This course examines the structure and function of families and relationships, connecting theoretical and research underpinnings to the major models of family therapy. Family development, roles and interactions are studied as foundational in the practices of systemic/relational therapy interventions. Efficacy research for individual models and for common factors across models is presented.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge and application of major theoretical/conceptual frameworks of the family field, their historical roots, key concepts, and assumptions.
2. Demonstrate knowledge and application of major models of marriage and family therapy.
3. Analyze and evaluate the relationships between major conceptual frameworks and therapy models.
4. Apply understanding of diversity and multiculturalism in one's own developing model of marriage and family therapy.
5. Utilize professional databases and other professional resources in applying, analyzing and evaluating the literature of the field, including efficacy research.
6. Create and articulate one's own developing model of marriage and family therapy.
7. Analyze the significance of research evidence and community standards of practice in selecting and evaluating interventions.
    

The course examines characteristic changes in behavior and functioning in each stage of life from conception to death. Physical, cognitive, affective, and social bases of behavior are explored.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the systematic nature of the patterns of growth and development in all human beings.
2. Examine the developmental tasks which the individual must master at each stage of his or her life span.
3. Describe potential developmental psychopathologies and their impact on the normative process
4. Analyze the effects of social and cultural factors upon the individual’s development.
5. Apply principles of development to the understanding of individual behavioral reactions.
6. Analyze writings from research journals and mainstream press as they relate to the course content.
7. Apply professional psychological writing style.

Major theories of personality are covered as represented by the biophysical, intrapsychic, existential, and behavioral approaches.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the major personality theories and theorists.
2. Evaluate personality theories.
3. Identify and understand relevant issues in personality.
4. Analyze the basic relationships between personality theory and other aspects of counseling psychology: assessment, research, and treatment.
5. Identify a personal orientation to personality theory.
6. Apply professional psychological writing style.
    

This course examines the healthy personality, maladjustment, transient disorders, anxiety states, psychosis, mood, psychosomatic and personality disorders. The course focuses on the description of the main criteria and associated features of the Diagnostic and Statistical Manual of Mental Disorders (DSM) diagnostic groups. In addition, etiology, prognosis, prevention, and treatment of the disorders are considered.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the classifications and categories of the major mental disorders including the importance of incorporating a client’s cultural and educational background.
2. Apply the diagnostic criteria as defined by DSM to actual clinical cases.
3. Analyze clinical information and use diagnostic criteria to differentiate between mental disorders.
4. Evaluate the problems associated with diagnosing.
    

Major approaches to counseling and psychotherapy are analyzed with emphasis on applications in the theoretical relationship. Professional psychological writing style is discussed in this course.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the major theoretical approaches to counseling.
2. Acquire basic counseling skills.
3. Apply therapeutic theory to the skills and roles used in the practice of therapy.
4. Apply ethical principles to counseling.
5. Apply professional psychological writing style.
6. Articulate a personal theory of counseling and define personal style.
7. Evaluate the cultural implications of modern psychotherapy.
8. Apply an awareness and appreciation of diversity to counseling.
9. Support reasoning in application of theory and technique to diagnoses and treatment interventions.
    

The course provides an overview of research methods commonly used in clinical and counseling psychology. Both research methodology and statistical analysis are reviewed. The course focuses on the interpretation and understanding of research and applied statistical procedures.

Upon completion of the course, students are expected to be able to do the following:

1. Understand basic descriptive statistics and the fundamentals of hypothesis testing.
2. Apply appropriate research and statistical methods to research questions.
3. Recognize the appropriate applications of statistical findings and their limitations.
4. Evaluate research presented in counseling/clinical psychology literature.
5. Apply the fundamentals of research to counseling psychology practice.
    

This course investigates the principles and history of psychological testing, both individual and group, and assessment. Theories of measurement and selected psychological tests and inventories are covered.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the assumptions, basic statistics and issues regarding psychological testing.
2. Understand the major tests in ability, personality and vocational assessment and how these are used to assess client’s strengths, attributes and problems.
3. Evaluate psychological tests on the basis of accepted assessment criteria and relevant research.
    

