This course is offered in collaboration with the Illinois Association for College Admission Counseling. This course is a 5-day bus tour intended for school counselors to learn about several colleges within the United States. This tour visits 2-3 colleges each day and includes admission presentations, "mini" workshop sessions, and school evaluations.

This course surveys qualitative and quantitative methods of research; experimental and observational research designs are covered. Both descriptive and inferential statistics are reviewed.

This course reviews neural and hormonal physiology and function, with an emphasis on pathology.

This course covers psychometric theory, aptitude testing, self-report measures, and objective evaluations of personality.

This course is a focused review of administration and interpretation of standardized tests as they are used in educational and clinical settings. This course also includes an overview of statistical procedures relevant to test standardization and interpretation, as well as, the limitation of testing.

This course teaches basic and advanced listening skills and interviewing techniques specific to major mental illnesses, common problems in living, and clients of diverse cultures and ages. Students use interview data to make diagnostic formulations and treatment plans.

This course is a focused review of administration and interpretation of standardized tests as they are used in educational and clinical settings with an emphasis on children and adolescents. Students gain experience using the Wechsler Intelligence Scale for Children as well as behavior rating scales and personality inventories. This course also includes an overview of statistical procedures relevant to test standardization and interpretation, as well as, the limitation of testing. Interviewing children and adolescents is also covered.

This course is designed to introduce students to the field of clinical mental health and the various work settings within the field. Course topics include: treatment planning, intake assessments, diagnostic interviewing, suicide/homicide assessments, mental status examination, ethics, and professional development.

This course examines theories and research as they relate to normal lifespan development. Physical, cognitive and social growth over the lifespan is explored. Multicultural influences on growth over the lifespan are reviewed.

This course is a study of various career development theories as they relate to career choice and change throughout the life cycle. The course relates theory to counseling practices in career assessment and counseling.

Freudian, neo-analytic, humanistic and existential theories are examined for their contributions to the explanation of personality development. Delineation of normal from abnormal development is emphasized.

This course examines the history, applicable laws, ethics, extent, and etiology of substance abuse treatment in our society. Various topics and issues related to addictions are presented in this course, laying a foundation that can be used for further study.

This course will explore the cultural and social impact of addiction and how various populations relate to it. Particular attention will be given to addiction treatment concerns for special populations including children, adolescents, and women.

This seminar course coincides with the internship experience. Students must complete an internship at a site that is licensed by the Illinois Department of Alcoholism and Substance Abuse (DASA) or by a public health or hospital-based substance abuse treatment program. A total of 500 hours of experience under supervision from a practitioner who possesses an understanding of the basic principles of the alcohol and drug field is required.

This course examines the classification and etiology of major mental illnesses, emotional development and behavioral disorders. The interaction between cultural influences on diagnosis, proposed etiology, and treatment planning is discussed. The Diagnostic and Statistical Manual of Mental Disorders is used as a framework for the various disorders studied.

This course examines the classification and etiology of major mental illnesses, emotional development and behavioral disorders with an emphasis on children and adolescents. The interaction between cultural influences on diagnosis, proposed etiology, and treatment planning is discussed. The Diagnostic and Statistical Manual of Mental Disorders is used as a framework for the various disorders studied.

This one-credit hour elective provides an intensive application of theory and technique to a specific problem area.

This course provides an intensive overview of key aspects in the mental health field. The role of a counselor, licensure issues, basic interviewing skills, theories, and multicultural issues will be addressed. In addition, students will discuss ethical issues in mental health settings.

This workshop will provide prospective school counselors with an understanding of the post-secondary education selection, application, admission, and financial aid process. Topics will include planning for all post-high school options with special emphasis on college planning and effective strategies for overcoming the barriers to further education encountered by students from diverse populations.

This workshop is a graduate level seminar course designed to assist students in learning how to develop and formulate a clinical treatment plan. Students will be provided with information on how to conduct a clinical assessment according to a Biopsychosocial approach and how to complete a mental status exam. The workshop will address how to develop clinical outcomes (goals and objectives) with client input and develop interventions to address those identified outcomes. In addition, students will have the opportunity to practice writing treatment plan.

This course is a topic course examining mood disorders, their etiology, treatment, and specific course.

This course is intended to provide students with an in-depth look at domestic violence counseling. The goal is to provide students with a comprehensive understanding of the domestic violence population through the use of group discussions and interactive activities. Topics will include: various types of abuse, the cycle of violence, power and control wheel, myths and stereotypes of domestic violence, treatment interventions, documentation, legal advocacy.

