Department of Clinical Counseling Psychology

Overview 

The 60-credit Master of Arts program has three course levels: entry level courses which stress the counseling process and its application in field settings; general core courses which provide a broad background in scientific and professional foundations of mental health counseling; and advanced counseling courses.The curriculum includes 12 elective credits which allows you to pursue career interests and to gain in-depth training in a particular area. The entry-level courses are designed to provide you with a broad overview of theories, models, and research findings that have shaped the field of Counseling Psychology. After you complete these entry-level courses, you will have a broad, comprehensive understanding of the field.The advanced counseling courses will build on this foundation by helping you develop and master specialized skills in cognitive-behavioral therapies.

Mission Statement

Our mission is to educate you for a rewarding career as a mental health counselor in the field today and to prepare you to meet the challenges of the future. The Clinical Counseling Psychology program synthesizes theory, practice, and research to help you develop the conceptual tools and practical skills required to become an effective counselor.

Learning Goals

By the completion of their studies, Clinical Counseling Psychology graduate students will have gained
competencies in the five major domains:

  • Interpersonal relationships with clients and clinical supervisors; this includes the ability to communicate empathy, engage others, set others at ease, establish rapport and communicate a sense of respect.
  • Clinical assessments; these include the ability to formulate the referral question, skill in selecting assessment methods or techniques, skill in collecting information and processing this information, and the ability to integrate assessment information and develop a case
    formulation.
  • Implementing evidence-based interventions, this includes knowledge of various models of behavior disorders, knowledge of various therapeutic modalities and levels of care, ability to select a treatment modality that matches the specific circumstances of the individual client, skill in applying the treatment techniques or plan, and the ability to evaluate the efficacy of the intervention.
  • Evaluating psychological research in domains that contribute to the practice of mental health counseling; this includes the ability to understand research methodology in mental health counseling, applied statistics, and the principles of psychological measurement.
  • Ethical and professional conduct in relationships with clients, faculty and colleagues; this includes the ability to demonstrate knowledge of the Ethical Principles of the American Counseling Association, American Mental Health Counselors Association, and American Psychological Association, as well as the ability to identify potential ethical or professional problems, and to act in accordance with these ethical and professional standards.

Clinical Counseling Psychology Faculty

Regina Kuersten-Hogan, Ph.D., 
Director, Clinical Counseling Psychology program
Associate Professor of Clinical Counseling Psychology

Adam M. Volungis, Ph.D.
Associate Professor of Clinical Counseling Psychology

Johanna Sagarin, Ph.D.
Practicum and Internship Coordinator
Assistant Professor of Practice

Jennifer Dealy, Ph.D.
Assistant Professor of Practice

Lecturers

Heidi Putney, Ph.D.
Kim Hager, MA, LMHC
Nevila Weagle, MA, LMHC, LMFT

Instructors in Clinical Counseling Psychology

Jacleen Charbonneau, MA, LMHC
Anne Farmer, MA, LMHC
Carryne Farrell, MA, LMHC
Heather McGregor, MA, LMHC
Elizabeth Rogers, MA LMHC

Practicum-Internship Sequence

The Counseling Practicum-Internship Sequence is comprised of three indivisible and consecutive courses: the Practicum, and Internship I and II.

The Coordinator is Dr. Johanna Sagarin. Supervised Practicum and Internship are required for the Master of Arts degree in Clinical Counseling Psychology. Only degree candidates of Assumption University may enroll in these courses. The primary purpose of the counseling practicum and internship is to provide students with the educational and professional experiences that prepare students for careers in mental health counseling. It is essential that the Counseling Practicum and Internship fulfill the requirements for licensure as an LMHC (as specified in 262 CMR 2.00). For this reason, a student is not permitted to use his/her/their current job or position as the practicum and internship placement.

