Online Master of Counseling Curriculum

This course will provide you with an overview of statistics and research in counseling. It will combine reading of the required text, journal articles and other selected publications, lectures, discussion, small group activities and student presentations to help students learn and assimilate the key statistics and research principles necessary to successfully complete the master’s in counseling program and practice as a professional clinical mental health or school counselor.

This course is an introduction to the profession of counseling. It covers the history of counseling, as well as the roles counselors play in today’s society. It examines counseling associations and specialization areas within counseling. Professional issues such as licensure and certification of counselors are explored, too. Public policy, advocacy and other contemporary factors that impact the present and future of counseling are looked at in context and developmentally.

While the focus of the course is on introducing the counseling profession, we know that some of you are planning on the field of human services. The ties to that field will be less explicit, but you will be able to see the progression of helping services that will readily apply to human services.

Study of theories and approaches to professional counseling: psychoanalytic (Freud, Adler, Jung), person-centered (Rogers), existential (May, Frankl), behavioral (Skinner, Glasser), cognitive/rational (Beck, Ellis), systemic, postmodern. Professional orientation, issues, ethics, cultural pluralism, research, and trends in counseling.

This course provides an examination of major theories of human development, including those from physical, psychological, cognitive, social and moral perspectives. Development is viewed across the human lifespan in each of these areas. The course is designed to encourage an integrated concept of these theoretical perspectives, which serves as a developmental framework for the counseling process.

The overarching objective of this course is to help you develop the counseling skills necessary to create and maintain therapeutic relationships with clients. To that end, you will be provided opportunities to learn how to utilize effectively the following basic counseling skills: mirroring, non-verbal minimal encouragers, verbal minimal encouragers, invitational skills, open questions, closed questions, reflection of content (also called paraphrasing), reflection of feeling, reflection of meaning and confrontation. As you learn how and when to utilize these skills, you will enhance your ability to develop rapport with clients, listen actively, express empathy and motivate clients to make positive changes.

This course focuses on expanding the development of your counseling skills (as begun in CNS 737), with a particular emphasis on the knowledge, skills and awareness needed to work effectively with clients who may be in crisis. To better assist your clients in the future, this course will also place a high priority on each student’s ability to develop a greater sense of self-awareness and introspection. As a central element of counseling and specifically crisis intervention is sitting with, holding and tolerating intense emotional experiences, this course will enhance your own ability to experience, and assist others in experiencing, a full range of human emotions.

This course is intended for students admitted to the graduate program in the Department of Counseling. It is designed to develop a basic familiarity with the theories, procedures and techniques used in the four main types of groups defined by the Association for Specialists in Group Work (ASGW): psychoeducational, task/work, counseling, and psychotherapy. It should provide the learner with an understanding of group processes and dynamics from both an experiential and a didactic perspective. Ethical guidelines for group practice will be emphasized, as well as exemplary practices for leading a group. Research on groups and multicultural considerations in groups will also be covered, along with developmental issues across the lifespan that pertain to groups.

The purpose of this course is to introduce students to career development theories, career counseling processes and techniques, career assessment tools, career development program planning and sources of occupational information. Emphasis is placed on empirically based career development theories, theoretically based counseling interventions, and current issues in the world of work and vocational counseling.

The course examines the influence of culture in human development and in counseling relationships. The areas of awareness, knowledge and skills in the context of racial, ethnic and cultural diversity will be explored in-depth.

This is a professional counseling course that surveys the field of marriage, couple and family counseling. By completing this course, students should become knowledgeable about the history, theories and practices of marriage, couple and family counseling. Ethical, legal and other professional issues related to marriage, couple and family counseling (e.g., identification and affiliation) will be covered, too.

The Counseling Practicum is a pre-internship experience designed to help students further develop their individual counseling and group work skills under careful supervision. The Practicum includes a minimum of 185 total hours, with at least 150 hours of field experience in a community/mental health or school setting plus at least 35 hours of individual/triadic and group supervision by University faculty. The 185 hours break down as follows:

150 hours of work in a school or community setting over a period of one semester (an average of 12-15 hours per week for 14 weeks). These hours should include the following activities:

• A minimum of 50 hours of direct client contact.
• A minimum of 7 hours of supervision by the site supervisor, conducted weekly, across the semester. (Approximately 30 minutes per week).

