College of Liberal Arts

School of Social and Behavioral Sciences

Department Mission

The mission of the School of Social and Behavioral Sciences is to provide excellence in innovative academic programs grounded in service & leadership to develop professional counselors and counselor educators to serve diverse populations.

Masters Program Mission

The mission of the Masters programs is to develop counselors with a strong professional identity and demonstrated specialized knowledge, skills, and dispositions to serve diverse populations

Masters Programs Overview

Through its Master of Arts in Clinical Mental Health Counseling (CMHC)and Addiction Counseling (AC) programs, University of the Cumberlands offers a graduate program for those students aspiring to become Licensed Professional Counselors. These programs are designed to serve both recent baccalaureate graduates and other professionals who desire to broaden their expertise as mental health counselors and addiction counselors in community settings. The aim of these degree programs is to provide students with the academic background and requirements that enable one to become a Licensed Professional Counselor or Licensed Addiction Counselor. These programs are 60-hour master’s degree programs. The majority of the coursework is offered in an online format in 8week sessions (bi-terms). Two bi-terms make up a semester. Students may enter the program at the beginning of each bi-term during the fall, spring, or summer semesters.

Masters Program Goals Objectives

Program goals for the Counseling programs include the following:

Goal 1: Facilitate professional counselor identity development aligned with the ACA Code of Ethics.

Participation in the MA program will increase knowledge of the ACA code of ethics.
(CACREP 2016 II. F.1.i, j, k, l, m; F.5.d)
The program makes continuous and systematic efforts to provide opportunities to develop counselor identity.
(CACREP 2016 I.F, I.I, I.M, I.N, I.P, I.S, I.W, I.X, II.1.a-h)
Participation in the M.A. program will increase student knowledge of and involvement in counseling organizations and professional development.
(CACREP 2016 II C, F.1.f)

Goal 2: Prepare culturally competent counselors to serve diverse populations.

The program makes continuous and systematic efforts to hire/enroll and retain diverse faculty and students
(CACREP 2016 I.K, I.Q)
Participation in the M.A. program will increase student knowledge of theories, models, and competencies related multicultural counseling, cultural identity development, social justice, and advocacy.
(CACREP 2016 II. F.2.b, c.)
Participation in the M.A. program will increase student skill in addressing cultural factors relevant to clinical mental health, including heritage, beliefs, help-seeking behaviors, and the impact of power and privilege on counselors and clients.
(CACREP 2016 II. F.2.d, e, f; AC 3.j; CMHC 2.j)

Goal 3: Develop an understanding of developmental theory and persons in context across the lifespan.

Participation in the MA program will increase student knowledge in developmental theory across the lifespan, theories of learning, as well as normal and abnormal personality development.
(CACREP 2016 II. F.3.a, F.3.b, F.3.c)
Participation in the MA program will increase student knowledge of effects of crises on persons of all ages and strategies for optimal development and wellness over the lifespan. (CACREP 2016 II. F.3.g, F.3.i)

Goal 4: Prepare students to effectively apply career development theory, acknowledging related life-work roles and factors.

Participation in the MA program will increase student knowledge in career development theory, resources, and interventions.
(CACREP 2016 II. F.4.a, c, j)
Participation in the MA program will increase student skill in assessing abilities, interests, values, personality, work environment, and other factors that contribute to career development, planning, and decision making.
(CACREP 2016 II. F.4.d, e, i)

Goal 5: Prepare counselors who demonstrate effective counseling skills and techniques.

Participation in the MA program will increase student knowledge of theories, skills, and differentiated approaches to client conceptualization and treatment in clinical mental health counseling.
(CACREP 2016 II F.3.h, F.5.a, F.5.b, F.5.g, MAC 1.b, 1.d)
Participation in the MA program fieldwork courses will increase student effectiveness in developing relevant outcomes, treatment plans, and culturally relevant strategies for establishing and maintaining counseling relationships.
(CACREP 2016 II F.5.d, F.5.h, F.5.i, CMHC 3.b)
The MA program will provide opportunity for students to receive formative and summative evaluations of counseling performance from site and university supervisors during fieldwork courses.
(CACREP 2016 III B, C, H, I, L, M)

Goal 6: Prepare counselors who demonstrate effective group counseling skills and techniques.

