College of Behavioral and Social Sciences: Counseling

Faculty

Rick Boyes
Jeff Edmiston
Lori Fairgrieve (Department Chair)
Beronica Salazar
Chandra Salisbury
Bethany Townsend

Mission

The mission of the NNU Counseling program is to prepare competent, compassionate, and spiritually grounded counselors to assist members of our diverse society as they face developmental transitions, life challenges, and mental health issues in non-metropolitan clinical mental health, marriage and family, and school settings.

Program Objectives

The Counselor Education Department seeks to educate academically prepared counselors.
The Counselor Education Department aims to produce counselors who establish and maintain a strong connection to the profession.
The Counselor Education Department aims to prepare skilled and relationally competent practitioners.
The Counselor Education Department intends to produce multiculturally competent and socially minded practitioners.
The Counselor Education Department aspires to prepare dispositionally appropriate counselors who are a good fit for the profession.

Accreditation

The NNU Programs in Clinical Mental Health Counseling; School Counseling; and Marriage, Couple, and Family Counseling are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The School Counseling Program is also accredited by the National Council for Accreditation of Teacher Education.

Programs Offered by Degree Level

Graduate

Counseling

The Counselor Education Department offers a Master of Science in Counseling degree with three program areas within the field of counseling: Clinical Mental Health Counseling; Marriage, Couple, and Family Counseling; and School Counseling. These programs prepare students with the professional competencies necessary for entry-level direct services work in the field of counseling and provide a base for doctoral-level study. Students may also earn an emphasis area. Postgraduate students may enroll in the Play Therapy Preparation for Certification Program. Postgraduates may also enroll in Emphasis classes through the Center of Professional Development at the discretion of the instructor.

The graduate program in Counseling is designed upon the foundation of the Critical Social Conceptual Framework. This framework recognizes that counselors must exert their influence beyond the narrow confines of their settings in order to meet the broader needs of clients in a diverse society. Counselors must work with many distinct constituencies, such as mental health agencies, school personnel, parents, social workers, police officers, and community leaders to provide the best possible delivery of services.

The graduate program in Counseling is offered in Nampa and also in Twin Falls at the College of Southern Idaho. Clinical Mental Health and School tracks are offered in both Nampa and Twin Falls. The Marriage, Couple, and Family track is only offered in Nampa.

Description of Majors

The distinctions between the three program areas in counseling are generally related to the work setting, the theory used in the setting, and the population served by the setting. Marriage, Couple, and Family counselors and Clinical Mental Health counselors assist individuals, couples, and families in a wide variety of settings, including government agencies, non-profits, and private practice. School counselors work primarily in K-12 settings. The specific distinctions between majors are described below:

Clinical Mental Health Counseling (CMHC) Major

Clinical Mental Health Counseling majors are preparing to provide counseling services in a wide variety of settings including private practice and agency work. Their classes and internships provide education and experience utilizing a variety of theoretical approaches. The development of the research knowledge, theory, and skills necessary to provide ethical and professional counseling services to community members is enhanced by a rich selection of elective specialty courses that build upon the basic counseling skills, utilizing more advanced interventions. Clinical Mental Health Counseling students are also introduced to the intricacies of the funding of mental health agencies, inter-agency consultation, and the problems faced by those who need mental health assistance but have a limited ability to pay for the services. The development of sensitivity, compassion, and skills in dealing with diverse populations is expected of CMHC students, as well as the integration of relevant technology.

Marriage, Couple, and Family Counseling (MCFC) Major

The main emphasis of the MCFC track is to provide theory, skill-building, and field preparation for counseling children, couples, and families. While family and play therapy techniques are taught in the program, the heart of the program is a solid understanding of systems theory and research. Students learn to understand the individual child or adult as a part of a family system, and they utilize this knowledge to assist couples, children, and families to develop healthy functioning. The focus of the instruction is the development of the person-of-the-counselor, and the development of research knowledge, theory, and skills pertaining to marriage and family counseling. Most Marriage, Couple, and Family majors elect to work in private practice settings upon graduation.

School Counseling (SC) Major

The School Counseling track leads to the possibility of a State of Idaho Pupil Personnel Services Certificate with endorsement as a Standard School Counselor in public and private K-12 settings. (Higher education counseling is subsumed under the Clinical Mental Health Counseling major.) Applicants need not be certified K-12 teachers, and, though Internship experience at all 3 levels is required, students may elect to focus on one area, such as elementary, middle, or high school counseling. This major is designed to prepare the individual to plan and deliver a comprehensive school counseling program founded on knowledge and skills according to ASCA National Standards. While school counselors typically work in schools, they may also work in agencies or in private practice and are thus encouraged to take electives such as Play Therapy to further their skills in counseling children and adolescents. School Counseling majors are eligible to apply for both their school counseling credential through the Idaho Department of Education (IDOE) as well as their Licensed Professional Counselor license through the Idaho Division of Occupational and Professional Licenses (IDOPL).

