Full Course Description List:

COUN 8000 Level Courses

(1 credits)

Students in this course are introduced to the professional dispositions associated with the School of Counseling. Students work toward building a foundation for academic and professional success as scholar-practitioners and social change agents through the lens of these professional dispositions. Students engage in discussions and course assignments focused on the practical application of these dispositions, while practicing their professional writing, critical-thinking skills, and the promotion of professional and academic excellence as they relate to counselor educators and supervisors. Students also verify their completion of program orienting materials and begin to plan on how to include and improve the dispositions throughout their educational and professional careers. 

(1 credits)

Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. Students work toward building a foundation for academic and professional success as scholar-practitioners and social change agents. Students engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence as they relate to counselor educators and supervisors.

(5 credits)

Students in this doctoral-level course work toward preparing their professional identity as counselor educators and supervisors. They explore ethical and legal issues encountered in daily work situations. Students engage in discussions and assignments designed to provide practical application of competencies and responsibilities of counselor educators and supervisors. Students also examine the American Counseling Association (ACA) Code of Ethics and other relevant standards of practice as well as multicultural issues related to counselor preparation training. Effective leadership, social justice, and professional current issues will be critically evaluated.

(5 credits)

Students in this doctoral-level course work toward solidifying their professional identity as counselor educators and supervisors. Students engage in advanced discussions and assignments designed to provide enhanced competencies as counselor educators and supervisors. The role of counselor educators as scholars is fully explored and students develop professional presentation submissions and obtain understanding of publishing as professional writers and researchers.

(5 credits)

Students in this course are provided with an expansive overview of forensic psychology, including basic tenets, practices, and procedures. Students explore subspecialties of forensic psychology; roles and responsibilities; and related legal, ethical, and diversity issues. They have the opportunity to learn how forensic psychology links to legal systems as they explore related topics, including criminal profiling, police psychology, psychology in the criminal courts, and correctional psychology. Through this course, students can acquire a broad understanding of forensic psychology theories and concepts, which they apply to the analysis of controversial issues and contemporary challenges within the fields.

(5 credits)

Students in this doctoral-level course work toward preparing their professional identity as counselor educators and supervisors. They explore the professional orientation and characteristics of counselors, counselor educators, and supervisors as well as related ethical and legal issues encountered in daily work situations. Students engage in discussions and assignments designed to provide practical application of competencies and responsibilities of counselor educators and supervisors. Students also examine the American Counseling Association (ACA) Code of Ethics and other relevant standards of practice as well as multicultural issues related to counselor preparation training. Through this course, students have the opportunity to gain professional awareness and create a professional development plan that can be implemented throughout their degree program.

(5 credits)

Successful organizations in a rapidly changing and complex world require leaders who embrace change and are able to engage others in change. In this course, students use traditional literature, current articles, and interactive media to explore the qualities, characteristics, and skills of effective leaders as well as the theories, models, and relationships between leadership and organizational change. They assess the ethical issues and standards as well as the opportunities and challenges related to leading diverse organizations through change. Students also examine how current leaders employ leadership and organizational change to contribute to social change, and they consider how to use these lessons to make further positive changes within an organization or their own community.

(5 credits)

There are many counseling theories available for professional use in practice. It is the responsibility of the counselor, however, to understand these theories, know which to use in specific settings and situation, and decide which are best suited to his or her own style or methods. In this course, students explore and evaluate major traditional and contemporary theories of the counseling profession, including psychoanalytic, person-centered, rational emotive behavioral therapy (REBT), multicultural, feminist, and solution-focused. Students apply these and other theories to diverse populations and settings. They also consider how they might advise students and supervisees who use these theories, and they analyze related challenges in teaching and supervising. In doing so, students consider the impact of their own psychosocial, racial, and ethnic identities. Finally, students develop a personal integrative theoretical orientation.

Pre-requisites

• COUN 8110
• RESI 8801C

(5 credits)

Students in this course will better understand how to be astute consumers of forensic psychology research. Basic principles of statistics, such as reliability and validity, are covered. At the same time, students learn how to critically read forensic psychology research and how to best apply research results to forensic clinical settings.

(5 credits)

In this course, students work toward increasing their knowledge and skills related to the roles of consultant and program evaluator in community agencies, mental health settings, P–12 schools, and university settings. Through a variety of practical discussions and assignments, students explore leadership theory and skills; systems theory; consultation models and processes; program evaluation models and methods; ethical, legal, and professional issues; and availability of funding sources. Students synthesize knowledge and apply skills to case studies and real-life examples. They also apply the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards to an evaluation of the components of a counselor education program.

Pre-requisites

• COUN 8135
• RSCH 8110S
• COUN 8125
• COUN 8115
• RSCH 8210S
• COUN 8135
• RSCH 8310S
• RESI 8802C

(5 credits)

In this course, students prepare to become competent teachers of counselor education through the examination of various adult learning theories and methods to work effectively with different learning styles, cultural dynamics, and diversity. Counselor educators in training learn how to help counseling students acquire and apply knowledge and skills, and they examine methods to evaluate learning outcomes. Students also have the opportunity to examine effectiveness within their personal teaching practice. Incorporating knowledge, skills, and professional dispositions learned throughout the course, students have opportunities to design curriculum, teach in a variety of settings, evaluate, and receive feedback as a counselor educator in training.

