This course provides an overview of the various crises that may trigger trauma; theories and models of intervention; assessment techniques in crisis situations, and the issue of client resistance is also examined from a cognitive-behavioral point of view.
Compassion fatigue (Figley, 1993), also called secondary traumatic stress disorder, refers to the emotional effects on the counselor of exposure to working with those who have experienced traumatic events. Many counselors fail to recognize the signs and symptoms of compassion fatigue, and they do not take preventive measures to avoid the physical and psychological problems that can result. This course will introduce students to key concepts related to secondary traumatic stress, compassion fatigue, stress, and burnout, and will help them explore self-care as a way to prevent problems. Students will have the opportunity to assess their current level of resilience and to experience several self-care activities that promote physical, emotional, and spiritual wellness. Students will be introduced to the transtheoretical change model developed by Prochaska et al. (Prochaska, Norcross & DiClemente, 1995) that they will apply in developing a personal self-care plan. Although the primary focus of this course is on the individual counselor, some attention will also be given to organizational issues that can contribute to mental health workers’ role fatigue, as well as ways to address these larger systems issues.
The ubiquitous influence of social media has affected the way people understand themselves, form relationships, relate to others, and interpret the world around them. This course will examine the differential influence of social media across the lifespan, with a particular focus on children and adolescents and how the interplay of social media and a client’s situational and dispositional traits relate to various mental health issues. Students will become familiar with current research and develop a basic understanding of strategies for harnessing social media to support client health and well-being. This course addresses implications for school and professional counselors within the context of ethical practice, professional standards, and cultural competence.
This course provides an overview of the etiology of and issues critical to the diagnosis and treatment of Post-Traumatic Stress Disorder (PTSD). An emphasis is placed on the understanding of historical trends and contemporary theoretical and clinical models.
This course provides students with an overview of current issues facing adults and children who struggle with eating disorders and eating disorder related symptomatology, with a particular emphasis on defining and assessing eating disorders from a multicultural perspective. Students will learn about the multiple risk factors that contribute to eating disorders as well as the psychological, physical, educational, societal, and counseling implications for eating disorders.
Adlerian principles and practice in counseling and therapy are examined, with an emphasis on practical application. Important Adlerian ideas are covered, such as family constellation and birth order, lifestyle, goals, striving for significance, community feeling, social interest, teleological behavior, early memories, and the concept of the self. Many Adlerian techniques are covered including, paradox, acting as-if, use of metaphor, humor, push-button, catching oneself, and spitting in the client's soup. The use of Adlerian counseling in the context of school, group, and families is also studied.
Participants review potential indicators leading to adolescent suicide. Students consider psychosocial factors of adolescent suicide, the influence of the school environment and support systems, the parenting process, and data on the incidence of suicide with emphasis on counseling intervention, assessment, and prevention strategies.
This interactive course focuses on practical skills immediately useful on the job; skills that can be integrated into other theories. It includes discussion, role-playing demonstrations of cases presented by participants, and small group practice. Participants will gain a working knowledge of choice theory, the basis of reality therapy, followed by an explanation and demonstration of the WDEP system (wants, doing, evaluation, planning). Integrated into the session will be a review of research on reality therapy and a discussion of misconceptions about the practice and implementation of the principles of reality therapy. (3 credits)
Students in this course review the nature of anxiety and how it affects human functioning, performance, and interaction. Topics such as phobias, panic attacks, stress management, and general anxiety are discussed. The emphasis of the course is on effective treatment using a wide range of approaches.
Prerequisite(s): ED.861.609; ed.861.507; ed.862.502; ed.861.503
Despite the fact that more and more members of society have developed heightened awareness of the incidence and impact of domestic violence in the United States, many men, women, and children are still affected by violence in their families. The emotional, social, and physical impacts are far-reaching and usually have serious long-term effects. This seminar addresses the dynamics that occur in violent families, with particular emphasis on counseling strategies that can be used by mental health professionals when working with spouses, children, and other family members.
The mechanisms and processes of therapeutic change are detailed according to the latest research literature, and applied in the context of working with defiant, unmotivated, or otherwise resistant clients. Much of the course is devoted to providing specific techniques and strategies that are directly relevant to positive outcomes.
