BUSINESS

INTERNATIONAL BUSINESS BUS5110
(INTERNATIONAL BUSINESS)

The course addresses the challenge of global competition by analyzing management, marketing, financial, and production activities in foreign markets. Economic, cultural, legal, political, labor, market, and other environmental factors that have an impact on international business strategies are examined.

CAVEAT: No graduate credit will be awarded if BUS4110 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Analyzing the reasons and methods for entering international markets.
• Understanding the impact of the international monetary system and balance of payments on business strategies.
• Researching international markets and assessing business opportunities and risks.
• Adapting human resource programs to meet the needs of workers and management in a variety of countries and cultures.
• Assessing the differences in consumer and organizational buying behavior in different countries and cultures.
• Developing marketing strategies for products and services in different countries and cultures.
• Analyzing the effects of location, topography, and climate on international trade.
• Understanding the implications of culture including attitudes, beliefs, religions, technologies, and levels of education on international business.
• Evaluating the role of foreign governments in competition, privatization, and protection of multinational enterprises.
• Determining the effects of currency control, wage and price controls, and quotas on international trade.
• Evaluating the issues of standardization, distribution, and pricing in an international environment.
• Understanding export and import practices and procedures, including the use of letters of credit, bills of lading, and means of export financing.
• Discussing techniques for evaluating and controlling global operations.
• Assessing the design requirements for production systems in different countries and cultures.
• Analyzing alternative organizational structures for global businesses.
• Identifying and discussing ethical issues in the global marketplace.
• Understanding the currency exchange rate risk inherent in international business and methods of dealing with such risk.

COMMUNICATION

PUBLIC SPEAKING COM5401
(PUBLIC SPEAKING)

The course helps students apply the theories and research of public speaking to become effective speakers. Students will also learn how to analyze and critique the presentational skills and techniques of other speakers.

CAVEAT: No graduate credit will be awarded if COM3401 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Supporting the introduction, body, and conclusion of a speech with outside research.
• Examining organizational patterns to determine the most effective approach for a particular speech.
• Creating effective speech introductions utilizing startling statements, questions, anecdotes, quotations, suspense illustrations, compliments, or personal references.
• Composing appropriate conclusions utilizing illustrations, emotional appeals, humor, or challenges.
• Analyzing the organizational structure of a speech.
• Selecting language for a speech that appeals to the five senses: hearing, seeing, smelling, feeling, and tasting.
• Applying nonverbal research to the public speaking setting.
• Evaluating a speaker’s nonverbal effectiveness.
• Speaking with enthusiasm, energy, and spontaneity.
• Discussing and utilizing appropriate techniques for informative speaking.
• Applying persuasion theories to public speaking.
• Presenting emotional, logical, and credibility appeals in a speech.
• Explaining theories of audience analysis.
• Integrating appropriate illustrations within a speech.
• Developing a personal code of ethics for speaking.

PERSUASION COM5405
(PERSUASION)

The course allows students to review the major theories of persuasion in addition to methods by which to apply the theories. Key topic areas include the psychology of persuasion, source credibility, motivational appeals, social campaigns, and propaganda.

CAVEAT: No graduate credit will be awarded if COM4405 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Comparing and contrasting persuasive psychological theories to determine their strengths and weaknesses.
• Identifying and describing fallacious arguments in the media.
• Evaluating the credibility of a source.
• Hypothesizing how emotions can be used to impact the message.
• Using logic to support a position on a controversial topic in a speech.
• Discussing methods of audience analysis and adaptation.
• Analyzing and evaluating persuasive nonverbal behaviors.
• Examining persuasive messages and speeches in politics.
• Evaluating persuasive techniques in advertising.
• Investigating how persuasion is used in the media: TV, radio, print, and Internet.
• Applying the theory of the stages of a social campaign to a movement.
• Identifying and critiquing propaganda to determine the fallacies within it.
• Identifying and discussing the use of symbols in a campaign.
• Analyzing the process of manipulation—the dark side of persuasion.
• Assessing the characteristics of manipulators.
• Utilizing effective argumentation skills and techniques to persuade an audience.
• Developing a personal code of ethics for the public speaking setting.

NONVERBAL COMMUNICATION COM5407
(NONVERBAL COMMUNICATION)

The course presents the impact of nonverbal behavior on the communication process. Topics include how personal and environmental variables such as body movement, touch, smell, and physical appearance affect the communication process. In addition, the course investigates the research on nonverbal communication with special attention given to analysis and application.

CAVEAT: No graduate credit will be awarded if COM4407 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Evaluating an office or environment by applying the research on nonverbal communication.
• Categorizing and explaining communication changes at the four basic proxemic distances: intimate, interpersonal, social, and public.
• Identifying how physical appearance and dress alter communication by applying the research.
• Assessing how different facial kinesics affect interactions.
• Summarizing the research on oculesics and pupilmetrics.
• Examining the role of haptics in communication and human development.
• Reviewing the research on vocalics.
• Evaluating the research on the impact of smell on the nonverbal environment.
• Studying how postural and gestural kinesics affect interactions.
• Differentiating between powerful and unpowerful behaviors.
• Explaining how attraction is communicated nonverbally.
• Applying the theories and research of nonverbal communication to analyze interactions.
• Locating and collecting scholarly research and theories of nonverbal communication.
• Designing and conducting a nonverbal observational study.
• Differentiating among cultural nonverbal differences.
• Identifying deception behaviors in communication.

PUBLIC RELATIONS COM5445
(PUBLIC RELATIONS)

The course presents issues related to the ways individuals and organizations represent themselves to their respective audiences. Public relations are defined, described as a communication function within the organization, integrated within the organization, and described in terms of contributions to the organization.

