Clinical Mental Health Counseling Program and School Counseling Program

The Clinical Mental Health Counseling (CMHC) and School Counseling (SC) programs at Bowling Green State University are committed to BGSU’s mission being a public university for the public good. We are committed to providing top-quality education and training to prepare highly qualified, ethical, and culturally competent professional counselors who advocate for social justice. The educational objectives of the Clinical Mental Health Counseling (M.A.) and School Counseling (M.Ed.) programs have been designed to provide comprehensive professional preparation of graduate students that align with the 2016 CACREP Standards.

Overall educational objectives and specific learning outcomes are taught, demonstrated, and measured at various points across the programs. Some data are reviewed and reported separately for each program and other data are reflective of our counseling students and programs as a whole. The CMHC degree program meets the academic requirements established by the Ohio Counselor, Social Worker, Marriage and Family Therapist Board for LPC licensure in Ohio. The SC degree program is approved by the Ohio State Board of Education, indicating graduates meet the academic requirements to obtain pupil services license for school counselor licensure in Ohio.

Council for the Accreditation of Counseling and Related Educational Programs (CACREP)

As a way to demonstrate commitment to professional standards and maintain a comprehensive, high quality educational experience, both programs are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). This means we regularly engage in self-evaluation and peer evaluation of our program objectives and goals and measure ourselves against a set of standards established by the CACREP Board. Both our degree programs continue to be accredited by CACREP.

Counseling Program Faculty AY 2023-2024

Marlise Lonn, Ph.D., Associate Professor, CACREP Liaison
Ellise Nolan, Ph.D., Assistant Professor, CMHC Practicum and Internship Coordinator
J.P. Oehrtman, Ph.D., Assistant Professor, SC Practicum and Internship Coordinator
Jared Rose, Ph.D., Associate Professor, CMHSC Program Coordinator

The College of Education and Human Development is committed to supporting the counseling programs with qualified, full-time faculty. During 2022-2023, we conducted a national search for a CMHC tenure-track position. As a result of that search, we welcomed Dr. Ellise Nolan (Raghavan) to our team. Dr. Nolan has experience as a counselor educator and licensed clinical counselor. Her scholarship focuses on counselor wellness, integrating allyship into counseling and teaching and understanding counselor development.

During 2023-2024, the School of Counseling, Higher Education, Leadership and Foundations conducted a national search for a tenure track position with a specialty in school counseling. We were successful in hiring Dr. Heather Fye. Dr. Fye has worked with and trained others in the mental health and school setting for over 18 years. Her counseling experiences have primarily been working with youth and their families through play and creative therapy mediums. Her research interests include wellness, burnout, trauma-informed care, and professional issues of school counseling. We look forward to welcoming her to our team in fall 2024.

Program Evaluation

Applicants and New Enrollments

In AY 2023-2024, 48 individuals completed applications for admission into the Clinical Mental Health Counseling Program. Of those 48, 33 were granted admission, and 24 enrolled. Sixteen individuals completed applications for admission into the School Counseling Program. Of those 16, 14 were granted admission, and 7 enrolled. Comparing the 64 applicants to both programs represents an 42% decrease from the previous year. Despite this new student admission numbers increased by 34% from 34 offers of admission in AY 2022-2023 to 50 offers of admission in AY 2023-2024. The faculty have discussed the decline in applications and have determined to offer virtual program open house and information sessions during the 2024-2025 school year. Also, the faculty recognize that the majority of applicants identify as white. Therefore, discussions have been ongoing on how to increase the diversity of the applicant pool. Demographic data of program applicants can be seen in the tale below

Enrollment and Retention

In AY 2023-2024, 7 students graduated with an M.Ed. in School Counseling and 19 students graduated with an M.A. in Clinical Mental Health Counseling. Approximately 77 students were enrolled across both degree programs which is an 28% decrease from the previous year.

