COUNSELOR EDUCATION (EDCE)

This course provides information and insight into the roles and functions of various counselling specialties within the provinces of British Columbia and Alberta. This course serves as a prerequisite for EDCE 640 Counselling Theories and EDCE 558 Canadian Counselling Issues and Ethics. Summer.

This course provides an opportunity for students to begin to build insights into the significance of culture and how it relates to counseling work. This course includes readings and discussions of culturally sensitive material as it relates to the student as a cultural being who works with other individuals of similar and different worldviews. As it is essential for the counselor to understand self as a cultural being, this work is imperative to the world of all counselors.

This course provides an opportunity for students to gain insight into the significance of culture and how it relates to behavior and mental health. This course includes readings and discussions of culturally sensitive diagnostic and treatment issues with respect to race, ethnicity, gender, sexual orientation, physical status, age, socioeconomic status and religion. It is essential for future counselors to understand the unique nature of interpersonal distress and happiness on pathogenesis and health functioning. Diagnosis and treatment without consideration of such factors may constitute unethical behavior.

Students gain an understanding of behavior and mental health given the cultural context of relationships, issues and trends, and between multicultural and pluralistic national and international societies related to such factors as attitudes, beliefs, understandings, and acculturative experiences of culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status, and unique characteristics of individuals, couples, families, ethnic groups, and communities. Through learning the theories of multicultural counseling, theories of identity development, and multicultural competencies, students will understand the advocacy process needed to address institutional and social barriers that impede access, equity, and success of clients. Spring.

Content will focus on Canadian and specifically provincial (British Columbia and Alberta) issues and ethics of the Canadian Counselling and Psychology Association (CCPA) with accompanying texts and other materials that are regional and province specific. Gonzaga graduates in the counselling profession are expected to be at the forefront as leaders in the profession by role modeling the highest ethical standards possible. Through discussion, assigned reading, and written work, students develop and present their personal understanding of and response to critical issues in the counselling field. Specifically, students will study ethical and legal considerations, roles in social justice, advocacy, and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body. Other issues to be discussed include professional roles, functions, and relationships with other human service providers; public and private policy processes, including the role of the professional counsellor in advocating on behalf of the profession; advocacy processes needed to address institutional and social barriers that impede access, equity, and success of clients; the ethical standards of CCPA and related entities; and applications of ethical and legal considerations in professional counseling. Fall.

This course introduces students to ethical and legal considerations specifically related to school counseling. Students become familiar with school law, including policies and procedures related to Student Rights and Responsibilities, students with disabilities education, child abuse prevention, and mandatory reporting. Students are exposed to both the American Counseling Association and the American School Counseling Association, codes of ethics, and the application of such in a school setting. An emphasis is placed on helping students examine and become aware of their beliefs and values and the potential impact these might have on the way they provide counseling.

Graduates of the Master of Arts Program in Counseling at Gonzaga University are expected to be at the forefront in demonstrating the highest ethical standards possible in the counseling profession. In a time when the helping profession is increasingly being held accountable for the behavior of its members, the development and implementation of professional standards that exemplify the best in counselor leadership are imperative. Through discussion, assigned reading, and written work, students develop and present their understanding of and response to ethics and laws in the counseling profession.

Graduates of the Master of Arts in Marriage and Family Counseling program at Gonzaga University are expected to be at the forefront in demonstrating the highest ethical standards possible in the counseling profession. In a time when the helping profession is increasingly being held accountable for the behavior of its members, the development and implementation of personal and professional standards that exemplify the best in role models and leadership is imperative.

This course is designed to provide students with an understanding and working knowledge of test and non-test methods of individual appraisal, including the selection, administration, scoring, interpretation, and application of various assessments. Individual and group measures used in schools will be reviewed and discussed. This course is not intended to qualify students to perform psychological assessments or to otherwise provide assessment services to the general public. Rather, this course is intended to familiarize students with appraisal methods and instruments used in school counseling

This course is intended to familiarize students with test and non-test methods of appraisal, including administration, scoring, and interpretation of tests. Individual and group tests and clinical procedures widely used to appraise intelligence, aptitudes, interests, achievement, development, personality, and learning approaches are surveyed. It is stressed that this course is not intended to qualify students to perform psychological assessments or to otherwise perform assessment services to the public. Its purpose is to familiarize students with appraisal methods and instruments typically used in counseling and to assist students in the process of performing assessments appropriate to the counseling profession.

