M.A., Counseling Psychology

Philosophy and Program Options

The graduate psychology faculty warmly welcomes your interest in our program. We believe that counselors-in-training require knowledge, skills, and self-awareness in order to become successful helping professionals. Therefore our program takes a holistic approach by emphasizing personal growth, and by training graduate students to become competent and ethical professionals in the practice of counseling psychology.

Our Counseling Psychology students study under practitioners with distinguished careers in the field, including the program director, Leslie Smith, J.D., Psy.D. whose own clinical practice for public agencies and private clients has made her a major figure in the field of family and forensic counseling. Whatever the client population you hope to serve as a counselor, in the schools, in addictions counseling, in an agency setting, or as a private practitioner, you will receive the education and the internship opportunities that will lead to your professional future and the confidence that you are learning from the best.

As a student, you will gain insight into human development, group and individual differences, and patterns of behavior. You will learn to evaluate and select from a repertoire of approaches to assessment and counseling, make appropriate referrals, and counsel individuals, families, and groups. The course sequence builds a solid knowledge base of research, theory, and practice prior to skill training. You will learn counseling strategies and techniques through hands-on experiential exercises in the classroom and laboratory. You will be thoroughly prepared to apply interviewing, assessment, and counseling skills in the supervised practicum.

You’ll discover we offer a number of program options:

• M.A. Counseling Psychology – 48 credits
• M.A. Counseling Psychology with a concentration in Addictions Counseling.  This prepares you to seek certification, as a Certified Addictions Diplomat in Pennsylvania by the completion of all prerequisite education require by the PCB.  48 Credits
• M.A. Counseling Psychology with a concentration in Forensics – 63 credits This prepares you to work with clients where the legal and mental health systems intersect (residential programs, juvenile delinquency, child protective service, etc.)
• M A. Counseling Psychology specialized in either Elementary or Secondary School Counseling. This enables you to obtain Pennsylvania State Department of Education Specialist Certification – 54 Credits. A second practicum (12 Credits) is required for Dual (Elementary and Secondary) certification
• M.A. Counseling Psychology specializing in Professional Counseling Psychology.  This prepares you to seek Pennsylvania or New Jersey Professional Counselor Licensure – 60 Credits
• If you have already obtained your master’s degree in a closely related area, you may choose to pursue Pennsylvania State Department of Education Specialist I Certification in Elementary or Secondary Counseling as a separate credential.
• If you have already obtained your master’s degree in a closely related area, you may choose to earn a Certificate in Addictions Counseling. This prepares students to seek certification as a Certified Addictions Counselor Diplomat in Pennsylvania.
• Finally, you may choose to earn graduate credits for professional development, Act 48 credits, or to maintain and update your credentials.

We are sensitive to the needs of the adult learner. We understand that you are a busy adult with many other commitments in your life, so we keep our course scheduling as flexible as possible. We meet in the evenings throughout the calendar year. Our classes are small and our approach is personal and supportive. You will work closely with an adviser to determine course selection and sequencing.

Program graduates have been highly successful in obtaining professional employment as direct service providers and as program administrators in community mental health centers, hospitals, social service agencies, day-treatment centers, geriatric facilities, prisons, drug and alcohol facilities, and the public and private schools. Some graduates continue their studies in a doctoral program.

Degree Requirements

M.A., Counseling Psychology - 48 Credits

This option satisfies the course and credit requirements to earn a Master's degree in Counseling Psychology. An additional 12 credits of coursework is needed to satisfy the educational requirements for licensure in Pennsylvania and New Jersey.

M.A., Counseling Psychology with Professional Counseling Certification - 60 Credits

This course of study satisfies state requirements for education and field experience, preparing students to take a licensure exam and seek licensure as a Professional Counselor in Pennsylvania and New Jersey. The state mandates additional post-master’s licensure requirements and may modify these at its own discretion.

To be eligible for certification, students must successfully complete the Praxis II Assessments (School Guidance and Counseling)

M.A., Counseling Psychology with Elementary or Secondary Education School Counseling Certification - 54 Credits

This course of study satisfies state requirements for education and field experience, preparing students to seek Pennsylvania State Department of Education Specialist I Certification. A second practicum is required for dual certification in both elementary and secondary school counseling.