Program Graduate Exit Survey Results

In a continued effort to incorporate feedback from CMHSC students, at the end of each semester an anonymous Qualtrics survey is sent to all respective semester graduates. During AY 2023-2024, recent graduate respondents included 9 individuals completing an M.A. in Clinical Mental Health Counseling (47% response rate), and 6 individuals completing an M.Ed. in School Counseling (86% response rate). Respondents across both programs ranged in age from 25 to 42 years and the majority self-identified as female. Graduates of both CMHC and SC programs cited a range of concepts and experiences as the most impactful parts of the program including the foundational core classes, the direct experience in practicum and internship, and the support received by faculty/staff throughout the program. Additionally, we continued to include questions regarding academic advising, and what future recommendations recent graduates would include for the program.

Out of the 12 students who responded to the question How helpful or unhelpful was your faculty academic advisor? 92% (n=11) of graduating students across both programs gave a rating of moderately or extremely helpful.

Responses to Please add any comments about your academic advising experience here were mostly positive. Several respondents commented about being pleased with the ability to stay on track with their scheduling/coursework and appreciated faculty advisors being actively and willingly available to meet with them when needed.

Employment

There continues to be high demand for both licensed clinical mental health counselors and certified school counselors. Graduates from both our counseling programs continue to be highly regarded by area employers. Most alumni stay in Ohio, however, a few graduates from each program obtained positions in other states. Based on student self-report via the program graduate exit survey and emails to faculty,

• Of the 19 students who graduated with an M.A. in Clinical Mental Health Counseling, 93% reported having employment as a counselor within 90 days of graduation.
• Of the 7 students who graduated with an M.Ed. in School Counseling, 86% reported having employment in the field within 90 days of graduation.

Employment Data (Ohio Department of Education - School Counseling)

This information comes from the Ohio Department of Education and is provided by the office of EDHD Office of Analytics, Operations, and Research. Seventy-one percent (71%; n=5) of the AY 23-24 school counseling program graduates are actively employed in an Ohio district as of December 1, 2024. One of the graduates is employed in a related counseling assignment, and the current employment of one graduate is unknown. Data for graduates employed outside of Ohio are not immediately available.

Graduation Survey Data at 6 Months After Graduation

This information comes from the BGSU Graduate/Alumni Survey conducted by the Office of Academic Assessment. At the time of this report, the Office of Academic Assessment had not yet reported AY 2023-2024, See Appendix A for data reporting schedule.

Program Evaluation Learning Outcomes

Clinical Mental Health and School Counseling Program Educational Objectives

The Clinical Mental Health Counseling and School Counseling programs at Bowling Green State University are committed to BGSU’s mission of being a public university for the public good. We are committed to providing top-quality education and training in order to prepare highly qualified, ethical, and culturally competent professional counselors who advocate for social justice. The educational objectives of the Clinical Mental Health Counseling (M.A.) and School Counseling (M.Ed.) programs have been designed to provide a comprehensive professional preparation of graduate students that align with the 2016 CACREP Standards. Overall educational objectives and specific learning outcomes and are taught, demonstrated, and measured at various points across the programs. The connections are provided in Appendix B: Alignment of Program Educational Objectives with 2016 CACREP Standards and Key Performance Indicators.

Multiple performance and learning outcome indicators are reviewed in a given academic year. The sources and schedule are in Appendix A. Faculty review and reflect on multiple data to inform decisions regarding changes at the assignment, course, and curriculum levels.

Aggregate Student Assessment Data

Course-level Key Performance Indicators (KPI) Assessment Data

In the BGSU CMHSC program evaluation and assessment plan, assignments and other indicators (e.g., site supervisor evaluation of internship student, portfolio requirement) were identified and developed as appropriate for inclusion as a Key Performance Indicator (KPI) for measuring learning outcomes tied to CACREP standards. Each area is measured more than once at multiple points in time across the curriculum. For the core areas, both the CMHC and the SC programs share the same KPI’s, with additional KPI’s identified for each of the specialty areas. The scores for these assignments/exams are recorded for each student in the course, for each semester that the specified course is taught. Faculty review these as aggregate data during the fall and spring semesters. When there are questions or concerns, data may be reviewed at the individual student level. Program faculty use this information to assist with determining if the educational outcomes are being met, and to provide information on potential areas for improvement and demonstrate areas of achievement. For an individual KPI to be counted as “met”, the cutoff score is 80%. When the overall percentage of students meeting a KPI falls below 80% the learning opportunities, associated KPI’s, and courses where they are embedded are critically examined and faculty determine how to address these areas. A description of the alignment of KPI’s, 2016 CACREP Standards, and Program Education Objectives is provided in Appendix B: Alignment of Program Educational Objectives with 2016 CACREP Standards and Key Performance Indicators.