CAVEAT: No graduate credit will be awarded if COM4445 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Describing the roles, origins, and trends of public relations.
• Describing the public relations process and the interactions among environmental, organizational, communication, and target audience subsystems.
• Discussing the role of senior and upper management in influencing their organization’s internal/external public relations activities.
• Describing the process of opinion formulation.
• Defining and discussing the purpose of a public relations audit.
• Identifying public relationship resources available for managers and upper management.
• Outlining the major advantages and disadvantages of an internal department versus an outside counseling firm for serving the needs of an organization.
• Defining the relationship between practitioners and journalist as being mutually dependent and mutually beneficial, and sometimes adversary.
• Describing and giving examples of crisis public relations that practitioners must anticipate.
• Suggesting methods for handling public relations crises.
• Researching information to support public relations for an organization or a person.
• Investigating the techniques of good publicity.
• Developing the goal, theme, and publicity for a campaign.

CRITICAL ANALYSIS OF THE MEDIA COM5447
(CRITICAL ANALYSIS:MEDIA)
(FORMERLY COM5447 PSYCHOLOGICAL INFLUENCES & CRITICAL ANALYSIS OF THE MEDIA)

The course will offer students the opportunity to understand the psychological effects of information provided through the media. Emphasis will be placed on questioning and evaluating information received as to its effects on target and non-target audiences.

CAVEAT: No graduate credit will be awarded if COM4447 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Differentiating between various types of media communication.
• Probing sources of news media communication.
• Critiquing decision-making processes in the media.
• Demonstrating the use of symbolism in media communication.
• Analyzing the psychology of group motivation in media communication.
• Describing the effects of various types of media messages on children.
• Examining the effects of the news media on the family.
• Examining the effects of the entertainment media on the family.
• Analyzing cognitive responses to media communication.
• Analyzing emotional responses to media communication.
• Critiquing the use of subliminal messages in media communication.
• Examining the effect of ratings on entertainment and news media decisions.
• Recognizing and describing ethical dilemmas in media broadcast decisions.
• Categorizing the media’s obligations to the public.
• Contrasting persuasive versus informative media messages.

WRITING GRANTS & RESEARCH PROPOSALS COM5466
(Writing Grant Applications)
(WRITING:GRANTS/PROPOSALS)

The course provides students with practical guidelines and hands-on experience in writing proposals and grants for business purposes. Students are recommended to complete Technical Writing (COM3461) before taking this course.

CAVEAT: No graduate credit will be awarded if COM4466 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Distinguishing between unsolicited proposals and solicited proposals, and addressing the document to each type.
• Identifying a non-profit organization and proposing to write a grant application for this agency.
• Reading proposal and grant application instructions and following them precisely.
• Clearly identifying the audience of the proposal or grant application.
• Stating the unmet need to be addressed in the proposal and grant application.
• Researching information to include in the document.
• Identifying resources for funding the proposal project.
• Identifying future funding for the project.
• Identifying and drafting the credentials of the key project personnel.
• Writing a convincing letter of transmittal.
• Drafting a title page according to the guidelines provided by the funding organization.
• Writing a Table of Contents for the grant application.
• Writing an Abstract that is a clear summary of the proposal project.
• Stating the project objectives and benefits, and describing the project itself.
• Drafting a timetable for the project.
• Determining a project budget.
• Detailing post-project continuation and future growth.
• Supplying support materials, including appendices.
• Evaluating and editing the final proposal and grant for content and style.

MANAGERIAL COMMUNICATION COM5469
(MANAGERIAL COMMUNICATION)

The course explores the relationship between management and communications, providing the students with the tools to improve their organizational communication skills. Topics include effective application of managerial and communication skills, motivational theories, and the importance of communication skills in a changing environment.

CAVEAT: No graduate credit will be awarded if COM3469 has been successfully completed.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Identifying and emulating the communication traits of a successful manager.
• Determining how to build stronger relationships between management and employees.
• Illustrating how communication personalities might positively and negatively affect the climate of an organization.
• Recommending methods of adapting one’s leadership style to the organizational environment.
• Examining how to adapt one’s communication style to one’s job.
• Comparing and contrasting managerial theories to determine their strengths and weaknesses.
• Summarizing major theories of motivation.
• Exploring how attitudes can influence one’s work.
• Discussing transformational and charismatic leadership.
• Ascertaining if a job provides sufficient motivation for a particular communication style.
• Analyzing the bases of power within the organization and determining a communication strategy to increase your power.
• Explaining how an employees’ talents might be wasted in an organization because of a false perception of his fellow employees and managers.
• Describing the communication problems that might occur when manager’s and employee’s values are different.
• Assessing the sources of conflict and describing communication strategies to solve conflict in an organization.
• Analyzing a manager’s style to determine his strengths and weaknesses.
• Applying the skill of critical thinking to analyze a manager’s communication style.

COMMUNICATING FOR RESULTS IN ORGANIZATIONS COM6303
(COMM RESULTS IN ORGAN)

The course allows students to learn how to analyze the communication systems within an organization. The course helps the student identify semantic problems as well as nonverbal barriers present in organizations. Students will learn how to analyze communication, diagnose problems, and suggest solutions.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Identifying interpersonal communication problems within an organization.
• Suggesting methods of dealing with difficult people.
• Analyzing the listening styles of employees and employers.
• Evaluating how the nonverbal environment and behavior affect interaction within an organization.
• Demonstrating how “corporate stories” about the history of an organization affect the communication climate.
• Comparing and contrasting how the communication styles of corporate heroes and villains give guidelines to the employees and managers.
• Diagnosing how the corporate culture affects the public communication of an organization.
• Categorizing the communication roles of team members within an organization.
• Identifying the effective and ineffective communication strategies of team members.
• Investigating communication strategies that hinder team effectiveness.
• Conducting a needs assessment within an organization.
• Summarizing the results of a communication audit and making recommendations.
• Determining the needed skills and qualifications for a communication consultant.
• Deciding whether to use an in-house consultant or an external consultant to solve communication problems.
• Describing the different types of training and evaluating their outcome.
• Prescribing methods of implementing change within the organization.
• Ascertaining the major communication problems that confront organizations today.

