Theories of Personality and Counseling I 

First part of a year-long sequence examining personality and counseling theories. To introduce students to major theories of personality in the field of psychology and how theories are applied in constructing counseling and psychotherapy models. Students will focus on humanistic, behavioral, and cognitive personality theories and how they become operationalized in person-centered, behavioral, and cognitive counseling models, respectively. In addition to examining the theoretical foundations, client and counselor dimensions, techniques, and the active ingredients of change for these major models of personality and counseling, students examine how socio-cultural context contributes to client presenting concerns and may be addressed in counseling.

Theories of Personality and Counseling II 

Second part of a year-long sequence examining personality and counseling theories. Continues introduction to major theories of personality in the field of psychology and how those theories are applied in constructing counseling and psychotherapy models. Focuses on psychoanalytic personality and counseling models as well as critical theory as manifested in the psychology of gender and counseling models that integrate gender into working with clients. Specifically, for each model, students will examine the theoretical foundations developed in its theory of personality, relevant client and counselor dimensions, counseling techniques, and the active ingredients of change that each model uses in bringing about change.

Career Development

Provides students with a comprehensive introduction to the theoretical and practice aspects of career development and the psychology of working. Students learn existing theories and related research pertaining to the vocational behavior of individuals across the life span. Through readings, case discussions, and lectures, students learn how to construct effective, ethical, and humane means of helping people to develop their work lives to their fullest potential.

Psychological Testing

Introduces psychometric theory, selection, and use of standardized aptitude, ability, achievement, interest, and personality tests in the counseling process from a social justice perspective. Includes measurement concepts essential to test interpretation, and experience in evaluating strengths, weaknesses, and biases of various testing instruments. Students will gain laboratory experience in administration, scoring, and interpretation of psychological tests.

Issues in Life-Span Development

This course addresses the major psychological and socio-cultural issues in development from childhood through adulthood. The theory, research, and practice in the field of life span development are examined and evaluated.

Multicultural Issues 

Assists students to become more effective in their work with ethnic minority and LGBT clients. Increases students' awareness of their own and others' life experiences, and how these impact the way in which we approach interactions with individuals who are different from us. Examines the sociopolitical conditions that impact individuals from ethnic and non-ethnic minority groups in the U.S., and presents an overview of relevant research.

Psychopathology

Examines selected DSM-IV disorders and considers diagnostic issues, theoretical perspectives, and research. Through case examples, students will learn to conduct a mental status examination and determine appropriate treatment plans for clients suffering from various diagnoses.

Ethical and Legal Issues

Topics include professional codes and ethical principles; laws governing mental health professions; confidentiality, privacy and record keeping; client rights and malpractice; issues in supervision; dual role relationships; psychological assessment; and, issues specific to minorities, children and specialized treatment modalities and techniques. Emphasis is on the preparation of mental health counselors and other mental health professionals.

Seminar in Group Counseling and Group Theory

This course examines both the theory and practice of group counseling. Among the theoretical positions discussed are client centered, behavioral, existential, and rational emotive. Important aspects of group process are also discussed including group leadership, group membership, establishing a group, and maintaining a group. As such the course covers therapist issues, patient selection criteria, group structuring as well as basic therapeutic techniques. The course prepares students to design structured counseling groups, to prepare group counseling materials, and to lead counseling groups of various types.

Foundations of Counseling I: Integrated Behavioral Health

The purpose of this yearlong course is to introduce counseling students to an integrated behavioral health (IBH) framework that will help facilitate their learning and understanding of this model. Students will learn fundamental principles, clinical skills, and have the opportunity to expand upon their professional identity. Students will: a) learn to examine the multiple settings of IBH, b) learn to develop strong interdisciplinary relationships, c) gain practical knowledge, skills, and techniques needed to engage competently in professional practice working with patients from diverse backgrounds and within different healthcare systems, d) develop insight into one’s cultural background and the influence of personal identities and values in their engagement with patients and professionals of the field, e) identify and understand social justice issues that intersect with the realities of patients and the ways they impact patients’ quality of life and the wellness of communities, f) foster an awareness of the role of ethical considerations, relevant professional development issues, the role of supervision, and self-care of the counselor. , and g)  prepare for clinical internships available in the second year of the program. Through weekly lab experiences, students will engage in further discussion, practice their skills, and implement their knowledge of IBH.