Counseling Practicum

The Practicum (PSY 801) is a one semester summer course that immediately precedes two semesters of Internship (PSY 802 and 803). The Practicum requires a minimum of 100 hours at a clinical agency or school. Students must attend an informational meeting during the spring semester prior to the summer in which they enroll in their practicum. Minimal qualification for Practicum is satisfactory completion of PSY 500 - Abnormal Psychology, PSY 504 - Psychological Measurement, PSY 600 - Counseling Principles and Practices, PSY- 604 – Ethical Principles for Counselors and PSY 708 - Cognitive Assessment and Psychotherapy.

Students may not terminate their Practicum placement or withdraw from the PSY 801 - Counseling Practicum Seminar except in extraordinary circumstances and only with the written permission of the Practicum-Internship Coordinator. Students are not permitted to re-enroll in the Practicum course without written permission of the Practicum-Internship Coordinator.

Counseling Internship

The Internship: PSY 802 – Counseling Internship I (Clinic Setting) and PSY 803 – Counseling Internship II (Clinic Setting) is a two-consecutive-semester program which begins in the fall and concludes in the spring of the same academic year. Over the course of two semesters, students must complete a minimum of 600 hours at a clinical agency or school. Students cannot withdraw from or terminate their placement in the middle of the Internship sequence except in extraordinary circumstances and only with the written permission of the Practicum-Internship Coordinator. Students are not permitted to re-enroll in the Internship courses without written permission of the Practicum-Internship Coordinator. To enroll in the Internship courses, students must have successful completed PSY 801 - Counseling Practicum, and two 700-level advanced courses.

Licensure

Licensure is important for professional practice as a mental health professional and the Clinical Counseling Psychology Program is designed to prepare graduates to meet the educational requirements for licensure as a Mental Health Counselor in Massachusetts and most other states. The legislature in each state establishes the requirements for licensure and the licensing board determines if an individual’s education and supervised experience meets their requirements. In addition to specific educational requirements, the licensing regulations require that individuals complete a minimum of two years post-master’s degree supervised clinical experience and pass a licensing exam.

Licensing standards and a state’s licensing regulations change from time-to- time. Even though the Clinical Counseling Psychology Program offers coursework and supervised practicum and internship experiences that allow students to compile a licensable portfolio, the program cannot guarantee licensure. Ultimately, the state licensing board determines whether an individual satisfies the licensure requirements.

The faculty in the Clinical Counseling Psychology Program will assist students in planning their graduate plan of study to meet the current educational requirements for licensure and will provide information and guidance about the current licensing regulations. However, as noted above, these regulations change sometimes or the licensing board may change its interpretation of these regulations if the board’s membership changes. As a result, students should be aware of the requirements stated in the most current version of Massachusetts 262 CMR 2.00 requirements for licensure as a Mental Health Counselor. Students interested in eventually applying for licensure should select courses in a manner that is consistent not only with the Program requirements, but also the content areas required by the Licensing Board. Copies of Massachusetts 262 CMR 2.00: Requirements for Licensure as a Mental Health Counselor can be downloaded from the Massachusetts Board of Registration of Allied Mental Health Professionals web site.

For students who are interested in applying for licensure in other states, the Clinical Counseling Psychology Program faculty will provide assistance in locating and understanding the licensing regulations for those states. The faculty also will provide assistance in developing an educational plan of study that will allow students to compile a portfolio that can be submitted to the licensing board in other states.

Oral Exams

The oral exam is required for all students in the Clinical Counseling Psychology program. Students may take the exam after completing all course work or concurrent with the last semester of their course work. Students may take no more than three courses the semester that they take the oral exam. The objective of the oral exam is to provide a forum for students to demonstrate how they integrate theory, practice, and research related to the training that they have received in the Clinical Counseling Psychology program. In essence, students will be asked to describe a conceptual model and to show how this model guides and informs their clinical decision making. Therefore, their skill in case conceptualization is an important aspect of the oral exam.

