Learners in this course examine theories of lifespan development and behavior from a counseling perspective. Learners describe effective approaches in counseling, evaluate its historical and philosophical relevance to current practice, and apply theories and practices to advocate for diverse clientele. ​​For MS in Clinical Mental Health Counseling, MS in Marriage and Family Therapy, MS in School Counseling degree program and Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health Services, Contemporary Theory in School-Based Services, and Systemic Couple and Family Therapy graduate certificate learners only. Must be taken during the first quarter by learners who have been admitted to the MS in Clinical Mental Health Counseling and MS in School Counseling degree programs and the Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health Services, and Contemporary Theory in School-Based Services graduate certificate programs. Cannot be fulfilled by transfer. 

This course provides an overview of quantitative, qualitative, and mixed-method approaches to counseling research and program evaluation. Learners apply graduate-level approaches to research methodology for the counseling profession.  ​For MS in Clinical Mental Health Counseling, MS in Marriage and Family Therapy, MS in School Counseling degree program and Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health Services, Contemporary Theory in School-Based Services, and Systemic Couple and Family Therapy graduate certificate learners only.

Learners in this course examine the assessment process and how tests and measures are used in counseling. Learners also explore the evolution of assessment methods, testing strategies and interpretation, and fundamental measurement constructs.  ​For MS in Clinical Mental Health Counseling, MS in Marriage and Family Therapy, MS in School Counseling degree program and Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health Services, Contemporary Theory in School-Based Services, and Systemic Couple and Family Therapy graduate certificate learners only.

In this course, learners evaluate current legal and ethical guidelines used in the counseling profession. Learners apply decision-making models and formulate effective collaboration strategies used to resolve legal and ethical issues that arise when working with children, adults, couples, and families in a variety of treatment settings. Learners also analyze how personal belief systems can influence counselors’ responses to those issues. For MS in Clinical Mental Health Counseling, MS in School Counseling, and BS in Psychology Pre-Counseling degree program and Contemporary Theory in Mental Health Services graduate certificate learners only. Prerequisite(s): BS in Psychology Pre-Counseling learners require special permission for registration and must have completed PSYC4700 with a cumulative GPA of 3.0 or better.

Learners in this course examine the theoretical components and developmental aspects of groups. Topics include types of groups, group dynamics and processes, group leadership and membership roles, ethical awareness in relation to groups, and crisis management within groups. For MS in School Counseling learners only. Prerequisite(s): COUN-R5861.

In this course, learners develop foundational knowledge and skills applicable to career counseling and development. Learners analyze theoretical models of career development as they relate to client interests, aptitudes, personalities, traits, values, and work preferences. In addition, learners explore the ways in which social interests, family relationships, cultural facets, and developmental factors and circumstances resulting from life transitions relate to career development across the lifespan. Learners also discuss legal and ethical issues associated with career counseling practice. For MS in Clinical Mental Health Counseling, MS in School Counseling, and BS in Psychology Pre-Counseling learners only. Prerequisite(s): BS in Psychology Pre-Counseling learners require special permission for registration and must have completed PSYC4700 with a cumulative GPA of 3.0 or better.

This course introduces learners to the profession of school counseling. Learners examine the history and development of school counseling; investigate ethical and legal requirements for school counselors; explore the American School Counselor Association (ASCA) National Model and service delivery systems, including specific programs and interventions; and analyze the multiple roles and functions of school counselors with various stakeholders.  For MS in Clinical Mental Health Counseling, MS in Marriage and Family Therapy, MS in School Counseling degree program and Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health Services, Contemporary Theory in School-Based Services, and Systemic Couple and Family Therapy graduate certificate learners only.

This course provides a comprehensive approach to developing school counseling programs and services, as well as the data-driven decision making and accountability needed to sustain them. Learners investigate the needs, structure, specialized areas, and evaluation functions of school counseling programs and examine comprehensive models using the American School Counselor Association (ASCA) National Model as a framework.  For MS in School Counseling learners only. Prerequisite(s): COUN5241, COUN5812, COUN-R5861.

In this course, learners engage with theory, research, and models that inform ethical and culturally competent counseling and social justice advocacy in a variety of settings. Learners analyze counseling theories and evidence-based practices that emphasize the relevance of multicultural counseling and advocacy roles of counselors. Throughout the course, learners investigate cultural assumptions, values, counselor credibility, prejudice, and racism within the counseling context. Learners identify their own overt and covert beliefs, and messages around cultural characteristics to determine how these experiences might influence the counseling process. In addition, learners gain an understanding of the role of the counselor and advocate in promoting social justice at multiple levels. For MS in Clinical Mental Health Counseling, MS in School Counseling, and BS in Psychology Pre-Counseling degree program and Contemporary Theory in Mental Health Services graduate certificate learners only. Prerequisite(s): BS in Psychology Pre-Counseling learners require special permission for registration and must have completed PSYC4700 with a cumulative GPA of 3.0 or better.

Learners in this course examine skills and strategies for crisis intervention and prevention, response to trauma, and emergency management as they apply to the school counseling profession within K–12 school settings. Topics include responding to trauma; providing trauma-informed care; working with victims of trauma, abuse, or violence; developing crisis intervention and prevention plans; assessing risk of suicide and other risks; and analyzing and implementing emergency management plans. For MS in Clinical Mental Health Counseling, MS in Marriage and Family Therapy, MS in School Counseling degree program and Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health Services, Contemporary Theory in School-Based Services, and Systemic Couple and Family Therapy graduate certificate learners only.

