This course discusses the major categories of psychological disorders, as well as theory and research regarding etiology, diagnosis, prevention, and treatment. Introduction to the use of the DSM.

This course addresses principles of human development and family processes that form the context for the study of human behavior. Special emphasis will be given to grand theories that have made important contributions, both historically and currently, to the study of human development, as well as recent discoveries in developmental science. Issues of separation, individuation, and integration in life patterns will be studied within the context of these major theories.

This consumer-oriented course focuses on broad concerns common to all forms of social research. Criteria for evaluation and interpretation of various statistical techniques and research designs are covered.

This is a foundation course that satisfies the undergraduate prerequisites but does not count toward the 48 or 60 credit hours needed for the master's degree.

This is a foundation course that satisfies the undergraduate prerequisites but does not count toward the 48 or 60 credit hours needed for the master's degree. The course introduces students to the latest research technology and databases for advanced work in their degree. Emphasis is placed on research and communication skills, including oral presentations and written reports.

This clinical skills course introduces the student to the nature and impact of psychotherapy as a change agent. It will incorporate consideration of the process of spiritual change as an element of therapeutic change. The focus will be on client-therapist interaction and how change is experienced and promoted in that context.

This course builds on the basic skills practiced and developed in the first counseling laboratory--PCMF 502. It provides the student with an intermediate experience and opportunity (prior to field placement) to develop a range of additional counseling skills and strategies, with particular attention given to distinguishing between the content and the process of therapy. While it emphasizes those skills and techniques common to many, if not most, approaches, it also highlights those emphasized and represented in the respective concentrations of the program. Students are assigned to sections of this course according to their concentration. Case conceptualization, treatment planning, and progress notes will be covered. Personal safety concerns for the counselor/therapist is discussed and covered.

This course is designed to provide an opportunity for students to engage in research. Students will be required to complete a literature review and design and complete a research project.

This course explores multicultural counseling theory as well as culture-specific counseling strategies for culturally diverse clients. It is designed to help students develop their multicultural counseling competence and increase their ability to work effectively and ethically in a complex and diverse social world.

This course explores a range of psychological disorders in children and adolescents, with a special focus on the role of developmental and social contextual factors, in addition to biological and psychological influences. Each class will focus on a specific disorder or class of disorders, specifically its characteristics, developmental course, diagnostic criteria, protective and risk factors, and implications for prevention and treatment. Students will be encouraged to apply knowledge to current issues in the news and popular culture, as well as their own clinical experiences and lives. This is expected to lead to thoughtful discussions that can be generalized to their development as marriage and family therapists and professional counselors.

This course presents the students with a client-centered approach, using directive methods in order to enhance clients’ intrinsic motivation to change by exploring and resolving ambivalence. Motivational Interviewing is appropriate in all stages of counseling and therapy; however, it is most appropriate for individuals who are in the engagement and persuasion stages of treatment. Motivational interviewing principles and the skills are used in different combinations to build a client-centered environment that incorporates rapport and trust.

This course is individually designed by a faculty member for a student who has been recommended for enhanced professional or skill development. The intent of the course is to assist the student in improving their academic ability, clinical skills, and professionalism in order to be successful in the overall program. The student must agree to the professional or skill development plan once it has been established, and continue in the course until it has been determined by the faculty member that the student has passed with a B grade or higher. Students may have to take this course for more than one semester.

This course is individually designed by a faculty member for a student who has been recommended for enhanced professional or skill development. The intent of the course is to assist the student in improving their academic ability, clinical skills, and professionalism in order to be successful in the overall program. The student must agree to the professional or skill development plan once it has been established, and continue in the course until it has been determined by the faculty member that the student has passed. Students may have to take this course for more than one semester.