Pre-requisites

• COUN 8001
• COUN 8110
• RESI 8801C

(5 credits)

In this course, students cover the varied assessment techniques and instruments used in the forensic psychology arena. Some of the assessment areas covered include risk assessment, juvenile evaluations, lie detection, custody evaluations, and many of the psychological tests and instruments that are used in these assessments. Students will receive a solid foundation of the knowledge of forensic psychology techniques and assessment, rather than specific skills, in administering and interpreting psychological tests.

(5 credits)

This course covers the varied assessment techniques and instruments used in the forensic psychology arena. Some of the assessment areas covered include risk assessment, juvenile evaluations, lie detection, custody evaluations, and many of the psychological tests and instruments that are used in these assessments. The course will provide a solid foundation of the knowledge of forensic psychology techniques and assessment rather than specific skills in administering and interpreting psychological tests.

(5 credits)

Students in this course will receive the foundational knowledge necessary to establish a thriving counseling private practice. Students explore topics including crafting a mission and vision statemen, marketing their private practice, financial considerations, and policies and procedures. The end result of this course will be a summary business plan

that students can use to establish their small business.

Pre-requisites

• All counseling core coursework

(5 credits)

Students in this course will explore foundational concepts in telehealth counseling including best practices in self-reflection, resistance, and skill development as well as the laws, regulations, and ethical standards that govern the modality. Given the broadening reach that telehealth counseling provides, students also examine its contribution to social change and the professional counselor’s identity in delivering this practice.

Pre-requisites

• All counseling core coursework

(5 credits)

Clinical supervision of counselors and counselors in training requires in-depth knowledge of major conceptual approaches, methods, and techniques; evaluation; and ethical and legal issues related to supervisory interactions and responsibilities. Students in this course are provided with the opportunity to develop their professional identity and learn the skills of a clinical supervisor. Throughout this course, students engage in experiential applications, discussions, and self-reflective assignments that focus on the strategies for working with supervisees representing diverse backgrounds and developmental and learning styles. After a critical analysis of the purpose of supervision, theoretical frameworks, and models of supervision, students develop and apply their own theory of supervision in a practice setting in which each participant oversees a group of practicum students.

Pre-requisites

• COUN 8110
• COUN 8115
• COUN 8125

(5 credits)

This course provides students with contemporary views, theories, and case study analysis of maladaptive and criminal behavior, victimology and victim-offender relationships. A broad conceptualization of criminal behavior, such as that woven from biological, sociological and psychological perspectives is explored and evaluated. Theories of crime and the application of risk factors associated with criminal behavior are examined. Additionally, students will be exposed to specific offender groups, both violent and non-violent, including psychopaths, serial and mass murderers, criminal paraphiliacs, arsonists, white-collar thieves, scam artists, domestic terrorists, and others.

(5 credits)

The responsibility of scholar-practitioners in the field of counseling is to consume and disseminate information in clinical, academic, and administrative settings. Students are provided with a model for development as professional counselors and scholar-practitioners through which they learn to process knowledge and engage in professional advocacy in this course. Students explore relationship, professional-writing, and presentation proficiencies and apply these skills in practice scenarios through application-based assignments. They also identify and evaluate publication and presentation venues. Applying course concepts and acquired knowledge, students gain practical experience as scholar-practitioners as they complete a manuscript for submission to a peer-reviewed, counseling-related journal.

(5 credits)

Small- and large-scale disasters of all types continue to abound. Communities need trained individuals who are prepared to respond to such incidents and who can help plan for future disasters as well as train others to plan and respond. In this course, students learn the fundamentals of crisis management and crisis leadership. They develop an understanding of the theories and models related to crises, disasters, and other events caused by trauma. Students also learn about ethical, legal, and diversity considerations in crisis and trauma response. Through analyses of topical literature, applications, and discussions, students gain a practical understanding of the models for training and supporting other counselors in the areas of crisis response applicable to community, national, and international crises. Employing concepts learned in the course, students develop a crisis management plan for their own community.

Pre-requisites

• RESI 8802

(5 credits)

Students in this course explore treatment intervention and case management strategies for addiction counseling, using various models of treatment, recovery, relapse prevention, and continuing care for addictive disorders. They learn treatment principles and philosophies of addiction-related programs, and they increase self-awareness as addiction counselors by assessing their own limitations; recognizing when they need additional resources and support; and knowing when and where to refer clients when appropriate. In addition, students examine substance abuse policies and regulatory processes that influence service delivery in addiction counseling.

(5 credits)

An in-depth study of a range of survey methods administered via in-person interview, self-report, phone interview, and Internet administration is introduced in this course. Topics will include survey design, administration, analysis, and addressing sources of bias. Students also review theoretical and empirical research on question and questionnaire effects. Students prepare in the practice of writing questions and designing questionnaires, both in general and in light of existing research.

