Masters of Counseling

MASTER OF SCIENCE IN EDUCATION (SCHOOL COUNSELING) 48 Semester Hours
& MASTER OF SCIENCE IN CLINICAL MENTAL HEALTH COUNSELING 54 Semester hours
MASTERS IN COUNSELING (MSE and MS)

The Department of Counselor Education at Henderson State University has two programs leading to graduate degrees in counseling. One program is the School Counseling Master of Science in Education (MSE). The MSE program has two emphases; 1. elementary school counseling, and 2. secondary school counseling. The programs are identical except for the Case Management and Internship course requirements. Students taking these courses receive special training related to their future aspirations as either elementary (K-8) school counselors or as secondary (6-12) school counselors. The second counseling program is the Clinical Mental Health Counseling Master of Science (MS). This program differs from the other counseling programs with its emphasis on a clinical "mental health" approach.

The School counseling program is a (48) semester hour program, while the Clinical Mental Health Counseling program is fifty four (54) semester hours. Students may attend them in a full-time or part-time fashion. The School Counseling Program prepares its students with coursework leading to the Arkansas Department of Education license for school counseling. The Clinical Mental Health Counseling program prepares its students with coursework leading to the Arkansas Board of Examiners licensure as Licensed Associate Counselors. Applicants for state licensure are required to have sixty semester hours of counseling graduate coursework credit.

Counselor Education Mission
Henderson State University is the Public Liberal Arts Comprehensive University of Arkansas. It serves the Arkansas consumer by providing higher education opportunities for its graduate and undergraduate students.

The Counselor Education program at Henderson is committed to offering studies in School Counseling and Clinical Mental Health Counseling leading to the personal growth of students and ultimately benefiting the diverse client groups they serve. The primary mission of the program is to select highly qualified and motivated students and prepare them to become effective professionals in counseling and related fields. Successful students learn how to apply theory, acquire a repertoire of helping skills, evaluate their personal attributes, and listen with the accuracy and empathy necessary to work with people on a personal level.

In consonance with Henderson’s liberal arts mission statement, the Counselor Education program seeks to promote students’ growth through the attainment of knowledge and the acquisition of necessary skills in a manner that will develop in each student the capability to think logically and critically, communicate effectively, and appreciate the complexity and diversity of world cultures.

I. ADMISSIONS POLICY
A student seeking admission to a particular degree program must satisfy the general requirements of the Graduate School as well as any additional or more rigorous requirements set by the faculty of the graduate program to which the student seeks admission. Please thoroughly read the "Admission to Graduate Study... General Provisions" of the Henderson State University Graduate Catalog.

Program Admission Procedures

1. Contact the Graduate School for an application materials packet.
2. Submit to the Graduate School all application materials, including:

a. Completed Graduate School application form with specified application fee, proof of immunization for measles and rubella (if date of birth is January 1957 or later), selective service status form, and separate official transcripts of all undergraduate and graduate work from all colleges and universities attended.
b. Official report of a score, obtained within the last five (5) years, on either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE).
c. Copy of a valid teaching certificate/license if applying for school counseling.
d. A typed statement in essay format that reflects the applicant's rationale for pursuing a career in counseling and demonstrates an awareness of the following characteristics that are necessary for becoming an effective counselor:

Ability to work well with others in a caring and authentic manner;

Awareness of cultural issues in counseling and evidence of being non-judgmental;

Possession of integrity and ethical conduct;

Commitment to professional development.

e. Three appraisal/recommendation forms, with at least one completed by a work supervisor or someone familiar with the student’s work performance and ethics, and at least one completed by a faculty member in the applicant’s most recent academic program of study. (When the applicant has not completed that program of study, a statement of status in that program is also required). The third form completed by anyone who can attest to the applicant’s ability and/or character, except that it may not be completed by anyone who is a relative of the applicant.

3. The Graduate School does a review of the applicants file. If the applicant qualifies for admission to the Graduate School, the completed file is forwarded to the Department Chair.
4. The Department of Counselor Education reviews the applicants file; evaluates and interviews all candidates; decides if the applicant meets program requirements and expectations; sets any conditions of admission and appoints an academic advisor.
5. The Graduate School is notified of the applicant’s admission status and the assigned academic advisor.

Advisors

Each first year full-time student has an assigned faculty advisor. It is the student’s responsibility to meet a minimum of four times with the advisor during the first semester of graduate study.

Program Admission Requirements

To be considered for admission to the Counseling Program, applicants must present evidence of qualities consistent with those required for effective counseling practice. The written statement prepared by the applicant, combined with the appraisal/recommendation forms from references, will be used as the basis for committee members’ judgment of the applicant’s personal and interpersonal qualities. All persons admitted to the program are required to meet the same standard in regard to these qualities.

Applicants also must present evidence of potential ability to perform academic work at the graduate level. Standardized test proficiency and past grade performance provide the primary data for judging academic ability; other indicators such as quality of writing in the applicant’s prepared statement will also be considered. Based on the combination of test proficiency and past academic performance, an applicant may qualify for either unconditional or conditional admission status.

1. Unconditional Admission Status. Academic proficiency for unconditional admission may be established through satisfaction of either of the following criteria:

a. A minimum cumulative undergraduate grade point average of 2.85 (or on the last 60 hours of undergraduate work) and a standard score of at least 380 on the MAT or a minimum score of 790 on the combined verbal and quantitative sections of the GRE or
b. A minimum cumulative undergraduate grade point average of 2.75 (or 3.25 on the last 60 hours of undergraduate work) and a standard score of at least 388 on the MAT or a minimum score of 820 on the combined verbal and quantitative sections of the GRE.

2. Conditional Admission Status. Academic proficiency for conditional admission may be established through satisfaction of either of the following criteria:

a. A minimum cumulative undergraduate grade point average (CUGPA) of 2.65 and a standard score of at least 380 on the MAT or a minimum score of 790 on the combined verbal and quantitative sections of the GRE or
b. A minimum cumulative undergraduate grade point average (CUGPA) of 2.50 and a standard score of at least 388 on the MAT or a minimum score of 820 on the combined verbal and quantitative sections of the GRE.

NOTE: In order to move from conditional to unconditional status, a student must maintain a minimum cumulative graduate grade point average (CGPA) of 3.00 on 12 or more semester hours in the counselor education program with no more than one course grade of "C."

