For the Liberal Arts, the Environment, and Social JusticeMaster of Science in CounselingLimited-Residency ProgramProgram Evaluation and Outcomes Report2019 – 2020 Academic Year
Table of ContentsMaster of Science Counseling Program Overview . 3MS Counseling Program Mission Statement . 3Summary of Program Evaluation and Student Assessment . 4Aggregate Student Assessment Data . 4Key Performance Indicators. 4Key Professional Dispositions . 7Demographics and Other Characteristics . 9Systematic Follow–up Studies . 10Graduates . 10Site Supervisors . 11Employers* . 12Modifications Based on Program Evaluation . 12Other Substantial Program Changes . 15Conclusion . 15Appendix A: Key Professional Dispositions Definitions. 16Appendix B: Bi-Annual Survey Questions . 172
Master of Science Counseling Program OverviewPrescott College began in the 1960s, with a vision “for a pioneering, even radical experiment inhigher education” and “to graduate society’s leaders for the twenty-first century who would beneeded to solve the world’s growing environmental and social problems.” Prescott Collegereceived initial accreditation in 1969 from the Higher Learning Commission (HLC) of theNorth Central Association of Colleges and Schools, and is currently accredited until 2030.In keeping with its tradition of promoting social justice and equality of care of all people,Prescott College, in 1994, offered a Limited-Residency Master of Arts in CounselingPsychology degree. In 2013, the Higher Learning Commission of the North CentralAssociation of Colleges and Schools approved a change in the degree to a Master of Science inCounseling. The Prescott College Limited-Residency Master of Science in CounselingProgram is designed to provide an opportunity to learn theory and build skills for professionalpractice while developing therapeutic qualities. The combination of core coursework,supervised practicum and internship, and electives provides the Prescott College CounselingProgram graduate with a well-rounded preparation for professional life. Graduates obtain thenecessary skills to be prepared for ethical and competent practice as mental health counselorsalongside eligibility to pursue licensure.Students enrolled in the Master of Science Counseling Program during the 2019–2020academic year were required to complete 60 semester credit hours for the Clinical MentalHealth Counseling (CMHC) specialization. Students matriculating in the Master of ScienceCounseling Program could also elect to complete one of four emphasis areas: Addictions Counseling Marriage, Couple, and Family Counseling Social Justice in Counseling Somatic CounselingAdditionally, students enrolled in the program are also offered an option to choose aconcentration/graduate certificate area. Coursework completed in a concentration/graduatecertificate is in addition to the 60 semester credit hours required for program completion.Concentrations/graduate certificates include the following: Adventure-based Psychotherapy Ecotherapy Equine Assisted Mental Health Expressive Art TherapyMS Counseling Program Mission StatementThe Master of Science in Counseling Program provides an interdisciplinary, studentcentered learning environment that integrates social and professional issues, both locallyand globally, with professional practice while maintaining an emphasis on studentacademic, professional, and cultural competence.3
Summary of Program Evaluation and Student AssessmentThe Master of Science Counseling Program engages in an annual comprehensive programevaluation and assessment of its students. Information about the program and student learning iscollected from multiple sources, including surveys sent to key stakeholders (alumni, sitesupervisors, employers) on a biennial basis, exam results from credentialing boards, datacollected from Taskstream (the college’s assessment system), and through demographic reportsrequested from the Admissions and Institutional Research offices. This data is analyzed andpresented to the counseling faculty for recommendations as to whether curricular or programchanges are needed. The final Program Evaluation Outcomes Report (PEOR) is posted to theMaster of Science Counseling Program web page and an email is sent to all stakeholdersnotifying them of its completion. Data collected and reviewed during the 2019-2020 academicyear was a continued opportunity to assess changes made based on the last program evaluationcycle, and to consider future program and curricular changes to the Master of ScienceCounseling Program.Aggregate Student Assessment DataThe following represents aggregate data collected to assess both student’s knowledge and skillsthrough the assessment of Key Performance Indicators (KPIs), and Key ProfessionalDispositions (KPDs). Data is collected and analyzed throughout the academic year.Key Performance IndicatorsThe Master of Science in Counseling Program has identified nine KPIs. These KPIs aremeasured at two designated points during the student’s program. Each KPI is measured througha signature assignment in the