Pre-requisites

• RSCH 8110
• RSCH 8210
• RESI 8801C

(5 credits)

This course provides students with an overview of the different types of diagnostic and assessment tools  used in addictions counseling.  This course includes a comprehensive examination of psychometric properties used to develop and evaluate these instruments. Students will understand the various models and approaches to clinical evaluations for addictive disorders and will understand the appropriate use of assessments for addictions. In addition, students will understand how to assess for a biopsychosocial and spiritual history. The course also addresses ethical, legal, and sociocultural issues including cultural bias and fairness. Professional standards for testing provide a foundation for the course.

(5 credits)

Students in this course are provided with an advanced overview of development through the lifespan, including prenatal, childhood, adolescent, adult, and late adult phases. Basic developmental processes and theories are examined and applied to developmental milestones that occur within these phases of development. Themes of diversity are highlighted throughout the course. Additional topics include ethics, research, global perspectives, and social change.

(5 credits)

Group work is an effective counseling method that allows group members to share perspectives and provide useful feedback and information in a structured setting. Using relevant literature, multimedia resources, and a scholar-practitioner model, students examine stages of group process; group dynamics; and ethical, legal, and training standards. Students examine the types of counseling groups as well as the unique leadership skills required for each type of group. Students are provided with a comprehensive review of theoretical approaches applicable to group counseling. Students engage in a variety of practical application assignments and discussions, focusing on the efficacy of using group counseling with multicultural and diverse populations. Students engage in a process of self-reflection to increase self-awareness for enhanced group leadership knowledge and skills.

Group lab is a separate 0-credit, required course that occurs simultaneously with the Group Process and Dynamics course. Students need to ensure that they are enrolled and participating in both courses.
 

(5 credits)

Students in this course build a foundation in the design of qualitative, quantitative, and mixed-method approaches to psychological research. Students learn the strengths and limitations of each method and under what circumstances each approach would be the most appropriate research design. Students learn how to identify a topic for research, how to conduct a literature search, and the importance of scholarly writing. Students learn to write a research proposal, addressing the following key elements: researching, writing an introduction, stating a purpose for the study, identifying research questions and hypotheses, using theory, defining the significance of the study, and collecting and analyzing data. Students are exposed to legal and ethical issues associated with human subjects' protection.

Pre-requisites

• COUN 6305

(5 credits)

Students in this course explore the role of leader and consultant in a school setting. The development of a data-driven comprehensive school counseling program is emphasized in this course along with specific strategies for communicating with key stakeholders, working to close the achievement gap, and working within the mission of schools to advocate for student needs.

(5 credits)

The skills required to assess research and work effectively with stakeholders are among the many proficiencies required of professionals who evaluate and develop programs. In this course, students examine these skill sets as well as the history, theory, and major approaches underlying program evaluation. Students learn how to select appropriate quantitative and/or qualitative models and techniques to perform evaluations, demonstrate program effectiveness, and disseminate results. Additionally, students explore the procedures and techniques involved in offering their evaluation services to a specific group or organization. They also examine strategies to gain stakeholder interest in developing appropriate standards, research progress, and evaluation outcomes. Students acquire practical experience evaluating a program of interest through which they outline organizational structure, identify stakeholders, employ evaluation models, explain steps in planning, and predict possible challenges or stakeholder fears, for which they recommend solutions.

(5 credits)

Students in this course receive an overview of the different types of tests used in clinical, educational, and organizational settings. Included in the overview is a comprehensive examination of psychometric properties used to develop and evaluate these instruments. Topics include normative sampling and standardization, reliability and validity, test score interpretation, and test development. Students also address ethical, legal, and sociocultural issues, including cultural bias and fairness. Professional standards for testing provide a foundation for the course.

(5 credits)

Students in this course focus on principles and skills related to interviewing and observation as well as related legal, ethical, and cultural issues. Students gain practice in conducting interviews, making behavioral observations, collecting and interpreting data during an interview, and developing written reports of findings. 

Note: In addition to the course materials listed by the university bookstore, students are also required to have access to a video recording device, a tripod, and an audio recording device, which they will begin using the first week of class.

(5 credits)

The skills required to assess research and work effectively with stakeholders are among the many proficiencies required of professionals who evaluate and develop programs. In this course, students examine these skill sets as well as the history, theory, and major approaches underlying program evaluation. Students learn how to select appropriate quantitative and/or qualitative models and techniques to perform evaluations, demonstrate program effectiveness, and disseminate results. Additionally, students explore the procedures and techniques involved in offering their evaluation services to a specific group or organization. They also examine strategies to gain stakeholder interest in developing appropriate standards, research progress, and evaluation outcomes. Students acquire practical experience evaluating a program of interest through which they outline organizational structure, identify stakeholders, employ evaluation models, explain steps in planning, and predict possible challenges or stakeholder fears, for which they recommend solutions.