Contemporary researchers in medicine Young & Koopsen, 2011; McCormick 2010), nursing (Sawatsky & Petsut, 2005), social work (McKernan, 2005), and counseling and psychotherapy (Walker, Courtois & Aten, 2015; Walker, Gorsuch & Tan, 2004; Johnson, & Hayes, 2003; Fallot, 2001) have studied the contributions religion and spirituality can make to health and mental health. This course, Spirituality as a Resource in Counseling, will identify ways that spirituality can be used intentionally in the counseling process to promote clients’ resilience and mental health, as well as ways that spiritual beliefs can function as a barrier to mental health. Various types of spiritual interventions will be discussed and related to different populations, withparticular emphasis on clients recovering from trauma. Students will explore their personal spiritual beliefs and identify ways that these could possibly enhance or impede the counseling process. Spirituality will be explored in the context of cultural diversity and cultural competence, understanding spiritual beliefs as centrally important in the way individuals attribute meaning to their life experiences, including mental health and mental health problems.
Participants are introduced to the major concepts inherent to psychodynamic models for counseling and therapy. Emphasis is placed on the contributions of Freud and other theoreticians of his period, object relations models, and contemporary counseling/therapy approaches based on psychodynamic concepts and methods.
Cognitive behavior therapy is one of the most popular contemporary models across the helping professions because it allows clients to evaluate and alter maladaptive thought patterns that may have an adverse impact on behavior. This course explores foundations of cognitive behavior therapy to include theoretical underpinnings, methods/models, applications, and research findings around efficacy for use with various adult populations. Cross-cultural issues and ethical practices are also examined, and the course reviews models and methods for child and adolescent populations.
This course provides an introduction to the study of topics related to happiness and the positive aspects of human experience. Emphasis will be placed on the significance of optimism, well-being, resilience, strong social connections and the value of contributing to something bigger than oneself. Positive psychology interventions will be addressed.
This course is an introduction to the fundamental principles of gestalt therapy, including its history, context and presuppositions. A range of gestalt topics will be covered including the cycle of experience, contact, boundary disturbances, the experiment, empty-chair technique, handling resistance and gestalt dreamwork. The emphasis of the course is to instill a sense of gestalt phenomenological awareness in the student that enables his or her use of gestalt principles as an adjunct to counseling practice. (1 credit)
This course assists participants in developing a successful private practice and is suitable for those who have not yet launched a private practice, as well as for those who have already begun a practice. Students learn the pros and cons of a private practice. Topics include defining the practice, business planning, setting up an office, developing consent to treatment and other forms, recruiting clients, billing, dealing effectively with managed care, writing treatment plans and authorization requests, assessing treatment effectiveness, and many other topics.
Participants are introduced to the major categories of psychopharmacologic medications and gain an understanding of and appreciation for the use of these medications in the treatment of mental and emotional disorders. The counselor also learns about the need for effective collaborative relationships with psychiatrists and other physicians.
This course provides an overview of issues, skills, and practice related to counseling refugee and immigrant populations. Students will develop an understanding of pre-migration trauma and issues that impact refugee and immigrant mental health, as well as explore post-migration issues related to mental health, acculturation, and psychosocial adjustment. The Multi-Level Model of Psychotherapy and Social Justice (MLM) will be presented with opportunities for practice and skill development.
This course examines the social and cultural dimensions of working with those affected by trauma. Intersections of diversity (class, gender, sexual orientation, ethnicity, ability) dimensions, ethics and practice are explored to offer clinicians a cultural equity framework for practice and effective intervention strategies.
This course covers advanced issues in the real-time application of the theories of Cognitive Behavioral Therapy (CBT) to the treatment and treatment planning of the most commonly diagnosed DSM-5 disorders. Building on the theoretical learning objectives in the Cognitive Behavioral Therapy course, the emphasis of this course will be on the development and application of CBT-based techniques and skills to clinical cases presented by the students.
This course is designed to help professionals become aware of the societal issues and developmental needs of gay, lesbian, bisexual, and questioning youth. School-based interventions are presented, including interventions related to staff development and individual and group counseling.
