37 courses with the subject CNS, 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.
CNS 501Only open to degree students or with permission of the Program Director3.00
This course introduces special topics in professional counseling in a hybrid format that includes a 3-day mandatory on- campus residency. Special topics will include issues of relevance to both school and clinical mental health concentrations with an emphasis on application in the field. Time on campus will be spent in both didactic and experiential learning workshops, punctuated with time to collaborate with peers, meet with faculty mentors, and engage in other professional preparation activities. Students will be assigned preparatory reading, as well as post-residency assignments to solidify their learning and prepare for a career in professional counseling. Only open to degree students or with permission of the Program Director. 3.00 This course introduces students to the ethical and legal responsibilities assumed by professional counselors in mental health and school settings, including adhering to the profession's ethical codes, using ethical decision- making models, identifying and resolving ethical dilemmas, and navigating legal issues related to the practice of counseling. 3.00 338
7 University This course is an advanced course in software development for mobile devices using the latest technologies in the industry for mobile phone development. Students will learn how to determine what operating systems are available for smart phones, what tools, hardware and software are needed to develop applications for different types of phones. This course will stay current with the industry at the time the course is offered and will continue to adapt to the smart phone market. Emphasis will be placed on the full-life-cycle of software development from requirements specifications through final deliverable application. 3.00 This is an advanced level course continuing the development of web site design utilizing current applications, programming languages, and tools popular in the industry today. This course is designed to incorporate skills learned in the introductory web design course and add in dynamic web functionality by connection to back-end databases, e-commerce support, chatbots, and learning more advanced features of web applications. The student will culminate the semester by creating their own dynamic web site. 3.00 This course provides opportunity for investigation of a selected topic or topics designed to integrate and deepen the student's comprehension and application of computer information science theory and practice. 3.00 This option affords students the opportunity to pursue research in a particular field of interest. This is not a traditional classroom setting. 3.00 A work experience with a minimum of 120-hours designed to afford the student a practical experience in the field of Computer Information Science and information technology. 3 to 12 This course allows students to apply the multimedia techniques learned in Multimedia I, to gaming technology. Students will learn the basic elements of game design and development, while working hands-on with the latest gaming platforms to create their own game. 3.00 This course is designed to help students become more proficient in using the basic counseling and relationship building techniques used in the helping relationship as well as basic assessment, goal setting, selection of interventions, and evaluation of client outcomes. Through active out-of-class and live online training via zoom, students will develop basic counseling skills. Synchronous online meetings, mock counseling practice, and video demonstration of learned counseling skills is a key component of this course. Only open to degree students or with permission of the Program Director. 3.00 This course provides an overview of theoretical and applied information for counselors working in the community mental health setting. Topics include history and philosophy, legislation and policies, service delivery modalities, counselor roles, funding sources, prevention and intervention strategies, documentation and caseload management, consultation and supervision, and current issues related to agency counseling. 3.00 Students will be introduced and learn to apply the mental health diagnostic system found in the DSM. Topics include; diagnostic interviewing skills, appropriate classification of a group of symptoms into a differential diagnosis, understanding of the etiology of the disorders discussed and appropriate interventions for each disorder (including information on psychopharmacology). The effects of socio-environmental factors on the etiology, diagnosis and treatment will also be discussed. 3.00 This course explores the research and theory of human growth and development across the life span. Topics will include theories of development in the areas of social, cognitive, emotional and physical development as well as strategies for facilitating optimum development. 3.00 This course acquaints school and clinical mental health counselor trainees with their profession’s historical and philosophical foundations, current counselor roles and functions, their professional counselor organizations, professional accreditation regulations, license, certification and professional preparation standards and guidelines, self-care strategies, advocacy, and counselor professional expectations. Students will demonstrate competence in applying the ethical and legal codes in their field of concentration. 3.00 332
