Counseling Psychology Courses
Corequisite: Paid School Counseling position (part-time or full-time) in a K-12 public school. 150 hours in applying skills from the program's courses of instruction within a school as a paid counselor. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member.
Corequisite: Paid School Counseling position (part-time or full-time) in a K-12 public school. 150 hours in applying skills from the program's courses of instruction within a school as a paid counselor. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member.
Corequisite: Paid School Counseling position (part-time or full-time) in a K-12 public school. 150 hours in applying skills from the program's courses of instruction within a school as a paid counselor. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member.
Corequisite: Paid School Counseling position (part-time or full-time) in a K-12 public school. 150 hours in applying skills from the program's courses of instruction within a school as a paid counselor. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member.
This course features an understanding of multicultural issues in counseling with diverse ethnic groups, cultures, and social classes in American society. Emphasis is on developing cultural sensitivity to one's own cultural value system and the values and attitudes of diverse groups in cross-cultural counseling settings; increasing awareness of the effects that culture, race, ethnicity, class, gender, and sexual orientation have on human development and the counseling process; and on learning effective counseling strategies and generic counseling methods that accommodate a diversity of cultures.
An overview of the theories of counseling including the stages and elements of effective counseling as they pertain to the three domains of school counseling, academic/career, personal, and social development; practical skills in counseling students with personal and interpersonal problems; evaluation of counseling outcomes as they relate to self-esteem, learning and achievement; effective referral practices and interventions in response to personal, school, or community crises; and self-awareness, sensitivity to others and skillfulness in relating to individuals will be demonstrated and practiced with emphasis on an understanding of principles associated with the building of self-esteem and personal and social responsibility.
The course is designed to provide students with knowledge of comprehensive prevention and early intervention models for addressing student and school issues that pose barriers to learning. Emphasis is on the following: 1) the development of collaboration and coordination skills to establish partnerships among school, family, and community service organizations for the purpose of creating comprehensive counseling and support service programs, 2) the development and implementation of educational strategies and other preventive approaches for reducing school violence and other social problems students face in schools; and 3) the enhancement of interpersonal and social skills in students that can foster self-esteem, positive attitudes toward learning and motivation for achievement.
Application of theories and principles of learning, motivation, cognition, memory, attention, social behavior, human development, individual and linguistic differences, learning disabilities, and gender and cultural differences to the analysis of instructional strategies in school settings. Emphasis is placed on how feelings and emotional states influence the learning process and impacts on students' self-concept and academic achievement.
An overview of various models of consultation appropriate for working with teachers and parents, as well as instruction in the skills and techniques necessary for assisting teachers and parents with identifying and meeting children's and adolescents' instructional and developmental needs. Collaborative methods are taught for engaging teachers and parents in consultative processes that are mutually beneficial, provide respect for the natural hierarchy with the school, and integrate the role of the parent in the consultation process.
This course is designed to teach the foundations of brief, problem oriented counseling techniques, with particular emphasis on the problem solving model, cognitive behavioral counseling approaches, and methods of assessment and case formulation with individuals (children and adolescents), couples, and families. Students will have the opportunity to practice these skills in laboratory format, as well as become familiarized with some current literature in problem solving techniques.
An introduction to developmental theory and its practical application for school counselors. An overview of the psychological, biological, ethnic, cultural, socioeconomic, and environmental factors that influence the growth and development of children, adolescents, and young adults. Counseling strategies and interventions based on developmental theory to meet the personal, social, and academic needs of students.
Theory of human communication and application of group counseling skills with children and adolescents. Experiencing group process, including giving and receiving feedback, group roles, interpersonal communication, and problem solving. Planning, conducting and evaluating a group counseling session. Learning effective group leadership skills, stages of a group, and types of groups for schools. Teaching interpersonal skills to students and creating early intervention strategies for addressing problem behaviors.
