Before scheduling your classes
Meet with your advisor and review the class schedule.
Meet with your advisor and review the class schedule.
Individual investigation into a problem or problems of concern to the student and deemed of significance by the instructor. Written report required. May be repeated to a maximum of nine hours.
A comprehensive study of instruments for measuring psychological traits, including group devices suitable for use in elementary and secondary schools, as well as individual instruments for use in both school and community agency settings. Basic statistical concepts and common terminology related to measurement are taught as a functional part of the course.
Philosophy, organization, and practices of a counseling program in the elementary and secondary school. The school counselor's role as counselor, consultant, and coordinator, professional identity, and legal issues are included. Includes a significant focus on ethical standards and issues.
An introduction and overview of the history, philosophy, and function of the counselor in elementary schools, secondary schools, clinical mental health settings, and other community agency settings. Includes an examination of service population characteristics and treatment needs, intervention modalities and approaches, professional identity, and related topics with a significant focus on ethical standards and issues. School counselors' various roles as counselor, consultant, and coordinator, professional identity, and legal issues are also included.
An introduction and overview of the foundational aspects of school counseling with a focus on the development, implementation, and evaluation of a comprehensive school counseling program in elementary and secondary schools (K-12). Includes an exploration of the leadership role of school counselors within the school setting at the elementary and secondary level (K-12).
This course is an experience in personal and group encountering and sensitivity. Its purpose is to assist students in discovering a more complete awareness, understanding, and acceptance of themselves and others as human beings. Primary emphasis will be upon students exploring self, values, needs, and personal characteristics. Graded Pass/Not Pass only.
This course is designed to increase knowledge and skills of counselors regarding the ethics, research, and practice associated with telemental health. Students will learn presentation skills, HIPAA compliance, best practices, crisis planning, use of technology, orienting clients, settings, and care coordination.
Study of child, adolescent and adult psychological development theories, normal adjustment processes, personality structure, and abnormal behavior.
A consideration of counseling with elementary school-aged children. Emphasis is placed upon play therapy and the counseling process as it affects the educational, personal, familial, and social adjustment of children.
This is an introductory survey course which introduces counseling students to the fundamentals of mental health counseling. Topics covered include the organization of mental health structures in the public domain, including funding mechanisms, licensing issues and processes, pertinent professional organizations, and emerging trends and opportunities in the counseling field.
Two training components are integrated to provide an intensive pre-practicum experience. The didactic component introduces basic skills of effective interpersonal communication and counseling. Participation in corequisite laboratory (COU 711) provides supervised practice in the practical application of those skills in simulated counseling interviews.
First enrollment must be concurrent with COU 710. Designed to accompany COU 710, this lab provides an opportunity for graduate students in counseling to practice basic counseling skills in role-played sessions with live observation, video-taped review and supervisory feedback. May be repeated to a maximum of three hours. Graded Pass/Not Pass only.
An introduction to counseling theories, interventions and issues in working with clients from diverse, minority and ethnic cultures. Values, beliefs and norms of various cultures, including the student's, will be examined as they pertain to the counseling process.
An introduction to adolescent and young adult counseling theory designed to help students better prepare to work with adolescents and young adults in culturally diverse school and mental health counseling settings. Emphasis is placed on relevant developmental models and the ways in which life experiences that occur during adolescence can impact early adulthood.
This course provides an overview of the biological, psychological, social and spiritual dimensions of substance use and dependency. Addictive behaviors are presented as part of the continuum of mental and emotional behavior, and the course will include co-occurring diagnoses and their associated interventions for counseling professionals. This includes diagnosis, treatment planning and implications for diverse populations. An integrated combination of lecture, case study, and field activities will be used.
Study of and practice in conducting clinical interviews, appraising and assessing level of functioning and mental status, and developing diagnoses of psychoemotional disorders. Includes assessment of learning and functioning of children. An introduction to counseling theories, interventions and issues in working with clients from diverse, minority and ethnic cultures. Values, beliefs and norms of various cultures, including the student's, will be examined as they pertain to the counseling process.
An introduction to the major theories of couple and family counseling and their associated interventions. An integrated combination of lecture, discussion, demonstration and role-lay lab sessions will be used.
Examination of various theoretical approaches to counseling; significance of theories in counseling practice. Overview of interventions and techniques associated with each theory. Students make an intensive investigation of a problem to be selected in counseling theory and methods. Report of the investigation required.
A consideration of the various theories of career development and their implications in counseling for vocational career development and their implications in counseling for vocational adjustment. A study of the work ethic, the labor force, and the concept of career education. Designed to give students competence in collecting and using occupational and educational information in counseling related to career development and in developing career education programs.
Acquaints student with various assessment and diagnostic procedures in evaluation of learning and adjustment problems.