In this course, learners examine common characteristics, risk factors, and warning signs of mental health and behavioral disorders affecting children and adolescents. Learners also critically evaluate diagnostic models, methods, and approaches and explore current DSM classifications and diagnostic issues related to children and adolescents. In addition, learners investigate the impact of common medications on learning, behavior, and mood in children and adolescents.  For MS in Clinical Mental Health Counseling, MS in Marriage and Family Therapy, MS in School Counseling degree program and Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health Services, Contemporary Theory in School-Based Services, and Systemic Couple and Family Therapy graduate certificate learners only.

In this course, learners examine models of P–12 comprehensive career development. Learners also evaluate developmentally appropriate interventions and assessments that enhance career readiness, improve graduation rates, and promote equity in student achievement and college access.  For MS in School Counseling learners only. Prerequisite(s): COUN5279, COUN-R5861.

Learners in this course expand upon foundational counseling and relationship-building skills by integrating brief and strengths-based theoretical approaches and interventions relevant to the practice of counseling in P–12 schools. Learners analyze the influence of biopsychosocial factors on child and adolescent development and design individualized interventions that enhance wellness and resilience.  For MS in Clinical Mental Health Counseling, MS in Marriage and Family Therapy, MS in School Counseling degree program and Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health Services, Contemporary Theory in School-Based Services, and Systemic Couple and Family Therapy graduate certificate learners only. Prerequisite(s): COUN5280.

In this first residency, learners gain an understanding of clinical skills practice through coursework and a face-to-face residency. During the face-to-face residency, learners analyze, develop, and demonstrate counseling concepts and skills. This course requires a time commitment after the face-to-face residency beyond the online course activities.  For MS in Addiction Studies, MS in Clinical Mental Health Counseling, and MS in School Counseling learners only. Prerequisite(s): MS in Addiction Studies learners must have completed ADD5217, ADD5336, COUN5260. MS in Clinical Mental Health Counseling learners must have completed COUN5217, COUN5223, COUN5336, COUN5830. MS in School Counseling learners must have completed COUN5217, COUN5280, COUN5336​. Cannot be fulfilled by transfer.

In this second residency, learners build upon clinical skills practice and group counseling. Learners analyze, develop, and demonstrate advanced counseling concepts, skills, and approaches during their face-to-face residency. This course requires a time commitment after the face-to-face residency beyond the online course activities.  For MS in Clinical Mental Health Counseling, and MS in School Counseling learners only. Prerequisite(s): COUN5106, COUN-R5861. MS in Clinical Mental Health Counseling learners must have completed COUN5107, COUN5108,COUN5238, COUN5239, COUN5832. MS in School Counseling learners must have completed COUN5338, COUN5420, COUN5812, and completion of or concurrent registration in ​COUN5241​. Cannot be fulfilled by transfer.

The school counseling practicum is a supervised experience during which learners practice specific counseling skills, including interviewing, assessment, intervention, documentation, and consultation in a school counseling setting. Learners use fundamental communication and interviewing counseling approaches that promote student and school success. This course requires 100 hours of practicum experience, which must consist of no less than 40 hours of direct student contact, and no less than 12 hours of face-to-face individual and/or triadic supervision with site supervisors. For MS in School Counseling, Contemporary Theory in School-Based Services, and Systemic Couple and Family Therapy graduate certificate learners only. Grading for this course is S/NS. It is the learner’s responsibility to research and comply with the specific practicum and licensing or credentialing requirements of their states. Prerequisite(s): COUN5007, COUN5106, COUN5284, COUN-R5863, completion of or concurrent registration in COUN5422 with a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.

This is the first course in a sequence of two required school counseling internship courses during which learners engage in the comprehensive work experience of a school counselor. Learners complete 600 total required contact hours comprised of a minimum of 240 hours of direct service contact with students, families, and other stakeholders and 20 hours of face-to-face individual and/or triadic supervision with site supervisors. Throughout this internship, learners develop and apply a broad spectrum of counseling skills in a school setting. In particular, learners create and deliver programs that address students’ academic, social/emotional, career, and developmental needs to assist students and parents during all phases of the educational process. The internship provides opportunities for learners to become familiar with a variety of professional activities and resources, including record keeping, assessment, supervision, consultation, referral, in-service training, and staff meetings.  For MS in School Counseling learners only. Grading for this course is S/NS. It is the learner’s responsibility to research and comply with the specific practicum and licensing or credentialing requirements of their states. Prerequisite(s): COUN5420, COUN5422, COUN6102, with a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.

This is the second course in a sequence of two required school counseling internship courses during which learners engage in the comprehensive work experience of a school counselor. Learners complete 600 total required contact hours comprised of a minimum of 240 hours of direct service contact with students, families, and other stakeholders and 20 hours of face-to-face individual and/or triadic supervision with site supervisors. Throughout this internship, learners develop and apply a broad spectrum of counseling skills in a school setting. In particular, learners create and deliver programs that address students’ academic, social/emotional, career, and developmental needs to assist students and parents during all phases of the educational process. The internship provides opportunities for learners to become familiar with a variety of professional activities and resources, including record keeping, assessment, supervision, consultation, referral, in-service training, and staff meetings.  For MS in School Counseling learners only. Grading for this course is S/NS. It is the learner’s responsibility to research and comply with the specific practicum and licensing or credentialing requirements of their states. Prerequisite(s): COUN6131, with a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.