accreditation of Counseling and Related Educational Programs) accreditation for its Community Counseling, School Counseling, and Student Affairs Practice in Higher Education Programs.
 
As of May 2007, over 1,470 graduate students have been granted the Master of Science Degree in Counseling. Currently, five faculty members work with approximately 160 enrolled students; of those, about 40 graduate each year.
  
The ratio of full-time to part-time students has fluctuated over the years. While a number of today's students are enrolled in full-time graduate study, the staff recognizes that economic and other conditions make it necessary for many students to remain employed while pursuing graduate studies. The program's commitment to serve part-time students is reflected in its full schedule of evening classes, its summer school offerings, and in the individualized design of internship.
 
The program has evolved and changed in response to trends and developments in counseling and the human services. Projections for the 2000s seem to indicate there will be a continuing need for professional counselors in the schools at both the elementary and secondary levels, in community and agency settings, and in higher education.  Additionally, there is a need for counselors who wish to work in specific areas such as corrections, rehabilitation centers, drug and alcohol treatment centers, industries, and hospitals.  It is anticipated that the program will continue to evolve and change in response to the trends and developments in the field, while maintaining the quality and professionalism of the program.

Purpose & Philosophy

The professional focus of counseling is the establishment of helping relationships with clients. The UW-Whitewater program is designed to help students achieve competencies required by licensure regulations, employing agencies, and professional organizations. The primary function of the program is to help the student to become an effective professional counselor. The development of such professionalism requires a personal investment of time and effort, serious self-examination, and the ability to meet the challenges of graduate education.
 
The counselor education staff endorses the philosophy that counseling is both an art and a science. Principles of human learning, development and assessment, and counseling approaches have scientific bases, but the application of these principles remains to a considerable extent an art. The counselor-in-training needs to develop not only as a behavioral scientist, but also as a person concerned with applying knowledge for the improvement of the human condition. No single approach to counseling enjoys widespread acceptance among professionals; there exists a diversity of philosophies, theories, and approaches. Students are assisted to acquire a basic understanding of these diverse approaches, and then to develop their own unique counseling styles which are effective for them in working with their clients.

The counselor education program is based upon the philosophy that students need to experience three types of learning: academic or didactic learning, laboratory or experiential learning, and learning about self. Core courses and elective course work help students to gain knowledge, understanding, and skills upon which to base counseling practice. Laboratory or experiential learning is provided early in the student's program, further developed during the on-campus practicum and culminates in the internship. These opportunities to observe counseling activities, interact with clients in appropriate settings, and consult with supervisors help students develop their personal counseling styles. The counselor education staff believes that personal development and professional development occur concurrently in effective counselors. The process of self-development and self-understanding is facilitated through interaction with and feedback from staff members and fellow students, and assists students to assess the impact of their behavior and interpersonal style upon the clients whom they serve.

Program Emphases

The counselor education program at UW-Whitewater is a 48-credit program. This program meets the curriculum requirements for Professional Counselor Licensure in the state of Wisconsin and for the National Board of Counselor Certification. All students complete required core courses, a 3-credit practicum and a 6-credit internship. Students complete additional required courses and electives appropriate to their selected emphasis and specialization. Students may elect to write a thesis research paper for up to six elective credits. Students must select an emphasis upon admission to the program. Students may, in consultation with their advisor, change emphasis if their career goals change. The UW-Whitewater counselor education program offers the following three emphases:

School Counseling Emphasis

The school counseling emphasis has been designed for graduate students planning to become school counselors. Upon completion of the program and the school counseling emphasis requirements, students are granted the Master's Degree and are eligible for endorsement by the Wisconsin Department of Public Instruction for the early childhood through adolescence school counselor license.
 
School counselors are employed in elementary, middle, and secondary schools. The major functions  school counselors perform include individual and small group counseling, consultation with parents and teachers, and coordination of a wide variety of developmental services and programs. School counselors are expected to provide leadership and direction in the implementation of a comprehensive school counseling program for the school in which they are employed.
 
