Selected topics and problems in counselor education. May be taken in several units provided a different topic or problem is studied each time.

Selected topics and problems in counselor education. May be taken in several units provided a different topic or problem is studied each time.

Analysis of counseling theories and practices. Examines several of the major theories -- historic and current -- of counseling. Serves as an introduction to the field of counseling and to illustrate the diversity of theoretical approaches which exist. Students develop a preliminary theoretical philosophy of counseling. One of three courses -- COUN 702, 704, 706 -- that serve as a foundation to the profession and the program.

Overview of the clinical mental health counseling profession and its areas of specialization, training, and concern. It examines program development and administration, relevant laws and applications, as well as one's professional identity as a counselor. The course covers areas such as prevention, consultation and advocacy. It is one of three courses (COUN 702, 704, 706) that serve as a foundation to the profession and program.

Counseling Processes introduces counseling skill development, emphasizing the skills essential in the interview and rapport building process. Students develop a thorough understanding of the counseling process as well as the role and function of the counselor. Students also develop self-awareness so the counselor-client relationship is therapeutic and so the counselor sets and maintains appropriate professional boundaries. Examines ethical and legal considerations inherent in the counseling process.

Overview of essential school counseling services and the role and function of the school counselor with emphasis on developing, and managing, and evaluating a comprehensive counseling program within the realms of an entire school. Covers the seven pupil services content standards and additional information pertaining to the other members of the pupil service team with whom the counselor works. Integrates special education, technology, legal and ethical issues.

Introduction to family systems theory and family therapy techniques. Students develop an understanding of the current epistemological base of family system's theory, major contributors, and specifically review structural, strategic, behavioral and communications approaches to family counseling. Students review the organization and dynamics of their own families, coming to understand how their families impact their world perceptions and everyday behavior.

Integrates, at the next level of professional competence, family theory and family counseling techniques presented in preparatory courses. This course assumes that students in attendance are seeking skill development that will assist in meeting family counselor professional certification standards, (State and or National certifications). The course further assumes that students have explored their own family issues and will continue to do so through this course, as the course is in part experiential. Students will closely review the isomorphic processes reflected within their own familial systems that are reflected in their counseling approach and theory preferences. Students will assume the professional functions of a family counselor through current literature, development of professional vita and exploration of certification. At the successful conclusion of this course, students are assumed to be ready to provide supervised family counseling service.

While the concept of family seems to be defined and redefined through generational context the need of the individual to be “affiliated” continues to highlight the dyadic relationships importance to the emotional and social survival of the individual. This course then, is designed to explore intimate dyadic relationships and their importance to the concept of family, family development and society. Reviews select couple and family dynamics such as basic assumptions of human intimacy (variations), marriage (dissolution and remarriage), mate selection, communications, human sexuality, family crises, parenting, and aging. Through lectures, experiential exercise, reading, and class discussion family theory and technique will be instigated so as to provide conceptualizations toward therapeutic intervention.

This course offers: 1) A history of the development and progression of crisis counseling as a specialization in the mental health field, 2) A survey of current crisis counseling models and how they can be applied in a wide range of contexts, 3) Examining the foundation of components of trauma on the stress response system and display, 4) Familiarity with suicide risk assessment, intervention and mandatory reporting, 5) An examination of the intrapersonal and interpersonal impact crises have on people, 6) A discussion on the legal and ethical issues pertaining to crisis and disaster counseling and, 7) An in-depth Family Systems-oriented treatment and application of these principles and standards specifically to families in crisis and how counselors can understand and address the unique dynamics that arise when a family unit faces loss and trauma.

Focuses on how the counselor can facilitate self-expression in the counseling context with clients, primarily children, who may have difficulty expressing themselves verbally. Play Therapy History; seminal or historically significant theories; skills and methods; and cultural and social diversity topics will be covered.

Adolescents represent a clientele in transition. This course examines key aspects in their development (biological, cognitive, emotional, and social) and their relationships in the various contexts that influence behaviors and attitudes. Common issues of adolescence as well as various interventions are covered from a developmental context. Students learn how to facilitate client self-expression primarily through brief therapeutic techniques and how to consult with supervising adults. While the focus is on normal development, course also touches on at-risk/problematic behavior and thoughts.