(5 credits)

In this course, students are prepared to work with groups in school settings. They examine group theory, process, and dynamics and apply them through the creation of a small group plan. Using relevant literature, media resources, and practitioner based approach, students develop an understanding of ethically, culturally, and contextually relevant group practice, group leaders' roles and responsibilities, the relevance and purpose of group work, and strategies for using groups to foster social change.

(3 credits) 

The focus of this course is on experiential learning, which is an essential component of applied professional training. Students complete a supervised practicum experience at an approved site with a minimum of 100 hours, allowing them to develop their counseling skills and professional knowledge while under supervision. Students communicate their learning at the site with their colleagues and instructor in the practicum course and gain additional knowledge regarding clinical practice by interacting with their colleagues and instructor. There is an offline requirement of a group supervision teleconference once a week with the practicum instructor.

Pre-requisites

• Approval of the coordinator of field training

(5 credits)

Through this course, students gain an understanding and awareness of vicarious trauma and compassion fatigue for trauma-response-helping professionals. They examine intervention strategies and models of treatment and prevention of vicarious trauma and compassion fatigue through the lens of counselor educators, supervisors, and clinicians. Applying course concepts, students gain hands-on practice conducting a needs assessment and examining the use of standardized instruments. They also propose social change recommendations related to vicarious trauma and compassion fatigue to promote informed and competent trauma-response-helping professionals. Students engage in course assignments that emphasize the ethical, legal, multicultural, and spiritual implications for wellness and self-care, including personal, professional, and organizational elements. As a final project, students interview a trauma-response-helping professional and develop an organizational wellness plan for their setting.

(5 credits)

This course is designed to provide students with an understanding of the personal and systemic impact of crises, disasters, and other trauma-causing events on individuals, couples, families, and communities. Students examine theories and response models as they relate to sexual trauma, crisis in individuals and families, crisis in the community, and crisis in the nation and in the world. They explore and discuss topics related to counselor competencies, vicarious trauma and counter transference, specific diagnoses, and advocacy. Students also engage in assignments designed to provide practical application of crisis assessment. Through contemporary articles and case studies, they consider and discuss cultural, legal, and ethical issues related to crisis, trauma, and disaster events and response.

(5 credits)

In this course, students examine empirically supported theories and techniques for working with children and adolescents in the counseling process. Students work toward enhancing their theoretical and practical understanding of the systemic interplay among children, adolescents, families, and the stakeholders in their lives. They engage in coursework and readings focused on a family-systems view of intervention, and they devote special attention to developmental, cognitive, behavioral, educational, multicultural, and environmental issues. Students assess a distinct group of empirically supported interventions aimed at improving individual and family functioning. They also explore the legal and ethical issues related to counseling children and adolescents.

(5 credits)

This is an advanced course in the study and application of family systems theory. Students apply content knowledge gained in earlier courses 6201/6726 and other core courses to complex and comprehensive case studies. The case studies are rich and inclusive of current issues in family and couples counseling, such as the impact of technology, crisis intervention, addiction, school and community factors, ethical dilemmas, socio-cultural considerations, and issues related to social justice and advocacy. Students engage in the processes of clinical assessment, treatment planning, goal writing, care coordination, discharge planning, clinical documentation, ethical practice, and safety planning. Course work also cultivates students' case conceptualization and case presentation skills.

(5 credits)

Students in this course are provided with an overview of individual and group approaches to assessment and evaluation used in a variety of counseling, educational, and organizational settings. Students examine the psychometric properties used to develop and evaluate these instruments. Topics include a historical perspective of assessment, basic concepts of standardized and nonstandardized testing, measures of central tendency, normative sampling and standardization, reliability and validity, assessment report writing, test score interpretation, and test construction. Students also address the ethical, legal, and multicultural issues related to selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling.

(5 credits)

Students are provided with a framework for understanding human sexuality in the context of couple, marriage, and family counseling in this course. Students explore empirically supported counseling approaches related to sexual functioning, intimacy, gender, and sexual orientation. They use a systemic framework for understanding the role and impact of sexuality on couples, marriages, and families. Students also explore and discuss specific topics related to issues of sexual diversity, gender identity, sexual offending, trauma, and victimization. Legal and ethical issues related to addressing sexuality in counseling are addressed.

(1 credits)

Course 1 on the Journey to the Community of Scholars gets students prepared for the dissertation process. Students are introduced to the Doctoral Degree Coach™, helpful dissertation resources, time management strategies, and potential topics relevant to their field of study. Students also examine exemplar dissertations to better understand the journey they will be undertaking. 

(1 credits)

Course 2 on the Journey to the Communities of Scholars represents the preboarding phase of the journey. Students learn how to use the library, develop doctoral-level writing strategies, and write a literature review. Students also examine how social problems drive scientific inquiry.

(1 credits)

This Doctoral Study Seminar has students take off into developing critical elements of a scientific study. Students distinguish the characteristics of strong quantitative and qualitative research questions and evaluate conceptual and theoretical frameworks with respect to their alignment with a study. Students will engage in an iterative process of developing research questions through peer review and feedback. 