M.A., Counseling Psychology with Forensics Concentration - 63 credits

This course of study satisfies the course and credit requirement to earn a Master's degree in Counseling Psychology with a concentration in forensics. An additional 12 credits of coursework is needed to satisfy the educational requirements for licensure in Pennsylvania and New Jersey as a professional licensed counselor.

M.A., Counseling Psychology with Addiction Counseling Concentration - 48 credits

This course of study satisfies course and credit requirements to earn a Master's degree in Counseling Psychology and the educational requirements for the PCB for a Certified Addiction Counselor Diplomat. An additional 12 credits of coursework is needed to satisfy the educational requirements for licensure in Pennsylvania and New Jersey as a Professional Licensed Counselor.

PSY-5999 Introduction to Counseling Psychology
Overview of the field with emphasis on understanding the nature and stages of counseling and the counselor's role in individual and group work in a variety of settings. Major counseling theories and the techniques associated with the theoretical approaches are presented. 3 credits.

PSY-6002 Group Process and Strategies
Examination, at an advanced level, of how to establish and conduct counseling groups. Group counseling theories and specialized techniques for enhancing interpersonal communication skills are presented. Emerging interpersonal processes provide an experiential understanding of group membership. 3 credits.

PSY-6008 Cognitive Behavioral Theory and Strategies
In-depth examination of the theory and practice of cognitive behavioral therapy. Emphasis on the efficacy of CBT for various disorders, as well as its relevance for school counseling, couples therapy and habit control. Strategies will also be presented for crisis management, including the suicidal client. 3 credits.

PSY-6010 Counseling Techniques
Focus on the development of counseling skills through instruction and experiential exercises including videotaped practice sessions. Emphasis on techniques and skills including developing a treatment alliance, active listening, reflection, formulation of questions, and addressing such issues as resistance to treatment, transference, and countertransference. 3 credits.

PSY-6021 Psychopathology I
Introduction to the multi-axle diagnostic system of the DSM, and in-depth study of the DSM classification of maladaptive and disordered behavior. Intensive reading and discussion focused on the etiology, symptomatology, and treatment of various psychiatric disorders in children and adolescents. Attention is given to differential diagnosis, and to the identification of risk and protective factors. 3 credits.

PSY-6022 Psychopathology II
In-depth study of the DSM classification of maladaptive and disordered behavior. Intensive reading and discussion focused on the etiology, symptomatology, and treatment of psychiatric disorders in adults. Attention is given to differential diagnosis, and to the identification of risk and protective factors. Prerequisite: PSY 6021 Psychopathology I. 3 credits.

PSY-6025 Individual Assessment
Examination of theory, administration, and interpretation of tests frequently used for psychological evaluation in the diagnosis of emotional, behavioral, and learning problems, and to provide for vocational counseling. Includes training in interviewing, the appropriate selection of tests, behavioral observation techniques, portfolio and authentic assessments, and the integration of test data for report writing. Prerequisite: PSY 6030 Advanced Research Methods. 3 credits.

PSY-6030 Advanced Research Methods
Investigation of descriptive, relational, and experimental approaches to research, with emphasis on statistics and design issues including control strategies and procedures for establishing validity. Special emphasis is on how to design and conduct a research project, including collection, analysis, and interpretation of data. This course enables students to read, interpret, and critically evaluate qualitative and quantitative studies within the counseling psychology literature. 3 credits.

PSY-6040 Legal and Ethical Issues in Professional Practice
Exploration and guided discussion of legal and ethical practice issues. In-depth study of the American Counseling Association's ethical standards and state and federal laws as they affect counseling professionals. Current legal and professional thought is explored, drawing on court cases and clinical dilemmas. 3 credits.

PSY-6043 Legal and Ethical Practice and Issues in Schools
Overview of important issues with an emphasis on the application of legal and ethical practice in schools. In-depth examination of ACA and ASCA ethics codes, PA practice code for educators, and laws that impact children and the school counseling setting. Exploration of other critical issues including the role of the school counselor in response to violence, grief, and other critical incidents. 3 credits.

PSY-6050 Family Counseling
In-depth examination of the principles, techniques, and applications of the major family therapy models. There is special focus on the role of systems theory in understanding family functioning. There is emphasis on experiential exercises to train students in evaluating family dynamics and implementing appropriate therapeutic techniques. 3 credits.

