105 courses with the subject PSY, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Using an active learning approach, students will explore psychological perspectives and methods as explanations for human behavior and mental processes. Other topics include: neurophysiology, consciousness, learning, personality theories, and psychological disorders.
This course introduces students to the field of forensic psychology and explores the relationship between psychology and the legal system. Current events, case studies, and research are used to demonstrate the applications of forensic psychology to critical issues and special topics in the field. Students will gain a broad understanding of the different career opportunities from a multidisciplinary perspective.
This course will explore the role and responsibilities of human service professionals working in a variety of settings while serving varying populations. The course will examine the history of human services, its professional standards and ethical standards, key models and intervention strategies, as well as the foundational knowledge and skills required to be successful in the field. This course will also explore the evolution of the field of human services; diversity, equity and cultural humility; and issues related to social justice and advocacy in all related systems impacting individuals, families, and larger communities.
This course is a study of developmental changes from birth through 12 years old. Prenatal and neonatal issues are also discussed. Physical, emotional, social, and cognitive growth are explored at each age. The dominant theories of development are examined, as well as contemporary issues relating to childhood and parenting.
This course surveys how people develop and change from the onset of adolescence through late adulthood. Different theoretical perspectives and contemporary information relating to the physical, social, emotional, and cognitive realms are examined.
This course focuses on human growth and development over the lifespan. Theories related to physical, cognitive, social and personality across the lifespan will be explored. Life-changing health conditions and treatments are discussed with regard to potential psychological and social impact that these conditions and treatments may have on children, adolescents, adults, and health-care givers within the community.
This service learning course examines historical and social factors impacting youth development in urban settings. Students will explore the effect of socioeconomic and sociopolitical factors on children's development, specifically relating to health, nutrition, psychosocial growth, and educational opportunities. Students will examine how sport and physical activity programming can be leveraged to address problems faced by youth in urban communities. In addition, students will be required to participate in after-school sport based youth programming in the community. Students will be encouraged to build upon their understanding gained in the course to develop projects that will promote positive youth development.
This course is designed to assist, encourage, and challenge students to develop more fully their awareness and knowledge of self and others in a culturally pluralistic society. Basic concepts and ideas that are relevant to multicultural human service and development will be introduced. Culture and environment will be discussed as interactive experiences and basic dimensions of diverse groups will be explored.
This course introduces the principles explored in thanatology, including hospice care, the grief process, cultural variations in the mourning process, and the various religious views of the afterlife.
This course serves as an introduction to best practices of working with youth through the development and mentoring process. Issues include goals of youth development/mentoring, protective factors affecting youth, resilience, ethics of mentoring, and the involvement of family, school, and community. Competencies of youth workers will also be addressed. The course involves an integrated service learning project in which students are paired with youth for weekly mentoring at a local agency/school.
This course explores a wide range of personality, behavioral, and cognitive disorders. The symptoms, etiology, and dynamics of various disorders are studied, and a variety of therapeutic theories and techniques are discussed.
This course introduces the student interested in human behavior to experimental design procedures emphasizing methodology, data collection techniques, and critical evaluation of research practices.
Students work a total of 85 hours in a professional setting off campus. In addition, they take a weekly seminar course to process their experience and make theory-practice connections.
This course offers opportunities to deepen the understanding of the essential elements of positive psychology including the history and its place in the field of psychology as an empirical based practice. Strategies for integrating positive psychology to develop healthy living practices will also be addressed. This course is offered online.
This course will cover the broad discipline of psychology and its subspecialty areas within the field; career opportunities available in the field and educational requirements for field entry; graduate program exploration; and practical issues confronting professionals in psychology and related occupations. Through research, self-reflection and weekly networking activities, students will be introduced to the wide range of possible careers in psychology, while exploring their own academic and career goals based on their personal interests, strengths, and skills. Students will explore the benefits of professional organizations, networking, and the value of lifelong learning and professional development. Whether students are planning to attend graduate school or seek employment upon graduation, this course will explore what they can do to increase their chances of success in their chosen career path.
(This course is graded Pass/Fail) Students are given an opportunity to receive supervised training from practicing professionals. 120 hours required.
This course presents the etiology of childhood disorders (emotional, social, and cognitive), as well as intervention techniques.
The biological, social, and psychological aspects of human sexual behavior are studied in the context of contemporary American society. Emphasis is placed on research methods and findings relative to human sexual behavior. Topics discussed will typically include: the development of sexuality, the formation of attachments, the varieties of sexual expression, sexual problems and their treatment, and legal aspects of human sexual behavior.
This course investigates the major personality theorists from Freud to more recent and contemporary theorists like May and Rogers. Emphasis is placed on the critical evaluation and practical application of each theory reviewed.
This course surveys the issues pertinent to womens diverse roles in contemporary society along with the historical significance of the womens movement. Gender differences in social, personality, and cognitive development are addressed.
Criminal behavior is studied in the context of societal and genetic influences on personality formation. Juvenile delinquency and the early expression of anti-social behaviors are discussed. The psychological aspects of violence, addiction, and how mental illness contributes to criminal behavior are addressed. Gender issues related to crime are presented. An external community experience is incorporated to provide an opportunity to apply course content and learning to real world issues.