School counselors need to have an understanding of student development and the ability to determine when individuals or a group of students may have specific developmental needs. Awareness of school and community resources is important in establishing collaborative relationships.  An understanding of the organization and operations of the school is necessary to function effectively as a member of the educational team.
  
School counselors find the opportunity to work with young people who function at all levels of effectiveness both stimulating and challenging.  They also discover a new and exciting meaning of the term “the whole child.” School counselors provide prevention and intervention programming.  They have a sense of satisfaction and significance in the knowledge that the programs and services they deliver are needed. They also come to a sometimes frustrating realization that it is not always possible to do all they would like to do.
  
Students enrolled in the school counseling emphasis must complete the core courses required of all counselor education students. In addition to these core courses, specialized courses related to perspectives of school counseling, elementary and middle school counseling, and secondary school counseling are required. 

Students in the school counseling emphasis will also be required to create a portfolio.  Please refer to School Emphasis Portfolio Requirements under the Assessment and Feedback section of the Handbook, or refer to the Counselor Education Website (http://academics.uww.edu/counseled) for more information.  Students must also complete a yearlong (September-May) internship in a school setting.  Students in the school counseling emphasis will also be required to pass the PRAXIS Exam once instituted by the Wisconsin Department of Instruction.  Please refer to the DPI Websites
(http://dpi.wi.gov/tepdl/doc/testing.doc and dpi.state.wi.us/) for more information.

Non-Teachers

Students who are not current teachers, or who lack two years of experience as a teacher, are invited to consider the school counseling emphasis. There are additional courses required which provide the student with the knowledge and skills to become licensed school counselors. Please see Licensure requirements for more details.

Community Counseling Emphasis

The community emphasis encompasses a broad range of interests and foci. Students who select this emphasis plan to work in such diverse settings as community mental health centers, in-patient facilities, vocational or employment counseling agencies, family service agencies, correctional institutions, business and industry, or social service agencies. 

Alcohol and Other Drug Counseling

Students having an interest in counseling a specific population of clients with alcohol and/or other drugs related issues will receive training in the chemical dependency process and its impact on individual, family and society. Course work will be focused on developing effective counseling strategies and techniques for chemically dependent clients and their families. Students seeking state alcohol and/or drug certification may be required to complete a period of work experience in the alcohol and drug field prior to receiving certification.  Internship may qualify as part of that work experience. 

Career Counseling

Students interested in this area take courses in career counseling to prepare them to work in community and technical colleges, private and public universities, career centers, employment agencies, organizations and industries as human resource specialists, and other positions, which have career and placement counseling as their primary emphasis. Services provided by career counselors may include career counseling and job placement, aptitude and interest testing, and providing occupational information. Career counselors work with a variety of clientele, including job seekers, the chronically unemployed, the underemployed, mid-life career changers, re-entry workers, displaced homemakers, etc.
 
Individuals who wish to work in Technical College Systems in the state of Wisconsin need to be aware of the certification requirements and procedures.  Generally, the Wisconsin Technical College System Office  grants provisional and five year certification to counselors. Both certifications also have renewal requirements. For further and detailed information contact: Wisconsin Technical College System Board, 345 W. Washington Avenue, 2nd Floor, P.O. Box 7874, Madison, WI 53703 or http://systemattic.wtcsystem.org

Marriage and Family Counseling

Students interested in marriage and family therapy will receive specific training and experience in this specialty field.  The need and demand for trained professionals in marriage and family therapy has been steadily increasing.  The marriage and family specialty area employs a systems approach to treatment, and offers courses designed to help students understand the methods, practices and theories of marriage and family therapy.  The program adheres to professional and ethical standards outlined by the American Association for Marriage and Family Therapy (AAMFT).  Students seeking licensure as a marriage and family therapist (LMFT) in the state of Wisconsin must meet academic and supervisory requirements as outlined in the Wisconsin Statues and Administrative Code relating to the practice of marriage and family therapy.  Web addresses below will guide prospective students relative to definitions of marriage and family therapy practice, requirements, and relevant statues.  In addition to the course offerings within the 48-hour M.S. in Counseling, (community emphasis) two additional courses:  COUNSED 732 and COUNSED 733 will be required.  Also note those seeking skills in marriage and family therapy must complete an internship experience featuring 300 direct client contact hours.  Those interested in marriage and family licensure should consult with the marriage and family therapy program coordinator.  Clinical membership in AAMFT is available to individuals after they have successfully met state MFT licensure requirements.