Child abuse and neglect is a serious issue that threatens the lives and well-being of millions of children in the US each year. Counselors working with families must become skilled at recognizing and identifying children who are at risk for abuse and neglect. This course addresses issues of assessment, intervention, law and ethics in the field of child abuse.
This course is designed to promote greater understanding of sexual functioning and intimacy through a study of historical, multicultural and relational perspectives on human sexuality. Specific sexual issues will be examined as these relate to clinical and relational issues in couples and families.
Students investigate principles related to business foundation, principles, legal and ethical implications, and the development of private practice. The course will explore legal, ethical, and practical ways to start a private practice while ensuring that students have a comprehensive expectation and exposure to current practice sites. Students will examine methods to combine the counseling profession, with clients, while establishing and leading a business.
(Lab course) This course provides an overview of the major theories of counseling and therapy, such as cognitive, behavioral, existential, Gestalt, and Adlerian. Students explore integrative approaches, as well as multicultural and feminist perspectives. Participants focus on a wide range of specific techniques and practices that are associated with each theory and how they are applied in various situations. <P><I>Notes: </I>Students are required to attend the two-day laboratory sessions. Laboratory courses and internship classes involve an exploration of personal factors as they contribute to counseling skills and techniques.
(Lab course) Students investigate practical and theoretical concepts of group dynamics and group counseling to acquire skills in facilitating various kinds of group interaction. Students explore interpersonal dynamics, personal communication styles, fundamental group counseling strategies, and group facilitation through class and laboratory experiences. <P><I>Notes: </I>Students are required to attend the two-day laboratory sessions. Laboratory courses and internship classes involve an exploration of personal factors as they contribute to counseling skills and techniques.
(Lab course) This course provides an overview of the history and philosophy of professional counseling, with special attention to the roles, functions, and limitations of school, community, and organizational counselors. Included is an understanding of the essentials of basic counseling skills; attending, listening, and interviewing stages of clinical treatment; and client/counselor relationships. Students learn about professional counseling organizations, professional credentialing, and standards and ethics in counseling and related human services. The course emphasizes self-growth, awareness, and observational skills as related to becoming a facilitator of individual, group, family, and systems change.
Participants review major theories of career development and decision making, occupational sociology, and vocational psychology. The course places career counseling concepts in a life-span perspective and reviews career development materials and cross-cultural strategies. <P><I>Notes: </I>Tuition includes materials fee.
The course seeks to include culturally diverse counseling practices such as mindfulness, yoga meditation, and expressive arts combining them with conventional psychotherapies such as Adlerian, existential, Gestalt, behavioral and cognitive behavioral therapies. It builds on the foundation established in ED.861.502 Counseling Theory and Practice wherein students introspect, analyze and synthesize essential concepts from various psychotherapeutic theories aiming to develop a personalized integrative theory. The emphasis is on a therapist’s creation of a repertoire of counseling techniques and interventions, drawn from multiple theories and most importantly from the client’s own life practices. Students learn to integrate key concepts from theories such as cognitive, behavioral, existential, Adlerian and Gestalt while concurrently resourcing alternative therapeutic modalities of expressive arts, mindfulness, movement, music, and yoga meditation. Emphasis will be placed on the importance of a therapist’s regard for client’s competence in overcoming challenges to facilitate relief from emotional distress, reprieve from behavioral dysfunction and restructuring of maladaptive cognitive schema. (3 credits)
This course reviews significant findings regarding current theory and practice in human growth and development along the life span through a biopsychosocial lens. Learners gain insights into aspects of human development that impact behavior in a variety of realms to include biological, cognitive, socio-emotional, and dispositional influences. Course outcomes focus on theoretical understanding and application of research findings to normal functioning as well as case conceptualization and counseling interventions within school and clinical mental health counseling populations.
Students study the Diagnostic and Statistical Manual of Mental Disorders (DSM V) to learn to assess, diagnose, and treat psychopathology based on current DSM criteria. Theories related to the etiology of major categories of mental disorder such as anxiety, depression, substance abuse, and personality disorders are examined. Students gain an understanding of the impact of abnormal behavior on individuals, families, and society. Instructors provide a developmental framework for understanding diagnosis from multicultural, feminist, and systems perspectives. <P><I>Notes: </I> Must be taken before ED.863.809 or ED.863.870.