Emphasis Area Descriptions

Clinical Mental Health Counseling and School Counseling students are required to enroll in an emphasis area or complete six credit hours of electives. Elective courses may be taken from multiple emphasis areas. Students may apply to more than one emphasis area, but the exit requirements must be fulfilled for each emphasis area, including demonstration of competencies (See the Counseling Student Handbook for more detail). Marriage, Couple, and Family students are welcome to complete an emphasis area, but it requires an additional six credits beyond graduation requirements.

The emphasis areas currently include:

Acceptance and Mindfulness Informed Therapies
This emphasis area prepares students to use acceptance and mindfulness approaches in clinical practice. The therapies explored in this emphasis area include Acceptance and Commitment Therapy (ACT), Compassion Focused Therapy (CFT), Mindfulness-Based Cognitive Therapy (MBCT), Dialectical Behavioral Therapy (DBT), and other third-wave behavioral treatments. Due to its strong research backing, ACT will be the primary therapy taught in this emphasis. The three developmental aims of this emphasis area are to develop the person-of-the-counselor through embodied mindful practice, develop the knowledge of the counselor through the depth of theoretical understanding, and develop the skills of the counselor through clinical application. Upon completion of this emphasis area, a student will be prepared to address the broad spectrum of clinical presentations across the lifespan using these contextual, process, and behaviorally-based approaches to counseling.
Addictions Counseling
Students pursuing an emphasis in Addictions Counseling are working toward the development of a greater depth of understanding in assessment and interventions related to addictions, particularly useful for comorbidity. Since comorbidity with drugs and alcohol is common in clinical settings, this is a very practical emphasis area. The coursework is aligned in such a way as to provide partial fulfillment of the educational criteria leading to eligibility for the Advanced Certified Alcohol/Drug Counselor (ACADC) credential in the State of Idaho. The Practicum/Internship requirement for the ACADC is 2000 hours; 1000 of these hours could be completed during the NNU Counselor Education Program.
Logotherapy
This emphasis area prepares students to use Viktor E. Frankl's Logotherapy in clinical practice. The required courses are designed to increase knowledge and skill in addressing spiritual and existential concerns of meaning in life, freedom and responsibility, uniqueness of the human condition, and death. Upon completion of the curriculum in this emphasis area, students are eligible to apply for the Academic Associate credential from the Viktor Frankl Institute of Logotherapy.
Play Therapy
In order to satisfy its mission to promote the value of play, play therapy, and credentialed play therapists, the Association of Play Therapy (APT) wishes to increase the availability of play therapy instruction at colleges and universities. This emphasis area provides part of the coursework needed to become a credentialed Play Therapist. Coursework includes essential elements and principles of play therapy, including history, theories, modalities, techniques, applications, and skills. Experiential components focus on basic play therapy skill development within the context of ethical and diversity-sensitive practice.
Primary Care Behavioral Health
Primary Care Behavioral Health (PCBH) is an evidence-based model of Integrated Behavioral Health in primary care settings. PCBH aims to improve provider satisfaction, improve patient experience, reduce cost of care, and improve the health of the population. The model has been shown to be particularly useful in rural healthcare settings. The PCBH emphasis will prepare clinicians to work in the primary care setting as Behavioral Health Consultants (BHC). BHCs must be prepared to work with the youngest of children through the oldest adults and address the whole scope of behavioral health concerns which includes substance abuse, mental health, and lifestyle issues. BHCs do this work in the Primary Care setting using brief interventions as a part of the healthcare team. Through coursework and clinical experience, students will become competent in the following skills: brief intervention, pathway services, documentation, consultation, team performance, practice management, and administrative skills and knowledge.
Trauma, Grief, and Crisis
The Trauma, Grief, and Crisis specialization prepares students with more clinical depth in the capacity to counsel individuals through trauma, complicated bereavement, and crisis. Students will study transpersonal and psychodynamic interventions specifically focused on the treatment of childhood trauma, sexual abuse, developmental wounds, and attachment disorders. This emphasis includes a strong focus on the theory and application of IFS (Internal Family Systems) Therapy, a powerful, evidence-based trauma-focused intervention.