PSY-6055 Substance Use and Addiction
Examines the classification of psychoactive drugs and how they work in the body. In-depth exploration and discussion of research and theories about substance abuse and chemical dependency. Personal, social, and biological frames of reference will be used as a basis for understanding the causes of addiction and its impact on the individual, family, and society. Prevention strategies and common means of assessing and treating substance use disorders will be reviewed.

PSY-6056 Addiction Counseling Strategies and Techniques
Introduction to interviewing and assessment strategies for the evaluation of substance abuse and dependency. In-depth exploration of strategies and techniques used in individual and group counseling with chemically dependent clients. Prerequisite: PSY 6055 Substance Use and Addiction. 3 credits.

PSY-6057 Addiction and the Family
In-depth exploration into the dynamics of the addicted family system. Special emphasis is on intervention and treatment strategies for working with the addicted client and their family members. Attention is given to the research on children and adult children from addicted families. Prerequisite: PSY 6055 Substance Use and Addiction. 3 credits.

PSY-6060 Multicultural Counseling
Multidisciplinary approach to disorders and psychopathologies as they relate to the needs of special populations. Directed reading and discussion of current research concerning learning, personality, attitudes, perceptions, abilities, and adjustment of special needs populations in a variety of counseling contexts. Examination of cultural change processes and gender and ethnic identification. 3 credits.

PSY-6065 School Counseling (K-12)
Survey of the history, philosophy, objectives, principles and practice of a comprehensive school-counseling program. Explores the school as an institution and its place in the community. Examines the development and evaluation of guidance programs and school curriculum; relations between counselors, administrators, teachers, and parents; counseling standards and legislation; multiple roles, professional development, and counseling diverse populations. Objectives, models, and strategies for consultation and referral are emphasized, including multidisciplinary instructional support and child study teams. 3 credits.

PSY-6070 Career and Lifestyle Counseling
Examination of theories of career choice and cultural and social influences on entry into the world of work. Lab experiences for designing and implementing career guidance programs with emphasis on interest awareness, decision-making, problem-solving strategies, gender stereotyping, occupational information, appropriate academic preparation, and lifework planning. Students simulate vocational counseling sessions for study and analysis during class. 3 credits.

PSY-6082 Development across the Lifespan
Advanced theoretical examination of physical, cognitive, social, moral and personal development during infancy, childhood, adolescence, and adulthood. The process and stages of development throughout the lifespan form the context for the study of human behavior. 3 credits.

PSY-6089 Trauma Studies
In-depth examination of the current theories and research on the development, assessment, and treatment of psychological trauma. Attention is given to various types of trauma populations including survivors of abuse, medical trauma, war, etc. The identification of risk and protective factors in the development of trauma responses is explored. Crisis counseling strategies used to prevent or minimize trauma responses are presented. Specialized assessment and treatment techniques are emphasized. 3 credits.

PSY-6090 Special Topics in Counseling Psychology
An intensive examination of selected individual topics relevant to the field of counseling psychology. 3 credits.

PSY-6093 Counseling the Exceptional Learner
The course is designed to prepare school guidance counselors for effective academic, behavioral and emotional support guidance for the exceptional learner.  Students will be able to understand and intervene with special needs students.  A historical overview of Special Education, including legislation and litigation issues will be explored.  Students will examine current practices in the field.

PSY-6099 Independent Study in Counseling Psychology
Eligible students may submit, for review and approval by the program director(s), a written plan for Independent Study that extends their academic and professional work in a direction that program coursework cannot provide. Independent Study plans may not substantially duplicate the content of an existing course, and students must obtain the cooperation of an appropriate faculty supervisor. Open only to matriculated students in good academic standing (GPA of 3.0 or higher) who are within 12 credit hours of graduation; eligible students may earn a maximum of 3 credit hours in an Independent Study format.

PSY-6100, 6101, 6102 Counseling Practicum I, II, and III
Supervised field placement in an approved setting that is consistent with the student's professional goals. The student must complete a total of 700 hours in the same setting over 2-3 consecutive semesters. A minimum of 200 hours must be completed in each semester of practicum. The first 100 hours of Counseling Practicum I must be documented on a departmental supervisory evaluation form.

