Doctoral Program in Counseling and Psychological Studies ...Core Faculty - The core faculty...
Transcript of Doctoral Program in Counseling and Psychological Studies ...Core Faculty - The core faculty...
Doctoral Program in Counseling and Psychological Studies
(PhD in CPS)
PROGRAM HANDBOOK
2020-2021
REGENT UNIVERSITY
SCHOOL OF PSYCHOLOGY AND COUNSELING
1000 REGENT UNIVERSITY DRIVE
VIRGINIA BEACH, VIRGINIA 23464
757.352.4737
This handbook is provided to students and applicants for their general guidance only. It does not
constitute a contract; either expressed or implied and is subject to change at the University’s discretion.
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Table of Contents I. THE DOCTORAL PROGRAM IN COUNSELING AND PSYCHOLOGICAL STUDIES .................................5
Program History, Training, Philosophy, Mission and Objectives .............................................................. 5
Program Purpose .................................................................................................................................. 5
Training Philosophy ............................................................................................................................... 5
Scholar-Clinician Training Model .......................................................................................................... 5
Mission Statement and Goals of Program ............................................................................................ 6
Program Objectives ............................................................................................................................... 7
Program Logistics and Faculty................................................................................................................... 7
Program Logistics and Length ............................................................................................................... 7
Faculty ................................................................................................................................................... 7
II. PROGRAM POLICY AND PROCEDURES .........................................................................................8
Academic Advising .................................................................................................................................... 8
Academic Appeals ................................................................................................................................. 8
Approved Degree Plan (ADP) .................................................................................................................... 8
Attendance ................................................................................................................................................ 8
Auditing Courses ....................................................................................................................................... 9
Computer Requirements .......................................................................................................................... 9
UNIVERSITY RECOMMENDED DESKTOP/LAPTOP CONFIGURATIONS ................................................. 10
Conduct Concerns/Grievance Policy ....................................................................................................... 11
Course Evaluation (Online) ..................................................................................................................... 11
Course Registration ................................................................................................................................. 12
Changing Registration ......................................................................................................................... 13
Drop/Add ............................................................................................................................................ 13
Enrollment of Non-CPS Students in CPS Courses ................................................................................ 14
Grading .................................................................................................................................................... 15
Failing Grades (Below B) ..................................................................................................................... 15
Incomplete Grades (I) ......................................................................................................................... 15
In-Progress Grades (IP)........................................................................................................................ 16
Graduation and Degree Conferment ...................................................................................................... 16
Improper Relationships between Students and SPC Personnel ............................................................. 17
Dual Relationships ............................................................................................................................... 17
Inclement Weather Cancellations ........................................................................................................... 18
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Independent Study.................................................................................................................................. 18
Integrity ................................................................................................................................................... 18
Library ..................................................................................................................................................... 19
Performance Concerns............................................................................................................................ 20
Professional Development Forms (PDFs) and Performance Concerns ............................................... 20
Personal Therapy .................................................................................................................................... 20
Professional Organizations ..................................................................................................................... 21
Program Disenrollment and Leave of Absence ....................................................................................... 21
Disenrollment ...................................................................................................................................... 21
Leave of Absence ................................................................................................................................ 22
Readmission ........................................................................................................................................ 22
Seven-Year Limit on Length of Program ............................................................................................. 22
Transferring to a Different Degree Program at Regent University ..................................................... 22
Program Format ...................................................................................................................................... 23
Registration beyond Normal Load .......................................................................................................... 23
Research Teams ...................................................................................................................................... 23
Student Records/Transcripts .................................................................................................................. 23
Student Records .................................................................................................................................. 23
Transcripts ........................................................................................................................................... 23
Taking Courses at Universities Other Than Regent University ............................................................... 24
Taking Courses in Other Schools at Regent University ........................................................................... 24
Teaching and Graduate Assistantships ................................................................................................... 24
Transfer of Courses ................................................................................................................................. 24
Criteria for Course Transfer ................................................................................................................ 25
Tuition and Fees ...................................................................................................................................... 25
Student Financial Responsibilities and Enrollment ............................................................................. 25
Obstacles to Online Learning Classroom Interaction.............................................................................. 26
Writing Style ............................................................................................................................................ 26
III. DEGREE REQUIREMENTS ........................................................................................................... 26
Coursework Completion ......................................................................................................................... 27
Dissertation Completion ......................................................................................................................... 27
Remedial Requirements .......................................................................................................................... 28
Annual Review Process ........................................................................................................................... 28
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IV. PROGRAM OF STUDY ................................................................................................................ 28
Concentrations ........................................................................................................................................ 29
Curriculum ............................................................................................................................................... 29
Curriculum Changes ................................................................................................................................ 29
Integration of Faith and Learning ........................................................................................................... 29
V. STUDENT LIFE ........................................................................................................................... 30
Career Services ........................................................................................................................................ 30
Chapel ..................................................................................................................................................... 30
Communication ....................................................................................................................................... 30
Appointments with the SPC Dean ....................................................................................................... 31
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I. THE DOCTORAL PROGRAM IN COUNSELING AND
PSYCHOLOGICAL STUDIES
Program History, Training, Philosophy, Mission and Objectives
The Doctoral Program in Counseling and Psychological Studies (CPS) in the School of Psychology and
Counseling (SPC) is a scholar-clinician program that prepares advanced mental health professionals with
a Christian worldview to practice, teach and research in counseling and psychology in an ethical and
competent manner. The CPS was presented to and received approval from the Regent Board of
Directors and approval from the Southern Association of Colleges and Schools in 2016. The inaugural
class began studies in the fall of 2016.
Program Purpose
The CPS exists to train scholar/clinicians in counseling and psychology who seek to work beyond the
established boundaries of APA and CACREP accredited training models. Such work includes geographical
contexts where such accreditation does not apply, or in contexts where licensure as a psychologist or
recognition of CACREP or APA status is not needed. Such applications include teaching in non-APA or non-
CACREP programs or institutions, conducting research or exercising leadership of organizations that are
beyond the focus of clinical/counseling psychology, providing ministry services in non-medical contexts,
such as churches or religiously affiliated services and/or the provision of mental health services, research,
scholarship and teaching in cultures where the psychology or counseling profession is not established.
Training Philosophy The precepts underlying the education and training of counseling professionals in the CPS follow a goal
oriented model. This Ph.D. program is not affiliated with licensure or needed for employment
sanctioned by any professional accreditors (but is accredited under the Regent University’s accreditation
by SACS.).
Therefore the motivation for students to seek this degree are to acquire research, teaching, supervision,
leadership and counseling skills to accommodate a specific need, address a specific problem, work with
a specific people group or lead in a specific context. Therefore, it is the task of student and professor to
develop a working relationship to focus the specific learning activities within the established curriculum
toward the specific goals of the student.
Scholar-Clinician Training Model The CPS is designed to train students to practice in a highly professional manner that is informed by the
traditions of counseling, as well as the science of psychology. Students are trained to apply analytic,
problem-solving skills of scientific thinking to their clinical practice and research. The faculty represents
a variety of research interests and theoretical orientations, and students are offered opportunities to
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examine multiple theoretical approaches to counseling and participate in an array of treatment
modalities and research activities.
The CPS culminates in the award of the Doctor of Philosophy degree (Ph.D.). The goal is to develop
counseling, research, critical thinking, problem-solving, teaching and other skills that are particularly
pertinent to both applied practice and education.
