M.A.

Clinical Mental Health Counseling Online

2023-2024 Program Handbook

Department of Counselor Education & Family Studies

 Table of Contents
Authority of the Handbook ............................................................................................................................................1
Disclosure Statement .....................................................................................................................................................1
Contact Information .......................................................................................................................................................2
From the Clinical Mental Health Counseling Online Program Director .......................................................................3
The M.A. in Clinical Mental Health Counseling Online Program ................................................................................4
1.1 Accreditation ................................................................................................................................................4
1.2 Overview ......................................................................................................................................................4
1.3 Mission .........................................................................................................................................................4
1.4 Purpose .........................................................................................................................................................5
1.5 Commitment to Diversity .............................................................................................................................5
1.6 Special Student (Non-Degree) Status ...........................................................................................................7
Academic Policies .........................................................................................................................................................8
2.1 Program Learning Objectives.......................................................................................................................8
2.2 Degree Name Change (2019) .......................................................................................................................9
2.3 GPA Requirements and Incomplete Courses ...............................................................................................9
2.4 Transfer of Credits .......................................................................................................................................9
2.5 Independent Studies & Directed Studies .................................................................................................... 10
2.6 Planned Program of Study ......................................................................................................................... 10
2.7 Course Delivery Formats ........................................................................................................................... 14
2.8 Dual Degrees and Dual Licensure .............................................................................................................. 15
2.9 FAMs and Academic Advising .................................................................................................................. 16
2.10 Comprehensive Examination ..................................................................................................................... 17
2.11 Practicum ................................................................................................................................................... 19
2.12 Internship ................................................................................................................................................... 19
2.13 Break in Enrollment ................................................................................................................................... 22
2.14 Time Limit for Degree Completion ........................................................................................................... 22
2.15 Course Repeat and Grade Replacement Policy .......................................................................................... 23
2.16 Administrative Dismissal .......................................................................................................................... 23
2.17 Attendance ................................................................................................................................................ 23
2.18 American Psychological Association (APA) Format ................................................................................. 24
2.19 Graduation.................................................................................................................................................. 24
Student Expectations ................................................................................................................................................... 25
3.1 Professional Organizations......................................................................................................................... 25
3.2 Academic Honesty & Plagiarism ............................................................................................................... 25
3.3 Academic Appeal Policy ............................................................................................................................ 25
3.4 Department Faculty-Student Interaction .................................................................................................... 25
3.5 Professional Development, Student Support, & Administrative Review ................................................... 26
 3.6 Remediation ............................................................................................................................................... 27
3.7 Harassment ................................................................................................................................................. 36
3.8 Sexual Violence Consultation & Counseling Policy .................................................................................. 37
3.9 Personal Counseling ................................................................................................................................... 37
3.10 Faculty Endorsement.................................................................................................................................. 37
3.11 Student Record Keeping ............................................................................................................................ 38
3.12 Computer Needs ......................................................................................................................................... 38
3.13 Email Account and Communication .......................................................................................................... 38
3.14 Dress Code ................................................................................................................................................. 39
Appendix A: CMHC Resources .................................................................................................................................. 40
 Authority of the Handbook
The policies and procedures described in this handbook supersede those described in previous
handbooks and replace all other communications on issues addressed herein. Particular policies
and procedures are specific to the Department of Counselor Education and Family Studies. The
policies and procedures apply to current and newly accepted students. Students who are
currently taking master’s courses in the Clinical Mental Health Counseling online program must
adhere to these guidelines with the exception of any changes in the academic program.

Disclosure Statement
Liberty University’s the Department of Counselor Education and Family Studies 60-hour Clinical
Mental Health Counseling online program is designed to provide academic course work in all
areas required by the Virginia Board of Counseling for licensure as a LPC in Virginia.

The program meets state licensure in many other states as well. Information on the
requirements of each state and the programs' compatibility with those requirements can be
found at http://www.liberty.edu/statelicensure.

Additionally, students are encouraged to visit their state licensure board to further familiarize
themselves with the process, requirements, and post-graduation policies and procedures. To
obtain your state’s web address, view State Licensure Boards.

Enrollment in one of the M.A. licensure programs does not guarantee a degree from Liberty or
qualification for professional licensure. 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 M.A.
Counseling licensure program are responsible for knowing the material outlined I n this
handbook.

For issues regarding the program, contact Academic Advising. Then, if needed, contact Program
Director Dr. Kristy Ford at [email protected]. For Practicum and Internship, please contact
the respective offices [email protected] or [email protected]. If appealing a decision
made by the Practicum or Internship office, please contact Dr. Michael Trexler at
[email protected].

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Contact Information

Liberty University Executive Leadership

Department of Counselor Education and Family Studies Administration

(For further information call 434-592-4049)
Leadership Email Phone

Kenyon Knapp, Ph.D.

[email protected] 434-592-4049
Dean, School of Behavioral Sciences

Kevin Van Wynsberg, Ph.D.

[email protected] 434-592-4040
Associate Dean, School of Behavioral Sciences

Shawn George, Associate Dean

[email protected] 434-592-4049
School of Behavioral Sciences

Elias Moitinho, Ph.D.

[email protected] 434-592- 4084
Residential Chair
Stacey Lilley, Ph.D.
[email protected] 434-592-3317
Online Chair
Holly Johnson, Ph.D.
[email protected] 828-413-4777
Online Chair
Allen Meyer, Ph.D.
[email protected] 434-592-5833
Online Chair

Clinical Mental Health Counseling Online

Email Phone
Leadership
Kristy Ford, Ph.D., LMHC-S, NCC 850-573-2080
[email protected]
Director, Clinical Mental Health Counseling Program Fax: 434-522-0442
Michael Trexler, Ph.D.
434-582-2737
Clinical Director, Department of Counselor Education [email protected]
Fax: 434-522-0442
and Family Studies

Department of Counselor Education and Family Studies Faculty and Staff

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From the Clinical Mental Health Counseling Online

Program Director
On behalf of the faculty of the Department of Counselor Education and Family Studies (CEFS),
we would like to welcome you to the M.A. in Clinical Mental Health Counseling online program.
The faculty are honored that you have chosen to pursue your studies here at Liberty University!

This 2023-2024 M.A. in Clinical Mental Health Counseling Handbook serves as a guide to help
you better understand the program, courses, requirements, policies and procedures, and
student rights and responsibilities as of Fall 2023. The faculty consider the handbook to be
“required reading” for all M.A. Licensure Counseling students, and it should be read in its
entirety. Although you have access to an academic advisor, it is ultimately your responsibility to
know the information contained in this handbook. Your academic advisor will assist you with
registration and course information. You will also have a faculty advisor mentor (FAM) who will
answer program-related questions and be assigned when you begin the program. Review this
handbook periodically, and if questions arise, contact your FAM. You can find the contact
information for each faculty member on our webpage. Because program policies and
requirements may change from one year to the next, it is essential that you always refer to the
most current handbook as you plan your graduate program, enroll in classes, and arrange for
field placements and graduation. You may also want to book mark our CMHC advising page for
your convenience.

Although this handbook contains extensive information, it may not provide answers to all of
your questions. This handbook is not intended to be a comprehensive listing of all Liberty
University policies. Therefore, in addition to talking with your FAM and other professors, you
can access the Liberty University Graduate Catalog. For information about current University
and departmental policies, please refer to the 2023-2024 Graduate Catalog.

We are glad you have chosen Liberty University! You are about to engage in the exciting
process of becoming a professional counselor. As you will see in the following pages of this
handbook, the process and experiences offered at Liberty are focused on ensuring a
comprehensive personal and professional educational experience. As a faculty, we feel honored
to accompany you on your journey. Please contact us if we can offer additional information.

We look forward to serving you.

Blessings! Dr. Ford

Kristy Ford, Ph.D., LMHC-S, NCC

Program Director, Clinical Mental Health Counseling

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The M.A. in Clinical Mental Health Counseling

Online Program

1.1 Accreditation
Liberty University is accredited by the Southern Association of Colleges and Schools
Commission on Colleges to award associate, bachelor’s, master’s, specialist, and doctoral
degrees. Questions about the accreditation of Liberty University may be directed in writing to
the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern
Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on
SACSCOC’s website (www.sacscoc.org).
Liberty is also a member of the Association of Christian Schools International.

As of January 17, 2019, Liberty’s Master of Arts in Clinical Mental

Health Counseling online program is accredited by the Council for
Accreditation of Counseling & Related Educational Programs
(CACREP). Students who conferred the 60-hour MA in Professional
Counseling (that included a Practicum) on July 18, 2017, or after will
receive retroactive CACREP accreditation.

CACREP is a specialized accreditation body recognized by the Council

for Higher Education Accreditation (CHEA) to accredit masters and doctoral degree programs in
counseling and its specialties. For further information on the organization, consult the agency
website at www.cacrep.org. For further information on the program’s accreditation, please visit
the CACREP accreditation page.

1.2 Overview
The Department of Counselor Education and Family Studies (CEFS) is a department of the
School of Behavioral Sciences. The graduate Counseling program, launched in 1981, is
committed to providing quality professional training for healing human hurts from a
perspective permeated by Christian faith. Our training in theory and the practice of counseling
is designed to prepare students to work as licensed counselors in a variety of settings. The M.A.
program provides foundational studies that equip students for licensure, to pursue doctoral
studies and careers in community mental health and human service agencies, educational
institutions, private practice, government, and business and industrial settings.

1.3 Mission
The mission of the Department of Counselor Education and Family Studies (CEFS) is to produce
ethically and spiritually aware mental health counselors who possess the knowledge, values,
skills, and personal disposition to promote the mental health and holistic wellness of clients
across diverse populations with unique worldviews.