This course focuses on the psychological aspects of female offenders with an emphasis on gender and criminological theorizing, female juvenile delinquency, females as offenders, mental illness in corrections, and females in prisons. Issues such as sexism, racism, social class inequality, cultural factors, addiction, relationships, and victimization are explored in the context of understanding what psychological issues contribute to female involvement in crime, society’s perception of women offenders, and special considerations related to females within the criminal justice system. An external community experience is incorporated to provide an opportunity to apply course content and learning to real world issues.
This course provides the student with a knowledge of the biological components of behavior. Basic neuroanatomy and neurochemistry are discussed with respect to a variety of topics such as emotions, sensation, aggression, sleep, memory, reproductive behaviors, eating disorders, and certain forms of psychopathology.
This class examines drug and alcohol abuse and dependency. Analysis of the present opiate epidemic, types of illicit drugs, behavioral and biological effects, the common pathway for the addictive process, and the etiology of addiction as a brain disorder including the relative roles of genetic and environmental influences are explored. Psychological impact of addiction, as well as various forms of treatment, including cognitive behavioral therapy, 12-step recovery, and medication assisted treatment, are also addressed. Students will understand the consequences of use, for both the individual and for society, and some of the failed responses of government and the legal system to this disease.
This course will provide students with a basic understanding of mental health crisis intervention and de-escalation strategies, milieu management, and how to work and communicate effectively with individuals who may be presenting with impaired judgement or impulsive tendencies. Elements of self-awareness and self-care are embedded throughout this course, as well as components related to ethical considerations and trauma informed care. Students will also gain an understanding of larger systems issues and how to determine appropriate dispositions.
This course explores the behavioral, cognitive, emotional, and social factors that affect physical health. Prevention, intervention, and treatment techniques will be discussed with an emphasis on approaches to changing unhealthy practices and maintaining health.
This course, especially offered to those interested in careers in Child Psychology, surveys current and classic research in infant and toddler development. Typical and atypical development issues of children from birth to three years are studied with a focus on early intervention theories, programs, services, and techniques currently in use.
This course provides a comprehensive overview of child abuse with particular attention to prevention, assessment, and intervention within contemporary social, developmental, and cultural frameworks. Central to the course is a trauma-informed perspective, exploring how early exposure to abuse, neglect, and chronic stress affects cognitive, emotional, behavioral, and social development across the lifespan. Students also examine how cultural context, socioeconomic conditions, and structural inequities shape both risk and resilience.
This course will consider the biological, psychological, environmental, social, and cultural factors that interact with ability issues. It will examine common disabilities that affect an individual's function, explore social and political issues that impact service delivery, as well as review the history of disability care in the US. Considerations for working with individuals with disabilities will be explored, such as ethical guidelines, interpersonal skills, and accessibility. Through an increased awareness of intersectionality, students will gain a greater understanding of the socio-cultural factors and interdependent systems that impact individuals with disabilities.
This course explores the principles, practices, and issues in case management with an emphasis on prevention and intervention strategies. Students will review the history and evolution of case management as a delivery strategy used in human services and related fields such as social work, counseling, and healthcare. Models of case management and the phases of assessment will be explored in order to develop the skills to create strength-based assessments and service plans. Students will develop their knowledge and skills in the areas of planning, assessment of community resources, referral procedures, crisis intervention, and setting appropriate boundaries. Through the use of case studies, students will assess client needs and determine the types of data necessary to ensure the ethical delivery of services. Issues related to ethics, cultural humility, and advocacy in case management delivery will also be explored.
Social behavior is studied from a psychological perspective. Topics addressed typically include: small group behavior, personal perception, attitude acquisition and change, leadership, conformity, and prejudice.
This course introduces fundamental skills used in the helping profession including, interviewing, developing rapport, and elements of the counseling process. The multicultural, ethical and legal considerations, non-verbal behavior, and self-care will also be addressed.
In the psychology capstone, students are provided with the opportunity to synthesize knowledge, skills, and awareness acquired throughout their program into a community based project. During this course, students will demonstrate initiative and leadership by developing a major integrative project on a topic related to their professional goals. The course provides an opportunity for students to demonstrate communication skills, application of knowledge, critical thinking, sensitivity to ethics and diversity, and an appreciation of research that has been acquired during their undergraduate education.
This course provides students with an understanding of the sociocultural context that influence personal biases and the explanations of psychological processes. Students will be invited to consider the roles of power and privilege in the development of psychological theories and methods.
This course provides students with the foundation in counseling ethics. This course will cover basic ethical principles such as informed consent and confidentiality; during this course, students will demonstrate an understanding of ethics by comparing codes across the mental health professions. This course will also cover professional issues such as self-awarness and the business of psychopathology.
This course addresses the foundations of art therapy including its history, major theoretical perspectives, pioneers in the field and clinical application. The significance of the therapeutic alliance is covered, as well as skills to enhance the therapeutic relationship. The clinical application (indivudal and group) of art therapy to children, adolescents, adults and families is examined. The diagnostic application of art therapy is also examined.
This course examines current research and theoretical models in relation to the factors that give rise to, sustain, and direct behavior. Emphasis is on achievement and competence motivation and understanding diverse motivational needs of individuals and groups.