PSY-6103, 6104, 6105 Counseling Practicum Seminar I, II, III
This one-credit seminar is required of all students enrolled in Counseling Practicum. Students meet with a supervising member of the Rosemont faculty for weekly seminar classes throughout the practicum. Practicum experiences and observations form the basis for classroom discussions and experiential exercises designed to enhance self-awareness and counseling skills.

PSY-6106 Critical Readings in Counseling Psychology
A critique of selected current literature relevant to the practice of counseling psychology. Only offered to students in couseling practicum. .5 credit.

PSY-6108 School Counseling Pre-Practicum
In preparation for the School Counseling Practicum, students engage in supervised skill simulations designed to refine and enhance self-awareness, interpersonal process skills, and facility with appropriate intervention techniques. Students also visit, observe, and analyze counseling-related sessions in schools. These observations form the basis for classroom discussions about ethics, special needs populations, clinical dilemmas, and professional roles and relationships. Offered only in the spring semester.

PSY 6110 and PSY 6111 School Counseling Practicum I and II: Elementary
PSY 6120 and PSY 6121 School Counseling Practicum I and II: Secondary
Two consecutive semesters of supervised counseling practice in a school setting that is consistent with the student's professional goals. Students also meet with a supervising member of the Rosemont faculty for weekly seminar classes throughout their Practicum experience. Offered only in the Fall and Spring. Prerequisite: PSY 6108 School Counseling Pre-Practicum and PSY 6065 School Counseling K-12.

PSY-6220 Counseling English Speakers of Another Language
This course is designed to expose prospective school guidance counselors to the specific academic, behavioral and emotional challenges a student may experience in acquiring English as a second language. The course focuses on counseling strategies, interventions and techniques most appropriate for this guiding and supporting the ELLs population.  

PSY-6345 Juvenile Justice and Delinquency
This course is designed to provide a basic understanding of the juvenile justice system and treatment of juvenile offenders. Major topics to be covered include normal juvenile development, juvenile delinquency, the juvenile justice process including prevention and treatment methods, and juvenile justice codes and case law.

PSY-6350 Offender Treatment
This course is designed to provide a basic understanding of adult offending and the treatment of adult offenders. Major topics to be covered include mental health issues common with offenders, assessment and diagnosis of adult offenders, role of counselors working with adult offenders, and current treatment approaches. 

PSY-6330 Victimology
This course introduces students to the central questions and research in the field of Victimology beginning with a historical overview through contemporary thoughts and practices. It is focused on examining the role of victims in the criminal process, problems of adjustment to victimization, the complexities of victim – offender relationships, violence and victimization, issues of victim compensation, restorative justice, victim’s rights, and future directions for Victimology as a field of study. Several victim typologies will also be addressed. The course provides students with the tools necessary for critical evaluation and understanding of the often neglected role of the victim before, during, and after the criminal event.

PSY-6300 Contemporary Issues in Forensic Counseling
This course provides an overview of forensic psychology to include a comprehensive history of the field and how the field has changed to impact today’s world. Forensic psychology will be examined as a profession, field of study and participant in the legal system. Emphasis will be placed on the relationship between psychology and law and the varying and expansive roles forensic counselors play in navigating both the mental health and the legal system.
 