(1 credits)

Course 4 on the Journey to the Community of Scholars has students completing their prospectus by developing methods appropriate to answer a research question as well as explain the nature and significance of a scientific study. Students evaluate how to align various elements of a scientific study and ensure ethical concerns are addressed. Students end this course with a solid draft of their prospectus. 

(1 credits)

Course 5 has students focus on creating a finalized, complete draft of their Prospectus Form to be submitted for formal approval after entering the Capstone Phase. As part of their efforts in this course, students will receive and implement a final round of feedback from their peers and instructor. The feedback they receive from their instructor will be the result of a comprehensive review and it will help them strengthen their prospectus further than they thought possible. Students will also deliver an asynchronous presentation of their proposed study. Finally, they will work on an academic portfolio and a career plan.

(5 credits)

The focus of this course is on the preparation for the dissertation phase of training. In this course, students identify a dissertation topic and potential dissertation committee members; begin to conduct a literature review; develop a problem statement and research questions; and evaluate research designs, methods, and types of analyses to use for their dissertation. Students also complete their initial premise in this course and an annotated outline of their prospectus. The prospectus is a brief paper, typically 15–20 pages in length, which helps students organize, delineate, and make decisions regarding their doctoral study and appropriate research methodology. It is strongly recommended that students take this course after they have successfully completed all research courses in their program of study.

Pre-requisites

• COUN 8120
• COUN 8203
• RSCH 8260 or RSCH 8360 or RSCH 8460
• CPLB 802L

(5 credits per term for a minimum of four terms until completion)

Doctoral students have the opportunity to integrate their program of study into a research study through which they explore a specific area of interest in this course. Students complete the dissertation with the guidance of a chair and committee members through a learning platform classroom in which weekly participation is required. Students work with their dissertation chair to write the prospectus, complete an approved proposal (the first three chapters of the dissertation), complete an application for Institutional Review Board approval, collect and analyze data, and complete the dissertation. During the final quarter, students prepare the dissertation for final review by the university and conclude with an oral defense of their dissertation. Once students register for COUN 8561, they are registered each term until the successful completion of the dissertation for a minimum of four terms.

Students take this course for a minimum of four quarters and are continuously enrolled until the completion of their dissertation with final chief academic officer (CAO) approval.

To complete a dissertation, students must obtain the academic approval of several independent evaluators, including their committee and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertations on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

Pre-requisites

• Successful completion of COUN 8896

(5 credits)

Students in this course are provided with a foundation in research methods, statistical analysis, needs assessment, and program evaluation in counseling. They are introduced to qualitative, quantitative, and mixed-method approaches; single case designs; action research; and outcomes research. Students can learn how to identify a topic for research, conduct a literature search, and use research to inform evidence-based practice. They also learn the importance of scholarly writing. Students examine the principles, models, and applications of needs assessment and program evaluation, and they learn to use the findings to effect program modifications. Emphasis will also be on the ethically and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies. Statistical methods used in conducting research and program evaluation are reviewed.

(5 credits)

Personal attitudes, values, and beliefs often affect a counselor's ability to establish an appropriate relationship and rapport with clients. In this course, students learn to evaluate their personal attitudes and beliefs to positively influence their counseling approaches. They explore principles and skills related to interviewing and observation, and they examine related legal, ethical, and cultural issues. Students gain practice in conducting interviews, making behavioral observations, collecting and interpreting data during an interview, and developing written reports of findings. Synthesizing concepts, skills, and personal reflections, students demonstrate their ability to engage in a counseling session using techniques learned throughout the course.

Note: Students are required to have access to a video recording device, a tripod, and an audio recording device, which they will begin using the first week of class.

(5 credits)

In this course, students gain the foundational knowledge necessary to evaluate and subsequently treat many different forensic populations, such as sex offenders, substance abusers, and white-collar criminals. Students analyze the use of traditional forms of intervention, including individual and group psychotherapy, as well as recent developments in intervention, such as restorative justice. Applying concepts and theories learned in the course, students develop a project scenario in which they feature an offender and describe treatment approaches as well as related ethical, legal, and multicultural factors that may impact treatment. Reflecting on the course, students also consider and discuss professional identity and goals.

(5 credits)

In this course, students examine several different aspects of the law related to mental health issues. Laws and court decisions that affect the practice of psychology, such as the Tarasoff ruling, mandated reporting, and the Health Insurance Portability and Accountability Act (HIPAA) are addressed, as are the many areas of law that constitute forensic psychological practice, including civil matters (such as personal injury and civil competency issues) and criminal matters (such as competency to stand trial, criminal responsibility, diminished capacity, and death-penalty issues).

(5 credits)

Nonprofit organizations (NPOs) can serve to positively affect people's lives through social change, but they require leaders who have a fundamental understanding of the nonprofit sector, including related ethical, legal, and global perspectives. Students in this course explore these viewpoints as well as the history, foundations, and types of NPOs. They also examine the diverse political, social, and economic contexts within which NPOs exist. Students explore and apply marketing, public relations, and communication concepts and strategies to case studies and contemporary situations. Gaining practical insight, students also apply theories presented in the course to the development of a concept paper guiding the development of a nonprofit organization.

