MENTAL HEALTH COUNSELING MASTER PROGRAM MANUAL … · Covenant for Life Together Bethel University...

MENTAL HEALTH COUNSELING MASTER OF ARTS

PROGRAM MANUAL

Bethel Seminary San Diego

This handbook is neither a contract or an offer of a contract. The material contained herein is not intended to substitute for or otherwise modify the regulations that are contained in the current Bethel Seminary, Bethel University Catalog or any other official documents. This handbook was designed to document requirements specific to the Mental Health Counseling Master of Arts degree program. The University reserves the right to change any provision or requirement, including fees, at any time with or without notice. The University further reserves the right to require a student to withdraw from the University for cause at any time. Failure to read this handbook does not excuse students from the requirements and regulations described herein.

Bethel Seminary, Bethel University welcomes all qualified adult students and does not discriminate on the basis of race, color, religion, gender, sexual orientation, national origin, veteran status, or disability. This applies to all Bethel Seminary, Bethel University policies, practices, or procedures involving applicants, students, faculty members, employees, and the public. Bethel reserves the right to refuse admission to anyone the Seminary/University believes does not meet Bethel Seminary, Bethel University academic standards or demonstrates actions or behaviors not aligned with Bethel University policy.

Revised: September 2017

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M.A. MHC Program Manual

Table of Contents

Welcome to BSSD M.A. MHC Program……………………………………………3

Section I: Program Introduction and Organization

Introduction……………………………………………………………………………………………..5

Bethel Seminary Mission & Program Philosophy………………………………………….5

Educational Outcomes……………………………………………………………………………….8

Graph of Educational Outcomes……………………………………………………....11

Communication within the Program…………………………………………………………..12

Confidentiality Policy (FERPA)............................................................................13

Bethel Academic Policies…………………………………………………………………………..14

Program Specific Policies………………………………………………………………………….19

MHC Program Governance and Committee………………………………………………..19

BSSD MHC Department and Contact Information……………………………………...22

Section II: MHC Program Overview and Information

MHC Program Overview……………………………………………………………………………29

MHC Program Accreditation Information…………………………………………………..29

M.A. Program Guidesheet & Timeline…………………………………………………………31

Clinical Experience and Practicum……………………………………………………………..32

Section III: MHC Internship and Licensing

Licensure and Certification………………………………………………………………………..37

Clinical Experience Requirements……………………………………………………………...37

MHC Internship………………………………………………………………………………………..38


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Welcome to BSSD M.A. MHC Program

Welcome to Masters in Mental Health Counseling program at Bethel Seminary San

Diego (BSSD)! We are dedicated to helping you become a knowledgeable and

competent clinician, able to succeed in a wide variety of clinical settings. We work hard

to ensure the training you receive in our program will prepare you for a vocation to

God’s service. You will be challenged to examine how you choose to integrate Christian

theology with the latest in clinical research, theory, and practice. We hold you and our

colleagues to high academic standard.

Please read this handbook thoroughly and keep it for your records. You will find in this

handbook information about the history and philosophies of Bethel Seminary, academic

policies, the structure of the M.A. MHC program, your professors, and student services.

We hope this handbook will be a valuable resource to you as you pursue your education.

Dr. Karen Quek, Ph.D., LMFT, LPCC

Program Director


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SECTION I: Program Introduction and Organization


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Introduction

This handbook is to be a practical resource of information for the faculty, staff, and

students involved in the Master of Arts in Mental Health Counseling (MHC) Program.

It offers an overview of the M.A. in MHC program at Bethel Seminary San Diego

(BSSD), including the philosophy and educational outcomes, course of study, outline of

clinical training, evaluation samples, program policies and procedures, grievance

procedure, and guidelines for pursuing licensure.

Please note that the MHC program undertakes reviews of its coursework, procedures,

and policies periodically. When changes are deemed appropriate, based on collective

professional judgement of faculty, administration, and practicum site supervisors, with

input from students and alumni, such changes will be communicated in a timely

fashion. Many forms are referred to throughout this manual and can be found outside

the MHC administrative assistant’s office.

Bethel Seminary Mission & Vision Statement

Mission

The passion of Bethel Seminary is to advance the gospel of Jesus Christ among all

people in culturally sensitive ways. As a Spirit-empowered, biblically grounded

community, Bethel strives to develop and equip whole and holy persons to serve and

lead, so that churches and ministry agencies can become all they are called to be and do

all they are called to do in the world, for the glory of God.

The first sentence of this mission ties Bethel Seminary’s purpose to the task Jesus

entrusted to His church in the Great Commission. Therefore, what matters to local

churches and ministry agencies matters to Bethel Seminary, which is why Bethel

believes that effective Christian leadership requires solid biblical learning, the highest

qualities of character and integrity, and significant leadership capacities.

Vision

Bethel Seminary aspires to increase its effectiveness in preparing leaders for a variety of

roles that build the kingdom of God.

The vision is not simply to place people in positions or roles of leadership, however. Too

many individuals take on leadership titles or tasks not realizing they lack essential

leadership capacities. So, Bethel’s vision is to prepare its students with the mindsets,

virtues, and skills required for leading.


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To implement this vision, Bethel seeks to optimize traditional academic programs for

pastors and ministry leaders of all kinds. It also seeks to leverage its leadership

development experiences to prepare any Christian for greater leadership effectiveness.

All Christian leaders need to develop proper mindsets: they must be rooted in Scripture,

shaped by theology, and connected to the real world. They need to grow biblical virtues:

they must be formed spiritually, grounded morally, and maturing relationally. And they

need to develop actual skills shared by effective leaders: they must be builders of teams,

developers of people, and nurturers of vision.

Covenant for Life Together

Bethel University is an educational community committed to integrating evangelical

Christian faith with learning and life. As people created in the image of the

covenant-keeping God, we covenant together to discover the mind of Christ and to

become like Christ. We pursue this mission as people called by Jesus to live holy lives,

according to the values, expectations, and goals of the kingdom of God. A crucial part of

our mission is to develop whole and holy persons who will go into the world to serve

others.

To be whole and holy means to be dedicated to God with purity of thought and action. It

means that we are to serve God using the gifts and abilities that we have been given.

Our community has a special calling to discover, teach, learn, and live what is true. We

strive to understand the world in light of the life, death, and resurrection of Christ. This

gives us a distinctive worldview, educational mission, and calling.

