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Department of Human Services

About

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Philosophy

The Human Services Counselor Education program faculty adhere to a scientist-problem solver-practitioner hands-on model of training. Consistent with this approach are the program goals of graduating students who have knowledge of basic counseling theory and practice, possess a high level of competency in providing professional services, are competent to diagnose and treat mental and emotional disorders, have the skills necessary to evaluate research relevant to the profession, and are committed to self-evaluation and assessment of their own clinical and programmatic interventions.

Although coursework covers the wide spectrum of counseling concerns and client functioning, there is a strong emphasis on understanding the normal developmental themes throughout a person's life, as well as ways persons may respond to developmental challenges and seek to cope with life changes and transitions. The HS counselor education the program emphasizes prevention, skill deficiency, mental health, and wellness vs. pathology and illness. In addition, application of hands-on theoretical knowledge is strongly emphasized throughout the program.

Students work with faculty who espouse a diverse range of cultural and theoretical orientations to counseling and bring a variety of therapeutic experiences to the classroom. Thus, rather than receiving training in only one theoretical orientation, students are exposed to a diverse base of knowledge, and are encouraged to formulate and articulate clearly their own counseling approach.


Mission

The University is committed to developing graduates who are thinkers, explorers, and visionaries. As a catalyst for educational excellence in the Miami Valley, Ohio and beyond, Wright State's mission is to provide "access to scholarship and learning; economic and technological development; leadership in health, education, and human services; cultural enhancement; and international understanding while fostering collegial involvement and responsibility for continuous improvement of education and research" (WSU Mission statement).

The application of technology in exploring new opportunities for teaching and learning is a university-wide priority. Students, professors, and administrators use computers to communicate, instruct, and collaborate using email, group ware, web conferences and the web. Students are encouraged to participate in this electronic learning community through access to 24-hour computer labs and residence hall Internet connections.

Specifically, the mission of the Human Services Department at Wright State University is to provide quality graduate preparation to students representing the broad spectrum of rural, urban and suburban communities with curricular knowledge, skills and dispositions. The priorities and expectations of the faculty are to provide students with the necessary training to perform ethically, competently and successfully as professional counselors and rehabilitation counselors in a culturally diverse and pluralistic society.


Program Objectives

The program objectives are derived from the learned societies - Council for Accreditation of Counseling and Related Educational Programs (CACREP), Council on Rehabilitation Education (CORE), National Council for Accreditation of Teacher Education (NCATE), program faculty, professional organizations and advisory groups.

The Human Services Faculty will seek to:

1

Create a learning environment infused with opportunities that support optimal student development for the purposes of developing professional counselors and rehabilitation counselors.

The faculty will provide:

  • Clinical Facilities.
  • Individual and Group Supervision.
  • Alumni Conferences.
  • Practicum and Internship.
  • Updated Syllabi.
  • Relevant Clinical Experience.
2

Develop competent professional counselors and rehabilitation counselors who can exhibit empathy, genuineness, warmth and positive regard.

The student will demonstrate the following skills:

  • Rapport
  • Active Listening
  • Emotional Intelligence
  • Case Conceptualization
  • Treatment Planning Incorporating Evidence Based Practice (EBP)
  • Intervention
  • Evaluation
  • Termination
  • Follow up
3

Develop competent professional counselors and rehabilitation counselors who can exhibit multicultural sensitivities and skills to diverse populations including people with disabilities.

The student will:

  • Dialogue about the values, contributions and challenges within and between groups.
  • Participate in diverse experiences and specific experimental learning activities.
  • Formulate strategies for working with diverse populations. These diverse populations should include but are not limited to ethnic, socioeconomic, cultural, gender, disability/ability, and sexual orientation.
  • Advocate for social justice, tolerance and recognition of sociopolitical barriers common in a diverse society.
4

Develop competent professional counselors and rehabilitation counselors who can exhibit knowledge of ethical standards.

The student will:

  • Demonstrate knowledge and understanding of current ethical, professional, and legal issues that affect the practice of counseling.
  • Demonstrate knowledge about current ethical and legal, issues regarding the use of computer assisted counseling and other technological resources.
  • Conduct himself/herself professionally and in a legal, professional, and ethical manner.
5

Develop competent professional counselors and rehabilitation counselors who exhibit a professional identity.