An overview of career choice theories and other career development theories; academic counseling; school-based career development programs; computer-based career and academic assessments; career information systems; employability; problem-solving skills; vocational resources; and labor market information.
Principles of measurement and test construction. Identification and selection of testing instruments, including behavioral assessment, achievement, personality, aptitude and ability assessment. Cultural biases, ethical issues, politicization of assessment and other limitations of assessment. Administration, scoring, interpretation, and presentation of assessment results.
A practical introduction to quantitative and qualitative research in education and psychology: including basic research designs, procedures for gathering outcome data on student learning and achievement, evaluating counseling programs related to schools and families, critical analysis of published research, interpreting research findings to inform interventions and programs in schools, and the use of computer technology for accessing information, and presenting and disseminating research.
This course is designed to provide an overview of the complex role a school counselor plays within a school system, the importance of understanding the organizational structure, and the culture of a school (and its climate) as an educational system. The focus of this class will be on developing, implementing, and evaluating a comprehensive counseling and guidance program according to the needs of the school; on effective leadership as an agent of change within the school; and on coordination strategies that build collaborative partnerships among school staff, parents, and community resources to enhance student support services.
This course will provide students with knowledge of ethical standards and practices of the school counseling profession and current legal mandates affecting students and the delivery of counseling services. Students will learn the range of ethical and legal issues involved in providing pupil services such as safeguarding confidentiality, reporting abuse and neglect, handling threats to self or others, attendance and truancy, pupil records, and special education laws. There will be opportunities to apply ethical standards and address legal issues to specific counseling situations through case simulations.
100 hour initial practicum orienting the pupil personnel services candidate to the work of the school counselor in K-12 public schools or community colleges. Candidates learn legal and practical differences between the role of a school counselor and a therapist; compare and contrast counseling roles at the elementary, middle, secondary, and post secondary levels; learn the role and responsibilities of all school personnel on site and at the district level, and participate in school-based meetings under the supervision of an approved Mentor Counselor and from a university faculty member.
150 hours in applying skills from the program's courses of instruction within a K-12 school or community agency. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member. Prerequisite: CPSY 619
150 hours in applying skills from the program's courses of instruction within a K-12 school or community agency. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member. Prerequisite: CPSY 620 with a minimum grade of B-
150 hours in applying skills from the program's courses of instruction within a K-12 school or community agency. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member. Prerequisite: CPSY 621
150 hours in applying skills from the program's courses of instruction within a K-12 school or community agency. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member. Prerequisite: CPSY 622 with a minimum grade of B-
This course is an introduction to quantitative and qualitative research methods in education and psychology including basic research designs, methods of data recruitment and collection, consent, and ethical issues. Students also learn how to critically analyze published research and how to use computer technology for accessing existing data and information according to the standards of the American School Counselor Association.
This course is an introduction to quantitative and qualitative data analysis and interpretation in education and psychology. Students analyze data they have collected from the previous semester to investigate the efficacy of their counseling interventions. Students present their findings to their peers and a group of faculty and researchers.
Counseling children and parents through client assessments, case conceptualization and goal setting, data collection, and behavioral and interactional strategies. Emphasis on systems methods and social-cognitive learning theory, eliminating dysfunctional behavior, and developing adaptive behavioral repertoires. Consultation with parents, teachers, and other professionals.
Study of the interactional patterns, dynamics, etiology, types, legal and medical aspects, and the treatment of alcoholism and other kinds of chemical substance dependency.
Course includes exposure to a variety of assessment procedures including structured interviews, standardized and non-standardized tests, and behavioral assessment. Special emphasis will be on assessment of couples, family, and parent-child interactions using empirically-validated models.
Course features the roles and responsibilities of Marriage and Family Therapists according to the laws and ethical principles governing practice. Particular emphasis will be given to the ethics codes of major professional associations, family law and statutes covering mental health practice for MFTs in California, and legal mandates pertaining to children in schools.
A Level 1 supervised experience in marriage and family therapy in an institutional setting under professional supervision.