Foundations of Counseling II: Integrated Behavioral Health

The purpose of this yearlong course is to introduce counseling students to an integrated behavioral health (IBH) framework that will help facilitate their learning and understanding of this model. Students will learn fundamental principles, clinical skills, and have the opportunity to expand upon their professional identity. Students will: a) learn to examine the multiple settings of IBH, b) learn to develop strong interdisciplinary relationships, c) gain practical knowledge, skills, and techniques needed to engage competently in professional practice working with patients from diverse backgrounds and within different healthcare systems, d) develop insight into one’s cultural background and the influence of personal identities and values in their engagement with patients and professionals of the field, e) identify and understand social justice issues that intersect with the realities of patients and the ways they impact patients’ quality of life and the wellness of communities, f) foster an awareness of the role of ethical considerations, relevant professional development issues, the role of supervision, and self-care of the counselor. , and g)  prepare for clinical internships available in the second year of the program. Through weekly lab experiences, students will engage in further discussion, practice their skills, and implement their knowledge of IBH.

Interpretation and Evaluation of Research: Topics in Mental Health Counseling

This course will improve a students' understanding of the empirical research literature in education and psychology. It concentrates on developing the conceptual foundations of empirical research and the practical analytic skills needed by a competent reader and user of research articles. Topics address purpose statements, hypotheses, sampling techniques, sample sizes and power, instrument development, internal and external validity, and typical quantitative research designs. Exercises emphasize the critical evaluation of published research. Each student will develop a research proposal.

Neurological and Biological Bases of Behavior

Health professionals work with many clients where biological and neurological factors play a role in influencing or exacerbating psychological problems. This course will touch on a variety of topics in psychology from a biological perspective that will be helpful in clinical practice. Areas to be covered include the basic structure and function of neurons, basic neuroanatomy, cognitive functions, substance abuse, addictions, and psychopharmacology. Discussion of these topics will be approached from a biopsychosocial approach. Students are encouraged to ask questions throughout the lecture to both clarify material and to work toward the application of the material to clinical work

Short Term Therapies & Integrated Behavioral Healthcare 

This course is designed to provide in-depth training and skill development in evidence-based theoretical models of brief therapy within an Integrated Behavioral Health framework. Counseling students will develop an understanding of the fundamental principles of brief therapy models, including Solution Focused Brief Therapy; Focused Acceptance and Commitment Therapy; Motivational Interviewing (MI); and Brief Cognitive Behavioral Therapy. Other areas of emphasis will include crisis intervention, posttraumatic stress disorder management in integrated primary care; addressing substance use disorders in primary care; and trauma-informed integrated primary care. Students will also be given the opportunity to translate this understanding into practice of techniques and skills from these brief therapies.

IBH Practitioner Skills and Multidisciplinary Teamwork

This course is intended to provide the learner with specialized skills necessary in delivering behavioral health assessment/intervention in an integrated medical setting. The course will focus on how to manage a caseload in an integrated care setting (e.g., maintaining open access, triage as necessary, determining who could benefit from targeted treatment) as well as how to conceptualize cases, formulate treatment plans, provide documentation appropriate for the setting and crisis intervention strategies. Additionally, we will discuss the importance of collaboration and information sharing with other team members, as well as how to provide consent for this communication and the potential ethical issues that can arise. We will discuss the nuanced role that an IBH clinician has in managing chronic disease, engaging health promotion, and assessing and treating special populations. Lastly, the role of an IBH practitioner extends beyond intervention in the clinic (e.g. telehealth), and thus we will also learn the importance of interdisciplinary consultation and referral as well as strategies for  outreach to community resources and settings in order to support both clinic and patient in whole person health.

Health Inequity 

This course provides an overview of disparities in health status and the delivery of healthcare in the US. Students will explore relationships among individual characteristics such as gender identification, education, income, literacy, race, ethnicity, culture, acculturation, disability, age, and sexual orientation; interpersonal factors such as communication with healthcare providers, family and social ties, and discrimination; and societal-level factors such as neighborhood and community context, healthcare organizations, economics, politics and policies and seek to understand how those factors shape health behaviors, access to health care services, unequal treatment, and health status. This course will underscore the importance of developing “structural competency”, which is a critical understanding for systems that influence health outcomes above individual interactions. Students will critically examine how to utilize these individual and systemic characteristics when engaging in case conceptualization and treatment planning and identify steps that practitioners and leaders can use to address disparities within their practice and community. Lastly, students will examine the importance of outreach to community resources, agencies, and settings (e.g., community centers, senior centers, churches, shelters) in order to support both clinic and patient in whole person health.