This course is designed to acquaint students with the theories, practice, and pragmatic aspects of vocational and life planning counselling. Students will develop their own synthesis of theoretical assumptions regarding vocational development and choice, integrate their theory into counselling practice, become familiar with information systems and centers, and prepare a comprehensive life planning program appropriate for use in the students' employment setting. Students will also become familiar with test and non-test methods of appraisal, including technical and methodological principles, administration, scoring, and interpretation of tests used in counselling with a particular focus on career assessment tools. This course is not intended to qualify student to perform assessments using psychological testing or to otherwise perform assessment services to the public without further education, training, and supervision. Rather, this course is intended to familiarize students so that they can identify and understand instruments typically used in counselling and have more expertise in the application of career assessment tools.

Students examine the major contemporary theories and approaches in marriage and family counseling. Concepts of family dynamics, family life cycle, and lifestyles in general are presented. Students will explore systems theories and related interventions as well as processes for selecting appropriate modalities for family assessment and counseling. Role and function, ethical and legal consideration, the structure and operations of professional organizations and credentialing bodies, and the implications of professional issues unique to marital, couple & family counseling are discussed as are pertinent roles of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious & spiritual beliefs, occupation, physical and mental status, and equity issues. Class participation, presentations, role plays, and multi--media methods will be used.

This course is designed to provide students with specific education regarding the critical professional areas of suicide prevention and assessment, trauma-related responses, crisis Intervention, and grief work within the counseling profession. Students will learn both skills and the value of seeking supervision and consultation for these various areas.

This course is designed to give marriage, couple, and family counselors a theoretical and practical background in crisis, grief and trauma as it relates to couples, families, and children. Crisis prevention and response, including suicide risk assessment, will also be addressed.

This class is designed to provide students with specific education regarding chemical dependency recognition, diagnosis, co-occurring disorders, and impact on medical and mental health issues. Specifically, as a result of this course and in accordance with the CACREP standards, students will know the disease concept and etiology of addiction and co-occurring disorders. They will learn appropriate counseling strategies when working with clients with addiction and co-occurring disorders. They will learn to identify standard screening and assessment instruments for substance use disorders and process addictions, as well as know the impact of co-occurring substance use disorders on medical and psychological disorders.

This course serves as an introduction to couples and family counseling. Concepts of family dynamics, family life cycle, and lifestyles in general are presented. Students will explore systems theories and related interventions as well as processes for selecting appropriate modalities for family assessment and counseling. Role and function, ethical and legal considerations, the structure and operations of professional organizations and credentialing bodies, and the implications of professional issues unique to marital, couple, and family counseling are discussed as are pertinent roles of racial, ethnic, cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues.

This course is designed to provide students with an in-depth exploration of the mental health issues specific to various populations across the lifespan. This course will thoroughly represent human growth and development with specific and current interventions appropriate to different developmental levels and stages. Special emphasis is placed on 'normal' development compared to 'pathological' development. Students study human behavior, including an understanding of developmental crises, disability, exceptional behavior, addictive behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior. There is special sensitivity to the issues of child abuse, multicultural awareness, and at-risk populations. Students are introduced to a variety of counseling procedures and interventions appropriate to both agency and school settings. Spring.

This course introduces the field of school counseling and provides an overview of the profession, role and function of the counselor in the school, history and trends, and school counselor professional identity. A basic framework for comprehensive school counseling programs is introduced. Student achievement and personal/social and career development are discussed in relation to current societal and educational issues, barriers, and opportunities that may affect student success. Education reform and structure of school, guidance lesson planning and delivery, social advocacy, and counselor as consultant are among other topics covered.

This course includes an orientation to Clinical Mental Health Counseling and familiarization with role and function, standards of care, professional ethical guidelines, and an understanding of the historical, philosophical, and social roots of counseling and consultation practices of the counseling profession.