The student will:

  • Know the origins of the profession of counseling and rehabilitation counseling.
  • Be familiar with professional counseling and rehabilitation counseling organizations, credentialing and Chi Sigma Iota.
  • Be able to distinguish the professional identity from that of related helping professions.
  • Be committed to the professional identity of counseling and rehabilitation counseling. Such commitment should include joining and serving in professional organizations, attending workshops and other continuing educational activities, and educating the general public regarding the nature of professional counseling and rehabilitation counseling.

Principles

The Department of Human Services is committed to providing a learning environment which encourages fairness, growth, and success. The department faculty adhere to and promote the moral principles of autonomy, nonmaleficence, beneficence, justice, fidelity and veracity. Several characteristics typify the Department's emphasis on a dynamic educational experience consistent with counseling and rehabilitation professions.

  • National accreditation has been conferred on the Clinical Mental Health Counseling (M.S.) and School Counseling (M.Ed.), Rehabilitation Counseling (M.R.C.), concentrations in Clinical Rehabilitation Counseling and Chemical Dependency by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) through Octobrer 2019.
  • Graduates of the Clinical Mental Health Counseling and Clinical Rehabilitation Counseling Programs meet curriculum requirements for Ohio licensure as a Professional Counselor (PC) or Professional Clinical Counselor (PCC) by the Ohio Counselor, Social Worker, marriage and Family Therapist Board. Graduates of other programs in the Department of Human Services can meet these requirements by adding on clinical course work. It may also be necessary for these students to modify their practicum and internship experience.
  • Graduates meet curriculum requirements for certification as a National Certified Counselor (NCC) by the National Board for Certified Counselors (NBCC) and or certified as a Certified Rehabilitation Counselor (CRC) by the Commission on Rehabilitation Counselor Certification.
  • The rigorous program standards required for accreditation extend to faculty qualifications. Eleven full-time faculty members are assigned to the Human Services' Counseling and Rehabilitation programs. Each has a doctorate in Counselor Education, Rehabilitation Counseling or a closely related field. In keeping with Wright State's promotion of cultural diversity, the highly qualified diverse faculty composition enhances the opportunities for students' exposure to a multicultural counseling perspective.
  • Wright State's Omega Chapter of Chi Sigma Iota (CSI) Counseling Academic and Professional Honor Society International enjoys a strong successful membership as a “large chapter”, comprised of qualified (by letter of invitation only) graduate counseling and rehabilitation students in all program majors, as well as qualified counseling professionals (alumni, educators, and practitioners). To obtain more information about membership benefits, eligibility requirements, and application information, please see ww.csi-net.org . For more information about Omega Chapter membership, please contact Dr. Adrianne Johnson (755-3287) or Dr. Tara Hill (775-2715), Chapter Faculty Advisors. 
  • Undergraduate students in the Rehabilitation Services program and Graduate students in the Rehabilitation Counseling/Severe Disabilities or Rehabilitation Counseling/Chemical Dependency programs may choose to join the Rehabilitation Club. Students may obtain more information and an application for membership from the Information Center in 108 Allyn Hall or by leaving a note with name and phone number in the Rehabilitation Mailbox at the Department of Human Services in 108 Allyn Hall, (937) 775-2075. For more information regarding the Rehabilitation Club please contact Dr. Carl Sabo, Rehabilitation Club Advisor, 108-S Allyn Hall, (937) 775-2077.

Diversity Statement

Wright State University celebrates diversity. The daily life on campus is made rich by the diversity of individuals, groups, and cultures. The interplay of the diverse stimulates creativity and achievement in all facets of our existence. Respect, tolerance, and goodwill are the keystones to enjoying the diversity of our world. We are all linked to each other in a world created for all of us to share and enjoy. Each member of humanity has a potential contribution to make to the whole. It is our duty to encourage and promote that contribution.

Wright State University provides equal educational opportunity. In its educational policies and practices, the university prohibits discrimination against any person or group on the basis of race, sex, color, religion, ancestry, national origin, age, disability, veteran status, or sexual orientation. This prohibition extends to admissions, housing, financial aid, and all other university services or facilities.

Graduate Recruitment and Retention Policy

The Department of Human Services is committed to providing a diverse community of scholars that is encouraging and welcoming to all students. This is reflected in efforts to recruit and retain a diverse faculty; to recruit and support a diverse student body; as well as integrate diversity into the curriculums of the Department’s programs.

The Department of Human Services recognizes the importance of a diverse faculty in the recruitment and retention of a diverse student body. To this end, maintaining a diverse and representative faculty is a high priority for the department.