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The CEFS purpose is to accomplish this mission by the professional development of the mental
health counseling student across the following domains:
1) Attainment of scholastic competence in all coursework,
2) Acquisition of, and ability to apply counseling skills with a diverse population to a
standard acceptable by licensed professional counselors,
3) Demonstration of emotional and mental stability and maturity in interaction with others,
including the ability to maintain healthy boundaries, communicate appropriately,
successfully manage personal anxiety or uncomfortable feelings, work collaboratively with
others and resolve interpersonal conflict
4) Adherence to the Professional Identity and Standards outlined by the American
Counseling Association’s Code of Ethics and Liberty Graduate Student Code of Honor, and
5) Demonstration of the ability to integrate faith and spirituality into counseling where
appropriate in an ethically competent manner

1.4 Purpose
Consistent with the University’s mission to develop “Christ-centered men and women with the
values, knowledge, and skills essential to impact the world,” the Department of Counselor
Education and Family Studies seeks to educate the whole person within a framework of grace
and truth, which are core values exemplified in the life of Christ and necessary for professional
service; developing the knowledge, values, skills, and personal disposition necessary for
effective professional service. Our mission is achieved, in significant measure, through offering
rigorous academic programs, dynamic interaction with mentors and faculty, and carefully
structured practicum and internships.

1.5 Commitment to Diversity

Liberty University is a school founded upon fundamental Christian values like grace, truth, and
love for all persons. As believers in Christ, we must demonstrate our commitment to loving
others (Matthew 22:34-40; Mark 12:28-34; Luke 10:25-28).

• We approach Counseling as a profession that fosters holistic human growth and

development in the cognitive, emotional, behavioral, relational, and spiritual domains of
life.
• Our Counseling approach also supports the worth, dignity, potential, and uniqueness of
others who are made in the image of God. This means for us that all persons possess
dignity and worth because they are unique subjects of Divine Creation. Our vision is
focused on nurturing an academic community of diverse people and ideas and assuring
that diversity enhances academic excellence and individual growth.
• Our faculty and students are comprised of persons that represent various national,
ethnic, spiritual, and denominational backgrounds. Learning to be respectful and
appreciate other cultures will add to each student’s experience at Liberty. For that
reason, we are committed to nurturing and training a diverse student body in an
atmosphere of mutual respect and appreciation of differences.

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• The School of Behavioral Sciences provides an academic community for students,

faculty, and staff to teach and learn from the experiences of others and to submit
personal values and assumptions for reflection and critical examination. Student
learning, professional, and personal growth occurs in a climate that encourages a
deepened appreciation of differences. Therefore, we do not discriminate in our
educational and counselor training programs on the basis of race, color, creed, religion,
gender, age, national/ethnic origin, sexual orientation, and physical or mental disability.

While recognizing the importance of all dimensions of diversity, as mentioned above, the
School of Behavioral Sciences adheres to the following initiatives:

● To increase, through recruitment and retention measures, the diverse representation of

students, faculty, and staff;
● Promote the full implementation of professional standards of practice and multicultural
counseling competencies across the curriculum and in specialized courses;
● To include issues of diversity throughout the instructional programs and professional
development activities;
● To develop graduate assistantships opportunities to serve diverse student groups;
● To provide departmental opportunities for students and faculty to engage in the
exchange of ideas and information related to diversity; and
● To maintain ongoing educational opportunities and equality of access to our academic
community.
● To equip students to ethically utilize spirituality as a force for healing when and where
appropriate.

Students in the M.A. program must exhibit the American Counseling Association’s standards
and ethics of the counseling profession regarding sensitivity to and celebration of diversity.

Liberty University admits students of any race, color, and national and ethnic origin to all
the rights, privileges, programs, and activities generally accorded or made available to
students at the school. It does not discriminate on the basis of race, color, national and
ethnic origin, sexual orientation, or handicap in administration of its educational policies,
admission policies, scholarship and loan programs, or athletic and other school-
administered programs.

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1.6 Special Student (Non-Degree) Status

CEFS grants special admissions only under exceptional circumstances. The following must be
met to be enrolled as a non-degree seeking student:

1. A student must be currently enrolled in or a graduate of a master’s level clinical mental

health, marriage & family counseling, or a closely related program at a regionally accredited
university in order to take COUC courses as a special student.
2. Special students will not be allowed in the COUC 505, 512, 667, 698, or 699 courses.
However, the department will review cases for individuals who have graduated and are
practicing clinicians who need additional coursework for licensure.

All inquiries should be sent to the CMHC program director for review.

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Academic Policies

2.1 Program Learning Objectives

The Master of Arts in Clinical Mental Health Counseling online (CMHC) provides students with
an integration of academic coursework and applied learning experiences in the classroom and
at supervised practicum and internships. Students are expected to demonstrate the knowledge,
skills, and dispositions considered essential to the professional preparation of licensed
counselors. To this end, the faculty developed the following learning outcomes applicable to all
CMHC students.

M.A. Clinical Mental Health Counseling online PLOs

Cluster 1 2018-19
PLO 1: Apply Ethical/Legal Standards
Apply the ethical and professional principles, standards, and expectations that are integral to
a professional counselor's role and identity.
PLO 2: Apply Diverse Populations for Treatment
Apply the social and cultural awareness, knowledge, and skills required to work with diverse
populations at all developmental stages across the lifespan in a culturally sensitive and
ethical manner.
Cluster 2 2019-20
PLO 3: Assess Counseling Skills
Assess the individual and group counseling skills necessary to establish and build a
therapeutic relationship and will form a preliminary theoretical framework when counseling
individuals at all developmental stages across the lifespan.
PLO 4: Use Developmentally Appropriate Assessments
Use developmentally appropriate assessment relevant to the client’s academic/education,
career, personal, and social development and identify ethical, social, and cultural factors
related to assessment.
Cluster 3 (Includes specialty PLO) 2020-21

PLO 5: Evaluate Research and Writing Skills

Evaluate research and apply it to their counseling practice in accordance with best practices,
and identify social and cultural implications for interpreting and reporting results.

PLO 6: Integrate Biblical Principles and Secular Theories

Integrate faith and spirituality into counseling where appropriate in an ethically competent
manner.
M.A. Clinical Mental Health Counseling online PLO
PLO 7: CMHC -Synthesize Counseling Theories to Treat Clients
Synthesize counseling theories into a comprehensive bio-psychosocial-spiritual theoretical
approach that informs assessment, diagnosis, and treatment planning for diverse individual,
group, and family client(s) with a broad array of presenting problems and mental disorders.

See Graduate Catalog.

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Background Check
During the first semester in the program, students complete a Criminal Background Check as a
course requirement in COUC 500 (results must be received by COUC 512) and rechecked in
COUC 692. Students will not be dismissed from the program solely based on the results of the
background check. However, students must be aware that they may be prohibited from
completing fieldwork by their field placement site if a background investigation reveals certain
criminal offenses, arrests, and/or convictions. A student who does not pass a criminal
background check also may not be able to obtain licensure as a professional counselor. The
Department of Counselor Education and Family Studies is not responsible for a student’s
inability to complete the program or obtain licensure or certification due to a failure to pass a
criminal background check.

2.2 Degree Name Change (2019)

In Fall of 2019, as a result of a recommendation from CACREP, the title of the Master of Arts
Professional Counseling degree was changed to Master of Arts in Clinical Mental Health
Counseling.

Students who were and are presently enrolled in the M.A. Professional Counseling will be able
to complete their degree. The CMHC degree has revised prefixes and prerequisites as of Fall
2019. However, since the M.A. Professional Counseling courses are the same, students will be
able to auto-sub courses (COUN to COUC). An auto-substitution document will be submitted to
the Registrar Office, and students will need to request a degree change through Academic
Advising if they choose this option. Students are encouraged to consult Academic Advising for
any additional questions.

2.3 GPA Requirements and Incomplete Courses

A student must maintain a minimum of a 3.0 GPA to remain in the program. While all course
grades are averaged into the GPA, course credit toward degree completion is not granted for a
grade of D or F. A student may petition the Registrar’s Office for permission to retake a course
in which he or she received a grade of C or below. See below for information on Incompletes.
Incomplete Policy
Medical Incomplete
Military Incompletes

2.4 Transfer of Credits

It is the responsibility of each applicant to supply transcripts along with a request to have the
credit applied to the degree program. Students may be requested to submit the course syllabus
for any coursework being considered for transfer along with a rationale of why the student
believes the course meets the program’s requirements. The Office of Transfer Evaluations will
process the information. Questions related to transfer of credit may be directed to the
Registrar’s Office ([email protected]).
Transfer policies for the programs under the School of Behavioral Sciences can be found here.

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2.5 Independent Studies & Directed Studies

Students who need specific coursework unique to their state and not offered through our
program are encouraged to seek these classes in their specific state. The departmental policy is
that independent studies and directed studies are not offered for these circumstances.

2.6 Planned Program of Study

The following chart, Planned Program of Study, lists the courses students will take and the
order and times they should enroll in the courses; this is the same chart students are required
to submit to Canvas. Students are notified that this curriculum guide is a planning document; it
is not a substitute for regular consultation of their Degree Completion Plan (DCP; see Advising
Guide) or with their faculty mentor advisor (FAM). This guide is subject to change. Use this
guide for course planning and for discussions with your faculty/academic advisor when you set
up your course of study.

Students should plan carefully with the assistance of the Faculty Advisor Mentor (FAM) and the
Academic Advising team. If more than one course is needed per semester to receive financial
aid, students need to plan for this in advance of internship semesters. Only certain courses are
permitted to be taken with internship (see below).