CULTURAL COMMUNICATION COM6420
(CULTURAL COMMUNICATION)

The course allows students to analyze how cultural differences affect communication. Students study various cultures and compare and contrast them with American culture.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Describing the American culture and differentiating it from other cultures.
• Identifying and describing the subcultures within the United States.
• Explaining how core values affect cultures.
• Discussing how language influences cultures.
• Defining and discussing how culture affects the perception of reality.
• Determining the nonverbal differences among cultures.
• Identifying and discussing how nonverbal differences create misunderstanding.
• Examining sex role differences among cultures and discussing how these differences affect communication.
• Surveying the family structures of cultures.
• Evaluating how religions influence the communication and values within cultures.
• Analyzing how cultures affect international business.
• Specifying how methods management can be used to overcome cultural communication barriers.
• Identifying and describing obstacles to intercultural communication.
• Comparing and contrasting communication patterns of Asians, Europeans, South Americans, North Americans, Africans, and Arabs.
• Summarizing methods of cultural adaptation.
• Exploring how culture influences health care and education.

COUNSELING

COUNSELING IN SCHOOLS CSL6779
(COUNSELING IN SCHOOLS)

The course presents a comprehensive review of counseling in schools. Students will define the roles and functions of school counselors. Emphasis is on a learner-centered process that includes organizing, planning, designing, implementing, and evaluating a comprehensive counseling and guidance program. The course also covers cultural and diversity issues within the school environment as well as professional, ethical, and legal issues related to school counseling
.
UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Tracing the history of the counseling and guidance profession.
• Understanding and describing theories and methods of teaching and classroom management.
• Identifying the characteristics, educational, and mental health needs of special populations in schools and mental health settings.
• Integrating counseling, guidance, and the academic curricula in schools and mental health settings.
• Analyzing the roles and responsibilities of the counselor in a developmental guidance and counseling program that is responsive to the needs of all students.
• Planning, developing, designing, implementing, and evaluating a counseling and guidance program in schools and mental health settings.
• Identifying and coordinating resources for students within the school and community and acting as a consultant and/or advocate to help learners achieve success inside and outside of school settings.
• Demonstrating proficiency in teaching small and large groups by actively engaging students in the learning process.
• Collaborating with others in the school, community, and mental health settings to implement a guidance and counseling curriculum that promotes learners’ development in all domains, including cognitive, social, and emotional areas.
• Identifying and understanding cultural specific issues, including gender, race, ethnicity, socioeconomic, and physically challenged individual in schools and mental health settings.
• Defining the roles and functions of counselors in schools and mental health settings, and identifying common referral resources available to school and mental health counselors.
• Developing effective leadership skills to plan, implement, and evaluate a comprehensive developmental guidance and counseling program that meets the needs of all learners.
• Implementing a comprehensive developmental guidance and counseling program that systematically empowers each learner to develop personal, social, academic and career competence.
• Developing collaborative school-home relationships that promote and facilitate learners’ academic, personal, social and career growth.
• Establishing strong positive ties between the school and the community to extend learners’ support systems and to increase learners’ opportunities for growth beyond the school setting.
• Defining consultation and supervision as related to the counseling and guidance profession.
• Understanding the referral/advocacy/triage related to the counseling and guidance profession.
• Defining and understanding crisis intervention in the counseling and guidance profession.

PROFESSIONAL COUNSELING CSL6780
(PROFESSIONAL COUNSELING)

CAVEAT: If CSL6775 has been successfully completed, this course is not required.

The course presents an introduction and overview of the counseling profession. A variety of areas are explored including professional orientation, the helping relationship, theories and skills, systems theory, group work, consultation and supervision, lifespan development, abnormal development, diagnosis, career development, research and appraisal, agency counseling, and school counseling. Emphasis is placed on multicultural aspects of counseling as well as ethical, professional, and legal issues.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Discussing the historical development of the counseling profession.
• Examining the contributions of each theory of counseling.
• Identifying issues and trends in the field of counseling.
• Understanding personality development from a lifespan perspective.
• Demonstrating an awareness of personal motivation and goals for entering the counseling profession.
• Conducting graduate level research studies.
• Using APA standards effectively with all course assignments.
• Describing and analyzing the ethical, professional and legal issues in the counseling profession.
• Defining the roles and functions of school, agency, and mental health counselors.
• Distinguishing between counseling, guidance, and psychotherapy.
• Analyzing the contemporary models of counseling assessment.
• Examining the history of career development and vocational guidance
• Identifying the major theoretical frameworks for group work.
• Understanding abnormal psychology reflective of the DSM-IV-TR.
• Explaining the historical trends and major theories associated with marriage and family therapy.
• Defining consultation and supervision as related to the counseling profession.
• Evaluating the aspects of counseling from a multicultural perspective.
• Understanding the referral/advocacy/triage related to the counseling profession.
• Defining and understanding crisis intervention in the helping professions.
• Examining the differences between crisis and psychotherapy.

THEORIES & METHODS OF COUNSELING CSL6782
(THEORIES/METHODS CNSLG)

CAVEAT: If CSL6757 has been successfully completed, this course is not required.