Our calling includes a commitment to nurture one another. We strive to elevate

kingdom values over personal agendas. We attempt to measure every decision and

priority in terms of our loving submission to the lordship of Christ and our commitment

to one another. Christ’s power within us and a clear sense of our calling give us a joyful

freedom to do God’s will.

Jesus taught us that right motives and loving relationships are at the core of whole and

holy living. His two greatest commands are to love God with all of our heart, soul, and

mind, and to love our neighbors as ourselves (Matthew 22:37-40). These connect

serving God and serving others. In grace, Scripture also gives us specific rules to guide

us in living. Jesus taught that keeping these rules is an expression of love for God (John

14:15, 21). The Bible condemns legalistic rule keeping. It emphasizes loving

relationships and pure motives in living out these rules (Micah 6:8, Matthew 23:23-24).

Statement of Diversity

Bethel University is committed to creating an environment that welcomes all students,

uniting them around a common allegiance to Jesus Christ. Bethel does not discriminate

against any worth student on the basis of race, color, religion, spiritual values, gender,


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sexual orientation, SES, learning disabilities, physical limitations, age, veteran status,

and belief systems. Respect for diversity is embedded in the nature of the MFT Program

at Bethel Seminary, Bethel University. The Program is committed to acknowledging and

discussing issues of diversity. The importance of diversity is seen in the actual diversity

of our students, faculty members, and supervisors, and also throughout our curriculum,

clinical training, and educational outcomes.

MHC Program Mission

Our mission is to graduate ethical, competent, and biblically-informed professional

clinical counselors to go as God’s servants to work with a diverse client base across a

spectrum of mental and emotional disorders as well as to promote mental health and

wellness.

MHC Program Philosophy

1. Truth does exist, is able to be found, is knowable, yet not completely knowable.

Truth is both revealed and discovered and because all truth is from God and

consistent with God, there is a unity of all truth. People can tenaciously believe in

the existence of truth, while humbly holding and presenting their perceptions of

that truth.

2. The foregoing proposition forms the basis for meaningful integration of the

studies of theology, spiritually, clinical theory and clinical practice which are the

broad domains which form the knowledge base upon which our teaching and

training is built.

3. The biopsychosocial-spiritual framework forms the domains and boundaries of

our anthropology. From this framework, we seek to understand humankind’s

developmental processes, relational patterns (especially in coupling and living in

families), and great diversities, including systemic expressions of power, poverty,

and marginalization.

4. BSSD’s MHC department has adopted Bethel Seminary’s “Three Centers of

Emphasis” philosophy:

“To fulfill the vision of Bethel Seminary, we structure our educational

resources around three centers of emphasis, each charged with

implementing part of the vision statement. Our three centers of emphasis

are: 1) The Center for Biblical and Theological Foundations, 2) The Center

for Spiritual and Personal Formation, 3) The Center for Transformational

Leadership.”

Our specific adaptation focuses on teaching and training MHC students in:

1) knowing theology and theory, 2) being or becoming whole and mature,


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and 3) doing the applied practices of professional mental health

counseling.

Educational Outcomes

The program’s educational outcomes emanate in part from its mission. They express

the goals or anticipated results for the program’s graduates, students, and faculty. Being

mindful of these outcomes informs faculty, supervisors, and others how they can best

facilitate graduates, students, and faculty in developing the qualities, skills, and

competencies required to achieve the desired outcomes.

Program Goals

Program goals express the goals and anticipated results for program graduates.

Practicum professors and site supervisors should be especially aware of these outcomes

as they supervise program trainees. It is also useful for supervisors of program graduate

interns to understand the outcomes around which the program has been designed.

Program graduates are expected to demonstrate the following core competencies:

1. Knowledge: The MHC program will equip students with a wide range of

counseling and psychotherapeutic orientation that strengthens students’ identity

as professional clinical counselors.

2. Diversity: The MHC program will equip students with intercultural competence

necessary to contextualize clinical theory and therapeutic approaches for diverse

client populations and marginalized groups.

3. Research: The MHC program will prepare students who demonstrate familiarity

with scholarly research and critical thinking competencies, to intentionally

integrate systemic theoretical formulations, biblical and theological convictions,

personal experience, and clinical practice.

4. Law & Ethics: The MHC program will equip students to become professional

clinical counselors who practice according to the laws and regulations of their

profession, and provide services in an ethical manner.

5. Practice: The MHC program will cultivate in students’ competencies in clinical

skills, assessment, diagnosis, treatment planning & implementation, and

evaluation in order to provide high quality direct clinical services.


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6. Self of Therapist & Professionalism: The MHC program will prepare students

who will demonstrate knowledge of self through engaging in thoughtful

family-of-origin, biblical, and theological reflection, and who will demonstrate

professionalism in their work environment.

7. Student Achievement: The MHC program will produce graduates with adequate

student achievement associated with the program and BBS requirements.

Student Learning Outcomes (SLO)

For each program goal, there are specific student learning outcomes achieved through

coursework and practice. Each course and its syllabus are designed to achieve specific

SLOs. Professors are to specify for each SLO and competency which assignment(s)

and/or elements of their course are designed for their achievement.

Program students are expected to:

1. Knowledge

a. Student will demonstrate knowledge in counseling and psychotherapeutic

theories and evidence-based models and practice strategies.

b. Student will demonstrate the ability to work clinically using selected

counseling and psychotherapeutic theories and techniques with

individuals, groups, and couples/families.

2. Diversity

a. Student will be culturally competent to work with diverse client

populations including marginalized groups.

b. Student will demonstrate the intercultural competence to work clinically

using selected counseling and psychotherapeutic theories and techniques

with individuals and groups in their enculturative and acculturative

contexts.

3. Research

a. Student will demonstrate an understanding of research in the field of

mental health counseling.

b. Student will demonstrate ability to utilize empirical research and

published literature from mental health counseling and related fields to

enhance therapeutic services.


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4. Law and Ethics

a. Student will demonstrate ability to apply current California statutes and

regulations relating to the practice of professional clinical counseling

b. Student will demonstrate applied ethical principles that are consistent

with ACA code of ethics.

5. Practice

a. Student will demonstrate beginner level ability to deliver direct clinical

services to individuals, groups, and couples/families.

b. Student will demonstrate ability to work in an interdisciplinary context

and from a Recovery Model perspective.

6. Self of the Therapist and Professionalism

a. Student will demonstrate knowledge of their personal and spiritual

formation as a professional clinical counselor.

b. Student will demonstrate professionalism in clinical practice.