Participation in the MA program will increase student knowledge of ethical and culturally relevant strategies for designing and facilitating groups, including theoretical foundations and therapeutic factors
(CACREP 2016 II. F.6.a, c, g)
The MA program will provide an opportunity for students to participate as a member of a counseling group
(CACREP 2016 II. F.6.h)
Participation in the fieldwork component of the MA program will increase student skill in leading or coleading psychoeducational or counseling groups.
(CACREP 2016 III.E)

Goal 7: Develop counselors who are effective with assessment, diagnosis, and intervention planning.

Participation in the M.A. program will increase student knowledge in using assessments for diagnostic and intervention planning, including identifying trauma or risk for harm.
(CACREP 2016 II F.7.c, F.7.d, F.7.e, CMHC 2.d)
Participation in the fieldwork component of the M.A. program will increase student skill in using assessment results in an ethical and culturally relevant way to diagnose developmental, behavioral, and mental disorders.
(CACREP 2016 II F.7.l, F.7.m)

Goal 8: Prepare counselors to effectively utilize research in clinical practice and program evaluation.

Participation in the program will increase students’ knowledge of quantitative and qualitative research and program evaluation.
(CACREP 2016 II, F.8.f, g, h)
Participation in the program will increase students’ understanding of the ethical and legal considerations of research.
(CACREP 2016 II, F.8.j)
Participation in the program will prepare counselors to analyze and use peer-reviewed research data to inform assessment, interventions, and treatment planning.
(CACREP 2016 II, F.8.a, b, e, i)

Goal 9: Promote the attitudes and dispositions that facilitate academic success and effective counseling.

The program will evaluate students on their professional dispositions and performance consistent with institutional due process policies and the counseling profession’s ethical codes and standards of practice
(CACREP 2016 I.O)
The M.A. program faculty will systematically assess student dispositions and provide referrals for student remediation as needed.
(CACREP 2016 I O)
The M.A. program will increase student knowledge about counselor characteristics that influence the counseling process.
(CACREP 2016 II F.5.f)

Goal 10: Equip students with the foundational knowledge and skills that prepare them to seek licensure as a professional counselor.

The M.A. program will provide information regarding eligibility for licensure as a professional counselor in multiple formats throughout the duration of the program.
(CACREP 2016 I M, N, II F.1.g)
The M.A. program fieldwork courses will provide opportunities to develop the individual and group counseling skills to prepare for licensure as a professional counselor.
(CACREP 2016 III E, F, G, J, K)

Clinical Experiences

Clinical experiences provide students the opportunity to do therapy under the supervision of a licensed mental health professional. Through the field placement experience, practicum and internship, students will apply what has been learned in class and grow in their counseling skills, knowledge, and confidence. Finding a good site/experience along with a good on-site supervisor is important to maximize the experience.

Students will normally begin their clinical experiences in their second year of full-time study. The first clinical experience is a practicum, which requires 100 hours of which 40 are direct client-contact hours and 60 are indirect hours. After the Practicum has been successfully completed, a student will participate in two (2) Internship experiences. An Internship experience requires a minimum of 300 hours, 120 of which must be direct client-contact hours and 180 indirect hours. State requirements for the minimum number of internship hours vary, so students need to review the requirements for the state in which they will seek licensure to make sure they complete the minimum.

Students may begin the Practicum semester after a minimum of 21 semester hours, depending on their individual Plan of Study (POS). Students will be able to begin the Practicum after the following steps have been successfully completed:

Promotion to Good Standing Status within the department
1. Good standing status - a student must complete a minimum of 21 hours, successfully pass a least two Student Performance Reviews and be in Good Standing with the School of Social and Behavioral Sciences and University with a 3.0 GPA or higher.
Submit Practicum/Internship Application and related paperwork. Note a new application is required for each semester of practicum and internship respectively.
Successful completion of prerequisites:
- COUN 530 - Introduction to the Counseling Profession
- COUN 533 - Legal and Ethical Issues in Counseling
- COUN 536 - Human Growth and Development
- COUN 537 - Etiology and Diagnosis of Mental Disorders
- COUN 539 - Theories in Counseling
- COUN 630 - Process and Techniques in Counseling or COUN 639 - Theories & Techniques for Treatment of Process Addictions & Substance Abuse for Addictions Counseling program.
- COUN 637 - Group Counseling
  