(5 credits)

Counselor educators have a responsibility to foster social change, provide leadership, and service the counseling professional. Students have the opportunity to gain a thorough understanding of this responsibility as well as the prospect of enhancing their professional development plans by identifying specific goals for professional involvement and service, including advocacy for their own community, clients, students, or profession. Students examine the processes of advocacy and social change. They use contemporary research to analyze the current trends and issues of the profession. Students also identify how community, national, and international issues affect the counseling profession.

Pre-requisites

• RESI 8802

(5 credits)

This course is designed to prepare students for their roles as counselors in prevention, intervention, and consultation endeavors with specific populations in specific settings. Using an action research model, students will prepare a blueprint for a prevention, intervention, or consultation project for a community, agency, or organization.

(5 credits)

In this course, students analyze and evaluate theories of social and personal change. Students engage in a variety of conceptual and application assignments focused on power and social inequalities, ethnic inequalities, global environment, and issues related to gender and sexism, such as homophobia. In addition, students examine the impact of social change theories on children, families, and societies. They explore the concepts of change agent and change advocate as well as the role of the psychologist as change agent. Students also engage in an integrative written assignment to synthesize theories and analyze a current social problem in their community, for which they propose an action to address the issue and drive positive social change.

(5 credits)

In this course, students explore methods for accelerating individual, group, and organizational performance through consulting, coaching, and change management. Students address topics such as organizational assessment; team development; strategic planning; group dynamics; power, politics, and influence; leadership; and conflict management. Applications include the assessment of an organization and the development of strategies to address identified needs for change.

(5 credits)

What is the role of consultation in the delivery of psychological services and how does it differ from therapy or counseling? Students in this course have the opportunity to answer such questions as they examine the history, theory, process, and methods in the field of psychological consultation. They explore the qualifications and techniques required of psychologists who consult in various settings, including the courtroom; business and industry; and educational, mental health, and medical situations. Students apply concepts and theories learned in the course to a consultation action plan based on personal experience or one anticipated in a future professional situation. Through this project, students consider multiple factors, such as setting, clients, data collection, professional challenges, multicultural considerations, and ethical issues.

(3 credits) 

Through this internship, mental health counseling students have an upper-level, supervised "capstone" clinical experience designed to refine and enhance their basic counseling skills, integrate their professional knowledge and skills, and continue their development in specialization areas.

Pre-requisites

• COUN 6671
• Approval of the coordinator of field training

(3 credits) 

Through this internship, mental health counseling students have an upper-level, supervised "capstone" clinical experience designed to refine and enhance their basic counseling skills, integrate their professional knowledge and skills, and continue their development in specialization areas.

Pre-requisites

• COUN 6671
• COUN 8682A
• Approval of the coordinator of field training

(5 credits)

Students are provided with an overview of what is commonly referred to as abnormal psychology; however, students also consider factors constituting normalcy from multiple perspectives. Students explore the application of diagnostic criteria in various mental health work settings, such as schools, rehabilitation facilities, community agencies, and private practices. Using the scholar-practitioner model, students consider environmental and biological factors contributing to behavioral disorders. Students also examine techniques commonly used for the diagnosis and treatment of cognitive, emotional, and developmental disorders as well as for psychophysiological and psychosocial problems. Through coursework and discussions, students consider multicultural factors that complicate diagnosis as well as current trends and contemporary issues in clinical assessment and diagnosis.

(5 credits)

In this course, students engage in an in-depth examination of current theory and research associated with major psychological disorders and their diagnoses. Students explore the primary classification systems in terms of their applicability and limitations as well as the factors that impact the assessment, diagnosis, and treatment of disorders along a continuum of mental health. Students engage in practical assignments, focusing on applications of the diagnostic criteria in terms of case conceptualization.

(5 credits)

This course introduces theories of counseling and psychotherapy to prepare students to conceptualize problems and respond with appropriate, evidence-based interventions and techniques. Students will become familiar with the origin, key concepts, and interventions and techniques of each of the theories presented. Students will develop an awareness of how counseling theories drive the treatment process and apply theories to diverse case studies. A major focus of this course is to support students as they develop their personal theoretical orientation.

(5 credits)

Students are provided with the opportunity to increase their knowledge of multicultural counseling and the delivery of psychological services as well as related skills needed in professional practice. Students explore diversity and identity issues and discuss their impact on the therapeutic relationship. They examine the application of traditional theoretical orientations and current multicultural theories to culturally diverse groups. Through a variety of assignments designed to provide practical application of content, students also investigate counseling concepts related to race and ethnicity, sex and gender, sexual orientation, social class, age, and ability.