relevant core counseling course. A second measurement point ofeach KPI is in either the MACP51020 Supervised Counseling Practicum or MACP510201Supervised Counseling Internship course. This KPI data is collected in Taskstream at the end ofeach term.Additionally, the counseling program utilizes the Counselor Preparation ComprehensiveExamination (CPCE) as its exit requirement. This is considered another measurement point ofthe CACREP eight core curricular content areas, though there is no direct link to the KPIsidentified by the counseling program. Aggregate data from the CPCE is also collected, reviewed,and considered in all program or curricular changes.Taskstream data.The table below presents the description of each KPI and what is being measured, along withboth the first and second measurement points within the curriculum. Averages for eachmeasurement point, and an overall average for the 2019-2020 academic year are also provided.Using Taskstream, KPIs are assessed using a four-point Likert scale: 1 Below Expectations, 2 Near Expectations, 3 Meets Expectations, 4 Exceeds Expectations.4
Table 1: KPI Taskstream DataCACREPCore AreaProfessionalCounselingOrientationand EthicalPracticeSocial andCulturalDiversityHumanGrowth andDevelopmentCareerDevelopmentCounselingand HelpingRelationshipsGroupCounselingand GroupWorkAssessmentand TestingKey Performance IndicatorMeasurement 1AverageKPI Core Area 1(Knowledge): The studentwill demonstrateunderstanding of ethical andlegal considerations inprofessional counselingthrough their application inpractice of counseling.KPI Core Area 2(Knowledge): The studentwill identify and articulatetheories and modelssocial/cultural identitydevelopment.KPI Core Area 3(Knowledge): The studentwill understand and be ableto articulate theories ofhuman development acrossthe lifespan and the systemicand environmental factorsthat affect it.KPI Core Area 4(Knowledge): The studentwill identify and applytheories and models of careerdevelopment, andcounseling.KPI Core area 5 (Skill): Thestudent will be able todemonstrate essentialinterviewing, counseling, andcase conceptualization skills.KPI Core Area 6(Knowledge): The studentwill articulate anunderstanding of thecharacteristics and functionsof effective group leadership.KPI Core Area 7 (Skill): Thestudent will demonstrate theability to select assessmentinstruments thatappropriately measure apsychological construct andutilize these results todiagnose developmental,behavioral, and mentaldisorders.MACP51190ProfessionalCounseling 49TotalAverage18/19 AY3.70MACP50030Social andCultural Diversityin um3.753.50MACP50020Human Growthand 3.833.83*MACP50070Career andLifestyleDevelopment:Challenges ofAdulthoodMACP50060HelpingRelationships:Basic CounselingSkillsMACP50080Group Work:Clinical Theoryand 3.77MACP50090Assessment:PsychologicalTesting andAppraisal inCounseling5Measurement 2Average
Researchand ProgramEvaluationKPI Core Areas 8 (Skill):MACP50040The student will demonstrate Research andthe ability to critique andProgramsynthesize current researchEvaluationin the advancement of theprofession and into thepractice of counseling.ClinicalKPI CMHC (Skill): TheMACP50010Mentalstudent will demonstratePsychopathology:Healthunderstanding of theDiagnostic andCounseling - diagnostic process and theTreatmentSpecialtyuse of the current diagnosticPlanningAreaclassification system, theDiagnostic and StatisticalManual of Mental Disorders(DSM).*First point of measurement data was not .563.78Overall averages for each KPI were calculated by averaging the first and second points ofmeasurement during the academic year. Testing and Assessment, KPI 7, measured inMACP50090 Assessment: Psychological Testing and Appraisal in Counseling and inMACP51021 Supervised Counseling Internship had the highest average at 3.78/4, followedclosely by KPI CMHC, Clinical Mental health Counseling Specialty Area, measured inMACP50010 Psychopathology: Diagnostic and Treatment Planning and MACP51021Supervised Counseling Internship with an average of 3.77/4. Lowest average scores were for theKPI 6, Group Counseling and Group Work at 3.44/4, which was measured first in theMACP50080 Group Work: Clinical Theory and Practice and the second measurement also in theMACP51020 Supervised Counseling Practicum and KPI 4, Career Development, with an overallaverage of 3.46/4 Measured in MACP50070 Career and Lifestyle Development: Challenges ofAdulthood and MACP51020 Supervised Counseling Practicum. All averages fell within theMeets Expectations range.Please note that the core area of Human Growth and Development appears to have the highestKPI score of 3.83/4. However, no data was collected from the first measurement point thisacademic year, making the data incomplete.CPCE data.The CPCE exam is generally offered on-campus twice a year in conjunction with the program’scolloquia/residencies. However, due to the outbreak of COVID-19 during the 2019-2020academic year, the CPCE was administered on the college campus one time; August 2019.Students have always had the option to take the exam at a testing facility closer to where theylive, so they continued to do that throughout the year. A total of 29 students took the examduring the 2019-2020 academic year. Nine took the exam on campus, and the remaining 20 tookthe exam at a testing facility closer to their geographic location. The CPCE data received fromthe Center for Credentialing and Education (CCE) demonstrated that Prescott College studentshad a pass rate of 90% during the 2019-2020 academic year. The following table represents theaverage scores for each of the eight core content areas assessed through the CPCE. Additionally,national averages have been provided for the same time period that Prescott College studentstook the CPCE as a comparison.6