  Students may begin the Internship (COUN 646 - Counseling Internship /COUN 648 - Addiction Counseling Internship) after successful completion of the following:
- COUN 534 - Lifestyle and Career Development
- COUN 632 - Advanced Clinical Assessment
- COUN 636 - Theory and Practice of Multicultural Counseling
- COUN 638 - Research Methods and Program Evaluation
- COUN 645 - Counseling Practicum

Complete information about clinical experiences can be found in the Practicum and Internship Handbook. Some of the information will include how to find a site/experience, what satisfies the requirements for a site/experience, and who can be an on-site supervisor. In the semester prior to beginning practicum, the student needs to complete all the work necessary to be ready to begin the practicum experience on the day that the course starts.

For more information about clinical experiences, please consult the Practicum and Internship Handbook.

Licensure Information

The CACREP-accredited Master of Arts in Clinical Mental Health Counseling and Master of Arts in Addiction Counseling are designed to lead to professional licensure as outlined by individual state boards of counseling. Before enrolling in a counseling program, students are encouraged to consult the rules and regulations regarding Professional Counseling in their particular state. Graduation in these programs do not guarantee licensure as a professional counselor in all states or other jurisdictions. Students are responsible for meeting all academic and professional requirements for graduation.

Further information regarding these academic and professional requirements is outlined in this handbook. Students enrolled in the Master of Arts in Clinical Mental Health Counseling and Addiction Counseling programs are responsible for knowing the material outlined in this handbook. Further, it is the sole responsibility of the student, not the program, to obtain information regarding prerequisites for licensure as outlined by their particular state counseling licensure board.

Specifically, students should make note of the following:

State regulations regarding licensure opportunities if an applicant has a previous felony conviction.
State regulations regarding the type and number of academic courses and practicum/internship hours.
The state accreditation requirements for educational institutions.
The state regulations and requirements for online graduate education programs.

*To obtain a state’s web address, view State Licensure Boards.

Programs:

Masters Degree

Clinical Mental Health Counseling, M.A.

Doctoral Degree

Counselor Education and Supervision, Ph.D.

Criminal Justice

Program Mission/Vision

The Master of Science in Justice Administration (MJA) program is designed to serve recent baccalaureate graduates and in-service professionals who wish to secure further training in and credentials for effective service and leadership in justice administration. The program’s features and course rotation described below enable a candidate to complete the MJA degree easily within 12-24 months.

The Criminal Justice Specialization of the Ph.D. in Leadership degree is designed to serve master’s graduates who wish to secure further education for purposes of attempting to secure positions or promotions in the area of criminal justice and/or higher education, as a result of completing a Specialty area reflective of effective learning and leadership in advanced criminal justice study.

The Master of Science in Justice Administration program provides pre-professionals a strong foundation in the knowledge, skills, and critical thinking attributes required in the various careers served by this discipline. It also prepares in-service professionals for leadership, management, and administration positions in their sub-field of choice. For all of its candidates, the program nurtures essential professional attributes, providing a broad knowledge base of the criminal justice system while also fostering the professional dispositions and ethics required for successful leadership in justice administration.

Program Goals

The program seeks to:

Prepare students for professional careers and advancement within the criminal justice system.
Provide students with a comprehension of the theoretical and philosophical principles of the courts, law enforcement, corrections, juvenile justice, and other essential disciplines connected to the criminal justice system in the 21st century.
Enhance critical thinking and communication skills through the application of statistics and social science research methods.
Prepare students for leadership positions within criminal justice agencies at the local, state, and federal levels, as well as in the private sector.

Admission to the Criminal Justice Department

Admission to the Master of Science in Justice Administration program will be based on evidence that the applicant has demonstrated academic proficiency and the capability for success at the graduate level.

Full Admission

Upon Admission to the Master’s in Justice Administration program, new students must participate in and complete an Advising Meeting with the program Director prior to completing the enrollment process.

Advanced Standing

Students seeking the MJA degree may begin the MJA program with ‘Advanced Standing’ if, upon enrollment, they have completed educational courses or earned educational certifications through the Kentucky Law Enforcement Council (KLEC) or any other appropriately credentialed professional agency outside of Kentucky.

