Program Purpose
Built on Malone’s Foundational Principles, the graduate programs in Counseling and Human Development provide knowledge, practice, and skills through educational and clinical experiences developing professional counselors as intentional practitioners who advocate for client/student growth and development.
The following outcomes describe the knowledge, skills, and dispositions that the Malone University Counseling and Human Development Programs expect students to achieve.
Malone strives to prepare professionals who:
- As advocates, practice with multicultural competence, with an holistic understanding of human nature, and as problem solvers in collaboration and consultation with others;
- With intentionality, are proactive and reflective practitioners, grounded in sound theory and techniques, with an ability to utilize technology;
- Understand that one’s faith informs one’s practice and that each person has a spiritual dimension that needs to be valued, nurtured, and accessed for growth and development; and
- Exhibit professional competencies including modeling a professional manner in all settings, demonstrating honed intrapersonal and interpersonal skills, practicing with integrity in an ethical and legal manner, and meeting standards for State licensure and certifications.
Accreditation
Malone University is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA) to offer the following degrees: M.A.Ed. in Clinical Mental Health Counseling; M.A.Ed. in School Counseling.
CACREP may be contacted at:
1001 North Fairfax Street
Suite 510
Alexandria VA 22314
703.535.5990
Assessment
The Graduate Program in Counseling and Human Development employs a comprehensive assessment model that includes multiple methods.
Admission Requirements
Regular Admission
- Hold a Baccalaureate degree from a regionally accredited institution with a minimum g.p.a. of 3.0 on a 4.0 scale.
- Complete a counseling program supplement.
- Submit two personal reference forms.
- Satisfactorily complete the admissions interview process.
- Receive recommendation for admission by the Counseling and Human Development department’s full-time core faculty members.
As a part of the admissions process, applicants are required to participate in an admissions assessment by full-time, core faculty of such counseling dispositions as intrapersonal skills, interpersonal skills, clinical astuteness, and professional characteristics.
Conditional Admission
An applicant who holds a baccalaureate degree from a regionally accredited institution with a cumulative g.p.a. between 2.75 and 3.0 may be considered for Conditional Admission. Evidence must be provided that the applicant has the potential to be successful in the counseling program. Contact the Office of Graduate and Professional Studies to discuss the review process. Students admitted conditionally through this procedure will be granted Regular Admission upon completion of 12 semester hours with a minimum g.p.a. of 3.0.
Non-Degree Admission
Post master’s degree students seeking to take courses in the Counseling and Human Development Programs to meet the requirements for licensure through the State of Ohio Counselor, Social Worker, and Marriage and Family Therapist Board or licensure through the Ohio Department of Education as a School Counselor must complete the Regular Admissions Process outlined in the Graduate Counseling and Human Development Program Admission Requirements. Furthermore, students must complete at least 75% of post-degree academic requirements for licensure at Malone University. (A lesser percentage may be evaluated on a case-by-case basis.) All applicable coursework must have been completed within seven years. Older courses may be approved on a case-by-case basis.
Dismissal from a Program
There are three areas that could lead to the dismissal of a student from a program in the Counseling and Human Development Department. Disciplinary action may include any of the following: verbal correction, remediation plans implemented, retaking a course, taking additional coursework deemed necessary for remediation, suspension from the program, placing the student on probation for a defined period of time with specific criteria regarding steps for correction, and possible termination from the program. The areas of potential concern are as follows:
Academic Concerns
Consistent with the University’s policy for “Dismissal from a Graduate Program,” the programs in Counseling and Human Development will place on probation any student falling below a 3.0 g.p.a. in any academic term. If the g.p.a. is not increased above a 3.0 in the next term, the student can be dismissed from the program.
Moral/Legal/Ethical Concerns
Behaviors, actions, dispositions, and/or attitudes that are deemed as inconsistent or directly counter to the practice of professional counseling and/or Malone University’s programs in Counseling and Human Development, will be given attention by the faculty in an attempt to correct the student’s issues. Depending on the severity of the issue and the response of the student, dismissal from the program is possible.
Professional Competency
In addition to the knowledge and skills necessary to become a professional counselor, it is also desired that each Counseling and Human Development student becomes aware of and improves in specific, non-academic skills and dispositions that are part of the development of a counseling professional. Therefore, students enrolled in courses designated as “Review and Retention” courses will be evaluated by the instructor in the following Developmental Domains: clinical astuteness, intrapersonal insight/dispositions, interpersonal skills, and professional dispositions through the use of the Review and Retention Rubric. (See Student Handbook for a copy of this Rubric.) On the same rubric, each student will also be evaluated by the instructor in the following Education Candidate Dispositions: providing service, practicing fairness, promoting stewardship and believing all students can learn and grow.
The results of the evaluation will be provided to each student in writing along with final papers returned at the end of the course. The domains listed in this rubric are meant to examine the performance and readiness of the student in areas beyond purely academic ability. A copy of the rubric for each student will be retained in the student’s advising file for review by the program faculty. Any student evaluated to have less than a 3 (on a six-point scale) in the first four Developmental Domains or evaluated to have less than a 2 (on a three-point scale) in the Education Candidate Dispositions, will be sent a letter to meet with his/her advisor to discuss this area and any potential need for remediation. Consistent demonstration of less than satisfactory performance of these competencies may result in dismissal from the program.
Graduation Checklist
Students admitted to the Counseling and Human Development program may use the following checklist as a guide:
- Application for admission to the M.A.Ed. Counseling and Human Development Programs
- A possible interview with the Program Director or faculty in the Counseling and Human Development Program
- Written notification of acceptance for admission
- Completion of all course work and requirements for the program
- Application for Graduation
- Complete the Application for Graduation provided by the Office of the Registrar.
- Return the completed form to the Office of the Registrar by January 30 for candidates who plan to complete degree requirements by the end of a spring semester or a summer session, or September 30 for candidates who plan to complete degree requirements by the end of a fall semester.
Review and Retention Policy
The Counseling and Human Development Department specifies courses in which students are evaluated by the instructor in the following domains: clinical astuteness, intrapersonal insight/dispositions, interpersonal skills, and professional dispositions in the Review and Retention Rubric (available through this department). These domains are meant to examine the performance and readiness of the student in areas beyond purely academic ability typically addressed by graded assignments. The desired outcome is to increase the student’s awareness that specific non-academic skills are expected as part of the development of a counseling professional. The results of the evaluation will be provided to each student in writing along with final papers returned at the end of the respective course. A copy of the rubric for each student will also be retained in the student’s advising file for review by the program faculty. Any student evaluated to have less than a 3.0 mean in any one domain by the course instructor will be sent a letter to meet with his/her adviser to discuss this area and any potential need for remediation.
Programs of Study