7. Student Achievement

a. MHC students will graduate in a timely manner.

b. MHC graduates will gain employment in mental health or gain acceptance

into doctoral programs after graduation.

c. MHC graduates will pass the CA law and ethics exam.

d. MHC graduates will pass the CA clinical licensure exam.


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Communication within the Program

Communication between the MHC department and students is available by way of the

following online applications:

Blink

All Bethel information is accessible through Bethel’s internal web hub, Blink

(blink.bethel.edu). Blink has features and information customized for each individual

depending on his or her role within the university and seminary. Blink is made

accessible after a community account has been created. Blink is where students can

access online services such as registration, course schedules, grades, degree evaluations,

Moodle, student accounts, and payroll information for student workers.

Moodle

Moodle is an online learning platform used in each course by Bethel Seminary

professors and students for course information, tracking assignments and grades, online

forums, and more. Moodle is accessible through Blink and at moodle.bethel.edu.

Email

All students will be assigned a Bethel email address. Bethel Seminary uses the Bethel

community email account for all official correspondence. Therefore, it is essential for

students to check their Bethel email regularly for pertinent communication from faculty

and administration. Students should also use their Bethel email for correspondence to

faculty and staff members. Bethel email may be redirected to a home or business email

address if necessary. Bethel community email addresses are associated with the Google

Suite and give students access to Google applications such as Google Drive, Documents,

Slides, etc. These tools will be useful for students in collaborative projects.

Mailboxes

Students, full-time faculty, current-term adjuncts, and some staff members are assigned

mailboxes for intercampus mail such as returned papers and departmental

correspondence. Mailboxes are located on the lower level of BSSD near the student

lounge and kitchen.

Academic Resources

Additional academic resources such as the program library and student support services

can be found at Bethel Seminary San Diego. To learn more about specific student

services please refer to the MHC Student Handbook.


https://moodle.bethel.edu/

https://blink.bethel.edu/

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MHC Administrative Assistant

The administrative assistant is the gateway between the students and the faculty within

the MHC program. He or she provides students with academic advising and guidance

throughout the program so that, by graduation, each student has been given the tools

necessary to reach their educational and career goals.

Confidentiality of Student Records (FERPA)

In compliance with the Family Educational Rights and Privacy Act of 1974 (FERPA),

students have certain rights with respect to their education records. The rights are

listed below.

1. The right to inspect and review their education records within 45 days of the day

the University receives request for access. Students should submit to the

registrar, dean, head of academic department, or other appropriate official a

written request that identifies the record(s) they wish to inspect. The University

official will make arrangements for access and notify the student of the time and

place where the records may be inspected. If the records are not maintained by

the University official to whom the request was submitted, that official shall

advise the student of the correct official to whom the request should be

addressed.

2. The right to request the amendment of the student’s education records that the

student believes is inaccurate or misleading. They should write the University

official responsible for the records, clearly identify the part of the record they

want changed, and specify why it is inaccurate or misleading. If the University

decides not to amend the record as requested by the student, the University will

notify the student of the decision and advise the student of his or her right to a

hearing regarding the request for amendment. Additional information regarding

the hearing procedures will be provided to the student when notified of the right

to a hearing.

3. The right to consent to disclosures of personally identifiable information

contained in the student’s education records, except to the extent that FERPA

authorizes disclosure without consent. One exception that permits disclosure

without consent is disclosure to school officials with legitimate educational

interest. A school official is a person employed by the University in an

administrative, supervisory, academic or research, or support staff position

(including law enforcement unit personnel and health staff); a person or


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company with whom the University has contracted (such as an attorney, auditor,

or collection agency); a person serving on the Board of Trustees; or a student

serving on an official committee, such as a disciplinary or grievance committee,

or assisting another school official in performing his or her tasks. A school

official has a legitimate educational interest if the official needs to review an

education record in order to fulfill his or her professional responsibility.

4. The right to file a complaint with the U.S. Department of Education concerning

alleged failures by Bethel University to comply with the requirements of FERPA.

The name and address of the office that administers FERPA is:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue

SW Washington, D.C.

20202-4605

Bethel Academic Policies

Academic Advising

Each incoming degree program student is assigned an advisor who seeks to understand

the academic and vocational goals of the student, as well as their personal needs. In

some cases, returning students are assigned advisors according to their concentrations

and are encouraged to attend all of the group advisee/advisor meetings during the year.

Appeal Process

Students who have concern about any academic policy matter (e.g. grades, supervised

ministry, etc.) should first confer with the instructor. If a satisfactory solution is not

reached, an appeal may be made to the Academic Appeals Committee (AAC). Students

should submit their appeals either in writing to the Seminary’s Registrar’s Office (San

Diego), or online through the form available on the Seminary registrar’s office website

(St. Paul). The appeal must be submitted by the student using the appropriate form

within six months of the date the problem arose. The AAC will advise the student in

writing of its decision. AAC decisions may be appealed to the Vice President and Dean.

Academic Integrity

Written material submitted must be the original work of the student. Academic

dishonesty constitutes a serious violation of scholarship standards at Bethel and can

result in denial of credit and possible dismissal from the school. Any act that involves

misrepresentation regarding the student’s academic work is forbidden. Academic


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dishonesty includes cheating on assignments or exams, plagiarism, fabrication of

research, multiple submissions of work in different courses, misrepresentation of

academic records, the facilitation of academic dishonesty, and depriving others of

necessary academic resources.

Students are expected to be good stewards of the learning resources available to them.

Misuse of library or technological resources will not be tolerated. This includes

destroying, hiding, removing, or keeping library materials and damaging or modifying

computer programs without permission. Engaging in software piracy, hacking,

constructing viruses, and knowingly introducing viruses into a system will be considered

breaches of integrity.

Students charged with academic dishonesty have the right to appeal any disciplinary

action. Contact the chair of the appropriate academic appeals committee on each

campus for details on the appeal process. For more information, consult the Academic

Integrity brochure available in the associate registrar’s office.

Admissions and Student Recruitment

All faculty members are expected to be actively involved in student recruitment

throughout the year. Bethel Seminary San Diego actively recruits students from all over

Southern California and the United States to ensure its longevity and sustainability.

Given Bethel and the program’s commitment to integration of MHC practices and

Christian theology, student recruitment is particularly geared toward attracting

applicants from diverse backgrounds and faith-based orientations.