Important Web addresses:
http://www.legis.state.wi.us/statutes/Stat0457.pdf, see sections 457.10, 457.11
http://www.legis.state.wi.us/rsb/stats.html; updated WI statues
http://www.legis.state.wi.us/rsb/code/mpsw/mpsw015.pdf; definitions of mf practice
http://www.legis.state.wi.us/rsb/code/mpsw/mpsw016.pdf; requirements for mf licensure
http://drl.wi.gov/prof/marr/def.htm; marriage and family therapist

Higher Education Emphasis

The higher education emphasis provides course work and experiences relevant to persons who plan to seek employment in post-secondary settings such as community colleges, technical colleges, center systems, public and private colleges and universities. In addition to the core courses within the program, there is an opportunity to explore the history and structure of student services, student developmental theories, specific offices and positions within the field, and competencies and skills necessary to work as a Student Development Professional. The program is built on requisite counseling skills that are essential to the success of Student Affairs Professionals. Regardless of the administrative programming or counseling responsibilities students may seek, these counseling skills will provide a good foundation for success.
 
While there are numerous and diverse opportunities in the field of Student Development, entry-level positions are most often found in residence life, admissions, financial aid, career services, academic advising and special programs (e.g. offices providing services for international students, orientation) on college and university campuses. Beyond the entry-level positions, there are many opportunities to specialize or remain a generalist in Student Affairs work. These career moves, when built on a solid academic preparation, frequently lead to high-level administrative positions in Divisions of Student Affairs including but not limited to Director, Dean of Students, or Assistant Chancellor (Vice President) for Student Affairs Administration.

Licensure Requirements

Wisconsin Licensure of Counselors in Community and School Settings

Professional counselors practicing in community and school settings in the state of Wisconsin are required to have licenses.  For school counselors, the Department of Public Instruction (DPI) grants the license following an endorsement from the academic program.  For community counselors, the Department of Regulation and Licensing (DR&L) oversees this process, with the academic program providing confirmation of completion of the approved program.  In each case, the necessary forms can be downloaded from the appropriate web site, and department chair will officially verify program completion and forward to next steps in the process. Specific and current rules and procedures for obtaining those licenses can be located at the web sites listed below. 

http://drl.wi.gov/prof/cout/form.htm - training license for Professional Counselor Status

http://drl.wi.gov/prof/marr/form.htm - training license for LMFT status

http://www.legis.state.wi.us/rsb/ - statutes

http://www.legis.state.wi.us/statutes/Stat0457.pdf - Chapter 457 (LPC & LMFT)

http://drl.wi.gov/index.htm -- DRL Homepage

http://drl.wi.gov/prof/coun/def.htm - Professional Counselor Code Book

http://drl.wi.gov/prof/marr/def.htm - MFT Code Book

http://drl.wi.gov/prof/marr/bpo.htm - MTF Organizations

http://drl.wi.gov/prof/coun/bpo.htm - LPC Organizations

http://dpi.state.wi.us/dlsis/tel/applications.html --DPI Applications

www.dpi.state.wi.us/dpi/dlsis/tel/newrules.html  --DPI Licensure Levels

Instructions for obtaining a school counseling license:

School Counseling for Non-Teachers

Persons who are not currently eligible for teacher certification are welcome into the school counseling program. However, to be eligible for school counseling certification, non-teachers must complete additional coursework as required by the Wisconsin Department of Public Instruction. These courses must be completed in addition to the 48 credits required for Master's degree in counseling with the school counseling emphasis.

College of Education - University of Wisconsin - Whitewater
800 W. Main St. Whitewater,WI 53190
email: education@uww.edu
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