CMHC Online Program Plan of Study (60 hour)

Please Note: {B & D Term=8 Weeks; A Term=16 Weeks (residential/synchronous); J Term (Intensives)
16 Weeks}
Course Code Course Title Prerequisites/Course Recommended Term of
Notes Study
COUC 500 Orientation to Counselor None First Semester
Professional Identity and
Function
COUC 501 Ethical and Legal Issues None First Semester
in Counseling

COUC 502 Human Growth and None First Semester

Development

COUC 504 Multicultural Counseling None Second Semester

COUC 505 Counseling Techniques COUC 500, 501, 502 Second Semester

Course offered in the A

and J terms only

COUC 510 Theories of Counseling COUC 500, 501 Second Semester

COUC 512 Group Counseling COUC 500, 501, 502, 504, Third
505, 510 Semester

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Course offered in the A

and J terms only
COUC 521 Assessment Techniques COUC 500, 501, 502, 504, Third Semester
in Counseling 505, 510

COUC 546 Psychopathology COUC 500, 501, 502, 504, Third Semester
505, 510

COUC 515 Research and Program Students must Fourth Semester

Evaluation successfully complete
three hours of
undergraduate
coursework in statistics.
Those who did not
complete this course in
their undergraduate
program may fulfill this
requirement during the
first two semesters in the
program. Call Academic
Advising for suggested
Statistics Courses to meet
this prerequisite.
COUC 522 Career Development and COUC 500, 501, 502, 504, Fourth Semester
Counseling 505, 510

COUC 667 Clinical Diagnosis and COUC 500, 501, 502, 504, Fourth Semester
Treatment Planning 505, 510, 512, 515, 546
Course offered in the B,
D, and J terms.
COUC 506 Integration of Spirituality COUC 501 Fifth Semester
and Counseling
COUC 604 Crisis Counseling COUC 500, 501, 502, 504, Fifth Semester
505, 510, 512, 515, 521,
546

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COUC 692 Practicum COUC 500, 501, 502, 504, Fifth Semester
505, 510, 512, 521, 546,
and 667.
(COUC 667 may be taken
concurrently only if in B
term or J term)
COUC 601 Theory of Family COUC 500, 501, 502, 504, Sixth Semester
Systems 505, 510

COUC 691 Substance Abuse: COUC 501, 504, 505, 510, Sixth Semester
Diagnosis, Treatment, 521, 546
and Prevention
CEFS 670 Comprehensive Exam – Counseling Sixth Semester
CPCE Comprehensive Exam
prerequisites: COUC 500,
501, 502, 504, 505,
506, 510, 512, 515, 521,
522, 546, 667
*CEFS 670/671 must be
taken in the same
semester
CEFS 671 Comprehensive Exam - Counseling Sixth Semester
Integration Comprehensive Exam
prerequisites: COUC 500,
501, 502, 504, 505,
506, 510, 512, 515, 521,
522, 546, 667
*CEFS 670/671 must be
taken in the same
semester
COUC 693 Internship 1 COUC 500, 501, 502, 504, Sixth Semester
505, 510, 512, 515, 521,
522, 546, 667, 692
COUC 694 Internship 2 COUC 500, 501, 502, 504, Seventh Semester
505, 510, 512, 515, 521,
522, 546, 667, 693
Elective Choose from any of the Seventh Semester
other level 500 -700
courses in our programs

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Recommended Course Sequence: 9 Hour Track

Semester Courses Semester Courses Semester Courses
1st COUC 500 3 2nd COUC 504 3 3rd **COUC 512 3
Semester COUC 501 3 Semester **COUC 505 3 Semester COUC 515 3
COUC 502 3 COUC 510 3 COUC 546 3

Total Credits 9 Total Credits 9 Total Credits 9

4th
COUC 521 3 5th
COUC 604 3 6th
COUC 601 3
Semester COUC 522 3 Semester COUC 506 3 Semester COUC 691 3
**COUC 667 3 COUC 692 3 COUC 693 3
CEFS 670 0
CEFS 671 0

Total Credits 9 Total Credits 9 Total Credits 9

7th COUC 694 3
Semester Elective 3

Total Credits 6

Recommended Course Sequence: 12 Hour Track

Semester Courses Semester Courses Semester Courses
1st COUC 500 3 2nd COUC 505 3 3rd COUC 512 3
Semester COUC 501 3 Semester COUC 506 3 Semester COUC 521 3
COUC 502 3 COUC 510 3 COUC 522 3
COUC 504 3 COUC 515 3 COUC 546 3

Total Credits 12 Total Credits 12 Total Credits 12

4th COUC 601 3 5th COUC 604 3 6th COUC 694 3
Semester COUC 667 3 Semester CEFS 670 0 Semester COUC/CEFS 3
COUC 691 3 CEFS 671 0 Elective
COUC 692 3 COUC 693 3

Total Credits 12 Total Credits 6 Total Credits 6

** Offered in both intensive and online formats.

Items to consider:
- Courses that may have flexibility: 506, 515, 604, 691, elective
- Taking 670 and 671 during practicum to allow additional semesters for retake

Important Note: Students must research their state’s requirements for required courses needed for
licensure in their specific state. Liberty University and/or the CEFS are not responsible for informing
students of their state's specific educational requirements for licensure.

Travel with LU Send

LU Send organizes international and domestic travel experiences that are linked to course

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credit. Details related to requirements for participation, specific destinations, and course credit
information can be found here: https://www.liberty.edu/osd/lu-send/.

2.7 Course Delivery Formats

Students enrolled in the online program primarily complete their degree using a 16-week online
semester with 8-week courses offered 3 times throughout the semester. The Department of
Counselor Education and Family Studies offers courses in a variety of delivery formats. Below
some are listed in addition to specific courses that may include a weekly synchronous
component through an online platform. Please see the Academic Calendar for the semester and
sub-term schedule.
Format 1: Online Formats
M.A. Clinical Mental Health Counseling online courses are carefully designed to provide
students with a full academic experience via distance learning. The University currently uses
Canvas®, an online software platform, as its primary online instructional delivery method.
Students interact with other students taking the same course, utilize links to online resources,
view supplemental streaming video clips, and receive direct feedback from their professors
using this innovative means of delivery.

Professors may also utilize Microsoft Teams or Webex for instructional purposes
Canvas
Webex
Microsoft Teams
Format 2: Intensives
J Term Intensives – Residential and Online Formats:
This 14-16 week course is delivered using an intensive format. Students that select the
residential intensive will attend 36-40 hours of classroom-based instruction at the Liberty
campus in Lynchburg, VA. Students that select the online intensive will attend 36-40 hours of
synchronous, video-based instruction. In addition to the class time, students are expected to
complete additional work online both pre and post intensive over the duration of the term.
Intensive coursework begins at the beginning of the designated term. Students must attend
every day in its entirety during the days of intensive class meetings in order to pass the course.
Students are required to have all textbooks at the start of class and during each day of class
during the on-campus portion of the intensive course. Not having textbooks during residency
may result in a reduction in class participation grade. Students are required to have audio and
video access during each day of the intensive. To ensure the confidentiality of class discussions,
virtual backgrounds will not be permitted. Dates, times, and room numbers for intensive class
meetings are in ASIST.

Format 3: Synchronous Courses

Clinical Mental Health Counseling online students are required to complete three full semesters
of clinical experience including practicum, Internship I, and Internship II with a weekly class
meeting component. In addition to the weekly class time, students are expected to complete
additional work online over the duration of the term. The student will be provided a meeting

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time prior to the first week of class, and the instructor will go over the details of the class
structure, which will include student presentations and case analysis.

A Term Weekly Synchronous Online Format (COUC 505, COUC 512, COUC 692, COUC 693, and
COUC 694) This 14-16 week course is delivered using a video-based classroom format. Students
attend 2 hours of synchronous online instruction each week. In addition to the weekly class
time, students are expected to complete additional work online over the duration of the term.

Important: All Students in A-term or J-term courses must have video and audio access and have
their cameras turned on for the entire duration of class each day. To ensure the confidentiality
of class discussions, virtual backgrounds will not be permitted. Students must attend all
synchronous class sessions using both audio and video access for the entire duration of the
class session and all 14-16 weeks in order to pass the class. Intensive coursework begins at the
beginning of the designated term. Students must attend every day in its entirety during the
days of intensive class meetings in order to pass the course. Students are required to have all
textbooks at the start of class and during each day of class during the on-campus portion of the
intensive course. Not having textbooks during residency may result in a reduction in class
participation grade. Students are required to have audio and video access during each day of
the intensive. Dates, times, and room numbers if applicable for intensive class meetings are in
ASIST.

COUC 505 A and J terms: In addition to class time, this course also requires 1 meeting a week,
outside of the regular class time, with your assigned triad to practice and record counseling
skills.

Format 4: Traditional Residential

Clinical Mental Health Counseling and Marriage and Family Counseling courses are offered in
the traditional 16-week semester classroom format during the fall and spring semesters on the
Liberty University campus. Our courses are delivered as one class session per week for a
minimum of 2.5 hours per class. These residential experiences occur in a variety of formats,
including lecture-based and experiential learning. Online students can inquire within the
department to see if they qualify for this option.

2.8 Dual Degrees and Dual Licensure

Students seeking to obtain a second degree through Liberty may do so, but due to the extent of
overlap between required courses in the CEFS Department programs, dual degrees will not be
awarded within the department. For students pursuing a second degree outside of the CEFS
department, the number of credits that can be applied toward the second degree may not
exceed the maximum amount of transfer credit allowed for that degree. If two degrees share
required courses exceeding the maximum allowable transfer credit for the second degree, the
student must take additional courses as substitutes for the shared courses.

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Although dual degrees will not be awarded within the department, students may elect to take
additional courses for dual licensure to obtain licenses in both School Counseling and
Professional Counseling. For most students it is recommended to pursue a Master of Education
in School Counseling and take additional courses for their counseling state licensure. Students
who choose this route and decide to pursue a Master of Education in School Counseling are
permitted to take the classes listed below prior to practicum as long as all other prerequisites
are successfully completed in the Degree Completion Plan:

Approved courses are:

• Psychopathology & Counseling (CEFS 546)
• Theories of Family Systems (CEFS 601)
• Substance Abuse: Diagnosis, Treatment & Prevention (CEFS 691)
• Clinical Diagnosis & Treatment Planning (COUC 667)
Pre-requisites to these CEFS courses can be met by the M.Ed. in School Counseling curriculum
and do not need pre-requisite override submissions/approvals. Psychopathology & Counseling
(CEFS 546) must be completed before the other approved CEFS courses are attempted. All
students receiving financial aid must consult with the Student Financial Services office to
understand how taking courses not listed on the school counseling DCP will impact financial aid.
These additional courses are NOT covered by financial aid. The suggested courses allow a
candidate to apply for the Virginia Counseling Board; it is the candidate’s responsibility to
confirm with their respective state board of counseling if the academic credit will be approved.
If the candidate determines that an additional course is needed in addition to or in place of one
listed above, an appeal will need to be submitted through the Registrar's office.