This course covers the various classifications of psychoactive drugs and their use in the treatment of psychological disorders. Non-prescription drugs of abuse are also studied. Aspects of pharmakinetics are explored including ingestion, absorption, metabolism, and elimination as well as behavioral factors and the impact of drugs on the brain and neurotransmitter functioning.

This course provides an overview of crisis intervention, crisis intervention models, and the treatment of trauma for individuals, groups, organizations, and communities. Specific counseling models, theories, techniques, and strategies are reviewed. Students will learn how to evaluate crises experiences and choose appropriate counseling strategies unique to different environments. Types of crises explored include suicide, homicide, domestic violence, sexual assault/rape, school and community violence, military trauma, terrorism, and natural disaster.

All elements of group formation are explored including the history of groups in counseling, stages of group development, types of groups, leadership characteristics and functions of a group leader, and the use of group with serious populations. The principles of group dynamics are experienced through actual participation in simulated groups as leader and member.

This course covers screening, assessment, diagnosis, treatment planning, client education, case management, advocacy, and the referral process relating to alcohol and other drugs. Categories of drugs are studied as well as treatment interventions for working with clients individually, within group settings, and family interventions.

A survey course designed to explore practical applications of counseling principles and theories, this course is introductory and exploratory in nature with an emphasis on the acquisition of skills.

This course explores theoretical stances and treatment modalities as seen from cognitive, behavioral, and humanistic orientations. Both theoretical stances and treatment techniques are studied. Case conceptualization and treatment planning are discussed. Best practices in clinical counseling are emphasized.

This course explores theoretical approaches and treatment modalities and techniques commonly utilized with children and adolescents in counseling.

This course approaches pathology as originating in troubled social systems. Major models of family counseling are examined including strategic, structural, and experiential family therapies. The impact of culture on the family system is discussed.

The contemporary role of the school counselor is explored utilizing the comprehensive developmental model.The delivery of services in the academic, career, and personal domains are emphasized. Pedagogic skills necessary for the effective development and implementation of a school counseling program are practiced. Topics include: history of school counseling, consulting, referral planning, counseling, data assessment, ethics and the coordination of counseling services

This course explores theoretical stances and treatment modalities as seen from psychodynamic, existential, interpersonal and emotion-focused therapy. Both theoretical stances and treatment techniques are studied. Case conceptualization and treatment planning are discussed. Best practices in clinical counseling are emphasized.

This course offers an intensive series of readings and discussions focusing on professional issues in counseling, including ethics, supervision, consultation and diversity issues. Ethical issues, with an emphasis on the ACA Code of Ethics, will be discussed.

This course explores all aspects of diversity as they relate to the counseling process. Students examine their own cultural background and explore issues regarding race, religion, gender, and sexual orientation.

This course provides an overview of models and theories of clinical supervision in mental health and prepares students to be clinical supervisors of other mental health professionals. Students must have taken or be currently enrolled in PSYC 58500.

This course provides supervised service delivery in elementary or secondary school settings. Requires a minimum of 100 hours of service delivery activities.

This course provides supervised service delivery and skill development training in counseling and human development organizations. Requires 100 hours of service delivery activities.

Students participate in supervised counseling service delivery in a variety of counseling and human development organizations. Requires 600 hours of service delivery activities.

Students participate in supervised service delivery in elementary or secondary school settings. Requires a minimum of 400 hours of service delivery activities for certified teachers and 600 hours for non-teachers.

Students design and execute research, and write a thesis or research report about their projects under the direction of an advisor.

The student, in consultation with the Graduate Program Director, initiates and completes an individualized study of an advanced topic not found in the Graduate Catalog.

Social emotional learning (SEL) is an integral component of educational practices that lead to successful P-12 outcomes. This course is meant for multidisciplinary school-based pre-service professionals aiming to support and improve PK-12 educational success by integrating social and emotional learning and teaching practices within academic/school settings. Students will grow their professional leadership skills, including multidisciplinary approaches for inclusive school-based practices, to integrate and promote SEL in educational settings. This course focuses on SEL theory, implementation, and educational policies that relate to social, emotional, behavioral, functional and overall educational wellbeing across multiple tiers of support. SEL frameworks, core SEL competencies, cultural inclusiveness and relevance, trauma-responsiveness and restorative practices for schools will be addressed through an exploration of specific resources, current data/literature, and engaged learning experiences. Throughout the duration of the course, students will be asked to critically and intentionally reflect about their personal and professional positionalities as they relate to the significance of social emotional learning. Students must be concurrently placed in a school setting (via student experience such as through an internship, student teaching, filed experience, etc.). COUN 64000 is crosslisted with SCWK 64000.