Specific strategies for recruiting underrepresented minority students include:

  • Striving to ensure that the department recruits and retains faculty of color, by strategic advertising in markets where diversity is plentiful, such as large urban communities and historically black colleges and universities. Whenever possible, search committees should include faculty from diverse backgrounds. The goal of the search committee is to create as diverse a pool of candidates as possible.
  • Including qualitative as well as quantitative indicators of achievement and potential in admission applications.
  • Designing all departmental brochures, web site, and informational publications to include a statement of the Department’s commitment to diversity.
  • Promoting Department of Human Services programs to targeted schools with large minority populations, and helping to secure scholastic funding for minority students through targeted School of Graduate Studies, College of Education and Human Services scholarships and or graduate assistantships.

The Counseling Program at Wright State University embraces diversity, equity, and holistic wellness as core values. Thus, we affirm the dignity and worth of all people, emphasizing inclusion, advocacy, and mutual acceptance. The Counseling Program at Wright State operates from a holistic wellness and self-care model, and is committed to developing a climate where students, faculty, and staff are encouraged to actively explore and critically evaluate their health, including professional attitudes, beliefs, and values adopting an attitude of cultural awareness, acceptance, and humility. 

We actively recruit, enroll, and try to retain a diverse, eclectic student population through supporting an inclusive learning environment. We try to do this comprehensively through the following priorities:

  1. The WSU Counseling Programs have developed specific marketing materials that are sent to local, state, and regional diverse undergraduate programs, including Historically Black Colleges and other under-represented universities.
  2. The WSU Counseling Programs actively reach out to various undergraduate psychology programs at Wright State University and local, state, and regional universities, to recruit diverse graduate students to the counseling program. This is accomplished through attendance at Career Fairs, Graduate School Fairs, and other programs and events attracting undergraduate students.
  3. Considering a significant number of our Counseling Program’s students complete their undergraduate degree at Wright State University, the WSU Counseling Programs embody our institution’s emphasis as Ohio’s most learning-centered and innovative university, known and admired for our inclusive culture that respects the unique value of each of our students. Additionally, the WSU campus contains underground tunnels that connect 20 of 22 buildings in the academic section of campus, shielding students and employees from any adverse weather and adding to the university’s national reputation for accessibility for those with disabilities.
  4. The WSU Counseling Programs endorse a broad and less-restrictive admission policy that encourages and considers under-represented student populations.
  5. The WSU Counseling Programs support a diverse student body through student programs such as Counselors for Social Justice chapter, a division of the Ohio Counseling Association.
  6. The WSU Counseling Programs offer various university-wide support through various campus programs such as: Bolinga, Black Cultural Resources Center; Office of LGBTQA Affairs; Women’s Center; LatinX, Asian, and Native America Affairs; Office of Equity and Inclusion; and the Office of Disability
  7. The WSU Counseling Programs possess an incredibly diverse faulty representing various cultures, races, sexual orientations, and religious perspectives. In addition, the same diverse faculty serve as direct advisors to all students in the Counseling Programs.
  8. The WSU Counseling Programs offer free mental health counseling (individual and group assessment and treatment) at the WSU Counseling and Wellness Center.
  9. The WSU Counseling Programs actively recruit and serve military Veterans. Founded in August 2013, the WSU Veteran and Military Center is focused on providing a supportive environment for all veteran and military connected students as they transition from the military to college and from college to career.

Faculty Recruitment and Retention Policy

Wright State University Department of Human Services is committed to recruiting and retaining a diverse and well-qualified staff.   To support this, the following efforts will be implemented:

 

  1. When a staff position is vacated...
    1. Review the various options for filling a vacancy and request to move forward with the most appropriate for the specific situation
      1. If requesting to conduct an external search, create a posting in PeopleAdmin.
      2. If requesting to proceed with a search waiver, promotion or transfer, contact Office of Equity and Inclusion and Human Resources and provide appropriate supporting documentation (If HR and OEI support proceeding with the requested method, then enter the request into PeopleAdmin.) 
        1. Supporting documentation includes the following
          1. Updated resume for recommended individual
          2. Memo outlining what makes the recommended individual exceptionally well-qualified for the position (education, experience, etc.)
          3. Job description including minimum qualifications
      3. If an external search is conducted
        1. Contact organizations designed to assist with recruiting individuals from historically underrepresented groups
        2. Advertise with position-specific organizations and resources such as
          1. National Association for Counselor Educators and Supervisors

http://www.acesonline.net

Association for Lesbian, Gay, Bisexual, Transgender Issues in Counseling

http://www.algbtic.org

Association for Multicultural Counseling and Development

http://www.multiculturalcounselingdevelopment.org

Counselors for Social Justice

http://www.counseling-csj.org

  1. Ask the Office of Equity and Inclusion to evaluate the diversity of the applicant pool prior to conducting interviews to ensure a diverse applicant pool
  2. Share information about Wright State and surrounding communities with potential applicants:  http://www.wright.edu/equity-and-inclusion/employment-and-recruitment/wsu-and-dayton-area-resources
    1. Include Wright State’s Diversity policy on the advertisement.