The course presents the philosophical and theoretical bases of the helping process. Emphasis is placed on understanding the major counseling theories, basic helping skills, and applications to diverse populations. Techniques and methods from each counseling perspective will be demonstrated and practiced under faculty supervision. A major focus is on the application of the theories and methods of individual, group, and family counseling in schools and mental health settings. The course also includes professional, ethical, and legal issues related specifically to the counseling and guidance process.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Understanding the influence of biographical backgrounds of major counseling theorists.
• Synthesizing the contributions of each major counseling theory.
• Comprehending the goals of therapy as postulated by each of the major theorists.
• Evaluating the nature of behavior and behavior change from each model presented.
• Interpreting and evaluating the roles of the client and therapist in each counseling theory.
• Contrasting the concepts of mental health and mental illness as described by each theorist.
• Understanding the views of human nature from each counseling perspective.
• Assessing the relationship between therapist and client in each counseling theory.
• Demonstrating techniques and methods from each counseling perspective.
• Examining the multicultural aspects of each counseling method.
• Comparing and contrasting various therapeutic approaches to a given case study.
• Analyzing how each theory presented might be used to direct or redirect personal growth.
• Examining the ethical and moral implications of each theory.
• Synthesizing research findings about the effectiveness of therapy approaches from each counseling theory.
• Understanding the impact of environmental influences on learners' development and achievement and facilitating learners' development of strategies that help them cope with situations that may hinder learning.
• Applying the theories and methods of individual, group, and family counseling in school and mental health settings.
• Describing and analyzing the ethical, professional, and legal issues in counseling and guidance in school and mental health settings.
• Illustrating the influence of each theory on the field of counseling and guidance.

COUNSELING ASSESSMENT TECHNIQUES CSL6800
(COUNSELING ASSESSMENT)

The course develops a framework for assessing the functioning of individuals, groups, families, or organizations. Interviews, testing, and integration of clinical information are used. Assessment tools reflecting personality, intellectual, family, educational, vocational, and social functions are used. Principles of measurement, data gathering, and interpretation are discussed. Class participation and case presentation are required. Ethics, ethnic, and cultural bias are examined.

PREREQUISITE: CSL6782 and CSL6820

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Synthesizing the history of counseling assessment and psychological testing.
• Analyzing the contemporary models of counseling assessment.
• Appraising organizations’ codes of ethics, and standards of practice related to counseling assessment.
• Explaining basic qualifications and responsibilities of both developers and users of assessment tools in various settings, including schools, families, and organizations.
• Adhering to acceptable practices when interpreting and communicating results of assessments with clients, parents/guardians, teachers, administrators, and community representatives.
• Adhering to clear, ethical and effective standards of practice when conducting assessments with diverse populations or populations with special needs.
• Using computer technology effectively in all phases of counseling assessment.
• Demonstrating effectiveness in writing assessment reports and in developing materials to be used in communicating with clients, parents/guardians, and community resources.
• Addressing the relationships among various theories and counseling assessment.
• Applying basic statistical and measurement concepts to the development and use of counseling assessment.
• Demonstrating skill in evaluating the offerings of publishers of tests and in selecting and using various sources of information and particular instruments.
• Demonstrating skill in administering tests to include managing the collection of assessment data in individual, group, family, and school settings.
• Intervening to manage test anxiety.
• Critiquing available assessment tools and approaches for their validity and reliability with particular populations.
• Identifying and using specific assessments developed for measurement of intelligence, life span development, personality, achievement, aptitude, learning styles and differences, career development, social environment, and family dynamics.
• Involving families, inter-disciplinary team members, and other community groups in using assessment to facilitate learning and development.
• Conceptualizing current issues and trends in the field of counseling assessment.

LIFE SPAN DEVELOPMENT CSL6801
(LIFE SPAN DEVELOPMENT)

The course investigates the changes that occur with age and the processes underlying human growth and development throughout the life cycle. The developmental progression of the family life cycle is also explored, including physical, psychological, and social characteristics. Emphasis is placed on areas such as sensory and perceptual ability, cognitive and language development, behavioral genetics, and effects of socialization agents.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Defining developmental psychology.
• Detailing stages of the human life cycle.
• Understanding the contribution of genetics to life span development.
• Examining the developmental stages of the family life cycle and the family structure, including their influence on the allocation of family resources.
• Discussing prenatal development.
• Describing theories of personality development in infancy.
• Assessing motor skill development in early childhood.
• Evaluating perceptual development in early childhood.
• Analyzing theories of personality development in early and middle childhood.
• Discussing development of primary and secondary sex characteristics.
• Discussing adolescent egocentrism.
• Expanding the concept of adult maturity.
• Discussing the development of adult sexual relationships.
• Investigating theories of mid-life personality development.
• Synthesizing changes in health, sensory abilities, and mental capabilities in late adulthood.
• Discussing dimensions of retirement.
• Evaluating psychological stages in the dying process.
• Understanding the effect of school developmental and counseling guidance programs upon societal problems.