Eligibility to Continue in the Counseling Program

Students admitted with Conditional status must earn a cumulative grade point average of at least 3.00 on the next twelve (12) hours of course requirements and have no more than one course in these twelve (12) hours with a grade of "C." Students who fail to remove Conditional status in this manner will be dropped from the Counseling Program.

Program Retention Checkpoints

Admission into the Department of Counselor Education does not guarantee graduation. Success in academic coursework is only one component of becoming a successful counseling student. The following nonacademic conditions may result in dismissal if they are observed to impair the student’s ability to work with others in class, practicum or internship settings: one (1) personal concerns or psychopathology, two (2) interpersonal relationship issues and three (3) personal attitudes or valve systems that conflict with effective counseling relationships.

Student remediation/dismissal policy.

Each semester counselor education faculty will identify any students in their classes whom they think need special consideration by rating those students using the Personal Characteristics Evaluation Form. This form will be filed with the chairperson of counselor education. When a problem is identified (a rating below 3 on any of the criteria) the following three steps outline the monitoring and dismissal process.

a. The student is presented in writing with a copy of the Personal Characteristics Evaluation Form and the professor’s comments. A copy of the form is also presented to the counselor education department chair and forwarded to the evaluating faculty member, the student’s advisor and the department chair for discussion. After the review process, the student and faculty advisor will meet to discuss the evaluation form and any recommended remediation deemed appropriate.

b. If a student receives more than one "problem" rating (from two or more faculty) during any one semester or receives a form from more than one professor over any two semester time frame, the department chair of counselor education will be informed and the student will meet with his or her faculty advisor and a review committee to discuss remediation or possible reconsideration of his or her continuation in the counselor education program. A copy of the evaluation scale and any action taken will be given to the student and placed in his or her file.

c. If a student receives three or more problem ratings during one semester, copies of the evaluation will be forwarded to the department chairperson and the student will then be required to meet with his or her advisor, the evaluating faculty member and the department for discussion and possible remediation/discontinuation in the counseling program. If this committee determines that the student’s performance is inappropriate to the counseling field, and that such behaviors would be detrimental in working with others, the student will be denied continuance in the counselor education program.

If deemed appropriate by the Program Faculty, the following suggested remedial procedures could be required of the student:

1) Personal therapy
2) Group growth experiences
3) Self-structured behavioral change
4) Additional field experience
5) Additional course work
6) Other as seen necessary by the Program Faculty

DISMISSAL POLICY

Dismissal of a master’s student will be subject to the following:

1. Dismissal criteria established by the Office of Graduate Studies.
2. Dismissal from the program occurs if any one of the following conditions exist:

a. Three (3) final grades lower than 3.0 (B) OR
b. cumulative GPA falls below a 3.0 (B) GPA

3. Admission into the Department of Counselor Education does not guarantee graduation. Success in academic coursework is only one component of becoming a successful counseling student. The following nonacademic conditions may result in dismissal if they are observed to impair the student’s ability to work with others in class, Practicum or Internship, settings:

a. personal concerns or psychopathology
b. interpersonal relationship issues
c. personal attitudes or value systems that conflict with effective counseling relationships

Appeals Process Policy

The purpose of the appeal process is to secure, at the lowest possible level, an equitable solution to counselor education student issues with the Department of Counselor Education. Relevant issues include interpretation and execution of departmental policy, course offerings, grading, and other policy determined relevant by the Department Chair. It is desired that appeals be kept as informal as possible at each level of the appeals process. Appeals beyond the classroom professor will be considered solely on written appeal and any pertinent documents presented initially to the classroom professor.

Level 1: If the student has an issue with an assigned grade, the student will first contact the faculty member issuing the grade for an explanation or change in the grade. Please keep in mind that the faculty member has the authority and responsibility to determine the grade. In general, any issue the student has should first be discussed with the relevant departmental member. The student will explain the reasons for the appeal, and the appropriate department member will explain the reason(s) and basis for his or her decision.

Level 2: If the matter is not resolved to the student’s satisfaction and the student wishes to pursue the matter further, the student must present the appeal in writing within five working days to the Counselor Education Department Chair. The appeal must be in writing, must fully state the student’s position and argument, and must state specifically that this appeal process is being invoked. All appeals must be signed by the student. The Counselor Education Chair will respond within ten working days as to the decision and the reasons for that decision.

Level 3: If the student is not satisfied with the disposition of the appeal at Level 2, or if no decision has been rendered within ten working days after the presentation of the written appeal, the student must file a written appeal within five working days to the Dean of Teachers College, Henderson. The decision of the Dean will be communicated to the student in writing within ten working days stating both the decision and the reasons.

Level 4: If the student is not satisfied with the disposition of the appeal at Level 3, or if no decision has been rendered within the prescribed ten working days after the appeal, the student may file a written appeal within five working days with the Academic Vice President, who is the Chief Academic Officer of the University. The Vice President for Academic Affairs will communicate the decision to the student in writing within ten working days and the decision of the Vice President will be final and binding on all parties.

For complete information concerning the Appeal Process, consult the current HSU Graduate Catalog. The HSU Graduate Catalog can be obtained free of charge from the HSU Office of Graduate Studies.

Semi-Annual Review

In addition to the academic standards for continuing enrollment, all students admitted to the Counseling Program will be subject to semi-annual review by the Program Faculty. This semi-annual review will be conducted by the Program Faculty during the fall and spring semesters. At this review, the Program Faculty will assess current evidence of each student’s personal and interpersonal qualities deemed essential for effective counseling practice. The Program Faculty assesses overall quality of academic performance. Any student having earned more than one grade of "C" will come under scrutiny. The outcome of each review will be used for unrestricted continuation in the program; approval for continuation in the program with specified contingencies; suspension from the program with specified contingencies for readmission or removal from the program. This review is documented using the Professional Counseling Performance Evaluation (PCPE). A copy of the PCPE is in Appendix A.

Admission to Candidacy Policy

Students who have attained Unconditional Status and completed nine (9) to twelve (12) hours of required courses in the Counseling Program must file for candidacy status in compliance with the Graduate School policy.