This course will provide the student with an understanding of the many factors involved with both suicide and parasuicide (self-harming behavior). A broad spectrum of approaches will be covered, including psychological, sociological, physiological, and existential. Students will also be presented with information about the assessment, treatment, and prevention of this leading cause of death.
This course provides an overview of industrial-organizational psychology and examines how general psychological principles operate among individuals in work and organizational settings. Students explore practical applications of behavioral science in motivation, decision-making, problem solving, employee development, working conditions, and employee safety and health in the workplace.
This course will focus on the role of the parent as it relates to the child’s healthy development at each stage. The importance of providing a proper role model, communication, discipline, attachment, and sibling relationships are discussed with consideration of varying cultural and family configurations. Issues such as the role of the father, as well as situations involving abuse, neglect, and stress will be included.
Students learn about the impact of stress on physical and mental health, job functioning and learning, family and other relationships. Students learn ways to deal with the stress that is often inherent in the helping professions. Concrete skills help them take better care of themselves and pass these skills on to others. Topics addressed include stress management and relaxation techniques, physical activity, nutrition, time, cognitive restructuring, and attitude. Whether you work in human services, healthcare, schools, or corporate America, this course gives an understanding of stress and stress management and practical applications for you and your clients.
This course explores some of the key areas within the field of clinical psychology, with particular emphasis on assessment (cognitive, personality, and diagnostic) and treatment (crisis intervention and psychotherapy). Various forms of phychotherapy, including psychodynamic, cognitive, and humanistic/experiential therapy, will also be examined. Prerequisties: PSY 101, PSY 240, and junior or senior status
The Cognitive Psychology course introduces the basic principles and models that fall under the wide umbrella of Cognition. The course includes: models of cognitive psychology, and examination of the basic principles and theories pertinent to the study of thought processes, problem solving, perception, attention, memory, linguistics, neuropsychology, thinking and intelligence, information processing and Cognitive Behavioral Therapy (CBTP). The course is designed to permit a large degree of student discussion, with examples to apply the information to the real world.
This course explores contemporary issues facing community-based youth organizations in the United States. Students will explore respective social, cultural, political, and/or organizational underpinnings of issues as focused in two major domains: (1) contemporary issues facing community-based youth serving organizations themselves (e.g., evolving missions, funding, paid and volunteer staff, collaborations, etc.); and (2) contemporary issues facing the youth audiences served by the organizations (e.g., substance abuse, truancy and drop-out, workforce development, sexual activity, etc.)
This capstone seminar course is designed to provide an opportunity for the students to synthesize, relfect upon, and analyze the complexities of the intersection of criminal law and psychology. An external community experience is incorporated to provide an opportunity to apply course content and learning to real world issues. This course will highlight the major historical and current issues and controversies related to juvenile, adult and international forensics, and students will conduct case analyses from a multidisciplanery perspective.
This course is designed to enhance student exposure and understanding of macro and clinical interventions available for youth and families, with a close examination of systems. Topics covered include theoretical underpinnings of our systems of care, safety planning, wraparound services, and in-home therapy. Students will investigate multi-levels of care, all while ‘imagining better’ and thinking creatively about what that might look like. This course will explore services and care through a diversity lens, aligning goals and ideals with race, equity, and inclusion. A special focus will be placed upon learning the development and execution of critical documents and written reports necessary for advocacy with young people. This course is designed to provide students with a solid platform on which they may continue to develop a rich and meaningful practice with youth and families.
This course, supported by the Office of Student Research and Creative Work, enables students to complete special research projects, scholarly activities, or creative works under the guidance of a faculty mentor. The project should focus on a clearly defined research question related to the course of study. As part of the course, the student must present the results or findings at the year’s Academic Achievement Day. To obtain approval for the independent research project, the student must: (1) meet with the faculty mentor to discuss the project; (2) request a project proposal form from the Office of Research and Creative Work; (3) complete proposal form including a summary that identifies the research question; the research process to be undertaken, any budget requests; the timeline for completion; and a confidential approval form from their faculty mentor (4) submit the proposal to the Research Committee for approval. Upon final approval of the student‘s proposed independent research project or creative work, the Dean of Academic Resources will inform the student, the faculty mentor, and the Registrar.
(This course is graded Pass/Fail.) Students receive supervised training from practicing professionals typically during the final semester of the fourth year. Learning is achieved through observation and/or direct participation. Students are placed appropriately in settings that relate to their individual and educational career objectives. Sites may include public educational facilities, human services agencies, mental health clinics, and law enforcement and criminal justice agencies.
(This course is graded Pass/Fail.) Students receive supervised training from practicing professionals typically during the final semester of the fourth year. Learning is achieved through observation and/or direct participation. Students are placed appropriately in settings that relate to their individual and educational career objectives. Sites may include public educational facilities, human services agencies, mental health clinics, and law enforcement and criminal justice agencies.
Examine the nature and needs of individuals at all developmental stages of life. Understand the major theories of physical, cognitive, affective, and social development and their application to Mental Health Counseling practice with attention to the impact of cultural and environmental factors.
Welcome to PSY 502 Clinical Skills Seminar. This zero-credit course will be used as the launching platform for your online work within Skillsetter, enabling you to practice clinical skills and simulations throughout your program.
