Course Modules & Schedule

Fall 2008 (September – December 2008)

CEP 653 Foundations of Counseling Theory                             - September 14-27, 2008
CEP 618 Principles of Counseling Practice                                - October 26-November 8, 2008
CEP 684 Guidance Services: Organization & Administration     - December 6-18, 2008

Spring 2009 (January – May 2009)

CEP 658 Introduction to Groups                                                          - January 18-31, 2009
CEP 596 Field Work                                                                             - January 12- May 9, 2009
CEP 644 Counseling with Children & Adolescents (Online Module)     - January 19- May 9, 2009
CEP 629 Family Counseling                                                                 - March 14-28, 2009

Summer 2009 (May – June 2009)


CEP 541 Human Growth & Development (Online Module)      - May 18-June 26, 2009
CEP 532 Intro to Statistical Research (Online Module)           - May 18-June 26, 2009

Fall 2009 (July – December 2009)

CEP 680 Career Development                                          - July 12-25, 2009
CEP 634 Multicultural Counseling                                     - August 23-September 6, 2009
CEP 597 Counseling Practicum                                         - August 31-December 11 2009
CEP 503 Tests and Measurements (Online Module)         - August 31-December 11 2009

Class Timing:

* This schedule is repeated for 2 weeks during the 7 face-to-face modules.

Course Descriptions:

CEP 653 Foundations of Counseling Theory
The purpose of this course is to introduce the major counseling theories, with emphasis on theoretical constructs and assumptions, goals of the counseling process and how change occurs, as well as the role of the counselor and the nature of the counseling relationship. The primary focus will be on applications of the theory with children and adolescents, including specific individual and group counseling interventions, classroom guidance applications, and theory-based consultation practices with parents and teachers. Concepts will be presented through lecture, small group discussion and experiential learning activities, as well as video demonstrations and role-play practice of the counseling process from various theoretical perspectives.  

As a result of this course, students will be able to:

• Identify major constructs of the theories presented in this course
• Demonstrate understanding/skill in how these theories can be specifically applied with children and adolescents
• Articulate their own personal counseling theory and how they would apply it with young clients

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CEP 618 Principles of Counseling Practice

The Principles of Counseling Practice course emphasizes the development of fundamental counseling skills, techniques, and strategies that can facilitate the growth and development of children and adolescents. Primary focus will be to help the student develop greater self knowledge and skills in interpersonal communication within the counseling relationship with young people. Additionally, the process and content of the counseling interview as well as verbal and non-verbal factors which influence the interactions will be examined.

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CEP684 Guidance Services: Organization & Administration

This course provides an in-depth understanding of a framework for comprehensive school counseling at the primary and secondary school levels. The course will cover topics such as beliefs and philosophy of school counseling, including the roles and functions of school counselors, organizational structures, various modes of delivery, collaboration with other school personnel, families and agencies, professional issues and ethics, as well as accountability. Emphasis is placed on administration and coordination of student services and guidance programs from a preventive, developmental and comprehensive framework. This course addresses diversity through the roles of a school counselor as an advocate, leader and systemic change agent.

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CEP 658 Introduction to Groupwork

This course will introduce counseling students to group counseling theory and practice. Group topics covered will include the theory of groups, development, dynamics, goals, membership, leadership, stages, cohesion, norms, communication, interpersonal feedback, conflict, difficult members, and power. Special issues, topics, types of groups, and client populations will be covered. Students will learn about these topics from assigned readings, in class lectures and discussion, classroom experiential exercises (e.g. role plays), peer presentations, group projects, and written assignments. Finally, all class members will be expected to participate in experiential training group

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CEP 596 Fieldwork

The fieldwork is an opportunity for the counselor in training to consolidate their learning and enhance their counseling skills acquired from CEP 684, CEP 553 and CEP 618, CEP 644, CEP658 and perform counseling activities under supervision in a school setting. The goal is for students to become exposed to the normal counseling routines within a school setting, and the experience of both receiving supervision and being part of a peer supervision process. Counselor trainee perform a minimum of 150 clock hours of field experience of counseling with individual students , or in group or classroom settings. Emphasis is placed on all aspects of the school counselor role, but specifically focuses on individual counseling and group counseling. Students will participate in a weekly group supervision seminar in which they will develop case conceptualization skills, and process skills and treatment intervention skills. They will also reflect on professional and ethical issues arising from their field experience. Counselor in training will also be expected to present audio-taped or videotaped individual counseling sessions for feedback from both the supervisors and their peers, as well as submit weekly logs and journals of their field experience to their instructor. The overall goal is to develop a culturally-sensitive professional identity for counselors to work in cross-cultural settings.

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CEP 644 Counseling with Children and Adolescents (Online Module)

This is a survey course addressing age-specific developmental concerns such as divorce, children of alcoholics, and bullying, as well as age-specific DSM-IV-TR disorders (Autism, Conduct Disorders, Substance Abuse, Eating Disorders, Anxiety Disorders, and PTSD). The course involves the examination of various therapeutic approaches for the amelioration and negotiation of such childhood and adolescent problems/issues as conduct disorders, depression, physical abuse, sexual abuse, children of alcoholics, childhood illness/death, eating disorders, adolescent sexuality, and chemical abuse. Emphasis will be placed on prevention, early identification, and appropriate treatment strategies. Recommended interventions will reflect a "best practices" model (i.e., practices with sound empirical evidence attesting to their validity) that are practical and meaningful in applied settings.

