In this capstone course in the counseling program, students prepare for and pass a comprehensive examination and complete a summative e-portfolio demonstrating their ability to synthesize and reflect their professional counseling identity and achievement of key performance indicators.
This course offers an introduction to the understanding and clinical practice of family counseling. It also provides insights for school counselors into how family dynamics affect student learning, performance, behavior, and classroom management.
This course is designed to build an understanding of (1) the complex processes of deliberate normative change in schools, (2) the expanded definitions of leadership within the roles of principal, counselor, and teacher in regard to school transformation and (3) the nature of 'interactive professionalism' among educators that is inherent in the emerging definitions of effective school leadership. Research on and examples of effective strategies and school transformations models are examined.
This course is the spring semester continuation of the 600-hour internship experience (COUN 662) in a mental health setting. Interns apply their clinical skills under the supervision of an on-site mentor from whom they receive guidance and feedback. Interns meet weekly for group supervision on campus and discuss professional issues that they are encountering. They review recordings and give and receive feedback on counseling skills and activities. Interns are expected to demonstrate professional conduct at all times. In progress pass/fail grading.
This course is the first part of a fall-through-spring, 600-hour internship in a mental health setting. Interns apply their clinical skills under the supervision of an on-site mentor from whom they receive guidance and feedback. Interns meet weekly for group supervision on campus and discuss professional issues that they are encountering. They review recordings and give and receive feedback on counseling skills and activities. Interns are expected to demonstrate professional conduct at all times. In progress pass/fail grading.
This course is the spring semester continuation of the 600-hour internship experience (COUN 660). Interns apply their clinical skills under the supervision of an on-site mentor from whom they receive guidance and feedback. Interns meet weekly for group supervision on campus and discuss professional issues that they are encountering. They review recordings and give and receive feedback on counseling skills and activities. Interns are expected to demonstrate professional conduct at all times. In progress pass/fail grading.
This course is the first part of a fall-through-spring, 600-hour internship in a school setting. Interns apply their clinical skills under the supervision of an on-site mentor from whom they receive guidance and feedback. Interns meet weekly for group supervision on campus and discuss professional issues that they are encountering. They review recordings and give and receive feedback on counseling skills and activities. Interns are expected to demonstrate professional conduct at all times. In progress pass/fail grading.
This course is part of a 600-hour internship in a mental health or school setting. Interns apply their clinical skills under the supervision of an on-site mentor from who they receive guidance and supervision. Interns meet weekly for group supervision and discuss professional issues they are encountering. Interns are expected to demonstrate professional conduct at all times.
This course examines the ways in which counselors and other helping professionals assist people of all ages in their career development. Emphasis is on understanding and applying theories and related assessments, activities, and techniques to foster career awareness, exploration, decision-making, and preparation. Historical and emerging career theories are covered. The intersectionality of multicultural perspectives and identities with work, family, and other life roles are examined.
The critical evaluation and selection of psychological and educational instruments are studied. Psychometric theory is emphasized and major representative instruments are surveyed.