Students explore individual and group approaches to assessment and evaluation through the use of standardized test instruments and rating scales. Emphasis is given to principles of test construction, reliability and validity, psychometric properties, and strategies for the selection, administration and interpretation of behavioral, psychological, and educational tests. Implications of age, gender, ethnicity, culture, heritage, language, disability, and professional/ethical issues are examined. <P><I>Notes: </I> Tuition includes materials fee.
This course is a survey of the knowledge base and practices in contemporary school counseling. It will emphasize the educational, historical, sociological, economic, philosophical, and psychological dynamics of the professional school counselor’s role. Students integrate knowledge and learn skills to examine data driven comprehensive school counseling programs that enhance academic, career, and personal/social development for all students.
This didactic and experiential course will introduce students to the theory and methods developed by Jacob L. Moreno, M.D., who originated group psychotherapy, psychodrama, and sociometry (the measurement of social relations). Students will have the opportunity to see a full psychodrama (via videotape) and to participate in limited psychodramatic structures to gain first-hand experience with the method. Students will also practice limited psychodramatic and sociometric techniques during supervised in-class practice sessions. Special attention will be given to the safe and ethical use of action methods with specific populations, including trauma survivors and other vulnerable populations. Culturally competent practice will also be discussed. Applications of psychodrama and related action methods to individuals, couples, families, and groups will be discussed.
This course explores a wide range of effective techniques and strategies in counseling and therapy, in the context of successfully treating various mental and emotional disorders. Approaches and procedures from such diverse models as psychodynamic, cognitive, behavioral, experiential, and systemic are explored, along with theories of change and research findings on effective counseling and therapy.
This course provides an overview of the role and scope of the clinical mental health counseling profession. Students address a number of topics including the historical, theoretical, philosophical, and empirical foundations of clinical mental health counseling. The course addresses role functions and employment settings of mental health counselors; program development, emergency management, prevention, intervention, consultation, assessment approaches, and education; and the contextual dimensions of diverse clients seeking mental health counseling services.This course is a requirement of our accrediting body, the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). This is a foundational course that prepares students to work in a broad range of mental health counseling programs by acquainting them with the foundations of clinical mental health counseling.
This course will examine a selection of recent advances in neuroscience that provide clinicians with alternative ways of thinking about mental disorders. As we have moved beyond the Decade of the Brain (1990-2000), ever more exciting findings from research have emerged. We will examine examples of mental disorders where the evidence for structural and/or functional brain abnormalities is strongest. The implications of this for assessment, prevention, and treatment will be discussed. Examples from the major life stages of childhood, adolescence, adulthood, and old age will be examined. We will make use of recent research articles to frame the discussion.
Individual and group dynamics are at the core of adaptive or maladaptive human behavior. A solid grounding in basic empirically-derived principles of motivation aids counselors in better formulating and presenting problems and in conceptualizing appropriate interventions. Foundations for this course are derived from classic theories and research findings in personality psychology, social psychology, cross-cultural psychology, and neuroscience. Students explore the influence of the person, the situation, and cultural diversity as forces in shaping behavioral tendencies. A unifying theme within the course is the influence of resilience as a dispositional perspective for both the client and the helping professional.
The major goal of this course is to facilitate students' knowledge, dispositions and skills to counsel children through play therapy and other major theoretical applications. Students' learning will be facilitated through didactic presentations, interactive discussions, and supervised counseling practice with elementary school children. This course also emphasizes the counselor's collaborative work with children's legal guardians/family members. (3 credits)
This course provides an overview of the various aspects of adolescent counseling, ranging from adolescent depression, suicide, crisis, drug and alcohol abuse, peer pressure, self-esteem issues, culture, family issues, and developmental themes. Part of the course is dedicated to examining current research on adolescents. The emphasis of the course is on clinical training in group, family, and individual contexts. Relevant ethical and legal issues are addressed. <P><I>Notes: </I> This course must be taken prior to ED.863.820. Master’s students must have completed a minimum of 15 credits before registering for this course.
