43 courses with the subject PSYG, 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.
Continuation of practicum in mental health counseling or marriage and family therapy.
This course is for students completing a practicum.
An in-dept study of the essential components of alcohol and drug assessments, their importance in the treatment planning process, the development and implementation of behaviorally-oriented treatment plans and the coordination of services for clients through case management activities. The variety of treatment opportunities for clients based on their individual needs will be studied. Prerequisite: 705 or permission of Program Director.
An examination of how alcohol and other substances affect physical health, including the brain and the individual's cognitive functioning. Specific emphasis will be placed on the pharmacological effects of alcohol and other substances of abuse. Specific illness commonly found among this population such as AIDS, tuberculosis and other communicable diseases will be discussed.
A comprehensive review of the literature pertaining to the effects of alcoholism and other substance abuse on the family system. Individual and group treatment approaches employed within the family system, including co-dependency groups, Al-Anon, Alateen, and other services for children of alcoholics and substance abusers will be discussed. Prerequisites: 721, 725, or permission of the Program Director.
An examination of how certain influences affect our understanding and treatment of alcohol and substance abuse.
Students learn a variety of common research designs in Education and Psychology, develop the ability to evaluate primary research, and design a research project. Research designs covered include experimental, causal-comparative, correlational, and qualitative, and their applications to needs assessment, program evaluation, outcomes research, and action research. Students use their knowledge of research designs to evaluate literature related to their research topic and complete the introduction, literature review, and methods sections for their research projects. The research topic must be related to the student's specific program and approved by the course professor.
Techniques of counseling different populations in a variety of settings. The course will address the role of work, job seeking techniques, the use of assessments, value clarification methods, and design of programs.
This course provides an in-depth exploration of trauma and crisis counseling, emphasizing the neurobiology of trauma, trauma-informed care, assessment, diagnosis, and evidence- based interventions. Students will engage in case studies, discussions, and simulations to develop skills for working with individuals affected by trauma across various settings, including schools, mental health clinics, and community organizations.
This course examines the profound and often chaotic impact of social media on mental health, identity, and interpersonal relationships. Students will explore the psychological effects of constant connectivity, cyberbullying, comparison culture, misinformation, and digital addiction through the lens of contemporary research. Topics include the influence of algorithms on self-perception, the rise of online anxiety and depression, social media’s role in shaping personality and behavior, and the ethical considerations of digital engagement. The course also addresses strategies for digital wellness, boundary-setting, and therapeutic interventions for individuals struggling with social media-related distress. By the end of the course, students will create a social media Mental Health Toolkit, offering evidence-based strategies for fostering healthier digital habits.
The student will be introduced to the field of counseling by examining the major theories of counseling. In comparing and contrasting these theories, it will become clear what makes each approach unique and what all of these approaches have in common. Through this process, the student will begin to develop a personal theoretical orientation to counseling. The course will also consider personal qualities needed to be an effective professional counselor and common ethical issues that arise in the practice of counseling. Three credits.
Techniques of counseling and therapy will be studied and practiced, including micro-skills necessary for establishing therapeutic rapport. The course will examine the full process of counseling/therapy from initiation through termination. The student will learn how to establish a rapport with the client and how to work with difficult clients. The student will develop the skills to help the client explore problems, gain insight to those problems, and convert that insight into action. Three credits.
Comprehensive review of major theories of human development from the pre-natal period through senescence. Critical tasks and aspects of growth for each period will be explored. Particular emphasis will be placed on cognitive and psychosocial development and how children, adolescents, and adults are affected differentially by various learning and emotional disabilities. Focus will also center on the link between research and practice of counseling and special education including multicultural research, research satisfies the requirement for S.A.V.E. and child abuse training.
Discussion, evaluation, and demonstration of types of group counseling techniques; analysis of group dynamics; group counseling as it applies to educational, interpersonal and emotional problems, including alcohol, and substance abuse problems. The use of 12-Step self-help groups in recovery.
This class will provide students with an introduction to the roles, functions, and professional identity of mental health counselors in a variety of clinical settings. Students will develop a basic working knowledge of biopsychosocial mental health assessment and diagnosis. Students will develop a basic working knowledge of the principles of current diagnostic tools. Students will develop a basic knowledge of commonly prescribed psychopharmacological medications. In addition, the course will focus on a survey of community agencies, organizations and resources. Three credits.
Principles and problems in the organization, administration and evaluation of guidance programs at all levels; analysis of the role, responsibilities and duties of administrators, counselors, school psychologists, and teachers; computer applications for the guidance program for student support services including those with disabilities and who are English language learners. Field experience. Satisfies the requirement for S.A.V.E. legislation.
Advanced on-site pre-internship counseling practice with clients under the supervision of a qualified supervisor. Integrated seminar with case conferences designed to enable students to develop skills in case conceptualization, consultation, individual and group counseling. Minimum of 100 hours of experience required. Satisfies the requirement for S.A.V.E. and Child Abuse recognition and reporting. Prerequisites: 12 credits and permission of Advisor. Three credits.