This course is a study of the crucial problems involved in understanding human sexuality and assisting individuals and couples with sexual concerns. It is designed to provide scientific information in the following areas: research about sexuality, sexual development, aging and sexual functioning, sexual orientation, gender issues, sexual anatomy & physiology, sexual response cycles, psychological and social sexual dynamics, treatment of sexual disorders and sexual trauma/abuse, sexual behavior patterns, sexual communication, contraception, infertility, and sexually transmitted infections.
This course is designed to provide students with a practical awareness of ethical standards and codes of conduct in the field of counseling, including orientation to the identity and role of a Clinical Mental Health Counseling practitioner. Students will review and critically analyze case studies which incorporate such topics as ethical decision making, informed consent, confidentiality, boundary and relationship issues, professional competence, supervision, and multicultural and diversity issues.
This course will focus on the principles of substance use counseling. Substance use counseling theories, orientations and treatment models will be evaluated for effectiveness. Students will learn, discuss and practice different facilitation styles and approaches to individual, family and special population's substance use counseling. Role playing will be utilized to demonstrate appropriate skill development as it relates to substance use counseling. This class, including role playing, will provide opportunities for students to apply theoretical knowledge to clinical situations.
This course will focus on family dynamics and family systems. Various family systems theorists such as Minuchin, Satir, and Haley will be reviewed and discussed. Specific attention will be given to issues of substance use within the family, including both working with someone with primary substance use and the effects of substance use on family structure. Students will be given the opportunity to practice various systemic interventions that promote healthy psychological development within the family system. The impact of culture, gender, and sexual identity will be examined.
It is strongly recommended that students participate in a practicum/internship while enrolled in this course. This course is for those beginning work with •multi-problem families, and for those with some experience who wish to adopt a systemic, strengths-focused model of counseling. Techniques for communicating and working with families in school and community settings are emphasized. Instructor and student generated case studies are supported by role-playing and outside readings. Students go step-by-step through assessment, contracting, and counseling processes. They learn how to evaluate resources and needs, how to identify and collaborate with outside helpers and agencies, and how to deal with conflicts between the needs of family members. Issues relating to family violence, substance abuse and the use of home visiting are also discussed. In addition to class participation and readings, two papers analyzing families and the counseling process are required. This course emphasizes approaches which honor the socioeconomic, linguistic and cultural differences which may affect families and relationship between the family and therapist. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standard for School Adjustment Counselor/School Social Worker: f: Techniques for communicating and working with families and school and community personnel.
This course is designed to provide students with a general understanding of the key concepts, theories, and models of trauma and crisis intervention. Students will explore the ways in which trauma and crisis impact individuals, groups, and communities with consideration to vulnerable populations. Further, the course will provide educational resources and knowledge around assessment and treatment planning through opportunities with case study evaluation and discussion forum topics.
Welcome to PSY 602 Mental Health Jurisprudence Seminar. This zero-credit course will be used as the launching platform for your Field Experience/Internship journey.
This graduate-level clinical skills course prepares students to apply a diverse set of evidence-based individual counseling interventions across client populations and presenting concerns. The course integrates cognitive, behavioral, and third-wave approaches, including Cognitive Therapy, Solution-Focused Brief Therapy, Rational Emotive Behavior Therapy, Multimodal Therapy, Dialectical Behavior Therapy, and Acceptance and Commitment Therapy. Through didactic instruction, video modeling, and experiential skills practice, students develop a practical intervention toolbox for direct application in therapy. Emphasis is placed on assessment, case conceptualization, treatment planning, ethical practice, documentation, and professional use of self in school, community, and mental health settings.
The course offers students with little or no exposure to advanced medical sciences the opportunity to examine the physiological and anatomical basis for many chronic illnesses, medical and psychiatric disabilities they will encounter in the rehabilitation counseling setting. Students examine the etiology, progress, and correlations between mental health and other disabling conditions as well as the psychosocial implications associated with these circumstances. This course includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
This course acquaints students with case and caseload management, delivery systems for public, private and nonprofit settings for individuals with cognitive, intellectual, medical, physical and psychiatric disabilities. This course will address laws and ethical standards that impact rehabilitation counseling and the range of community resources available to the counselor whose goal is the effective and comprehensive mental health recovery of individuals, including achieving maximum independence and employment. This course includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
This course acquaints students with the process, history and philosophy of rehabilitation counseling. Class discussions will focus on the organizational structure of the rehabilitation system, the professional identity of the rehabilitation counselor, and legal and ethical issues in the practice of rehabilitation counseling and how it complements the area of mental health delivery of services. This course includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
This course provides an orientation to individual appraisal, standardized testing, and test and measurement principles found in psychological testing for mental health assessments, but expands and provides increased focus on vocational and career interest testing. It includes standard test areas such as achievement, aptitude, interest, personality, situational testing, behavioral observation, work samples and functional evaluations. This course will also address career alternatives for the rehabilitation counselor. This course includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
This course provides students with an advanced understanding of relevant nomenclature and psychopathology from a developmental, biological, psychodynamic, cognitive, behavioral, interpersonal, and family systems perspective. Students will learn how to interpret the system of assessment and understand coding and reporting procedures outlined in the Diagnostic and Statistical Manual of Mental Disorders 5 that are utilized in making a diagnosis of a mental disorder. Students will explore the process of clinical diagnosis and demonstrate how to formulate a differential diagnosis of DSM disorders. Students will incorporate relevant research and case studies throughout the course to integrate the various perspectives within a clinical context. Students will also learn how to write a Clinical Write Up based on industry standards.