As an institution, Regent University is committed to training professionals who are prepared as leaders
in their professional contexts. Consequently, the CPS is designed to produce students who are well-
equipped to emerge as leaders in human care, mental health care, ministry- and counseling-related
contexts as well as other counseling professional settings. This is accomplished through a carefully
planned sequence of course work and adjunctive training experiences. All program components are
designed to cultivate a life-long commitment to ongoing learning and professional scholarship, which is
particularly relevant to practice, teaching, research and professional service.
The Regent University CPS is a program that is committed to the outworking of a Judeo-Christian
worldview. The CPS is committed to an integration of faith and professional training that enhances and
enriches both traditions without compromising or weakening either. The faculty utilizes a variety of
integration approaches to accomplish the goal of training highly competent professional
counselor/psychology scholars who have a Judeo-Christian worldview, but who are able to work
effectively in any given setting.
Mission Statement and Goals of Program The mission of the CPS faculty and staff is to equip professional scholars to be competent,
compassionate servant leaders and change agents for God, and to provide a biblically based, worldwide
platform to educate and train leaders in the discipline of counseling to be God’s instruments of
restoration, illumination and healing for individuals, families and communities.
The CPS goals are encapsulated in the five statements below. The CPS strives to:
Teach and evaluate students in the scholar-clinician model so that they will be capable of
leadership in a variety of counseling/psychology and counseling ministry-related settings.
Foster the growth of Christian faith and leadership according to Regent University’s motto:
Christian Leadership to Change the World.
Mentor professional development that balances the spiritual, personal, relational, and
intellectual components of life.
Facilitate the integration of Christian perspectives with scientifically-based clinical procedures
and the theoretical and applied aspects of the human learning process necessary to become
competent leaders, educators, supervisors, researchers, and clinicians.
Train students in clinical modalities based on research and recognition of the wellness and
developmental models upon which the counseling discipline is founded.
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Program Objectives The program objectives of the CPS program include the following:
1. To educate and train effective Christian leaders for the mental health field in the international
and non-licensure context, who will be able to make a missional impact as an engaged servant
leader;
2. Strengthen Christian view of the students who pursue research and clinical training in the field
of psychology and counseling in the international and non-licensure context;
3. Increase scholarship, academic, and intellectual rigor of international scholars and those
scholars who seek to impact culture in ministry contexts outside of the formal professional
organizations of psychology or counseling.
It is the commitment of the School of Psychology and Counseling faculty and staff to encourage, inform
and contribute to the successful achievement of each of these objectives by students admitted to the
Ph.D. in CPS program. It is believed that advanced knowledge related to the above objectives assist
graduates to take on leadership roles in international and domestic research, education, ministry- and
church-related mental health care, supervision, and advanced counseling practice.
Program Logistics and Faculty
Program Logistics and Length The Regent University CPS Ph.D. is 51 semester credits beyond a mental health master’s degree, or
equivalent, usually counseling, social work psychology marriage/family or human services. It is a full-
time course of study that a student should be able to complete in 3-3.5 years. The program is offered in
an e- learning (online) format typically with required synchronous learning experiences (real time, live
electronic experiences with professor and students or learning groups of students). The first two years
of the program consist of core coursework. In the final year students will complete remaining courses
according to their chosen concentration and a dissertation or dissertation related project.
Faculty
Core Faculty - The core faculty administer the CPS, chair or sit on dissertation committees, formulate the
curriculum, teach courses, advise students, and conduct the annual evaluation process. The CPS program
director has 100% appointment within the CPS.
Adjunct Faculty - The adjunct faculty play an important role in the life of the program. They instruct
courses in their areas of expertise, enriching the areas of competence to which students are exposed.
Adjunct faculty may also serve as dissertation committee members.
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II. PROGRAM POLICY AND PROCEDURES
Academic Advising Students are required to talk with their Advisors at least once per year for individual advising. While advisors are available to help students in planning, it is ultimately the student's responsibility to meet the requirements for the degree according to the catalog of the year entered, and for meeting appropriate state certification or licensure requirements, if applicable. For graduation clearance, approved degree requirements will be audited by the registrar’s office.
Academic Appeals If a student has a question about their academic performance, one should first approach the instructor
to see if a satisfactory understanding can be reached. If the student and the instructor cannot resolve
the concerns, the student should ask a third party (usually the academic advisor) to assist in resolving
the question. If these two steps are not sufficient, a student may appeal to the Associate Dean for
Academics. Should a problem remain, the student may appeal to the Dean of the SPC in writing. If the
student is not satisfied with the decision of the Dean, he or she may file an appeal in accordance with
University policy (see section 6.5 “Student Appeals and Grievances” in the Student Handbook).
https://www.regent.edu/admin/stusrv/docs/StudentHandbook.pdf
Approved Degree Plan (ADP) There is a recommended sequence in which Ph.D. CPS courses should be taken. Not all courses are
available in all semesters; therefore, ADPs have been designed by the School of Psychology and
Counseling, in conjunction with the Registrar’s Office, for students to use as a guide during registration
time. ADPs are not an exact template to follow. In order for students to stay on track
for timely graduation, it is highly encouraged that the program ADP guidelines are followed and courses
are chosen as needed and available. If, for any reason, a student should get off track in their course
progression, they should reach out to their academic advising team for assistance.
Attendance Due to the e-learning format of the predominance of coursework in the CPS, class attendance is
necessarily defined differently than in the traditional, face-to-face classroom environment. Almost all
CPS courses meet online utilizing a regularly scheduled, real-time (synchronous) class time format during
which students will be expected to be present and active during a specified time period, while some
courses will not require students to be online at the same time (asynchronous). Despite the online
format of the CPS, the expectation persists that active and regular student presence in course activities
is essential for satisfactory academic achievement. Students are responsible for knowing and meeting all
course requirements including tests, assignments, and class participation. Generally, a student who
misses more than two class participation activities (e.g., Discussion Board dialogues, weekly Group
Supervision real-time chats, etc.) may receive a reduced grade. Students should read and comprehend
all class syllabi content at the onset of classes in order to be able to logistically plan ahead and address
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any issues dealing with syllabi content. Faculty members evaluate their students’ records of active and
regular presence in course activities in determining a final grade.
Auditing Courses Students who wish to register for a credit course on a non-credit basis are classified as auditors. Auditors
must be admitted to Regent University via regular admission procedures to audit a course. Audit courses
will appear on the student’s transcript with a non-credit (N.C.) notation and will not receive credit.
Students taking courses for credit shall be given enrollment priority over auditors. Students auditing a
course will pay one-half the tuition as those taking it for credit. Financial aid will not be applied to
audited courses.
Computer Requirements Due to the online nature of the CPS, students are advised of the minimum computer requirements to
matriculate in the program:
1. Courses that are part of the CPS are delivered entirely through computer-mediated learning.
Computer literacy is required of all students. Computer technology and skills beyond word
processing will be required in the areas of hardware, software and peripheral installations.
Students should be able to: create and save documents in formats compatible with the current
Regent University standard. Students must be able to download the software packages
necessary and should plan to use Office 365 word processing, spreadsheets and presentation
software in their academic coursework. This is essential for successfully completing computer-
mediated courses or programs. Also required are an internet browser, e-mail application with
the capability to transfer files, and an internet service provider, providing fastest available
transmissions. It is imperative that all students have access to a computer system that meets
Regent’s minimum requirements. The reliable technological functioning of all required
hardware, software and internet provider systems are solely the responsibility of the student.
2. The following hardware and software recommendations suggest both the minimum and
recommended system configurations and components with which Regent’s computer services
and academic computing technicians are most familiar and that are in general use at the
University. A number of other configurations will accommodate successful completion of the
student's program.