This course examines biological, psychological and social factors associated with various patterns of pathological behavior and an interplay of intrapsychic, hereditary and environmental influences on personality formation. Major syndromes of childhood, adolescence, and adulthood as seen within the context of normal development will be presented and discussed in the perspective of various theoretical, diagnostic, etiological, and therapeutic viewpoints. Course will include practice with diagnosing, assessing, and using counseling techniques associated with these syndromes.
This course examines the basic foundations, theories and practices related to bilingual education including the historical, political and legal foundations. Theories, literature and research related to multicultural practices as educators and /or counselors will be explored.
Theoretical, methodological, sociocultural, and ethical factors in the interpretation of psychological test data will be studied. An examination of basic measurement fundamentals such as types of tests and scores, reliability and validity, and essential statistical concepts will be followed by a focus on the assessment of intelligence, abilities, achievement, and personality. Specific emphasis will be on the interpretation and integration of test scores for individuals. Ethical considerations in appraisal will also be addressed. Three credits.
This course focuses on the development of competencies in multidisciplinary assessment of linguistically and culturally diverse students, with a specific emphasis on general and special education with limited English proficiency (LEP). Includes exploration of the relationship between the linguistic and cultural influences of major racial and/or ethnic groups and their communication patterns. Formal and informal assessment of behavioral functioning is included.
This course will focus on the development of general techniques for counseling and the use of techniques specifically applicable to diverse populations and populations who are linguistically different. A case study approach will be used.
This course will focus on issues in multicultural counseling in urban multiethnic educational and human services settings. Awareness of and sensitivity to social and cultural influences in counseling and in consultation services provided by counselors will be emphasized. Included will be exploration of characteristics of clients from diverse ethnic groups and their impact on counseling strategies. Course will include an experimental assessment component and consultation.
Provides the student with an experience in gaining more knowledge of and experience in providing appropriate interventions to culturally and linguistically diverse clients.
Participation in on-site counseling experiences at a college counseling center, agency or hospital under a qualified supervisor who is licensed or registered in New York State to practice mental health counseling or medicine. Supervision and integrating seminar including knowledge of clinical diagnosis with DSM. Prerequisite: Matriculation in Mental Health Master's or Advanced Certificate in Mental Health Counseling program, completion of EDUG 732, 30 credits and permission of MHC Program Advisor. Three credits.
Internship I provides on site experience in the application of theory to practice and development of counseling and case conceptualization skills. The integrated seminar will focus on the role of the ASCA National model for school counselors. Issues related to human development, wellness, cultural competence, and social justice advocacy will also be addressed. The experience consists of 300 hours of experience on site including 120 direct hours with clients individually and in groups. A weekly integrated seminar with a faculty supervisor is required. Upon completion of the requirements, students proceed to Internship II, which also includes 300 hours.
Students in the counseling program proceed through a well-thought out experiential component in the program over two semesters in a school. Internship in school counseling II builds upon Internship in school counseling I and is the last of the experiential components. Internship in school counseling II provides the student with an experience in learning to facilitate further professional development including self-reflection and leadership of a team. The focus is on an integration of all facets of the counseling role including a review of special areas of importance and in personal development. Practical application of counseling theories and techniques to diagnosis, ethics and law, and the work of counselors with special populations will be emphasized. The experiential component consists of direct service work with clients and consultation work in the school. The Internship includes 300 hours of structured field experiences, of which 120 is required to be direct counseling with clients individually or in groups.
Advanced counseling practice with groups under the supervision of the faculty; seminars, supervisory conferences and consultation; group experiences. Prerequisite: EDUG 725, 33 credits and permission of Program Director.
Examination of the necessary components in the college admissions selection process, i.e. high school preparation, standardized test scores, advanced placement credit, career preparation and counseling, financial aid, special programs, academic criteria, and personal statement. Review of the various guides and technological information available to the counselor and applicant, i.e Internet, Rezun, College Board, Peterson's College View and College Link.
An examination of the theories and practices of multicultural counseling in urban multiethnic educational and human services settings. Awareness of and sensitivity to cultural factors in counseling and in consultation services provided by counselors will be emphasized. Course will include an experiential component and consultation.
Leadership, supervision and consultation provides the student with an experience in learning to facilitate the further professional development of a counselor-in-training. Although one goal is to prepare the experienced counselor in skills to supervise, the primary focus is on the ability to establish and develop counselor-supervisor relationships, case conceptualization and consultation, and understanding of leadership and organizational roles in relation to counseling sites.
This course is designed for the beginning practitioner to provide exposure to issues related to professional functioning. Emphasis will be on ethical and legal issues as they relate to the profession of counseling and to each other. In addition the legal and ethical factors related to program development and evaluation will be considered.
This foundation course is aimed at providing a theoretical and practical experience in evaluation, assessment, diagnosis and treatment planning. The methods of psychological assessment covered will include intelligence tests, academic achievement tests, neuropsychological measures, self-report inventories, rating scales, behavioral observations, projective techniques, structured interviews, history taking and adaptive behavior scales. Initial practice in administering major instruments of psychological assessment will allow students to develop an understanding of their diagnostic and therapeutic value. The course will also cover related topics including psychiatric evaluation, assessment of suicidal risk, and ethical issues and cultural bias in psychological testing. Students will practice by administering the instruments to each other. Focus will be on integrating test material into comprehensive reports having meaning for the referral source and the client. Prerequisite: EDUG 807.