35 hours of university supervision, which includes:

• 14 hours of individual or paired supervision by a university supervisor
• 21 hours of group supervision (1 1/2 hours per week) by a university supervisor

The purpose of this course is to introduce students to the foundations of clinical mental health counseling. You will learn about the historical and professional foundations of clinical mental health counseling, the roles and functions of clinical mental health counselors, the settings in which clinical mental health counselors practice and the services that they provide. The course emphasizes the acquisition of knowledge and the development of skills needed by contemporary clinical mental health counselors.

This course will provide you with an overview of consultation and collaboration theory and process. Students will gain a foundation for facilitating change in human systems, as well as consultation with families, schools, colleges and community agencies. This course will utilize reading from the required textbook, journal articles and other selected publications, lectures, discussion and various activities to help students learn and apply the basics of consultation and collaboration to professional practice.

In this course, we will study the selection, use and interpretation of tests in counseling as an adjunct to clinical impressions. More specifically, our focus will be on the appraisal, assessment and diagnosis of personality, emotional, intellectual and learning characteristics and disorders of clients in schools, colleges and community human service agencies. As part of your studies, you will gain a better understanding of psychometrics, norming practices, cultural considerations and ethical practice as these all relate to appraisal.

The internship provides students the opportunity to synthesize and utilize the theoretical, empirical, clinical and professional knowledge that you have gained thus far in the program. At your site, you will engage in the practice of clinical mental health counseling. Internship group supervision meetings will be based upon the needs, abilities and concerns of the group members and supervisor. Group and individual supervision are designed to facilitate growth in specific counseling skills, case conceptualization skills, application of counselor job responsibilities, self-awareness and professional identity development. The internship experience is intended to reflect the comprehensive work experience of a professional clinical mental health counselor.

You will complete clinical mental health counseling internship courses that together total a minimum of 600 hours of experience at a clinical mental health counseling site. During these courses, you will participate in weekly supervision at your site, as well as with your university colleagues and supervisor.

The internship provides students the opportunity to synthesize and utilize the theoretical, empirical, clinical and professional knowledge that you have gained thus far in the program. At your site, you will engage in the practice of clinical mental health counseling. Internship group supervision meetings will be based upon the needs, abilities and concerns of the group members and supervisor. Group and individual supervision are designed to facilitate growth in specific counseling skills, case conceptualization skills, application of counselor job responsibilities, self-awareness and professional identity development. The internship experience is intended to reflect the comprehensive work experience of a professional clinical mental health counselor.

You will complete clinical mental health counseling internship courses that together total a minimum of 600 hours of experience at a clinical mental health counseling site. During these courses, you will participate in weekly supervision at your site, as well as with your university colleagues and supervisor.

This course will examine selected issues related to clinical mental health counseling including but not limited to the following: Preparation Standards related to Clinical Mental Health Counseling, Advocacy, Crisis Intervention, Spirituality in Counseling, Ethical and Legal considerations, and Treatment Planning.

This course is an entry level introduction to substance abuse counseling, based on theory, research and application. Thus, it is structured to provide the student with a broad array of information drawn from theoretical formulations, research findings and practical/clinical application. The goal for this class is to facilitate your learning by introducing you to such concepts as pharmacological issues and terminology, models of addiction, theories on etiology, diagnosis and assessment, and numerous evidence-based treatment strategies.

The emphasis of the course will also be on clinical application, exploring interventions such as motivational interviewing, relapse prevention, developmental models of addiction, experiential activities, family-based interventions and 12-step self-help groups. Clinical application will be taught via small lecture, case studies, video and role play. Usually, for any given topic, conceptual and theoretical information will be presented first, followed by application via case studies, video and triadic practice. I encourage students to be actively engaged in the learning process, and participation in mutual help groups, triads, abstinence contracts, video analysis, etc. is expected.

This course will provide students with an overview of brain structure and function, normal and abnormal personality, the DSM-5 classification and description of mental health disorders, an introduction to the ICD classification of mental health disorders, psychopharmacology, and common medical illnesses and medications/drugs that cause mental health symptoms. In addition, a framework for treatment planning will be provided along with treatment planning for common mental health disorders such as depression, anxiety, bipolar disorder and PTSD, among others.