(5 credits)

The impact of substance abuse on the lives of people with addictions, and the lives of their families, makes for a highly complex and challenging area of mental health counseling. Counselors working with these individuals must possess a comprehensive understanding of the background, controversies, and current approaches in regard to the treatment of substance abuse. In this course, students examine psychological aspects of addictions involving alcohol, prescription medications, and illegal substances. They also examine current research in the field of dependency and addiction. Students engage in a variety of conceptual and application-based assignments on diagnosing patients, choosing among models of treatment, planning treatment, using group and family treatment plans, and ensuring treatment efficacy. They also consider strategies to promote change, including the trans-theoretical model of behavior change.

(5 credits)

Students are provided with a foundation for counseling clients who have both substance-related and behavioral addictions. In this course, students examine historical perspectives and current trends in addiction treatment, as well as the biological and environmental influences on the etiology of addiction. Techniques and processes for assessment and diagnosis are examined in the context of individual, group, and systemic perspectives, with attention given to developmental and multicultural influences on addiction. Influences of public policy and advocacy on addiction and treatment are also examined.

(3 semester credits)

As client advocates, counselors rely on knowledge of psychotropic medications to inform treatment. This course introduces a spectrum of psychotropic medications used in the management of mental, behavioral, and addictive disorders. Students explore medication classification, drug interaction, and side effects. In addition, students distinguish between medical and psychopathological conditions that present in similar ways to addictive disorders. As part of a professional learning community, students collaborate with peers in written scholarly dialogue to explore psychopharmacological intervention in the treatment of addiction and other psychopathologies that may coexist. Students analyze factors that increase the likelihood for a person, community, or group to be at risk for disorders and examine the cultural and contextual factors considered in the ethical treatment of clients. Across counseling specializations, this course builds foundational clinical knowledge of the intersection of counseling and psychotropic medical treatment.

(5 credits)

Academic and career counselors are concerned with student life on all levels to support the personal and educational development of each student. Students in this course examine educational, developmental, and counseling theories related to academic and career counseling. The focus of this course is on academic and career development from elementary school through college. Students will explore intellectual and emotional intelligence, multicultural issues, attitudes, values, and psychosocial needs of the life-long learner. Students will gain skills required to assist a highly diversified student body in academic planning, career exploration, decision making, and personal growth.

(3 credits) 

Counseling Doctoral Practicum is an advanced clinical experience as the first of a three-part practitioner capstone experience before dissertation. During the practicum course, students work toward gaining and applying new and advanced clinical knowledge, skills, and professional dispositions. Students must secure a field experience site, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for practicum enrollment. Once enrolled, students will spend a minimum average of 8–10 hours per week at the site that they have secured. They will complete direct counseling hours using the new and advanced skills, weekly individual or triadic supervision with their site supervisor, administrative duties, and other activities as assigned by the site. Concurrently, students will participate in weekly case conceptualization activities, 2 hours of group supervision per week with their faculty supervisor, and other clinically relevant assignments directly related to the work at the site. There are multiple synchronous components of this course. Students must be prepared to be flexible in meeting the demands of this course.

Pre-requisites

• All core courses in the program of study
• All residencies
• Approval by the Office of Field Experience

(3 credits) 

Counseling Doctoral Internship I is the second of a three-part capstone experience before dissertation. During the Doctoral Internship I course, site contacts, and individual and group supervisors guide and evaluate students on their ability to synthesize and apply the knowledge, skills, and professional dispositions in a minimum of three of five Counseling Educator domains (Teaching, Supervision, Leadership/Advocacy, Counseling, and Research). Students must secure field experience site(s) for each domain of focus, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for Doctoral Internship I enrollment. Once enrolled, students will spend a minimum average of 25–35 hours per week at the site(s) that they have secured. They will complete activities directly related to the approved domains, weekly individual or triadic supervision with their individual supervisor, administrative duties, and other activities the site assigns. Concurrently, students will participate in weekly course discussion and assignments that promote developing a professional identity as a Counselor Educator, 2 hours of group supervision per week with their faculty supervisor, and other domain-relevant assignments directly related to the work at the site. There are multiple synchronous components of this course. Students must be prepared to be flexible in meeting the demands of this course.

Pre-requisites

• Successful completion of Counseling Doctoral Practicum
• Approval by the Office of Field Experience

(3 credits) 

Counseling Doctoral Internship II is the third of a three-part capstone experiences before dissertation. During the Doctoral Internship II course, site contacts and individual and group supervisors guide and evaluate students on their ability to synthesize and apply the knowledge, skills, and professional dispositions in a minimum of three of five Counseling Educator domains (Teaching, Supervision, Leadership/Advocacy, Counseling, and Research). Students must secure field experience sites for each domain of focus, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for Doctoral Internship II enrollment. Once enrolled, students will spend a minimum average of 25–35 hours per week at the site(s) that they have secured. They will complete activities directly related the approved domains, weekly individual or triadic supervision with their assigned individual supervisor, administrative duties, and other activities the site assigns. Concurrently, students will participate in weekly course discussions and assignments that promote on developing a well-rounded professional identity as a Counselor Educator, 2 hours of group supervision per week with their faculty supervisor, and other domain-relevant assignments directly related to the work at the site. There are multiple synchronous components of this course. Students must be prepared to be flexible in meeting the demands of this course.