The course examines and compares various methods of personality assessment of adolescents and adults, including standardized tests, behavioral analyses, and interview techniques. Special attention is given to the Minnesota Multiphasic Personality Inventory (MMPI), Thematic Apperception Test (TAT), and Rorschach.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the history, purpose, and current research of objective and projective personality measures.
2. Evaluate the results of personality measures to gain knowledge regarding a client’s strengths, attributes, and problems and be able to use this information to provide reasoning and support of clinical diagnosis and treatment interventions.
3. Integrate information gained from clinical observation, interview, and personality measures and communicate this information verbally as well as in a written report.
    

The course provides a detailed overview of various methods used in assessing social, intellectual, and personality development of children including standardized testing, behavioral ratings, observations, and interview techniques. Practical problems occurring in child assessment are examined.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the definitions of personality, emotional and behavior problems, developmental stages and contexts in describing personality characteristics of children.
2. Understand the development, administration, usage, limitations and basic interpretation of behavior rating scales, projective instruments, self-report tests, ecological assessments and structured observations.
3. Evaluate interpretations of each of the above instruments, independently and in combination, in assessing a child’s strengths, attributes and problems that provide the reasoning in support of diagnosis and treatment interventions.
4. Evaluate a parent and/or teacher interview to obtain background information, current situation and any problem areas for a non-referred child, and communicate this information in a written report.
5. Administer assessment instruments to a non-referred child including scoring, interpretation and use in assessing the child’s strengths, attributes and problems and communicate this information in a written report.
6. Report assessment information to parents.

This course includes a study of vocational and personnel assessment, including the history, theory, and current utilization of testing. The course covers testing and non-testing approaches to career assessment in a variety of settings.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze and assess a job and person and synthesize the information through interpretation and reporting.
2. Evaluate the quality and limitation of available assessment techniques.
3. Synthesize data relating to a person and environment.
4. Generate reasoned inferences about a person’s future performance on the job.
    

This course provides a comprehensive overview of the history and theories of career development as well as an introduction to the procedures used in career development and lifestyle counseling. Career counseling tools and techniques are examined. The interrelationships of life roles are emphasized in career and lifestyle planning.

Upon completion of the course, students are expected to be able to do the following:

1. Understand and differentiate the major theories of career and life development.
2. Apply procedures used in the field of career counseling.
3. Utilize tools and techniques commonly used in career and life development.
4. Apply career counseling theories to practice.
5. Utilize resources available to career counselors and their clients.
6. Evaluate the interrelationships among work, family, and other life roles in career and lifestyle planning.

The course covers the history and practice of group therapy grounded in social psychology. Students study the basic tasks and methods of the group therapist, the design of effective therapy groups, and the therapeutic factors and problems commonly encountered in group therapy and counseling.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the use of groups as an intervention with individuals, families, and communities.
2. Understand the historical development of group work.
3. Evaluate characteristics of effective group members and leaders.
4. Analyze group process, content, and dynamics.
5. Apply skills in assessment, planning, intervention, and evaluation for work with individuals, families, and small groups.
6. Apply skills in facilitating the stages of group process.
7. Incorporate professional ethics in determining appropriate group interventions and evaluating effectiveness.
8. Develop group intervention strategies using strengths of the group and its members.
9. Understand the significance of reserach evidence and community standrards of practice in selecting and evaluating group interventions.

This course provides a comprehensive overview of multicultural counseling. Developmental, social, and cultural contributions of ethnic and minority groups are explored. Ethnocentrism, acculturation, communication patterns, and racial conditioning are discussed. Emphasis is placed on implications of counseling in a culturally diverse society.

Upon completion of the courses, students are expected to be able to do the following:

1. Implement counseling strategies and techniques appropriate for specific cultural groups.
2. Analyze the importance of culturally diverse communication styles in a professional therapeutic environment.
3. Plan counseling interventions incorporating an understanding of intercultural differences.
4. Evaluate personal and professional values and ethics as related to multicultural counseling.
5. Create a conceptual multicultural therapeutic framework.
6. Demonstrate sensitivity to the unintended consequences of therapeutic processes that may oppress populations at risk.
7. Analyze the influence of cultural differences in the therapeutic process.
8. Evaluate competencies in multicultural counseling and develop a plan for growth.
    