This course allows students to apply the multimedia techniques learned in Multimedia I, to gaming technology. Students will learn the basic elements of game design and development, while working hands-on with the latest gaming platforms to create their own game. 3.00 This course is designed to help students become more proficient in using the basic counseling and relationship building techniques used in the helping relationship as well as basic assessment, goal setting, selection of interventions, and evaluation of client outcomes. Through active out-of-class and live online training via zoom, students will develop basic counseling skills. Synchronous online meetings, mock counseling practice, and video demonstration of learned counseling skills is a key component of this course. Only open to degree students or with permission of the Program Director. 3.00 This course provides an overview of theoretical and applied information for counselors working in the community mental health setting. Topics include history and philosophy, legislation and policies, service delivery modalities, counselor roles, funding sources, prevention and intervention strategies, documentation and caseload management, consultation and supervision, and current issues related to agency counseling. 3.00 Students will be introduced and learn to apply the mental health diagnostic system found in the DSM. Topics include; diagnostic interviewing skills, appropriate classification of a group of symptoms into a differential diagnosis, understanding of the etiology of the disorders discussed and appropriate interventions for each disorder (including information on psychopharmacology). The effects of socio-environmental factors on the etiology, diagnosis and treatment will also be discussed. 3.00 This course explores the research and theory of human growth and development across the life span. Topics will include theories of development in the areas of social, cognitive, emotional and physical development as well as strategies for facilitating optimum development. 3.00 This course acquaints school and clinical mental health counselor trainees with their profession’s historical and philosophical foundations, current counselor roles and functions, their professional counselor organizations, professional accreditation regulations, license, certification and professional preparation standards and guidelines, self-care strategies, advocacy, and counselor professional expectations. Students will demonstrate competence in applying the ethical and legal codes in their field of concentration. 3.00 This course provides a comprehensive overview of marriage, couple, and family counseling, emphasizing both theory and practice. Students will explore key concepts, seminal ideas, and intervention techniques, as well as ethical, legal, and professional considerations. 3.00 ting This course exposes students to the learning, mental health and intellectual disabilities found in the K-12 school counseling setting. The etiology, characteristics and contributing factors of specific disabilities will be presented. Students will demonstrate a knowledge of the DSM diagnostic system and PDE special education regulations and process and will be able to identify and apply appropriate counseling/instructional interventions and school based consultation practices for the disorders covered. 3.00 unsel This course prepares school counselors to effectively support English Language Learners (ELLs) through culturally responsive, evidence-based practices. Students will explore the history and trends in school counseling, examine the impact of cultural, social, and systemic factors on ELL achievement, and develop strategies to close opportunity gaps. Emphasis is placed on advocacy, collaboration, equitable access to resources, and promoting academic, career, and personal/social success for ELL students. 3.00 Theories of student development in the higher education settings are explored across a variety of developmental domains (intellectual, academic, personality, social, emotional, career, and moral) in this course. Emphasis is placed on an in-depth examination and analysis of the characteristics, attitudes, values, beliefs, risks, and expectations of undergraduate traditional and non-traditional higher education students including the developmental needs of these students. Campus environments (social, educational, on-campus, online etc.) effects on student learning and development will also be addressed. 3.00
ersity This course exposes students to the learning, mental health and intellectual disabilities found in the K-12 school counseling setting. The etiology, characteristics and contributing factors of specific disabilities will be presented. Students will demonstrate a knowledge of the DSM diagnostic system and PDE special education regulations and process and will be able to identify and apply appropriate counseling/instructional interventions and school based consultation practices for the disorders covered. 3.00 This course prepares school counselors to effectively support English Language Learners (ELLs) through culturally responsive, evidence-based practices. Students will explore the history and trends in school counseling, examine the impact of cultural, social, and systemic factors on ELL achievement, and develop strategies to close opportunity gaps. Emphasis is placed on advocacy, collaboration, equitable access to resources, and promoting academic, career, and personal/social success for ELL students. 