2.9 FAMs and Academic Advising

Liberty’s online students in the Clinical Mental Health Counseling program are placed in the
CMHC Advising Center in Canvas and assigned to a Faculty Advisor Mentor (FAM). They are
required to complete the Canvas modules as an orientation to the Clinical Mental Health
Counseling online program. You will be invited to an open house with the program director
near the beginning of your first semester, and your FAM will be able to advise you regarding
program information and guidance as you strive for licensure.
• Students must complete and “pass” all modules during their first semester in the
program. Student accounts will be placed on hold until all modules are completed.

LUO Academic Advising

Liberty’s online students also work with a team of academic advisors throughout their
program. The academic advisors will guide students through the logistics of course advising
such as registering for classes and adding/dropping courses. Students are not assigned to one
specific person. Online advisors can be contacted through
https://www.liberty.edu/online/academic-advisors/.

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Liberty University’s the Department of Counselor Education and Family Studies 60-hour Clinical
Mental Health Counseling program is designed to provide academic course work in all areas
required by the Virginia Board of Counseling for licensure as a LPC in Virginia.

The program meets state licensure in many other states as well. Information on the
requirements of each state and the programs' compatibility with those requirements can be
found at https://www.liberty.edu/statelicensure.

Additionally, students are encouraged to visit their state licensure board to further familiarize
themselves with the process, requirements, and post-graduation policies and procedures.

2.10 Comprehensive Examination

All M.A. Clinical Mental Health Counseling online students must satisfactorily pass the
comprehensive examination as a requirement for graduation. The purpose of this exam is to
test both the student’s knowledge of the core courses and general knowledge of counseling.
This exam also prepares students for state licensure by providing them with an examination
that mirrors the content and format of the National Counselor Exam (NCE), a multiple-choice,
timed exam used for licensure by many state licensure boards.

Students must register with the Comprehensive Examination Coordinator at

[email protected] at least four weeks prior to the date of the examination.
The most current information is located online on the CEFS website at
https://www.liberty.edu/behavioral-sciences/counselor-ed/cpce-counselor-prep-comp-exam/.

The Department of Counselor Education and Family Studies utilizes two separate exams to
fulfill the comprehensive examination requirement. To test students’ knowledge of the eight
core curricular areas, students will take the 160-item Counselor Preparation Comprehensive
Examination® (CPCE®), published by the Center for Credentialing and Education, an affiliate of
the National Board for Certified Counselors, (NBCC®), for the majority of the examination.
Students will also take the 20-item CEFS Integration Examination to test their knowledge of
integrating faith and spirituality into counseling in an ethically competent manner.

The CPCE® covers the eight core competencies (20 items per area) as defined by the Council for
the Accreditation of Counseling and Related Educational Programs (CACREP®):
Human Growth and Development – studies that provide an understanding of the
nature and needs of individuals at all developmental levels (COUC 502).
Social and Cultural Foundations – studies that provide an understanding of issues and
trends in a multicultural and diverse society (COUC 504).
Helping Relationships – studies that provide an understanding of counseling and
consultation processes (COUC 505, COUC 510).
Group Work – studies that provide an understanding of group development, dynamics,
theories, methods, skills, and other group work approaches (COUC 512).

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Career and Lifestyle Development – studies that provide an understanding of career

development and related life factors (COUC 522).
Appraisal – studies that provide an understanding of individual and group approaches to
assessment and evaluation (COUC 521).
Research and Program Evaluation – studies that provide an understanding of types of
research methods, basic statistics, and ethical and legal considerations in research
(COUC 515).
Professional Orientation and Ethics – studies that provide an understanding of all
aspects of professional functioning, including history, roles, organizational structures,
ethics, standards, and credentialing (COUC 500, COUC 501).

In addition to eight core CACREP® competencies, each Liberty University M.A. in Clinical Mental
Health Counseling Program students are required to demonstrate competency in a ninth core
area:
Integration – studies that provide an understanding of the integration of faith and
spirituality into counseling where appropriate in an ethically competent manner (COUC
506).

Students must complete at least 39 hours of graduate coursework, including the core areas
(COUC 500, 501, 502, 504, 505, 506, 510. 512, 515, 521, 522) and COUC 667, and must have an
overall GPA of 3.0 before attempting to take the comprehensive examination. Once these
requirements are met, students will email the Comprehensive Examination Coordinator at
[email protected] when they are ready to sign up for the exams.

Students must be aware that it takes about four hours to complete the CPCE® portion of the
comprehensive examination. The CEFS Integration Examination portion of the comprehensive
will be taken online using Canvas. To take the comprehensive examination, students will be
registered for COUC 670 (CPCE®) and/or COUC 671 (Integration) courses.

Students are allowed three attempts to pass both sections of the comprehensive exam.
Students who have failed the CPCE© twice are required to complete a CPCE© Third Attempt
Plan (CTAP) form and prepare for an additional minimum of one semester before registering for
their final attempt. If after three tries, a student has not been able to pass the comprehensive
examination, the student will not qualify for a master’s degree in Clinical Mental Health
Counseling. At that point, students may choose to apply to the Human Services Counseling
program for possible conferral of the M.A. in Human Services degree.

The best way to prepare for the comprehensive examination is to develop a study schedule
(such as three months) that allows you to spend some time preparing in each of the different
areas of study. Divide your study time so that you spend roughly equivalent time preparing for
each area. Study consistently. Do something relaxing and get a good night’s rest the night
before the examination.

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Please allow two weeks for the exam results. Once these exams are processed, a notice will be
sent to you immediately notifying you of the results.

There is no official study guide for the CPCE®. Since the CPCE® and the National Counselor
Examination for Licensure and Certification (NCE®) are based on the same eight knowledge
areas; any study materials developed for the NCE® should be useful for the CPCE®. A good
source to start with is a book called Encyclopedia of Counseling by H. Rosenthal.

As you prepare for the Integration Examination, please refer to your COUC 506 presentations,
textbooks and/or the following sources:

• INTEGRATION EXAM STUDY GUIDE

• Hawkins, R., & Clinton, T. (2015). The new Christian counselor: A fresh biblical &
transformational approach. Eugene, OR: Harvest House. ISBN: 9780736943543.
• Neff, M.A. & McMinn, M. (2020). McMinn, M. R. Embodying integration: A fresh look at
Christianity in the therapy room. Downers Grove, IL: InterVarsity Press. 9780830828678
• Online Free Required Resource (you are responsible for Chapters 8-11).
• Entwistle, D. N. (2015). Integrative approaches to psychology and Christianity: An
introduction to worldview issues, philosophical foundations, and models of
integration (3rd ed.). Eugene, OR: Wipf and Stock Publishers. ISBN: 9781498223485.
• This resource is available through Liberty University's library at the following
website: https://ebookcentral-proquest-
com.ezproxy.liberty.edu/lib/liberty/reader.action?docID=4534457&ppg=1
• Please note that due to copyright issues, you are not allowed to download this
resource. You are only allowed to read it online. Should you require a hard copy
of this resource, you are welcome to do so at your own expense.

2.11 Practicum
Course prerequisites for COUC 692 are COUC 500 ,501, 502, 504, 505, 510, 512, 521, 546, and
667. (COUC 667 may be taken concurrently with COUC 692 only if in B term or J term).

Visit the Practicum website for full details.

2.12 Internship
Visit the Internship website for full details.
Succeeding in Internship
Since most, if not all, coursework has been completed by the time of the internship
experience, students contribute to the cooperating site by assisting staff in carrying
out various clinical activities. In order for students to successfully pass the internship
course, the student must demonstrate the ability to:
• Establish rapport and effective working relationships with client(s).

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• Conduct a psychosocial history that includes client background information, behavioral

observations, current functioning, quality of relationships, and resources and
challenges.
• Develop client case conceptualizations that lead to accurate diagnosis using the DSM.
• Develop treatment plans that will motivate clients through the use of evidence-based
strategies for clients’ identified problem(s).
• Present case studies in scheduled supervision sessions.
• Maintain an effective counseling process and relationship until the client(s)’ problem(s)
have been resolved.
• Utilize feedback, direction, and constructive criticism from supervision and consultation
in order to enhance professionalism in counseling.
• Document clinical work in a way that meets the standards of the counseling site,
insurance companies, and the state in which the student is working.
• Work cooperatively and effectively within an agency setting and initiate appropriate
professional relationships with mental health professionals outside that agency as
needed.

Approval Process
Students will submit an online application through the SharePoint submission portal by using a
link posted on the Practicum and Internship websites. Students will attach their approval
documents to the online application. Students will attach their approval documents to the
online application. The online application with attached approval documents must be
submitted by the application deadline that is displayed on the practicum/internship webpage.
Blank copies of the approval documents are available for download on the
practicum/internship webpage. Registration for the 698 practicum and the 699 internship
courses occurs three times each year: approximately mid-term during the fall, spring, and
summer semesters.

*In order to begin practicum or internship, the student’s site and supervisor must be approved
by the CEFS Practicum or Internship staff, under the direction of the Director of Clinical
Training. Because students cannot register for the Practicum or Internship until the approval
process has been completed, all documents must be submitted by the posted application
deadline. Once the site and supervisor have been approved, the student will receive approval
from the Practicum or Internship Department to register for the course.

Preparation
Because of university and state requirements for placing students in practicum and internship
courses, it is essential that students begin preparing for their practicum and internship early in
their programs. Students are encouraged to read the Practicum Manual and Internship Manual.
Please carefully review the Practicum and Internship Field Manuals for additional
information.

Complete Background Checks

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Be aware that state boards review an applicant’s criminal history to determine if he/she is
eligible to hold a license. If you have a criminal history, you will need to contact your state
board of counseling to determine if you are eligible for a counseling license in that state. Due to
these varying licensure requirements, our programs require you, as a counselor in training, to
complete background checks. Clearance of the background checks will be required for
application to the practicum and internship.