(Lab Course) Students study the theory and practice of family therapy with an emphasis on models of family development and major approaches to intervention with families. Systemic models of family intervention are emphasized, as well as the study of other historically important and contemporary approaches to family therapy. The course blends didactic and experiential learning. <P><I>Notes: </I> Students are required to attend the two-day laboratory sessions. Laboratory courses and internship classes involve an exploration of personal factors as they contribute to counseling skills and techniques. Master’s students must have completed a minimum of 15 credits before registering for this course .
Participants explore aspects of counseling clients from diverse ethnic, racial, and socioeconomic backgrounds. Through didactic and experiential learning techniques, students consider counseling strategies for enhancing cross-cultural interventions. (3 credits)
This course provides a broad introduction to the field of behavioral medicine as part of the field of health psychology. Through a culturally-sensitive biopsychosocial lens, students examine theory and research as it applies to behavioral and emotional factors that impact the delivery of primary, secondary, and tertiary prevention efforts as part of a multidisciplinary team within medical settings. The content will explore applications of behavioral medicine and health psychology principles to a variety of health care conditions as they occur across the developmental continuum, preparing the clinical mental health counselor for a variety of roles in health care systems.
This course presents an overview of college admissions counseling for those who work with students making the transition from high school to college (e.g., middle and high school counselors, teachers, and college admissions personnel who want to become more familiar with high school processes and protocol). Effective strategies and practices that enhance students’ college readiness will be introduced and practiced. Topics for the course include: the college counselor’s timeline, resources available to counselors for college applications and financial aid planning, academic planning for college readiness, tips for writing college recommendations, developing a school-wide college-going culture, dismantling inequities in college admissions, and managing a college counseling office. (3 credits)
Students explore the fundamental principles of addictions counseling from a wide range of perspectives. These include the psychopharmacological aspects of alcohol and abusable drugs, along with theories and assessments of addictive disorders. Many treatment models are considered and examined in the context of individual, group, and family therapy perspectives. The course also addresses the research literature on codependence, COA's, AA and other 12-step programs, dual diagnosis, relapse, prevention, and multicultural and gender issues. (3 credits)
This course recognizes a multitude of loss and grief issues faced by children in a contemporary world. Students gain an understanding of children's complicated grief issues including suicide, homicide, AIDS, violence, abuse, bullying, terrorism, and trauma. Through the use of case studies, students learn how to utilize specific clinical techniques when working with children experiencing traumatic loss. Participants gain an awareness of normal grief responses in children, tasks of grief, myths of grief, and techniques useful in helping children grieve. Students learn practical ways to respond to children's grief reactions and questions and learn grief resolution techniques to work with children in educational and counseling situations. They also learn how to recognize behaviors that signal loss and how to identify at-risk and traumatized children.
This course is designed for those who have had previous preparation in basic play therapy, and who desire to enhance their understanding and refine their skills in techniques and methods of play therapy when working with children and adolescents in school, community-based, and private counseling settings. Advanced interventions and strategies will focus on aspects related to various theoretical orientations and creative approaches to counseling young children, adolescents, and families. The usefulness of expressive art techniques, sand play, bibliotherapy, and school-based play therapy will be some of the advanced topics covered. Students will have the opportunity to receive supervised experience as they practice and observe play therapy techniques through experiential assignments. Specific discussions will focus on how counseling and play therapy influences the practice of counseling with children and adolescents, and how current empirically based research and ethical clinical practice influence the development of play therapy and counseling theories.
This course explores various methods of meditation from a counseling perspective to experientially understand multicultural practices that offer relief from emotional disorders such as anxiety and depression. Emphasis is placed on neuroscientific validation of meditation as a process to cultivate mindfulness and healing presence in a counseling setting. Students research natural outcomes such as concentration, awareness and insight both into self and with client. Eastern world concepts of ego, mind, body, mental health, psychopathology, suffering, compassion, and liberation are also addressed. A portion of class will be devoted to the actual practice and application of techniques from reading assignments.
Participants learn the basic concepts for understanding and conducting research and program evaluation related to the counseling and human services fields. Students study experimental and quasi-experimental designs, examine quantitative and qualitative methodologies, and learn basic statistical procedures for data analysis.