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CEP 629 Family Counseling

This course presents an overview of the historical and theoretical underpinnings of General Systems Theory and cybernetics as it applies to families and family therapy. Students will derive an understanding of the major concepts and models of family therapy and a meta-model that will allow them to examine commonalities and differences among the various therapy models. In addition, students will learn to utilize these meta-frameworks to describe human interaction, and multiple aspects of a family system, and identify interventions based on the models presented, and viewing of videos.

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CEP 541 - Human Growth & Development (Online Module)

This course is designed to engage students in a meaningful exploration of human development from prenatal experience through adolescence. The central questions of developmental psychology concerning the nature and sources of development, as well as the importance of the cultural contexts in which development occurs, will be considered throughout the course. Special attention will also be given to contemporary themes, such as the meaning of childhood, cognitive development and schooling, identity formation, and cultural influences on development. This course is especially useful for professionals who work with children in a variety of settings, such as schools or child service agencies.

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CEP 532 Introduction to Statistical Research (Online Module)

The purpose of this course is to learn about research involving empirical data and to learn a number of basic statistical techniques for analyzing data. You will also learn some basics of research design, from formulating a good question to choosing an appropriate method to obtain data and answer your question. We’ll pay special attention to methods that school counselors commonly use such as surveys and program evaluation. You should also become more skilled in reading and critiquing the literature in your field. You will learn by doing in a step-by-step fashion, and in the process will probably feel less anxiety about statistics. By the end of the course, you will have made friends with three or four statistical tests and will be able to speak research jargon well enough to impress your skeptical qualitative analysis friends.

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CEP 680 Career Development

The goal for this course is for counselors in training to gain an appreciation of the major theories of and research in career development with emphasis placed on assessment and intervention with school-aged populations. Through readings, discussion, and various experiential activities, students will gain knowledge of the personal and contextual factors that influence an individual’s career path, including their own career path. Students will examine how to apply this knowledge to aid students from diverse cultural, gender, age, and ability backgrounds in the process of career exploration, choice, and choice implementation

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CEP 634 Multicultural Counseling

The cultures, issues, and perspectives of "culturally different" groups have been ignored in traditional counseling and psychotherapy, both historically and, to an unfortunately great extent, still today. Western-based perspectives of counseling have been “exported” and imposed on other cultures and may not be effective as they violate cultural norms. In response to these problems, two major approaches to multicultural counseling and psychotherapy have developed: (a) focused culture-specific approaches to particular groups, especially racial/ethnic groups (b) transcultural, universal approaches, which define culture more broadly (to include gender, sexual orientation, socioeconomic status, age, disabilities, etc.) and assume that certain factors are important regardless of culture or group. The first approach emphasizes the importance of understanding the cultures and circumstances of particular groups, which the second approach emphasizes the importance of general information about acculturation, identity development, and oppression. This course rests on the assumption that both of these approaches are important; thus, the course will be presented from an integrated perspective. Students will be offered (a) an opportunity to explore and become aware of their own attitudes, beliefs, and biases about groups they are affiliated with (e.g. culture, sex, sexual orientation) as well as other groups that they do not identify with (b) an opportunity to acquire knowledge about the experiences and concerns of several particular groups, and how to incorporate this into their counseling practice Readings for the course will include both textbook material and primary sources.. Class activities will vary and may include discussion, experiential activities.

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CEP 597 Counseling Practicum

The practicum is a continuation of the first field experience (CEP596) and is designed to expand on basic skills developed in the first fieldwork experience (CEP596). The focus in on the counselor to strengthen their skills in developmental guidance, individual counseling and group work , as well as provide opportunities for counselors in training to provide peer supervision and expand on their identities as counselors and future supervisors. Counselor trainee perform a minimum of 250 clock hours of field experience of counseling with individual students , in group or classroom settings. Students continue to participate in a weekly group supervision and will present audio-taped or videotaped individual counseling sessions for feedback from both the supervisors and their peers as well as submit weekly logs and journals of their field experience to their instructor

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CEP 503 - Tests and Measurements (Online Module)

The course is introductory in nature and focuses on the history and uses of psychological testing, basic assessment principles, client assessment in the counseling and processes, and the nature of tests used in the counseling field. The first half of the course addresses: history and foundations of psychological measurement, definitions and basic concepts, important social and ethical issues in testing, and statistical concepts necessary to understand the results of tests. The second half of the course deals with the content, use, and interpretation of frequently used tests. Upon completing the course, students will be better able to identify and gather essential client information, interpret test information, and to use test results to assist in planning. The specific course objectives are to promote :

• understanding of the history and foundations of psychological testing;
• understanding of the role of tests and measurements in the counseling process;
• familiarity with descriptive statistics used in understanding normative test data (frequency distributions, measures of central tendency and variability, standard scores);
• knowledge of the psychometric properties of tests (e.g., reliability and validity) which are important to the selection of assessment devices and the interpretation of scores or other performance measures;
• the ability to read and understand test manuals and determine the types of uses for which a particular test is most appropriate;
• knowledge of a variety of assessment devices commonly used in the field;
• skill in determining the implications (weighting) of client assessment information to help understand and use assessment reports;
• readiness to select, administer, score, and interpret psychological tests.

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