3.00 Theories of student development in the higher education settings are explored across a variety of developmental domains (intellectual, academic, personality, social, emotional, career, and moral) in this course. Emphasis is placed on an in-depth examination and analysis of the characteristics, attitudes, values, beliefs, risks, and expectations of undergraduate traditional and non-traditional higher education students including the developmental needs of these students. Campus environments (social, educational, on-campus, online etc.) effects on student learning and development will also be addressed. 3.00 This course is designed to examine research designs, methods, procedures, and statistical analyses that can be used to address research questions of interest in counseling. This course will address issues of applied investigations encompassing the identification of research problems; identification and evaluation of the evidence base for counseling interventions and practices; the development of designs, methods, and procedures for conducting research and program evaluation; and the statistical tools to analyze and interpret data. Students will examine ethical and legal considerations relevant to the research process and explain the role of research in the advancement of the counseling profession. 3.00 Students in this course will examine, investigate, assess and analyze the current issues, trends and challenges administrators in higher education face. "Best practices" utilizing organization, management and leadership theories and practice relevant to higher education that address these issues, trends and challenges will be introduced. Students will apply appropriate models developed in response to these changes and challenges, as well as, develop and implement their own intervention programs for the challenges facing higher education administrators in the 21st Century. 3.00 This course provides students with an entry-level, supervised field experience in school or clinical mental health counseling. Students progressively assume professional roles and responsibilities in accordance with standards established by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The practicum is completed under the supervision of an approved site supervisor and a university supervisor. Over the 14-week course, students complete a minimum of 100 fieldwork hours, including at least 40 direct client contact hours. Students must also participate in 1.5 hours of mandatory weekly synchronous group supervision throughout the course. Additional requirements are outlined in the Counseling Program’s Internship Handbook. Enrollment: Degree-seeking students only, or with permission of the Program Director. 3.00 334
This course is designed to examine research designs, methods, procedures, and statistical analyses that can be used to address research questions of interest in counseling. This course will address issues of applied investigations encompassing the identification of research problems; identification and evaluation of the evidence base for counseling interventions and practices; the development of designs, methods, and procedures for conducting research and program evaluation; and the statistical tools to analyze and interpret data. Students will examine ethical and legal considerations relevant to the research process and explain the role of research in the advancement of the counseling profession. 3.00 Admin Students in this course will examine, investigate, assess and analyze the current issues, trends and challenges administrators in higher education face. "Best practices" utilizing organization, management and leadership theories and practice relevant to higher education that address these issues, trends and challenges will be introduced. Students will apply appropriate models developed in response to these changes and challenges, as well as, develop and implement their own intervention programs for the challenges facing higher education administrators in the 21st Century. 3.00 This course provides students with an entry-level, supervised field experience in school or clinical mental health counseling. Students progressively assume professional roles and responsibilities in accordance with standards established by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The practicum is completed under the supervision of an approved site supervisor and a university supervisor. Over the 14-week course, students complete a minimum of 100 fieldwork hours, including at least 40 direct client contact hours. Students must also participate in 1.5 hours of mandatory weekly synchronous group supervision throughout the course. Additional requirements are outlined in the Counseling Program’s Internship Handbook. Enrollment: Degree-seeking students only, or with permission of the Program Director. 3.00 The problem of violence in K-12 schools will be explored from a variety of perspectives (i.e. public health, criminology, ecology, developmental psychology, etc.). Research based explanations of youth violence including the role of families, peer groups, schools, and neighborhoods, as well as school counselor strategies for the prevention and remediation of violence in the school will be discussed. 3.00 Students will gain an advanced knowledge and practice with Cognitive Behavioral Therapy (CBT) theory and practice. This course focused on the use of CBT theory to understand clients and practice of appropriate CBT theory based interventions with clients. Students will design a treatment plan, employ various CBT techniques based on that treatment plan and evaluate their effectiveness. Mock counseling practice and video demonstration is a key component of this course. 3.00 This course is designed to survey major theoretical orientations to counseling and the philosophical assumptions underlying these theories. Students will utilize various theories to understand and predict their client's behavior, perceptions and feelings. Special focus is given to theory and practical application of the various approaches. 