3. The hardware and software recommendations are current as of the date of publication. Given
the rapid rate of change in computer technology, students should refer to Regent University’s
Information Technology website for the most current information regarding computer
requirements and support, frequently asked questions (FAQs) and tips. It is the students’
responsibility to keep up with changes in software.
4. Regent provides some key resources in order for students to succeed in an online program.
Students who are not familiar with online learning environments are welcomed and included in
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the Regent online learning community but must view their lack of knowledge as something to be
remedied fast in order to succeed. If a student is unfamiliar with Blackboard learning, for
example, the student must aggressively pursue a remediation of missing skills via self-taught
tutorials or taking online skill classes. Updating one’s basic computer knowledge is also a key
requirement to succeed in the CPS program. A student’s local community college, public library
or local computer training center can provide valuable courses on the internet use, personal
computer basics or other topics. Blackboard online student support sites offer training videos
and explanations on every Blackboard related topic, for example. University 500, a success
course required for those that need to re-learn how to navigate online learning, may be
required of such students. Successful completion of a preparatory course will build a student’s
confidence and facilitate successful completion of the program. Technical questions concerning
personal hardware, software or telecommunication support should be directed to the vendor(s).
Regent University will not teach or train students in basic computer use.
UNIVERSITY RECOMMENDED DESKTOP/LAPTOP CONFIGURATIONS
Desktop Laptop
Processor Intel® Core™ i5 Intel® Core™ i5
Memory 8GB 8GB
Hard Drive 256GB Solid State Drive or larger 256GB Solid State Drive or larger
Network
Connectivity
100/1000MB Ethernet or Wireless
802.11 g/n/ac
Wireless connectivity is highly
recommended for students living in the
Commons Residence Halls
Wireless 802.11 g/n/ac
Operating
System
Windows 10 Windows 10
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Software Microsoft Office 365, Anti-Virus
Software
Microsoft Office 365 at no cost to
Regent Students, Anti-Virus Software
Damage
Protection
– Regent University highly recommends
adding Accidental Damage Coverage.
See Warranty and Support below for
more information
Conduct Concerns/Grievance Policy Whenever persons live and work together in a Christian community, there may arise conflicts between
persons relative to performance, conduct, or interpersonal issues involving either in-class or outside-of-
class activities. The same Biblical principles should guide behavior for both faculty members and
students. The overriding principles are provided in Matthew 18:15-17. The party with the concern
(person one) should first communicate that concern face-to-face to the person with whom they are
concerned (person two). If person one is not satisfied with the results of this meeting, this person should
then ask a third person to meet with him/her and person two. For students who have a concern, this
third person could be another student, although the academic advisor or another faculty member is
usually a more appropriate choice.
For faculty who has a concern regarding a student, the first step is to schedule a conference with the
student and/or communicate through a “Note of Concern”. This document places in writing the concern
that a faculty member has regarding the academic, professional or interpersonal conduct exhibited by a
student. The student should respond to the “Note of Concern” through direct communication with the
faculty to resolve this issue. The “Note of Concern” form is found in Appendix B.
Should the matter need further attention by others, it should be with the student's academic advisor or
another faculty member. If satisfactory resolution of the concern is not reached at this level of dialogue,
the faculty member and/or student may then meet progressively with the program chair, the associate
dean, and the dean of the School of Psychology and Counseling. If disciplinary procedures are needed
the university student disciplinary procedures must be followed. If these meetings do not resolve the
issue, the University Academic Policy #4:02:09, Student Discipline, will be followed.
Course Evaluation (Online) Students are welcome to comment on all aspects of courses on an ongoing basis, following the
principles of Matthew 18:15-17. Near the end of each semester, and occasionally at mid-semester,
students are expected to complete an electronic evaluation of each course (see course syllabi for further
instructions). All evaluations are anonymous. While confidentiality is maintained for students
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completing the evaluations, the list of students who do not complete the evaluations is given to the
course professor for follow-up.
Course evaluations are essential to academic excellence. Students are to complete evaluations for each
course for which they are registered in a given semester. Students' feedback is used for ongoing faculty
evaluation as well as course improvement. In courses with electronic evaluations, students will receive
email notifications, along with directions, that evaluations are ready for use 10 days prior to the
designated last day of the semester. The evaluation period remains open for 7 days, closing 3 days
before the designated last day of the semester. It is the student's responsibility to check their University
email on a regular basis (daily) and to be diligent about responding to the course evaluation emails. If
students are having difficulty with an online course evaluation, they should notify their instructor, the
associate dean of administration (757 352-4255); and/or computer services (757-352-4076)
immediately. All course evaluations are kept completely confidential.
The results of the course feedback surveys shall not be made public but will be available to the
instructor, the Dean, Program Chairs, and those involved in personnel decisions. After grades have been
submitted, the evaluations will be made available to the instructor. The instructor will review the
evaluations and provide a written response on how he or she intends to modify or improve the course
based on the ratings received. The instructor will also have an opportunity to comment on the rating
received. These comments shall be taken into account by the persons or groups charged with making or
advising on personnel decisions. If appropriate, the instructor will return the evaluations, a written
response, and written plans for revising the course syllabus, to the Dean. Summaries of the information
from student course feedback forms may be used for accreditation and statistical purposes as long as
the information does not reveal the identity of the individual faculty member.
Students' honesty in evaluation of the course is crucial, since the results contribute to improving class
design and presentation. If a student believes that the course has been less than a beneficial experience,
the student is encouraged to make an appointment to talk with the instructor so that concerns can be
addressed in an open conversation and reconciliation can occur.
Course Registration Continuing students register during the preceding semester for the following semester (e.g., students
register for the fall semester during the summer semester). Check the academic calendar for specific
dates and deadlines.
Students register online through the Genisys system. Once a student has been accepted into a program
at Regent University, the student must pay the Enrollment Fee; after this fee is paid, the student is
mailed log-in and password information that are required to register online in Genisys. Students
typically have 6-8 weeks before the semester begins to register for courses. Failure to register by the
first day of classes will result in the assessment of a late registration fee. Syllabi are posted on the
Blackboard course pages in advance of the semester; students who are not registered in Genisys will not
be able to access courses on Blackboard to download syllabi, so students are urged to register early for
courses.
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Students should note that the Genisys system is different from the Blackboard system, and that the
Genisys user ID and password are different from the Blackboard Username and password. Students may
contact the computer services help line at 757-352-4076 for further assistance in accessing Genisys.
Once a student has registered through Genisys, the University automatically puts the student into the
appropriate classes in Blackboard. This process can take up to several days. If, for some reason, a
student is properly registered but is unable to log into a course in Blackboard, the student should
contact Lynnette Harris at 757-352-4255.
Course syllabi should be posted in Blackboard 7 days before the start of classes. Students are expected
to check syllabi for required and/or recommended textbooks and purchase them in sufficient time
before classes start.
A computer printed schedule indicating which courses to which the student has been admitted will be
returned to the student as a confirmation of registration.
PLEASE NOTE: If students are not officially registered and on class lists, they may not participate in
classes.
Changing Registration If any changes in courses are made (including auditing a course), the student is responsible for
completing a Drop/Add form. See Drop/Add policies below.
Drop/Add Students are expected to be aware of the strict Drop/Add dates published in the academic calendar.
The authorized drop/add period is the first two weeks of the semester or session -- regardless of when a
class starts. During the first two weeks of the drop/add period there is a 100%. There will be no refund
after the first two weeks of class.