The Preparation for Play Therapy Certification Program

The Preparation for Play Therapy Certification Program is designed for practicing professionals who would like the opportunity to become RPTs (Registered Play Therapists), which requires specialized course content as well as supervised practicum and internship in play therapy training. This preparation program in play therapy offers 15 credit hours of play therapy education, training, and clinical supervision experiences. This program is appropriate for master students and for practicing professionals working with children in various fields, such as rehabilitation counselors, addictions counselors, school-certified counselors, licensed professional counselors, licensed marriage and family therapists, licensed clinical social workers, and licensed psychologists. The program prepares the student for the application process for certification by the Association for Play Therapy. In addition, once RPT requirements have been completed, with additional coursework and supervised clinical hours, these clinicians could apply to become Registered Play Therapist-Supervisors (RPT-S), the highest level of certification in the field.

Requirements:

CED Course #	Course	Cr Hrs
COUN 7503	Advanced Sandplay and Sandtray Approaches in Play Therapy	1
COUN7504	Introduction to Adlerian Play Therapy	1
COUN7505	Play Therapy with the Neurodiverse	1
COUN7506	The Use of Art Expression in Play Therapy	1
COUN7507	An Introduction to Child-Centered Play Therapy	1
COUN7508	Play Therapy in Private Practice	1
COUN7509	Trauma Informed Play Therapy Applications and Techniques	1
COUN7510	Play Therapy I: History, Ethics, and Systems of PT	1
COUN7511	Advanced Play Therapy I: Contemporary Theory and Research	1
COUN7512	Advanced Play Therapy Techniques and Practice I	1
COUN7513	Advanced Play Therapy Techniques and Practice II	1
COUN7514	Clinical Application and Play Therapy I	1
COUN7515	Clinical Application and Play Therapy II	1
COUN7516	Play Therapy II: Childhood Assessment, Diagnosis, Treatment Planning, and Parent Consultation	1
COUN7517	Advanced Play Therapy II: Contemporary Theory and Research	1
COUN7518	Sand Tray and Sand Play	1
COUN7519	Filial and Family Play	1
COUN7520	Supervision Practices in Play Therapy	1
COUN7560	Post-Masters Practicum in Play	1-10

Registered Play Therapist-Supervisor Preparation Program (RPT-S)

The Registered Play Therapist-Supervisor Preparation Program is a one credit hour post-graduate preparation course in play therapy supervision beyond the required coursework to become a Registered Play Therapist. Additional clinical hours and play therapy specific supervision must also be completed before applying for certification to the Association for Play Therapy. This certification preparation course meets the required seat work and leads to the ability to apply for the Association for Play Therapy credential, RPT-S. Admission into the RPT or RPT-S certification program requires an application process.

Utilization of Play Therapy Emphasis Courses

NNU students currently enrolled in the master's program Play Therapy Emphasis area are allowed to utilize six credits of play-specific emphasis area courses toward the post-master's certification preparation program.

Counselor Education Department Conceptual Model

The Counselor Education required curricular and non-curricular experiences are designed to reflect CACREP standards and the conceptual model for the program. The conceptual model has five themes which are translated into student learning outcomes (SLOs), which are measured by Key Performance Indicators (KPIs). Faculty will review student performance on KPIs; any student who does not meet proficiency on any KPI may be subject to remediation. The five themes defined below, the KPIs, and the measurement of the KPIs are explained to students in new student orientation. Please see the Student Handbook for more information.

Relational Knowing (relates to the University Value of Community)
Relational Knowing is defined as the capacity of the student to cultivate positive, caring professional relationships with individuals, groups, supervisors, colleagues, and peers, as well as exhibit strong social and counseling skills for working within systems and within the broader community.
Critical Analysis (relates to the University Value of Truth)
Critical Analysis is defined as the capacity to expand knowledge through critical thinking, evaluation, and synthesis of literature and research, as well as developing the capacity to engage with the body of knowledge by conducting original research and utilizing existing research in guiding clinical assessment, planning, and decision-making.
Professional Identity and Development (relates to the University Value of Transformation)
Professional Identity and Development refers to the intentional identity transformation as a professional counselor, including intellectual, social, and experiential engagement in appropriate professional activities and making contributions to the field of counseling.
Social Responsiveness (relates to the University Value of Service)
Social and Cultural Responsiveness is defined as cultural self-awareness, diverse social awareness, intentional advocacy within appropriate social and professional counseling contexts, and purpose-driven service to the broader culture and the counseling profession.
Dispositions
Dispositions refer to the goodness of fit between the individual, the NNU graduate counseling program, and the overarching field of counseling. This also includes the student’s personification of the characteristics of professional helpers, as well as the broader characteristics associated with being spiritually grounded, emotionally healthy, mature adults.