This course explores several models of school counseling and mental health counseling and the relationship to relevant ethics, federal, state, municipal, state laws, and standards and regulations. The course emphasizes best practices and strategies for dealing with ethical and legal dilemmas, including the ability to apply and practice ethical and legal standards in school counseling. School counseling and systems models are examined along with consultation, harm prevention and reduction, and the evaluation and utilization of community resources. Focal areas include professional roles and functions, ethical standards including accountability, responsibility, client/student welfare, emotional health, laws and regulations, institutional policies including crisis/disaster preparedness and response, cross cultural, cross social class practices and their impact on mental health and school counseling. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standard for School Adjustment Counselor/School Social Worker: i: Federal and state laws and regulations addressing the legal rights of students and families. This course addresses the following Massachusetts State Standard for School Guidance Counseling: h. Federal, state, municipal, and school laws and regulations. The course also is aligned with PR Law 147 of 2001 for Professional Counselor's certification requirements under the PR Department of Health.
This course addresses research design and methodology as used by social scientists and program evaluation researchers. The course emphasizes a critical understanding of experimental and non-experimental designs, confounding factors that may bias results, assessment strategies, and data evaluation methods. By completion of this course, the student will be able to understand and critique the reliability and validity of various research design and analysis techniques. The student will also demonstrate the ability to apply critical research methodologies within the context of program evaluation research.
This course explores forensic settings, the counselor•s roles within these settings, and appropriate counseling and systems skills. It introduces concepts of addiction, relapse prevention, and stages of personal change, as they relate to forensic counseling. Students are introduced to the continuum of forensic settings including court clinics, juvenile detention and rehabilitation facilities, houses of correction, jails, prisons, pre-release and post-release centers. Students explore the stages of the judicial process, legal and procedural issues during incarceration, the offender•s transition to release and community life, and the dynamic tension between the goals of rehabilitation and punishment. Students then survey counseling and systems skills appropriate to such settings and engage in realistic role-plays in order to develop or improve their skills. The course then surveys approaches to addiction, relapse prevention, and stages of personal change, with an overview of appropriate counseling techniques. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
Counseling skills such as interviewing, reflection, use of empathy, summarization, concreteness, genuineness, magic questioning, and building relationships will be covered in this course. The course will also teach techniques for identifying and focusing on problem behaviors (substance abuse, physical abuse, suicide risk), body language, and underlying influences of problematic behavior. In addition, Solution Focused School Counseling, and other models of counseling will be explored. Students are taught to understand and develop multicultural awareness and competencies, and how to be an effective leader. The course will also address wellness programs for students, and methods of consulting to promote student academic, career and personal/social development in ways to help parents solve problems. Students will be introduced to principles of peer mediation, peer mentoring, and peer tutoring and engage in supervising peer interventions to solve problems. The course employs technology for student presentations, role taking, lecture, video, audio, presentations, readings and demonstrations, and fieldwork. This course addresses the following Massachusetts State Standards for School Guidance Counseling: m. development of skills for consultation with parents, teachers, and administrators.
This course surveys the history, philosophy, and major trends in school counseling, emphasizing evolving professional roles and practices. Students examine key influences on student development, including multicultural factors, stereotyping, socioeconomic status, and gender and sexual identity. Topics include individual and group counseling, assessment and behavioral observation, and both traditional and preventive classroom guidance approaches. The course focuses on developing skills to address the achievement gap, respond to crises, and collaborate with families, educators, and community partners. Students learn crisis intervention strategies, how to recognize signs of substance use in students and families, and how to consult with school personnel to promote well-being. Attention is given to identifying community resources and barriers, understanding peer influences, and advocating for equitable policies for diverse student populations. Learners also practice essential professional tasks such as assessment, case presentation, teamwork, and client interaction, supported by web-based research. This course addresses the following Massachusetts State Standards for School Guidance Counseling: a. Familiarity with the Curriculum Frameworks and their use in the advising responsibilities of the guidance counselor. b. Understanding and interpretation of Massachusetts Comprehensive Assessment System (MCAS) and other academic test results to students, teachers, and parents. f. Knowledge of strategies used for the prevention and treatment of substance, physical and sexual abuse, the spectrum of mental illnesses, and violence in PreK-12 students. g. philosophy, principles and practices in school guidance counseling. j. resources within the school system or the community for referral. m. Development of skills for consultation with parents, teachers, and administrators.
This course is designed to prepare students in the Mental Health, School Adjustment, and School Counseling programs to lead psychoeducational and/or counseling groups for children and adolescents. Class lectures and experiential activities will provide a theoretical and practical framework for organizing and leading theme-oriented counseling groups in school and community mental health settings. Readings will provide students with different theoretical perspectives on working with groups as well as the practical tasks in managing and working with school age youngsters in a group setting. Designing curriculum for the prevention and treatment of substance abuse, physical and sexual abuse, and violence as well as numerous other topics will be reviewed. The course explores counseling issues and provides specific techniques and strategies that are developmentally appropriate and applicable to the school/community settings. Application of ethical standards and legal requirements.