Students practice the fundamental skills associated with effective helping relationships. Counseling skill acquisition and application are emphasized. Ethics and diversity are integrated into counseling skills acquisition and application.

Upon completion of the course, students are expected to be able to do the following:

1. Acquire a repertoire of basic counseling skills.
2. Develop an understanding of the stages of the counseling process and therapeutic relationships and to apply the counseling techniques most appropriate to each of these stages.
3. Apply general theoretical knowledge of the counseling process and the therapeutic relationship to practical counseling skills.
4. Develop basic skills for effective clinical interviewing, assessment and case management.
5. Apply basic ethical principles in client therapist relationships.
6. Identify components of counselor self awareness that can be utilized in effective self assessment.
7. Apply an awareness and appreciation of diversity to counseling.
    

This course provides an orientation to the profession of counseling. The history and philosophy of the field are covered as well as the roles and settings of professional counselors. Additionally, the developmental process involved with acquiring an identity as a professional counselor will be addressed.

Upon completion of the course, students are expected to be able to do the following:

1. Understand and evaluate the function and role of counselors in various professional settings.
2. Understand a process, including the stages, by which counselors develop professional identity, and then apply this understanding to analyze and assess their current level of development.
3. Synthesize their awareness of personal characteristics, behaviors, values, attitudes, and abilities that affect performance as a counselor, both in general and specifically with the self.
4. Evaluate the impact of ethical considerations on the practice and conduct of a professional counselor, and be able to apply this understanding to specific situations and construct appropriate approaches to ethical dilemmas.
5. Expand their appreciation of diversity as it relates to the roles and functions of the professional counselor within various settings and apply mechanisms to support and foster continued growth.
6. Apply professional writing skills and professional verbal expression including the accurate use of APA style.
    

This course is an introduction to the perspectives, research, and empirical findings of social psychology. Topics covered include self and identity, social influence, attribution theory, attitudes and attitude change, personal relationships, gender, age and race, and their application in mental health.

Upon completion of the program, students are expected to be able to do the following:

1. Understand the way people think, feel, and behave in social situations.
2. Understand how people influence, and are influenced by, others around them.
3. Evaluate major social psychological theories.
4. Apply these theories to the counseling process.

This course examines the basic anatomy of the nervous system, the normal physiological functions of the nervous systems, the biological bases of behavior, behavioral disorders, and brain diseases. The course reviews current research on the role of biological basis of behavior.

Upon completion of the course, students are expected to be able to do the following:

1. Describe the basic anatomy and physiology of the nervous system.
2. Describe potential biological mechanisms of behavioral disorders and brain diseases based on an understanding of current research in the field.
3. Apply current research in the analysis of psychological disorders.
4. Evaluate reasons for diagnosis and treatment interventions.
5. Describe the biological basis of selected psychological disorders.

Ethical principles and issues underlying the professional practice of psychology are examined. Attention is focused on the Ethical Principles of the American Psychological Association (APA) and the American Counseling Association (ACA) Code of Ethics and standards of practice and the related State of Minnesota statutes and rules, and current issues of concern to the field.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the practice of ethics in the domain of psychology and its distinction from legal process and rules of conduct.
2. Formulate an individual ethical decision-making process.
3. Apply the professional codes of ethics and other resources in decision making.
4. Apply the Minnesota statutes and rules for psychology and counseling to clinical situations.
5. Evaluate important trends in professional issues for psychology.
6. Understand the cultural contexts of ethical dilemmas and think creatively in identifying appropriate interventions.

This course explores major symbols of the spiritual journey in mystical literature of diverse times and places. It examines a variety of literary genre to explore themes inherent in spiritual life and the value of taking the spiritual journey and communicating it in the context of time and place.