As preparation for the oral exam, the student must complete PSY 790 - Professional Integrative Seminar. Guidelines for the oral exam will be provided during the Professional Integrative Seminar. Oral exams are scheduled during the Fall semester (generally September or October), Spring semester (generally February or March), and Summer semester (generally in June). The oral examination committee will consist of two faculty members. The oral exam itself is a one-hour exam. During the exam, students are expected to integrate the various elements of their training and study. They will be expected to call upon information from both their course work and internship experience. The procedures for the oral exam will mirror the training that they received in the program. The exam itself will be conducted in such a way as to maximize their opportunity to exhibit their ability to synthesize and integrate theory, practice, and research. Much more information about the content and expectations of the oral exam will be provided to students when they take PSY 790 - Professional Integrative Seminar. Oral exams carry the grade of pass, fail, or pass with distinction. If the student fails the oral exam, he or she will be given one additional opportunity to demonstrate competence. Generally, the second exam is given no sooner than the next regularly scheduled oral exam period.

Review of Student Performance

The progress of all students will be reviewed during the Fall and Spring semesters by the Department. Students whose grade point average drops below 3.0, or who earn a failing grade in a course (i.e., below B-), will be placed on academic probation. Students whose GPA is below 3.0 then have one semester to bring their GPA to 3.0. Students who have a GPA less than 3.0 for two semesters in a row will be terminated from the program unless the full-time faculty of the Clinical Counseling Psychology Program votes to continue the student in the program. Students placed on academic probation a second time and students who earn a failing grade in two courses will be terminated from the program unless the full-time faculty of the Clinical Counseling Psychology program vote to continue the students in the program.

The graduate program in Clinical Counseling Psychology trains students for service to the public. The program has an obligation to the community to ensure that only those students demonstrating academic and clinical competence and professionally responsible behavior be continued in the program. Students failing to meet these criteria during their training may be recommended for termination from the program.

Policy Regarding Absences from Classes

Absences result in missing significant material covered in courses. If a student misses more than 2 class meetings per semester in a given course for any reason, the student will not receive credit for the course. A grade of NC will be recorded and the student will need to repeat the course in a future semester. If a student misses more than 2 classes because of personal emergencies or similar extenuating circumstances, the student must work with the course instructor to determine if an exception to the policy is warranted.

Policy Regarding Disclosure of Personal Information

The faculty who teach in the Clinical Counseling Psychology Program are sensitive to issues regarding the disclosure of personal information in courses and other program activities. All faculty in the program respect the privacy of students in their courses. In general, course assignments do not require students to disclose personal information about themselves or their relationships with parents, peers, and spouses or significant others.

A few courses in the Clinical Counseling Psychology Program do have assignments that require the disclosure of some personal information, but the information that is disclosed is not very sensitive in nature and students always choose what kind (and how much) information to disclose. For example, one assignment (among several assignments) in a course on psychological assessment may involve self-monitoring (tracking the occurrence) of a specific behavior for 1-2 weeks and writing a summary report on the nature and frequency of this behavior. For an assignment like this, students choose the target behavior (for example, calories or grams of fat consumed, exercise, caffeine consumption, or cigarette smoking) that they will use to fulfill the required assignment. For other assignments (such as in-class role play exercises or completing a family genogram), students can make up the information instead of disclosing personal information about themselves or their family and friends.

Aside from course assignments, the faculty in the Clinical Counseling Psychology Program may require students to disclose personal information if the information is necessary to evaluate or obtain assistance for students whose personal issues could reasonably be judged to be preventing them from performing their training or professionally related activities in a competent manner. The faculty may require students to disclose personal information if their actions are judged to pose a threat to other students in the program or the community at large.

Overall, in the Clinical Counseling Psychology Program, course assignments do not require students to disclose personal information about themselves or their relationships with parents, peers, and spouses or significant others. In those instances when a course has an assignment or project that requires the disclosure of some kind of personal information, students are not required to disclose personal information that is sensitive or very private and they have complete control over the nature and extent of the personal information that will be disclosed.