The following exceptions will apply to the above policy:
1. Family emergencies (i.e. death or trauma).
2. Diagnosis of a terminal illness of self or an immediate family member
3. Diagnosis of physical or mental health impairment with the need for hospitalization or
written confirmation by a licensed physician regarding the impairment of functionality
The possibility of receiving a refund if one of the above exceptions applies will be determined by the
amount of time class has already been attended and permission of the instructor and the Dean.
Students who would like to drop courses for reasons that do not fit into the above categories will be
allowed to drop hours but no refund will be approved. Students should work with the course instructor
to see if an Incomplete can be given and work completed in the following semester. No course drop or
refund will be approved the last week of a semester for any reason. The student will receive the grade
that has been earned up to that time. No course drop or refund will be approved for students who stop
out of class and do not communicate to the instructor during the semester and wish to drop the course
at the end of the semester or after the semester has ended. Students will receive an “F” for the course
and will have to re-register and pay for the course again. For students who enroll in a class that begins
after the official starting date of the semester (such as in the HSC program), students will be allowed to
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add the course up to the first day that the course is held and can drop the course as outlined above for
the 5-week courses.
Remember that any changes to registration should be discussed with your academic advisor as well as a
representative from Financial Aid if aid is being used. Drops and/or adds can impact financial aid.
Enrollment of Non-CPS Students in CPS Courses
As a general policy, enrollment in doctoral level courses in the CPS program is restricted to students who have been admitted to the program.
1. Students from Regent University Psy.D., CES or other Regent University Ph.D. program, enrollment will be contingent upon:
a. A letter written to the CPS Program Chair stating the necessity of this course in the student’s academic program.
b. Exhibition of current status as a student enrolled in specific Ph.D. programs.
c. Evidence that all prerequisites for enrollment in the identified course have been met (i.e. master’s level preparation).
d. Written permission from the student’s department advisor.
e. Approval from the CPS program chair.
f. Approval from the course instructor. Consideration of this request will be made during a regularly scheduled monthly faculty meeting occurring in the semester prior to the course offering.
2. Students from other institutions
a. A letter written to the CPS Program Chair stating the necessity of this course in the student’s academic program, and an articulation as to how admission into this course would further the mission of the CPS program and/or Regent University.
b. Exhibition of current status as a student enrolled in specific Ph.D. programs.
c. Evidence that all prerequisites for enrollment in the identified course have been met (i.e. master’s level preparation).
d. Written permission from the student’s department advisor.
e. Approval from the CPS program chair.
f. Approval from the course instructor.
g. Majority approval from the CPS faculty.
h. Consideration of this request will be made during a regularly scheduled monthly faculty meeting occurring in the semester prior to the course offering.
Consideration of this request will be made during a regularly scheduled monthly faculty meeting occurring in the semester prior to the course offering.
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Grading
Any grade below a B is considered not satisfactory for graduate level work. Receiving a grade of B- or lower will result in the student retaking the course.
The Regent University grading scale is as follows:
Grade Percentage Quality Points Meaning of Grade
A 93-100 4.00 Superior
A- 90-92 3.67 Excellent
B+ 87-89 3.33 Good
B 83-86 3.00 Sufficient/Passing
B- 80-82 2.67 Failing
C+ 77-79 2.33 Failing
C 73-76 2.00 Failing
C- 70-72 1.67 Failing
D+ 67-69 1.33 Failing
D 63-66 1.00 Failing
D- 60-62 0.67 Failing
F 0-59 0.00 Failing
Failing Grades (Below B) The grading policy for the CPS for each course is that any grade below a B is considered unsatisfactory
for CPS doctoral level work. Receiving a grade below a B will result in the student’s retaking of the
course. The student must make no lower than a grade of B when retaking the course; if the student
makes a B or lower in the retake, the program chair will convene a faculty subcommittee to discuss with
the student his/her continuation in the program. The grade of B- is below a B and is considered
unsatisfactory.
It is rare for a student to make below a B in two different courses during an academic year. If a student
does receive a grade below a B in two courses within the same academic year, an evaluation of his or
her academic status in the CPS will take place. The student may, at the discretion of the CPS Program
Director and faculty, be asked to take a leave of absence for one year to reevaluate the appropriateness
of continuing in the CPS.
Incomplete Grades (I) An Incomplete grade will be given in a regular course only for legitimate deficiencies due to illness,
emergencies or extraordinary reasons acceptable to the professor and with the Program Chair’s or the
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Dean’s approval, including equipment breakdown or shortages. Student neglect is not an acceptable
reason. A regular grade will be given by the instructor if all requirements for the course are submitted by
the end of the following academic semester. The instructor will submit the new grade to the Registrar’s
Office no later than two weeks after the beginning of the subsequent semester. If all work is not
submitted by the end of the semester following the granting of the incomplete, a grade of FX (NP for
pass/fail courses) will be posted automatically unless an Incomplete Request Form has been approved
and submitted to the Registrar’s Office. The Incomplete Request Form can be accessed on the
Registrar’s Graduate Student Forms page. It is the responsibility of the student to initiate and appeal for
any continuation of a grade of Incomplete. Any student desiring reinstatement to the course after an FX
or NP has been posted must register for the course in a subsequent semester and pay the full current
tuition for the course.
Students who receive two or more course incompletes (either core or elective) within one academic
year and have subsequently not completed the necessary course requirements to remove them by the
end of the standard remedial time period (one semester per incomplete) will not be allowed to enroll in
any further courses in the CPS until this work is completed and a grade of B or above is earned for each
course.
In-Progress Grades (IP) In-Progress (IP) grades shall be given when work is not completed by the end of the semester for the
following academic work: dissertations, independent studies, and special seminars or courses that
extend beyond one academic semester. An IP may be continued on a semester-by-semester basis for a
maximum of two semesters (including the summer semester) when the student requests an extension
and the approved form is submitted to the Registrar’s Office prior to the end of the first semester. If the
requirements for removal of the IP grade are not completed by the end of these two semesters, a grade
of FX (NP for pass/fail courses) will be posted automatically. Any student desiring reinstatement to the
course after an F or NP has been posted must register for the course in a subsequent semester and pay
the full current tuition for the course.
Graduation and Degree Conferment Regent University’s graduation takes place in May. The date is listed in the Regent University catalog and
on the online academic calendar site at http://www.regent.edu/admin/reg/acadcalendars.html. No
student will participate in a graduation ceremony until all academic requirements are completed.
Although the Registrar’s Office will notify the student of anything missing from the student’s file which is
necessary for graduation, the student is ultimately responsible for providing the required material and
attending to the completion of the file.
All students who plan to participate in May graduation must have successfully defended their
dissertation no later than the 31st of March. All academic classes must be completed by the end of this
same semester. Exceptions to this latter rule must be approved by the program director.
Students will only be approved to walk in commencement if all coursework (including Field Experience)
and their dissertation are satisfactorily completed. If not, students must submit an academic petition
requesting permission to take part citing special circumstances. If approval is granted, the student must
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be registered and have paid for the course(s) remaining. Additionally, students must discharge any and
all outstanding financial responsibilities with the Business Office. Students are strongly encouraged to
have all coursework completed before walking in commencement.
Students may not use the title ‘Doctor’ until the Doctor of Philosophy degree is actually conferred by the
University. Conferment is not synonymous with participation in the graduation ceremonies or defending
the dissertation. Regent confers the Ph.D. in Counseling and Psychological Studies degree when the
registrar determines that all degree requirements have been satisfied. In addition to successful
completion of all required coursework, this includes the receipt by the Registrar of the library form
indicating that the final copy-edited dissertation manuscripts have been received with the necessary
fees for binding and abstracting (see the Ph.D. Dissertation Handbook).