Policies Related to Supervised Counseling Internship / Practicum

• Students in good academic standing (GPA of at least 3.0) are eligible to begin their Supervised Internship in Professional Counseling after successfully completing a minimum of twelve graduate courses, including Psychopathology I, Legal and Ethical Issues, Group Process and Strategies, and Counseling Techniques.
• Students in good academic standing (GPA of at least 3.0) are eligible to begin their Supervised Internship in Addictions Counseling after successfully completing a minimum of ten graduate courses including Psychopathology I, Group Process and Strategies, Legal and Ethical Issues, Addiction Counseling Strategies, and Addiction and the Family.
• Students who plan to initiate a Supervised Practicum must follow all procedures for notifying their faculty supervisor by the stipulated deadline that precedes their anticipated starting date.
• Primary responsibility for arranging the Internship/Practicum placement rests with each individual student. Finding a suitable placement usually requires that the student initiate a variety of contacts, phone calls, and interviews. Therefore, students should prepare a resume and begin investigating potential placement opportunities as early in their program as possible. A list of potential practicum sites is provided.
• Professional Counseling and Addictions Counseling students work in an approved agency that corresponds to their area of professional interest under the supervision of a master's or doctoral level counseling professional who meets all state requirements for supervision. These students must log the minimum of 700 clock hours on site during the supervised practicum required by the state for licensure. The practicum may be completed in two or three semesters.
• Students participate in a seminar class at Rosemont throughout their Internship/Practicum experience.
• Students may, but usually do not, receive pay for their Internship/Practicum experience. Students may do the practicum at their place of employment.
• Students must obtain and provide proof of professional liability insurance for the period during which they are enrolled in their Practicum.
• Students undertaking a Professional Counseling and Addictions Counseling Internship/Practicum at a site where children or adolescents are treated must obtain a criminal background check/child-abuse clearance through the Pennsylvania State Police.
• The Internship/Practicum is graded on a Pass/Fail basis. Evaluation of the student's counseling competency and professionalism is the responsibility of the faculty supervisor who relies upon direct observation as well as the feedback of the on-site supervisor in ascertaining the student's ability to work directly with clients and other professionals. Students who do not demonstrate professional competency will fail the Internship/Practicum, resulting in academic dismissal from the program. Students are required to demonstrate professional integrity, and practice according to ethical codes and state and federal laws. Students who engage in unethical or unprofessional behavior will fail the Internship/Practicum, resulting in academic dismissal from the program.

• Students in good academic standing (GPA of at least 3.0) are eligible to begin their Supervised Practicum in School Counseling after successfully completing required Praxis I Assessments and a minimum of ten graduate courses, including Psychopathology I, School Counseling (K-12), Group Process and Strategies, Career and Lifestyle Counseling, Legal and Ethical Issues, and School Pre-Practicum.
• Students who plan to initiate a Supervised Practicum must follow all procedures for notifying their faculty supervisor by the stipulated deadline that precedes their anticipated starting date.
• Primary responsibility for arranging the Practicum placement rests with each individual student. Finding a suitable placement usually requires that the student initiate a variety of contacts, phone calls, and interviews. Therefore, students should prepare a resume and begin investigating potential placement opportunities as early in their program as possible. The practicum may be completed in a public, private, or charter school. A list of potential practicum sites is provided.
• Beginning in the fall semester, School Counseling students work in an approved school under the supervision of a Certified School Counselor who meets all state requirements for supervision. School Counseling students must log the minimum of 360 clock hours on-site during their two-semester Supervised Practicum (totaling six credits) required by the state for certification.
• School Counseling students who wish to earn a dual certification (both elementary and secondary school counseling) must complete two separate Practicum experiences for a total of twelve credits.
• Students participate in a seminar class at Rosemont throughout their Practicum experience.
• Students may, but usually do not, receive pay for their Practicum experience. Students may do the practicum at their place of employment.
• Students must obtain and provide proof of professional liability insurance for the period during which they are enrolled in their Practicum.
• Students undertaking a School Counseling Practicum must obtain a criminal background check/child-abuse clearance through the Pennsylvania State Police.
• The Practicum is graded on a Pass/Fail basis. Evaluation of the student's counseling competency and professionalism is the responsibility of the faculty supervisor who relies upon direct observation as well as the feedback of the on-site supervisor in ascertaining the student's ability to work directly with clients and other professionals. Students who do not demonstrate professional competency will fail the Practicum, resulting in academic dismissal from the program. Students are required to demonstrate professional integrity, and practice according to ethical codes and state and federal laws. Students who engage in unethical or unprofessional behavior will fail the Practicum, resulting in academic dismissal from the program.

Leslie Smith, J.D., Psy.D.

Director of Counseling Psychology

leslie.smith@rosemont.edu

Dr. Leslie Smith, Director of the Counseling Psychology Program, holds a Psy.D. and M.S. in Clinical Psychology from Philadelphia College of Osteopathic Medicine, an M.A. in Counseling Psychology from Rosemont College, and a Juris Doctor from Widener University. She has earned recognition for her expertise in human behavior through experience in delivery of clinical services, leadership development, and family mediation processes in a variety of major public agencies and private practice.

She is the founder and president of the Regional Counseling Services of Southern New Jersey, providing complex specialized therapeutic counseling services for victims of domestic violence and crime as well as specialized treatment for offenders. For six years Leslie was the director of a victim services organization providing advocacy and therapeutic services for victims of sexual trauma and domestic abuse. Prior to her career in psychology Leslie practiced as an attorney, providing legal counsel and representation to children after earning her Juris Doctor from the Widener University School of Law. In addition to teaching in the counseling psychology program, Dr. Smith also teaches law and justice courses at Rowan University.