Licensure Test Data

The National Counselor Exam (NCE) is required in Ohio (and many other states) to obtain licensure. Students typically take the NCE near the end of, or immediately following their final semester.

Non-Academic Program Outcomes

CMHSC Program Student Disposition Evaluation

CMHSC Faculty continue to assess students’ professional dispositions at regular intervals. First-year students are assessed during the semesters they are enrolled in COUN 6780 Legal & Ethical Issues in Counseling and COUN 6770, Counseling Skills. Advanced students are assessed at midterm and end of semester during COUN 6885, Seminar/Practicum in Counseling and each semester of COUN 6890 Internship. Dispositions are assessed using the form located in the handbook and the CMHSC Program Canvas and are reviewed individually with students. Occasionally, to support student success, a disposition meeting is held with a student identified by faculty as exhibiting a behavior that needs to be addressed and adjusted.

Faculty perform individual reviews of disposition forms with each student that receives one, whether as part of a course or from an individual faculty member. At these meetings students have the opportunity to ask questions about the disposition process, and faculty can discuss any opportunities for student growth reflected in the disposition form.

All students are expected to have an overall rating of 3 (acceptable), which is the highest rating on the form. When scores in a particular area are not at this level, students are provided specific feedback and support. Twice during each academic year, CMHSC faculty review the aggregated and individual student level disposition data. In order to monitor and support student development throughout the year, program faculty share concerns and kudos regarding individuals and groups of students during regularly scheduled program faculty meetings. Faculty and students appreciate the opportunity for individual meetings to provide feedback, highlight areas where students shine, and clarify expectations when needed.

Upon reviewing aggregate dispositional data, during AY 2023-2024, there was not a pattern indicating a particular area of deficit among students as a whole. There were no significant differences between students enrolled in the SC or CMHC programs. Ratings are on a 3 point scale.

Fostering Professional Development

Beta Gamma Chapter of Chi Sigma Iota

CMHSC faculty support students in developing their identities as emerging professional school counselors and clinical mental health counselors. Our CSI chapter continues to be active. In addition to the annual welcome picnic for all new and returning students, the Beta Gamma Chapter of Chi Sigma Iota held 5 events during AY 2023-2024. Events included multiple social engagement activities for students, a community fund raiser for suicide awareness, and a community-engagement charity drive.

All Ohio Counselor Conference

BGSU was well represented at the All Ohio Counselor Conference by faculty and students. Three faculty presented at the annual state counseling conference. Faculty enjoyed seeing program alumni in attendance and as conference presenters.

Additionally, three CMHC student co-presented sessions with faculty members. One student presented with Marlise Lonn on working with d/Deaf clients and ASL interpreters. Another student presented with Dr. Lonn on the use of theater games and improve in group counseling. Finally, a student presented with Dr. J. P. Oehrtman on nontraditional family planning and counseling implications.

Ohio Counseling Association Legislative Advocacy Day

BGSU was also well represented at the OCA Legislative Advocacy Day with 12 students and one faculty involved in discussions with state level lawmakers.

Student Recognition – Northwest Ohio Counseling Association – BGSU Graduate Student Representative

Hillary A. (CMHC) represented BGSU graduate students as part of the Northwest Ohio Counseling Association (NWOCA) Board. She participated in NWOCA board meetings and served on the professional development subcommittee. Hillary also received the NWOCA 2024 Graduate Student of the Year.

Diana D. (CMHC) received the 2024 Ohio Career Development Association's Outstanding Graduate Student Award

Special Recognition

Faculty Recognition

Dr. J. P. Oehrtman received the 2023 Ohio School Counseling Association School Counselor Educator of the Year Award and was one of seventeen school counselor educators invited to attend the American School Counselor Association School Counselor Educator Summit in November 2023.