Students admitted with Advanced Standing will receive up to twelve (12) hours of transfer credit in either CROL 661 or CROL 662, CROL 663, CROL 664, CROL 665, or CROL 667 (see course descriptions) depending upon the advanced education they have completed through the Kentucky Law Enforcement Council (KLEC) or through another appropriately credentialed professional agency or organization (including out-of-state agencies/organizations).

Formal documentation of these educational hours must be filed with the Director of Graduate Studies and are subject to submission and review by the Registrar before credit is awarded for CROL 661, CROL 662, CROL 663, CROL 664, CROL 665, or CROL 667. These KLEC education programs, or their equivalent, cannot be combined with nor substituted by any other KLEC course(s) for MJA credit. Candidates who have already been fully admitted to the program and wish for KLEC or an outside agency education credits to fulfill their degree requirements must apply to the Director of the program for purposes of having their prior course work evaluated by the Director and MJA graduate faculty.

Note: Any written communication between a Justice Administration faculty or staff member, the UC Registrar, or an employee of the UC Registrar’s office and a currently enrolled or formerly enrolled University of the Cumberlands criminal justice student regarding acceptance or approval of courses included in a transfer credit/credit by evaluation application does not constitute an official transcript.

Assessment

In an effort to ensure the MJA Policy and Procedure regarding transfer of credit and credit by evaluation is working effectively the Director of Graduate Studies and the University Registrar meet at least once annually for the specific purpose of reviewing awards of credit and to collaboratively determine if adjustments to the MJA Policy and Procedure are warranted.

Transfer and Course Credit Procedures

Upon Admission into the MJA Program a student will notify the Director of Graduate Studies in writing of a willingness to have prior credit posted to his or her MJA degree plan.

The Director of Graduate Studies will respond to the student in writing indicating specific documents the student must arrange to have delivered to the Director for the evaluation process to commence.

Upon receipt of all applicable documents pertaining to the student’s request, the Director of Graduate Studies and a minimum of one (1) graduate faculty member will review the documentation presented and reach a collaborative decision as to the award or non-award of academic credit that may be utilized for MJA degree credit (in instances other than when precedent or Articulation Agreements/MOUs serve as the frame of reference).

The Director will then forward the recommendation for award of credit to the University Registrar for review and, upon final approval, posting of the recommended credit to the student’s degree plan and official transcript.

Programs:

Masters Degree

Justice Administration, M.S.

Post-Baccalaureate Certificate

Criminal Justice Management Graduate Certificate

Health, Exercise and Sport Science

Program Mission

The Master of Science in Coaching and Fitness Leadership focuses on how to coach, teach, and influence individual or team performance by developing an ethical and effective leadership style. This program targets sport and performance professionals preparing to reach their goals by emphasizing practical application while offering strong academic content.

The Master of Science in Health and Human Performance focuses on understanding health and wellness at all levels. Particular attention to prevention and intervention through lifestyle choices and physical activity will address chronic health diseases, which are considered a global problem but controllable. This program targets health and fitness promotion professionals in preparing to implement strategies appropriate to diverse populations.

Program Vision

The purpose of the Health, Exercise and Sport Science Master programs at University of the Cumberlands is to serve recent baccalaureate graduates and individuals already working in the areas of health promotion, fitness, and coaching who wish to secure further training in and credentials for areas within health and performance.

Program Goals

This program seeks to:

Prepare candidates to analyze the role of lifestyle behaviors including physical activity on general health and chronic disease.
Prepare candidates to implement health and fitness assessment, intervention, and planning appropriate to diverse populations.
Prepare candidates to select and adapt ethical and effective leadership strategies in physical activity from fitness to competitive sport levels.
Prepare candidates for communication with and education of participants over programming, behavior changes, assessment procedures and results.

Programs:

Masters Degree

Coaching and Fitness Leadership, M.S.

Health and Human Performance, M.S.

Post-Baccalaureate Certificate

Coaching and Fitness Leadership Graduate Certificate

Health Promotion Graduate Certificate

Human Performance Graduate Certificate

Human Services

The Master of Arts in Addiction Studies is designed to train students with the knowledge and skills needed to work in settings that treat substance use disorders. The degree aligns with ICRC standards and prepares students to become Licensed Clinical Alcohol and Drug Counselor (LDAC) in the state of Kentucky.