Faculty

Our faculty members are dedicated psychologists, educators, and counseling practitioners with a genuine commitment to teaching counselors-in-training at the graduate level.

Steven M. Alessandri, Ph.D. is an Assistant Professor of Psychology at Rosemont College. He earned his doctorate in Clinical and Developmental Psychology from Bryn Mawr College, his M.A. from Marshall University, and his B.A. from Villanova University. Dr. Alessandri is a licensed psychologist and has held academic, research, and clinical appointments at several universities, medicals schools, and mental health settings. He has written numerous scholarly papers and publications in the areas of child development, psychopathology, and education. He has worked in many local school districts as a Pennsylvania certified school psychologist.

Douglas D. Arnold, M. Ed. earned his bachelor's degree from Duke University, and his Master's degree in School Counseling from the University of North Carolina. He also did doctoral work in Education Leadership and Administration at Immaculata College. Mr. Arnold holds an elementary and secondary school principal certification, and is currently the assistant principal at Bala Cynwyd Middle School. He has 12 years experience as a school counselor. He has delivered numerous presentations to the professional community on various topics including comprehensive school guidance programs, crisis management in schools, and use of the Internet by students and counselors.

Keith Cetera, Ed.D. earned his doctorate and M.Ed. in human sexuality education from Widener University, and his M.Ed. in Counselor education from Widener. Keith is certified in secondary school counseling and holds a Student Assistance Program certification. He has worked as a guidance counselor in local high schools for several years. Dr. Cetera has also completed the Postgraduate Training and Internship Program in Marriage and Family Therapy at the Council for Relationships, where he served as a therapist for adolescents and adults. Dr. Cetera is a member of the American School Counselor Association (ASCA), the American Association for Marriage and Family Therapy (AAMFT), and the American Association of Sex Educators, Counselors and Therapists (AASECT).

Christine M. Erdner, Ph.D. is an Assistant Professor of Counseling Psychology in Rosemont College Schools of Graduate and Professional Studies. She earned her Ph.D. at Temple University, M.A. in Clinical Psychology at the University of Maryland, M.S. in Rehabilitation Counseling at the University of Scranton, and B.A. at the College of Notre Dame. She completed a two-year graduate residency in research at the National Institute of Mental Health in Bethesda, MD. Dr. Erdner is a licensed psychologist with over 20 years of clinical experience in psychiatric and chemical dependency treatment. She continues to provide workshops at mental health and drug and alcohol facilities, and acts as a clinical supervisor to local counseling practitioners.

Martin D. Gilbert, Psy.D. earned his M.A. and doctorate in clinical psychology from Widener University. He is a certified school psychologist who has worked for the Delaware County Intermediate Unit since 2000. Dr. Gilbert is also a licensed psychologist and has worked in a variety of outpatient and residential mental health settings providing psychological evaluations and individual, group, and family therapy for children and adolescents.

Mufid James Hannush, Ph.D. is an Associate Professor of Psychology at Rosemont College. He earned his Doctorate at Duquesne University, his M.A. from American University of Beirut, and his B.A. from Greenville College. Before coming to Rosemont, he served as Director of Counseling Services at La Roche College and as Assistant Dean for Counseling at Duquesne. He has published many book reviews and scholarly articles, including interviews with Rollo May and James B. Watson (son of John Watson). Dr. Hannush is the author of Becoming Good Parents: An Existential Journey. He currently serves as Review Editor for the Journal of Phenomenological Psychology.

Jane M. Hart, Ed.D. earned her master's degree in Counselor Education from St. Lawrence University, and her doctorate from the University of Massachusetts. She is a PA licensed professional counselor with over 30 years of clinical experience providing individual, group, family, and crisis counseling in various settings including university counseling centers, drug and alcohol agencies and private practice. Dr. Hart has created and delivered numerous trainings for universities, mental health and substance abuse facilities, state certification boards, and law enforcement. Areas of clinical expertise include addictions, spiritual psychology, and trauma. Dr. Hart is currently in private practice, and directs The Healing Bridge Project, which is a nonprofit research and service organization designed to explore the human experience of integrative healing and to provide education and resources.