CAREER COUNSELING AND GUIDANCE CSL6803
(CAREER CNSLG/GUIDANCE)

The course presents an in-depth study of career counseling and guidance services that focuses on occupational, educational, and personal/social issues for general and specific populations. Emphasis is on understanding and applying career counseling and guidance theories in school and non-school settings. A primary focus includes planning, designing, developing, implementing, and evaluating a career counseling and guidance program in schools and mental health settings.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Examining the history of career development and guidance.
• Identifying general professional/occupational areas of competence.
• Identifying theories of career counseling and guidance.
• Planning, developing, designing, implementing, and evaluating a career development and vocational guidance program in schools and mental health settings.
• Critically analyzing the utility of each career counseling and guidance theory.
• Illustrating the relationship between competency clusters within academic courses and vocational fields.
• Organizing life experiences into a portfolio for career planning.
• Discussing the importance of an individual skills inventory to career development.
• Identifying the major demographic, technological, and organizational trends that will affect future career planning and development.
• Using a variety of self-assessment methods in career planning and development.
• Evaluating the role of career development management and the administration of career development interventions in both school and organizational settings.
• Identifying the different career stages and their relationship to development and career development theories.
• Discussing the use of lifelong learning as a proactive approach to career development and guidance.
• Explaining the importance of identifying functional or transferable skills and their relationship to career change and development.
• Presenting diverse complex perspectives on work and on the labor market.
• Discussing the evolving array of career development resources.
• Conducting a needs assessment of individual career competence.
• Developing effective communication strategies for use in fostering career development in the classroom, mental health or organizational setting.

GROUP COUNSELING & THERAPY CSL6805
(GROUP COUNSELING/THERAPY)

The course examines the theory, practice, and functioning of group processes. Different types of small groups are studied, including self-help groups. Leadership, meta-communications, methods, dynamics, and facilitative skills are presented. Small group participation is included.

PREREQUISITE: CSL6782

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Defining the origins of group guidance, group counseling, and psychotherapy, including the leaders and time frames.
• Applying specific theories of practice to group counseling and psychotherapy.
• Applying group dynamics and processes.
• Evaluating ethical and professional guidelines for professional group leaders.
• Interpreting the progression of group stages and the relationships among the stages.
• Selecting appropriate interventions for members who present common patterns such as fear, anger, and/or violence.
• Selecting therapeutic responses when working with cultural diversity among group members.
• Managing assessments of group members for use in selection of members for planning specific strategies and techniques.
• Applying appropriate clinical interventions with selected clinical, educational, business, and/or community populations.
• Demonstrating leadership skills in both group maintenance and group facilitation.
• Modeling effective group techniques for use in schools, community, or organizational settings.
• Illustrating proper administrative procedures for group counselors or therapists including effective documentation.
• Discerning when group counseling is appropriate or is preferred as a treatment modality.
• Providing and synthesizing the exchange of feedback between self and other leaders and group members.
• Applying selected models of consultation to help groups or organizations to change.
• Reviewing the nature and scope of research about group counseling and therapy.

ISSUES & ETHICS IN COUNSELING CSL6810
(ISSUES/ETHICS:COUNSELING)

The course is specifically designed to prepare graduate students to function in the formal role of a professional practitioner. Major emphasis is placed upon ethical and legal issues, standards and conditions of preparation for the professions, and role identity matters. Models of decision making are presented with emphasis on application in mental health and school settings.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Discussing the historical development of professions, in general, and the counseling profession specifically.
• Examining the trends in the teaching of ethics and ethical decision-making within the counseling profession.
• Assessing one’s own values, attitudes, and beliefs as a helping professional.
• Discussing the issue of personal therapy for counselors and other helping professions.
• Discussing high-risk practices such as social, business, and personal relationships with clients, the issue of sexual contact with clients, and the therapeutic value of touching.
• Demonstrating an appreciation of human diversity by providing equitable guidance and counseling services for all learners and by promoting a climate of mutual respect in which students learn to value themselves and others.
• Describing and analyzing the ethical, legal, and professional standards of the counseling and guidance profession, including local, state, and national ethical and legal codes related to school and mental health counselors.
• Discussing confidentiality, privileged communication, duty to warn, informed consent, dual relationships, privacy, and the rights of clients in school and mental health settings.
• Discussing ethical and professional issues specific to group counseling and group guidance in school and mental health settings.
• Considering the various roles and responsibilities of the counselor within schools, mental health settings, and the community.
• Discussing the professional Codes of Ethics for Counselors, Psychologists, Social Workers, School Counselors, Marriage & Family Therapists, Psychiatrists, and other specialized helping professions.
• Explaining the ethical issues in counseling-therapy research practices in school and mental health settings.
• Describing the nature of professional liability, malpractice, and treatment of dangerous and difficult clients/students in school and mental health settings.
• Understanding the referral/advocacy/triage related to the counseling and guidance profession.
• Defining and understanding crisis intervention in the helping professions.
• Examining the differences between crisis and psychotherapy.
• Defining consultation and supervision as related to the counseling and guidance profession.

DIAGNOSIS/TREATMENT OF DYSFUNCTIONAL BEHAVIOR CSL6820
(DYSFUNCTIONAL BEHAVIOR)

The course presents a system of abnormal psychology reflective of the DSM-IV-TR. Mental disorders are defined and studied as they have been classified for treatment purposes. Emphasis is placed on diagnostics to include the interview, appropriate use of assessment tools, and consultation with mental health and/or school professionals. Students gain experience in case presentation and in outlining treatment alternatives for clients or students whose dysfunctional behaviors range from mild to severe.

PREREQUISITE: CSL6801

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Comparing and contrasting normal personality development with the development of abnormal psychology nosology.
• Evaluating the DSM-IV-TR, its theory and applications for educational and clinical settings.
• Describing mental retardation and outlining appropriate educational and treatment goals.
• Identifying disorders in infancy, childhood, and adolescence.
• Identifying substance use disorder and discussing the progression of the disease.
• Classifying psychotic disorders.
• Discussing affective disorders.
• Describing anxiety and neurotic disorders.
• Analyzing adjustment disorders.
• Identifying personality disorders.
• Computing multiaxial diagnosis.
• Defining marital, family, and vocational adjustment problems.
• Discussing and identifying physiologic effects of disorders.
• Formulating reports for release to other professionals, insurance companies, and/or legal offices.
• Presenting case conferences with ensuing discussion about differential diagnosis.
• Understanding psychopharmacology as an appropriate treatment modality.
• Developing a treatment plan, including a complete diagnostic profile, goals, and plan of action.
• Understanding the process of making effective client/student referrals.
• Conducting a clinical interview.
• Evaluating research in the mental health field.