Eligibility for Comprehensive Examination Policy

Students who have earned:

1. an overall graduate grade point average of 3.00
2. have earned a cumulative grade point average of at least 3.00 on all courses completed in the Counseling Program
3. are enrolled for their final period of study
4. completed all required coursework prerequisite to the practicum will be eligible to sit for the comprehensive examination

Approval to Register for Clinical Courses Policy

1. Eligibility to enroll in Practicum is subject to approval of the students’ academic advisor and the Clinical Director. To obtain this approval, a student must have successfully completed all prerequisites.
2. Eligibility to enroll in Internship is contingent on a grade of "B" or better in Counseling Practicum; passage of comprehensive exam; an internship application submitted by the due date to the Clinical Director and a satisfactory rating on the Hanna Rubric (see Clinical Handbook).

Internship Application Deadlines:

Fall March 15th

Spring July 15th

Summer November 15th

Eligibility for Graduation Policy

The following criteria must be in order to receive a Master degree:

1. Earn a grade point average of 3.00 on these courses
2. Complete all courses required for the Counseling Program
3. Pass the comprehensive examination
4. School Counseling candidates must pass the Praxis II in School Counseling

Application for Graduation Policy

Due Date (The student will pick up the form in the Graduate School Office, Womack 210A.)

Graduation Application Due Date:

May March 1st

August June 15th

December October 1st

CURRICULUM

EDU 6413 Introduction to Research
CED 5713 Advanced Human Development
CED 6733 Theories of Counseling
CED 6743 Group Procedures
CED 6953 Social & Cultural Foundations of Counseling
CED 5033 Marriage Counseling and Family Systems
CED 5723 Group Testing
CED 6043 Psychopathology
CED 6753 Career Counseling and Lifestyle Development
CED 6673 **Counseling Practicum (On campus Lab)

NOTE: Students have the option of getting six (6) hours of school counseling internship by taking three (3) hours of Internship in Elementary Counseling and another three (3) hours of Internship in Secondary Counseling. Students may still get the entire 6 hours in Elementary Counseling Internship or Secondary Counseling Internship if they are not interested in dual certification.

SPECIFIC REQUIREMENTS FOR ELEMENTARY MAJORS (15 Semester Hours)

CED 6023 Professional School Counseling
CED 6663 Educators -in -Industry
CED 6773 Case Management: Elementary School
CED 6803 **Counseling Internship: Elementary School (6-12 Semester Hours)
1st 3hrs____________ 2nd 3hrs________________ (Option, the 2nd three hours mad be taken in secondary school counseling internship.)

SPECIFIC REQUIREMENTS FOR SECONDARY MAJORS (15 Semester Hours)

CED 6023 Professional School Counseling
CED 6663 Educators -in -Industry
CED 6783 Case Management: Secondary School
CED 6813 **Counseling Internship: Secondary School (6-12 Semester Hours)
1st 3hrs____________ 2nd 3hrs________________ (Option, the 2nd three hours may be taken in elementary counseling internship.

SPECIFIC REQUIREMENTS FOR CLINICAL MENTAL HEALTH COUNSELING MAJORS(12 Semester Hours)

CED 6013 Professional Clinical Mental Health Counseling
CED 6793 Case Management: Clinical Mental Health Counseling
CED 6823 **Counseling Internship: Clinical Mental Health Counseling (6-12 Semester Hours)
1st 3hrs____________ 2nd 3hrs________________

** = Requires student liability insurance

ELECTIVE COURSES:

To complete the required forty-eight (48) graduate semester hours select one (1) additional courses for school counseling majors or select two (2) courses for Clinical Mental Health Counseling majors.

Directed Electives may be chosen from the following or by obtaining approval of the Department Chair.

COUNSELING ELECTIVE COURSES:

CED 5423 Foundations of College Counseling
CED 5653 Family Counseling and Parent Education
CED 6053 Special Problems in Counseling (This course designation is for students to take a course by independent study that is not being taught that semester. This is only permitted under special circumstances.)
CED 6403 Cognitive-Behavioral; Relaxation/Desensitization; Hypnotic Counseling
CED 6583 Counseling & Substance Abuse
CED 6633 Counseling Supervision
CED 6643 Sex Counseling
CED 6663 Educators- in -Industry (Elective for Clinical Mental Health Counseling
                      Majors)
CED 6683 Introduction to Psychopharmacology
CED 6913 Advanced Counseling Techniques
CED   6923     Counseling Ethics and Crisis Counseling
CED 6943 Individual Intelligence Testing-Wechsler
CED 6963 Personality Assessment
CED 6973 Personality Dynamics
CED 6983 Seminar in Counseling

PREREQUISITE ORDER:

1. CED 6013 Professional Clinical Mental Health Counseling OR CED 6023 Professional School Counseling
2. CED 6733 Theories of Counseling
3. CED 6743 Group Procedures
4. CED 6673 Practicum
5. CED ____ Counseling Internship

a. CED 6803 Counseling Internship: Elementary School
b. CED 6813 Counseling Internship: Secondary School
c. CED 6823 Counseling Internship: Clinical Mental Health Counseling

COURSE DESCRIPTIONS COUNSELING:

CED 5033. Marriage Counseling and Family Systems. Provides general overview of current theory and practice in marriage and family counseling. Examines history, philosophy, and theory of systemic approaches; emphasizes practical application of same to counseling situations and ethics of marriage and family counseling.

CED 5623. Foundations of College Counseling. A study of college student development and personal growth; an introduction to understanding and application of all student services in higher education.

CED 5653. Family Counseling and Parent Education. The basic philosophy and principles of helping families. The open forum method of interviewing families will be studied and practiced, combined with methods and techniques to help parents deal with family conflicts and discipline. This model is easily applied to the process of consulting with teachers about school-related discipline problems. Open to non-counseling majors.

CED 5713. Advanced Human Development. The study of human growth from infancy through adulthood, including theories of development in such areas as physical, mental, personality and social maturation, abnormalities and variations in development due to sex, culture, and environmental factors. Open to non-counseling majors.

CED 5723. Group Testing. A survey of the types and objectives of the various standardized tests used in the public school setting: achievement, mental abilities, aptitude, interest and self-appraisal instruments. Included in the course will be basic statistics necessary for the elementary understanding and interpretation of test data. Methods of study will include use of class lecture, research, films, and experience with test-taking and interpretation. Open to non-counseling majors.