A Level II supervised experience in marriage and family therapy in an institutional setting under professional supervision. Prerequisite: CPSY 637
Course includes an understanding of individuals and family psychopathology through examination of a variety of models. Basic knowledge of the diagnostic process and criteria associated with diagnostic categories in the DSM-IV are explored, including use of the Global Assessment of Relational Functioning (GARF-AXIS IV or DSM-IV).
Career counseling theory and applications. Focus on career planning, interest assessment, employment counseling, vocational information resources, use of technology, current trends and implications for individuals and family development.
This course covers spousal or partner abuse assessment, detection, and intervention, including knowledge of community resources, cultural factors, and same gender abuse dynamics. Course includes analyses of patterns of emotional, physical, sexual and economic abuse and strategies for changing the cycle of violence.
Course features counseling models on multimodal levels, such as cognitive, behavioral, and interactional. Primary emphasis in individual counseling within a broader systemic context, with secondary emphasis on couples therapy. Course integrates two or more time-limited, problem-solving therapies. Practice includes the integration and demonstration of skills and techniques from the models explored.
An overview of the theories and practice of group counseling and consultation, with emphasis on cognitive-behavioral, problem solving, and psychoeducational approaches. Students will conduct and critique group counseling sessions and design a workshop or therapeutic group for individuals or families. Course includes the application of group consultation and leadership skills within organizational settings, including schools and the workplace.
Overview of theory and research on the psychological, biological, and social aspects of human growth and development across the life span, with attention to family development and dynamics. Relationship of developmental concepts to counseling strategies in school and family counseling.
Application of adult development and life transitions theories to the practice of counseling adults and their families. Strategies and techniques for assessing and assisting adults and their families in initiating, understanding, coping with, and resolving major life transitions (e.g., loss, illness, career change, and relationship change, etc.).
An examination of the psychological, social, economic, and cultural dimensions of later life and the impact of cultural attitudes on individuals and their families. Includes counseling strategies for use with later life clients and their families.
Course features an understanding of multicultural issues in counseling with diverse ethnic groups, cultures, and social classes in American society. Emphasis is on developing cultural sensitivity to one's own cultural value system and the values and attitudes of diverse groups in cross-cultural counseling settings; increasing awareness of the effects that culture, race, ethnicity, class, gender, and sexual orientation have on human development and the counseling process; and on learning effective counseling strategies and generic counseling methods that accommodate a diversity of cultures.
Course features an overview of major theories and approaches to psychological and counseling treatments. Course covers basic skills for interviewing, establishing a therapeutic relationship, and case conceptualization.
This course explores basic principles and applications of psychopharmacology in the mental health field. Students will survey principles of drug action and neurotransmitter systems in the nervous system and various classes of psychiatric drugs. Students will also investigate ethical and clinical issues facing Marriage and Family Therapists when psychopharmacological interventions are part of treatment.
Course features the application of a range of brief systems therapy models, such as brief strategic, time-limited, behavioral, solution-focused, and narrative. Primary emphasis on couples counseling with secondary emphasis in individual counseling within a broader systemic context. Practice includes the integration and demonstration of skills and techniques from the models explored.
Course features the application of pragmatic family therapies, such as strategic, structural, behavioral, and communication models to families. Practice includes the integration and demonstration of skills and techniques from the models explored.
An introduction to the process, methods, and research literature pertaining to counseling individuals and families. Application of basic research concepts (e.g. hypotheses, research questions, research design, sampling, instrumentation, data collection, and analysis) to individuals and family systems.
A Level III supervised experience in marriage and family counseling in an institutional setting under professional supervision. Prerequisite: CPSY 638 with a minimum grade of B-
Independent, in-depth study of a specific educational topic.
Exploration of one or more selected topics in Counseling Psychology.
Designing, preparing, and writing research study in consultation with the dissertation committee. Prerequisite: CPSY 790