3.00 g The purpose of this course is to provide foundational information about assessment, which includes an overview of the various methods and sources of assessment information as well as basic principles of measurement. Students will develop skills in the selection, administration, and interpretation of assessment tools used to evaluate client issues and functioning. Related professional issues such as the history of assessment, legal and ethical concerns related to assessment, and trends in the field will be included. The overall goal is the development of critical thinking in the informed use of assessment methods. 3.00 This course will explore a range of theoretical and treatment-specific approaches in the treatment of psychological trauma. Students will examine the influence of culture on symptom presentation and treatment approaches, with a strong emphasis on historically disenfranchised, marginalized, oppressed, and vulnerable population through treatment planning and suicide risk assessment practice. 3.00
iversity Students will gain an advanced knowledge and practice with Cognitive Behavioral Therapy (CBT) theory and practice. This course focused on the use of CBT theory to understand clients and practice of appropriate CBT theory based interventions with clients. Students will design a treatment plan, employ various CBT techniques based on that treatment plan and evaluate their effectiveness. Mock counseling practice and video demonstration is a key component of this course. 3.00 This course is designed to survey major theoretical orientations to counseling and the philosophical assumptions underlying these theories. Students will utilize various theories to understand and predict their client's behavior, perceptions and feelings. Special focus is given to theory and practical application of the various approaches. 3.00 The purpose of this course is to provide foundational information about assessment, which includes an overview of the various methods and sources of assessment information as well as basic principles of measurement. Students will develop skills in the selection, administration, and interpretation of assessment tools used to evaluate client issues and functioning. Related professional issues such as the history of assessment, legal and ethical concerns related to assessment, and trends in the field will be included. The overall goal is the development of critical thinking in the informed use of assessment methods. 3.00 This course will explore a range of theoretical and treatment-specific approaches in the treatment of psychological trauma. Students will examine the influence of culture on symptom presentation and treatment approaches, with a strong emphasis on historically disenfranchised, marginalized, oppressed, and vulnerable population through treatment planning and suicide risk assessment practice. 3.00 This course prepares school counselors-in-training to design, implement, and evaluate evidence-based intervention techniques that promote prevention, equity, and student well-being across academic, career, and social/emotional domains. Students apply data-driven practices within multitiered systems of support (MTSS) and explore school-specific frameworks such as 504 Plans, IEPs, and Student Assistance Programs (SAPs). Emphasis is placed on collaboration, culturally responsive practice, and accountability as students develop and share interventions for individuals, small groups, and classrooms aligned with CACREP 2024 School Counseling Standards and the ASCA National Model. 3.00 The course provides an introduction to the sexual concerns, interests, attitudes, and beliefs presented across counseling settings and focuses on the development of counseling skills related to human sexuality. Students will explore empirically supported counseling approaches related to sexual functioning, intimacy, gender, and sexual orientation. Please note: this course is not intended to train students in sex therapy. 3.00 This course will focus on the foundation, management, delivery, and accountability of comprehensive school counseling programs. Students will learn the components of the American School Counselor National Model: A Framework for School Counseling Programs. They will also explore the essential competencies, services, tools, and strategies that promote achievement, equity, and access for all students. Students will develop an understanding of the importance of school counselor leadership in promoting and providing comprehensive school counseling programming. 3.00 336
g This course prepares school counselors-in-training to design, implement, and evaluate evidence-based intervention techniques that promote prevention, equity, and student well-being across academic, career, and social/emotional domains. Students apply data-driven practices within multitiered systems of support (MTSS) and explore school-specific frameworks such as 504 Plans, IEPs, and Student Assistance Programs (SAPs). Emphasis is placed on collaboration, culturally responsive practice, and accountability as students develop and share interventions for individuals, small groups, and classrooms aligned with CACREP 2024 School Counseling Standards and the ASCA National Model. 3.00 The course provides an introduction to the sexual concerns, interests, attitudes, and beliefs presented across counseling settings and focuses on the development of counseling skills related to human sexuality. Students will explore empirically supported counseling approaches related to sexual functioning, intimacy, gender, and sexual orientation. Please note: this course is not intended to train students in sex therapy. 