CED 6013 Professional Clinical Mental Health Counseling. An introduction to the field of Clinical Mental Health Counseling. This course is a prerequisite for CED 6733 Counseling Theories.

CED 6023 Professional School Counseling. An introduction to the field of School Counseling. This course is a prerequisite for CED 6733, Theories of Counseling.

CED 6043. Psychopathology. A course describing specific diagnostic criteria for mental disorders. Student will gain knowledge and skill in theory and assessment related to diagnosis.

CED 6053. Special Problems in Counseling. Due to unique and extenuating circumstances, a student may need to take a required or approved elective CED course during a semester when that course is not offered. By enrolling in Special Problems in Counseling, the student is able to take a course out of sequence by taking it on an individual basis. It is not an independent study course of the student or instructor’s choosing. The same curriculum and requirements for the regular counseling courses will be used. Application to take Special Problems is made to the department chair. Students will meet regularly with an instructor on a period-arranged basis.

CED 6403. Cognitive-Behavioral; Relaxation/Desensitization; Hypnotic Counseling. A study of the history, theories, and appropriate application of these behavioral counseling techniques in the clinical setting.

CED 6583. Counseling and Substance Abuse. A study of the history, pharmacology, etiology, identification, and treatment of substance abuse from the counselor's viewpoint.

CED 6633. Counseling Supervision. This course will provide students with the experiences and theory necessary for supervising counselors in training.

CED 6643. Sex Counseling. This course will consist of an exploration of the psychological, physiological, social, familial, and existential components of human sexuality. Specific attention will be given the following subjects: Sexual attitudes, beliefs, behaviors, dysfunctions, deviations, and counseling; AIDS, incest, sexual abuse and other deviations; gender and sex; and human sexuality in different cultures. The course will be adapted to the needs of students or professionals in educational, counseling, mental health, social, and family agencies. An integration of individual, marital, family, and sex counseling approaches will be presented. Particular attention will be paid to the ethics of sex counseling.

CED 6663. Educators-in-Industry. Field-based, team-taught, career education course for educators. Visits to industries are conducted throughout the course.

CED 6673. Counseling Practicum. Supervised, on-campus laboratory experience in application of theories and techniques of counseling. Prerequisite: CED 6733 and CED 6743 Group Procedures.

CED 6683. Introduction to Psychopharmacology. A course introducing the counseling students to the relationship between psychoactive drugs and human behavior, it will emphasize how the body acquires and utilizes psychoactives in both the generation of and the remediation or amelioration of mental disorders and/ or symptomatology. Treatment protocols specific to DSM-IV diagnostic codes will be studied. Prerequisite: CED 6043 or approval by chair/advisor.

CED 6733. Theories of Counseling. Major contemporary and historical theories in counseling and an introduction to their application in the counseling and consultation roles. Prerequisite: CED 6013 or 6023.

CED 6743. Group Procedures. Groups, group guidance, counseling, therapy and group dynamics as these are utilized in assisting individuals. Prerequisite: CED 6733.

CED 6753. Career Counseling and Lifestyle Development. Methods that provide an understanding of career development and the inter-relationship among work, family, and other life factors.

CED 6773 Case Management: Elementary School Counseling. Laboratory and field experience with elementary school students including development and use of cumulative records, individual programs of treatment and follow-up. Implementation of treatment and consultation to facilitate growth will be emphasized. This includes methods of enhancing teamwork with the school faculty/administration and student’s parents.

CED 6783 Case Management: Secondary School Counseling. Laboratory and field experience with secondary school students including development and use of cumulative records, individual programs of treatment and follow-up. Implementation of treatment and consultation to facilitate growth will be emphasized. This includes methods of enhancing teamwork with the school faculty/administration and student’s parents.

CED 6793. Case Management: Clinical Mental Health Counseling. Laboratory and field experience with community agency clients including development and use of cumulative records, individual programs of treatment and follow-up. Implementation of treatment and consultation to facilitate growth will be emphasized. This includes methods of enhancing teamwork within the agency and / or staff and community agency personnel.

CED 6803-6. Counseling Internship: Elementary School. Supervised field practice in working as a counselor in an elementary school. Six hundred (600) clock hours are required, two hundred forty (240) of which are face to face. Prerequisite: CED 6673, Counseling Practicum, plus nine (9) additional on-campus hours in graduate counseling, taken within the six (6) years prior to matriculation in Internship.

CED 6813-6. Counseling Internship: Secondary School. Supervised field practice in working as a counselor in a secondary school. Six hundred clock hours of which 240 are face to face are required. Prerequisite: CED 6673, Counseling Practicum, plus nine (9) additional on-campus hours in graduate counseling, taken within the six (6) years prior to matriculation in Internship.

CED 6823-6. Counseling Internship: Clinical Mental Health Counseling. Supervised field practice in working as a counselor in a mental health agency setting. Six hundred (600) clock hours are required, two hundred forty (240) of which are face to face. Prerequisite: CED 6673, Counseling Practicum, plus nine (9) additional on-campus hours in graduate counseling, taken within the six (6) years prior to matriculation in Internship.

CED 6913. Advanced Counseling Techniques. Integration of theory and methodology in experiential learning with various systemic and individual approaches. Prerequisite: CED 6733.

CED 6923. Counseling Ethics and Crisis Counseling. Introduction of legal and ethical standards in school and clinical mental health counseling related to counselor training, research, and practice. Topics include: client rights, confidentiality, the client-counselor relationship, professional relationships,, duty to warn, counselor supervision, counseling minor clients and case law in counseling. Also, this course will introduce current theory and practice models related to trauma and crisis intervention.

CED 6943. Individual Intelligence Testing—Wechsler. Administration, use, and interpretation of the Wechsler individual intelligence tests.

CED 6953. Social and Cultural Foundations of Counseling. The specific goals of this course include the provision of guidelines to provide counselors with: (a) the rationale and needs for addressing multiculturalism and diversity in education, training, research, practice, and organizational change; (b) basic information, relevant terminology, current empirical research from psychology and related disciplines, and other data that support the proposed guidelines and underscore their importance; (c) references to enhance on-going education, training, research, practice, and organizational change methodologies; and (d) paradigms that broaden the purview of counseling as a profession.