Improper Relationships between Students and SPC Personnel Demonstrating integrity in the manner that relationships are conducted is a priority to the CPS faculty.
We strive to exhibit both professionalism and Christian integrity. This means that we will maintain the
boundary of professors who must make decisions of evaluation, placement and continuation in an
academic program, while simultaneously respecting the fact that we are joined through Christ to be in
relationship, to exhibit love, respect and regard as co-laborers within the broader mission of God on
earth.
Dual Relationships As graduate student mentors, faculty are in a position to advise, guide, encourage, admonish and
support students as they complete their Ph.D. Such activity should not be misconstrued as professional
counseling. Faculty and students should maintain the professional boundary of professional counseling
as mandated by the ACA ethics code. Students should exercise discretion regarding the use of
confidential information shared with faculty. Such information might be privately held as a mentor, but
because the relationship with a faculty cannot be a counselor-client relationship, information exchanged
is not protected by client- counselor privilege. Likewise, faculty are reminded to exercise restraint in
how they conduct themselves as mentors. Faculty are encouraged to have close, personal ties to
students in order to mentor them into the community of scholars. However, such relationships are to
give appropriate regard to the differential of power and to be compliant with university policy and
ethical standards.
Students, faculty, and staff members are to avoid dual relationships that compromise the instruction,
advising, evaluation, supervision, and administration processes. The School of Psychology and
Counseling does not condone amorous (romantic or sexual) relationships between students and
employees. When one of the individuals involved has direct professional influence or direct authority
over the other, both the University and the person in the position of influence and power are vulnerable
to charges of sexual harassment from the person in the position of lesser power and/or by third parties.
Codes of ethics for most professional associations forbid professional-client sexual relationships and the
relationships enumerated above should be viewed in this context. In the case of instructor and student,
for example, the respect and trust accorded the instructor by the student, as well as the power
exercised by the instructor in giving grades, advice, evaluations, and recommendations for further study
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and future employment, may greatly diminish the student's actual freedom of choice concerning a
romantic or sexual relationship.
Members of the SPC should avoid such liaisons, which can harm affected students and damage the
spiritual and academic integrity of the institution. An amorous relationship exists when, without the
benefit of marriage, two persons as consenting partners (a) have a sexual union or (b) engage in
romantic partnering or courtship that may or may not have been consummated sexually. It is
misconduct subject to disciplinary action for the above stated behavior(s) to occur. Students should
report improper relationships to their Program Director and/or to the Dean.
Inclement Weather Cancellations One of the benefits of an e-learning format is that the online nature of learning will typically preclude a
student’s need to check for weather-related emergencies that would otherwise impact normal face-to-
face class meetings. Students may also telephone the Inclement Weather Hotline at 757-352-4777 at
any time to hear a pre-recorded announcement. Students should also check Blackboard course main
pages for any announcements related to the impact of inclement weather on regular course activities.
Independent Study Independent study (IS) can offer an opportunity for students to enrich their program of study by
research, special projects, or writing in an area which is not scheduled as a regular course in a program.
The SPC typically discourages IS, however, and per the Dean, “grants permission for these (only under)
highly unusual/emergency situations” (2002). An independent study is intended more to provide course
credit for research or writing publishable papers, rather than to replace taking a course (e.g., an elective)
in a semester when the course is not regularly offered. Students should have completed a minimum of
12 credit hours before requesting to do an IS. The independent study is 100 clock hours of work
dedicated towards a project that leads toward a professional product (i.e. curriculum, manuscript,
presentation, etc.) and the justification for an independent study in lieu of an established elective
course. To apply, a student must collaborate with a faculty member to create a syllabus that delineates
the requirements of the course being proposed and submit two forms: the CPS Independent Study form
in which the proposed study is described and the Regent University Independent Study form which is
submitted to the Registrar’s office. The CPS form can be found in Appendix L. The Regent University
Individual Study Form can be downloaded at http://www.regent.edu/admin/reg/form-
individual_study.html. These independent study forms should be submitted to the CPS program
director. The student should bear in mind that the request for an IS will be granted only in highly
unusual situations. In no case will more than three credit hours of IS be approved.
Integrity A Christian academic community recognizes the principles of truth and honesty as essential. It is
assumed that academic honesty will prevail throughout graduate study. Problems of integrity will be
expedited with an equal concern for love and justice. Students respect the honor system when
completing academic tests, projects or papers as their own.
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Students typically study and generate course materials, assignments and assessments such as
examinations while in their home environment, rather than in a classroom. When students participate in
online class activities and submit any materials designated as assignments, postings and/or submissions
for CPS coursework (including materials related to internship and the dissertation), students are
affirming that they did not generate the submitted work with any aid such as help from another person
unless the instructor expressly indicates forms of aids that can be used (e.g., texts for open book tests).
If a professor is uncertain about whether a student merits a favorable evaluation, the onus of proof
remains with the student. This is particularly true in any circumstance where the professor suspects
questionable ethical conduct (e.g., inappropriate collaboration, plagiarism, cheating, etc.). Students will
only receive positive evaluations when the professor is satisfied that the work is of commensurate
graduate level quality and has been produced in the manner expected by the professor. Students retain
full responsibility for ensuring that they correctly understand performance expectations required for
positive evaluations.
Self-Plagiarism Self-plagiarism means reusing work that you have already submitted for a class. It can involve re-
submitting a discussion board entry, reusing parts of an assignment, copying or paraphrasing passages
from your previous work. Self-plagiarism misleads by presenting previously submitted work as
completely new. If you want to include any text, ideas, or data that already appeared in a previous
paper, you should always inform the reader of this by citing your own work. To avoid this, do not reuse
your old assignments. You might be assigned a topic that you have already written a paper on. Never
submit the same paper again, even in a completely different course. If you want to cover some of the
same ideas in your new paper, then talk to your instructor. Your professor can tell you whether it is
acceptable to reuse or rework parts of old assignments. University departments will often allow some
reuse of work under certain conditions, but make sure you fully understand the policy to avoid these
consequences.
For a detailed description of University policies regarding Academic Integrity, Academic Honor Code,
and Disciplinary Procedures please see The Regent Graduate Catalog and the Student Handbook.
Library The online format of the CPS is well supported by the numerous online, full-text databases available
through the Regent University Library. The library now has over 100 databases. Students are encouraged
to raise information and research questions with the SPC Reference Librarian. Students may request
assistance or report items that they think the library needs to the SPC Reference Librarian, also. The
Reference Librarian will check to see if the required resources are available. Students may make an
appointment to talk with the Reference Librarian to pursue specific research needs.
Students graduating from Regent University must demonstrate that they possess basic competencies in
the use of computer and related information technology research and resources, including use of the
library. No student will be allowed to graduate or participate in commencement without having
completed the Library Information Research and Resources (UNIV LIB) course. The course should be
taken in the student’s first semester. The library will provide each academic unit a list of the course
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competencies and a guide as to how the competencies must be demonstrated and at what level. The
library will certify to the dean of each school and the registrar that a student has passed the information
research course and will certify that those students have demonstrated the competencies of the course
through a challenge exam. Students should demonstrate the competencies during the first semester of
enrollment either through the challenge exam or by passing the research course. If they do not, they will
be automatically enrolled in the course in the second semester. The Registrar’s Office will include on
each student’s transcript the course name and a P for successful completion.
Performance Concerns
Professional Development Forms (PDFs) and Performance Concerns The CPS assumes responsibility for the mentorship of its students as emerging professionals.