Admission Requirements

A baccalaureate degree from a regionally accredited college or university.
A cumulative GPA of 3.0 in the baccalaureate program. [Note: The GRE is required for applicants with a cumulative GPA below 3.0. Applicants above a 3.0 cumulative undergraduate GPA may submit GRE scores to supplement their application files, but the GRE is not required.]
An appropriate fit between the applicant and the program, as determined by references, transcripts, a program interview, a resume, a biographical background, writing samples, and observation of applicants in group and mock counseling experiences.
Strong evidence of a fit between the applicant and the non-academic dispositions determined by program faculty to be important for success in the program and in the field of counseling.
Upon acceptance into the Counselor Education Master's Program, students are required to undergo fingerprinting and a background check. This process will be at the expense of the student and must take place before officially starting the program. Any non-disclosure or falsification of information on application documents may be cause for removal from the program.

Note: If English is not the student's native language, proficiency must be demonstrated through earning an appropriate score on the Test of English as a Foreign Language (TOEFL). Minimum scores accepted: 550 (paper score); 213 (electronic score); 85 (internet-based test IBT) with writing and speaking no less than a score of 22, and no score under 20.

Application Process

Students are admitted to the Nampa program each fall and spring. The Twin Falls program is a cohort model, with admission occurring every three years (as long as there is a sufficient number of applicants). The applicant will submit the following to the Graduate Admissions Office:

Completed application form.
A $50 nonrefundable application fee.
Official sealed transcripts from the institution where the student received a baccalaureate degree, plus any official transcripts that show graduate work.
Two professional references (use reference forms in the Counseling program Application Packet). The references should be from faculty members familiar with the applicant's academic ability or professional supervisors or colleagues. No personal references, please.
A two-page written paper covering the applicant's personal and professional biographical background.
A two-page written paper with the applicant's definition of counseling and what the applicant believes he or she offers as a professional to this field in terms of personal qualities and professional experiences.
A current resume.

After the file is complete, eligible applicants are invited to interview for the program. The interview is designed to assist the faculty in determining the fit between the student and the program/profession. Based upon available research and literature in counseling, the program seeks to admit students who best reflect key dispositions and characteristics of effective counselors in the field.

NNU Courses Prior to Admission

Counseling applicants may complete a maximum of six credit hours at NNU prior to admission into the counseling program. Applicants will not be allowed to register in courses beyond six credit hours unless they have been officially admitted into the Counselor Education program. Students who choose to take courses prior to being admitted will not be guaranteed, either directly or implied, admission to the program. Courses available prior to admission into the program are the following:

COUN6511 The Profession of Counseling (2)
COUN6512 Ethical and Legal Issues (3)
COUN6515 Multicultural Counseling and Societal Issues (3)

Enrollment Status

Continuous Enrollment - Those students who have completed all coursework but have not completed non-academic requirements must be continuously enrolled in a minimum of one credit hour of the student's choice. Similarly, those students who have completed all requirements except Internship field hours must enroll in an additional credit in Internship until the required hours have been completed.

Active Status - A student who has been admitted to the Counselor Education program and enrolled in at least one course in three consecutive semesters is considered to be on active status. Full time status for Counseling students is nine credit hours. Six credit hours is the definition of full-time status for Financial Aid; however, students who take three credit hours are eligible to apply for loans.

Inactive Status - If Nampa students have taken some courses in the program but would like to take time off, they may take up to three consecutive semesters off. After that, if they have not taken a Counseling graduate course for academic credit for three consecutive semesters, they will be moved to inactive status. Department faculty may ask the individual to reapply and meet all of the admission requirements. This policy does not apply to students who are not enrolled due to remedial/disciplinary reasons.

Students in Twin Falls are in a cohort model. If a student desires to take time off, they will need to work with their advisor to find the course elsewhere, arrange to take the course in Nampa, or wait until the course is offered again in Twin Falls.

Academic Standing

Academic Appeals
Please refer to the university's policy on academic appeals stated earlier in this catalog.