Programs of Study

Courses

PSY 500: Abnormal Psychology

Credits 3
This course provides a comprehensive overview of the main forms of emotional disorder, with a special focus on description and analysis of the experiential world of the patient. The most important theoretical approaches to “mental illness” are compared and contrasted so that the student gains a critical appreciation of the differing insights provided by the various approaches.

PSY 502: Psychology of Development

Credits 3
An examination of human growth and development during infancy through adolescence. Emphasis is placed on the relationship between theory, research, and application of knowledge in child development through a consideration of different theoretical perspectives (psychoanalytic, behavioral, and cognitive-developmental), current research on selected topics (e.g., prenatal influences, perceptual and cognitive development, cross-cultural differences in child rearing), and intervention programs designed to stimulate cognitive and social development in infants and young children.

PSY 502: Psychology of Development

Credits 3
This course examines normative development and optimal functioning from infancy through adulthood. Particular emphasis is placed on how current research and developmental theories impact assessments of and interventions with children, adolescents, and adults who deviate from the normal course of development. Developmental changes across the life span are traced and factors that foster development including biological, familial, and cultural influences are explored with special consideration of risk and protective factors in development.

PSY 504: Psychological Measurement

Credits 3
An introduction to the instruments and the methods used in the measurement and evaluation of the psychological characteristics of human beings, including elementary principles of statistical analysis.

PSY 600: Counseling: Principles and Practices

Credits 3
Examine basic approaches, principles, and procedures of counseling. Students engage in some directed role playing of counseling techniques as well as prepare a class demonstration based on their personal integration of readings and practice. Research related to counseling as well as issues regarding the nature of the counseling relationship are considered.

PSY 604: Ethical Principles for Counselors

Credits 3
The purpose of this course is to provide students with a working knowledge of ethical issues in mental health care practice. The course will consider the manner in which governing principles of health care ethics are articulated within the general values and specific prescriptions/proscriptions (legal and moral) which constitute current moral wisdom of the mental health professional. Ethical codes of the American Counseling Association, American Mental Health Counselors Association, and the American Psychological Association will be examined. Lectures, case analysis, class discussion of assigned readings, and written assignments will provide both the conceptual and practical tools for addressing the critical ethical issues, which arise in your practice.

PSY 620: Lifestyle, School, and Career Development

Credits 3
This course will provide the theoretical foundation and the practical experience necessary to understand and foster the career/lifestyle development for counseling clients. Students will be prepared with the necessary knowledge and skills to collect, evaluate, and use occupational and life development data in helping individual clients and various client populations to make effective decisions and take effective appropriate actions in their career/life.

PSY 627: Issues in Professional Practice

Credits 3
This course is designed to introduce the clinical counseling psychology student to the varied facets of professional practice and development. It begins with an in-depth study of the Massachusetts law on the Requirements for Licensure as a Mental Health Counselor covering topics from educational to pre- and post-masters supervised practice requirements. Other topics covered include the history and reasons behind professional regulation in the mental health professions, the licensing exam, job searching, specialization of practice, continued education and training, private practice considerations, and licensing laws in other states. A major emphasis is on helping the student explore professional identity issues by asking such questions as “What does it mean to be a counseling psychologist?” “What skills do I have and what role do I play as a member of a multidisciplinary treatment team?” “What professional organizations should I belong to? Why?” “What is the difference between a profession and a job”?

PSY 630: Cultural Competencies in Counseling

Credits 3
Competent mental health professionals must use culturally appropriate intervention strategies when working with a diverse clientele. The purpose of this course is to foster the development of multicultural competence in counseling practices. The course is designed to promote the awareness of cultural factors that can affect counseling practices, knowledge about various cultural backgrounds and experiences. Issues to be addressed in this course include prejudice, racism, oppression, and discrimination that affect individuals from various racial or ethnic groups, elders, individuals with disabilities, women, gay men, and lesbians.

