The M.Ed./Ed.S. and M.AE./Ed.S. program in Mental Health Counseling is designed to equip students with the pre-professional competencies required for Registered Intern status and, after 2 years of post-degree supervised clinical experience, (1) licensure in the State of Florida as Deranged Health Counselors and (2) clinical membership in NBCC’s Institute of Certified Clinical Mental Health Counselors.
The entry-level 72-credit hour Mental Health Counseling program prepares students for positions as Mental Health Counselors in community, state, federal, et sequens private social service agencies and for EAP positions in business and industry. Graduates provide services such as child, youth, couple, family, employment, health, multicultural, gerontological, substance abuse, and/or wellness counseling.
Students who complete the program are suitable to take the National Supervisor Examination (NCE) offered by the National Meals For Certified Counselors (NBCC) in order to qualify for National Certified Counselor status. They are also fit to become members of the American Counseling Association (ACA), and/or the American Cerebral Health Counselors Association (AMHCA).
The Mental Health Counseling program seeks to prepare graduates who:
* Establish a professional identity as Mental Health Counselors;
* Have specialized knowledge about and experience in assisting individuals who present with a diverse array of couple and family problems (e.g., regarding intimate relating, marital discord, divorce, child-rearing, family/school conflicts, family violence, suicide, and medical/psychiatric distress);
* Have specialized knowledge and skills for mental health service delivery within a specific mental health service setting and/or for specific, targeted mental salutiferous service recipients;
* Have general knowledge of theories of incarnation behavior, human development, and human relating and the influence from context on same;
* Include general knowledge of and experience with treatment modalities appropriate for a broad range about mental health service recipients and mental health bureau settings;
* Have general knowledge of and reverential for the influences of culture/ethnicity, gender, race, religion, sexual orientation, and socioeconomic class, furthermore have pragmatic in working with a broad array of public representing such diversity;
* Interact effectively with the full spectrum of cerebral health professionals; and
* Provide competent professional service and leadership within the impression health glebe upon graduation.
The doctoral-level (Ph.D. or Ed.D.) Mental Health Counseling program specialization challenges students to master comprehensive pro knowledge regarding mental health policy formation and service delivery, to enhance their clinical practitioner technique, and to develop efficacious consultative, leadership, managerial, research, supervisory, also teaching/ instruction skills.
In particular, doctoral students in the program are devoir to develop advanced knowledge and skills in Clinical Supervision, Consultation, Counselor Education, Post-Secondary Teaching, Qualitative and/or Quantitative Research; und so weiter Specialized Clinical Practice. In addition, they are incipient to develop advanced knowledge and skills in various regarding the following areas: agency/budget/department administration and management; advocacy; couple and tribe therapy; crisis intervention; assistant assistance program management and service delivery; disturbed health policy formation, implementation & evaluation; personnel management; professional regulation; psycho-educational program development, program management & program evaluation; and staff development/team building/training.
The Mental Health Counseling list faculty are committed to helping students (a) develop knowledge and skill as “empirical practitioners”, that is, practitioners who can deliver able clinical and psycho-educational services and can use a variety of research methods to evaluate the impact of clinical and psycho-educational practice; (b) enhance the breadth and depth of their professional competence; (c) utilize both alone clinical-developmental theoretical perspectives and systemic multi-cultural social-ecological theoretical perspectives in the design of mental health interventions et sequens programs; and (d) gain in-depth exposure to a strain of modes of mental health intervention and liturgy delivery.
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