Table 2: CPCE Results for 2019-2020CPCE ResultsCore Content AreaHuman Growth and DevelopmentSocial and Cultural DiversityCounseling and Helping 10.7Group Counseling and Group WorkCareer DevelopmentAssessment and TestingResearch and Program nal Counseling Orientation and Ethical Practice12.911.5The highest score possible in each core content area is 17. The CPCE data shows that the corecontent area that students tested the highest in is that of Professional Counseling Orientation andEthical Practice, which is covered in both MACP50000 Professional Orientation to MentalHealth Counseling and MACP51190 Professional Counseling Ethics, followed closely by CareerDevelopment, which is taught in MACP50070 Career and Lifestyle Development: Challenges ofAdulthood. The lowest average was in the content area of Assessment and Testing, taught inMACP50090 Assessment: Psychological Testing and Appraisal in Counseling.It should be noted that that Prescott College student’s average was well above the national meanin every category, ranging between .5 to 1.9 higher.Key Professional DispositionsThe Master of Science in Counseling Program has identified nine KPDs. These KPDs are codedas 1) Professional Conduct; 2) Ethical Practice; 3) Supervision; 4) Documentation; 5)Multicultural Competence; 6) Appropriate Boundaries; 7) Self-Awareness and Growth; 8)Tolerance for Vulnerability and Risk; and 9) Appropriate Self-Care. For a full description ofthese KPDs, please refer to Appendix A.KPDs are evaluated informally by faculty on an ongoing basis, as well as formally during theKPD assessment meeting each spring. If a student has been identified as having challenges withany of the KPDs, faculty review and if appropriate, may make a recommendation to initiate theretention and remediation process to be supportive of students that need additional help tonavigate the program and successfully graduate. Additionally, KPDs are formally measured atthe mid-point and at the end of each semester during both MACP51020 Supervised CounselingPracticum and MACP51021 Supervised Counseling Internship. Feedback is given to students inthese classes and is considered when determining a student’s final grade.The table below denotes the 2019-2020 average for each KPD assessed by program core facultyduring the spring 2020 assessment meeting. The following Likert scale was used in scoring eachstudent individually: 1 Below Expectations, 2 Near Expectations, 3 Meets Expectations, 4 Exceeds Expectations. Instances where there was not enough information on a student’s7
development to score a particular KPD, faculty had the option to select Unknown at this time.An example of a student receiving “Unknown at this time” for any KPD would be when they hadnot taken the Practicum or Internship courses, so the Supervision KPD could not be assessed.The Unknown at this time option was not given a value, and therefore did not affect the KPDoverall averages.Table 3: KPD Data from Student Assessment MeetingKey Professional Disposition (KPD)Professional ConductEthical PracticeSupervisionDocumentationMulticultural CompetenceAppropriate BoundariesSelf-Awareness & GrowthTolerance for Vulnerability and RiskAppropriate Self Care2019-2020 Average126.96.36.199.103.103.023.203.103.20Upon review of the aggregate data, the highest average was Supervision at 3.24/4 and the lowestwas 3.02/4 for Appropriate Boundaries. In general, faculty defaulted to a score of 3/4 to signify astudent was Meeting Expectations, unless the student demonstrated there was either significantgrowth needed, or they had demonstrated exceptional dispositional conduct/behavior. Theoverall scores may therefore appear lower; however, all are considered to be within the MeetsExpectations range. When there was not consensus amongst faculty in a particular score for astudent, additional time was allotted to discuss more specifically how various faculty perceivedthat student’s performance in their classes or as their advisee to better inform the process.The table below represents another point of assessment of the KPDs by site supervisors;MACP51020 Supervised Counseling Practicum and MACP51021 Supervised CounselingInternship. Measurement of the KPDs is part of the Mid and End of Term Evaluation which usesthe following Likert scale: 1 Low; 3 Neutral; 5 High; O Not Observed. Again, the NotObserved option was not given a value, and therefore did not affect the KPD overall average.Table 4: KPD Data from Mid/End of Term EvaluationsKey Professional Disposition (KPD)Professional ConductEthical PracticeSupervisionDocumentationMulticultural CompetenceAppropriate BoundariesSelf-Awareness & GrowthTolerance for Vulnerability and RiskAppropriate Self Care2019-2020 Practicum & Internship Averages4.704.704.644.404.404.634.604.424.408