PSY 635: Clinical Health Psychology

Clinical health psychology addresses the interactions of psychological, social, cultural, and biological factors as they relate to health and well- being across diverse populations and settings. This course will cover a range of topics that are relevant to clinical services across diverse populations and settings to promote health and well-being and to prevent, treat, and manage illness and disability. Topics addressed in this course include health behaviors and risk factors for illness and poor health, psychological determinants of health, social/cultural determinants of health and health disparities, and chronic medical illnesses and physical conditions such as cardiovascular disease, cancer, and diabetes.

PSY 650: Research Seminar

Credits 3
This course provides students with the conceptual tools necessary to design and critically evaluate research in the areas of psychology and counseling. Problems in methodology are explored through readings, discussion, and involvement in research.

PSY 660: Special Topics Seminar in Clinical Counseling Psychology

Credits 3
This course is designed to provide students with contemporary topics and issues in psychotherapy. Topics will be chosen on timeliness, interest, and relevance to current psychological practice. The course will allow students the opportunity to examine current issues with greater detail than would be possible in other course offerings.

PSY 701: Couples Therapy

Credits 3
This course focuses on contemporary theoretical approaches to couples therapy. The major theoretical models include: family of origin/relational; cognitive/behavioral; and communication. Theory, case studies, and simulation are the basis for class interaction in seminar format. Each student has the responsibility to begin formulating an organized theoretical approach to treating couples.

PSY 702: Advanced Family Therapy

Credits 3
This course will focus on understanding interactional patterns and influences from the perspective of major family therapy paradigms. Consideration of family treatment for both adult and child clinical presentations will be examined. In addition to the theoretical introduction, the course will cover practical topics such as when to choose family treatment, dealing with the beginning therapist’s anxieties, assessing interactional styles, structuring initial treatment sessions, developing a treatment focus, and the basic treatment skills.

PSY 703: Dialectical Behavior Therapy

Credits 3
This course provides students with the theoretical understanding of Dialectical Behavior Therapy (DBT). In this seminar-style course that includes many hands-on learning activities, students develop the foundational DBT skills which prepare them to teach Mindfulness, Distress Tolerance, Emotion Regulation, and Interpersonal Effectiveness to clients presenting with a wide variety of mental health problems. Students also learn how to plan and structure DBT Skills groups by applying DBT intervention strategies based on the DBT Skills Training Manual.

PSY 705: Group Approaches to Counseling and Psychotherapy

Credits 3
This course is designed to provide a theoretical understanding of group development, purpose, and dynamics. Through reading and discussion, different approaches to the use of groups will be explored. Issues related to group counseling methods, skills, and leadership styles will be examined. This course will cover a range of groups that are used by mental health counselors (e.g., therapeutic, psychosocial, psychoeducational).

PSY 708: Cognitive Assessment and Psychotherapy

Credits 3
The focus of this course is on a psychotherapeutic understanding of cognitive structure and content as it influences the client’s perceptions, emotional states, and behavior. The theory and practice of Kelly, Beck, Meichenbaum, and Ellis receive systematic treatment. Personal construct assessment, cognitive modification, stress inoculation training, self-instructional methods, and cognitive restructuring techniques receive special emphasis.

PSY 711: Cognitive-Behavioral Assessment of Children

Credits 3
This course reviews the basic principles underlying the assessment of children’s behavior and psychological adjustment using a cognitive-behavioral and developmental theoretical framework. Special considerations when working with children will be reviewed along with specific attention directed toward: (1) ethics, (2) behavioral observation/coding systems, (3) rating scales, (4) use of self-report with children, and (5) interviews. Students will receive instruction in choosing an appropriate instrument, designing a multi-method assessment battery, interpreting test results, and writing reports. The important link between assessment and treatment planning and evaluating treatment outcome will be stressed as well.