Through exploring a range of integrative approaches to counseling and psychotherapy this course aims to elucidate holistic assumptions behind counseling people in psychological distress. This course includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
his course will examine the ways in which spirituality and faith impacts a person•s response to crisis. We will examine case examples of individuals and communities dealing with issues of grief and loss; death and dying; natural disasters; and trauma and victimization. The course will explore a wide-variety of spiritual and faith-based frameworks for the perspectives they provide on suffering, hope and healing. Students will develop skills and techniques for crisis management and counseling from a faith-based perspective. This course includes the fundamental occupational task of assessment, case presentation, case collaboration, team membership and client interaction.
This course addresses Massachusetts State knowledge requirements specific to eligibility for the School Adjustment Counselor/School Social Worker initial license, including: Learning disorders, emotional issues affecting student achievement, and their treatment; Techniques for communicating and working with families and school and community personnel; Knowledge of the criminal justice system with particular reference to the juvenile justice system and organizations; and, federal and state regulations addressing the legal rights of students and families.
This course will help the student understand the tremendous impact that substance abuse has on members of our society. Cognition, judgment, emotions, and motivation in the developing brain are all affected negatively by the neurobiochemical manipulation secondary to substance abuse.
This course will enable the student to learn those counseling techniques and skills that are essential for working with clients who suffer from co-occurring disorders such as addiction and mental health problems. Students will develop an understanding of how clients can self-medicate underlying mental health and emotional problems by means of illicit drug use and abuse. With this understanding, the student will learn how to develop effective treatment plans for clients with co-occurring disorders.
Students will learn to administer and interpret standardized assessments and screening tools used for the evaluation of infants, children, adolescents, adults, and the aging. Students will learn specific screening tools for substance use disorders as well as in-depth standardized assessments for alcohol and drug use. The course will focus on cognitive, projective and personality instruments as well as assessment of substance use disorders and attitude surveys. The importance of accurate report writing, as well as observational and interview skills will be emphasized.
This course is designed to provide students with an understanding of the various theories, issues and trends of providing counseling in a multi-cultural and diverse society. Foundational knowledge and skill needed to provide mental health counseling services to diverse populations in a culturally diverse manner will be the core structure of this course of study. Such theorists as Monica McGoldrick will be reviewed for impact on current thinking and implications for mental health counseling.
This course is designed to provide students with a broad understanding of the theory and application of contrasting theoretical models of counseling and forming helping relationships. Students will examine the theory and application of various counseling models through lecture, presentations, group discussion, experiential activities, readings and reflection. This course will address the therapeutic process and practical elements of the counseling interaction, and assist students in strengthening their own personal approach to the helping relationship. In addition, it will challenge students to conceptualize their own qualities that support and hinder the therapeutic helping relationship.
This course will focus on the dynamic relationship that can exist between a person's culture and other related and associated issues in the employment arena. Topics will focus on career conseling, occupational development theories, educational planning, market research and vocational assessment tools as well as the use of technology as a tool in career counseling. Case studies will also be utilized.
This course will guide the students to a more refined level of the helping relationship while building on the skills learned in PSY 662. Students will develop a solid understanding of the helping relationship by learning intensive listening skills and the effectiveness of attending to the client. Students will also gain a deeper understanding of their own communication styles as they relate to such dynamics as culture, body language, vocal qualities and attitude.
This course will focus on the principles of group dynamics and group members’ roles and behaviors, and therapeutic factors of group therapeutic work. Students will talk about group leadership and different facilitation styles and approaches to group counseling. Students will learn specific models and techniques relevant to group treatment for substance use disorders, including use of motivational interviewing. Group counseling theories, orientations and behaviors will be evaluated for effectiveness. Role playing will be utilized to demonstrate appropriate skill development as it relates to mental health group work.
In this course students will develop strategies to effectively counsel adolescents. This course will address the stages of development in the adolescent’s transition into adulthood, with a focus on the tasks of differentiation, autonomy, relationships, family, work, post-secondary education, military service, and other developmental challenges. Collaboration and consultation with parents/guardians, community collaterals, school support staff, and employers, as well as access to resources will be addressed. For those adolescents considering entry to higher education, the college/post-secondary training program and its funding will also be discussed. Special emphasis will be placed o ways to help those who traditionally face substantial barriers to success, including low-income students, minority and ELL students, and students with disabilities.
This course is designed to introduce students to the principles and practices of Expressive Arts Therapy and Play Therapy. Students are introduced to various media (music, dance/movement, storytelling, poetry, visual arts, drama and play) and their integration in therapy. Students will be introduced to emerging models of expressive arts therapy and there will be a focus on experience, understanding and application of expressive art therapy techniques, and assessment amongst a variety of clinical populations.
The Pre-Practicum Readiness Seminar is designed to expose identified school-based students to the various aspects and requirements of a school-based internship. The seminar is designed to outline professional, ethical standards, and appropriate interactions while interning in a school setting. The class will also offer an overview of all school-based graduation paperwork requirements.