Behavior management principles applied to mental disorders and to improve learning and behavioral outcomes. Students learn how to apply these principles and techniques to aid individuals in the change process. Students plan, implement, and evaluate a self-change project which will demonstrate their understanding of the theory and techniques of behavioral self management. Students will conduct a functional behavior analysis to develop interventions and/or apply a clinical treatment plan to address client psychopathology.

Developing the knowledge, skills, and expertise necessary to deliver developmental lessons in the classroom that are appropriate to all ages. Covers classroom management. Students develop components of the ASCA and Wisconsin Developmental Models and lessons specific to the ages of the children they intend to counsel. Emerging problems in the schools, such as bullying, sexual harassment, and abuse are covered. Class covers the 10 WDPI Teacher and Pupil Services Standards.

Provides an understanding of theories of vocational choice and vocational development. Students learn methods of evaluating, promoting, and enhancing, vocational development in individuals from a diversity of backgrounds. They examine ethical and legal considerations inherent in the career counseling process. Also emphasizes student application of traditional and technology-based career assessment techniques. Students participate in experiential activities that focus on the career development of themselves and others.

Surveys the key physical, cognitive, and social-emotional milestones across the life-span, how these interact with an individual's adaptation ability, and the implications for mental health professionals. Focuses on 1) the key concepts of the major theories of development; 2) examination of normal developmental stages across the life-span and the influence of social forces differences in development based on sex/gender, age, class, race, ability, and cultural background; psychosocial adaptation in the school/work, family, and peer systems; and implications for mental health and school counseling professionals. Includes legal and ethical issues and strategies for interventions to enhance development.

Assessment and intervention techniques with individuals and families in which one or more other family members is chemically dependent. Provides an overview of the process of addiction, treatment and recovery approaches, relapse prevention, developmental issues related to addiction and treatment and prevention planning in regard to addiction. Specific techniques to intervene with spouses of alcoholics, children of alcoholics (minor children and/or adults) and extended family members are included. Also reviews the impact of other addictive behaviors on the family.

Students conduct an in-depth self-analysis regarding the manner in which counselor and client values, perceptions, attitudes, acculturative experiences, and communication styles impact the counseling process. Students are encouraged to conduct an in-depth cultural self-analysis regarding the issues they have inherited from their own culture as it relates to helping multicultural clients. Furthermore, students learn theories, skills, and cross-cultural counseling strategies necessary in working with ethnically and culturally diverse clients. The cross-cultural counseling strategies include both group and individual techniques. Students examine any ethical and legal considerations inherent in the counseling process in regards to clients from a diversity of backgrounds. Designed for counselors already working in the field, and current graduate counseling students. Also helpful for any professional who regularly deals with multicultural individuals.

Provides counselors with a contemporary understanding of human sexuality and gender issues, myths, and problems (physical/biological, emotional, social, cultural) for people (married and not) considering, engaging in, and/or "recovering" from sexual relationships. Includes interventions and treatment approaches. While the course is a requirement for Marriage and the Family Therapist Licensure, it is open to all interested counseling students.

Study of abnormal behavior, including classification of various disorders, descriptions of causal factors, methods of assessment, prevention and treatment. Includes examining the current diagnostic system, DSM-5. Students develop an awareness of the limitations of the current diagnostic system along with multicultural and ethical considerations. Also teaches students how to integrate results from psychological assessment into the diagnostic process.

Provides students with an in-depth knowledge base of clinical mental health counseling diagnosis and treatment planning. Cover the diagnostic process, including differential diagnosis and the use of diagnostic classification systems such as the Diagnostic and Statistical Manual of Mental Disorders-V (DSM-5). Training on administration of intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management; and techniques and interventions related to a broad range of mental health issues. Students will develop clinical writing skill for competence with clients. Treatment planning will focus primarily on cognitive behavioral theory and applied intervention strategies based in outcome research.

Serves the needs of Counselors within the area of practice generally referred to as ethics, through the guidance of the American Counseling Association (ACA) 2014 Code of Ethics. Assists students in exploring personal values, social expectations/sanctions and professional standards of behavior as it relates to the mental health counseling field. Course seeks to meet the specific state licensure certification and practice needs of the student enrolled.