This course provides specialized knowledge and skills training in counseling children and adolescents. Students will particularly work with the implementation of a variety of counseling theoretical modalities as models for working with children and adolescents who struggle with social, emotional, and behavioral challenges.

Through this course, students review, analyze, and interpret theories of individual and family development and transitions across the life-span; theories of learning and personality development and human behavior, including an understanding of and ability to evaluate developmental crises, disability, addictive behaviors, and environmental factors as they affect both normal and abnormal behavior. Human Growth and Development involves aspects of cognitive, behavioral, social, spiritual, physical, and emotional realms. Ethical and legal concerns will be examined, and students will be asked to assess these as they relate to human growth and development. Students will also identify and evaluate aspects at different times across the life span. This course will also explain and interpret the effects of crisis, disaster, and trauma across the life span. Effects of situational versus enduring influences will be assessed, and students will be expected to defend their judgments. Associated with human growth and development will be discussions and interpretations of resiliency in a multicultural world. Application, summary, and evaluation to those we serve will be an emphasis and will receive constant attention.

Students examine the major contemporary theories and approaches in Marriage and Family Counseling. Major theories and concepts of family dynamics, family life cycle, and lifestyles are examined.

Students examine the major contemporary theories and approaches in Marriage and Family Counseling. Concepts of family dynamics, family life cycle, and lifestyles in general are presented. Students will explore systems theories and related interventions as well as processes for selecting appropriate modalities for family assessment and counseling. Role and function, ethical and legal considerations, the structure and operations of professional organizations and credentialing bodies, and the implications of professional issues unique to marital, couple, and family counseling are discussed as are pertinent roles of racial, ethnic, cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues. Fall.

Students will engage in an advanced theoretical study with an emphasis on researched applications of family counseling.

The effects of violence, chemical dependency, and related family concerns on family dynamics and their impact on couple and family counseling. Students will understand family development and the family life cycle and the impact of specific problems and challenges on family functioning.

Through this course, students develop a working knowledge of the systematic and collaborative approaches to consultation. As such, several consultation models are introduced. Skills needed to engage school personnel, community professionals, and the family as a team in developing evidence-based interventions which are designed to enhance the mental health, behavioral, and learning competencies of children and adolescents are emphasized.

This course is designed to give school counselors a theoretical and practical background in crises, grief, and trauma as it relates to students and school communities. Crisis prevention and response, including suicide risk assessment, will also be addressed.

Students will learn a basic understanding of human sexuality. Normal psycho-sexual development, sexual functioning and its physiological aspects and sexual dysfunction along with it's treatment will be covered.

This course is designed to acquaint students with the theoretical practice and pragmatic aspects of career, vocational, and life planning counseling. Students develop their own theoretical assumptions regarding career counseling, integrate their theory into counseling practice, become familiar with information systems and centers, and prepare a comprehensive fife planning program appropriate for use in future employment settings.

This course will provide an understanding of the role of the counselor in managing classroom behavior, including how to establish positive counselor-student relationships and peer relationships that help meet the student’s basic psychological needs while building a community of support within the classroom.

Required of all graduate students to maintain continuous enrollment in the program while completing their final project.

This course is designed to provide a cognitive foundation in theoretical and treatment perspectives on psychopathological disorders of adults, including an understanding of the application of theses perspectives in clinical settings for diagnostic and treatment purposes. Attention is given to identifying the specific symptoms associated with common psychological disorders, the multi-axial evaluation system of the DSM V, differential diagnostic considerations, and psychopharmacological issues and interventions. The issues of severity of psychosocial stressors as well as the importance of actual adaptive functioning levels associated with each disorder are covered.

The study of the development of the couple-counseling field and the issues and theories related to its practice.

Students in this course will have the opportunity to examine historic and current cognitive, affective, spiritual, and behavioral theoretical orientations to counseling psychology and the application of theory to counseling service, case conceptualization, and counseling interventions. From this historical and current exploration, students will begin to develop a personal model of counseling, a general framework for understanding and practicing counseling. Additionally, students will examine the historical development of consultation, explore the stages of consultation and the major models of consultation, and apply the theoretical material to case presentations. Students will also begin to develop a personal model of consultation. Fall.