This course is designed to prepare school counselors to engage a diverse K-12 student population in early career awareness, planning, assessment, and making informed post-secondary choices crossing the spectrum of K-12, using the ASCA National Model and Missouri Comprehensive Counseling Program as a framework. Career development theories will be explored to encourage developmentally and culturally relevant application to K-12 student populations and includes a focus on work-life adjustment into advanced adult ages, including ethical implications.
Acquaints counselors with group counseling theories and techniques. Includes an experiential group component.
Introduction to group therapy methods and techniques appropriate to an elementary school or mental health setting. Emphasis is placed upon foundational group therapy skills in general for all ages, and on play therapy modalities in particular, that are appropriate for elementary-age children. Groups in an elementary setting, utilizing Missouri Comprehensive Guidance and play therapy and applications to diverse populations, will be included.
The study, analysis, and discussion of special topics, including evaluation of counseling interventions, quantitative, qualitative, and mixed methods research, and practices in program evaluation and culminating in a substantial written report. Graded Pass/Not Pass only.
Seminar course designed to teach current and future counselors the fundamentals of psychopharmacological agents used in mental health. Students will learn the fundamentals of neuroanatomy and neurophysiology, and relevant aspects of neurochemistry. Once this foundation is formed, students will learn about the types of psychotropic medications commonly used for major mental health conditions, the nature of their actions, indications and contra-indications for use, common dosing guidelines, and side-effects and other related risks.
An introduction to Crisis and Disaster, to the major theories and practices of crisis Intervention and Disaster Mental Health and the associated interventions throughout the Response and Recovery phases. An integrated combination of lecture, discussion, demonstration and role-play will be used.
Supervised counseling experience involving work with clients from the community addressing a wide range of developmental, wellness, and health related presenting issues; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.
Supervised clinical mental health counseling experience of clients from the community; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.
Supervised clinical mental health counseling experience of clients from the community; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.
Supervised counseling with secondary school aged students and their families; observation, discussion, and evaluation of the counseling process. Graded Pass/Not Pass only.
Supervised experience in secondary school counseling at an approved school site. Minimum of 300 hours on-site. Students will receive individual supervision on-site, and small-group supervision from the department. May be repeated to a maximum of nine hours. Graded Pass/Not Pass only.
Supervised counseling with elementary school-aged children and their parents; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.
Supervised experience in elementary school counseling at an approved school site. Minimum of 300 hours on-site. Students will receive individual onsite supervision, and small-group supervision from the department. May be repeated to a maximum of nine hours. Graded Pass/Not Pass only.
Supervised counseling experience of clients from the community; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.
Supervised experiences (individual, family, group) in counseling at an approved community agency site. Minimum of 300 hours on-site. Students will receive individual supervision on-site, and small group supervision from the department. May be repeated to a maximum of nine hours. Graded Pass/Not Pass only.
This course is designed to provide an advanced counseling experience with elementary-aged children from the community. It serves as an integrative component to extend and amplify play therapy counseling skills, theory, and techniques learned in previous practica. Emphasis is placed on scheduling clients, completing case notes, advocating for clients, weekly supervisor and evaluation of counseling sessions.
This course is designed to address fundamental theoretical and applied aspects of clinical supervision, consultation, and leadership. Supervision addresses the theory and practice of clinical supervision in counseling and psychotherapy and provides a supervised, practical experience of doing counseling supervision in an applied setting. Consultation focuses on providing consultation services in schools and other systems. Since counselors and psychotherapists are often called upon within schools and agencies to provide leadership, the leadership component of this course surveys the literature on leadership styles, roles, and emerging trends.
This is a course with a practicum component on-site at the Center City Counseling Clinic. The purpose of the course is to provide supervisor training in the theory and practice of supervision with master's level play therapy students to include three core knowledge areas: supervision models, theories and techniques of clinical supervision of play therapy; legal and ethical issues related to supervision; and clinical issues related to supervision.
Improves skills and knowledge of counselors in specific areas. Each workshop considers a single topic in depth. 30 hours of participation equal one semester hour.
Supervised experience in school counseling at an approved school site. Minimum of 300 hours on-site. Students will receive individual supervision on-site, and small-group supervision from the department. Graded Pass/Not Pass only.
Introduction to research methods in counseling, including quantitative and qualitative methods, action research, needs assessments, and program evaluation approaches, particularly in service-delivery and educational settings. An emphasis is placed on developing an understanding of foundational research methods that will allow students to be effective critical consumers of research in counseling, identify evidence-based practices, and prepare them to design and implement sound program evaluations.
Individual or group class designated to address specialized topics of interest to graduate students in counseling. May be repeated to a maximum of nine hours.
Independent research and study connected with preparation of thesis.