                                    http://www.wright.edu/about/mission-vision-and-values#diversity

  1. Looking towards the future…
  2. Network even when there are no vacancies.
    1. Connect with conferences that primarily include schools serving historically under-represented groups such as
      1. Southern Region Association for Counselor Educators and Supervisors
    2. Connect with organizations and individuals with the intent to drive interest.           
      1. Miami Valley Counseling Association
      2. Ohio Counseling Association
      3. American Counseling Association
      4. Chi Sigma Iota
    3. Ask for volunteers who would be willing to serve on search committees when vacancies occur.
      1. Invite members of the Department of Human Services and the College of Education to serve
    4. Job Descriptions
      1. Add commitment to diversity and inclusion as required qualifications

Additional Resources

Resources for New and Prospective Employees:  https://www.wright.edu/equity-and-inclusion/employment-and-recruitment/new-and-prospective-employee-resources  

Americans with Disabilities Act Accommodations for Applicants, Faculty and Staff:  http://www.wright.edu/equity-and-inclusion/americans-with-disabilities-act  

General Recruitment Resources and Ideas:  http://www.wright.edu/equity-and-inclusion/employment-and-recruitment/recruitment-resources  

Interview Considerations and Best Practices:  https://www.wright.edu/equity-and-inclusion/employment-and-recruitment/interview-considerations-and-best-practices

Search Committee Training Sign Up:  https://www.wright.edu/equity-and-inclusion/employment-and-recruitment/search-committee-training  

Resources from Human Resources:

Hiring Toolkit:  https://www.wright.edu/human-resources/policies-and-resources/hiring-toolkit

Competency Based Interview Questions:  https://www.wright.edu/human-resources/policies-and-resources/competency-based-interview-questions

Value Based Interview Questions: https://www.wright.edu/human-resources/policies-and-resources/value-based-interview-questions

Background Check & Education Verifications FAQs:  http://www.wright.edu/sites/www.wright.edu/files/page/attachements/backgroundcheckfaqs4.pdf

HR Business Partners:  http://www.wright.edu/human-resources/policies-                            and-resources/business-partners

Retention Plan

Establish Supportive and Warm Environment

  • Communicate department policies and expectations clearly and early
  • Create opportunities for faculty to participate in department and school governance
  • Establish and promote mentoring for faculty
  • Connect faculty to campus resources both within and outside the department
  • Facilitate networking opportunities for faculty
  • Consider leaves and other policies on an individual basis to best meet faculty needs

Support Faculty Professional Development

  • Celebrate and recognize diverse contributions and outstanding performance
  • Encourage faculty to pursue research and intellectual interests
  • Provide all faculty with training in cultural sensitivity and responsiveness
  • Support faculty development for continued improvement in teaching practices

Monitor Department Health

  • Meet regularly to provide and receive feedback
  • Monitor course and service commitments to ensure faculty have feasible workloads
  • Examine data for faculty appointments, appointments, promotions, and resignations for any disparities
  • Review decision making processes checking for any biases

Practices

  1. State of the Department Reviews (annual)
  2. The purpose of this review is to identify disparities in the allocation of resources and opportunities. Among the resources monitored are: Graduate Assistants, Department staff levels, workload, travel and discretionary funds, equipment and supplies.
  3. Exit Interviews of Exiting Faculty
  4. Exit interviews provide insight into why faculty decide to leave, and can help departments revise the practices to improve retention. The goal is to prevent early exits, and when one occurs, an action plan should be created. Qualitative data will also be collected on why faculty decide to stay at the institution.
  5. Department Chair makes themselves available
  6. The department chair will meet regularly with faculty to check in, and provide support as needed. 
  7. Monitor decision making processes, department climate and culture
  8. Check for behaviors or norms in the department that may create a hostile or unwelcoming environment for new faculty members.
  9. Valuing different paths to excellences and considering those to be legitimate as traditional paths of scholarship, services and teaching. Department chairs and leadership teams should reward and recognize faculty work through: a) nominations and recognitions; b) Open recognitions of work during department meetings or personal check-ins. 

Take the Next Step

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