Finding a Site
Students are responsible for finding their practicum/internship site and their site-supervisor.
Students are advised to allow a minimum of three to four months for the process. The
practicum and internship webpages provide some suggestions for potential clinical sites.

State Licensure Requirements

Students intending to seek licensure in a state other than Virginia after graduation are required
to know the licensure requirements in the state where they will seek licensure because a state’s
fieldwork course hours and supervisory requirements may differ from Virginia. When there is a
difference, students must complete the greater amount or coursework required by the state in
which they intend to seek licensure (e.g., more hours of fieldwork experience or
additional/specific courses). More information about state licensure board regulations can be
found at http://www.nbcc.org/directory/Default.aspx.

Liberty University’s the Department of Counselor Education and Family Studies 60-hour Clinical
Mental Health Counseling program is designed to provide academic course work in all areas
required by the Virginia Board of Counseling for licensure as a LPC in Virginia.

The program meets state licensure in many other states as well. Information on the
requirements of each state and the programs' compatibility with those requirements can be
found at https://www.liberty.edu/statelicensure.

Additionally, students are encouraged to visit their state licensure board to further familiarize
themselves with the process, requirements, and post-graduation policies and procedures.

International Practicum/Internship Policy

The Department of Counselor Education and Family Studies is aware of many challenges that
students living abroad face regarding the completion of the practicum and/or internship
requirements. Therefore, the Practicum/Internship Office has created the following policy to
help our students living abroad succeed in completing their practicum/internship experience.

Students who are seeking licensure in the United States are responsible for knowing and
understanding the requirements of the state board for the state in which they wish to become
licensed.

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Specific states may require internships to be taken at a site ___location in the state where you plan
to seek licensure. If this is the case, an international internship may not be eligible towards
licensure. Before identifying an international internship site, please check with your state
regarding any potential residency requirements pertaining to the actual physical ___location of
internship sites. You are solely responsible for finding out this information. Information on the
requirements of each state and the programs' compatibility with those requirements can be
found at https://www.liberty.edu/statelicensure. Additionally, students are encouraged to
visit their state licensure board to further familiarize themselves with the process,
requirements, and post-graduation policies and procedures.
In addition to the standard application process, students looking to complete an international
practicum/internship must also meet the following criteria:
• Submit required documents
o Informed consent
o Treatment plans
o Recordkeeping
International practicum/internship sites and supervisors must meet the following criteria for
students seeking eventual licensure in the United States:
• Site must be sponsored by an American organization
• Site must follow the general guidelines established by the counseling profession
in the U.S. (e.g., ACA, AAMFT Codes of Ethics; state board regulations; etc.).
• Supervisor must be licensed in the United States.
• Supervisor must hold a valid state license in counseling, marriage and family therapy, or
clinical social work and have a master’s degree in Counseling, Psychology, or Social
Work and/or hold a PhD or EdD in Counseling, Psychology, or a closely related field
from a regionally accredited university.
• The site and supervisor approval will be reviewed on a case-by-case basis at
the discretion of the Practicum/Internship office.

Students not seeking licensure in the Unites States:

• Must provide Practicum/Internship Office with a written statement of their intent to
not pursue licensure in the United States.

2.13 Break in Enrollment

A student breaks enrollment if he/she does not matriculate in a course at least once every
academic year. Admission status is subject to the terms of any previous academic or
disciplinary probation, suspension, or dismissal. Students may be required to provide official
transcripts from all educational institutions attended since enrollment at Liberty. Admission
decisions for re-applicants will be based on the current admission criteria of the respective
degree program at the time the new application is submitted. Students who break enrollment
and apply for readmission will be required to follow the current degree completion plan in
effect at the time of re-entry to the University. Any military student wishing to be readmitted
who broke enrollment due to deployment must contact the Office of Military Affairs.

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2.14 Time Limit for Degree Completion

The time limit for completing the master’s degree from the enrollment date of the first course
taken is ten years. Any Clinical Mental Health Counseling online courses taken at Liberty,
which are over ten years old, will need to be repeated in order for a student to graduate with
the Clinical Mental Health Counseling or Marriage and Family Therapy degree.

2.15 Course Repeat and Grade Replacement Policy

In order to graduate from the Clinical Mental Health Counseling program, a student must
maintain an overall GPA of 3.0 on a 4.0 scale. A course grade of “D” or “F” cannot be used to
fulfill the requirements of the program. A maximum of two courses (6 hours) with a grade of
“C+/C/C-” can count toward graduation, but the student must maintain a GPA of 3.0. Students
who receive a grade less than B- may repeat a course and replace the initial grade; however,
students can only replace a maximum of three courses (9 credits). Both grades will appear on
their transcripts, but the replaced grade will not count towards their GPA. The grades of any
courses repeated beyond the nine credits will apply to their GPA. Course repeats are unlimited.
In other words, students may repeat a course multiple times, but may only replace a course in
which a grade below B- was received three times, keeping in mind grade replacement can only
be used a maximum of three times throughout the program. Once the grade replacement limit
has been met (i.e., three courses have been repeated and initial grades replaced), any
additional course repeats will apply to the student’s overall GPA. If a student exceeds the
course repeat and grade replacement policy and is unable to maintain a 3.0 GPA with repeats
or has not satisfactorily completed pre-requisite courses in order to continue with degree
completion course progression, the administrative dismissal policy may be enacted. Students
should be aware that some state licensure boards do not accept any course work with a
grade below B-.

2.16 Administrative Dismissal

Students may be eligible for Administrative Dismissal from the M.A. in Clinical Mental Health
Counseling online if any of the following are true:
1. It will be mathematically impossible for them to raise their cumulative Graduate GPA
to 3.00 with their remaining required courses.
2. They do not have a cumulative Graduate GPA of at least a 2.7 after completion of
early core counseling courses and/or a 3.0 at Practicum.
3. They have three (3) grades or three (3) courses of C+/C/C- or below applying to their
degree and they have applied the repeat policy for the maximum allowed nine (9)
hours or three (3) courses, and they earn two (2) or more additional grades or courses
of C+ or lower.
4. They earn two (2) grades of D+ or lower.

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2.17 Attendance
Regular attendance in courses is expected throughout the length of the term/semester. The
U.S. Department of Education requires that every university monitor the attendance of their
students.
Online Attendance Policy
Intensive Attendance Policy

Intensive courses
Intensive coursework begins at the beginning of the designated term. Students must attend
every day in its entirety, whether in-residence or online, during the days of class meetings in
order to pass the course. If meeting on campus, students are required to bring a laptop to class
during each day of residency. If meeting online, students are required to obtain the adequate
technology needed to connect in the online synchronous classroom.

Dates and times for intensive class meetings are in ASIST.

General Intensive Information

2.18 American Psychological Association (APA) Format

The Graduate Counseling Program requires students to use the most current version of the APA
writing style guide for all submitted coursework. The most recent edition of the Publication
Manual of the American Psychological Association is required for every student. It is imperative
that all graduate students become familiar with and use this writing format.

2.19 Graduation
All degree completion requirements must be fulfilled before the university will confer the M.A.
in Clinical Mental Health Counseling online degree. Students who wish to participate in the
yearly Spring Commencement program must file an Application for Graduation in accordance
with the calendar deadlines listed on ASIST and posted by the Registrar on the Graduation
Requirements webpage. Students are advised to submit their applications well in advance of
the deadline date.

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Student Expectations
3.1 Professional Organizations
A significant arena in which counselors can make an impact within the field is through
involvement with professional organizations. Students are encouraged to join the American
Counseling Association (ACA) and ACA associated national, state, and local divisions as well as
the American Association of Christian Counselors (AACC). These organizations allow students
higher levels of involvement in their areas of interest. Most professional organizations and
divisions offer reduced membership rates to students as well as:
• benefits such as access to their professional journals and newsletters,
• reduced registration fees for professional seminars, conferences, and workshops
• eligibility for member services (ethics consultation, liability insurance)
• involvement in activities and issues which are directly or indirectly pertain to the
profession (legislation and professional credentialing, licensure, certification)
• affiliation with other professionals having similar interests and areas of expertise.

3.2 Academic Honesty & Plagiarism

Liberty University holds its students to high standards of ethics. One significant area of integrity
in academics is honesty. Students are expected to submit only their own work. Furthermore,
students are expected not to give nor receive assistance of any kind specifically regarding
assignments or examinations. For more information on the Academic Code of Honor and
Personal Code of Honor, see the Graduate Student Code of Honor found at the Graduate
Student Affairs website: https://www.liberty.edu/students/community-life/graduate-and-
online-students/

3.3 Academic Appeal Policy

In circumstances where a student disagrees with either a course final grade or a sanction due to
an Honor Code violation, students have the right to appeal the grade or sanction through the
Office of Student Affairs. The procedures followed for academic misconduct, personal
misconduct, or grade appeals are outlined at the Graduate Student Affairs website:
https://www.liberty.edu/students/community-life/graduate-and-online-students/.

3.4 Department Faculty-Student Interaction

The faculty is responsible to interact with students in a supervisory capacity/role. As such,
faculty may provide students professional principles, guidance, and recommendations as it
relates to the context of the student-client setting. The faculty are responsible to avoid dual
relationships with students, such as entering a student-counselor relationship. Thus, faculty do
not provide personal counseling addressing students’ personal problems. If a faculty member
perceives that a student is in need of personal or professional counseling, then that faculty

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member will recommend that the student pursue either pastoral or professional assistance
from a counselor in their community.

In the event of a student’s disclosure, either verbally, or in writing, of either threat of serious or
foreseeable harm to self or others; abuse or neglect of a minor, elderly or disabled person; or
current involvement in criminal activity, the faculty, staff, administrator or supervisor will take
immediate action. This action may include but is not limited to, immediate notification of
appropriate state law enforcement or social services personnel, emergency contacts, and
notification of the program director or department chair. The incident and action taken will
become part of the student’s permanent record.

For more information and resources, see Appendix A.