Admission to the M.A. MHC program requires a four-year degree from a regionally

accredited college or university as per the Bethel Seminary Catalogue. More

information on admission requirements can be found in the Academic Catalogue and

the M.A. MHC Student Handbook.

Attendance

Students are expected to attend classes regularly. Those who find themselves unable to

do so should drop the course completely. Students participating in a course with a

week-long intensive cannot pass the course if they miss more than one day of the

intensive.

Since the chapel experience and the Community Life Gatherings are both symbolic and

expressive of our corporate life as a Christian community, students are expected to

attend when they are on campus. Set within the context of various traditions, the

primary emphasis of the chapel service is the worship of God expressed in a variety of

ways, including the proclamation of the Word, prayer, music, and meditation. Time is

also set aside for focusing on other aspects of our corporate life, such as fellowship,


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growth in mind and spirit, small group experiences, the sharing of concerns,

lectureships, and forums.

Specific class attendance information is provided in each class syllabus. Upon review of

the syllabus, if any questions/concerns should arise, such inquiries should be brought

directly to the professor for final determination.

Graduation

Students are responsible for meeting the graduation requirements set forth in the

catalogue at the time of their matriculation. Students who take extended leaves of

absence of four or more consecutive terms are subject to the graduation requirements

set forth in the catalogue at the time of their reinstatement, unless written permission

was obtained from the Office of the Registrar before the extended leave. If prior

permission was obtained, the student may follow the catalogue requirements under

which the student was initially admitted. Candidates for a degree in the Master of Arts

programs must meet residency requirements for their degree.

Commencement is held only in the spring of each year. Students must make written

application to graduate during the fall semester of the year in which they anticipate

graduation. Any student who fails to do so by February 1 will not be listed for

graduation that year. All degrees are voted on by the Board of Trustees upon the

recommendation of the faculty.

The associate registrar will complete a curriculum check at the end of the fall semester

of the year in which the student has applied for graduation. In addition to academic

requirements for graduation, students must fulfill the following requirements:

1. Participate in the required assessment and evaluation program;

2. Participate in formation experiences and assessments as indicated in the degree

requirements;

3. Complete Supervised Ministry or Practicum requirements;

4. Achieve a GPA of 2.0 or above (Students in the M.A. MHC program must achieve

a cumulative GPA of 3.0 in their MHC program courses);

5. Present a clearance on financial accounts,

Participation in graduation ceremonies is expected. Students must request permission

to graduate in absentia in writing to the Office of the Registrar by April 1. Students

whose attendance status changes must contact the registrar’s office to notify it of the

change and will be charged an administrative fee. Students must complete all degree

requirements in the academic year in which they plan to graduate.


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Additionally, as stated in the Bethel Seminary Catalogue, there is a time limit on

reaching completion of degree requirements. The catalogue states, “All requirements

for the Master of the Arts degree are to be met within eight years of the time of the

student’s initial enrollment. Students are encouraged to consider all other

commitments, including family, ministry, and work when planning their course

schedules. Approvals for extensions of the time limit in the master’s program require

special action of the Academic Appeals Committee (AAC) upon written student appeal.”

Harassment Policies

Bethel Seminary is committed to providing a Christ-centered community where

students, faculty, and staff can work together in an atmosphere free from all forms of

harassment, exploitation, or intimidation, including racial and sexual harassment. All

members of the Bethel community are expected to educate themselves about sexual and

racial harassment. Copies of the harassment policies are available in the Office of the

University Provost in St. Paul and the Office of the Dean and Executive Officer in San

Diego, as well as in the libraries and the St. Paul Office of Student Development and

Support. To file an informal or formal complaint, please contact the compliance office

in St. Paul or the dean at San Diego.

Incomplete Grades

A grade of Incomplete is granted for emergency situations only. Students are expected

to submit all work by the dates set by the course instructors and complete all course

requirements on or before the last day of the term. The grade “Incomplete” is

temporary and will be granted only in unusual circumstances (such as serious illness or

critical emergencies) and will not be considered for a student who is simply behind in

the assignments.

No Incomplete will be granted automatically, except as noted below. The date for

completion of the work will be determined by the instructor, but that date cannot extend

beyond one semester. If the work is not completed by the specified date, the grade

earned will be entered on the student’s record. Special problems regarding a student’s

eligibility to receive the Incomplete will be referred to the Academic Appeals Committee.

For Independent Studies, Thesis Projects, and Clinical Pastoral Education, the grade of

Incomplete will be awarded automatically at the end of the first term to allow two

semesters for completion of the course.

The grade of Incomplete may also be awarded for Professional Internship to allow one

year maximum extension.


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Registration

New students register for their first term classes during their orientation session. In San

Diego, the registrar can help to plan course selections. Continuing students may change

their registration, or register for upcoming semesters in October (for interim and spring

terms), March (for summer term), and May-July (for fall term). Those who register

outside the regular registration times will be subject to fines. Students not on the

official class list will be asked to leave class to complete registration. In no case will

students be permitted to register for two classes that overlap meeting times. Students

should consult the registrar’s office for information on registration dates and times.

Students wanting to drop or add courses must fill out a Change in Registration form and

submit the form to the registrar’s office. Mere absence from class sessions will not

constitute withdrawal. Courses may not be added or changed from audit to credit after

the first week of semester, but students may change from credit to audit, or withdraw

from the course through the 11th week of the semester.

After the third week of class, a grade of W will be entered for each dropped course.

From the 12th week, a grade of F will be recorded for any dropped course unless the

student appeals to the to the Academic Appeals Committee (AAC) citing exceptional

circumstances. Failure to submit a written petition form will result in an automatic F.

Retention

We take seriously our goal to prepare whole and holy Christian leaders. Consequently,

we are concerned not only with academic preparation, but also with spiritual and

personal formation. Students who fail to make adequate progress in areas of

development and/or formation may be placed on probation and required to follow a

developmental plan to continue in their degree program. Students will be notified if they are being placed on probation or if their continuance in a degree program is in

question.

Specifically, our MHC Program Director, full time faculty, and the Clinical Training

Coordinator conduct annual reviews on each of our students who are currently enrolled

in our M.A. MHC program. The review will detail academic and clinical progress of the

previous academic year. With this review process, we can track a student’s progress in

our program as well as allow for comments from the appropriate faculty advisor.