The highest average was 4.70/5 for both Professional Conduct and Ethical Practice and thelowest average of 4.40/5 was for Documentation, Multicultural Competence, Appropriate SelfCare though all were above a satisfactory range.Demographics and Other CharacteristicsDemographic data is collected for applicants, current students, and graduates. Characteristics areself-identified by gender, ethnicity, and age.Table 5: Applicant, Student, and Graduate Demographic DataCP Demographic Data for AY Current StudentsGraduates153207Total 180179331Total 213315Total 361271572921322911724148171721Total 213Total 36101386512114Total 213Total 36FemaleMaleNot disclosedWhiteAfrican American, non-HispanicAsianBlack or African AmericanHispanicHispanics of any raceNative HI or PacificAmerican Indian/Alaska NativeNon Resident AlienOtherTwo or More EthnicitiesTwo or More RacesRace and Ethnicity unknownNot disclosed23Total 18018 to 2425 to 3940 and aboveNot disclosed32104404Total 180There were 180 applicants applying for admission to the counseling program during the 20192020 academic year. The Admissions office defines an applicant as anyone who has submitted apartial to fully completed application. In order to be consistent within Prescott College andacross departments, the Admissions office definition was used for this PEOR. Therefore, of the180 applicants, a majority identified as Female (85%), White (71%), and between the ages of 2539 (58%).9
At the conclusion of the academic year the Master of Science in Counseling Program had 231students. Of those students the majority identified as Female (84%), and as White (74%) andbetween the ages of 25-39 (65%).There were 36 students who graduated during the academic year. Nine graduated in the summer2019 semester, 11 fall 2019 semester, and 16 graduated in the spring 2020 semester. The largestpercentage of graduates identified as Female (86%), White (81%), and were between the ages of25-39 (58%).Across applicants, students, and graduates demographic characteristics remained consistent withfemale, white, between the ages of 25-39 being the most represented group. It should be notedthat this demographic outcome of the Master of Science Counseling Program is consistent withrepresentation of the counseling profession in general.*The demographic descriptors listed are what is currently used by Prescott College whencollecting this type of data and in alignment with the Integrated Postsecondary Education DataSystem (IPEDS).Systematic Follow–up StudiesAs part of our ongoing program evaluation surveys are emailed bi-annually, every even year, tokey stakeholders who include, recent graduates, site supervisors, and employers. The purpose ofthese surveys is to identify areas within the program/curriculum that may need improvementbased on input received.Surveys were sent to the identified stakeholders at the beginning of the Fall 2020 term. Eachsurvey was comprised of the same 11 questions. Please see Appendix B for the list of topics andthe associated survey questions. The first ten questions use a five-point Likert scale; 1 Strongly Disagree, 2 Disagree, 3 Neutral, 4 Agree, 5 Strongly Agree. Question 11 isan open-ended question soliciting general feedback about the program.The following tables provides summary data gathered from each survey showing the number oftimes each response was selected, and depicts the average score for each question.GraduatesRespondents 14/72 with a 20% response rate.10
Recent graduates ranked Social Awareness the highest (4.43/5) and Personal Growth rated aclose second at (4.36/5), followed by Cultural Awareness in third position at (4.00/5). ProgramEvaluation had the lowest average rating (3.36/5). The open-ended question, “Suggestions forprogram improvements” from recent graduates’ survey suggest that students would like morefaculty engagement, greater use of Zoom and ‘real-time’ meetings, more feedback onassignments, quicker response times, and greater assistance with securing practicum andinternship opportunities. Additionally, respondents stated updated content and more emphasis onthe development of a theoretical orientation and treatment planning.Site SupervisorsRespondents 39/154 with a 25% response rate.Site supervisors’ responses rated Cultural Awareness highest (4.23/5), with Personal Growth(4.15/5) and Social Awareness (4.08/5) rated second and third respectively, in their observationsof their practicum or internship students. These ratings are consistent to what the graduates’ selfperception was as their areas of strength. The lowest ratings were in the areas of Research(3.59/5), Program Evaluation (3.62/5), and Issue Integration (3.85/5). Again, these rating forthese areas were consistent with the results from the recent graduate survey. The open-endedquestion, “Suggestions for program improvements” recommended having greater11