Program Goals

Program goals for the Master of Arts in Addiction Studies program include the following:

ICRC STANDARDS	TASKS
Domain I: Screening, Assessment, and Engagement	To train counselors who can demonstrate verbal and non‐verbal communication to establish rapport and promote engagement. To prepare counselors to discuss with the client the rationale, purpose, and procedures associated with the screening and assessment process to facilitate client understanding and cooperation. To train counselors to assess client’s immediate needs by evaluating observed behavior and other relevant information including signs and symptoms of intoxication and withdrawal. To prepare counselors to administer appropriate evidence‐based screening and assessment instruments specific to clients to determine their strengths and needs. To prepare counselors to obtain relevant history and related information from the client and other pertinent sources to establish eligibility and appropriateness of services. To train counselors to screen for physical needs, medical conditions, and cooccurring mental health disorders that might require additional assessment and referral. To train counselors to interpret results of screening and assessment and integrate all available information to formulate diagnostic impression and determine an appropriate course of action. To prepare counselors to develop a written summary of the results of the screening and assessment to document and support the diagnostic impressions and treatment recommendations.
Domain II: Treatment Planning, Collaboration, and Referral	To train counselors to formulate and discuss diagnostic assessment and recommendations with the client and concerned others to initiate an individualized treatment plan that incorporates client’s strengths, needs, abilities, and preferences. To prepare counselor to use ongoing assessment and collaboration with the client and concerned others to review and modify the treatment plan to address treatment needs. To train counselors how to match client needs with community resources to facilitate positive client outcomes. To prepare counselors to discuss rationale for a referral with the client. To prepare counselors to communicate with community resources regarding the needs of the client. To train counselors to advocate for the client in areas of identified needs to facilitate continuity of care. To train counselors on how to evaluate the effectiveness of case management activities to ensure quality service coordination. To train counselors how to develop a plan with the client to strengthen ongoing recovery outside of primary treatment. To train counselors how to document treatment progress, outcomes, and continuing care plans. To prepare counselors to utilize multiple pathways of recovery in treatment planning and referral.
Domain III: Counseling	To train counselors to develop a therapeutic relationship with clients, families, and concerned others to facilitate transition into the recovery process. To prepare counselors to provide information to the client regarding the structure, expectations, and purpose of the counseling process. Preparing counselors to continually evaluate the client’s safety, relapse potential, and the need for crisis intervention. To train counselors how to apply evidence‐based, culturally competent counseling strategies and modalities to facilitate progress towards completion of treatment objectives. To prepare counselors to assist families and concerned others in understanding substance use disorders and engage them in the recovery process. To train counselors to document counseling activity and progress towards treatment goals and objectives. To train counselors to provide information on issues of identity, ethnic background, age, sexual orientation, and gender as it relates to substance use, prevention, and recovery. To train counselors to provide information about the disease of addiction and the related health and psychosocial consequences.
Domain IV: Professional and Ethical Responsibilities	To prepare counselors to adhere to established professional codes of ethics and standards of practice to uphold client rights while promoting best interests of the client and profession. To prepare counselors to recognize diversity and client demographics, culture and other factors influencing behavior to provide services that are sensitive to the uniqueness of the individual. To prepare counselors to continue professional development through education, self‐evaluation, clinical supervision, and consultation to maintain competence and enhance professional effectiveness. To train counselors to identify and evaluate client needs that are outside of the counselor’s ethical scope of practice and refer to other professionals as appropriate. To train counselors to uphold client’s rights to privacy and confidentiality according to best practices in preparation and handling of records. To train counselors to obtain written consent to release information from the client and/or legal guardian, according to best practices. To train counselors to prepare concise, clinically accurate, and objective reports and records.

Missions and Ministry

Program Mission/Vision

The Missions and Ministry Department endeavors to equip the next generation of Christian servant leaders in varied cultural and geographic setting through innovative instruction, meaningful scholarship, and practical experience. To do so, we will provide an educational experience that is Bible-based, Christ-centered, Gospel-driven, and actionoriented.

Program Goals

To provide students with knowledge and understanding of biblical, theological, and historical studies of the Christian faith.
To assist students in developing their ability to apply and analyze the Christian worldview within everyday life and ministry
To prepare students for lifelong learning and service through the evaluation and creation of practical strategies and experiences in Christian missions and ministry.