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Fieldwork
The experiential component of the programs in counseling is critical to the student's growth and development toward becoming a professional counselor.
School Counseling
Two practica experiences for a total of 350 clock hours in a school setting with deaf, hard of hearing and deaf children with additional special needs, in the Washington, DC metropolitan areas is an important component of the counselor's training. It is through this hands-on experience that students begin to apply principles and practices of professional counseling with deaf, hard-of-hearing, and deaf with additional special needs. Additionally, during the last phase of the program, all students are required to complete a semester long (600 clock hours) internship in a K-12 school setting with deaf, hard-of-hearing and deaf with additional special needs children outside of the Washington, DC area. As with the practicum experience, the Department of School Counseling assists with the site selection and placement of the student in an area of his/her choice.
For more information about the requirements for fieldwork in the School Counseling degree program, read the School Counseling Fieldwork Manual.
Mental Health Counseling
Two or three practica experiences for a total of 400-600 clock hours in a mental health setting with deaf, hard of hearing and deaf clients with or without additional special needs, in theWashington,DCmetropolitan areas is an important component of the counselor's training. It is through this hands-on experience that students begin to apply principles and practices of professional guidance and counseling with deaf, hard-of-hearing, and deaf with additional special needs people. Additionally, during the last phase of the program, all students are required to complete a semester long (600 clock hours) internship in a mental health agency with deaf, hard-of-hearing and deaf with additional special needs people outside of theWashington, DC area. As with the practicum experience, the Department of Counseling assists with the site selection and placement of the student in an area of his/her choice. Students must have at least 400 client contact hours before graduation.
For more information about the requirements for fieldwork in the Mental Health Counseling degree program, read the Mental Health Fieldwork Manual.
Other Experiences Beyond the Classroom
There are a number of opportunities outside of the classroom for graduate students in the Counseling Department. Check out the photos below for some examples.
 Here Dr. Cheryl Wu (with back turned in photo) is seen here engaged in cooperative game play with children from Patrick Henry Elementary School in Arlington, Virginia. Dr. Wu provides mental health consultation and support for the class, which is a newly-established mainstreamed classroom at the school for deaf and hard-of-hearing children ages 4 to 7. Dr. Wu meets monthly with the parents to address family and personal issues, as well as the special needs of the children. This photo was taken on Family Play Day in July 2007. Children from the class were joined by their families and friends to participate in activities designed to enhance communication and meaningful cooperative play, as well as model pro-social skills. Several graduate students from our department joined Dr. Wu in making Family Play Day a success. Depicted in this photo with Dr. Wu is Jessica Rogers, a student in the School and Guidance Counseling degree program.
Special Projects and Grants
The Department of Counseling, through Dr. Lytle, is in partnership with the University of California at San Diego (UCSD) Cancer Center on two major grants awarded by the National Cancer Institute.
Dr. Lytle is a Principal Investigator to the first grant, a pilot project entitled "Medical Students, Cancer Control, and the Deaf Community" which is into its third year. This $1.6 million project, funded for 5 years, beginning in 2004, aims to prepare medical students to become clinical leaders dedicated to improving access to health care and cancer prevention and control information to the Deaf community. As part of this program, UCSD Medical students attend Gallaudet University for a 4 week ASL/Deaf Culture immersion program after the first year of their participation in the project. While at Gallaudet, they also do research and give lectures on various cancer topics.
Dr. Lytle is an advisor to the second grant, "Deaf Community Cancer Information Diffusion Strategies." This $1.7 million grant has been awarded for the next 5 years and will continue work already started on distributing cancer education to the Deaf community. The National Association of the Deaf is also a partner in this grant. Videos, both signed and open captioned, are available on breast cancer, cervical cancer, prostate cancer, and testicular cancer. More videos are being developed. You can view several of these videos on http://cancer.ucsd.edu/deafinfo
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