Discover Academic Excellence in Our Online Counseling Courses

A study of the major concepts and practices of contemporary therapeutic systems as well as an overview of developmental and psychopathological issues presented by clients.

An intensive study of techniques utilized in individual counseling. Extensive use is made of case data and role playing.

Group Theory and Techniques provides both theoretical and experiential understandings of group purpose, development, dynamics, techniques and skills, and various group approaches. The course focuses on helping beginning group leaders apply their new knowledge to working in groups with children, adolescents and adults across diverse settings. Counseling theories and their application to working with groups are given consideration throughout the course. Through the use of experiential activities, both in and outside the classroom, students will acquire experience in conducting counseling, psychoeducational and task/work groups.

This course will provide students with a foundation in issues that affect the profession of counseling. Students will examine: (1) professional issues, including professional identity, history and systems of counseling, professional organizations, counseling settings and counselor functions and research issues affecting the conceptual base of the profession, (2) counseling ethics and ethical dilemmas, and (3) legal decisions that affect the practice of counseling. The course will emphasize active student participation in the exploration of these issues.

This course is designed to familiarize the student with the cultural differences of the major racial and ethnic minorities in the United States. Through self-disclosure, individual experiences, group presentations and lectures, the students will gain a better knowledge of these groups and the cross-cultural counseling methods to work with them.

This course examines substance use and abuse in contemporary society. Topics are treated from a multi-disciplinary perspective including biological, social, pharmacological, cultural, psychological, political, economic and legal aspects of substance abuse. Patterns of addiction, intervention and rehabilitation with respect to substance abuse also are analyzed. Assessments of the costs, options and alternatives to addiction along with educational efforts toward prevention are examined.

This course examines the history and mission of various U.S. military branches, including their values, social structure, chain of command, work ethic, job demands and language.

This course is designed to give prospective school counselors: (a) an understanding of the historical impetus which led to the development of counselors and counseling programs in schools; (b) a means to make practical use of the counseling and guidance theories and techniques as they apply in the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) requirements; (c) exposure to administrative activities which provide the framework for school counseling services; (d) prevention and intervention strategies which contribute to students’ academic career and personal social growth and development; and (e) an understanding of proactive leadership as it relates to student advocacy as well as the challenge of developing new paradigms for the future.

An investigation of the nature of developmental themes and tasks across the human life span from infancy through the late adult years. The life-span developmental approach used incorporates knowledge from multiple disciplines to describe and explain developmental processes in their many contexts: physical, familial, psychological, historical and socio-cultural. A major focus is the application of theory and research to the promotion of healthy development through education and human services.

A study of the occupational structure of our society, of factors influencing career development and of techniques for providing educational and occupational information. Both individual and group activities are stressed.

This course covers the types of psychopathology most often encountered in counseling settings. Students are introduced to the diagnostic categories of the most current Diagnostic and Statistical Manual with particular emphasis placed on making appropriate diagnoses and the use of these diagnoses for treatment planning and intervention strategies.

A survey course that examines the origin and dynamics of family systems theory and its application to the practice of marriage and family counseling. Students are introduced to various theoretical explanations for why people behave the way they do in marital and family relationships, to verbal and nonverbal interaction patterns operating within family relationships and to multiple approaches to therapeutic intervention with families.

A study of the methods and techniques generally employed in research. Emphasis is placed on understanding the research literature which forms the basis of professional education. The course includes the study of some selected statistical methods used as tools in research, data analysis and the field of educational tests and measurement.

Taken concurrently with the last two courses of Wheel 2. The Counseling Practicum course is designed to provide students in counseling with their first client contact in a closely supervised setting. It is designed to help students begin to translate their academic understanding into actual counseling practice. Students complete a predetermined number of hours of individual and group counseling in laboratory and field settings under supervision by doctoral-level Practicum Supervisors, the counseling faculty and qualified field placement site supervisors.

An introduction to the use of educational and psychological assessment procedures used by educators and other helping professionals. The course deals with the selection, administration and scoring of psychological assessment techniques and the interpretation and application of their results.

This course is designed to cover those counseling theories and techniques utilized with clients suffering from addictions or substance abuse. Treatments will be discussed from the perspective of the medical, recovery and transpersonal models of addiction.

This course offers an analysis of the field of transpersonal counseling; theory, research and practice. The relationship of transpersonal theories to traditional theories will be examined. Special attention will be devoted to the use of transpersonal approaches in addictions counseling and substance abuse prevention.

This course is intended to merge the conceptualization and practice of two areas, family systems and addictions. The course is designed to explore these two areas, their impact on each other and to present an integrated view of family systems and the process of addiction and recovery.

This course provides counselors who will work as licensed practitioners in clinical mental health settings with an understanding of the historical and philosophical background of clinical mental health counseling. It will cover the forces that influence the development of clinical mental health counseling, the role of the clinical mental health counselor, professional issues unique to clinical mental health counseling, client characteristics, principles of clinical mental health counseling, community needs assessment and counseling program development.