3.00 This course will focus on the foundation, management, delivery, and accountability of comprehensive school counseling programs. Students will learn the components of the American School Counselor National Model: A Framework for School Counseling Programs. They will also explore the essential competencies, services, tools, and strategies that promote achievement, equity, and access for all students. Students will develop an understanding of the importance of school counselor leadership in promoting and providing comprehensive school counseling programming. 3.00 ng This course introduces students to the self-understanding, knowledge, tools, and skills necessary to develop cultural competence as a practicing counselor. Topics include: 1) consideration of how social, historical, and cultural contexts inform the counseling dynamic, 2) the contributions and impact of both counselor and client identities on the counseling process, and 3) how culturally biased attitudes and assumptions influence the provision of mental health services. Emphasis is placed on counselors’ ethical responsibility to engage in ongoing reflexive practice related to cultural competency, as well as demonstrating a commitment to social justice advocacy. 3.00 This course will present students with information on research, developmental theories, counseling process, and techniques pertinent to working with children and adolescents. The course will emphasize multicultural considerations as well as counseling and systemic factors that promote positive youth development. Crisis intervention, mandated reporting, and related issues will also be addressed. 3.00 This course provides an overview of the theories of career development and includes sources of occupational information, career assessment and methods of career counseling. Students will develop the knowledge, skills, and resources for facilitating career development and occupational choice throughout the lifespan 3.00 Provides a general introduction to the topic of addictions, including pharmacology of major substances of abuse, psychological factors, models of chemical addition, substance abuse in special populations, and an overview of treatment modalities. 3.00 This course provides an overview of group development theories, basic principles of group dynamics, member roles and functions, multicultural considerations and group leadership skills. Topics include the process of forming a group, planning and leading groups, and the selection, evaluation, and use of group counseling methods and materials. Synchronous group sessions are a key component of this course. Prerequisite: CNS 501 or permission of the Program Director or designee. Only open to degree students or with permission of the Program Director. 3.00
versity This course will present students with information on research, developmental theories, counseling process, and techniques pertinent to working with children and adolescents. The course will emphasize multicultural considerations as well as counseling and systemic factors that promote positive youth development. Crisis intervention, mandated reporting, and related issues will also be addressed. 3.00 This course provides an overview of the theories of career development and includes sources of occupational information, career assessment and methods of career counseling. Students will develop the knowledge, skills, and resources for facilitating career development and occupational choice throughout the lifespan 3.00 Provides a general introduction to the topic of addictions, including pharmacology of major substances of abuse, psychological factors, models of chemical addition, substance abuse in special populations, and an overview of treatment modalities. 3.00 This course provides an overview of group development theories, basic principles of group dynamics, member roles and functions, multicultural considerations and group leadership skills. Topics include the process of forming a group, planning and leading groups, and the selection, evaluation, and use of group counseling methods and materials. Synchronous group sessions are a key component of this course. Prerequisite: CNS 501 or permission of the Program Director or designee. Only open to degree students or with permission of the Program Director. 3.00 This course will expose students to the process and implementation of school-based counseling groups providing students with an overview of group development theories, basic principles of group dynamics, member roles and functions, multicultural considerations and group leadership skills. Topics include the process of forming a group, planning and leading groups, and the selection, evaluation, and use of group counseling methods and materials in line with the ASCA National Model. Synchronous group sessions are a key component of this course. Prerequisite:
ing This course will expose students to the process and implementation of school-based counseling groups providing students with an overview of group development theories, basic principles of group dynamics, member roles and functions, multicultural considerations and group leadership skills. Topics include the process of forming a group, planning and leading groups, and the selection, evaluation, and use of group counseling methods and materials in line with the ASCA National Model. Synchronous group sessions are a key component of this course. Prerequisite:
27 University This course is the first in the Clinical Mental Health Counseling internship sequence. Across the internship sequence, students progressively assume the professional roles and responsibilities of clinical mental health counselors in accordance with standards established by the American Counseling Association (ACA) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Internships are completed under the supervision of an approved site supervisor and a university supervisor. Students are required to participate in 1.5 hours of mandatory weekly synchronous group supervision throughout the internship. Clinical Mental Health Counseling degree students must complete a total of 600 fieldwork hours across the internship sequence, including at least 240 direct client contact hours. During this 14-week course: • llStudents completing two internships must complete a minimum of 300 hours, including at least 120 direct client contact hours. • llStudents completing three internships must complete a minimum of 200 hours, including at least 80 direct client contact hours. Additional requirements are outlined in the Counseling Program’s Internship Handbook. Enrollment: Degree-seeking students only, or with permission of the Program Director. 3.00 This course is the second in the Clinical Mental Health Counseling internship sequence. Across the internship sequence, students progressively assume the professional roles and responsibilities of clinical mental health counselors in accordance with standards established by the American Counseling Association (ACA) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Internships are completed under the supervision of an approved site supervisor and a university supervisor. Students are required to participate in 1.5 hours of mandatory weekly synchronous group supervision throughout the internship. Clinical Mental Health Counseling degree students must complete a total of 600 fieldwork hours across the internship sequence, including at least 240 direct client contact hours. During this 14-week course: • llStudents completing two internships must complete a minimum of 300 hours, including at least 120 direct client contact hours. • llStudents completing three internships must complete a minimum of 200 hours, including at least 80 direct client contact hours. Additional requirements are outlined in the Counseling Program’s Internship Handbook. Enrollment: Degree-seeking students only, or with permission of the Program Director. 3.00 339
This course is the second in the Clinical Mental Health Counseling internship sequence. Across the internship sequence, students progressively assume the professional roles and responsibilities of clinical mental health counselors in accordance with standards established by the American Counseling Association (ACA) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Internships are completed under the supervision of an approved site supervisor and a university supervisor. Students are required to participate in 1.5 hours of mandatory weekly synchronous group supervision throughout the internship. Clinical Mental Health Counseling degree students must complete a total of 600 fieldwork hours across the internship sequence, including at least 240 direct client contact hours. During this 14-week course: •Students completing two internships must complete a minimum of 300 hours, including at least 120 direct client contact hours. •Students completing three internships must complete a minimum of 200 hours, including at least 80 direct client contact hours. Additional requirements are outlined in the Counseling Program’s Internship Handbook. Enrollment: Degree-seeking students only, or with permission of the Program Director. 3.00 This course is the third in a series of three internship experiences in the clinical mental health counseling concentration. Over the course of these three internship experiences clinical mental health counselor trainees will progressively perform all the tasks and duties ascribed to clinical mental health counselors as prescribed by the American Counselor Association (ACA) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). These internship experiences are completed under the supervision of an experienced professional clinical mental health counselor and a university supervisor. This course requires a minimum of 200 hours of field experience over the course of fifteen weeks and includes 1.5 hours of mandatory synchronous group supervision weekly. Further information about this course and its requirements can be found in the Counseling Program's Internship Handbook. 3.00 This course is the first in a series of three internship experiences in the college counseling/student affairs counseling concentration. Over the course of these three internship experiences college counseling/student affairs counselor trainees will progressively perform all the tasks and duties ascribed to college counseling/student affairs counselors as prescribed by the American Counselor Association (ACA), College Student Education International (ACPA) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). These internship experiences are completed under the supervision of an experienced professional higher education counselor and a university supervisor. This course requires a minimum of 200 hours of field experience over the course of fifteen weeks and includes 1.5 hours of mandatory synchronous group supervision weekly. Further information about this course and its requirements can be found in the Counseling Program's Internship Handbook. 3.00