Faculty advisors will formally meet with students whose academic and clinical

performances may begin to fall or actually fall below the minimum standards. A

corrective action plan will be proposed by the faculty advisor and negotiated with the

involved student to rectify academic and clinical deficiencies and/or unprofessional

behavior that are interfering with the student’s capacity to satisfactory complete the

requirements for the MHC program. Each student’s annual review and corrective action

plan must be filed in the student’s folder to record academic progress.


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Program Specific Policies

Personal Therapy

Therapists in training are expected to engage in a process of self-reflection and

development. As part of the M.A. MHC program goals and student learning outcomes,

course requirements will often offer opportunities for students to reflect inward during

assignments, discussion, and/or role play. It is strongly recommended that students

and trainees complete at least 15 hours of personal psychotherapy throughout the

duration of the program. It is believed that having a personal therapeutic experience

will provide students with both a vehicle of self-care while in the program as well as

personal experiences to speak to as a professional clinical counselor.

Program Governance and Committees

Student Governance

The M.A. MHC program has a self-governance system in place in which students may

provide feedback to the Student Leadership Committee (SLC). The Student Leadership

Committee will serve as a liaison between students, faculty, and administration. SLC

members will work together to evaluate and provide recommendations to MHC policy

and programs and work towards increasing student awareness and participation with

MHC opportunities. More specifically, this committee will be expected to:

● Identify issues important to the future of the MHC Program

● Provide feedback and recommendations regarding the program

MHC Program Governance and Committee

Governance

The M.A. MHC program has in place a self-governance system in which a student

community of interest provides feedback that is used to help improve the program.

Below is a tentative schedule of the reports and meetings used in this process.


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MFT/MHC Committee

The BSSD MHC department has its own leadership team that meets once a

month to discuss necessary administrative, supervisory, and evaluative functions within

the MFT Program. Members of this committee include the Program Director, full-time

MHC faculty,

MHC Leadership Team

The BSSD MHC department has its own leadership team that meets once a semester to

discuss necessary administrative, supervisory, and evaluative functions within the MHC

Program. Members of this committee include the Program Director, core MHC faculty,

the clinical training coordinator, the MHC administrative coordinator, a Bethel MHC

alumni representative, and a MHC member of the student body.

MHC faculty meetings are also set up to discuss information provided from stakeholders

(e.g. supervisors, alumni, students, faculty, administration, professional organizations)

to improve the quality and delivery of the M.A. MHC program. The core faculty meets 2

times a month. Additionally, the program has implemented an all-faculty meeting for all

core and adjunct faculty once a semester.

The following items are open to discussion and evaluation during these monthly

meetings:

● Program evaluation surveys

● Faculty training

● Academic scheduling updates

● Practicum report

● General updates

● PQE updates

● Senior integrative project updates

● MFT/MHC student leadership team report

● Alumni committee report

● COAMFTE updates

● MHC update

● Students of concern

● Other business


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Program Faculty and Staff

The BSSD faculty and staff members are selected among local professionals who

demonstrate a high quality of practice and expertise in the various core competencies of

the M.A. MHC program

Associate Professor and Program Director

Karen Quek, Ph.D., LMFT, LPCC, AAMFT approved

supervisor Email: [email protected]

Karen Quek, PhD. is a dual licensed marriage & family

therapist (LMFT) and professional clinical counselor (LPCC).

Karen has been providing therapy for individuals, couples and

families from diverse background and experiences for more

than 20 years and has been a core faculty in couple and family

therapy programs for more than 10 years. Karen holds a PhD

in marital and family therapy from Loma Linda University,

CA and has a Masters degree in Christian Education from Talbot School of Theology,

Biola University, CA. She has achieved national “Approved Supervisor” status of the

American Association for Marriage and Family Therapy. She was a commissioner for the

Commission on Accreditation for Marriage and Family Therapy Education. Karen has

published articles using qualitative and quantitative international data and has made

numerous presentations at international, national and local conferences.

Specializations: gender construction in couples’ therapy; international couples’

relational dynamics; cultural competency in clinical supervision; development of the

therapist; & family and couples’ processes.

Program Administrative Coordinator

Julie Stockton, B.S.

Email: [email protected]

Julie has been a part of the Bethel Seminary San Diego Marital and

Family Therapy team since May 2015. She is the Administrative

Assistant Coordinator for the programs. Julie provides administrative support for the MFT/MHC programs and manage relations between the programs’ (and programs’ director), faculty, students, prospective students, the academic institution (BSSD, Bethel Seminary, Bethel University), governing boards (CA Board of Behavioral Sciences),


mailto:[email protected]

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accrediting agencies (COAMFTE, ATS, HLC), professional associations (CAPS, AAMFT, CAMFT, CACREP), etc.

Program Faculty

Paula Bunn, M.A., LMFT, AAMFT supervisor candidate


Paula Bunn is the Counseling Supervisor at the Center for

Compassionate Care of The Elizabeth Hospice. She provides

leadership and counseling services for hospice and community

bereavement support. Paula began teaching at Bethel in 2011.

Minoa Chang, M.D., Ph.D., LCP


Minoa Chang serves as a Licensed Clinical Psychologist in

California where she works mainly with adults in life

transitions, cultural and spiritual issues, and chronic mental

illness. Minoa offers her services in English, Spanish, and

Portuguese.

Specializations: life transitions, grief, divorce, acculturation,

bicultural marriage and relationships, spiritual issues, chronic

mental issues.

Kathryn de Bruin, M.A., LMFT, AAMFT Supervisor,

Registered Play Therapy Supervisor


Kathryn de Bruin is a Licensed Marriage and Family

Therapist, Certified EFT Trainer and Supervisor. She has a

full time private practice in San Diego, CA where she works

with children and families. Kathryn teaches Play Therapy

at the University of California San Diego, in the Play Therapy Program, and at Bethel.

With a heart for her homeland South Africa, Kathryn started www.eftsouthafrica.com

She travels back frequently to provide trainings. As a AAMFT supervisor, Kathryn

enjoys providing supervision in person and online. She began teaching at BSSD in 2017.

Specializations: Emotionally Focused Therapy, play therapy, therapist training and

supervision.



http://www.eftsouthafrica.com/

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Mary Helms, M.A., Psy.D., LMFT


Mary Helms has provided therapeutic services within the

educational community for almost 10 years. She is a Licensed

Marriage and Family Therapist and an adjunct assistant professor

at two local universities. She has experience working with

students with both learning and emotional difficulties. Mary is a

former recipient of the American Association of Marriage and

Family Therapy (AAMFT) Substance Abuse and Mental Health Services Administration

(SAMSHA) Minority Fellowship and received intensive training related to clinical work,

teaching, and scholarship focused on community and minority populations. She began

teaching at BSSD in 2017.