Upon completion of the course, students are expected to be able to do the following:

1. Identify and explain the major symbols associated with the spiritual journey in mystical literature of diverse times and places.
2. Effectively examine a variety of literary genre.
3. Identify themes inherent in spiritual life as experienced in literature.
4. Understand the value of taking the spiritual journey and communicating it in the context of any time and place.

This course focuses on psychological aspects of the visual arts. Topics include the normative development of artistic ability, the impact of developmental and environmental challenges, mental illness, and health related issues on the production of visual art. Relevant theory and artistic production are examined.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the systematic nature of normative artistic development in all human beings.
2. Understand the developmental art tasks which the individual must master at each stage of his or her life span.
3. Explain the effects of developmental challenges (e.g., disabilities), environmental insults (e.g., abuse, exposure to violence, family stressors), mental illness and health-related issues on the individual production of art.
4. Understand theoretical input in these areas of art and psychology
5. Evaluate visual art as an informal means of psychological assessment.
    

This course focuses on the effects of the religious traditions and contemporary culture on women's self-esteem and spirituality. Issues surrounding women's development of adequate self-esteem and spiritual maturity are addressed. Alternative visions for women's self affirmation, full human development, and spirituality are investigated in theoretical and practical ways.

Upon completion of the course, students are expected to be able to do the following:

1. Evaluate the relationships between women’s self-esteem and women’s life experiences.
2. Understand the forces (psychological, political, economic and religious) of the American culture that impact of women’s self-esteem.
3. Develop a model or alternative for positive cultural change.
4. Understand how one’s spirituality has been influenced by culture.
5. Evaluate the relationship between one’s spirituality and one's self-esteem
    

This course focuses on exceptionalities related to developmental delays, disorders, and disabilities, in the process of normative development. Topics include autism, attention deficit disorder, learning disabilities, and emotional and behavioral problems.

Upon completion of the course, students are expected to be able to do the following:

1. Identify causal factors, and the manifestations and intervention strategies pertaining to the following conditions: autism/Asperger’s syndrome, learning disabilities, ADD/ADHD, emotional and behavioral disorders.
2. Describe current best practices for preventing, treating, and ameliorating the previously listed conditions, incorporating professional personal ethics.
    

This course provides an overview of the discipline of psychology including basic psychological processes, concepts, and methods. Major theories and contributors are studied. This course MAY BE REQUIRED for students with minimal undergraduate credit in psychology, but will not count toward total number of credits needed to complete the degree.

Upon completion of this course, students are expected to be able to do the following:

1. Overview major themes encompassed by the field of psychology.
2. Take into account both the biological basis of psychology and the role of culture as pivotal in shaping basic psychological processes.
3. Examine key conceptual orientations used by psychologists to describe psychological phenomena.
    

Students develop skills in designing, conducting, and analyzing psychological research.

Upon completion of the course, students are expected to be able to do the following:

1. Evaluate different research methods.
2. Apply the most appropriate method to a problem or question.
3. Apply the most appropriate statistical analysis to evaluate research.
4. Evaluate research in the field.

The course includes a study of the basic concepts of humanistic and existential psychology, and of well known contributors to this philosophical and therapeutic approach.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the basic concepts of Existential Humanistic Psychology.
2. Differentiate theories of the three major theorists. (Rogers, Perls, May)
3. Evaluate the ways theory is linked to practice.
4. Evaluate how the concepts apply to the student’s own professional counseling theory.
5. Develop skills necessary for establishing a therapeutic relationship.
    

This course provides an introduction to the theory and practice of cognitive behavioral counseling. Various forms of cognitive-behavioral therapy are reviewed with emphasis on the approaches of Beck and Ellis.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the historical overview of cognitive-behavior therapy.
2. Analyze common elements of cognitive-behavioral techniques.
3. Contrast cognitive based techniques with applied behavioral analysis and other forms of psychological treatment.
4. Apply practical skills needed to perform BASIC cognitive-behavior therapy.
5. Apply observation and feedback skills.

This course provides an introduction to the general principles, techniques, theory, and process of psychodynamic psychotherapy. Emphasis is placed on identifying and understanding psychodynamic principles through presentation of case material and illustrations in the process of psychotherapy.