Pre-requisites

• Successful completion of Counseling Doctoral Internship I
• Approval by the Office of Field Experience

(3 credits)

In this course, students apply new and advanced clinical knowledge, skills, and professional dispositions. Students must secure a field experience site, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for enrollment. Once enrolled, students will spend a minimum average of 18 hours per week at the site that they have secured. They will complete direct counseling hours using the new and advanced skills, weekly individual or triadic supervision with their site supervisor, administrative duties, and other activities as assigned by the site. Concurrently, students will participate in weekly case conceptualization activities, 2 hours of group supervision per week with their faculty supervisor, and other clinically relevant assignments directly related to the work at the site. There are multiple synchronous components of this course. Students must be prepared to be flexible in meeting the demands of this course. Students are expected to complete 200 internship hours.

(2 credits)

Students demonstrate their ability to synthesize and apply the knowledge, skills, and professional dispositions in a minimum of two of remaining four Counseling Educator domains (supervision, teaching, research and scholarship, and leadership and advocacy). Students must secure field experience sites for each domain of focus, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for enrollment. Students will participate in weekly course discussions and assignments that promote the development of a well-rounded professional identity as a Counselor Educator. Attendance is required for two hours of group supervision per week with their faculty supervisor. There are multiple synchronous components of this course. Students must be prepared to be flexible in meeting the demands of this course. Students satisfactorily complete this course when they document the completion of a minimum of 200 hours which includes supervised experiences in supervision, teaching, research and scholarship, and leadership and advocacy.   

(3 credits)

This course is a continuation of COUN 8898. Students demonstrate their ability to synthesize and apply advanced knowledge, skills, and professional dispositions in a minimum of two of remaining four Counseling Educator domains (supervision, teaching, research and scholarship, and leadership and advocacy). Students must secure field experience sites for each domain of focus, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for enrollment. Students will participate in weekly course discussions and assignments that promote the development of a well-rounded professional identity as a Counselor Educator. Attendance is required for two hours of group supervision per week with their faculty supervisor. There are multiple synchronous components of this course. Students must be prepared to be flexible in meeting the demands of this course. Students satisfactorily complete this course when they document the completion of a minimum of 200 hours which includes supervised experiences in supervision, teaching, research and scholarship, and leadership and advocacy. 

(5 credits)

Students in this course critically examine the effects of recent legislation, case law, and national policies on social change and on consultation and research in forensic psychology. Students have opportunities to explore and discuss contemporary and controversial issues such as the ethics of civil commitment, the death penalty, police use of force, investigative practices to curtail terrorism, hate crimes, and transfer of juveniles to adult criminal court and how related legal issues affect forensic psychology and society in general. They also analyze ethical issues that often arise for forensic psychology professionals who are working in these areas.

(3 credits) 

Counseling Doctoral Internship 1 is the second of a three-part capstone experience before dissertation. During the Doctoral Internship 1 course, site contacts as well as individual and group supervisors guide and evaluate students on their ability to synthesize and apply the knowledge, skills, and professional dispositions in a minimum of 3 of 5 Counseling Educator domains (Teaching, Supervision, Leadership/Advocacy, Counseling, and Research). Students must secure field experience site(s) for each domain of focus, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for Doctoral Internship 1 enrollment. Once enrolled, students will spend a minimum average of 25–35 hours per week at the site(s) that they have secured. They will complete activities directly related to the approved domains, weekly individual or triadic supervision with their individual supervisor, administrative duties, and other activities the site assigns. Concurrently, students will participate in weekly course discussions and assignments that promote development of a professional identity as a Counselor Educator, 2 hours of group supervision per week with their faculty supervisor, and other domain-relevant assignments directly related to the work at the site. There are multiple synchronous components of this course. Students must be prepared to be flexible in meeting the demands of this course.

Pre-requisites

• Successful completion of Counseling Doctoral Practicum
• Approval by the Office of Field Experience

(3 credits) 

Counseling Doctoral Internship 2 is the third of a three-part capstone experiences before dissertation. During the Doctoral Internship 2 course, site contacts, as well as individual and group supervisors guide and evaluate students on their ability to synthesize and apply the knowledge, skills, and professional dispositions in a minimum of 3 of 5 Counseling Educator domains (Teaching, Supervision, Leadership/Advocacy, Counseling, and Research). Students must secure field experience sites for each domain of focus, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for Doctoral Internship 2 enrollment. Once enrolled, students will spend a minimum average of 25–35 hours per week at the site(s) that they have secured. They will complete activities directly related the approved domains, weekly individual or triadic supervision with their assigned individual supervisor, administrative duties, and other activities the site assigns. Concurrently, students will participate in weekly course discussions and assignments that promote the development of a well-rounded professional identity as a Counselor Educator, 2 hours of group supervision per week with their faculty supervisor, and other domain-relevant assignments directly related to the work at the site. There are multiple synchronous components of this course. Students must be prepared to be flexible in meeting the demands of this course.

Pre-requisites

• Successful completion of Counseling Doctoral Internship 1
• Approval by the Office of Field Experience