PSY 712: Cognitive-Behavioral Interventions with Children

Credits 3
The purpose of this course is to acquaint the student with a variety of therapeutic techniques designed to address childhood difficulties. A framework for evaluating and choosing a treatment approach and a brief overview of diagnostic classification systems and their relevance to treatment will be provided. Practical techniques will be reviewed including: interviewing, interventions for working with parents, for consulting to schools, intervening with common childhood developmental problems (e.g., enuresis/encopresis) as well as more extreme psychological difficulties such as anxiety disorders, conduct disorders, and abuse. Cognitive-behavioral treatment approaches that have been empirically supported will be emphasized, and the advantages and disadvantages of techniques discussed within a developmental framework.

PSY 715: Cognitive-Behavioral Assessment of Adults

Credits 3
This course reviews the basic principles that guide assessment of clinical problems using a cognitive-behavioral framework. Students will learn about several assessment strategies including behavioral observation, self-report, self-monitoring, and structured interviews and rating scales. Special attention will be paid to the assessment of anxiety, depression, addictive behaviors, social skills, and marital dysfunction. The important link between assessment and treatment planning, and evaluating treatment outcome will be stressed as well.

PSY 716: Cognitive-Behavioral Interventions for Depression and Anxiety

Credits 3
The purpose of this course is to acquaint the student with cognitive-behavioral theories of the etiology and treatment of depression and anxiety. Topics to be covered include the diagnosis of depressive and anxiety disorders, principles of cognitive and behavioral assessment, evaluation of suicidal ideation and behavior, and therapeutic techniques to alleviate depression and anxiety. Cognitive-behavioral approaches that have been empirically validated will be emphasized.

PSY 718: Psychological Interventions for Addictive Behaviors

Credits 3
The purpose of this course is to acquaint the student with psychological theories of the etiology and treatment of addictive behaviors. Topics covered include the diagnosis of addictive behaviors (alcohol and drug abuse, tobacco use), pharmacological effects of various substances, principles of psychological assessment, evaluation of clients’ motivation to change, and therapeutic techniques for changing addictive behaviors. Interventions that are most strongly supported by outcome research will be emphasized in this course.

PSY 720: Systems Interventions with Children

Credits 3
This course will offer an opportunity to explore clinical interventions with children and adolescents within the major contexts influencing their development and mental health – their families, schools, communities, and legal system. Emphasizing the fact that children and youth are particularly susceptible and dependent upon their environments, this course will attempt to provide the student with an appreciation of how these influence a child’s personal identity and actual behavior as well as an understanding of the need to take these into account in developing viable clinical interventions.

PSY 725: Cognitive-Behavior Interventions for Trauma and Related Disorders

Credits 3
This course will provide the theoretical foundation and detailed examination of evidence-based interventions for counseling individuals who experience traumatic events or crises. The course will examine the epidemiology and characteristics of traumatic events, emergencies, or disasters, along with common cognitive, affective, and behavioral responses to these events. Evidence-based assessment and intervention strategies will be emphasized as a means to counseling individuals who experience mental or emotional disorders during times of crisis, emergency, or disaster.

PSY 790: Professional Integrative Seminar

Credits 3
This course is designed to facilitate the synthesis and integration of theory, practice, and research related to psychotherapy. Special attention will be paid to issues of case conceptualization, psychological assessment, and the efficacy of psychotherapy. In addition, students will be encouraged to develop a more sophisticated understanding of psychological interventions for specific psychosocial problems and difficulties.

PSY 800: Directed Study

Credits 3
Individually supervised study and projects with program advisor where appropriate. Students may take no more than two directed studies.

PSY 801: Counseling Practicum

Credits 3
Counseling Practicum involves placement in a clinical setting to enable students to develop basic counseling skills and integrate professional knowledge and skills. Counseling Practicum provides an opportunity to perform, on a limited basis and under supervision, some of the activities that a mental health counselor would perform. In addition to the supervised practicum, this course involves a weekly seminar. Prior permission of the Practicum Coordinator is required in order to arrange for a practicum setting appropriate to the student’s academic and career goals.