Canadian students will have the opportunity to examine historic and current cognitive, affective, spiritual, and behavioral theoretical orientations to counselling psychology and the application of theory to counselling service, case conceptualization, and counselling interventions. From this historical and current exploration, students will begin to develop a personal model of counselling, a general framework for understanding and practicing counseling. Additionally, students will examine the historical development of consultation, explore the stages of consultation and the major models of consultation, and apply the theoretical material to case presentations. Canadian students will also begin to develop a personal model of consultation. Fall.

This course is an introduction to the theory and practice of group counseling. The development of an understanding of group dynamics and group process are stressed. This course also provides experience in developing and refining group leadership techniques with emphasis on group simulations and demonstrations. This course focuses on both historical and current literature regarding the theoretical and experiential understandings of group purpose, developmental stages, dynamics such as roles, norms, and therapeutic factors, leadership orientations and styles, process, counseling theories, group counseling methods, and skills. Students will refine their theory and skills, and they will integrate the theoretical and experiential understandings of group theory and practice. Students experience a minimum of 10 dock hours of membership In small group activity, as well as experience leading small groups.

This course is an introduction to the theory and practice of group counseling. Students will gain experience in developing and refining group leadership techniques with emphasis on group process and dynamics. This course will focus on both historical and current literature regarding the theoretical and experiential understandings of group purpose, developmental stages, dynamics such as roles, norms, and therapeutic factors, leadership orientations and styles, process, counseling theories, group counseling methods, and skills. Students will refine their theory and skills, and they will integrate the theoretical and experiential understandings of group theory and practice.

Prior to beginning the full fall semester pre-practicum, students are introduced to the basic counselling skills of attending. Students are prepared to begin the placement experience, primarily by shadowing and observing clinical practice and receiving supervision at their site. This course serves as prerequisite for 685 Counselling Pre-practicum (B). Summer.

Through this course, students develop skills, techniques, and the process critical to counseling. The historical development of counseling theories will be discussed with an exploration of affective, behavioral, and cognitive theories; essential interviewing and counselling skills that assist the student in creating appropriate professional boundaries therapeutic relationships, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Students will learn and begin to personalize a general framework for understanding and practicing counseling and consultation. EDCE 685 Pre-Practicum requires 100 hours of field placement work during the fall semester immediately preceding the spring semester EDCE 686 Practicum. Those 100 hours shall be a combination of experiences including such activities as: orientation, shadowing, co-counselling (if permitted). In general, the pre-practicum placement is a time to get acclimated to the agency placement, learning the protocols, paperwork requirements, and other needs. Students may begin to accrue supervised hours. With Program Director approval and Site-Supervisor permission, some experience may be applied to the direct contact hours criteria-generally done during EDCE 686 Practicum in the spring semester (or 250 total hours). This course serves as a pre-requisite to Counselling Practicum (EDCE 686). Fall.

This course is designed to serve as the transition between the Pre-practicum phase of the counselor's professional development and preparation for entry level practice by providing for the continued development of counseling skills on site and under direct supervision. Students continue to gain working knowledge of record keeping, resources, and office protocol. They will regularly observe and receive feedback from the Field Supervisor and begin to carry a full caseload of clients representing the diversity of the community. Students must complete supervised practicum experiences that total a minimum of 350 clock hours (100 hour prepracticum plus 250 hour practicum). The practicum includes all of the following: a minimum of 250 hours of direct service with clients, including experience in individual counseling and group work, weekly interaction with an average of one hour per week of individual and/or triadic supervision with an onsite supervisor. Forty hours of class time in the spring semester consists of group supervision and other further didactic experiences. Also, an evaluation of the student's performance throughout the practicum, including a formal evaluation at the conclusion of the practicum will be required.

This course is designed to begin to prepare students for the culminating experiences in the Masters of Arts in Clinical Mental Health Counseling, Marriage and Family Counseling, School Counseling, Master of Counselling- Site Based programs, as well as the final Professional Seminar and Oral Examination. Students work with their primary professors and their small groups to examine advanced theories from which each student distills one's own Nature of the Person and primary Counseling Constructs.

