Programs Deferred

New Applicants: The Deferral decision is for a maximum of 24 months; programs may submit documentation of corrections at any time during that two-year period; at that time the Board makes a decision: Accredit, Continue Deferral (for the same 24 month maximum).

At the end of the 24 months, if no materials have been submitted for review or if the submitted materials are deemed inadequate, the Board makes the decision: Deny accreditation.

Programs Seeking Re-Accreditation:

The Deferral decision is limited to any remaining time until a program’s accreditation expiration and two six-month extensions.  Each extension is a Board decision; the second six-month extension could include being placed on probation. Programs may submit documentation of corrections at any time during either six-month extensions and the Board makes a decision:  Re-accredit or continue the deferral, or the program could select a Voluntary Withdrawal.

At the end of the second six-month extension on probation, if no materials have been submitted for review or if the submitted materials are deemed inadequate, the Board makes the decision:  Accreditation Rescinded.

School and Program	Date of Decision
Southern Nazarene University M.A. Counseling Psychology & M.S. Counseling Psychology Ensure sufficient coverage of ethics prior to starting practicum so students are prepared to adequately understand ethical situations as they arise. (Standard B.5) Ensure that course syllabi accurately and adequately reflect coverage of trauma and that student knowledge is evaluated (Standard B.5.b.i.2) Ensure field placement courses have the appropriate faculty-to-student ratio of 1:8 and that practicum and internship class structure and class meeting frequency allows for adequate interaction with faculty for monitoring student progress and experience on field placement. (Standard C.2.a) Clearly document responsibilities and procedures of the Internship Coordinator. (Standard C.2.b) Supervision of practicum students is to be conducted in either a dyadic or triadic format for a minimum of 1 hour per 20 hours of practicum to ensure students have adequate time to address questions and issues. (Standard C.2.c) Develop and implement a system to ensure that student skills are being consistently evaluated through live observation or review of recordings while on field placement. (Standard C.2.d) Update the Graduate Academic Catalog for accuracy and consistency around applications and admission. (Standard D.1) Develop and implement a system of oversight and management of contributing faculty. (Standard E.2) Develop and implement a process for ongoing review of the program mission and learning objectives that involves feedback from stakeholders. (Standard G.1) Develop and implement a process for contributing faculty to provide feedback on the program. (Standard G.2) Develop and implement a process for dissemination of program evaluation results to stakeholders on a systematic basis. (Standard G.3)	December 2024
William Paterson University M.A. in Clinical and Counseling Psychology Syllabi Review Process: Demonstrate the implementation of annual syllabi review procedure that includes assurance that updated readings and texts are being used by providing documentation of the outcome of this process (Standard B.5) Class size in Skills-Based Courses: Create, implement, and demonstrate a monitoring process of class sizes in the skills-based courses so that they are no larger than about 20 (Standard C.1) Documentation: Develop and implement a system for documenting information received from site supervisors including but not limited to concerns about students (Standard C.2.b) Program Director Release Time/Compensation: Program is to examine and provide summary of this examination regarding the release time and summer compensation for the Program Director (Standard E. 3) Clarity of Communication Regarding Program Size: Create, institute and provide a policy statement that clarifies the process for determining how the program will arrive at a maximum number of admitted students into the program each year to ensure adequate support for the program as well as faculty sufficiency (Standard E. 6) Program Director Transition Practice and Accreditation Knowledge: Develop streamlined and documented processes and procedures for tasks and responsibilities of the program director including salient and required information regarding maintaining accreditation standards (Standard E. 7) Remediation of Professional Expectations: Create and submit a remediation template that includes a dismissal description for personal and professional expectations (Standard F. 7). Advisement Procedures: Demonstrate the implementation of a process that informs students of the advisement process and provides adequate advisement during the second year and beyond (Standard F. 8). Professional Development Opportunities: Develop and submit a plan to provide all students in the program opportunities for professional development such as conferences, workshops, presentations, webinars, etc. (Standard F.9). Outcome Evaluations and Program Modifications: Develop and submit a policy that states how the program will review the results from outcome evaluations of the program’s learning objectives, and how they are used to determine needed program modifications, along with documentation of the implementation of this policy (Standard G.1). Systematic Method of Gathering Data: Develop and implement a policy regarding an ongoing systematic method of gathering data regarding feedback on the program’s learning objectives and/or evaluation of the program, such as curricular offerings and advising, from the following stakeholders in the program: adjuncts, alumni, site supervisors, current students (Standard G.1 & G. 2). Systematic Sharing of Results to Stakeholders: Development and documentation of the implementation of a systematic plan that shares the results of program evaluations with the following stakeholders: adjuncts/contributing faculty, alumni, site supervisors, current students (Standard G. 3). Missing and Incomplete Documentation in Student Files: Create a policy and submit the procedures that the program will take to ensure that all the students’ annual review documents are provided to the students each year the students are in the program, are in the student files and to ensure that all documents in the student files are fully completed, such as faculty signatures on required forms (Standard G.4)	September 2025