3.5 Professional Development, Student Support, & Administrative Review

Ethical Conduct
All students in the M.A. in Clinical Mental Health Counseling online program are responsible for
behaving in an ethical manner throughout their training, as well as in clinical and professional
settings. Violations of the ACA Code of Ethics, and/or the Online Student Honor Code/Liberty
Way and/or failure to take steps to rectify violations are considered extremely serious and may
result in termination from the program.

Although students are expected to adhere to the ACA Code of Ethics, the Graduate Student
Honor Code, and the Liberty Way as guides to their behavior throughout their program.
Reading the documents is just the beginning of understanding professional ethics. Being an
ethical counselor-in-training involves understanding the underlying principles and values
associated with professional Code of Ethics that are built upon a strong commitment to biblical
principles, developing a set of beliefs that guide one’s everyday practice, being able to discern
potential as well as realized ethical problematic situations, and having the character to stand by
these when faced with challenging situations. This is an essential component of your
professional development.

Professional Development
To successfully complete the Clinical Mental Health Counseling online program at Liberty
University and be eligible for graduation, a student must be able to demonstrate proficiency in
four areas:

1. Attainment of scholastic competency in all coursework as evaluated through the

assessment of Clinical Mental Health Counseling online standards, the comprehensive
examination given at the completion of the core curriculum, and by maintaining an
overall GPA of 3.0.

2. Acquisition of, and ability to apply counseling skills with a diverse population and to a
standard acceptable by licensed professional counselors. This ability is evaluated by
faculty using the Counseling Competency Scale (CCS) in the skills courses (COUC 505,

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512, 667) and by the student’s approved site and faculty supervisor using the CCS during
practicum/internship.

3. Demonstration of emotional and mental stability and maturity in interaction with

others, including the ability to maintain healthy boundaries, communicate
appropriately, successfully manage personal anxiety or uncomfortable feelings, work
collaboratively with others, and resolve interpersonal conflict. This proficiency is
evaluated throughout the program in all interactions with faculty, staff, administrators,
supervisors, adjuncts, and fellow students and includes both verbal and written
communications.

4. Adherence to the Professional Identity and Standards as outlined by the American

Counseling Association’s Code of Ethics and the Liberty University Graduate Student
Code of Honor. This proficiency is evaluated across the program in all interactions with
faculty, staff, administrators, supervisors, adjuncts, and fellow students and includes
both verbal and written communications.

5. Demonstration of the ability to integrate faith and spirituality into counseling where
appropriate in an ethically competent manner.

The counseling faculty will develop and evaluate students in the above areas of proficiency on
an ongoing and consistent manner in all settings in which faculty and students interact. This
interaction can include formal and informal settings such as classroom, online communication,
advising, and personal conversations. To align with CACREP standards, all students will be
evaluated through a rubric, listing the standards and expectations for various assignments in
individual courses. This information will be compiled for each student and provide
documentation to meet their CACREP requirements for graduation.

3.6 Remediation
Student Support and Development
Our department is committed to helping students be successful in their academic and
professional endeavors. The student support and development committee serves to assist in
this process. This committee will support students in their professional development and serve
as a secondary mentor in this process. The SSD committee will connect the student with
appropriate referrals and resources as needed. A referral to this committee will be made, if a
student is noted to have deficiencies in any of the following areas:
• Counseling Skill Development
• Academic Integrity
• Student Support and Care (prayer, encouragement, etc)
• Student Professional/Dispositional Development
This committee exists to come alongside students and assist in student development.

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Administrative Review
In keeping with the American Counseling Association Code of Ethics (ACA, 2014), Council for
Accreditation of Counseling and Related Educational Programs (CACREP, 2016), and Southern
Association of Colleges and Schools (SACS) requirements, faculty in counselor education
programs are required to assess the knowledge, skills, values, and dispositions of students in
their programs. Faculty must take action if issues arise that could compromise the well-being of
present or future clients. The following summarizes the School of Behavioral Sciences
procedures for assessing these competencies.

Administrative Hold
A student’s account may be placed on administrative hold by the program director for the
following reasons:

• Dispositional concerns
• Refusal to meet via an audio and video platform to discuss dispositional concerns
• As part of an administrative review
• As part of the remediation process
• As part of the disciplinary process
• As part of the grade appeals process
• Failure to complete the advising module during COUC 500

A hold may prevent the candidate from registering for courses, including practicum and
internship, which would prevent them from progressing in the program until the issue has been
resolved. Students will be notified of any hold placed on their account by the program director.
Once initiated, the student will remain on administrative hold in the program pending the
outcome of ongoing processes. As part of Administrative Review, the program director will
review all of the available and relevant evidence to determine an appropriate interim action to
address dispositional issues or other concerns, which may include an interim suspension of the
candidate from courses, internships, or clinical placements. The program director may, in his or
her discretion, also apply a registration hold to prevent the candidate from progressing in the
program pending resolution of the issue.

Behavioral Concerns at Practicum and Internship Sites

If during the Practicum or Internship, a student fails to successfully demonstrate the required
skills, professional behaviors, or personal or professional dispositions in this course and/or
receives failing evaluations, is dismissed from the site, or is found practicing at a site without
having received approval by the department for the site, the site supervisor will notify the
student’s professor. The professor will write an incident report and send it to the Program
Director and the department’s Internship Office. The Program Director, the Director of Clinical
Training, and the Leadership Team will examine the nature and reason for the skills deficit,
professional behaviors, or dispositions and/or site dismissal and recommend a course of action,
which could include Administrative Review for Behavioral Intervention and/or referral to
Remediation and/or the Office of Community Life. Administrative Review is appropriate when a

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student’s behavior is so concerning and/or non-professional that prompt protective action is

required (see below section, “Administrative Review for Behavioral Intervention”).

Note: The steps within this section are specifically designed to address the unique aspects of
practicum and internships, and certain steps in this section may overlap with those of other
processes. For instance, the practicum or internship professor’s submission of an incident
report to the Program Director and Internship Office and their examination of the incident
report will satisfy the early and secondary stages of the remediation process (i.e., remediation
stages 1-3). Also note that remediation can be engaged at any step, as the School of Behavioral
Sciences deems appropriate.

If a failing evaluation or dismissal from the site involves a violation of the University’s Honor
Code, the professor will fill out an Honor Code Violation form, which will be investigated by the
Program Director and the Office of Community Life. At any point in this process, the student
may receive a grade of “F” based on the skills deficit, professional behaviors, or personal or
professional dispositions, dismissal from their site, and/or failure to follow approval policies.
The student will be placed on hold in the program pending the outcome of any ongoing
process(es) (e.g., Administrative Review, the remediation process, the disciplinary process,
and/or grade appeals process).

For violations that do not result in dismissal from the program, the remediation process can
include requiring the student to retake certain courses, seek personal counseling, etc. If, after
remediation, the student is unable to correct the deficits, the Remediation Committee will
meet to decide the best course of action for the student, up to and including an “F” for the
course and dismissal from the program. The final decision regarding whether the student is
eligible to retake the Internship and disposition of the hours accrued during the Internship are
at the discretion of the Leadership Team and based on a thorough evaluation of the incident.

Note: When necessary, the Department may immediately remove a student from the site upon
notification of concerning behavior by the supervisor. During the remediation process, the
student has an opportunity to appeal interim actions following Administrative Review, grades,
honor code violations, and dismissals in accordance with the procedures outlined for the
applicable process(es). See, for example, Appeals Policy (Section 6.3) and the appeal sections
below for information on the appeal process. Please consult the Practicum Field Manual and
Internship Field Manual for additional information.

Administrative Review for Behavioral Intervention

There may be times when the School of Behavioral Sciences faculty determines that a student’s
behavior is so concerning and/or non-professional, regardless of whether the student is making
satisfactory academic progress, that prompt protective action is required. This is especially true
when students are interacting with clients in a clinical setting. In such situations, the program
director will place the student on Administrative Review. As part of Administrative Review, the
program director will review all of the available and relevant evidence to determine an
appropriate interim action to address the concerning behavior, which may include an interim
suspension of the student from courses, internships, or clinical placements. The program

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director may, in his or her discretion, also apply a registration hold to prevent the student from
registering for courses, internships, or clinical placements (and potentially, therefore, from
progressing in the program) until the behavior at issue has been resolved. The interim action
should be narrowly tailored to address the concerning behavior such that it places as few
restrictions as possible on the student and only as determined necessary to address the
concerning behavior. Interim actions should also balance the School of Behavioral Sciences’
gatekeeping function of protecting others with promoting the student’s best interest.
Administrative Review is protective, not disciplinary, in nature. Interim actions will remain in
place until the program director (in consultation with the student and faculty) determines both
that the concerning behavior has been resolved and that any pending processes to address the
student’s behavior are complete (e.g., the remediation process or a disciplinary matter in the
Office of Community Life or the Office of Equity and Compliance).

Within 48 hours of the program director’s decision to initiate the Administrative Review, the
program director will notify the student in writing, which may include email, of (1) the initiation
of the Administrative Review, (2) the interim action(s) imposed, and (3) the reason(s) for the
Administrative Review. The program director will also notify the Registrar’s Office of the interim
action(s), including any registration hold. The student will have an opportunity to review all of
the evidence that formed the basis for the interim action(s) and to respond (including the
opportunity to present any relevant evidence) to the program director. Once the program
director has an opportunity to review all of the available and relevant evidence, the program
director will either reverse the interim action(s) or keep the interim action(s) in place, pending
the outcome of any other processes (e.g., remediation). The program director may refer the
student to the Office of Community Life and/or the Remediation Committee. If the student’s
behavior cannot be remedied to a point such that the student is qualified to continue in the
program, the student may ultimately be dismissed from the program. Should the student
decide to appeal the interim action(s) imposed by the program director, the student must
follow the appeal procedures below.