Terri Hightower, LMFT, AAMFT approved supervisor,

Registered Play Therapist


Terri Hightower serves as the Senior Mental Health Clinician at

St. Vincent de Paul where she works with the homeless

population of San Diego County. Hightower offers therapy to

the adults, children, and families within the shelter.

Additionally, she is an associate at Reinicke Counseling

Associates and an adjunct professor at BSSD.

Specializations: play therapy, child therapy.

Heather Hoshiko, Psy.D.


Heather Hoshiko is an associate of Phillips Medstone, a

behavioral pain management clinic and serves as a consultant

for Taylor Study Method, an EPPP licensing study aid company.

Heather has extensive clinical experience in private and

community practice settings emphasizing in biofeedback,

neuropsychology, pain management, child and adolescent

therapy, and disordered eating. She began teaching at BSSD in

2015.



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Specializations: community psychology, biofeedback, neuropsychology, pain

management, child and adolescent therapy, disordered eating treatment, couples

therapy, intimacy in relationships, curriculum development

Benjamin M.H. Kim, M.S., M.Div., Th.M., Ph.D., LMFT

* Visiting professor from August 1, 2017-July 31, 2018


Ben Kim has counseled and pastored as an ordained minister for

over 10 years, practiced clinically as a licensed marriage and

family therapist in both mental health and private practice, and

taught in different venues all with the singular focus of spiritual

formation. Born in Korea and growing up in Southern California,

Ben received his M.Div. and M.S. from Fuller Theological

Seminary, Th.M. from Princeton Seminary, and Ph.D. from

Trinity Evangelical Divinity School.

Daniel Kim, M.A., LMFT

Email:

Daniel serves as a Licensed Marriage and Family Therapist at

Potentia Therapy in San Diego, where he works with individuals,

couples, and families. His clinical focus areas are men's issues,

trauma, self-worth, addictions/compulsions, marital

disconnection, and grief. Daniel also serves at Chinese Evangelical

Church of San Diego, where he focuses on spiritual formation,

discipleship, and small group leadership. Dan joined as an adjunct

faculty in 2017.

Jennifer Konzen, M.A., Psy.D., LMFT, CST, CCDC


Konzen owns a private practice where she provides services in

parent education, child and adolescent therapy, couples therapy,

and individual therapy. She is also a Certified Sex Therapist and

Chemical Dependency Counselor.

Specializations: parent education, attention and impulse control

in children, adolescent therapy, depression, self-harm, eating


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disorder, addictions, trauma, anxiety, grief, sexual abuse, child abuse.

David Leatherberry, JD


Leatherberry is Gordon and Rees’s San Diego partner for

healthcare related business transactions and civil litigation

through trial including licensing and regulatory matters. He

also serves as outside legal counsel for the San Diego

Psychological Association and as a vice chair on the Health Law

Committee of the California State Bar’s Business Law Section.

Leatherberry is also the editor of lawandethicsresresource.com

and a welcomed addition to the Bethel faculty to train our

students in law and ethics.

Specializations: HIPPA, HITECH, CIMA, and related privacy

rules, physician compensation and recruitment laws, practice formation, law and ethics

Ben Lim, Ph.D., LMFT, AAMFT approved supervisor

* On sabbatical August 1, 2017-July 31, 2018


Ben Lim is a licensed therapist and a member of the core

teaching faculty at BSSD. In addition to training therapists,

Ben has pastored for many years in different churches around

the world including churches in Malaysia, Singapore, Texas,

and California.

Specializations: premarital counseling, marriage enrichment,

parenting, marital and family therapy, multi-cultural therapy, spiritual issues,

missionaries and pastoral self-care, grief and loss, relational difficulties.

Donna Scott, M.A., LMFT


Donna Scott has over 25 years of experience providing

individual, couples, family, and play therapy in a variety of

settings. She is a member of the teaching faculty at Bethel,

often interacting with first year students in some of their first



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courses. She is a member of CAMFT and Black African American Christian Counselors.

Katherine Turner, Ph.D.


Katherine Turner is an Adjunct Professor at Bethel Seminary as

well as the Associate Director of Psychology Undergraduate

Advising Program at SDSU where she coordinates the Honors

Thesis Program. She is currently researching the roles of

attention and forensics in developmental research.

Specializations: functional connectivity and visual processing in

Autism, research quality control.

Andee Woolf, M.A., LMFT, AAMFT approved supervisor


Andee Woolf is an experienced therapist at Mental Health

Systems where she focuses primarily on school aged youth and

immigrant families. She is the Clinical Supervisor at MHS

School-Based Program, qualifying her to teach practicum

courses as an adjunct faculty member at BSSD.

Specializations: SFBT, CBT, children therapy, family therapy,

training MFT students, marginalized populations, practicum

process and requirements.

Teaching Faculty Members are responsible for teaching all content courses within the MFT programs including participation in collaborative curriculum reviews, revision and development; direct interaction and mentoring of program students via email, phone, and video conferencing as needed; grading/evaluating student assignments/activities; participation in and evaluation of course discussions; and attend the all- faculty meetings. They report to the Program Director. Clinical Faculty Members are responsible for teaching and facilitating the clinical training courses (practicum and internship) (includes all responsibilities of Teaching Faculty with specific focus on clinical courses); may serve on faculty panel for a student’s Final Clinical Presentation; and attend the all- faculty meetings. They report to the Clinical Training Coordinator..


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Section II: Program Overview and Information


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MHC Program Overview

The Master of Arts in Mental Health Counseling (M.A. MHC) provides all of the

academic requirements for licensure in California as a Licensed Professional Clinical

Counselor (LPCC). It is designed specifically for students who are committed to

integrating Christian theology, Christian spirituality, clinical theory, and clinical

practice. Seminary level courses in theology, biblical studies, and Christian social ethics

are taken along clinical courses and a senior year nine-month practicum. Students may

select between full-time and part-time pathways in a learning environment that

stimulates personal, spiritual, and professional development. Graduates will be

equipped to work professionally in a wide variety of secular and Christian mental health

settings.