Marc R. Kossmann, Psy.D. earned both his doctorate and his M.A. in Clinical Psychology from Widener University, and his B.A. in Psychology from New York University. He is a licensed psychologist in private practice in Havertown, PA, specializing in clinical and health psychology. Dr. Kossmann has a particular interest in mindfulness meditation and its application to psychological and physical health issues. Additional areas of clinical expertise include hypnosis, pain management, and stress reduction.

Rosemarie Manes, M.A. earned her master's degree from La Salle University and is licensed as a marriage and family therapist in Pennsylvania and New Jersey. She has over 20 years of clinical experience in mental health and addiction treatment, and has expertise in suicide prevention. Ms. Manes has provided lectures and workshops in suicide prevention and assisted in developing survivors of suicide group training in universities and PA school districts. She is the author of The Deafening Silence: A memoir, and has published articles in The Suicide Survivor Newsletter and The Journey. She has served as a board member for the Philadelphia Chapter of the American Foundation for Suicide Prevention.

Mia Solomon, Ph.D. is an Associate Professor of Psychology in the Rosemont College Graduate School. She earned her M.S. and Ph.D. in Counseling Psychology at the University of Pennsylvania. She trained in family therapy at Philadelphia Child Guidance Clinic, and completed her pre-doctoral training at the Coatesville Veterans Administration Medical Center. Dr. Solomon has worked in private practice, and in the field of behavioral health and family medicine. She currently teaches and consults to physicians and patients at the Bryn Mawr Hospital Family Practice Residency Program. Dr. Solomon is a licensed psychologist, and holds a certificate in cognitive behavioral therapy.

Prerequisite

• All candidates for admission must have had a major or minor in psychology OR satisfactorily completed the following college-level psychology courses: Introduction to Psychology, Personality, and Statistics.
• Applicants seeking Educational Specialist I Certification in Elementary or Secondary School Counseling must have satisfactorily completed two college-level courses in English (composition and literature) and two college-level courses in mathematics.
• Deficiencies at the undergraduate level must be remediated before graduate admission is granted.

Application materials may be obtained from the Office of Admissions or online at www.rosemont.edu. Formal admission to the program is granted only after all admissions materials have been received and reviewed, and all standards have been met.

To apply to the M.A. in Counseling Psychology program, the following must be completed:

1. Application;
2. Request that all previous undergraduate (and graduate) institutions send official transcripts to Rosemont;
3. Request three letters of recommendation, preferably from those who can address your academic and/or professional competencies;
4. For applicants whose native language is not English, official copies of TOEFL scores are required;
5. Statement of purpose: Please submit an essay (2 to 3 pages, typed, double-spaced) describing your professional goals in applying to enter Rosemont’s graduate program in Counseling Psychology. Discuss any work-related, volunteer, academic, or life experiences that have influenced your interest in applying to this program. Do you plan to focus your professional work on any specific counseling issues and/or any particular treatment populations?
6. Personal interview.
   

Admission Requirements for the Addictions Counselor Certificate as a Separate Credential

Candidates seeking the Addictions Counselor Certificate must have earned a master's degree in psychology, counseling, or a closely related field.

Candidates must submit the following:

• Application form.
• Official transcripts for all previous undergraduate and graduate programs plus photocopies of catalog course descriptions for all graduate courses. 
• For applicants whose native language is not English, an interview with the program director and official copies of TOEFL examination scores are also required. 
• Following an individualized transcript evaluation, candidates will be notified of the requirements for the certificate. Required coursework may be waived depending on previous graduate education.
  

Admission Requirements for Elementary or Secondary School Counseling Certification as a Separate Credential

• Candidates must have earned a master's degree in psychology, counseling, education, or a closely related field.
• Candidates seeking Certification in School Counseling must have completed two college-level courses in English (one in composition and one in literature) and two college-level courses in mathematics as required by the Pennsylvania Department of Education. The courses must be at the 100 level or above, and cannot be remedial classes. Math courses must fulfill the general education mathematics requirement. A grade of C- or higher is required for these undergraduate classes. The Pennsylvania Department of Education allows advanced placement (AP) credits or successful completion of a College-Level Examination Program (CLEP) examination as fulfillment of the undergraduate prerequisites in math and English. Acceptable CLEP examinations include college mathematics, college algebra, English literature, and English composition.