Academic Standing and Academic Probation Policy
Counseling students must maintain a 3.0 or higher cumulative grade point average to remain active in the graduate program. In addition, students must earn a grade of B or higher in Pre-Practicum, Practicum in Counseling, Internship, and their specialty area courses in order to graduate from the program. A student must receive no grades of C- or lower. (Students must retake a course in order to raise their grades.) Grades of C- or lower do not count toward a graduate degree in counseling. Students must earn at least a 3.0 semester-GPA and maintain at least a 3.0 cumulative-GPA. In addition, any student who does not meet proficiency on any KPI may be subject to remediation.

Students who earn lower than a B- (2.70) in two courses will be placed on academic probation. Any student who is on probation will work closely with his or her adviser to create a plan for removing the probationary status. This plan prioritizes addressing and correcting the grade or situation for which the student was put on probationary status. Students whose semester GPA is below 3.0 for two semesters may be subject to dismissal from the graduate counseling program. Students whose cumulative GPA is below 3.0 may be subject to dismissal from the program. Students who fail any course will be allowed to repeat that course one time. Students who do not pass the course on the second attempt may be academically dismissed from the program. Appeal of this action may be made through the formal appeal process described in this document.

Student Progress and Retention Reviews and Dismissal Policy
There are retention screens, assessments, and progress reviews throughout the program designed to assess the student's progress in meeting a level of proficiency on each of the key performance indicators (KPIs). The assessment of KPIs is designed to assist the student in his or her growth and development and to provide faculty with systematic opportunities to consider the fit between the student and the program/profession.

In keeping with CACREP accreditation standards, Counselor Education department faculty engage in a systematic and ongoing developmental review of student progress through the program, beginning with admissions and ending with graduation. The three areas of student progress that are considered include academic performance, professional development, and personal development. Reviews are based on the department's key performance indicators. Some KPIs relate to the dispositions of students, which include personal growth and professional behavior. There are particular points in the program where all students are reviewed; however, any student demonstrating challenges in academic, professional, or personal development may be subject to review at any point in the program. Professional or personal development includes, but is not limited to, such areas as lack of professional progress, impairment, burnout, or unprofessional behavior. Dispositions are reflected in the KPIs for the Counselor Education Program. Because of the nature of the field of counseling, students may be subject to faculty interventions for non-academic reasons, even if their academic work is excellent. Examples of faculty/departmental action in these situations include but are not limited to:

Facilitating the transition of the student out of the field of counseling into a field more appropriate for his or her gifts.
Suspension from the program.
Dismissal from the program.
Delayed entry into clinical courses.
Student-designed contracts.
Students who are unable to secure a satisfactory field site placement for reasons relating to their inappropriateness or their lack of readiness for placement may be subject to discontinuance from the program.
Graduate counseling students are expected to demonstrate professional behavior that reflects a commitment to the ethics of the counseling profession (see ACA Code of Ethics). Behavior contrary to these ethics will be cause for review of the student's status in the program. Examples of unprofessional conduct that would warrant such a review include oral and written statements that are derogatory toward students, faculty, and other persons involved in a student's education. Any form of discrimination or disrespect shown to persons on the basis of age, class, color, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, or sexual orientation is contrary to the purposes and values of counseling and will result in a review of the student's status.
In instances where there is concern that the student's past or present functioning might interfere with professional counseling responsibilities, the student may be requested to seek professional counseling. Depending on the severity of the issues, the student may be subject to discontinuance from the Master of Science in Counseling program.
Lack of proficiency in any of the KPIs may constitute action from the faculty, which may lead to program dismissal, delayed graduation, or other action, despite acceptable grades.

Plan of Study

Within 12 credit hours after admission, students are advised to meet with their academic advisor to review the Plan of Study.

Transfer of Credit

A maximum of 12 semester credit hours required for the degree may be transferred from another CACREP accredited institution, upon review. Transferring credits from an institution that is not CACREP accredited will be reviewed on an individual basis. All transfer credits must have received at least a "B" letter grade and be approved by the program chair. Credits must have been earned within five years preceding the date of admission.

Methods of Instruction

Most courses are taught in a face-to-face format in both Nampa and Twin Falls. There are occasional blended courses involving face-to-face and online instruction. There is currently one class in the program that is delivered in an asychronous online format.

Nampa courses are taught primarily in the evenings and on weekends (with occasional morning or early afternoon classes). Classes in Twin Falls are taught primarily in a weekend format. However, students in Twin Falls attend Pre-Practicum, Practicum, and Internship one evening a week throughout the respective semesters.