All students admitted to the Master of the Arts in Mental Health Counseling program

must complete the assessment process required of all seminary students during their

first year of study. A cumulative GPA of 2.0 or higher (C average), and a cumulative

GPA of 3.0 or higher (B average) in their required clinical courses (MH and MF courses)

are required to graduate with the M.A. MHC degree.

Program Accreditation Information

As stated above Bethel Seminary San Diego’s M.A. MHC follows standards for MHC

programs assigned by BBS. According to accreditation standards and program

expectations, Bethel Seminary is required to uphold policies set forth by the BBS.

MHC Program Guidesheet

The following is a guide to all courses required to obtain the M.A. MHC degree including

information regarding which part of the year each course is offered. More details about

the courses can be found in the current Bethel Seminary Catalogue, in upcoming

semester schedules posted on Blink, or in the MHC Pathway Guides, which can be found

outside the program administrator’s office. If you need help accessing any of these

documents, please refer to Blink, the website, or contact the program administrator for

assistance.


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Typical Course Timeline

Below are the M.A. MHC courses divided by the year students will typically take the

course. This is the general framework of program progression. More specific pathways

based on year of admission can be found by contacting the Program Administrator.

Each course is listed with the program and professional requirements it meets or helps

students develop according to the BBS.

Year 1

● MH 625: Theories of Mental Health Counseling (3; BBS CCA 1)

● MH 626: Advanced Psychotherapy Theories & Techniques (3; BBS CCA 1, 13)

● MF 662: Clinical Issues in Human Diversity (3; BBS CCA 6)

● MF 627: Research, Design, and Evaluation (3; BBS CCA 8)

● MF 635: Individual Development, Family Life Cycle, and Aging (3; BBS CCA 2)

● MH 649: Counseling Couples in Relationship (3)

● MH 656: Crisis Intervention and Trauma Response (3; BBS CCA 12)

● MF 629: Community Mental Health (3)

● SP002: Formation Assessments (0)

Year 2

● MF 646: Individual and Family Psychopathology (3)

● MH 638: Counseling Children, Adolescents, and Their Families (3)

● MF 675: Law, Ethics, and Professional Issues (3; BBS CCA 9)

● MH 655: Chemical Dependence, Addictions, and Co-Occurring Disorders (3; BBS

CCA 4, 11)

● MF 645: Psychological Assessment (3; BBS CCA 5)

● MH 656: Crisis Intervention and Trauma Response (3)

● MH 636: Career Development (3; BBS CCA 3)

Year 3

● MH 715-716: MHC Practicum I-II (3 each)

● MH 785: MHC Senior Integrative Seminar (1) (taken concurrently with MH 716)

● MH 627: Group Psychotherapy (3; BBS CCA 4)

● MH 645: Psychopharamcology and Psychobiology (3; BBS CCA 10)

Total Degree Program Credits: 67


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Clinical Experience and Practicum

Supervised clinical experience, also known as practicum, is a nine-month long

opportunity for students to practice and integrate theory, style, and skills as a mental

health counselor. While enrolled in Practicum, students work in a community agency for

nine months seeing clients with supervision from the agency.

These six semester units constitute a 9-month practicum including 350 face-to-face

client contact hours and a minimum of 70 hours of supervision by a qualified California

Licensed Professional Clinical Counselor and/or other approved supervisor. The

practicum fulfills the requirements of the BBS for face-to-face experience counseling

individuals, couples, families, or groups.

For more detailed information about the practicum and clinical experience portion of

the program, see the Supervised Clinical Experience MHC Practicum Manual or speak

with the Practicum Coordinator.

Supervision Requirements

Bethel Seminary follows supervision requirements in accordance with BBS standards.

Students are required to have a minimum of 70 units of supervision (a unit of

supervision is defined as one hour of individual supervision or two hours of group

supervision) by a qualified California Licensed Professional Clinical Counselor,

Marriage and Family Therapist, Clinical Psychologist, Licensed Clinical Social Worker,

or Board-Certified Psychiatrist. The supervisor must be licensed in the state of

California for two years prior to commencing supervision.

A minimum of 35 of the 70 required supervision hours must include “raw data” and is

therefore based on direct observation via the following methods:

○ One-way mirror

○ Co-therapy

○ Video recording

○ Audio recording

Practicum Courses

The program’s administrative assistant will register students for the practicum courses

once they qualify. Once the MHC student has reached practicum, regular attendance is

a must. Practicum courses in the MHC program are listed as MH715 and MH716 and

constitute 6 credits of the program total.

Practicum Requirements


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The Supervised Clinical Experience MHC Practicum Manual has the information needed

to complete the practicum portion of the program successfully. Refer to the Supervised

Clinical Experience MHC Practicum handbook for more detailed information; however,

use the abbreviated requirement checklist below for your reference.

Prior to beginning Practicum work:

● Completion of 4 MHC classes prior to beginning of MH 715. Required are

MH625, MH626, MF675, and MF646.

● Complete the Practicum Self-Assessment form and turn into the program’s

Practicum Coordinator.

● Complete Practicum Qualifying Exam (PQE) with a passing grade of at

least 70% in both the writing and the quantitative portions.

● Receive an approval letter from the Practicum Coordinator prior to

beginning practicum (to be placed in student file).

● Attend “Orientation to Practicum” meetings

● Register for Supervised Clinical Experience (MH 715, 716): This will be

done for students by the Administrative Assistant.

● Make a 9-month long commitment with a practicum site offering at least

15-25 hours per week. The commitment will run from September-June or

January-August.

● Purchase a liability insurance policy prior to first day of class.

During Practicum work:

● Students must begin their first semester of practicum class before

beginning clinical hours.

● The practicum site must be a counseling agency that is a nonprofit,

charitable, hospital, educational, or church setting. The agency must

supply an AAMFT approved or CAMFT certified (or candidate) supervisor.

● Obtain a signed Site Agreement between you, the counseling agency, and

Bethel.

● 350 hours of direct client contact.

● Maintain supervisory requirements as prescribed by Bethel’s MHC

program and BBS requirements.

○ Minimum of 70 units supervision (1 hour of individual supervision

or 2 hours of group supervision = 1 unit)


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○ Minimum of 35 units must include “raw data” including a one-way

mirror, co-therapy, video/audio recording and can, therefore, count

as direct observation.

● You must also be able to bring your video recordings off-site for use in

practicum class presentations.