FAMILY IN CRISIS CSL6822
(FAMILY IN CRISIS)

The course presents an in-depth study of the critical issues presently facing today's families. Emphasis will be upon assessment and the development of guidance and counseling programs that will address the learner's need. Issues addressed may vary due to the cultural demands on families and schools.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Understanding the dynamics of the family within a systemic approach.
• Evaluating the socioeconomic and political factors that affect today's families.
• Developing collaborative school-home relationships that promote and facilitate learners' academic, personal, social, and career growth.
• Understanding the impact of environmental influences on learners' development and achievement and facilitating learner's development of strategies that help them cope with situations that may hinder learning.
• Explaining and identifying legal and ethical issues related to school and mental health counselors such as confidentiality, duty to warn, informed consent, and dual relationships.
• Applying the major theories of counseling and family therapy to school and mental health settings.
• Relating the standards of the Texas Family Codes to school and mental health settings.
• Understanding the subsystems that exist within the family and their impact on the family at-large.
• Assessing family crisis from an integrative perspective.
• Considering cultural diversity when intervening in family crises.
• Understanding the concept of remarriage and reconstruction of the family.
• Describing violence and its impact on the family.
• Identifying the various theoretical approaches to family violence.
• Understanding abuse within the context of family dynamics.
• Discussing the theoretical and therapeutic approaches to dealing with abuse.
• Explaining the dynamics of suicide on the family system.
• Addressing the suicidal client within a therapeutic context.
• Understanding the issues of divorce and their effect on the family.
• Comparing and contrasting the effects of natural and man-made trauma on the family.
• Understanding the concept of crisis intervention, referral, advocacy, and triage as applied to families in crisis.

MARRIAGE & FAMILY THERAPY CSL6825
(MARRIAGE/FAMILY THERAPY)

The course is a survey of the historical development and principal conceptualizations of marital and family therapy goals. Goals include an initial examination and comparison of various therapies currently employed in the field.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Explaining the historical trends in marriage and marital therapy.
• Reviewing the Texas Family Code relating to marriage, divorce, and child custody issues.
• Classifying the theoretical approaches to understanding marriage and the family.
• Comparing and contrasting traditional individual therapy with marriage and family therapy.
• Identifying the stages in a family life cycle in the United States.
• Understanding the different theories of Marriage and Family Therapy.
• Explaining the impact of the family environment upon the learning and development of family members.
• Explaining the impact of divorce, re-marriage, and step-parenting in the family.
• Describing several assessment instruments in marriage and family therapy.
• Discussing the growth of marital and family therapy in the United States.
• Defining the role of the therapist in each of the marital and family theories studied.
• Illustrating the influence of each theory in the field of marital and family therapy.
• Defining the key terms in marital and family theory.
• Relating the ethical and moral implications of marriage and family therapy.
• Reviewing the current research on marital and family therapy in the United States.
• Collaborating with parents to involve them in relationships that promote and facilitate the development of the whole child.
• Defining the role and process of supervision as it relates to the training of marriage and family therapists.
• Understanding the concepts of crisis intervention, referral, advocacy, and triage as applied to marriage and family therapy.

SEMINAR IN COUNSELING CSL6826
(SEMINAR IN COUNSELING)
The course presents an in-depth analysis and discussion of significant topics in the area of counseling. Topics may include but not limited to adolescent and child development, addiction counseling, human sexuality, and family issues. Legal, ethical, and professional issues related to each topic area will be explored. Content of the course will vary according to student interest and needs. The course is designed for students to develop professional competence in a specialty area of counseling.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Identifying and evaluating specialty areas within the career of counseling.
• Addressing personal goals with regard to the practice of counseling.
• Selecting procedures to locate research problems in a given area of interest.
• Identifying and discussing the major trends and methods of research.
• Developing the capacity to complete a research project under faculty supervision.
• Evaluating strengths and weaknesses as related to specific areas of counseling.
• Developing professional competence in a specific area of counseling.
• Surveying the classical and recent literature in the counseling field.
• Conducting studies of current trends and issues in a specialty area of counseling.
• Identifying general professional/occupational areas of interest.
• Developing effective oral and written communication skills.
• Conducting a needs assessment of individual career competence.
• Identifying areas of personal growth related to the helping professions.

PRE-PRACTICUM SCHOOL COUNSELING CSL6829
(PRE-PRAC SCHOOL CNSLG)

The course prepares students to transition to the Practicum in School Counseling. First, students review their learning in previous coursework and demonstrate their competency to enter Practicum by completing a comprehensive examination. Students must make a satisfactory score on the comprehensive examination to pass the course. In addition, students prepare for Practicum through a series of experiential exercises such as simulated interviews, completion of cases, designing guidance lessons, responding to student-based scenarios, and completion of the Practicum Application Packet.

PREREQUISITES: Completion of all work

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Demonstrating competence in each of the prerequisite courses for the program by passing a comprehensive examination in school counseling.
• Discussing study habits that maximize one’s potential for effectiveness in taking multiple-choice examinations.
• Organizing one’s schedule to follow a specific study guide and timetable for test preparation.
• Reviewing the research about test anxiety.
• Applying research tools to obtain knowledge and skill related to human development, counseling services, and professional leadership for becoming a school counselor.
• Stating relevant, measurable learning goals.
• Developing a study guide to foster individual learning.
• Developing solutions to selected counseling problems, academic, career and/or vocational, or social and developmental.
• Applying critical thinking skills to the critique of counseling approaches to specific cases involving learners and their families.
• Analyzing the conceptual frameworks and treatment objectives of selected vignettes of others’ work.
• Explaining the implications of emerging standards that are being advanced by the Texas State Board of Educator Certification, the American School Counseling Association, and the Texas School Counseling Association.
• Demonstrating readiness for Practicum in School Counseling by completing the official Amberton Practicum Application Packet.