A course to give students an increased awareness of sexual issues and problems so that they can be sensitive and helpful to the people they counsel who have sexual difficulties or questions. It is also for counselors, teachers or administrators who will be involved in implementing or teaching programs of sex education. The course includes presentation of factual information and curricula and theories of sex education and therapy, as well as an opportunity for students to explore their own sexual attitudes, feelings and values.

Taken concurrently with the last three courses of Wheel 3.* The internship is designed to give students the opportunity to demonstrate and improve their counseling skills in an agency setting. Students complete a minimum of 300 hours of counseling experience in a community agency setting under both university and field supervision. In addition, participation in a weekly group supervision session and an experience log are required.

*Note: Students take EDUC C47 twice, in each of two consecutive semesters, resulting in a total of a minimum of 600 hours of counseling experience.

An introduction to the use of educational and psychological assessment procedures used by educators and other helping professionals. The course deals with the selection, administration and scoring of psychological assessment techniques and the interpretation and application of their results.

This course is designed to cover those counseling theories and techniques utilized with clients suffering from addictions or substance abuse. Treatments will be discussed from the perspective of the medical, recovery and transpersonal models of addiction.

This course informs students about physical, cognitive, emotional and behavioral symptoms of trauma-related stress reactions and traumatic brain injuries.

This course provides students with skills needed to assist military service members and their families as they transition from active duty to veteran status. Students will acquire working knowledge of federal, state and local support resources that are currently available to assist military service members in the transition process.

This course provides counselors who will work as licensed practitioners in clinical mental health settings with an understanding of the historical and philosophical background of clinical mental health counseling. It will cover the forces that influence the development of clinical mental health counseling, the role of the clinical mental health counselor, professional issues unique to clinical mental health counseling, client characteristics, principles of clinical mental health counseling, community needs assessment and counseling program development.

A course to give students an increased awareness of sexual issues and problems so that they can be sensitive and helpful to the people they counsel who have sexual difficulties or questions. It is also for counselors, teachers or administrators who will be involved in implementing or teaching programs of sex education. The course includes the presentation of factual information and curricula and theories of sex education and therapy, as well as an opportunity for students to explore their own sexual attitudes, feelings and values.

Taken concurrently with the last three courses of Wheel 3.* The internship is designed to give students the opportunity to demonstrate and improve their counseling skills in an agency setting. Students complete a minimum of 300 hours of counseling experience in a community agency setting under both university and field supervision. In addition, participation in a weekly group supervision session and an experience log are required.

*Note: Students take EDUC C47 twice, in each of two consecutive semesters, resulting in a total of a minimum of 600 hours of counseling experience.

An introduction to the use of educational and psychological assessment procedures used by educators and other helping professionals. The course deals with the selection, administration and scoring of psychological assessment techniques and the interpretation and application of their results.

Designed as a “bookend” course to complement “Introduction to School Counseling” and to serve as a capstone to the school counseling track, this course acquaints students with the planning, development, implementation and evaluation of comprehensive school guidance and counseling programs.

This course examines substance use and abuse in contemporary society. Topics are treated from a multi-disciplinary perspective including biological, social, pharmacological, cultural, psychological, political, economic and legal aspects of substance abuse. Patterns of addiction, intervention and rehabilitation in respect to substance abuse also are analyzed. Assessments of the costs, options and alternatives to addiction along with educational efforts toward prevention are examined.

This is an introductory course which examines disabilities included in the Individuals with Disabilities Education Act (IDEA) and emphasizes relevant legislation and litigation which provides a foundation for current delivery of educational services. Course content also provides the opportunity to explore issues related to the education of other groups of exceptional students who might be at-risk for school failure because of special needs; i.e. gifted, limited English proficiency, culturally diverse and socially maladjusted.

This course informs school psychology graduate students about effective prevention and intervention programs and strategies that can be implemented within public school settings. The course highlights empirically supported methods for promoting school success through both preventative and remedial strategies across the grade levels. School-based strategies for enhancing academic achievement, fostering social competence and preventing behavior and adjustment problems will be presented. Students will begin to develop expertise in designing, implementing and evaluating prevention and intervention programs within public school settings.

The focus of this course is on the understanding and application of contemporary theories of counseling for school-aged children and adolescents. Theories will be studied with respect to key concepts, the therapeutic process and goals and specific techniques. Students will apply their skills in practice sessions with school-aged children. The physiological, cognitive, social and emotional development of children as well as their environment (including the school) will be emphasized so that interventions are consistent with the children’s needs.

Taken concurrently with the last three courses of Wheel 3. This counseling internship is designed to give advanced students in counseling the opportunity to put into practice the skills and knowledge they have developed throughout their counseling program. Students complete a minimum of 600 hours of counseling experience in a school setting under both college and field supervision. In addition, participation in a weekly group supervision session on campus is required.

*Note: Students take EDUC C49 twice, in each of two consecutive semesters, resulting in a total of a minimum of 600 hours of counseling experience.