This course provides a broad overview of the field of psychopathology using lifespan development and biopsychosocial models to understand the etiology, psychological dynamics, trajectory, and symptomatology of disordered behavior. Students examine theoretical, clinical, legal, ethical, multicultural, and empirical perspectives as they influence case conceptualization, diagnosis, and treatment formulations within a social justice framework.
Students explore aspects and issues affecting military families. Students consider the military as a unique culture within American society; the cultural context of the transmission of values, beliefs, and customs; and the needs of children and spouses of those serving in the military. Considerable time will be spent exploring counseling for issues of PTSD, substance abuse, isolation, frequent relocations, deployment, reintegration into family life, anticipatory loss and grief, anxiety, uncertainty, the effects of war, managing stress and anger, staying healthy, improving sleep and building resiliency. (3 credits)
This course is designed to prepare students to lead programs and employ consultation strategies in the development and implementation of data driven school counseling programs. Students will learn leadership and school-based consultation principles, theories, skills, and models necessary to enhance the learning environment. Emphasis is placed on the role of the school counselor as a systemic change agent. Ultimately, the course will assist future school counselor leaders build effective stakeholder consultation teams that promote equitable services for all K-12 students.
Participants explore professional issues in counseling, with specific regard to ethics and laws that pertain to the profession, such as ethical codes, responsibility, competence, public statements, confidentiality, reporting abuse, and dual relationships. Professional issues in the context of community mental health are also covered in terms of historical, societal, and philosophical aspects, as well as licensing, roles, policies, legislation, reimbursement, and the professional identify of community counselors. Racial and ethnic issues, as well as gender, sexual orientation, socioeconomic status, and mental status in community counseling settings are also addressed. (3 credits)
This supervised practicum experience is offered in two modalities. The first modality is an experiential course including seminar discussions, review of major theories of counseling with an emphasis on the integration of theory and practice, interview analysis, video and/or audiotape observations, and supervised exercises. Emphasis here is given to the development of foundational counseling skills (i.e. trust building, collaborative goal development, interpretation, summarization, paraphrasing, case conceptualization). The second modality is a practicum course involving 100 hours of individual counseling and group counseling, as well as supervisory experience in a school setting or clinical setting where children and/or adolescents are served. Supervision of this experience will be provided by the on-site supervisor and a school counseling program faculty member. Emphasis here is given to the development of cultural competence, social/emotional issues of children and adolescents (e.g., depression, bullying) and school-related issues (e.g., crisis management). The course is taken near the end of a student's program of study just prior to the internship.
This supervised experience in school counseling includes both field work and class instruction. Students spend 600 hours, over the course of two consecutive semesters (Fall-Spring sequence), engaged in counseling, consultation, and program development activities under the direct supervision of a practicing, certified school counselor. (6 credits taken over two semesters)
Students of demonstrated ability with a special interest in counseling study under the personal direction of a faculty member in the School of Education. Students must meet with their faculty adviser and prepare an outline of the proposed project prior to registration. (1- 6 credits)
This supervised practicum experience is offered in two modalities. The first modality is an experiential course including seminar discussions, review of major theories of counseling with an emphasis on the integration of theory and practice, interview analysis, video and/or audiotape observations, and supervised exercises. Emphasis here is given to the development of foundational counseling skills (i.e. trust building, collaborative goal development, interpretation, summarization, paraphrasing, case conceptualization). The second modality is a practicum course involving practical training at a community-based agency or institution. Training focuses on integrating counseling theories in social context with individual counseling practice. Emphasis here is given to the development of cultural competence in joining, trust building, developing clinical hypotheses and interventions, and collaborating with clients in the development of goals, relevant legal and ethical issues. The course includes both didactic and experiential learning and is taken near the end of a student's program of study just prior to the internship.
This supervised internship is the first semester of a two-semester supervised internship in clinical mental health counseling. The course includes both class instruction and either a 300 or 500-hour internship.
This supervised internship is the second semester of a two-semester supervised internship in clinical mental health counseling. The course includes both class instruction and either a 300 or 500-hour internship.