Characteristics of the Online Learner

The application to graduate studies is the first step of the educational process. It is important to know the expectations for candidates, program standards and responsibilities and the process for becoming a professional counselor.

To be successful in an online program, candidates should understand the skills, tools and dedication for self-directed learning. The following checklist (based on Palloff & Pratt, 2003) provides some areas to consider:

1. I have access to a computer/Internet/technology
2. I am not intimidated by using technology for learning
3. I am comfortable using basic computer software programs (e.g., Word, Excel)
4. I am a good time manager, can meet deadlines and keep track of assignments
5. I am an independent learner
6. I am self-disciplined
7. I can express my ideas, comments, questions and emotions in writing
8. I am generally flexible and can adjust to changing schedules
9. I have some time available to go to campus when required (i.e. Residency Course)
10. I am a self-starter
11. I easily understand what I read
12. I am goal-directed and often achieve my goals
13. I am realistic and confident about my academic ability
14. I am persistent and obstacles do not stop me
15. I believe in taking responsibility for my own learning
16. I am open to trying something new
17. I am open to working in an unstructured setting
18. I enjoy working in teams and take initiative in collaboration
19. I am comfortable exploring online databases and can differentiate a credible source

Personal Characteristics of Candidates

Beginning a master’s degree in school counseling or clinical mental health counseling includes examination of personal beliefs, values, experiences and personal wellness. These factors are reviewed as part of personal disposition throughout the program.

The dispositional guidelines used in student evaluations are as follows:

1. Responsibilities: is present, punctual and prepared for classes and field experiences; completes assignments in a timely manner; dependable; cooperative; knows and follows guidelines in course syllabi, university and department handbooks; exhibits dress and grooming appropriate for the setting; self-directed; engages in self-care behaviors; accepts responsibility.
2. Communication: uses appropriate language; demonstrates ability to speak and write with clarity; uses standard english in writing and speaking; practices active listening.
3. Interpersonal skills: shows courtesy and respect for students, teachers, staff, peers, parents and members of the community; works collaboratively with others; avoids disparaging or critical remarks; establishes positive rapport and appropriate relationships; shows sensitivity to others; committed to diversity, and is non-judgmental, open-minded, supportive and encouraging.
4. Professional characteristics: is positive, enthusiastic, optimistic, patient, fair, empathetic, inquisitive and resourceful; respects individual differences; shows initiative and creativity; committed to holistic development of students/clients; dedicated to mental health, including, prevention, guidance, and wellness; demonstrates persistence in helping all clients/students achieve success; exhibits personal and professional awareness and caring attitude toward all clients/students; and is multiculturally competent.
5. Self-management: is mature, exhibits self-control, reacts appropriately under stress; is flexible, adapts to change; able to accept and express different points of view in a professional manner; maintains healthy emotional self-regulation; uses good judgment; accepts responsibility for own actions.
6. Ethics and law: demonstrates truthfulness and honesty; maintains ethical and legal behaviors; maintains confidentiality; respects intellectual property of others by giving credit and avoiding plagiarism/cheating; adheres to ethics/policies/laws pertaining to the university, department, fieldwork site, state, federal government and profession.
7. Self-reflection: engages in problem solving and self-evaluation; continually seeks to improve self-awareness; reflects on decisions made concerning clients/students; accepts constructive criticism in a positive manner; uses feedback to make improvements; strives for personal and professional growth.

Faculty review candidates’ dispositions using a developmental approach. Feedback pertaining to disposition is provided at various points in the program. If at any point in the counseling program a candidate does not perform to standard with respect to the Four Domains of Disposition or other university/college/department requirements, remediation and/or dismissal from the program will occur.

Application Task 1: candidates should reflect on characteristics of the online learner and personal characteristics of candidates

Program Standards and Responsibilities

Faculty of the College of Education and Human Development adhere to Texas Educator Code of Ethics. In addition, faculty follow standards in the profession and the American Counseling Association Code of Ethics as a guide for professional development.

Specifically, the ethical code puts forth in Section F.9.b that faculty assist students in securing remedial assistance when needed; seek professional consultation and document decisions to dismiss or refer students for assistance; and ensure that students have recourse in a timely manner to address decisions to require them to seek assistance or to dismiss them and provide students with due process according to the institutional policies and procedures.

Candidates should familiarize themselves with all aspects of the ACA Code of Ethics. The School Counseling Program Handbook and the Clinical Mental Health Handbook provide information about review of student performance standards and processes pertaining to the Academic Performance Committee and the Student Development Committee.

Review program expectations and information here.

Application Task 2: candidates should review the links provided in program standards and responsibilities

Post-Graduation Credentials

After completing a master’s degree in school counseling or a master’s degree in clinical mental health counseling, graduates typically seek certification and/or licensure to practice in their respective states. The following links provide information to post-graduation credentialing: School Counseling in Texas: State Board for Educator Certification Licensed Professional Counselor in Texas: Texas State Board of Examiners of Professional Counselors and National Board for Certified Counselors.

These entities require additional applications and requirements to the coursework offered in the school counseling or clinical mental health counseling program.

Application Task 3: candidates should review and reflect on the professional aspects of credentials for practicing as a counselor.

Candidates will create a professional plan based on career goals and credentialing. Note that candidates might be requested to attend a virtual or face-to-face interview as part of the admission process (only if needed). If an interview is needed for clarification on any parts of the application or candidate essay, the candidate will be notified via the email provided on the application.

My submission of the electronic form sent to me verifies that I have read the content and accessed the hyperlinked information. I acknowledge that I have been informed of program expectations and I agree to participate fully in future coursework and professional development goals.