Upon completion of the course, students are expected to be able to do the following:

1. Understand and articulate the theoretical principles of psychodynamic psychotherapy.
2. Understand and differentiate the principles and practice of psychodynamic from other therapeutic approaches.
3. Apply a fundamental understanding of psychodynamic principles to case material.
    

Addiction and recovery are examined from the perspectives of the clinician and the recovering individual, including assessment, intervention, treatment, and recovery.

Upon completion of the course, students are expected to be able to do the following:

1. Understand chemical use, abuse, and dependency.
2. Identify complexities and ramifications of chemical dependency and other addictions throughout the continuum of care.
3. Analyze addictive behaviors in clients.
4. Evaluate his/her therapeutic limitations and recognize when referral is necessary.
5. Assess how the therapist’s own defenses prevent effective recognition and intervention.
    

This course provides a comprehensive survey of the basic psychiatric conditions for which psychoactive medication represents an appropriate intervention strategy. It is intended to be an introduction to the field and is designed to provide a working knowledge base to enable students to more competently address the experiences of their clients taking prescribed psychiatric medications.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the organization of the central nervous system, the major structures of the brain, and the neurotransmitters and their receptors.
2. Understand the different classifications of psychotropic medications.
3. Differentiate between medications and their application to diagnostic groups.
    

This course presents several theories of adult development and outlines broad issues that the presently old experience. Personal issues regarding aging are identified.

Upon completion of the course, students are expected to be able to do the following:

1. Identify major developmental themes of adult development.
2. Apply a basic theoretical framework.
3. Examine their own attitudes toward aging.
4. Understand the experience of aging from an older person’s point of view.
    

This course covers theories of sexuality, the role of attitudes and values, and the importance of self-awareness. A variety of perspectives (ethical, psychological, legal, theological) related to clinical and educational settings will be discussed.

Upon completion of the course, students are expected to be able to do the following:

1. Discuss sexual issue and topics in appropriate professional contexts.
2. Understand boundaries, counter-transference, values, biases and attitudes affecting clinical work with clients with various sexual concerns.
3. Demonstrate skills necessary to write a complete sexual history.
4. Develop a treatment plan for a sexuality related problem.
5. Understand key concepts related to child and adolescent sexuality, aging, transgender issues, homosexualities, HIV, S.T.Is, birth control, sexual victimization, and sexual abusers.
    

This course provides an introduction to the methods of brief therapy. The focus is on client strengths rather than pathology and on the empowering of clients to develop solutions to problems.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the assumptions behind brief therapy strategies.
2. Apply strategies currently used in brief therapy.
3. Utilize personal creativity in brief therapy.
4. Evaluate the role of brief therapy in managed care.
5. Analyze strengths and limitations in providing brief therapy.
    

This course focuses on the assessment and intervention strategies that are currently in use for children with Autism or Asberger's Syndrome.  Possible causative factors are discussed.  Differential diagnoses are examined.

This course focuses on causative factors associated with developmental disabilities, delays, and disorders. Topics include: genetics, anatomy and physiology, and biochemical imbalances.  Current best practices for the prevention or amelioration of disabling conditions are discussed.

Upon completion of the course, students are expected to be able to do the following:

1. Explain the general principles of heredity and genetics as they apply to potential disabilities.
2. Differentiate between typical and atypical development of the nervous system in the human being.
3. Describe conditions that have the potential to adversely affect fetal development.
4. Analyze a disability in terms of potential or actual physiological causes, including seizure disorders and traumatic brain injury.
    

The course includes a detailed study of major areas of psychology to enhance learning from previous courses. Topics include disorders involving mood, anxiety, personality, and psychosis. Etiological theories, differential diagnosis, psychosocial difficulties, treatment issues, and ethical dilemmas are examined.

Upon completion of the course, students are expected to be able to do the following:

1. Understand etiological theories, conceptual complexities, and treatment methods of the major areas of psychopathology.
2. Apply knowledge of the personal and psychosocial difficulties experienced by individuals with psychopathology and by those around them.
3. Discuss professional and ethical issues related to psychopathology.
    