Candidates must submit the following:

• Application form.
• Official transcripts for all previous undergraduate and graduate programs plus photocopies of catalog course descriptions for all graduate courses. 
• For applicants whose native language is not English, an interview with the program director and official copies of TOEFL examination scores are also required.

Following an individualized transcript evaluation, candidates will be notified of the requirements for Certification. Typically, this includes coursework, Supervised Pre-Practicum, a 2-semester Supervised Practicum, Praxis I and II Assessments, and any additional work deemed necessary to fulfill Pennsylvania State Department of Education standards. Required coursework may be waived depending on previous graduate education.

All written documents (writing sample, statement of purpose, letters of recommendation) must be submitted as a Microsoft Word document to gpsadmissions@rosemont.edu

How long does it take to complete the program?

When do classes meet?

When I graduate with a M.A. Counseling Psychology concentration in School Guidance - can I work as a counselor in an elementary or secondary school immediately?

Do I have to be licensed to be a psychotherapist?

No, it is a professional designation. Many employers will seek potential employees that have the designation and in order for a patient to be reimbursed through their health insurance, a private practitioner is required to have a license. If a psychotherapist is working for an agency, the agency will hold the license.

When I graduate with a M.A. Counseling Psychology concentration in School Guidance - can I work as a counselor in an elementary or secondary school immediately?

Yes, upon completion of the program and successfully passing the Praxis II exams, Rosemont's Certification Officer with forward results to the PA Department of Education and the student is able to work as a guidance counselor (there are a few documents that the student must provide to the state).

Do you secure internships and practicums for students?

The students secure their field placement sites, we provide students with contact information for sites that we have successfully placed students.

What else does Rosemont offer?

We have a beautiful campus in suburban Philadelphia. We offer many opportunities to interact with graduate students and faculty in other programs, such as creative writing and English literature, and we regularly bring in industry professionals to speak to and meet with students.

How do I apply for admission?

Rosemont College School of Graduate Studies welcomes all students, without regard to race, religion, sex, national origin or handicapping conditions. Applicants for the master's degree need to have completed a baccalaureate from an accredited 4-year college or university, preferably with a GPA of at least 3.0. Applicants also provide three letters of recommendation, an application fee, official transcripts, and a completed application form. Applicants for the M.A. in English and the M.F.A. in Creative Writing must also submit a writing sample. Application materials are available from the Office of Graduate Studies or from the College website (Apply Online). Please note that a personal interview with the program director is required.

Can I take courses as a non-matriculated student?

Students can usually earn up to 6 graduate credits before applying for matriculated status.

I took some graduate courses before coming to Rosemont? Can I transfer any credits?

Applicants who have completed previous graduate work may, at the time they apply for admission, make a written request to transfer a maximum of two 3-credit courses. To be acceptable in transfer, course(s) may not have been previously applied toward a graduate degree and they must provide a good "match" for Rosemont program requirements. Courses may not have been undertaken more than 5 years prior to the request for transfer and the student must have earned at least a "B" (3.0). Pass/Fail courses are not eligible for transfer.

How will I know which courses to take each semester?

Course selection for the fall, spring, and summer sessions must be made in consultation with a program advisor, either in person or by email. The Office of Graduate Studies will subsequently process course registrations. Nine graduate credits are considered a full-time load during the fall and spring; 6 graduate credits are considered a full-time load during each of our two summer sessions.

Can I apply for financial assistance?

Graduate students enrolled in a degree-granting program of study, who are pursuing at least half-time coursework (2 courses in the fall or spring; 1 course in each summer session), are eligible to apply for tuition assistance in the form of Stafford Loans. A limited number of competitive Graduate Assistantships are also available. Rosemont offers several tuition management options, so you can spread your payments out over the course of your program.

I still have questions – how can I get more information?

Contact the Office of Graduate and Professional Studies at 610.527.0200 x2958 or 1.888.2ROSEMONT and ask to speak directly with a Graduate Admissions Counselor, who will be happy to set up an individualized appointment at your convenience. Please feel free to contact the Program Director (x2355) with your questions or concerns. We will do our very best to provide you with the assistance you need!


Information contained on this page is accurate as of September 2012.
The College reserves the right to make changes for administrative reasons without prior notice.