27 University This course is the first in a series of three internship experiences in the college counseling/student affairs counseling concentration. Over the course of these three internship experiences college counseling/student affairs counselor trainees will progressively perform all the tasks and duties ascribed to college counseling/student affairs counselors as prescribed by the American Counselor Association (ACA), College Student Education International (ACPA) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). These internship experiences are completed under the supervision of an experienced professional higher education counselor and a university supervisor. This course requires a minimum of 200 hours of field experience over the course of fifteen weeks and includes 1.5 hours of mandatory synchronous group supervision weekly. Further information about this course and its requirements can be found in the Counseling Program's Internship Handbook. 3.00 This course is the second in a series of three internship experiences in the college counseling/student affairs counseling concentration. Over the course of these three internship experiences college counseling/student affairs counselor trainees will progressively perform all the tasks and duties ascribed to college counseling/student affairs counselors as prescribed by the American Counselor Association (ACA), College Student Education International (ACPA) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). These internship experiences are completed under the supervision of an experienced professional higher education counselor and a university supervisor. This course requires a minimum of 200 hours of field experience over the course of fifteen weeks and includes 1.5 hours of mandatory synchronous group supervision weekly. Further information about this course and its requirements can be found in the Counseling Program's Internship Handbook. 3.00 This course is the third in a series of three internship experiences in the college counseling/student affairs counseling concentration. Over the course of these three internship experiences college counseling/student affairs counselor trainees will progressively perform all the tasks and duties ascribed to college counseling/student affairs counselors as prescribed by the American Counselor Association (ACA), College Student Education International (ACPA) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). These internship experiences are completed under the supervision of an experienced professional higher education counselor and a university supervisor. This course requires a minimum of 200 hours of field experience over the course of fifteen weeks and includes 1.5 hours of mandatory synchronous group supervision weekly. Further information about this course and its requirements can be found in the Counseling Program's Internship Handbook. 3.00 341
27 University This course is the first in the School Counseling internship sequence. Across the internship sequence, school counselor trainees progressively perform the full range of roles and responsibilities of professional school counselors, as defined by the ASCA National Model, Pennsylvania Department of Education (PDE), and CACREP. Internship experiences are completed under the supervision of an approved site supervisor and a university supervisor. Students are required to participate in 1.5 hours of mandatory weekly synchronous group supervision throughout the internship. School Counseling degree students must complete a total of 600 fieldwork hours across the internship sequence, including at least 240 direct client contact hours. During this 14-week course: • llStudents completing two internships must complete a minimum of 300 hours, including at least 120 direct client contact hours. • llStudents completing three internships must complete a minimum of 210 hours, including at least 84 direct client contact hours. Certificate-only students must complete a total of 420 internship hours across two internship courses. During this 14-week course, certificate-only students must complete a minimum of 210 hours, including at least 84 direct client contact hours. Additional requirements are outlined in the Counseling Program’s Internship Handbook. Enrollment: Only open to degree and certificate students or with permission of the Program Director. 3.00 342
27 University This course is the second in the School Counseling internship sequence. Across the internship sequence, school counselor trainees progressively perform the full range of roles and responsibilities of professional school counselors, as defined by the ASCA National Model, Pennsylvania Department of Education (PDE), and CACREP. Internship experiences are completed under the supervision of an approved site supervisor and a university supervisor. Students are required to participate in 1.5 hours of mandatory weekly synchronous group supervision throughout the internship. School Counseling degree students must complete a total of 600 fieldwork hours across the internship sequence, including at least 240 direct client contact hours. During this 14-week course: • llStudents completing two internships must complete a minimum of 300 hours, including at least 120 direct client contact hours. • llStudents completing three internships must complete a minimum of 210 hours, including at least 84 direct client contact hours. Certificate-only students must complete a total of 420 internship hours across two internship courses. During this 14-week course, certificate-only students must complete a minimum of 210 hours, including at least 84 direct client contact hours. Additional requirements are outlined in the Counseling Program’s Internship Handbook. Enrollment: Only open to degree and certificate students or with permission of the Program Director. 3.00 343