This course examines theoretical models and related approaches in supervision of counselors and psychotherapists. Goals of supervision, relationships, and roles emphasize theoretical conceptualization and application of theory to supervision structure, dynamics and process. Opportunities to examine one's own developmental learning needs and style in supervision are provided.

Upon completion of the course, students are expected to do the following:

1. Explain the supervisory process from a variety of theoretical models.
2. Demonstrate critical thinking skills to conceptualize supervisory events and process.
3. Integrate current research on effective supervisor qualities and developmental level of supervisees according to various supervision theory models.
    

In this course, students learn and practice fundamental skills associated with the effective supervision of counselors and psychotherapists. The acquisition and application of supervision skills are emphasized. Ethics and diversity issues are addressed in the context of acquiring and applying supervision skills.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate a repertoire of basic supervision skills.
2. Describe and employ supervision techniques and strategies that facilitate positive supervision outcomes and relationships.
3. Comprehend how theories of supervision relate to and inform supervision practices.
4. Apply appropriate supervision skills to a variety of supervision events and situations.
5. Explain the similarities and differences between basic counseling skills and basic supervision skills.
    

This course examines some of the primary issues, ethical challenges, and research areas focused on the supervisory process from both the supervisor and supervisee standpoint. Issues addressed include multicultural awareness, transference and counter-transference, sexual and other attractions, and gender misunderstandings. Students also explore the components of critical thinking as it applies to the supervisory process. Opportunities to examine the self in the supervisory process are provided.

Upon completion of the course, students are expected to be able to do the following:

1. Understand major research and ethical issues in supervision.
2. Apply ethical principles to supervision.
3. Apply professional psychological writing style.
4. Articulate a personal theory of supervision and define personal style.
5. Evaluate the cultural implications of supervision.
6. Apply an awareness and appreciation of diversity to supervision.
7. Analyze current supervision process and needs, and articulate a process to continue development as a supervisor.
    

This course examines the therapeutic process of clinical treatment planning. Emphasis is placed on the integration of assessing client needs and readiness, case conceptualization, counseling techniques and strategies, treatment models, and therapeutic relationships. Current professional issues about use of evidence based treatments and culturally competent interventions are examined in the context of measurable and meaningful treatment goals.

Upon completion of the course, students are expected to do the following:

1. Use assessment information to develop a case-sensitive treatment plan that accounts for clinical setting, treatment format, client factors, and therapist competence.
2. Utilize basic understanding of normal development, psychopathology, and client’s in-session behavior in the process of conceptualization.
3. Abstract salient features of a case from which to draw hypotheses, inferences, and prognoses; and develop measurable treatment goals.
4. Demonstrate ability to think divergently about possible effects of different interventions, balancing current best-practice with culturally competent approaches.
5. Translate case sensitive treatment plans into language and concepts congruent with professional expectations of reimbursement entities.
    

This course examines a range of evaluation methodologies to assess the effectiveness and efficiency of a range of clinical interventions, including individual and group therapy and programmatic services. The course focuses on critically evaluating and utilizing information from existing research literature, implementing and evaluating best practice guidelines and evidence-based practices (EBP), and conducting original evaluation projects.

Upon completion of the course, students are expected to be able to do the following:

1. Evaluate the outcome research literature to evaluate the effectiveness and efficiency of clinical interventions.
2. Evaluate and implement evidence-based practices (EBP) for the assessment and treatment of mental disorders.
3. Evaluate single-subject (N of 1) research studies.
4. Evaluate program evaluation studies.
    

This course provides students with information they need to do writing required of professionals in the field of psychology. Students practice writing casenotes and treatment plans.

Upon completion of this course, students are expected to be able to do the following:

1. Understand the information expected by community standards of practice that would be included in casenotes, treatment plans, and other psychological writing.
2. Demonstrate the ability to write casenotes and treatment plans.
3. Analyze the ethical implications involved in psychological writing.
    