This course highlights pertinent topics in the law and ethics related to the practice of counseling. You will be introduced to an overview and relevant guidelines in these areas. Hopefully your study will inspire you to take an active role in developing and monitoring your competence as a counselor, and demystify some of the legal and ethical issues that can feel most intimidating to counselors. The overarching goal is to help you to be a knowledgeable, careful counselor who always protects the clients or students with whom you work. In this course you will continue to build upon and grapple with some of the issues that you have learned about regarding competent, ethical and legal practice in your previous coursework.

You will have the opportunity to examine client rights and responsibilities as well as your role and duties in that area. We will explore a variety of topics including but not limited to: professional boundaries, record-keeping and documentation, confidentiality and its limits, responding to subpoenas, malpractice and negligence, informed consent and counselor competence.

CNS 790 is a review and application of counseling skills, settings, practice parameters and other current issues necessary to integrate students into the profession of counseling. P-CNS 744

The Counseling Practicum is a pre-internship experience designed to help students further develop their individual counseling and group work skills under careful supervision. The Practicum includes a minimum of 185 total hours, with at least 150 hours of field experience in a community/mental health or school setting plus at least 35 hours of individual/triadic and group supervision by University faculty. The 185 hours break down as follows:

150 hours of work in a school or community setting over a period of one semester (an average of 12-15 hours per week for 14 weeks). These hours should include the following activities:

• A minimum of 50 hours of direct client contact.
• A minimum of 7 hours of supervision by the site supervisor, conducted weekly, across the semester. (Approximately 30 minutes per week).

35 hours of university supervision, which includes:

• 14 hours of individual or paired supervision by a university supervisor
• 21 hours of group supervision (1 1/2 hours per week) by a university supervisor

This course is designed to introduce students to the philosophy of a comprehensive, developmental K-12 school-counseling program and to the ASCA national model for school counseling programs. Students will be expected to demonstrate the professional knowledge, skills and practices necessary to promote the academic, career and personal/social development of all K-12 students. The emphasis will be on school counseling programs as critical components of the education enterprise, the planning and management of such a program, and the skills of school counselors.

This course will provide you with an overview of consultation and collaboration theory and process. Students will gain a foundation for facilitating change in human systems, as well as consultation with families, schools, colleges and community agencies. This course will utilize reading from the required textbook, journal articles and other selected publications, lectures, discussion and various activities to help students learn and apply the basics of consultation and collaboration to professional practice.

In this course, we will study the selection, use and interpretation of tests in counseling as an adjunct to clinical impressions. More specifically, our focus will be on the appraisal, assessment and diagnosis of personality, emotional, intellectual and learning characteristics and disorders of clients in schools, colleges and community human service agencies. As part of your studies, you will gain a better understanding of psychometrics, norming practices, cultural considerations and ethical practice as these all relate to appraisal.

Internship is a highly individualized learning experience that provides opportunities for growth in skills, knowledge and professional development. In internship, you will have opportunities to practice school counseling. Internship supervision meetings will be related to the needs, abilities and concerns of the group members and supervisor. Activities will be designed to facilitate growth in specific counseling skills, case conceptualization skills, application of school counseling job responsibilities, self-awareness and professional identity development.

You will take two counseling internship courses (CNS 744 and 745) that together total a minimum of 600 hours of experience in a school site and 42 hours of group supervision with your colleagues and a university supervisor. Internships are completed following the successful completion of the Counseling Practicum. Each semester’s experience includes the following:

• 300 hours of work in a school setting over a period of one semester (an average of 21 hours per week for 14 weeks) and should include:
  • 120 hours of direct service with clients and
  • 14 hours of individual supervision by the site supervisor and
  • 21 hours of group supervision (1 ½ hours/week) by program faculty with other students
• 321 hours minimum

Work in schools as an intern counselor and satisfactorily complete the following requirements:

1. Complete 300 hours internship per semester (600/year) with 120 direct service clock hours each semester (24/year)
2. Participate in all activities as requested by your site supervisor in a timely, complete manner
3. Become familiar with and follow all state/county/school policies
4. Maintain current professional liability insurance. Have documentation on file with the Wake counseling department.
5. Adhere to ethical standards as outlined by the American Counseling Association and the American School Counseling Association. Read with your on-site supervisor and sign the ethical standards guidelines; submit the copy with all signatures to your program faculty.
6. Obtain supervision from site supervisor and/or university supervisor immediately if you become aware of any information that would cause you to be concerned for anyone’s safety. Inform both supervisors without delay.