This course is designed to begin to prepare students for the culminating experiences in the Masters of Arts In Clinical Mental Health Counseling, Marriage and Family Counseling, School Counseling, Master of Counselling- Site Based programs, as well as the final Professional Seminar and Oral Examination. Students work with their primary professors and their small groups to examine advanced theories from which each student distills one's Counseling Process and Evaluation of counseling.

This course is designed to prepare students only in the Master of Counselling-Site Based programs for the culminating experiences in their program, and the final Professional Seminar and Oral Examination. Students work with their primary professors and their small groups to examine advanced theories and clinical practice education/training from which each student distills one's own Process/goals/evaluation of counseling sections. Students will present completed papers to each other and to their faculty member in preparation for the Oral Exam.

Directed Reading requires completion of a form, and departmental permission and cannot be registered for via ZAGWEB.

Directed Study requires completion of a form, and departmental permission and cannot be registered for via ZAGWEB.

Independent Study requires completion of a form, and departmental permission and cannot be registered for via ZAGWEB.

Special Project requires completion of a form, and departmental permission and cannot be registered for via ZAGWEB.

Students develop their own counseling style and begin integrating their theories of counseling into a personal process of counseling. Through this course, students develop skills, strategies, and techniques critical to counseling.

This course is designed to serve as the transition between the pre-practicum phase of the counselor's professional development and the internship experience. Students gain working knowledge of record keeping, resources, and office protocol. They will regularly observe and receive feedback from the Field Supervisor and begin to carry a case load of clients by the middle of the semester.

Fall (must enroll in 4 credits): This course provides a minimum of 300 hours on-site counseling experiences (120 hours of which must be in direct service) under direct supervision for advanced students. Students integrate their personal theory of counseling into practice and function as a full staff member in the school or agency counseling setting, demonstrate professional ethics and standards of care, and demonstrate professional counseling skills, strategies, and techniques. Spring (Marriage and Family, and Clinical Mental Health Students must enroll in 4 credits) While School Counseling students must enroll in 5 credits :A second semester continuation of 697. An additional 300 hours of field experience, with 120 hours of direct service is required. Summer (1 credit only): This course is designed to serve as preparation for entry-level practice by continuing to provide for the development of counseling skills on site and under direct supervision (weekly supervision from an assigned site supervisor). Students continue to gain working knowledge of record keeping, resources, and office protocol. They will regularly observe and receive feedback from the field supervisor and carry a caseload of clients representing the ethnic and demographic diversity of the community.

This course is designed to acquaint students with the language and tools of research and statistics as they serve to inform the counseling practitioner. Students often do not come to this course with a strong background in research and, as a result, have a real fear of this subject area. A specific goal of this course is to make research and statistics a subject with which students become comfortable and find application value in professional practice. Students will review research articles, research concepts, and develop a research proposal. Statistical theory and techniques will be developed ín the areas of descriptive statistics (e.g., scales of measurement, distribution, measures of central tendency) and inferential statistics (e.g., t-tests, ANOVA, and correlation). This course requires a minimal math background of basic arithmetic, beginning algebra, use of square roots, and order of operations. Having a personal calculator that adds, subtracts, multiplies, divides, and computes square roots can be helpful and save time.

This course is designed to be the culminating experience in the Master of Arts in Clinical Mental Health Counseling, Master of Arts in Marriage and Family Counseling, Master of Arts in School Counseling, and Master of Counselling. The oral exam focuses on the student’s oral presentation of proficiency regarding the four pillars of the programs: knowledge of CACREP content areas, clinical application, personal theory, and personal growth in dispositions. The comprehensive oral exam is conducted by the course professor during which each pillar is assessed via a department rubric by an outside reader (a seasoned credentialed professional from the counseling field) who collaborates with the professor to determine the student’s readiness for completion of the program. Prerequisites: All program course work and requirements must be successfully completed, minimum grade cannot be lower than B- in any course, and overall GPA must be 3.0 or higher.