This course builds on the knowledge and skills developed in the first multicultural counseling course, PY648. Students practice advanced multicultural counseling skills intended to develop multicultural counseling competencies applicable to specific populations. Students have the opportunity to focus their learning on a specific ethnic group.

Upon completion of the course, students are expected to be able to do the following:

1. Utilize knowledge of sociopolitical histories, cultural practices, and dynamics when counseling African Americans, American Indians, Asian Americans, and Latinos.
2. Identify and demonstrate appropriate communication style patterns for specific cultural groups.
3. Demonstrate counseling interventions that incorporate an understanding of intercultural differences.
4. Gain specific expertise with one ethnic group based on research and practice that is based on professional objectives.
5. Conceptualize and articulate personal and professional awareness, values, and ethics as related to multicultural counseling.
6. Demonstrate self-reflections skills related to unintentional consequences of therapeutic process on multicultural populations.
7. Identify specific cross-cultural competencies, standards, and applied skills that are consistent with culturally competent mental health workers.
    

This course covers mind-body and creative approaches to clinical practice in counseling psychology.  Practice and scholarly research are used to explore clinical interventions including mindfulness meditation, guided imagery, relaxation techniques, creative writing and creative/art based interventions to promote healing.  The course has an experiential component through which students will practice the various interventions being studied.

Students work in a counseling or mental health setting under the supervision of a licensed psychologist, for a minimum of 20 hours per week for a total of 350 hours. Half of the hours at the practicum site must be in counseling and other direct client services. A practicum seminar must be taken concurrently as part of the practicum requirements. The supervision seminar provides an environment for discussion of case material as well as problems and concerns that arise in the practicum setting. Personal and professional issues relevant to the practicum experience are examined. Planning for the integration paper is introduced.

Upon completion of this course, students are expected to be able to do the following:

1. Apply effective communication and therapeutic skills in professional work at practicum site.
2. Integrate knowledge of psychological theories, assessment, research, and ethics into the practice of psychology.
3. Integrate feedback from on-site supervision and seminar supervision into effective diagnosis, treatment interventions and therapeutic process.
4. Apply professional perspective regarding clinical issues in the practice of psychology.
5. Demonstrate inclusivity and multicultural perspective with clients and colleagues.
6. Plan for final integration paper.
    

Students work in a counseling or mental health setting under the supervision of a licensed psychologist, for a minimum of 20 hours per week for a total of 350 hours. Half of the hours at the practicum site must be in counseling and other direct client services. A practicum seminar must be taken concurrently as part of the practicum requirements. The supervision seminar provides an environment for discussion of case material as well as problems and concerns that arise in the practicum setting. Personal and professional issues relevant to the practicum experience are examined.

Upon completion of this course, students are expected to be able to do the following:

1. Apply effective communication and therapeutic skills in professional work at practicum site.
2. Integrate knowledge of psychological theories, assessment, research, and ethics into the practice of psychology.
3. Integrate feedback from on-site supervision and seminar supervision into effective diagnosis, treatment interventions and therapeutic process.
4. Apply professional perspective regarding clinical issues in the practice of psychology.
5. Demonstrate inclusivity and multicultural perspective with clients and colleagues.
6. Plan for final integration paper.
    

Students work in a counseling or mental health setting under the supervision of a licensed psychologist, for a minimum of 20 hours per week for a total of 350 hours.  Half of the hours at the practicum site are in counseling and other direct services.  A practicum seminar must be taken concurrently as part of the practicum reuirement.  The supervision seminar provides an environment for discussion of case meterials as well as problems and concerns that arise in the practicum setting.  Personal and professional issues relevant to the practicum experience are examined.

Upon completion of this course, students are expected to be able to do the following:

1. Apply effective communication and therapeutic skills in professional work at practicum site.
2. Integrate knowledge of psychological theories, assessment, research, and ethics into the practice of psychology.
3. Integrate feedback from on-site supervision and seminar supervision into effective diagnosis, treatment interventions and therapeutic process.
4. Apply professional perspective regarding clinical issues in the practice of psychology.
5. Demonstrate inclusivity and multicultural perspective with clients and colleagues.