Dr. Marlis Lonn was co-PI on the Mental Health and Well-Being in Ohio Schools: Communication and Connection for Safe Schools grant application which was awarded $1,853,070 by the US Department of Justice STOP School Violence competition. She also received the NWOCA 2024 Supervisor of the Year Award.

Upcoming 75th Anniversary 2025

There has been at least one counseling program continuously for almost 75 years. A celebration will be held in 2025 to commemorate this – plans to be determined.

Changes and Updates During AY 2023-2024

Other Program Changes/Events (based on student, faculty and site supervisor feedback, program evaluation data, etc.)

Clinical Mental Health and School Counseling Programs Advisory Council (CMHSC-PAC)

A program advisory council, which had not been active for a few academic years, was reestablished during the 2023-2024 AY. Core faculty members Marlise Lonn (CMHC rep.) and J.P. Oehrtman (SC rep.) were appointed and invitations to potential CMHSC-PAC members representing both specialty programs were sent. There was a successful attempt to maintain a broad representation of both professions, community partners, alumni, and current students as part of the CMHSC-PAC. Council members include two practicing licensed clinical mental health counselors from the community, two practicing licensed professional school counselors from the community, one licensed clinical mental health counselor alumna, and one licensed professional school counselor alumna, one student from each of the two programs, and one faculty member from the programs’ school.

The first meeting of the CMHSC-PAC met on December 6, 2023. At this meeting the council members established the mission and goals of the CMHSC-PAC, as well as addressed any questions regarding the purpose of the PAC.

The CMHSC-PAC held their second meeting during the 2023-2024 AY on April 29. 2024. During this meeting the council members discussed and offered potential changes to the programs’ mission and learning objectives. The council also provided suggestions for potential questions to be included on both the alumni and site supervisor surveys that were to be distributed. Finally, members discussed the Mid-cycle report provided by CACREP regarding the programs.

Overall, the conversation and suggestions provided by this body have been helpful with planning potential changes to the programs.

Site Supervisor Survey Results

The next survey of site supervisors is scheduled for Fall 2024, See Appendix A for data collection schedule.

Practicum and Internship Site & Site Supervisor Feedback Form

Every semester, students enrolled in practicum or internship are required to evaluate their site and site supervisor. This provides a formal opportunity for students to indicate their level of satisfaction, the appropriateness of the site and/or site supervisor and provide qualitative feedback.

Overall, student evaluations of sites and site supervisors indicated high levels of satisfaction with practicum and internship sites and site supervisors and there were no concerns noted on the evaluations that had not already been brought to the attention of practicum/internship faculty and/or the faculty responsible for coordinating practicum and internship site approval.

On a 5 point scale

Employer Survey Data

The next employer survey is scheduled for Spring 2026. Results from the 2022-2023 survey can be found on the CHMSC AY2022-2023 PEOR. See Appendix A for data collection schedule.

Alumni Program Survey Results

The next survey of site supervisors is scheduled for Fall 2024, See Appendix A for data collection schedule.

Advising Evaluation Survey Results

The Clinical Mental Health Counseling and School Counseling Programs regularly and systematically examine all suggested program evaluation data to inform program modifications. As a result, if any program modifications are warranted, these are also discussed by the programs faculty.

• Based on data from Graduate Student Surveys, faculty discussed creating more school-based case studies for the COUN 6680 Mental and Emotional Disorders
• Based on Student disposition data from 2023-2024, a lesson on professional behaviors will be added to the COUN 6780 course
• Programs’ threshold for students passing licensure exams was set at 85%
• Programs’ standard for student post-graduate employment rates and doctoral admissions rates was set at 90%.

For the schedule of program evaluation data and any subsequent program modifications, please see Appendix A.

Schedule of Program Evaluation Data and Subsequent Program Modifications

The Clinical Mental Health Counseling and School Counseling Programs regularly and systematically examine all suggested program evaluation data to inform program modifications. As a result, if any program modifications are warranted, these are also discussed by the programs faculty.

• Based on application and enrollment data, faculty are hosting a virtual program open house each semester during the 2025-2026 academic year to inform potential applicants of each profession, degree and licensure requirements, and application information.

For the schedule of program evaluation data and any subsequent program modifications, please see Appendix A.