The Master's Fieldwork experience, required of all students, develops knowledge and skills of professional psychology and provides opportunities to apply theoretical knowledge. Students select a setting appropriate to their field of study such as: schools, agencies, community centers, residential facilities, and correctional institutions. Students must obtain 160 clock hours of fieldwork experience under the joint supervision of the department and the organization.
This 3 credit class will provide the student with a comprehensive understanding of the foundation of trauma theory and therapy, attachment theory and the relationship to trauma, history and current theories in the field, the nature of trauma (examples including abuse and exploitation, combat trauma, natural disasters and community trauma, and familiar and covert trauma), how trauma affects individuals and systems, grief reactions, and traumatic stress. Also included in this class, is the exploration of the professional’s response to trauma, vicarious re-traumatization, crisis intervention, comorbid disorders and post-modern treatment. Additional topics will include special populations, as well as cultural competence within trauma practice.
In this 3 credit class, students will build upon foundational knowledge and theory to provide a bio-diverse understanding of the effects of complex trauma on brain chemistry, functioning and anatomy of the brain, and brain development, within the context of attachment, affect regulation, normative brain development, and trauma disruption. Class materials will address the functions of brain areas that are involved in responding to traumatic events; how the brain and body respond to traumatic events; the influence of traumatic events on memory processes; common emotional and behavioral responses to trauma; and how to effectively work with trauma survivors We will examine common trauma symptomatology and presentations that arise from these disruptions across the lifespan, including understanding the functionality of disassociation. Additionally, students will review a range of evidence-based interventions that can help positively impact the neurophysiological effects of trauma in youth and adults, with an emphasis on achieving functionality and health within the whole self. Life span work will be incorporated, as well as co-morbid medical presentations and how to engage your clients with understandable explanations of the link between mental health disorders and biology.
This 3 credit advanced treatment course will build upon PSY 672 and provide students with skills for the practical application of trauma therapy within practice settings, including understanding diagnostic criteria and the spectrum of trauma-based presentations, diagnostic clarity within the trauma lens, treatment planning with the trauma client, ethical applications of crisis intervention with trauma clients, sociopolitical and cultural factors in the diagnosis and treatment of trauma, discharge planning. Course work will address current best practices in the treatment of trauma with families, adults, and children, including the models empirically supported by APA practice guidelines (EMDR, TF-CBT, ARC therapy, IFS, CBT, CPT, NET). Additionally, auxiliary skill models to support Trauma therapy will be discussed, including DBT, medication management, and MBSR. Coursework will include evaluating cultural competence of practice skills and special populations.
The purpose of this 3-credit course is to provide students with advanced counseling skills in the treatment of trauma in children and adolescents. This course will explore developmentally appropriate applications of the principles of trauma-informed care as well as specific trauma-focused skills and interventions for children and adolescents. Issues related to the developmental consequences of childhood trauma, impact of trauma on family systems, and diagnosis and assessment of trauma and related symptoms will be covered. Students will explore evidence-based practices for addressing a wide range of symptoms in traumatized youth. Expressive therapies such as art, play, and other nonverbal and symbolic techniques will be integrated.
The Master's Fieldwork II experience, an elective for the LADC concentration, applies knowledge and skills of substance use treatment within a community setting. Students select a setting appropriate to their field of study such as: agencies, community centers, residential facilities, and correctional institutions that provide primary substance use treatment. Students must obtain 150 clock hours of Fieldwork II experience under the joint supervision of the deparment and the organization (for a total of 300 hours between PSY 670 and PSY 679).
This pre- master’s clinical 100-hour Practicum experience is required of all CMHC students. 40 hours are spent in role-playing counseling exercises with peers, 25 hours in a combination of individual and group supervision, and 35 hours in counseling-related independent study. The scope of this experience will include practice of counseling skills, review of ethics and professional issues, and exploration of clinical supervision including ways in which a student’s personal life experience interacts with their role as a counselor. Total hours of practicum, including supervision, contact hours, and independent study hours, are structured to comply with Massachusetts LMHC licensure requirements, and also meet Connecticut LPC eligibility requirements.
This pre-master’s clinical 100-hour Practicum experience is required of all CMHC students. This course is specifically for students who are doing an external Practicum (rather than internal to BPU). 40 hours are spent in counseling with clients, 25 hours in a combination of individual and group supervision, and 35 additional site-based hours. The scope of this experience will include practice of counseling skills, review of ethics and professional issues, and exploration of clinical supervision including ways in which a student’s personal life experience interacts with their role as a counselor. Total hours of practicum, including supervision, contact hours, and independent study hours, are structured to comply with Massachusetts LMHC licensure requirements, and also meet Connecticut LPC eligibility requirements.
This course has been designed to help prepare students to work in Primary Care Behavioral Health,(PCBH). Students will learn the foundations of PCBH, strategies for conducting brief assessments, how to document in a medical record, along with an overview of short term treatment modalities and interventions.