Consequently, any source of information available to the program during the student’s tenure is
appropriate for evaluation of student standing. If a faculty member develops a concern regarding a
student’s progress, they may request a telephone conference with the student. Faculty members may
complete a properly filled out Professional Development Form (see Appendix B) and transmit this to the
student in the most expedient manner available (e.g., in person, via mail or fax). Professional
Development Forms (PDF’s) do not just document deficiencies and should not be viewed as adverse
administrative actions by themselves. PDFs may also be used to discuss areas for continued growth
beyond the typical level of development for a student who has a clear capacity for extraordinary skill in
that area. If the faculty member or student so desire, a third person may be included in a performance
concern conference. That third person should typically be the student's academic advisor. The e-
learning format of the CPS may require mailed letters or telephone conferencing to accomplish this
aspect of the process. If satisfactory resolution of the concern is not reached at this level of
communication, the faculty member and/or student may then include the CPS Program Director. If the
CPS Program Director is either the faculty member or the student’s academic advisor, the Counseling
Program Director will be included. If disciplinary procedures are needed, the university student
disciplinary procedures must be followed. If these meetings do not resolve the issue, the University
Academic Policy on Student Discipline
Personal Therapy Doctoral students are encouraged to enter a therapeutic relationship while enrolled in their program of
study. This recommendation has a two-fold purpose: 1) it allows the student to experience personally
the professional therapeutic process as a significant learning experience in professional development,
and 2) it allows the student to examine personal issues which ultimately may hinder professional
effectiveness.
If an incident arises requiring the completion of a PDF in a personal growth domain, at the discretion of
the student’s academic advisor and the Program Director, the student may be required to attend up to
four sessions of counseling.
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Professional Organizations
Students are encouraged to join the professional secular and religious professional organization consistent with their professional identity and work objectives.
There are many other professional organizations that might be relevant to student interests and career plans. Most of these organizations have special rates for student membership. Examples of other organizations that might be of particular interest to Regent students, include:
1. American Association of Christian Counselors (AACC) * 2. American Counseling Association (ACA) 3. American Psychology Association (APA) 4. American Association for Marriage and Family Therapy
(AAMFT) 5. Association for the Advancement of Behavior Therapy
(AABT) 6. Christian Association for Psychological Studies
International (CAPSI) 7. Society for the Scientific Study of Religion (SSSR) 8. Virginia Counselors Association (VCA)
*A student chapter meets on campus at Regent University
Program Disenrollment and Leave of Absence
Disenrollment A student’s enrollment may be terminated by the CPS for any of the following reasons:
Academic
a. For failure to perform satisfactorily at the doctoral level and/or make satisfactory progress
toward the degree. Examples of unsatisfactory performance include, but are not limited to,
the following: failure to maintain an overall B or better grade point average, inability to
complete academic courses within reasonable time frames, or obtaining multiple
unsatisfactory standing evaluations during the annual review.
b. For failure to register for one semester without authorized leave of absence
c. For failure to graduate within the maximum time limit allowed by the graduate school (7
years). The student may petition to have this requirement waived for an appropriate cause.
Unprofessional Personal Conduct:
a. For failure to behave consistently with the codes of ethics of our profession and the rules,
regulations, and code of conduct of the CPS and Regent University.
b. For failure to uphold principles of academic honesty and integrity.
c. For failure to demonstrate suitability for clinical practice as defined by professional
standards of practice.
Financial:
a. For failure to meet tuition and financial obligations to Regent University.
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Disenrollment may be appealed by following the University due process procedure.
Leave of Absence If the student is in good standing and cannot continue study due to unusual personal, professional or
academic difficulties, the student has the option of a leave of absence (LOA). During leave of absence,
students are not registered for any courses, independent study, internship, or dissertation hours.
Students who go on leave must complete an Academic Petition form and submit it to their advisor. The
student also fills out the PhD Leave of Absence Fee form (see Appendix C).
If a student requests and receives a LOA after the Drop/add period of any semester, the student will
receive a grade of W in all classes in which the student is enrolled, if the instructor assesses that the
student has performed satisfactorily to that point in the semester. If the instructor assesses that the
student has not performed satisfactorily to that point in the semester, the student will receive a grade
of WF and the grade of F will be counted toward the student’s GPA.
The CPS curriculum is a 51 credit hours program. If a student requests and is granted a LOA during the
program, the student can rejoin the program at any given semester but will be advised that rejoining
may produce an ideal flow of course progression, since not all needed classes are offered each
semester. A LOA will result in the need for the student and faculty advisor to work out a new ADP to
reflect the altered progression through the program. The student is advised to contact advising or
his/her academic advisor to plan on a best possible way to re-enter the program.
Readmission If the student has withdrawn from Regent University and wishes to reenter within one year of
withdrawing, the student must obtain written approval from the CPS Program Director. If approved for
reentry, tuition is payable at the time the student registers.
If the student wishes to reenter a year or more after withdrawing, the student must submit a new
application for admission to the CPS. Please consult the SPC Admissions Director for details. Applicants
for readmission will be subject to a readmission fee (see Fees). Readmitted applicants matriculate under
the degree requirements in effect as of the time of their readmission.
Seven-Year Limit on Length of Program Doctoral students are expected to complete all degree requirements, including successful defense of the
dissertation, within seven years of entering the program. Extensions are granted for good cause and
with approval of the student’s advisor and the CPS Program Director.
Transferring to a Different Degree Program at Regent University At times, students enrolled in the CPS have life changes or make decisions which necessitate a change in
programs of study. When such a decision is contemplated, it is recommended that the student set an
appointment to speak with his or her advisor to discuss any concerns, questions, or need to problem-
solve. The academic advisor can assist students in determining which form/forms may be required
and/or course of action necessary to make the desired change. It is the student’s responsibility to
pursue admission to the other Regent program and fulfill all requirements of the other program.
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Program Format The CPS is offered in an e-learning format only. The University uses Blackboard as its e-learning
platform.
Registration beyond Normal Load The CPS Program Director must grant permission for students to take courses beyond the normal load
(six credit hours per semester). The student must have their advisor’s approval. The student must
submit an Academic Petition form and submit it to the CPS Program Director four weeks in advance of
the semester in which the student desires to take more than six credit hours. Student may take no more
than two courses beyond the normal load per semester.
Research Teams CPS students may have the opportunity to participate in research teams directed by CPS faculty
members. These research teams can cover a wide range of topics, particularly focused on areas of the
faculty member’s interest and the program’s research focus. Regular meetings may be set up and
specific projects developed. The online format of the CPS will necessitate telephone and/or internet
chat discussions among the team members, based on the locations of the faculty and students.
Student Records/Transcripts
Student Records Student records are maintained only in accordance with the regulations of the Family Education Right to
Privacy Act of 1974. Without the student’s written permission, no part of the student’s record (including
transcripts and verification sheets) will be made public or provided to other institutions or individuals,
except for Regent faculty, administrators, members of official accrediting agencies, or agents of Regent
University.
Transcripts The Office of the Registrar keeps a transcript of all courses. If the student has any questions about
current number of credits, the student may examine the unofficial transcript available from Genisys.
Official transcripts are issued with the seal of the University. Licensing agencies, school certification
offices and other universities almost always require official transcripts. The Registrar issues all official
transcripts at Regent University.
As a matter of policy, Regent University does not issue copies of transcripts from other schools. Students
needing transcripts from institutions previously attended must order them directly from those
institutions.