ADVANCED COUNSELING SKILLS & TECHNIQUES CSL6830
(ADV CNSLG SKILLS & TECH)

The course presents complex, multi-faceted interventions for individuals, families, groups, and organizations. Emphasis is given to conceptualization of cases with effective interventions. Students are expected to integrate learning from CSL6782. Applications for clinical and school settings are examined.

PREREQUISITES: CSL6782

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Evaluating and demonstrating the appropriate use of techniques associated with major counseling theories.
• Evaluating and demonstrating the appropriate use of techniques associated with school counseling, including referral procedures and the use of special programs and services.
• Evaluating and demonstrating the appropriate use of techniques associated with selected alternative and emerging therapies.
• Writing a paper assessing counseling techniques and describing one’s personal counseling orientation.
• Understanding human development as it applies to school and non-school settings and developing a comprehensive developmental guidance and counseling program that encourages all learners to achieve their full potential.
• Demonstrating skills of referral, advocacy, and triage in crisis intervention cases.
• Identifying and understanding cultural specific issues, including gender, race, ethnicity, socioeconomic, and physically challenged individuals in schools and mental health settings.
• Developing effective leadership skills to plan, implement, and evaluate a comprehensive developmental counseling and guidance program that meets the needs of all learners.
• Developing collaborative school-home relationships that promote and facilitate learners’ academic, personal, social, and career growth.
• Defining the roles and functions of counselors in schools and mental health settings, and identifying common referral resources available to school and mental health counselors.
• Describing and analyzing the ethical, professional, and legal issues in the counseling and guidance profession.
• Demonstrating basic helping skills.
• Demonstrating skill in the management of clinical and administrative documentation.
• Assessing for difficulties in the areas of addictive behavior, depression, suicidality and/or homocidality, and violent behavior.

MULTICULTURAL COUNSELING CSL6832
(MULTICULTURAL COUNSELING)

The course presents an in-depth study of counseling and therapy from a multicultural perspective. Emphasis is on the unique features and concerns in working with culturally and ethnically different clients in school and mental health settings. In addition, the course focuses on the development of skills needed to work with culturally different families.

PREREQUISITE: CSL6782

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Describing the multicultural counseling competencies as defined by the American Counseling Association.
• Analyzing major theories of multicultural counseling.
• Recognizing unique and universal characteristics of culturally diverse populations.
• Understanding the aspects of counseling and guidance from a multicultural perspective.
• Discussing sociopolitical factors such as poverty, environment, economic factors, and technological factors and how they affect families and various cultural groups.
• Understanding discrimination, prejudice, racism, and the history of oppression from a multicultural perspective.
• Defining acculturation as it relates to culturally diverse groups and families.
• Discussing the psychology of gender and sexual orientation from a multicultural perspective.
• Describing cultural values, educational needs, and attitudes of culturally different clients and their relevance to learning development.
• Understanding the family structure and family dynamics from a multicultural perspective.
• Demonstrating the differences in assessment, evaluation, and treatment skills required when working with culturally diverse populations in both crisis and non-crisis intervention.
• Defining culture as it relates to multi-ethnic populations including gender and its relevance to learning development.
• Understanding multicultural counseling and guidance from the perspective of various ethnic groups.
• Understanding ways to create, maintain, and advocate for a school environment that is culturally sensitive, responsive, and inclusive to all learning environments.
• Understanding the impact of environmental influences on learners’ development and achievement and facilitating learners’ development of strategies that help them cope with situations that may hinder learning.
• Demonstrating an appreciation of human diversity by providing equitable guidance and counseling services for all learners and by promoting a climate of mutual respect in which students learn to value themselves and others.
• Developing collaborative school-home relationships that promote and facilitate learners’ academic, personal, social, and career growth.

PRE-PRACTICUM PROFESSIONAL COUNSELING CSL6839
(PRE-PRAC PROFESS CNSLG)

This course provides an assessment of one’s learning in the field of professional counseling. Students complete homework, lead classroom discussions and prepare for and complete a Comprehensive Examination in Professional counseling. Content for the examination represents the cumulative content for all of the counseling courses. Students must make a satisfactory score on the Comprehensive Examination in order to pass the course. In addition, students prepare for Practicums by completing activities such as making application for Practicum, completing a simulated interview, and developing a thorough case study.

PREREQUISITE: Completion of all work.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Demonstrating competence in each of the prerequisite courses for the program by passing a comprehensive examination in professional counseling.
• Discussing study habits that maximize one’s potential for effectiveness in taking multiple-choice examinations.
• Organizing one’s schedule to follow a specific study guide and timetable for test preparation.
• Reviewing the research about test anxiety.
• Stating relevant, measurable goals related to advancing one’s own career in counseling in a simulated career interview.
• Contributing to group learning of counseling competencies by developing and presenting a thorough case study.
• Developing solutions to selected counseling problems across a variety of counseling settings.
• Applying critical thinking skills to the critique of counseling approaches to specific cases with individuals, families, groups, or organizations.
• Analyzing the conceptual frameworks, and treatment objectives of selected vignettes of others’ work.
• Explaining the implications of emerging standards that are being advanced by the Texas or other State Boards of Licensure for Professional Counseling, the American Counseling Association, and the Texas Counseling Association.
• Demonstrating readiness for Practicum I by completing the official Amberton Practicum Application Packet.