Appeal of Interim Action(s) Following Administrative Review

Students who disagree with the interim action(s) imposed by the program director following
Administrative Review have an opportunity to appeal. Students must submit the appeal in
writing to the Dean of the School of Behavioral Sciences within seven (7) days of receiving the
notice of the program director’s decision. The appeal should clearly state the reason(s) the
student believes the interim action(s) should be reversed. Once received, the Dean of the
School of Behavioral Sciences (or designee) will review all available and relevant evidence and,
if determined necessary, speak with the student, the program director, and/or any other
person with relevant information. The Dean of the School of Behavioral Sciences (or designee)
will endeavor to make a determination within ten (10) days of receiving the appeal. The
determination to uphold or reverse the interim action(s) will be sent to the student in writing,
and the Dean of the School of Behavioral Sciences (or designee)’s determination concerning the
interim action(s) will be final, pending the outcome of any other processes.

Remediation
If during the course of a student’s studies, a faculty, staff, administrator or supervisor believes a

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student lacks required skills, professional behaviors and dispositions to progress in the
program, that person will begin remediation procedures aimed to provide the student with
information and actions to correct the impairment/deficiency. The purpose of the remediation
process is to assist the student in correcting any deficits in counseling knowledge and skills, as
well as problematic personal, interpersonal, or ethical behaviors so the student may
successfully continue in the program. As such, remedial instruction or interventions are closely
linked to the students’ developmental growth, recognizing the relationship between the
alleviation of deficiencies and the development of new competencies.

We conceptualize remediation in terms of a response continuum based upon the type and
severity of students’ limitations, with the need to distinguish between deficient, lacks
competence, and impaired:

• Deficient: Requires skill-based and/or academic approach

• Lacks competence: Requires additional ethical practice-based / conceptual approach
• Impaired: Requires additional intervention-based and/or therapeutic approach

The problematic behavior continuum can also be considered along the lines of Academic,
Clinical, and Personal, with Academic being more related to deficiencies and Personal more
related to impairments. Clinical limitations may likely have both Academic and Personal
involvement. Additionally, the program response can be considered along a continuum of
education, formal remediation, and termination.

Deficient describes those behaviors, attitudes, or characteristics that need to be the focus of
attention and change but are not considered excessive or inappropriate. Rather, they may be
important components of the student’s learning experience. At this level, remediation likely
involves instruction and feedback to address the deficit.

Lacks Competence describes a deficit in developmentally appropriate clinical competencies that

are needed for ethical practice. These would include areas such as performance of counseling
skills and/or professional behaviors, attitudes, or characteristics, response to supervision,
and/or ability application of ethics into practice. These behaviors are considered to be excessive
or inappropriate, requiring remedial action beyond the course instructor or supervisor.

Impairment describes those behaviors that result in a significant negative impact on

professional functioning. Impairment is demonstrated by one or more of the following
behaviors: (a) an inability and/or unwillingness to acquire and integrate professional standards
into their repertoire of professional behavior; (b) an inability to acquire professional skills to
reach an acceptable level of competency; (c) an inability to control personal stress,
psychological dysfunction and/or excessive emotional reactions that interfere with professional
functioning.

The Type and Severity of Limitation are considered when determining the need, if any, for
remediation.

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Students Determined to be Deficient

• Inadequate knowledge base commensurate with status in the program
• Inadequate, but improving counseling skills
• Rudimentary ethical processing
• Simplistic, narrow, or disjointed case conceptualization
• Insufficient interpersonal skills and awareness, but willingness to develop

Students Determined to Lack Competence

• Lack of awareness of ethical principles and obligations
• Failure in responsibilities to site and/or supervisor
• Unwillingness/inability to be effective in basic counseling techniques
• Unwillingness/inability to complete appropriate documentation
• Failure to function as an effective member of the treatment team

Students Determined to be Impaired (not inclusive)

Four Themes:
I. Interpersonal and Personal Problems
1. Inappropriate interpersonal skills
2. Lacks self-control (anger, impulse control) in relationships
3. Inappropriate boundaries
4. Misleads or exploits others
5. Lacks awareness of the impact they have on others
6. Unwilling to receive feedback in supervision
7. Does not take responsibility for deficiencies and/or problems
II. Professional Competence
1. Lacks foundational counseling skills
2. Inappropriate affect in response to clients
3. Does not recognize the limitations of expertise and competence
4. Does not apply ethical and/or legal standards to practice
5. Lacks awareness of how their beliefs and values influence practice
6. Does not demonstrate a respect individual differences and culture
III. Professional Behaviors
1. Deficits in punctuality, professional appearance, attendance, dependability
2. Does not complete appropriate paperwork and documentation
3. Does not adhere to the department’s or their clinical site’s policies
IV. Professional and Personal Integrity and Maturity
1. Makes false, misleading or deceptive statements
2. Displayed academic dishonesty
3. Problems with alcohol/drug use or illegal activities
4. Inappropriate sexual behavior
5. Refused to consider personal counseling when recommended
Once the Type and Severity of Limitation are determined, there are several avenues that may
be pursued when determining the need, if any, for remediation. Faculty are encouraged to
consult with the program director, faculty remediation committee members, and other faculty

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when deciding the level of severity and which stage to engage the remediation process. Please
note that the remediation process is not always linear or sequential. Faculty reserve the right to
initiate remediation at whatever stage they deem appropriate for the student.

Early Remediation Process (Stages 1 and 2)

• Faculty or advisor meets with the student
• Determine an action plan for addressing deficits
• Follow-up

Secondary Remediation Process (Stage 3)

• Student Support and Development
• Notification of meeting with the director
• Assessment of problematic behavior
• Review and development of a plan
• Acceptance or appeal

Remediation Committee Referral (Stages 4-6)

• Notification
• Assessment of Problematic Behavior
o Problems concerning attendance and approach to assignment completion
• Development of a Plan
• Acceptance or Appeal
• Provision if Unsuccessful

Possible Remediation Committee Recommendations for a Remediation Plan

• Psychological or evaluation by a mental health professional
• Increased supervision
• Reduced practicum or internship
• Leave of absence
• Formal reprimand
• Formal probation
• Counseling out of the program
• Dismissal from the program
• Or any other information gathering deemed necessary in order to properly support
student growth

Immediate Interventions
In the event of a student’s disclosure, either verbally, or in writing, of either threat of serious or
foreseeable harm to self or others, abuse or neglect of a minor, elderly or disabled person, or
current involvement in criminal activity, the faculty, staff, administrator or supervisor, will take
immediate action. This action may include, but is not limited to, immediate notification of
Liberty University Police Department, appropriate state law enforcement, social services
personnel, emergency contacts, and notification of the appropriate program chair or associate
dean. The incident and action taken will become part of the student’s permanent record.

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Remediation Process for the M.A. in Clinical Mental Health Counseling Program
Note: The remediation plan is designed to protect the student’s rights under University policies
and a fair process. In addition, we stress the importance of engaging the student in the
remediation process. These principles are infused throughout the School of Behavioral Sciences
program’s response continuum. Once a remediation plan is initiated, student response to
remediation efforts is considered when deciding student status in the program. All phases of
this remediation process will become a part of the student’s record. The description of the
stages below does not necessarily reflect a sequential process. Instead, the faculty reserve the
right to initiate remediation at any Stage 1, 2, 3, or 4-6, based on their assessment of the level
of deficit and/or impairment.

Stage 1: Notification by Advisor. When a determination is made by a faculty member that

problematic behavior of an academic, clinical, or personal nature exists, and could not be
resolved on an informal basis, the faculty member discusses this with the student and her or his
FAM. If problematic student behavior is brought to the attention of the department through
other means (e.g., from another student, a report from university staff, evaluation from a
supervisor, etc.), the student’s advisor will notify the student and discuss the concerns.

The student and her or his FAM will meet to discuss the problem and collaboratively outline a
remedial action plan to address the concerns. This interactive process should allow the student
ample opportunity to react to the information presented regarding the problem area. If the
problem is resolved, no further action is needed. The advisor will document the meeting, the
remedial action plan, and the outcome into the student’s personal record. The advisor will
follow up with the faculty to ensure that the agreed-to remedial action plan was completed and
the behavioral issue was successfully resolved.

If the problem is not resolved at this stage because the student does not engage in the process,
disagrees with the validity of the concerns, or does not agree with the remedial action plan,
the advisor will notify the program director of the outcome of the meeting. A meeting will then
be scheduled with the student's advisor, the program director, the student, and the concerned
faculty member as appropriate. This meeting will be considered a Phase 3 remediation.

Stage 2: Primary Assessment of Problematic Behavior: If the behaviors addressed by the

program faculty and the advisor persist, the advisor will again meet with the student and
outline, verbally and in writing, the continued nature and extent of problematic behavior.
Informal (e.g., interview with student and faculty) and formal (e.g., instruments) may be utilized
as a part of the assessment process. This includes feedback from the student concerning the
outcome of any remedial actions taken by the student in response to the concerns raised
during the notification session. When it is apparent that the student is engaged in the process
but has not met the goal of the initial remedial action, a collaborative approach involving
student engagement will be used to evaluate and refine the remedial action plan. If the
problem is successfully resolved, no further formal action is needed. The advisor will document
the meeting; outline the agreed adaptations to the remedial action plan, and the outcome. The

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advisor will follow up with the faculty and the program director to ensure that the behavioral
issues were successfully resolved and all agreed-to remedial mandates were implemented.

Stage 3: Secondary Assessment of Problematic Behavior: If the FAM or core faculty

determines that the student’s behaviors are at a level that requires a formal remediation
process (Stage 4) or the student rejects or appeals a remedial action plan, a meeting will be
held with the student, his or her advisor, the program director, and referring faculty member (if
appropriate). The meeting date will be set to allow the student the opportunity to provide
additional evidence to the group for consideration at the meeting. The purpose of the meeting
will be to either 1) collaboratively re-assess the problem behavior and develop a remedial
action plan or 2) determine that the problem needs to be addressed by the program core
faculty through a remediation plan. The program director will document the meeting and
outcome. The program director will report the meeting outcome to the faculty Remediation
Committee.