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Taking Courses at Universities Other Than Regent University Students may take doctoral-level (no master’s level) courses at colleges/universities other than Regent
University. The college/university must be regionally accredited by an accrediting body recognized by
the U.S. Department of Education. A total of six credit hours may be taken at other colleges/universities
or other approved Regent University schools (see below).
Occasionally, a student in the CPS program might be interested in taking a course in another Ph.D.
program within the Regent School of Psychology and Counseling, for example: the CES program
(Counselor Education and Supervision). An academic petition must be completed in order to obtain
approval from each program before registering for an elective from another SPC Ph.D. program.
Taking Courses in Other Schools at Regent University Students may take doctoral-level (no master’s level) courses in approved schools at Regent other than
the School of Psychology and Counseling. These schools include the Schools of Leadership Studies,
Divinity, Education, and Business. Permission from the instructor of the course is necessary and should
be noted on the registration form. If there is an enrollment limit in the course, students in the school in
which the course is offered will have first priority. The courses in other schools at Regent may be used to
meet CPS graduation requirements, such as courses identified as electives. A total of six credit hours
may be taken in other approved Regent schools or at other colleges/universities (see above). No later
than four weeks before the start of the course, the student should fill out an Approval to Enroll in a Class
in Another School form and obtain the appropriate signatures. The student must also provide the CPS
Program Director an electronic copy of the course syllabus for review of applicability to the CPS program
mission and objectives. The student’s advisor can be contacted regarding necessary information and
application procedures. The decision of whether a course meets the CPS mission and objectives, and is
therefore applicable to the degree and approved, rests solely with the CPS faculty.
Teaching and Graduate Assistantships The SPC employs CES and CPS students in the role of Teaching Assistants (TAs) for the CPS masters and
doctoral programs. The TAs are paid on an hourly rate and are employees of the SPC. CES student TAs
also collect hours towards their internship requirements. Interested students should contact Dr. Cyrus
Williams (CES) or Dr. Ingo Tophoven (CPS) for specific information.
Transfer of Courses Regent University will consider for transfer credit a maximum of 25 percent of the student's program
from applicable doctoral-level courses taken at another accredited institution or program that have not
been taken as part of a previous graduate degree. Because the CPS is a 51 credit hours program, up to a
maximum of 12 hours of doctoral coursework may be considered for transfer. Only doctoral-level
graduate courses that do not appear on a transcript for a prior granted degree will be eligible for
transfer consideration. A student must request such a transfer and receive a written recommendation
from his/her advisor on the Transfer Credit Request form. The request for transfer credit must be
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completed at the beginning of the student's program so that proper program planning can be done. All
credit transfer is subject to approval by the University. Courses submitted for transfer consideration
must meet at least 75% of CPS course requirements to be approved. Courses submitted for transfer
consideration as electives must align with the CPS mission and objectives and be deemed appropriate to
the degree. As a general rule, a student's course of study should not have more than 25 percent of the
program as a combination of transfer credits and independent studies. A course that is transferred will
appear on the student's Regent University CPS transcript as a transferred course. All courses must meet
content sufficiency requirements in order to be considered for transfer. The student cannot assume that
a course will be granted transfer status simply because the title of the course suggests it covers
sufficient content. The decision of whether a course meets the CPS mission and objectives and is
therefore applicable to the degree and approved for transfer, rests solely with the CPS faculty.
Also see the Electives section of this handbook. No more than six credit hours of electives may be taken
outside the CPS program; consequently, no more than six credit hours of courses to be designated as
electives may be transferred into the program.
Criteria for Course Transfer Generally, transfer of courses is most common at the undergraduate level, with a slightly higher level of
acceptance at the master’s level. Transfer of credits at the doctoral level is rare, since courses are
typically designed to meet individualized program goals and objectives. Any courses approved for
transfer must satisfy at least 75% of the course requirements for the CPS equivalent course and must
not omit any content or competencies which the CPS faculty judge to be critical to the course objectives.
No dissertation proposal, dissertation hours, or field experience will be accepted for transfer into the
CPS.
Tuition and Fees See most current Tuition & Cost information at the following link:
https://www.regent.edu/admissions-aid/tuition-costs/
NOTE: Fees, tuition charges, and program costs as mentioned in this handbook are subject to change.
Classes with fewer than eight students will be subject to cancellation at the discretion of the CPS
Program Director. Students affected will be notified.
Student Financial Responsibilities and Enrollment If the student cannot meet tuition obligations, the student must contact the Business Office in advance
of the tuition due date. Tuition payment plans are available.
NOTE: Students cannot receive a Diploma until their financial accounts are clear.
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Obstacles to Online Learning Classroom Interaction Students are expected to be fully present as they would be in a face-to-face, traditional classroom
setting. The e-learning environment requires a professional framework not different from traditional,
face-to-face programs. In the online classroom setting, cell phones are to be set to flight mode (non-
ringing mode) while class is in session. Students are expected to mute their microphones when not
talking, but be ready to be called on by the professor at any time. All students must have working video
cameras. If students must respond to an urgent phone call, they should make sure their microphones
are muted as to not interrupt the class. No calls are to be initiated on a cell phone during class. Students
are also expected to have privacy when online. No other people should be present in the room when
student interacts online. No class participation should ever take place in public places. If a student has to
call in to collaborate sessions, safety is first. We do not recommend students calling in while driving –
ever. Students who cannot operate within a professional manner will be subject to being addressed by
the professor via a Professional Development Form, which may affect the student’s grade and/or
standing in the program.
Writing Style The CPS uses the Publication Manual of the American Psychological Association (most recent edition) as
the standard for all writing projects. The APA manual is available for purchase online through a variety
of online book websites, or at local book merchants. Unless otherwise noted by the professor (e.g., in
cases of journaling or opinion papers), each writing assignment is expected to be typed according to APA
guidelines. Unless otherwise specified, each paper should contain an APA title page, introduction, body
of text, conclusion and references. Items such as tables of contents, abstracts, and lists of tables are not
needed for course papers unless specified by the professor. A listing of websites that address APA styles
is available online. The student is responsible to make sure online sources reflect the latest edition of
the actual APA manual.
A student’s writing style should be consistent with that found in graduate level counseling work.
Graduate level writing exhibits good organization, appropriate spelling and grammar, and a scholarly
quality. At times, a student may struggle to meet these requirements. When the faculty notes such
problems, the student’s advisor in conjunction with the student and the CPS Program Director will work
to develop an individualized plan of remediation. Sometimes this will include a writing skills workshop.
III. DEGREE REQUIREMENTS In addition to the completion of specified course work with a minimum overall grade point average of
3.0, students must complete a number of other requirements in order to obtain the Doctor of
Philosophy in Counseling and Psychological Studies degree at Regent University.
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Coursework Completion Students must complete all required courses as specified on their ADP in order to satisfy the
requirements for the degree. All courses submitted for degree satisfaction must be completed with a
grade B or higher.
Dissertation Completion The dissertation project provides an opportunity for students to demonstrate doctoral level scholarship
in a chosen topic. A full description of dissertation processes, guides, rules and forms is contained in the
CPS Dissertation Handbook. Students are expected to have full knowledge of the handbook by the time
they are engaged in MHPS 700.
A dissertation may take a variety of forms, which include an empirical investigation (quantitative or
qualitative), a theoretical contribution/critique, a program evaluation, an analysis of a public policy issue
as related to professional practice, or other projects as agreed upon by the faculty. Students should
begin to pursue their dissertation topic from their first semester in the program. Students must
complete dissertation projects relevant to and guided by their sponsoring faculty chair.