PRACTICUM I CSL6840
(PRACTICUM I)

The course offers the student field experience in counseling. Students are expected to complete within this course a minimum of 150 hours of the mandatory 300-hour practicum required for licensure in the State of Texas. Participation in continuing education, staff meetings, case presentations, and case observations is expected.

PREREQUISITE: Completion of all course work. The application for the Practicum and other requested documents must be presented to the instructor of CSL6840 during the first class meeting. Failure to do so will result in the student being administratively dropped from the course.

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Developing a comprehensive conceptual framework that describes the nature of the counseling process.
• Demonstrating consistency in the application of the conceptual framework.
• Demonstrating skill in building the counselor-client relationship.
• Identifying relevant treatment goals for clients within family systems.
• Applying appropriate counseling techniques in mental health settings.
• Evaluating progress of the client with regard to the stated treatment goals.
• Adopting professional responsibility in establishing networking relationships.
• Preparing treatment plans that are appropriate to the setting.
• Addressing personal goals with regard to the practicum experience.
• Understanding the ethical, legal, and professional standards of the counseling profession.
• Identifying and evaluating specialty areas within the career of counseling.
• Selecting and utilizing contemporary appraisal techniques most commonly used in the counseling profession.
• Demonstrating multicultural competence in working in the counseling profession.
• Defining consultation and supervision as related to the counseling profession.
• Understanding the referral/advocacy/triage processes related to the counseling profession.
• Identifying and applying crisis intervention techniques in a counseling situation.
• Examining the differences between crisis intervention and psychotherapy.
• Incorporating 150 hours of field experience in a manner that maximizes learning.
• Applying the major theories and methods of individual, group, and family counseling to specific counseling situations.

PRACTICUM II CSL6845
(PRACTICUM II)

The course builds upon Practicum I and offers the student the opportunity to complete the practicum requirements for licensure as a professional counselor. Participation in continuing education, staffing meetings, case presentations, and case observations is expected.

PREREQUISITE: CSL6840

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Achieving 150 hours of field experience that satisfies the practicum site, the practicum supervisor, and the practicum professor.
• Developing a case study that reflects a sound conceptual framework as well as evidence of an effective counselor-client relationship.
• Verifying effective treatment approaches for a given population of students or clients.
• Demonstrating skill in counseling assessment, planning, implementation, and evaluation.
• Demonstrating clear, thorough, legally defensible documentation.
• Experimenting with new, creative approaches within the clinical setting.
• Recognizing and dealing with personal issues which could interfere with counseling effectiveness.
• Establishing a professional network within the community.
• Initiating professional development activities.
• Analyzing various clinical situations for ethical concerns and approaches.
• Critiquing current trends that have an impact on counseling and related mental health fields.
• Accepting and incorporating feedback for the purpose of personal and professional growth.
• Adopting a multicultural framework when working with students, clients, and colleagues.
• Synthesizing and applying all previous course work.
• Appreciating and analyzing formal research with implications for counseling.

PRACTICUM SCHOOL COUNSELING CSL6855
(PRACTICUM SCHOOL CNSLG)

The course involves supervised professional activities in guidance and counseling. Students will be involved in the practice of school counseling at the educational level of interest. Major emphasis is placed on the integration of theoretical and conceptual principles as well as professional and personal skill development. Legal and ethical issues related to school counseling such as confidentiality, duty to warn, informed consent, and dual relationships will also be examined. Students must complete a minimum of 150 hours of supervised activities as partial fulfillment of the course.

PREREQUISITE: CSL6829. The application for the Practicum and other required documents must be presented to the instructor of CSL6855 during the first class meeting. Failure to do so will result in the student being administratively dropped from the course. See Counseling Handbook for other requirements

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
• Identifying the contributions to the school setting, and to school counseling in particular, from the following developmental theorists: Piaget, Erikson, Havinghurst, Maslow, and Kohlberg.
• Understanding crisis, remedial, preventive, and developmental philosophies in school counseling programs.
• Explaining the current standards for the certification of school counselors in the State of Texas.
• Identifying and explaining the contributions of classroom teachers, parents, school psychologists, diagnosticians, school social workers, attendance workers, school medical personnel, activity directors, school administrators, and family life educators in relation to the role and function of school counselors.
• Defining accreditation and identifying the major accreditation bodies for public school programs and counselor education programs.
• Applying appropriate counseling interventions with regard to high-risk student populations.
• Planning, developing, designing, implementing, and evaluating a counseling and guidance program that systematically empowers each learner to develop personal, social, academic, and learner competence.
• Selecting and utilizing the contemporary appraisal techniques most commonly used in school settings including non-test data and standardized assessments of intelligence, aptitude, achievement, interest, career development, social environment, and family dynamics.
• Describing various goals, purposes, advantages, and guidelines for development of peer helper programs.
• Understanding the ethical, professional, and legal issues in school counseling and guidance.
• Applying the theories and methods of individual, group, and family counseling at the elementary, middle, and secondary school levels.
• Evaluating and understanding culture specific issues including gender, race, ethnicity, sociocultural, and physically challenged individuals in school settings.
• Understanding human development and providing a comprehensive developmental guidance and counseling that encourages all learners to achieve their full potential.
• Understanding the impact of environmental influences on learners' development and facilitates learners' development of strategies that help them cope with situations that may hinder learning.
• Developing leadership skills to plan and evaluate a comprehensive developmental guidance and counseling program that meets the needs of all learners.
• Developing collaborative school-home relationships that promote and facilitate learner academic, personal, social, and career growth.
• Consulting and collaborating within and beyond the school system to develop integrated approaches and systems of support in which students can develop their full potential.