Requirements for the Master of Science in Counseling Degree

Credits must be earned in courses numbered 6000 or above. Continuing Education courses and audits do not apply toward the degree. All coursework applied to the degree must have received a letter grade.
The candidate must complete course requirements as specified in the student's plan of study for the program area the student has designated.
The degree must be completed within six years following the candidate's admission to the program at the Nampa campus. The Twin Falls program is a cohort model in which students matriculate together and the degree is completed in three years.
Direct service field placement hours are required for graduation. The number of hours accrued in the practicum and internship are commensurate with CACREP requirements and Idaho licensure law.
In order to complete the program, students must have earned a 3.0 grade point average. In addition, a grade of B or higher must be earned in Pre-Practicum, Practicum in Counseling, Internship, and their specialty area courses, in order for a student to graduate from the program. Grades of C- or lower will not count toward the graduate degree. (See Counseling Program Academic Standing Policy)
The student must have passed all key performance indicators at the proficient level or above. Failure to do so may lead to dismissal, suspension, delayed graduation, remediation, or other faculty action.
The candidate must perform satisfactorily on the Counselor Education Department exit criteria, which align with the University Values and Counselor Education Conceptual Model. Exit requirements include: successful completion of the orientation course; a passing score on the comprehensive examination to be taken prior to degree completion date; participation in a minimum of eight sessions of individual or marital/family counseling; participation in a counseling group approved by the program prior or concurrent to enrollment in Practicum; 3 years of attendance at the state, regional, or national level in ACA, AMHCA, or ASCA affiliated conferences or other conferences specifically approved in advance of the conference by the faculty advisor; a minimum of two academic years of ACA or ASCA membership, and other requirements described in the Counseling Student Handbook and Policy Manual.
The candidate must apply for graduation one full semester prior to anticipated degree completion. Deadlines: June 1 for Fall; October 15 for Spring; and January 15 for Summer.

Department Recommendation for Certification and/or Licensure

NNU Counselor Education faculty reserve the right not to recommend for pupil personnel/school counseling certification any student who in their professional judgment is poorly suited to assisting children or to counseling in a school environment even if that student has successfully completed the academic degree requirements. NNU Counselor Education faculty reserve the right not to recommend graduates for state licensure. NNU Counselor Education faculty will not recommend students for positions for which the student is unqualified.

Required Courses

The required courses for the three program areas are shown in the table below. CMHC denotes the required courses for the Clinical Mental Health Counseling program area; the MCFC column shows the required courses for the Marriage, Couple, and Family Counseling program area; and the SC column refers to the required courses for the School Counseling program area. The numbers in the chart are the semester credit hours for each required course.

Course	Title	CMHC	SC	MCFC
COUN6511	The Profession of Counseling	2	2	2
COUN6512	Ethical and Legal Issues	3	3	3
COUN6515	Multicultural Counseling and Societal Issues	3	3	3
COUN6531	Learning Process and Lifespan Development	3	3	3
COUN6532	Theories of Counseling	3	3	3
COUN6533	Family Counseling Theories	2	2	2
COUN6534	Career Development	3	3	3
COUN6541	Pre-Practicum: Basic Counseling Skills	3	3	3
COUN6542	Group Counseling	3	3	3
COUN6551	Diagnosis and Treatment of Psychopathology	3	3	3
COUN6552	Addictions Counseling	2	2	2
COUN7507	Introduction to Child-Centered Play Therapy			1
COUN7521	School Counseling		2
COUN7523	Organization and Administration of Clinical & Family Services	2		2
COUN7524	Organization of Comprehensive School Counseling Services		2
COUN7529	Human Sexuality			1
COUN7532	MCFC Assessment, Conceptualization, and Treatment Planning			2
COUN7533	Advanced Models and Interventions in MCFC			2
COUN7534	Clinical Issues in MCFC			2
COUN7537	Research and Statistics	3	3	3
COUN7538	Family Education Experience			1
COUN7545	Collaboration and Consultation in School Counseling		2
COUN7553	Measurement and Assessment	3	3	3
COUN7561	**Practicum in Counseling	3	3	3
COUN7563	Clinical Intervention and Prevention	3
COUN7571	Psychopharmacology	1		1
COUN7582	Introduction to Trauma and Crisis Counseling	1	1	1
COUN7589	**Internship in Counseling (School Setting)		8
COUN7589	**Internship in Counseling (Clinical Setting)	8
COUN7589	**Internship in Counseling (MCFC Setting)			8
	Electives/Emphasis Area	6	6
	Total Credit Hours	60	60	60

**Includes clock hours in the field