Courses for M.S.Ed. School Counseling

"This skill development course is based on a ""beginning, middle, and end"" model of the counseling process. You will be required to explore and demonstrate basic counseling skills that are associated with each of these three stages. This experience is intended to serve as an introduction to the skills and methods for initiating, maintaining, and terminating the therapeutic relationship. Emphasis will be given to structuring, attending, listening, interviewing, and problem solving as skills to be developed. "

This course provides an introduction to qualitative and quantitative approaches to research design and methodology. Through the use of specific research cases, students will analyze the practical problems faced by a researcher and the solution he or she selected. Students will also learn to evaluate the researcher's solutions and consider alternatives.

School counseling students learn about the application of the following skills to a school-based setting: assessment, classroom instruction, transition planning, individual and group counseling, individual student planning, coordinating peer and prevention programs, and crisis intervention/planning. Resources for seeking and obtaining employment in the profession are discussed.

This course is designed to increase learner awareness, knowledge and skill around the complexity of multicultural issues in professional counseling. The course intends to foster personal and professional growth, and knowledge of a variety of cultural contexts. The course will combine lecture, in class activities and discussion, out of class reading and assignments, film and learner presentation. Learners will be expected to examine their own cultural influences and biases within a safe and cooperative learning environment.

The practicum experience is viewed as a tutorial experience during which the trainee works under the supervision of the site and University supervisors. The practicum seeks to integrate the andldquo;counselor as a personandrdquo; with the formalized knowledge gained by the trainee in didactic course work.

English as a Second Language (ESL) instruction aims to provide English Language Learner (ELLs) with social, cultural and basic and academic language skills to improve their academic achievement. Granted that the developmental goals of ELLandrsquo;s language and academic skills are inseparably interdependent, ESL instruction cannot be perceived as the sole responsibility of ESL specialists. This course aims to support pre-service content area teachers in developing adequate level of competency in addressing the special needs of linguistically and culturally diverse learners in their classes. It also prepares pre-service content area teachers to work with ESL professionals on various levels. The course provides them with basic knowledge and skills appropriate and effective instructional experience for the ELL population. It also focuses on how content area teachers can make accommodations, adaptations and modifications in their instructional planning and implementation to create an inclusive instructional environment for all learners. In light of PDE requirements, the course covers content related to the five TESOL standards, including language, culture, instructiona, assessment, and professionalism.

This course will broadly survey developmental theories and concepts, and applied knowledge from a lifespan perspective. Beginning with conception and continuing through death, emphasis is placed on personal development, family development, and lifespan issues from a counseling perspective. This course is designed in a manner that is consistent with the requirements of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).

This course provides students with the most current assessment of the constructs, principles, and techniques of major counseling theories. Emphasis will be given to mainstream individual theories with some attention on systems models.

This course is an introduction to group work and specifically group counseling. It is designed to provide future counselors with opportunities to explore basic theoretical and practical concepts regarding the group counseling process, specifically, the behavioral dynamics of groups; the role, essential skills, techniques and methods of group leadership, as well as the historical and theoretical foundations of group work in community mental health and school settings. The theories of group counseling, germane ethical codes and legal implications for group workers, as well as the multicultural and other essential preparation standards for effective group workers will be reviewed.

This course provides the student with an overview of the diagnostic criteria of deviant behavior based on the DSM IV-TR. Emphasis is placed on the manifestations of deviant behavior in counseling practice; case conceptualization and differential diagnosis; the use of the DSM IV in diagnosis and treatment planning; and the role of psychotropic medication in the management of mental illness.

This course is intended to be an introduction to career development theory and practice. Participants in this course will receive instruction in the theories, strategies and applications associated with career development in the field of professional counseling. The course is designed to provide students with the knowledge and competencies required to be (1) counselors who integrate lifestyle and developmental approaches, (2) consultants regarding vocational counseling, (3) knowledgeable in process to assist individual decision making, and (4) knowledgeable and skilled in the ethical, legal and professional issues associated with these concepts. The course is also designed to assist students with the experiences necessary to understand how their development affects their professional decisions and practice.

This online course will examine current trends and issues in the field of special education and provide a solid foundation in various assessment procedures. Instructional certification and educational specialist candidates in a variety of programs will explore the intent and extent of the current laws related to special education and serving students with disabilities in school settings. Experiences will include an introduction and overview of basic assessment, as well as general research, discovery, and exploration of history, etiology, laws, theories, and techniques related to special education. The impact of current trends and legal issues on the educational processes in preK-12 public schools will be addressed.

Introduction to basic principles of test theory, construction and measurement. Topics include reliability, validity, item analysis as well as other test construction considerations. Test interpretation focuses on standardized test scores and factor analysis. Survey of general ability tests, achievement tests, personality tests and interest inventories.

This course is designed to increase studentsandrsquo; understanding of conducting psychotherapy with children. The students will examine the theory and application of child and play therapeutic interventions. In addition, intervention strategies for helping adults for whom childhood issues continue will also be developed.

The purpose for the Counseling Internship is to provide the Counselor Education student with an opportunity to develop a formal understanding of the overall role of a counselor. The Internship is an experience which will provide activities that are to be supervised and evaluated in order to determine the studentandrsquo;s potential for success in the profession. Site and site supervisor selection is subject to the approval of the Counselor Education Program.

This laboratory course, in conjunction with GCNE 557-61 Group Counseling, is designed for graduate students enrolled in counselor education. There are no prerequisites for this course, and the course is available to other Duquesne University graduate students as an elective. Group Counseling, combined with the laboratory experience, is an introductory graduate level course providing students with knowledge and skills of group work using an experiential format. The laboratory component of the course consists of student participation in a personal growth group. The group is designed to facilitate the personal and professional development of students as counselors-in-training and provide an opportunity for students to be group members.

The purpose for the Counseling Internship is to provide the Counselor Education student with an opportunity to develop a formal understanding of the overall role of a counselor. The Internship is an experience which will provide activities that are to be supervised and evaluated in order to determine the studentandrsquo;s potential for success in the profession. Site and site supervisor selection is subject to the approval of the Counselor Education Program.

This is a non-credit prerequisite meeting to prepare counseling program students to understand the requirements for fieldwork, which includes both practicum and internship, and the programandrsquo;s procedures for obtaining a fieldwork site and enrolling in the fieldwork classes. Students are to enroll in this course for the semester prior to the semester in which they plan to enroll in practicum.

This course explores the theories and clinical applications associated with crisis, trauma, and disaster counseling.

This online course allows teacher candidates from various disciplines to explore methods and supports for delivery of instruction to students with high incidence disabilities. A foundations will laid for acquiring the necessary background and skills in the process(es) of universal design, differentiated instruction, and co-teaching. With an emphasis on literacy development, candidates will become familiar with adapting curriculum based on student learning needs, IEP, and 504 plan goals and objectives, and environmental considerations.

This course is an introduction to the field of marriage, couple, and family counseling. An overview of the basic approaches to marriage, couple, and family counseling is provided. Therapeutic techniques and concepts that are appropriate to the field will be included.

This course studies the components and underlying principles of the American School Counselor Associationandrsquo;s (ASCA) National Model and the Comprehensive, Developmental Guidance Model. The history, objectives, organization and current issues which impact the design, development, implementation, and evaluation of these models as well as the personal qualities, skills and aptitudes of an effective school counselor are examined. The ethical and legal issues that are relevant to the school counseling profession are reviewed. Students complete the 10 hour pre-practicum, which is required by the Pennsylvania Department of Education (PDE). The resources within Gumberg Library's Curriculum Center are reviewed.