PSY 802: Counseling Internship I – Clinic Setting

Credits 3
Internship involves placement in a clinical setting to enable students to work with clients under professional supervision and to acquaint students with the structure, operation, and procedures of a clinical setting. The internship is intended to enable the student to refine and enhance basic counseling skills, develop more advanced counseling skills, and integrate professional knowledge and skills appropriate to the student’s career goals. In addition to the supervised field experience, this course involves a weekly seminar. Prior permission of the Internship Coordinator is required in order to arrange for an internship setting appropriate to the student’s academic and career goals.

PSY 803: Counseling Internship II – Clinic Setting

Credits 3
Internship involves placement in a clinical setting to enable students to work with clients under professional supervision and to acquaint students with the structure, operation, and procedures of a clinical setting. The internship is intended to enable the student to refine and enhance basic counseling skills, develop more advanced counseling skills, and integrate professional knowledge and skills appropriate to the student’s career goals. In addition to the supervised field experience, this course involves a weekly seminar. Prior permission of the Internship Coordinator is required in order to arrange for an internship setting appropriate to the student’s academic and career goals.

PSY 811: Advanced Counseling Practicum

Credits 3
Advanced Counseling Practicum involves placement in a clinical setting to enable students to develop counseling skills and integrate professional knowledge and skills. Advanced Counseling Practicum provides an opportunity to perform some of the activities that a mental health counselor would perform under the direct supervision of a licensed mental health professional. In addition to the supervised practicum, the course involves a weekly seminar. Prior permission of the Practicum/Internship Coordinator is required in order to arrange a practicum placement that is appropriate to the student’s academic and career goals.

PSY 812: Advanced Counseling Internship I – Clinic Setting

Credits 3
Advanced Counseling Internship involves placement in a clinical setting to enable students to work with clients under professional supervision and to acquaint students with the structure, operation, and procedures of a clinical setting. The internship is intended to enable the student to refine and develop more advanced counseling skills and to integrate professional knowledge and skills appropriate to the student’s career goals. In addition to the supervised field experience, this course involves a weekly seminar. Prior permission of the Practicum/Internship Coordinator is required in order to arrange an internship placement that is appropriate to the student’s academic and career goals.

PSY 813: Advanced Counseling Internship II – Clinic Setting

Credits 3
Advanced Counseling Internship involves placement in a clinical setting to enable students to work with clients under professional supervision and to acquaint students with the structure, operation, and procedures of a clinical setting. The internship is intended to enable the student to refine and develop more advanced counseling skills and to integrate professional knowledge and skills appropriate to the student’s career goals. In addition to the supervised field experience, this course involves a weekly seminar. Prior permission of the Practicum/Internship Coordinator is required in order to arrange an internship placement that is appropriate to the student’s academic and career goals.

SED/PSY 566: Assessment of Special Learning Needs of Children and Adolescents

Credits 3
In this course, students gain knowledge of both formal and informal assessment of students with special learning needs using a systematic and comprehensive approach. They examine frequently used diagnostic assessment tools in areas of physical, cognitive, language, social, and emotional development. Emphasis is placed on those assessment strategies that yield objective data regarding individual skill repertoires and learning characteristics, thereby providing a basis for educational decision making and the preparation and evaluation of IEPs. Topics such as portfolio assessment, alternative assessment, interpretation of results of assessment, report writing, IEP preparation, and communication with families and other professionals are also included.

SED/PSY 568: Behavioral Assessment and Interventions

Credits 3
Students in this course will learn the effective use of behavioral assessment and intervention in a culturally and linguistically appropriate manner in inclusive and special education classrooms. Students will learn to administer and interpret the results of a functional behavioral assessment. They will also learn to use these results to identify, design, implement, and evaluate interventions (i.e. behavior support plans), including monitoring progress and ensuring maintenance and generalization across settings. Emphasis will be placed on individualized behavior support systems and the use of behavior management principles through the frameworks of applied behavior analysis (ABA), positive behavior supports (PBS), and practices with an evidence-base from peer-reviewed research. Additionally, students will understand the supporting roles of other disciplines and professionals, including the importance of collaboration with parents to meet the unique needs of the student in the least restrictive environment.