CED 6963 Personality Assessment. A survey of the types and objectives of the various standardized tests used in the counseling setting: these would include both Personality Inventories and Projective Instruments. Included in the course will be basic statistics and interpretation strategies necessary for the understanding and interpretation of test data. Methods of study will include use of class lecture, research, films, and experience with test-taking and interpretation. Some of the instruments to be included are: MMPI-2; Rorschach; Thematic Apperception Test; Children’s Apperception Test; House-Tree-Person Test; Draw a Person Test; Bender Gestalt.

CED 6973. Personality Dynamics. The nature and development of the personality. Emphasis is on the critical study of current theories of personality and their application to counseling.

CED 6983. Seminar in Counseling. Critical analysis of issues confronting the professional counselor working with students/clients individually and in groups. Discussion of relevant research in counseling and of practical implementation of the various counseling theories.

Home > Graduate School Graduate Catalog Masters of Counseling			Graduate School Catalog 2009-10
MASTER OF SCIENCE IN EDUCATION (SCHOOL COUNSELING) 48 Semester Hours & MASTER OF SCIENCE IN CLINICAL MENTAL HEALTH COUNSELING 54 Semester hours MASTERS IN COUNSELING (MSE and MS) The Department of Counselor Education at Henderson State University has two programs leading to graduate degrees in counseling. One program is the School Counseling Master of Science in Education (MSE). The MSE program has two emphases; 1. elementary school counseling, and 2. secondary school counseling. The programs are identical except for the Case Management and Internship course requirements. Students taking these courses receive special training related to their future aspirations as either elementary (K-8) school counselors or as secondary (6-12) school counselors. The second counseling program is the Clinical Mental Health Counseling Master of Science (MS). This program differs from the other counseling programs with its emphasis on a clinical "mental health" approach. The School counseling program is a (48) semester hour program, while the Clinical Mental Health Counseling program is fifty four (54) semester hours. Students may attend them in a full-time or part-time fashion. The School Counseling Program prepares its students with coursework leading to the Arkansas Department of Education license for school counseling. The Clinical Mental Health Counseling program prepares its students with coursework leading to the Arkansas Board of Examiners licensure as Licensed Associate Counselors. Applicants for state licensure are required to have sixty semester hours of counseling graduate coursework credit. Counselor Education Mission Henderson State University is the Public Liberal Arts Comprehensive University of Arkansas. It serves the Arkansas consumer by providing higher education opportunities for its graduate and undergraduate students. The Counselor Education program at Henderson is committed to offering studies in School Counseling and Clinical Mental Health Counseling leading to the personal growth of students and ultimately benefiting the diverse client groups they serve. The primary mission of the program is to select highly qualified and motivated students and prepare them to become effective professionals in counseling and related fields. Successful students learn how to apply theory, acquire a repertoire of helping skills, evaluate their personal attributes, and listen with the accuracy and empathy necessary to work with people on a personal level. In consonance with Henderson’s liberal arts mission statement, the Counselor Education program seeks to promote students’ growth through the attainment of knowledge and the acquisition of necessary skills in a manner that will develop in each student the capability to think logically and critically, communicate effectively, and appreciate the complexity and diversity of world cultures. I. ADMISSIONS POLICY A student seeking admission to a particular degree program must satisfy the general requirements of the Graduate School as well as any additional or more rigorous requirements set by the faculty of the graduate program to which the student seeks admission. Please thoroughly read the "Admission to Graduate Study... General Provisions" of the Henderson State University Graduate Catalog. Program Admission Procedures 1. Contact the Graduate School for an application materials packet. 2. Submit to the Graduate School all application materials, including: a. Completed Graduate School application form with specified application fee, proof of immunization for measles and rubella (if date of birth is January 1957 or later), selective service status form, and separate official transcripts of all undergraduate and graduate work from all colleges and universities attended. b. Official report of a score, obtained within the last five (5) years, on either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE). c. Copy of a valid teaching certificate/license if applying for school counseling. d. A typed statement in essay format that reflects the applicant's rationale for pursuing a career in counseling and demonstrates an awareness of the following characteristics that are necessary for becoming an effective counselor: Ability to work well with others in a caring and authentic manner; Awareness of cultural issues in counseling and evidence of being non-judgmental; Possession of integrity and ethical conduct; Commitment to professional development. e. Three appraisal/recommendation forms, with at least one completed by a work supervisor or someone familiar with the student’s work performance and ethics, and at least one completed by a faculty member in the applicant’s most recent academic program of study. (When the applicant has not completed that program of study, a statement of status in that program is also required). The third form completed by anyone who can attest to the applicant’s ability and/or character, except that it may not be completed by anyone who is a relative of the applicant. 3. The Graduate School does a review of the applicants file. If the applicant qualifies for admission to the Graduate School, the completed file is forwarded to the Department Chair. 4. The Department of Counselor Education reviews the applicants file; evaluates and interviews all candidates; decides if the applicant meets program requirements and expectations; sets any conditions of admission and appoints an academic advisor. 5. The Graduate School is notified of the applicant’s admission status and the assigned academic advisor. Advisors Each first year full-time student has an assigned faculty advisor. It is the student’s responsibility to meet a minimum of four times with the advisor during the first semester of graduate study. Program Admission Requirements To be considered for admission to the Counseling Program, applicants must present evidence of qualities consistent with those required for effective counseling practice. The written statement prepared by the applicant, combined with the appraisal/recommendation forms from references, will be used as the basis for committee members’ judgment of the applicant’s personal and interpersonal qualities. All persons admitted to the program are required to meet the same standard in regard to these qualities. Applicants also must present evidence of potential ability to perform academic work at the graduate level. Standardized test proficiency and past grade performance provide the primary data for judging academic ability; other indicators such as quality of writing in the applicant’s prepared statement will also be considered. Based on the combination of test proficiency and past academic performance, an applicant may qualify for either unconditional or conditional admission status. 