Rhode Island Code of Regulations › Title 216 - Department of health › Chapter 40 - Professional licensing and facility regulation › Subchapter 05 - Professional Licensing › Part 11 - Licensing Clinical Mental Health Counselors and Marriage and Family Therapists › Section 216-RICR-40-05-11.5 - Core Curriculum

Current through June 14, 2024
11.5.1
The
				  Core Curriculum: Clinical Mental Health Counselors
A. An applicant needs to complete courses in
				  each of the following eight (8) categories, in accordance with the minimum
				  number of credits required in each category, for a total of thirty (30)
				  credits:
1. Helping relationships and
				  counseling theory (nine (9) credits minimum) (i.e., counseling and consultation
				  theories including both individual and systems perspectives as well as coverage
				  of relevant research and factors considered in applications; basic
				  interviewing, assessment, and counseling skills; counselor or consultant
				  characteristics and behaviors that influence helping processes including age,
				  gender, and ethnic differences, verbal and nonverbal behaviors and personal
				  characteristics, orientation, and skills; client or consultee characteristics
				  and behaviors that influence helping processes including age, gender and ethnic
				  differences, verbal and non- verbal behaviors and personal characteristics,
				  traits, capabilities, and life circumstances; and ethical considerations,
				  counseling processes, counseling theories, marriage and family counseling,
				  family counseling, systems concepts).
2. Human growth and development (three (3)
				  credits minimum) (i.e., theories of individual and family development and
				  transitions across the life-span; theories of learning and personality
				  development; human behavior including an understanding of developmental crises,
				  disability, addictive behavior, psychopathology, and environmental factors as
				  they affect both normal and abnormal behavior; strategies for facilitating
				  development over the life-span; ethical considerations).
3. Social and cultural foundations (three (3)
				  credits minimum) (i.e., multicultural and pluralistic trends including
				  characteristics and concerns of diverse groups; attitudes and behavior based on
				  such factors as age, race, religious preference, physical disability, sexual
				  orientation, ethnicity and culture, family patterns, gender, socioeconomic
				  status, and intellectual ability; individual family, and group strategies with
				  diverse populations; and ethical considerations).
4. Groups (three (3) credits minimum) (i.e.,
				  principles of group dynamics including group process components, developmental
				  stage theories, group members' roles and behaviors; group leadership styles and
				  approaches including characteristics of various types of group leaders and
				  leadership styles; theories of group counseling including commonalities,
				  distinguishing characteristics, and pertinent research and literature; group
				  counseling methods including group counselor orientations and behaviors,
				  ethical standards, appropriate selection criteria and methods, and methods of
				  evaluation of effectiveness; approaches used for other types of group work,
				  including task groups, prevention groups, support groups, and therapy groups;
				  and ethical considerations).
5.
				  Lifestyle and career development (three (3) credits minimum) (i.e., career
				  development theories and decision making models; career, avocational,
				  educational and labor market information resources, visual and print media,
				  computer based career information systems; career development program planning,
				  organization, implementation, administration and evaluation; interrelationships
				  among work, family, and other life roles and factors including multicultural
				  and gender issues as related to career development; career and educational
				  placement, follow-up and evaluation; assessment instruments and techniques
				  relevant to career planning and decision making; computer based career
				  development applications and strategies, including computer assisted career
				  guidance systems; career counseling processes, techniques and resources
				  including those applicable to specific populations; and ethical
				  considerations).
6. Appraisal
				  (three (3) credits minimum) (i.e., theoretical and historical bases for
				  assessment techniques; validity including evidence for establishing content,
				  construct and empirical validity; reliability including methods of establishing
				  stability, internal and equivalence reliability; appraisal methods including
				  environmental assessment, performance assessment, individual and group test and
				  inventory methods; behavioral observations, and computer managed and computer
				  assisted methods; psychometric statistics including types of assessment scores,
				  measures of central tendency, indices of variability, standards errors, and
				  correlations; age, gender, ethnicity, language, disability, and cultural
				  factors related to the assessment and evaluation of individuals and groups;
				  strategies for selecting, administering, interpreting, and using assessment and
				  evaluation instruments and techniques in counseling; ethical
				  considerations).
7. Research and
				  program evaluation (three (3) credits minimum) (i.e., basic types of research
				  methods to include qualitative and quantitative research designs; basic
				  parametric and nonparametric statistics; principles, practices, and
				  applications of needs assessment and program evaluation; uses of computer for
				  data management and analysis; ethical and legal considerations in
				  research).
8. Professional
				  orientation (three (3) credits minimum) (i.e., history of the helping
				  professions including significant factors and events; professional roles and
				  functions including similarities and differences with other types of
				  professionals; professional organizations; ethical standards; professional
				  preparation standards, their evolution and current applications; professional
				  credentialing including certification, licensure, and accreditation practices
				  and standards, and the effects of public policy on these issues; and public
				  policy processes including the role of the professional counselor in advocating
				  on behalf of the profession and its clientele).