Felician University M.A. in Counseling Psychology The program needs to develop and implement a policy to ensure there will not be a conflict of interest for students on field placement. (Standard B.3) The program must ensure that internship students are receiving consistent supervision from a licensed mental provider. (Standard C.2.b.i-iii) The program must ensure that internship on-site supervisors regularly provide “direct observation and/or review of audio/video recordings, with feedback” from a licensed mental health provider. (Standard C.2.d.i-ii) A more structured approach is needed to ensure consistency and instructional quality; developing policies and procedures is needed to clarify expectations and provide needed support. (Standard E.2) The program needs to ensure a sufficient number of faculty, particularly considering the addition of the online program, to meet MPCAC Standards of core faculty teaching above 50% of courses. This may require the hiring of additional faculty, but a clear plan needs to be developed with evidence of institutional support that does not rely on faculty overloads.  (Standards E.3, E.6) The program needs to ensure the presence of core faculty expertise related to the school counseling and forensic tracks offered in the program. (Standards E.3, E.6) Student files must be complete and consistent across students. (Standard F.2) Develop and implement a systematic plan to assess learning objectives and other processes based on input from all stakeholders, including internship supervisors, students, alumni, and contributing faculty members. (Standards G.1, G.2) Develop and implement a plan to make the results of program evaluations available on a regular and systematic basis to students, contributing faculty, and internship supervisors. (Standard G.3) Develop and implement a plan to assess current students regularly and systematically on their clinical competencies and progress on all learning objectives. (Standard G.4)	September 2025
Fordham University M.S. Ed. in Mental Health Counseling Develop and provide evidence of an implementation plan to meet the MPCAC Standard for internship class supervision of one faculty member to eight students(Standard C.2.a.iii). Describe and implement a strategy to ensure all students have access to information about assistantships, likely a description in the Student Handbook (Standard D.5, Standard F.10). Demonstrate that the program has at least 50% of courses taught by core faculty and the plan for faculty sufficiency is sustainable.  (Standard E.6).  Assess the need for additional administrative staff and provide results of the assessment and any action plan (Standard E.10).  Develop and implement a policy regarding written notifications for students’ completing remediations (Standard F.7).   Develop and implement a plan for the ongoing, systematic evaluation of the program objectives and provide evidence of the implementation (Standard G.1).  Develop and implement a plan for the ongoing, systematic assessment of competency ratings to determine whether curricular adjustments are needed (Standard G.2).  Develop and implement a collaborative decision-making process to include core faculty for an annual review of all students (Standard G.4). Track faculty ratings of students across semesters and across students to provide useful measures of student improvement (Standard G.5). Provide website-posted data, organized by cohort year of enrollment (Standard H.1). Clearly identify an individual who is responsible for the program’s compliance with MPCAC Standards (Standard H.2).	June 2026
Bridgewater State University M.A. in Clinical Psychology Develop and provide written policies and procedures for managing and overseeing contributing faculty. (Standard E.2) Develop and implement policies and procedures for codifying course release and compensation for the additional duties (e.g., summer) associated with the Program Director and Field Placement Coordinator roles (Standard E.8) Develop and implement a plan to ensure the program has sufficient administrative support to adequately execute administrative and support functions in a sustainable manner. (Standard E.10) Develop and implement a plan to collect feedback from site supervisors regarding the program and program objectives and provide evidence of the implementation. (Standard G.1) Develop, implement and provide evidence of a clear process for sharing program evaluation results with all program constituents. (Standard G.3)	June 2026
Teachers College Columbia University Ed.M. in Counseling Psychology Develop and provide a self-care assignment that it is integrated in a required course syllabus or syllabi (Standard B.5.a.iii.3). Demonstrate implementation of how the program meets the 1:8 faculty to student ratio in their field placement courses (Standard C.2.a.iii.). Provide documentation of the institution’s compensation determination for the program director, especially summer compensation (Standard E.3). Provide documentation that the course(s) on the website, course catalogue and/or student handbook are no longer being offered by the program, or active are deleted or identified as suspended. (Standard F.6). Implement and provide results of the responses from the missing stakeholders’ (site supervisors and contributing/adjunct instructors) feedback to the program’s learning objective along sharing how any of this feedback resulted in any revisions of the program’s learning objectives (Standard G.1) Implement and provide the results of an evaluation of the program by the contributing faculty/adjuncts and personnel from cooperating agencies along with sharing how all stakeholders’ feedback is informing program modifications (Standard G.2) Develop and implement a comprehensive annual student evaluation based upon participation of all core faculty along with evidence of the completion of this process (Standard G.4). Provide the missing Degree Audit document in the one file of the students’ files reviewed by the ARC. Develop a remediation template document that includes reference to behavioral objectives for improvement (Standard G.4).	June 2026