1. Unconditional Admission Status. Academic proficiency for unconditional admission may be established through satisfaction of either of the following criteria: a. A minimum cumulative undergraduate grade point average of 2.85 (or on the last 60 hours of undergraduate work) and a standard score of at least 380 on the MAT or a minimum score of 790 on the combined verbal and quantitative sections of the GRE or b. A minimum cumulative undergraduate grade point average of 2.75 (or 3.25 on the last 60 hours of undergraduate work) and a standard score of at least 388 on the MAT or a minimum score of 820 on the combined verbal and quantitative sections of the GRE. 2. Conditional Admission Status. Academic proficiency for conditional admission may be established through satisfaction of either of the following criteria: a. A minimum cumulative undergraduate grade point average (CUGPA) of 2.65 and a standard score of at least 380 on the MAT or a minimum score of 790 on the combined verbal and quantitative sections of the GRE or b. A minimum cumulative undergraduate grade point average (CUGPA) of 2.50 and a standard score of at least 388 on the MAT or a minimum score of 820 on the combined verbal and quantitative sections of the GRE. NOTE: In order to move from conditional to unconditional status, a student must maintain a minimum cumulative graduate grade point average (CGPA) of 3.00 on 12 or more semester hours in the counselor education program with no more than one course grade of "C." Eligibility to Continue in the Counseling Program Students admitted with Conditional status must earn a cumulative grade point average of at least 3.00 on the next twelve (12) hours of course requirements and have no more than one course in these twelve (12) hours with a grade of "C." Students who fail to remove Conditional status in this manner will be dropped from the Counseling Program. Program Retention Checkpoints Admission into the Department of Counselor Education does not guarantee graduation. Success in academic coursework is only one component of becoming a successful counseling student. The following nonacademic conditions may result in dismissal if they are observed to impair the student’s ability to work with others in class, practicum or internship settings: one (1) personal concerns or psychopathology, two (2) interpersonal relationship issues and three (3) personal attitudes or valve systems that conflict with effective counseling relationships. Student remediation/dismissal policy. Each semester counselor education faculty will identify any students in their classes whom they think need special consideration by rating those students using the Personal Characteristics Evaluation Form. This form will be filed with the chairperson of counselor education. When a problem is identified (a rating below 3 on any of the criteria) the following three steps outline the monitoring and dismissal process. a. The student is presented in writing with a copy of the Personal Characteristics Evaluation Form and the professor’s comments. A copy of the form is also presented to the counselor education department chair and forwarded to the evaluating faculty member, the student’s advisor and the department chair for discussion. After the review process, the student and faculty advisor will meet to discuss the evaluation form and any recommended remediation deemed appropriate. b. If a student receives more than one "problem" rating (from two or more faculty) during any one semester or receives a form from more than one professor over any two semester time frame, the department chair of counselor education will be informed and the student will meet with his or her faculty advisor and a review committee to discuss remediation or possible reconsideration of his or her continuation in the counselor education program. A copy of the evaluation scale and any action taken will be given to the student and placed in his or her file. c. If a student receives three or more problem ratings during one semester, copies of the evaluation will be forwarded to the department chairperson and the student will then be required to meet with his or her advisor, the evaluating faculty member and the department for discussion and possible remediation/discontinuation in the counseling program. If this committee determines that the student’s performance is inappropriate to the counseling field, and that such behaviors would be detrimental in working with others, the student will be denied continuance in the counselor education program. If deemed appropriate by the Program Faculty, the following suggested remedial procedures could be required of the student: 1) Personal therapy 2) Group growth experiences 3) Self-structured behavioral change 4) Additional field experience 5) Additional course work 6) Other as seen necessary by the Program Faculty DISMISSAL POLICY Dismissal of a master’s student will be subject to the following: 1. Dismissal criteria established by the Office of Graduate Studies. 2. Dismissal from the program occurs if any one of the following conditions exist: a. Three (3) final grades lower than 3.0 (B) OR b. cumulative GPA falls below a 3.0 (B) GPA 3. Admission into the Department of Counselor Education does not guarantee graduation. Success in academic coursework is only one component of becoming a successful counseling student. The following nonacademic conditions may result in dismissal if they are observed to impair the student’s ability to work with others in class, Practicum or Internship, settings: a. personal concerns or psychopathology b. interpersonal relationship issues c. personal attitudes or value systems that conflict with effective counseling relationships Appeals Process Policy The purpose of the appeal process is to secure, at the lowest possible level, an equitable solution to counselor education student issues with the Department of Counselor Education. Relevant issues include interpretation and execution of departmental policy, course offerings, grading, and other policy determined relevant by the Department Chair. It is desired that appeals be kept as informal as possible at each level of the appeals process. Appeals beyond the classroom professor will be considered solely on written appeal and any pertinent documents presented initially to the classroom professor. Level 1: If the student has an issue with an assigned grade, the student will first contact the faculty member issuing the grade for an explanation or change in the grade. Please keep in mind that the faculty member has the authority and responsibility to determine the grade. In general, any issue the student has should first be discussed with the relevant departmental member. The student will explain the reasons for the appeal, and the appropriate department member will explain the reason(s) and basis for his or her decision. Level 2: If the matter is not resolved to the student’s satisfaction and the student wishes to pursue the matter further, the student must present the appeal in writing within five working days to the Counselor Education Department Chair. The appeal must be in writing, must fully state the student’s position and argument, and must state specifically that this appeal process is being invoked. All appeals must be signed by the student. The Counselor Education Chair will respond within ten working days as to the decision and the reasons for that decision. Level 3: If the student is not satisfied with the disposition of the appeal at Level 2, or if no decision has been rendered within ten working days after the presentation of the written appeal, the student must file a written appeal within five working days to the Dean of Teachers College, Henderson. The decision of the Dean will be communicated to the student in writing within ten working days stating both the decision and the reasons. Level 4: If the student is not satisfied with the disposition of the appeal at Level 3, or if no decision has been