The dissertation process includes two major reviews, the dissertation proposal defense, and the
dissertation defense. The dissertation proposal defense will be conducted during MHPS 701. The
proposal defense is a meeting with the student and all or some of his/her dissertation committee of
approximately one hour in length. Proposal defenses can be made on campus at the Virginia Beach
location or, in most cases, via the MHPS 701 Blackboard Dissertation Proposal Defense Electronic
classroom in Blackboard. During the proposal defense the student will demonstrate that he/she
possesses knowledge of the professional literature and investigative procedures required to answer the
research questions. Successful defense of the dissertation proposal permits the student to conduct the
investigation.
All students take MHPS 700 Proposal Development and Grant Writing. In that course they complete a
draft of chapters 1 and 2 and perform a mock dissertation proposal presentation. This will give students
ample practice to prepare for the real proposal defense, which takes place in MHPS 701.
Students are to register for MHPS 702 and 703 after successfully completing their proposal defense in
MHPS 701. It is expected that students defend their dissertations within 18 months after defending
their proposal.
The dissertation committee must consist of at least one chair and one reader who must possess a
doctoral degree in a field relevant to the dissertation topic. The dissertation chair must be a current
faculty member in the School of Psychology and Counseling. If the chair is not a CPS core faculty
member, then at least the reader must be a member of the core faculty of the Counseling and
Psychological Studies program. A student may select a member from outside the university to sit on the
committee with the approval of the committee chair.
Students who have failed to defend their dissertation by end of the 9th credit hour of dissertation must
sign up for an additional credit of Dissertation Continuance (MHPS 795) each successive semester until
the dissertation is successfully defended. Students planning to graduate in May must defend their
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dissertation no later than March 31st unless special a special request is made and granted by the
program chair.
It is expected that students will complete their dissertation within two years of their promotion to
doctoral candidacy. It is imperative that students seek to complete their projects in a timely manner. If
students fail to make progress toward completion, the faculty may resign himself or herself from serving
as chair or committee person. The student must find another qualified person to participate in the
dissertation project.
See also the Doctoral Program in Counseling and Psychological Studies Dissertation Handbook.
Remedial Requirements Students who display significant weaknesses in any relevant aspect of their training may be required to
complete appropriate remedial work aimed at redressing these weaknesses, as determined by the
faculty.
Annual Review Process 1. All coursework grades and performance of each student are reviewed during the academic year.
Student writing skills are also carefully reviewed. Review determinations will be rated as
satisfactory, satisfactory with concerns, or unsatisfactory.
2. The annual review is an integral part of the student’s continued studies in the CPS.
Recommendations based on the results of the annual review include continuation in the CPS or
remediation (see #4 below), but may also include dismissal from the CPS if the determination is
unsatisfactory.
3. A student whose work has been assessed as exemplary will receive a letter acknowledging the
student’s performance excellence; a copy of the letter will be kept in the student’s file.
4. After reviewing these materials, where there is consideration of satisfactory with concerns or
unsatisfactory ratings, each advisor presents initial, tentative recommendations to the
counseling faculty.
5. Each student will receive a letter via email from the program chair that summarizes the results
of the review process. If any remediation is indicated, the letter will explain what is expected of
the student based on a remediation plan.
6. The student may appeal this decision first to the faculty Advisor, then through the Program
Director, and if necessary, to the Dean. If a satisfactory solution is not reached, the student can
then follow established Regent University due process guidelines found in the Faculty and
Academic Policy Handbook.
IV. PROGRAM OF STUDY The CPS is a 3-3.5 year, full-time, fixed 51 credit hours program for individuals with a master’s degree in
counseling or significantly related discipline such as psychology or social work. Students follow the fixed
course progression outlined in this document.
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Concentrations The CPS program is one degree, but offers 11 concentrations. Students can choose from any of the
eleven concentrations. Students can change their concentration mid- program, but all students need to
be advised that, if concentration courses have been taken, the length of program extends if a new
concentration is chosen.
Curriculum As previously noted, the CPS curriculum is a 51 credit hours, full-time, flexible course progression
degree. “Full time” for purposes of the CPS course sequence, is defined as approximately 6 hours per
semester. “Flexible” means that students enter the program at different times throughout the year and
will therefore work on an ideal progression together with their advisors and the availability of courses in
any given semester.
Curriculum Changes Programs may choose to add or delete courses and course progressions from time to time; if a student is
in a degree program over several years, there may be minor differences between what is offered and
what was in the original catalog. Students will work with their individual advisors to ensure that they
have met all requirements for graduation, under the following stipulations:
1. The original numerical requirement for course credit hours must remain the same as stated in
the catalog under which the student entered the program. The program may not add to the
credit hour requirement unless the student is in a clearly documented remedial situation.
2. In the case of a student stopping out of a program and being readmitted, that student would
then be under the catalog of the year of readmission.
3. Students may, if they choose and with approval, take more credit hours than required in their
catalog. Due to the online format of the CPS, however, students are strongly encouraged to
consider the amount of time that will be required to add to the full load of coursework during
each semester of the program.
4. If a student has a required course that is no longer offered, the advisor will help the student find
a substitute course, either at Regent or through other programs.
Integration of Faith and Learning The CPS at Regent University trains students to be both competent professionals and reflective, ethical
Christian professionals. Although students are not required to embrace the Christian faith, students of
other faiths should be aware that the CPS is based on a broad commitment to the Judeo-Christian faith
tradition. Many of the SPC graduates work in practice contexts where clients of similar faith traditions
deliberately seek them out. Consequently, the CPS is designed to provide students with specialized
expertise in working with Christian clients in an ethical manner. This does not mean that the values or
faith tradition of Christianity are imposed upon clients. Students are trained to respond ethically to
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client diversity in a variety of forms, including client religiousness. Yet, a primary goal of the training
program is to facilitate ‘worldview integrity’ in its Christian counseling trainees. This is accomplished by
the inclusion of integration objectives in each course. Additionally, CPS students can select electives that
include instruction in integration topics.
V. STUDENT LIFE The online format of the CPS implies that many students may live away from the Virginia Beach campus
location. Students are encouraged to actively contribute to an online learning community experience
during their course of study. CPS offers a variety of in-class and out-of-class opportunities to be part of
an online community.
This involvement will enhance growth in all areas of students' lives. Some available activities are online
chapel, prayer groups, and a prayer forum in the Discussion area of each Blackboard class.
Career Services Career evaluation, planning, and coordination assistance is availability through the Office of Career &
Talent Management.
Chapel The University offers an online chapel that can be accessed by students at
https://www.regent.edu/admin/stusrv/campus_ministry/chapel_live.cfm. Additionally, courses in the
CPS routinely include Prayer and Praise Forums through which students, despite their distance locations,
can post praise reports and prayer requests and students can engage in prayer as a cohort. Students
who are local to the Virginia Beach campus are encouraged to participate fully in the on-campus chapel
activities.
Communication Due to the online format of the program, Blackboard is the primary mode of communication among
students and faculty in the CPS during coursework. There are no residency requirements for the CPS
program. Thus, all communication happens via each Blackboard class shell and only through official
Regent email addresses. Telephone calls are also common means of communication between faculty
and students. If a professor offers his personal cell phone in addition to e-mail, students are encouraged
to respect the communication guidelines posted in the syllabus with regard to cell phone boundaries.
Local or visiting students are encouraged to connect to CPS faculty and make an appointment to visit.
Coffee and tea and time are always available – with some planning.
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Appointments with the SPC Dean Faculty, program directors, and department chairs are responsible for scheduling their own
appointments. To schedule an appointment with the SPC Dean, contact his assistant, Lynnette Harris, at
757-352-4255 or [email protected].