communication between the site supervisor and the practicum/internship faculty, and placingmore emphasis on theoretical orientation development, diagnosing, treatment planning and theintegration of spirituality.EmployersRespondents 1/72 with a 1% response rate.**Through the data collection process, only one survey was completed by an employer. Surveyresults for each category were primarily 4s (6 received) and 3s (4 received). The “Suggestionsfor program improvements”, were very positive with the employer stating that their employeewas “phenomenal”. Employee strengths were sited as adaptability, willingness to learn, andrapport building. Areas to develop further were listed as diagnosing, experience with managedcare, and family work.**Graduates were sent the Employer survey and asked to forward it to their employers. The lowresponse rate could be due to many factors including; the survey was not forwarded, the studentwas not employed at the time, or the employer chose not to respond.When looking across all three surveys it is important to note that the average ratings for SocialAwareness, Cultural Awareness, and Personal Growth were consistently the highest ranked.Conversely, Research, Program Evaluation, and Ethical/Legal Issues consistently one of thelowest average ratings, suggesting that greater emphasis should be placed on this area with in thecurriculum.Modifications Based on Program EvaluationThe data previously described in this report was collected, compiled, and analyzed into thiscomprehensive program evaluation. All Master of Science in Counseling Program facultyreceived a copy of the draft report on October 22, 2020 for their review. On October 27, 2020,the faculty met for a formal Program Evaluation meeting to discuss the data and determine ifcurricular and program changes were needed. The following provides a summary of the keydiscussions and outcomes based on this meeting.12
KPI/CPCE/SurveysAs the counseling faculty discussed the aggregate data, there were discussions about the variousstrengths of the program. A primary strength identified was that student average scores on theCPCE were relatively high when compared to the national average scores for the same timeperiod. It was further noted that the average KPI scores from the multiple points of measurementwere firmly between meets and exceeds expectation, with no significant areas flagged forimprovement. Similarly, the results from the stakeholder surveys reflected that graduates, sitesupervisors, and the one employer response indicated that training provided by the MSCounseling Program was well within the acceptable range, with no significant areas highlightedfor improvement.The narrative feedback received from all three stakeholder groups provided constructivefeedback for areas of improvement. Graduate feedback recommended increased facultyengagement in the classes and advising. This feedback has been received before and counselingfaculty have made intentional efforts to incorporate Zoom meetings into every course, havecommitted to being more accessible, and to respond and provide feedback in a reasonable andtimely manner. In addition, significant consideration has been given to course assignments thatrequire either engagement with other students, and/or helping professionals in the greatercounseling community. Faculty will continue to explore new and creative ways to engage withstudents and enhance the learning environment.Additional feedback from the narrative graduate surveys suggested a need for greater assistancewith securing practicum and internship opportunities. Site supervisors identified a desire for astronger connection with the MS Counseling Program, and both site supervisors and theemployer suggested some minor curriculum enhancements. The following represent the primaryrecommendations made by faculty based on the data: To further provide students support with practicum and internship by creating an assignmentfor one of the practicum pre-requisite courses requiring students to research possiblepracticum sites and to conduct an interview with a potential a site supervisor. Thisassignment would serve to engage students in looking for suitable sites and site supervisorsearlier in the program, so that they can better prepare for applying for their clinicalexperience.To foster relationships between sites and the MS Counseling Program by having thePracticum and Internship Director conduct visits to practicum and internship sites. Once thecurrent conditions under the pandemic have been resolved, site visits could start locally inArizona, with potential limited visits to neighboring states if funding is available.Additionally, greater emphasis will be placed on faculty supervisors communicatingregularly and consistently with site supervisors during each term.To incorporate greater support with the topics of treatment planning, diagnosis, caseconceptualization, licensure, and integrating spirituality in the therapeutic process duringcolloquium.KPDUpon review of the KPD data, faculty noted that all of the ratings given by faculty and sitesupervisors were within a satisfactory range. Those students who were assessed lower ratings onany one KPD, were contacted by their faculty advisor for additional support, or if warranted a13