● Students should work with a wide variety of presenting problems and

diverse clients in terms of age, culture, ethnicity, gender, race, religion,

and socioeconomic status.

● If the supervisor is off site, a Supervisor’s Agreement Form from the BBS

must be signed and maintained.

● At the end of every semester, students will submit course assignments,

clinical hours, a Supervisor’s End of Term Evaluation of Trainee, and a

Trainee Evaluation of Site.

Need for a Practicum Continuation

The California Board of Behavioral Sciences Business and Professions Code (BPC)

Section 4980.42 states, “Trainees must be enrolled in a practicum course to counsel

clients…” and, therefore, practicum continuation has been set up to allow students to

remain enrolled in a practicum course beyond the four required courses if necessary.

Any student who has not completed 350 total hours of direct client contact by the end of

MH 716 will be required to apply for a practicum continuation. A Practicum

Continuation Contract must be completed and submitted before the last day of class of

the semester prior to the continuation term. In addition, a new contract must be

submitted for every semester of continuation. Students are required to continue in

practicum and a practicum course until they have completed all required hours. No

continuation is granted without the approval of the CTC.

Upon submission of the Practicum Continuation Contract, the student will be charged a

$357 continuation fee and his/her grade for MH 716 will become an “In Progress” until

the contract has been completed. The student will continue to be responsible for course

requirements, even in a continuation.

Membership with Professional Association

All students considering becoming a licensed professional clinical counselor (LPCC)

should consider membership with California Licensed Professional Clinical Counselor

association, CALPCC. Student membership allows for future LPCCs to get connected

within a professional network prior to graduation. Information on membership can be

found on CALPCC’s website, https://www.calpcc.org. MFT and PCC Dual Licensure Option


https://www.calpcc.org/

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All students in the MFT or MHC programs have the option to complete additional

coursework in preparation to take both the MFT and PCC clinical licensure exams.

While the students will only obtain one degree from Bethel Seminary, they will have the

necessary education to take both exams as per BBS requirements. Courses and degree

pathway should be discussed with the MFT/MHC administrative assistant to assure all

courses are completed in a timely manner.


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Section III: MHC Internship and PCC Licensing


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Licensing and Certification

The Board of Behavioral Sciences (BBS) is the regulatory agency responsible for

licensing professional clinical counselors in the State of California. We have listed an

abbreviated version of the process for licensure according the BBS. More information is

available at http://www.bbs.ca.gov/lpcc_program/lpcc_is_traditional_path.shtml.

1. Obtain your qualifying master’s degree and earn your supervised experience as a

trainee (BSSD’s M.A. MHC program currently meets at least the minimum

program requirements according to the BBS core competencies. The program

also meets the BBS requirements of six semester units of supervised practicum).

2. Register with the BBS as a PCC Intern and begin earning supervised work

experience.

a. Registration will require an address to be listed online, transcript, photo,

and LiveScan receipt

b. Be aware of any additional educational requirements according to BBS and

CALPCC.

c. Be aware of supervisory requirements for your supervisor of the additional

post degree experience. Interns cannot receive supervised experience

hours in a private practice setting prior to becoming fully registered with

the BBS.

3. Apply for examination eligibility.

a. If you plan to practice out of state, check your state’s requirements and

examinations for licensure for a more accurate pathway and requirements.

4. Take the required examinations in proper order

a. California Law and Ethics Examination

b. National Clinical Mental Health Counselor Examination (NCMHCE)

5. Apply for initial licensure

6. Obtain your official LPCC license

Clinical Experience

According to the BBS, clinical experience gained after January 1, 2012 should meet or

exceed the listed requirements in either Option 1 or Option 2:

Option 1

Effective 2016, if an applicant plans to submit an application for licensure and

examination after the date of December 31, 2020 must qualify under the following

option:


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1. Direct Counseling Experience (minimum 1,750 hours)

a. Must include minimum of 150 hours of clinical experience in a hospital or

community mental health setting.

2. Non-clinical Experience (maximum 1,250 hours)

a. May consist of direct supervisor contact, administering and evaluating

psychological tests, writing clinical reports, writing progress or process

notes, client centered advocacy, and workshops, seminars, training

sessions, or conferences.

Option 2

1. Direct Counseling Work Experience with individuals, groups, couples or families

(minimum 1,750 hours)

2. Group Therapy or Counseling (max 500 hours)

3. Telehealth Counseling (max 375 hours)

4. Other non-counseling work experience (no min., max. 1,250).

a. Workshops, seminars, training sessions, and conferences directly related

to professional clinical counseling (no min., max. 250 hours)

b. Administering and evaluating psychological tests of counselees, writing

clinical reports and progress or process notes (max 250 hours)

c. Client Centered Advocacy

d. Direct Supervisor Contact

*** Within both options, a minimum of 500 hours of supervised experience working

directly with couples, families, or children is required if the applicant wishes to assess or

treat couples or families after being issued a LPCC license.

MHC/PCC Internship

Post-Graduation Clinical Experience

Graduates of an MHC program start obtaining their applicable hours towards licensure

after graduation. It is important to note that hours obtained during clinical practicum

do not qualify under the 3,000 hours needed toward licensure.

Scope of Practice

The scope of practice as a licensed professional clinical counselor includes assessment

and treatment of individuals and groups, but does not include families and couples. In

order to qualify as a practicioner for couples and families, LPCC/PCCIs must meet the

following requirements listed by the BBS

(http://www.bbs.ca.gov/pdf/forms/lpc/lpc_scope_practice.pdf):


http://www.bbs.ca.gov/pdf/forms/lpc/lpc_scope_practice.pdf

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1. Six (6) semester units specifically focused on the theory and application of

marriage and family therapy OR a named specialization or emphasis area on the

qualifying degree in marriage and family therapy; marital and family therapy;

marriage, family, and child counseling; or couple and family therapy. AND

2. No less than 500 hours of documented supervised experience working directly

with couples, families, or children. AND

3. A minimum of six (6) hours of continuing education (CE) specific to marriage

and family therapy during each license renewal cycle. The six (6) hours will count

toward the required overall 36 hours of CE.

Additionally, as of January 2017, the BBS requires LPCCs to obtain written confirmation

from the Board stating that he or she meets the requirements to assess and treat couples

and families prior to assessing or treating a couple or family client. More information

can be found using the link above.


MENTAL HEALTH COUNSELING MASTER PROGRAM MANUAL … · Covenant for Life Together Bethel University...

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