rendered within the prescribed ten working days after the appeal, the student may file a written appeal within five working days with the Academic Vice President, who is the Chief Academic Officer of the University. The Vice President for Academic Affairs will communicate the decision to the student in writing within ten working days and the decision of the Vice President will be final and binding on all parties. For complete information concerning the Appeal Process, consult the current HSU Graduate Catalog. The HSU Graduate Catalog can be obtained free of charge from the HSU Office of Graduate Studies. Semi-Annual Review In addition to the academic standards for continuing enrollment, all students admitted to the Counseling Program will be subject to semi-annual review by the Program Faculty. This semi-annual review will be conducted by the Program Faculty during the fall and spring semesters. At this review, the Program Faculty will assess current evidence of each student’s personal and interpersonal qualities deemed essential for effective counseling practice. The Program Faculty assesses overall quality of academic performance. Any student having earned more than one grade of "C" will come under scrutiny. The outcome of each review will be used for unrestricted continuation in the program; approval for continuation in the program with specified contingencies; suspension from the program with specified contingencies for readmission or removal from the program. This review is documented using the Professional Counseling Performance Evaluation (PCPE). A copy of the PCPE is in Appendix A. Admission to Candidacy Policy Students who have attained Unconditional Status and completed nine (9) to twelve (12) hours of required courses in the Counseling Program must file for candidacy status in compliance with the Graduate School policy. Eligibility for Comprehensive Examination Policy Students who have earned: 1. an overall graduate grade point average of 3.00 2. have earned a cumulative grade point average of at least 3.00 on all courses completed in the Counseling Program 3. are enrolled for their final period of study 4. completed all required coursework prerequisite to the practicum will be eligible to sit for the comprehensive examination Approval to Register for Clinical Courses Policy 1. Eligibility to enroll in Practicum is subject to approval of the students’ academic advisor and the Clinical Director. To obtain this approval, a student must have successfully completed all prerequisites. 2. Eligibility to enroll in Internship is contingent on a grade of "B" or better in Counseling Practicum; passage of comprehensive exam; an internship application submitted by the due date to the Clinical Director and a satisfactory rating on the Hanna Rubric (see Clinical Handbook). Internship Application Deadlines: Fall March 15th Spring July 15th Summer November 15th Eligibility for Graduation Policy The following criteria must be in order to receive a Master degree: 1. Earn a grade point average of 3.00 on these courses 2. Complete all courses required for the Counseling Program 3. Pass the comprehensive examination 4. School Counseling candidates must pass the Praxis II in School Counseling Application for Graduation Policy Due Date (The student will pick up the form in the Graduate School Office, Womack 210A.) Graduation Application Due Date: May March 1st August June 15th December October 1st CURRICULUM EDU 6413 Introduction to Research CED 5713 Advanced Human Development CED 6733 Theories of Counseling CED 6743 Group Procedures CED 6953 Social & Cultural Foundations of Counseling CED 5033 Marriage Counseling and Family Systems CED 5723 Group Testing CED 6043 Psychopathology CED 6753 Career Counseling and Lifestyle Development CED 6673 Counseling Practicum (On campus Lab) NOTE: Students have the option of getting six (6) hours of school counseling internship by taking three (3) hours of Internship in Elementary Counseling and another three (3) hours of Internship in Secondary Counseling. Students may still get the entire 6 hours in Elementary Counseling Internship or Secondary Counseling Internship if they are not interested in dual certification. SPECIFIC REQUIREMENTS FOR ELEMENTARY MAJORS (15 Semester Hours) CED 6023 Professional School Counseling CED 6663 Educators -in -Industry CED 6773 Case Management: Elementary School CED 6803 Counseling Internship: Elementary School (6-12 Semester Hours) 1st 3hrs____________ 2nd 3hrs________________ (Option, the 2nd three hours mad be taken in secondary school counseling internship.) SPECIFIC REQUIREMENTS FOR SECONDARY MAJORS (15 Semester Hours) CED 6023 Professional School Counseling CED 6663 Educators -in -Industry CED 6783 Case Management: Secondary School CED 6813 Counseling Internship: Secondary School (6-12 Semester Hours) 1st 3hrs____________ 2nd 3hrs________________ (Option, the 2nd three hours may be taken in elementary counseling internship. SPECIFIC REQUIREMENTS FOR CLINICAL MENTAL HEALTH COUNSELING MAJORS(12 Semester Hours) CED 6013 Professional Clinical Mental Health Counseling CED 6793 Case Management: Clinical Mental Health Counseling CED 6823 Counseling Internship: Clinical Mental Health Counseling (6-12 Semester Hours) 1st 3hrs____________ 2nd 3hrs________________ = Requires student liability insurance ELECTIVE COURSES: To complete the required forty-eight (48) graduate semester hours select one (1) additional courses for school counseling majors or select two (2) courses for Clinical Mental Health Counseling majors. Directed Electives may be chosen from the following or by obtaining approval of the Department Chair. COUNSELING ELECTIVE COURSES: CED 5423 Foundations of College Counseling CED 5653 Family Counseling and Parent Education CED 6053 Special Problems in Counseling (This course designation is for students to take a course by independent study that is not being taught that semester. This is only permitted under special circumstances.) CED 6403 Cognitive-Behavioral; Relaxation/Desensitization; Hypnotic Counseling CED 6583 Counseling & Substance Abuse CED 6633 Counseling Supervision CED 6643 Sex Counseling CED 6663 Educators- in -Industry (Elective for Clinical Mental Health Counseling Majors) CED 6683 Introduction to Psychopharmacology CED 6913 Advanced Counseling Techniques CED 6923 Counseling Ethics and Crisis Counseling CED 6943 Individual Intelligence Testing-Wechsler CED 6963 Personality Assessment CED 6973 Personality Dynamics CED 6983 Seminar in Counseling PREREQUISITE ORDER: 1. CED 6013 Professional Clinical Mental Health Counseling OR CED 6023 Professional School Counseling 2. CED 6733 Theories of Counseling 3. CED 6743 Group Procedures 4. CED 6673 Practicum 5. CED ____ Counseling Internship a. CED 6803 Counseling Internship: Elementary School b. CED 6813 Counseling Internship: Secondary School c. CED 6823 Counseling Internship: Clinical Mental Health Counseling COURSE DESCRIPTIONS COUNSELING:** CED 5033. Marriage Counseling and Family Systems. Provides general overview of current theory and practice in marriage and family counseling. Examines history, philosophy, and theory of systemic approaches; emphasizes practical application of same to counseling situations and ethics of marriage and family counseling. CED 5623. Foundations of College Counseling. A study of college student development and personal growth; an introduction to understanding and application of all student services in higher education. CED 5653. Family Counseling and Parent Education. The basic philosophy and principles of helping families. The open forum method of interviewing families will be studied and practiced, combined with methods and techniques to help parents deal with family conflicts and discipline. This model is easily applied to the process of consulting with teachers about school-related discipline problems. Open to non-counseling majors. CED 5713. Advanced Human Development. The study of human growth from