Assists students in making the transition from theoretical understanding of counseling principles and processes to therapeutic process. Students demonstrate knowledge and skills and refine their knowledge and skills in the following areas: integration of their theoretical approach to counseling competence in the basic counseling skills with a focus on individual and group counseling as learned in prior coursework; the ability to identify and assess presenting concerns of clients; and an ability to present case studies, dialogue, and consult with other professionals regarding their effectiveness as a counselor. Practicum includes 100 hours of practice, including 40 direct client/student contact. (For Graduate Education Online Class Sections it is 1.5 credits per term for a total of 3 credits for the semester. GEO course is repeatable). *After 10 weeks, with approval from the Practicum Instructor, site supervisor, and student's program advisor, a student may start accruing Internship hours once Practicum hour requirements are satisfactorily met. Additionally, all requirements for Internship (COUN 756 or COUN 758) must be met for this to occur.

Assists students in making the transition from theoretical understanding of counseling principles and processes to therapeutic process with clients. Students demonstrate knowledge and skills and refine their knowledge and skills in the following areas: integration of his or her theoretical approach to counseling competence in the basic counseling skills with a focus on individual and group counseling as learned in prior coursework; the ability to identify and assess presenting concerns of clients, diagnose problems, and develop treatment plans; and an ability to present case studies, dialogue, and consult with other professionals regarding his or her effectiveness as a counselor.

Introduction to group counseling including an understanding of group processes, techniques, role of group members and leaders, ethics, and culture, selected group phenomena, processing of group dynamics and therapeutic movement, application of theory and theoretical techniques. The student is required to form and lead a group using a theoretical orientation, and to process the experience through tapes and class discussions.

Experiential course that integrates counseling theory into practical application under supervision. WI law requires that school counseling graduates be prepared to counsel students in grades K-12. If you are interning in a school that has just primary and secondary divisions, the hours are split 50-50 (120-120 direct). Some districts are now using a tri-level split, with 200 hours split between three levels (Elementary, Middle School and High School). However students split the internship hours, a minimum of 240 hours of the total hours in "direct service" through counseling individual students and small groups of students and providing classroom curriculum delivery sessions is required. This field work is combined with a weekly group seminar providing additional supervision and group discussions of topics relevant to the professional practice of school counseling. Audio/video tapes, live supervision, and written transcripts will be required to facilitate supervision. For on-campus program: Students planning to complete in one semester should sign up for 6 credits. Students planning to complete in two semester should sign up for 3 credits each semester. For online program: Students need a total of 6 credits and can be taken over 2 or 4 terms. School Counseling students cannot complete the full internship experience in summer, only up to one summer term may be taken. Instructor consent required.

Experiential course that integrates counseling theory into practical application under supervision. Off-campus professional work sites provide students practical experience while weekly class sessions provide support/supervision for work-site activities. Students' skill integration will be monitored and modified through class discussion, written assignments, class exercises and one-to-one supervision with instructor. This advanced course seeks to finalize professional readiness. Successful completion is dependent on the assumption of the professional functions and obligations of a human service provider. Each internship is an individual placement that is developed related to the professional needs of the student, the needs of the internship site and the coordination by the internship instructor. Student planning to complete in one semester should sign up for 6 credits. Students planning to complete in two semesters should sign up for 3 credits each semester. For on-line program: Students need a total of 6 credits and can be taken over 2 or 4 terms. Instructor consent required.

Addresses the study of measurement theory and basic statistics needed for understanding assessment. Also focuses on general test construction, appropriate instrument selection with awareness of limitations, multicultural and ethical considerations. Instruments covered focus on psychological and intellectual functioning and can generally be administered to clients individually or in groups. Students experience the administration, interpretation and reporting of a select sample of assessment tools. Students will be introduced to professional report writing and consequential treatment implications.

Students develop their understanding of types of program evaluation, consultation and application procedures. This includes, but is not limited to, qualitative and quantitative research, ethical/legal consideration, parametric and nonparametric research methods, principles, practices, applications of needs assessment. Students will consult, conduct and write a literature review, develop a method for data collection, analysis, conclusions and make recommendations. Student research topics will be in their specific discipline; school counseling, clinical counseling, marital and family therapy or human relations.