Internship is a highly individualized learning experience that provides opportunities for growth in skills, knowledge and professional development. In internship, you will have opportunities to practice school counseling. Internship supervision meetings will be related to the needs, abilities and concerns of the group members and supervisor. Activities will be designed to facilitate growth in specific counseling skills, case conceptualization skills, application of school counseling job responsibilities, self-awareness and professional identity development.

You will take two counseling internship courses (CNS 744 and 745) that together total a minimum of 600 hours of experience in a school site and 42 hours of group supervision with your colleagues and a university supervisor. Internships are completed following the successful completion of the Counseling Practicum. Each semester’s experience includes the following:

• 300 hours of work in a school setting over a period of one semester (an average of 21 hours per week for 14 weeks) and should include:
  • 120 hours of direct service with clients and
  • 14 hours of individual supervision by the site supervisor and
  • 21 hours of group supervision (1 ½ hours/week) by program faculty with other students
• 321 hours minimum

Work in schools as an intern counselor and satisfactorily complete the following requirements:

1. Complete 300 hours internship per semester (600/year) with 120 direct service clock hours each semester (24/year)
2. Participate in all activities as requested by your site supervisor in a timely, complete manner
3. Become familiar with and follow all state/county/school policies
4. Maintain current professional liability insurance. Have documentation on file with the Wake counseling department.
5. Adhere to ethical standards as outlined by the American Counseling Association and the American School Counseling Association. Read with your on-site supervisor and sign the ethical standards guidelines; submit the copy with all signatures to your program faculty.
6. Obtain supervision from site supervisor and/or university supervisor immediately if you become aware of any information that would cause you to be concerned for anyone’s safety. Inform both supervisors without delay.

This course explores theory, techniques and issues to provide specialized knowledge and skills training in counseling children and adolescents. Students will learn to assess behavior and incorporate developmentally, ethnically, legally, and gender appropriate strategies and techniques to meet the needs of counseling children and adolescents. Students will examine various theoretical, behavioral, and play therapy techniques for counseling children and adolescents.

This course is designed to allow students to investigate current issues related to the practice of school counseling. The emphasis will be on identifying appropriate prevention responses to these issues.

Upon completion of this course, student will have the knowledge and skills outlined in the CACREP School Counseling standards. The lettering and numbers in the tentative schedule refer to specific guidelines from CACREP.

This course is an entry level introduction to substance abuse counseling, based on theory, research and application. Thus, it is structured to provide the student with a broad array of information drawn from theoretical formulations, research findings and practical/clinical application. The goal for this class is to facilitate your learning by introducing you to such concepts as pharmacological issues and terminology, models of addiction, theories on etiology, diagnosis and assessment, and numerous evidence-based treatment strategies.

The emphasis of the course will also be on clinical application, exploring interventions such as motivational interviewing, relapse prevention, developmental models of addiction, experiential activities, family-based interventions and 12-step self-help groups. Clinical application will be taught via small lecture, case studies, video and role play. Usually, for any given topic, conceptual and theoretical information will be presented first, followed by application via case studies, video and triadic practice. I encourage students to be actively engaged in the learning process, and participation in mutual help groups, triads, abstinence contracts, video analysis, etc. is expected.

This course highlights pertinent topics in the law and ethics related to the practice of counseling. You will be introduced to an overview and relevant guidelines in these areas. Hopefully your study will inspire you to take an active role in developing and monitoring your competence as a counselor, and demystify some of the legal and ethical issues that can feel most intimidating to counselors. The overarching goal is to help you to be a knowledgeable, careful counselor who always protects the clients or students with whom you work. In this course you will continue to build upon and grapple with some of the issues that you have learned about regarding competent, ethical and legal practice in your previous coursework.

You will have the opportunity to examine client rights and responsibilities as well as your role and duties in that area. We will explore a variety of topics including but not limited to: professional boundaries, record-keeping and documentation, confidentiality and its limits, responding to subpoenas, malpractice and negligence, informed consent and counselor competence.

CNS 790 is a review and application of counseling skills, settings, practice parameters and other current issues necessary to integrate students into the profession of counseling. P-CNS 744