Stage 4: Referral to the Remediation Committee:

In cases when the outcome of the meeting of the student, advisor(s) and program director
results in a decision that the situation should be brought to the Remediation Committee, a
meeting of the committee will be scheduled. Once all information has been presented, the
Remediation Committee will decide the level and scope of remediation required to assist the
student and develop a formal Remediation Plan.

Stage 5: Development of a Remediation Plan: The Remediation Committee will review the
presented information, examine the remedial action plan developed by the student and
advisor, evaluate the progress made towards remediating problem behaviors, and develop a
formal Remediation Plan. The purpose of the remediation plan is to assist the student in
correcting any deficits in counseling skills or personal, interpersonal, or ethical problems so that
the student may successfully continue in the program. The elements of the plan will be
congruent with the extent of the correction needed. Remediation Plans can include such
actions as repeating particular courses, obtaining personal counseling, completing additional
assignments, reviewing the ethics code, transferring to a non-licensure program, or academic
dismissal from the CEFS or Liberty University.

The program director and/or other designated persons will inform the student of the decision
both orally and in writing. The student will have five working days to respond in writing (and
orally, if desired) to the recommendation. The committee will review the student’s response to
the action decided and will make a final decision regarding the disposition of the case. Should
the student file no response to the action, the decision of the committee will be considered as
final. The program director and the student's advisor will notify the student in writing of the
outcome of the meeting.

Stage 6: Acceptance or Appeal: The student will be given the opportunity to accept the plan of
correction or to appeal it. If accepted, the student will follow the plan as developed and
regularly report progress to her or his advisor. If not fully resolved, additions, amendments, or
extensions to the plan may be implemented. If the problematic behavior is corrected, no

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further action is needed. Four options are available to faculty when reevaluating the student:
(1) continuation in the program, (2) continued probation and remediation, (3) counsel the
student out of the program, and (4) dismissal from the program.

Provision if Unsuccessful: If the Remediation Committee determines that remediation is

unsuccessful or that the student refuses to comply with the Remediation Plan, the Remediation
Committee may recommend to the program director that the student be dismissed from the
program.

Final Determination Following Recommendation of Dismissal: Based on the Remediation

Committee’s recommendation of dismissal, the program director will either dismiss the student
from the program or allow the student to remain in the program until the concerning behavior
has been fully addressed to the satisfaction of both the program director and the Remediation
Committee. If the student is dismissed from the program, the program director will provide a
notice of dismissal to the student in writing. If any interim action(s) were put into place
following Administrative Review (e.g., interim suspension or registration hold), those interim
action(s) will remain in place. If the program director allows the student to remain in the
program, the student must continue to work with the Remediation Committee to address its
concerns. Any interim action(s) from Administrative Review will remain in effect, and
accordingly, the student should be aware that, if he or she does not re-enroll in courses within a
certain period of time, he or she may break enrollment and need to re-apply to the program. In
those situations, admission is not guaranteed. The student may appeal to the program
director’s final determination of dismissal. Should the student decide to appeal his or her
dismissal, he or she must follow the appeal procedures outlined below.

Appeal of Dismissal: Students who disagree with the program director’s final determination
have an opportunity to appeal. The appeal must be submitted in writing to the Dean of the
School of Behavioral Sciences within seven (7) days of notification of receiving the notice of the
program director’s decision. The appeal should clearly state the reason(s) the student believes
the final determination should be overturned. Once received, the Dean of the School of
Behavioral Sciences (or designee) will review all relevant evidence and, if necessary, speak with
the student, the program director, and any others who have relevant information (e.g.,
members of the Remediation Committee). The Dean of the School of Behavioral Sciences (or
designee) will endeavor to make a determination within ten (10) days of receiving the appeal.
The determination to uphold or overturn the final determination will be sent to the student in
writing, and the Dean of the School of Behavioral Sciences (or designee)’s determination
concerning the interim action(s) will be final, pending the outcome of any separate processes. If
the Dean of the School of Behavioral Sciences (or designee) overturns a dismissal, the student
will have the option either to remain in the program and continue work with the Remediation
Committee to fully address its concerns, or to withdraw from the program.

3.7 Harassment
Sexual harassment and/or any harassment on the basis of color, race, religion, or national origin
has long been recognized as a violation of Section 703 of Title VII of the Civil Rights Act of 1964,

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as amended. Such behavior does not befit a committed Christian. Accordingly, Liberty
University will not tolerate sexual harassment and intimidation of its employees.

3.8 Sexual Violence Consultation & Counseling Policy

Liberty University is committed to providing a safe place for learning. As such, Liberty adheres
to the Title IX directive of not tolerating any form of sex-based discrimination, which can
include: acts of sexual violence, sexual misconduct, and disrespect for one another including
non-consensual sexual intercourse, non-consensual sexual contact, sexual exploitation, sexual
harassment, dating violence, domestic violence, childhood sexual abuse, and stalking.
Additionally, Liberty University is committed to supporting and coming alongside students who
may be current victims of sexual discrimination and/or violence. Under Title IX, faculty are
obligated to disclose to the university’s Title IX office any student disclosure of a current
experience of sex-based discrimination, physical violence, and/or sexual violence. For additional
information and up to date policy, please reference the Title IX information page
https://www.liberty.edu/title-ix/speak-up/

Thus, if a student discloses to a faculty member, verbally or in writing, that he/she is

experiencing sex-based discrimination, physical violence and/or sexual violence, then the
faculty member will make a referral to the Title IX office. This process is in place so that the
university can help ensure that students are offered both the support and resources needed to
help them succeed in their educational endeavors. An employee from the Title IX Office will
reach out to the student and offer support, resources, and information. Though faculty are
required to report incidents of sex-based discrimination and/or violence to the Title IX office,
students are not required to accept any offers of support, resources, or information.

3.9 Personal Counseling

Students are strongly encouraged to seek group and individual counseling as a part of the
educational experience. As counselor-trainees who are in the process of developing the skills,
professional behaviors, and dispositions needed to become a licensed clinical mental health
counselor, it is imperative that students deal with personal issues that may interfere with their
ability to work with clients in a competent and ethical manner. Moreover, experiences as a
client will help the counselor better understand the client’s experience in counseling. For more
information, see Appendix A.

3.10 Faculty Endorsement

Upon successful completion of the program of studies and demonstration of the requisite
competencies, faculty members endorse students for certification and licensure. Upon request,
the faculty will write letters of recommendation for employment in the student’s specified area
of specialization or for advanced studies (e.g., Doctoral programs). Endorsement only occurs
when faculty believe students are qualified to perform the duties associated with credentialing
or employment. Students should reach out to a faculty member who can best speak to their
academic and professional performance.

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In addition to credentialing and employment, faculty members endorse students for practicum
and internship. Endorsement occurs only when students have successfully completed the
prerequisite courses and if faculty members believe students are qualified to perform the
duties associated with the practicum or internship. In compliance with the ACA Code of Ethics,
regardless of academic qualifications, faculty do not endorse students whom they believe to be
impaired in any way that would interfere with the performance of the duties associated with
the endorsement.

3.11 Student Record Keeping

Students should keep copies of all class syllabi and course schedules for future use. Students
should also keep copies of all clinical and supervision hours accrued in practicum and internship
classes. Examination boards for counseling licensure, insurance companies, and other
organizations may require proof of course content and/or clinical work by evidence of the
course syllabus, course schedule, or official clinical hours spreadsheets. Do not discard old
syllabi and other academic records but save them in a few formats (electronic, print, or backup)
and in a secure ___location. It is difficult and sometimes impossible for faculty or program
administration to locate old syllabi. Keeping copies of course syllabi, schedules, and clinical
hours is the student’s responsibility.

3.12 Computer Needs

Each student at Liberty University is expected to demonstrate computer literacy prior to
admission to the program. Each course in the M.A. Clinical Mental Health Counseling online
program requires the student to have a reliable internet connection and computer software
programs. Because these are essential for your interactions and completion of the course,
students must have access to the following:

● Microsoft Office® (Note: Microsoft Office 365® is available for free to Liberty University
students at https://www.liberty.edu/information-services/products/microsoft-365/)
● Internet that can access Canvas and Liberty University’s website
● A computer that meets the hardware/software specifications to access Canvas
● Send and receive emails via their Liberty Webmail address.

For information on recommended hardware, software, operating systems, and student

discounts on computers, see the Liberty Information Technology website.

3.13 Email Account and Communication

Upon admission, each student is assigned a Liberty University username and email account
([email protected]). All correspondence from the university, counseling department, and
your course instructor will be delivered via this email address. Students are strongly urged to
check their Liberty University email accounts daily for communication from the university and
counseling faculty.

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Students are expected to practice professionalism in all email communications. We live in a

fast-paced world with text messaging, which encourages short and abbreviated
communication. However, since you are in a counseling program, you are encouraged and
expected to use full sentences and good grammar when communicating with other students
and faculty. It is also an expectation that your electronic communication is pleasing to God.
Being courteous and polite to peers and professors demonstrates dignity and respect, "And as
you wish that others would do to you, do so to them" (Luke 6:31, ESV).

Communicate complaints directly to the individual involved. Do not send a blanket email to
everyone in the class or to administrative personnel until you have communicated your
concerns directly to the person involved and allowed them time to respond. Do not post a
message to the class on Canvas that is more appropriate for an individual. Avoid offensive
language of any kind. Because students are responsible for behaving in an ethical manner
throughout the course of the program, continual unprofessional, discourteous communication
cannot be tolerated and may result in remediation procedures up to and including dismissal
from the program.

3.14 Dress Code

When on campus or in a class (in person or virtual), students are expected to comply with the dress
code outlined in the Graduate School Code of Honor found at the Graduate Student Affairs website:
https://www.liberty.edu/students/community-life/graduate-and-online-students/.

For a listing of general resources and program announcements, please visit the
Online Clinical Mental Health Counseling Advising Guide.

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Appendix A: CMHC Resources

State Boards

State Licensure Information

Computer and Technology Requirements

IT Helpdesk Homepage

Graduate Catalog

National Suicide Prevention Lifeline 800-273-8255

National Mental Health Hotline | 866-903-3787

Appendix B
Course Descriptions

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