remediation plan was implemented.Since KPDs are informally assessed throughout the year it was suggested to schedule theinformal KPD discussions earlier on the weekly faculty meeting agendas to ensure appropriateamount of time to dedicated to this important task.There was discussion about the KPD evaluation form in that it was challenging to compare thetwo points of measurement because the rating scales were different and that the KPD,Appropriate Boundaries, was to general and needed clarification. Both of these pointes areaddressed later under “Assessment Process Improvements”.DemographicsIt was noted during the meeting that the demographics of the applicants, current students, andgraduates did not significantly change from the previous year. The Cultural CompetencyCommittee did not have a chance to provide any recommendations to Admissions due to theunforeseen pandemic, which interrupted their meeting schedule. The MS Counseling Programanticipates that this committee will make recommendation this coming academic year anddemographic characteristics will continue to be monitored.Faculty recommended that additional data be collected and presented at our next programevaluation meeting to show the demographic characteristics of those students who had droppedout of the program, and of those who applied, were accepted, but ultimately did not enroll. Thisdata might help identify patterns of concern related to retention and barriers experienced bydiverse applicant with enrollment.Assessment Process ImprovementsWhile the Program Evaluation meeting is dedicated to reviewing data, celebrating the program’sstrengths, and making recommendations for improvements, several suggestions were made tohelp enhance the program evaluat
demonstrate essential interviewing, counseling, and case conceptualization skills. MACP50060 Helping Relationships: Basic Counseling Skills 3.78 MACP51021 Supervised Counseling Internship 3.55 3.67 Group Counseling and Group Work KPI Core Area 6 (Knowledge): The student will articulate an understanding of the characteristics and functions
Practicum and Internship Manual - 3 . CEPR Practicum and Internship Manual . Clinical Mental Health Counseling, Rehabilitation Counseling and School Counseling: Master’s and Doctoral Levels . This manual is intended to introduce students and supervisors to the Department of Counseling Educational Psychology and Research’s Counseling .
Bachelor of Science Source : FSG HEA Office. 1. AS750 Master of Science (Biology) 2. AS780 Master of Science 3. AS751 Master of Science (Applied Biology) . AS760 Master of Science (Applied Physics) 13. AS761 Master of Science (Polymer Science & Technology) 14. AS762 Master of Science (Materials Science &Tec
Online Master of Arts in Counseling School Counseling Online Master of Arts in Counseling Clinical Mental Health Counseling Your Life's Calling Serving Humanity by Helping Others. Speak with an Enrollment Advisor today. Call 1-877-830-7283 for more information about online graduate programs at Wake Forest University.
The Contraceptive Counseling Process Guide is a tool that outlines the counseling process from beginning to end, highlighting key counseling behaviors and attitudes. Each module of the toolkit addresses one or more sections of this counseling guide and reinforces quality counseling pr
firstname.lastname@example.org Counseling Today (ISSN 1078-8719) is the monthly magazine of the American Counseling Association, 5999 Stevenson Ave., Alexandria, VA 22304-3300; Telephone: 703.823.9800; Internet: counseling.org. Opinions expressed counseling.
The remainder of this program guide is devoted to the IUPUI M.S. degree School Counseling track School Counseling Track Program Philosophy The major tenet of the School Counseling Track is to develop counselors with exceptional skills in counseling practice, consultation, leadership, and outreach who will work in a school environment. At
The programs in School Counseling and Community Counseling are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). . 1,321 individuals have been identified as having completed graduate programs in counseling; of these, 739 have completed the M.A.Ed. in school counseling, 502 have completed .
What You Can Expect from the Reverse Mortgage Counseling Process . Step 1. Schedule an appointment. The counseling process begins when you schedule your appointment for a counseling session. You must schedule an appointment directly with the counseling agency. Your lender cannot initiate or participate in the counseling session.