Continued participation in on-site counseling experiences at a college counseling center, agency or hospital under a qualified supervisor who is licensed or registered in New York State to practice mental health counseling or medicine. Particular emphasis on case assessment, analysis, diagnosis with the DSM, recommendations for services, and the delivery of planned interventions. Prerequisite: Matriculation in Mental Health Master's or Advanced Certificate in Mental Health Counseling program, successful completion of EDUG or PSYG 819, and permission of MHC Program Advisor. Three Credits.
This course will provide students with an in-depth examination of contemporary theories and practices in Couple Therapy. Couple assessment and intervention across the life cycle will be studied. Couple dissolution, separation, divorce and re-marriage will be examined from the viewpoint of the work of the practicing couples/family therapist. Couple issues including commitment, decision-making, conflict, gender differences, sexuality, infertility, intergenerational relationships, work, money, migration, technology, illness and death of a spouse, affairs, and physical violence will be addressed in a family systems context and contemporary "best practice" models of Couple Therapy.
The family, no matter the structure, is the context for our lives. This course will provide a focus on the major theories, practice, and issues in Family Systems Therapy. Students will be introduced to not only traditional theoretical frameworks, but also exposure to evolving models of practice. Methods for assessing and intervening with contemporary couples and families in urban settings will be emphasized, including the family's relationship with Larger Systems. A resilience-based model of family functioning will be highlighted. Students will begin to critically examine and develop their own theory of change, based on course material.
This class will provide students with an introduction to the roles, functions, and professional identity of mental health counselors and marriage and family counselors in a variety of clinical settings. The Biopsychosocial model will be described. Students will develop a basic beginning knowledge of mental health and family assessment, diagnosis, and case formulation with incorporating the aspects of culture and ethnicity that impact assessment and treatment. Students will develop a basic working knowledge of systems theory as it pertains to the assessment and case formulation of families while incorporating the aspects of culture and ethnicity that impact the family system. Students will develop a basic working knowledge of the principles of current diagnostic tools. Students will develop a basic knowledge of commonly prescribed psychotropic medications.
This course will explore various approaches to conceptualizing assessment of families and couples. It introduces the family as a system, family assessment through a variety of means, including early recollections, and their meaning; family structure; family process and communication; triadic process; the genogram, family life cycle and its many cultural and social class variations. Ethical, legal, and other professional issues related to family counseling will be covered.
This course is designed to train the beginning family therapy student in the practical aspects of systemic therapy. This course aims to provide skills in conducting thorough family and couples interviews. We will begin to formulate the presenting problems of families in a systemic way from which systemic interventions will follow. Special attention is paid to the strengths and resilience of families using a developmental perspective and to working collaboratively with families and couples. Students will develop the skill of reading from original articles. This course is required prior to entering internship I.
Comprehensive exploration of the interface between family systems and the legal system. Students will gain a working knowledge of common issues confronting modern day families. These issues will be explored from a legal as well as therapeutic perspective. Course assignments follow the book's organization which is developmental.
Family therapy theory and techniques includes application to marital counseling and common family issues. Focus on assessments unique to family counseling. Students will become familiar with the strengths and weaknesses of various treatment models and will be able to identify the appropriateness of techniques from a cultural and diversity context. Students will also gain exposure to School-Based including Community Based Organization (CBO) Family Counseling. This course runs concurrently with Internship I and practicum assignments here will be based on experience in Internship I.
This course is a supervision and integrating seminar including experience in assessment and diagnosis. Diagnosis and treatment of psychopathology from a family system and relational perspective will be emphasized including the application of systematic and relational theories in the diagnosis and treatment of individuals, couples, and families. Connection to and understanding of the use of DSM-V in Marriage and Family Therapy will also be included. Total hours for Internship I and II is 500 hrs on site (including 300 direct hours); Internship I students are expected to complete 250 hours during Internship I. Internship sites must be approved by Manhattan University's Clinical Professor of Record according to the schedule sent to all students regarding all internship/practica placements. Seminar/MC group supervision includes an additional 30 hours per semester.
Internship II and concurrent clinical seminar extends the Internship experience provided in Internship I building on that experience and on the practicum experience. A primary focus is on refinement of skills in conceptualizing, assessing, and providing treatment plans for clients in a marriage and family counseling setting including the use of assessment measures and diagnosis. Students will also be required to run team seminars and present cases for discussion. Practical application of counseling and family counseling theories and techniques to diagnosis, ethics and law, and the work of counselors with special populations will be covered as well. The Planning Guide, application process, and description of supervisor responsibilities are similar to that done in Internship I; the forms are contained in the Boylan text below. Total hours for Internship II is 250 on site (including 150 direct hours) + MC hours (30 classes). The total hours required in site experience during both internships = 500 hours.
Source: Manhattan College's catalog, linked per course · table learning_unit · CourseShelf publish 61
