Graduate Coursework

This course introduces students to theories of counseling and mental health interventions. The emphasis will be on developing skills in a solution-focused approach to counseling and interviewing. Major units of study include theories of change, resiliency, legal and ethical issues in counseling, and characteristics of a “strength-based” or “solution-focused” approach to counseling. Students will have the opportunity to learn and practice the communication skills necessary for establishing rapport, collaboratively creating appropriate goals, and evaluating progress in counseling.  

This course introduces students to the comprehensive developmental professional school counseling model advocated by the American School Counselor Association (ASCA), the roles counselors play in the public schools, the ethical and legal guidelines that shape the profession, and emergent practices in individual and group assessment, academic advisement, career counseling, crisis intervention, personal/social counseling, consultation, and systems change. 

Students will review the concepts and skills introduced in CSP 500 as well as learn the knowledge and strategies necessary to apply cognitive behavioral therapy and related approaches to working with children and youth. Students also will learn how to respond to crisis, including loss and threats to harm self and others, and the nature of trauma and its impact on development and learning.  

 This course emphasizes theories of group development and leadership skills in a multicultural society. This course also focuses on approaches to group counseling, including psychoeducational groups and process-oriented groups, ethical and professional issues in group practice, and the applications of groups to children and youth, parents, and other adults as well as the facilitation of teams to enable pupils to overcome barriers and impediments to learning. 

Readings, written assignments, and in-class activities focus on the unique challenges diversity brings to the provision of counseling and psychological services to children, youths, and parents. Students will learn the history, culture, and expectations of various ethnic and cultural groups and develop the cross-cultural communication skills necessary to work effectively with families of varying cultural and socioeconomic backgrounds. Students will also explore how issues such as immigration, poverty, and racism affect pupil development, counseling practices, and the development of effective interventions. 

Students will apply the knowledge and techniques learned in previous course work to the practice of professional School Counseling. A minimum of 200 hours of fieldwork in an approved public-school setting is required. In addition to the required field-based experiences, students meet with a university instructor for group supervision and case discussion. 

This course requires a minimum of 15 hours fieldwork observing individuals in various settings. Students examine the processes of typical and atypical development in the context of family, school, and culture. Major units of study include theories of developmental and learning as applied to children and adults and assessment of children and youth and adults via observation and interview. 

This course will cover common disorders of childhood, including those covered in the DSM-V. Emphasis will be placed on identification, prevention, and intervention of mental health problems in a multitiered system of support. 

This course is designed to develop students’ knowledge and skills in educational research and inquiry, including qualitative and quantitative research methods, basic statistical analyses, psychometric concepts, critical evaluation of research and its methodology, cross-cultural methods of inquiry, and the ethical standards guiding educational research. 

In this course, students will learn about multi-tiered systems of support and the role of school counselors as leaders in designing, implementing, and evaluating prevention programs and interventions for k-12 students and youth. Topics will include instructional response to intervention (RtI), behavioral RtI, school-wide positive behavioral interventions and supports, development of Section 504 plans, and school counselors’ role in Individualized Educational Programs for special education students.

This course will focus on the knowledge and leadership skills necessary to become effective change agents. Students will learn data-based decision making as it is applied to designing, implementing, coordinating, and evaluating interventions to enhance systems within schools. Topics include: principles of collaboration and team work, facilitating teams of pupil, teacher, administrators, parents, and community members to meet pupil needs, program development and evaluation, and enhancing organizational climate and staff morale though consultation and in-service education. 

This course focuses career development theories and decision making models, the process of career counseling, including the skills of assessment, providing career information, and delivering career education programs. Career and post-secondary education information and resources are covered, including, the admission policies and entry requirements of the four California systems of higher education, and career/vocational technical education programs. Students will learn the legal and best practice guidelines for developing transition plans for k-12 students with disabilities and career transition strategies appropriate to the developmental level of all clients.  

 Students will review the knowledge, skills, and standards of the graduate program in professional school counseling in final preparation for their employment as professional counselors. Students will complete their program portfolios, and conduct a system change project. 

Supervised field experience in professional school counseling, which leads to competency in direct and indirect services to pupils in the areas of academic, career/vocational, and personal and social development. In addition to the required field experience, student interns participate in a minimum of fifteen hours of on-campus group supervision and seminar each semester. 

Supervised field experience in professional school counseling, which leads to competency in direct and indirect services to pupils in the areas of academic, career/vocational, and personal and social development. In addition to the required field experience, student interns participate in a minimum of fifteen hours of on-campus group supervision and seminar each semester. By the completion of CSP 620 and CSP 621, students are expected to gain a total of 800 hours of experience 

This course teaches the clinical application of assessment instruments and processes designed specifically for counseling practice. Topics include the basic concepts of standardized and non-standardized assessment strategies, including statistical concepts, social and cultural factors related to assessment, and ethical strategies for selecting, administering, and interpreting assessment instruments and techniques in counseling. Students will gain skills in the use of clinical interviews, observations, and results of measures of behavior and personality to create treatment plans and monitor client progress.

This is an advanced course in collaborative models of individual and team consultation. Study units and course activities focus on advocating for students by learning to work with individuals, families, community resources, and school based teams to identify problems, design and monitor the efficacy of interventions, and facilitate collaborative problem-solving processes.

 This course meets one of the requirements for the emphasis in professional clinical counseling. The course is an overview of psychopharmacology, including the biological bases of behavior, neurophysiology, and an understanding of brain functions as related to behavior and learning. Emphases are placed on the biological principles of psychopharmacology, basic classifications, indications, and contraindications of commonly prescribed medications, and on the professional and ethical issues on the use of medications for the treatment of mental health disorders. 

This course covers spousal and partner abuse and will review assessment, detection and intervention strategies to prevent or respond to emotional harm, assault, rape and sexual assault and homicide. Cultural factors, at-risk characteristics, same-gender abuse dynamics, safety planning and community resources are also included. 

The study of human sexuality reviews social activities, behaviors, series of actions, and societal topics. This course offers a broad examination of human sexuality from the perspective of the practitioner, including the characteristics and method of assessment for people living with HIV/AIDS.  

This course examines the biological, social, and psychological aspects of aging including changes in health, relationships and issues related to medical, financial, housing and long-term care. Also included is the growing problem of elder abuse and neglect, including warning signs and assessment for abusive situations. 

This course examines professional, legal, and ethical issues for counselors, including scope of practice for LPCC, counselor-client privilege, confidentiality, duty to warn, and California laws and regulations governing the practice of counseling in clinical settings.  

Students will gain knowledge and skill in case conceptualization, the application of advanced psychotherapeutic techniques; case management, and systems of care for the severely mentally ill. A minimum of 280 hours of supervised l counseling in a clinical setting is required by the completion of CSP 624A and CSP 624B. All fieldwork sites and supervisors must be approved. 

Students will gain knowledge and skill in case conceptualization, the application of advanced psychotherapeutic techniques; case management, and systems of care for the severely mentally ill. A minimum of 280 hours of supervised l counseling in a clinical setting is required by the completion of CSP 624A and CSP 624B. All fieldwork sites and supervisors must be approved. 

Theoretical and clinical approaches to the diagnosis and treatment of alcoholism, chemical dependency, and co-occurring disorders. Students review current research and program design with the goal of increasing professional awareness and skills in treating the chemical dependent family or individual.