This first-term capstone provides supervised onsite training with a state-approved licensed school counselor, requiring 525 total hours. Enrollment requires approval from program leadership. Interns assume the role of school counselor while participating in a concurrent seminar and working with children and adolescents under professional supervision. Students engage in individual and group counseling, apply technology in practice, and support students’ academic, social, emotional, and career development. Training includes the use of measurable outcomes, behavioral observation, and program evaluation to design effective interventions. Interns collaborate with special education teams, learn referral processes, and access school and community resources. The course emphasizes ethical and legal practice, multicultural competence, data-driven decision making, and strategies to address the achievement gap, dropout prevention, and suicide risk. Interns develop prevention and intervention plans related to substance use, abuse, school violence, and crisis situations. Additional skill development includes classroom guidance delivery, consultation with parents and school personnel, leadership in parent education initiatives, and familiarity with state curriculum frameworks and assessments. Supervision and seminar attendance are required. Fieldwork addresses all Massachusetts School Guidance Counseling Standards except standard K
This second-term capstone continues supervised fieldwork in which interns function as school counselors while attending a concurrent seminar. Under the supervision of a licensed school counselor, interns work with children and adolescents through individual and group counseling, apply technology in practice, and support students’ academic, social, emotional, and career development. Students use measurable outcomes, behavioral observation, and program evaluation to design effective interventions and collaborate with special education teams to understand learning and behavior disorders. Interns learn to access school and community referral resources and develop prevention and intervention plans related to substance use, abuse, school violence, crises, and trauma. The course emphasizes ethical and legal practice, multicultural competence, data-driven decision making, and strategies to address the achievement gap, dropout prevention, and suicide risk. Students also engage in classroom guidance, consultation with families and school personnel, leadership in parent education initiatives, and familiarity with state curriculum frameworks and assessments. Supervision and seminar participation are required. Fieldwork addresses all Massachusetts School Guidance Counseling Standards except standard K.
This 200-hour internship experience will take place in a clinical setting and will afford students the opportunity to work in a professional counseling environment. Students will become oriented to policies and procedures of their chosen placement. Students will observe and gradually become involved in the provision of a wide range of clinical mental health services. They will have direct contact with clients, and will receive individual supervision from their agency supervisor. Group supervision meetings will be held virtually twice per semester. Total hours of internship, including supervision and direct contact hours, are structured to comply with Massachusetts LMHC licensure requirements, and also meet Connecticut LPC eligibility requirements.
This 200-hour internship experience will continue to enhance the counseling skills as experienced within the context of Counseling Internship I and will continue to afford students the opportunity to work under direct clinical supervision with individuals who seek mental health support. Students will enhance their professional counseling skills, gradually working more independently, including conducting assessments, determining DSM diagnoses, formulating treatment plans, and providing counseling to individuals and groups. Students will receive individual supervision from their agency supervisor. Group supervision meetings will be held virtually twice per semester. Total hours of internship, including supervision and direct contact hours, are structured to comply with Massachusetts LMHC licensure requirements, and also meet Connecticut LPC eligibility requirements.
This 200-hour internship experience continues to afford students the opportunity to work with individuals who seek mental health support and counseling. Students practice their counseling skills in the most diverse range of services offered at their agency. At this point in the internship, students are expected to have achieved a level of mastery that allows for them to engage in more intensive and independent work. Students will receive individual supervision from their agency supervisor. Group supervision meetings will be held virtually twice per semester. Total hours of internship, including supervision and direct contact hours, are structured to comply with Massachusetts LMHC licensure requirements, and also meet Connecticut LPC eligibility requirements.
An educational portfolio assembled by the student over the course of their studies. It highlights the student’s professional knowledge, skills and abilities, and documents quality graduate level work.
This course explores the counseling process with children and adolescents from two perspectives: first from the experiential world of the child or adolescent, and secondly, from an ecological/systems perspective, with strong emphasis on cultural strengths and concerns. Topics include: the world of the child in a multicultural society; exceptionality, techniques for communicating and working with diverse families, school and community personnel; play/activity techniques, multicultural group work. Also: assessment; diagnosis; gathering and communicating information; sensitivity to others; self awareness; culturally congruent educational programs; stereotyping; economic, social and political issues surrounding diversity; relevant state, municipal and school laws and regulations relating to ethnic, linguistic, racial, gender and religious diversity; interviewing; dealing with research; resources and referrals within schools and community; hazards and problems of normal and abnormal development; enhancing a positive school climate in a multicultural school setting. The course also addresses issues impacting learning, achievement, and diversity with a final presentation utilizing the online library and other online researched based sites. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
This course explores the basic neurobiological processes of psychotropic medications and the use of medication assisted treatment for substance use disorders while emphasizing the challenge of integrating evidence based treatment and psychopharmacological interventions for co-occurring disorders. It delves into historical practices and the increasing use of newer, less addictive medications impacting addiction neurochemistry.
This course focuses on the multifaceted nature of combat stress and trauma (CST) and addresses its impact on military personnel and civilians exposed to war operations. It explores the historical, diagnostic, and therapeutic dimensions of CST, with special attention given to the effects of CST on veterans' families. The emphasis is on diagnosis, treatment strategies, referral resources, and support systems, with insights and practical skills essential for those engaging with CST in various professional capacities.
This course will explore the impact of trauma on a child/adolescent's neurobiological development, relationships, behavior, learning, and academic performance. It will review various strategies to help traumatized children in schools as well as explore the role of the School Adjustment Counselor (SAC) in supporting those children and the staff that instruct them.
Source: Bay Path University's catalog, linked per course · table learning_unit · CourseShelf publish 61