infancy through adulthood, including theories of development in such areas as physical, mental, personality and social maturation, abnormalities and variations in development due to sex, culture, and environmental factors. Open to non-counseling majors. CED 5723. Group Testing. A survey of the types and objectives of the various standardized tests used in the public school setting: achievement, mental abilities, aptitude, interest and self-appraisal instruments. Included in the course will be basic statistics necessary for the elementary understanding and interpretation of test data. Methods of study will include use of class lecture, research, films, and experience with test-taking and interpretation. Open to non-counseling majors. CED 6013 Professional Clinical Mental Health Counseling. An introduction to the field of Clinical Mental Health Counseling. This course is a prerequisite for CED 6733 Counseling Theories. CED 6023 Professional School Counseling. An introduction to the field of School Counseling. This course is a prerequisite for CED 6733, Theories of Counseling. CED 6043. Psychopathology. A course describing specific diagnostic criteria for mental disorders. Student will gain knowledge and skill in theory and assessment related to diagnosis. CED 6053. Special Problems in Counseling. Due to unique and extenuating circumstances, a student may need to take a required or approved elective CED course during a semester when that course is not offered. By enrolling in Special Problems in Counseling, the student is able to take a course out of sequence by taking it on an individual basis. It is not an independent study course of the student or instructor’s choosing. The same curriculum and requirements for the regular counseling courses will be used. Application to take Special Problems is made to the department chair. Students will meet regularly with an instructor on a period-arranged basis. CED 6403. Cognitive-Behavioral; Relaxation/Desensitization; Hypnotic Counseling. A study of the history, theories, and appropriate application of these behavioral counseling techniques in the clinical setting. CED 6583. Counseling and Substance Abuse. A study of the history, pharmacology, etiology, identification, and treatment of substance abuse from the counselor's viewpoint. CED 6633. Counseling Supervision. This course will provide students with the experiences and theory necessary for supervising counselors in training. CED 6643. Sex Counseling. This course will consist of an exploration of the psychological, physiological, social, familial, and existential components of human sexuality. Specific attention will be given the following subjects: Sexual attitudes, beliefs, behaviors, dysfunctions, deviations, and counseling; AIDS, incest, sexual abuse and other deviations; gender and sex; and human sexuality in different cultures. The course will be adapted to the needs of students or professionals in educational, counseling, mental health, social, and family agencies. An integration of individual, marital, family, and sex counseling approaches will be presented. Particular attention will be paid to the ethics of sex counseling. CED 6663. Educators-in-Industry. Field-based, team-taught, career education course for educators. Visits to industries are conducted throughout the course. CED 6673. Counseling Practicum. Supervised, on-campus laboratory experience in application of theories and techniques of counseling. Prerequisite: CED 6733 and CED 6743 Group Procedures. CED 6683. Introduction to Psychopharmacology. A course introducing the counseling students to the relationship between psychoactive drugs and human behavior, it will emphasize how the body acquires and utilizes psychoactives in both the generation of and the remediation or amelioration of mental disorders and/ or symptomatology. Treatment protocols specific to DSM-IV diagnostic codes will be studied. Prerequisite: CED 6043 or approval by chair/advisor. CED 6733. Theories of Counseling. Major contemporary and historical theories in counseling and an introduction to their application in the counseling and consultation roles. Prerequisite: CED 6013 or 6023. CED 6743. Group Procedures. Groups, group guidance, counseling, therapy and group dynamics as these are utilized in assisting individuals. Prerequisite: CED 6733. CED 6753. Career Counseling and Lifestyle Development. Methods that provide an understanding of career development and the inter-relationship among work, family, and other life factors. CED 6773 Case Management: Elementary School Counseling. Laboratory and field experience with elementary school students including development and use of cumulative records, individual programs of treatment and follow-up. Implementation of treatment and consultation to facilitate growth will be emphasized. This includes methods of enhancing teamwork with the school faculty/administration and student’s parents. CED 6783 Case Management: Secondary School Counseling. Laboratory and field experience with secondary school students including development and use of cumulative records, individual programs of treatment and follow-up. Implementation of treatment and consultation to facilitate growth will be emphasized. This includes methods of enhancing teamwork with the school faculty/administration and student’s parents. CED 6793. Case Management: Clinical Mental Health Counseling. Laboratory and field experience with community agency clients including development and use of cumulative records, individual programs of treatment and follow-up. Implementation of treatment and consultation to facilitate growth will be emphasized. This includes methods of enhancing teamwork within the agency and / or staff and community agency personnel. CED 6803-6. Counseling Internship: Elementary School. Supervised field practice in working as a counselor in an elementary school. Six hundred (600) clock hours are required, two hundred forty (240) of which are face to face. Prerequisite: CED 6673, Counseling Practicum, plus nine (9) additional on-campus hours in graduate counseling, taken within the six (6) years prior to matriculation in Internship. CED 6813-6. Counseling Internship: Secondary School. Supervised field practice in working as a counselor in a secondary school. Six hundred clock hours of which 240 are face to face are required. Prerequisite: CED 6673, Counseling Practicum, plus nine (9) additional on-campus hours in graduate counseling, taken within the six (6) years prior to matriculation in Internship. CED 6823-6. Counseling Internship: Clinical Mental Health Counseling. Supervised field practice in working as a counselor in a mental health agency setting. Six hundred (600) clock hours are required, two hundred forty (240) of which are face to face. Prerequisite: CED 6673, Counseling Practicum, plus nine (9) additional on-campus hours in graduate counseling, taken within the six (6) years prior to matriculation in Internship. CED 6913. Advanced Counseling Techniques. Integration of theory and methodology in experiential learning with various systemic and individual approaches. Prerequisite: CED 6733. CED 6923. Counseling Ethics and Crisis Counseling. Introduction of legal and ethical standards in school and clinical mental health counseling related to counselor training, research, and practice. Topics include: client rights, confidentiality, the client-counselor relationship, professional relationships,, duty to warn, counselor supervision, counseling minor clients and case law in counseling. Also, this course will introduce current theory and practice models related to trauma and crisis intervention. CED 6943. Individual Intelligence Testing—Wechsler. Administration, use, and interpretation of the Wechsler individual intelligence tests. CED 6953. Social and Cultural Foundations of Counseling. The specific goals of this course include the provision of guidelines to provide counselors with: (a) the rationale and needs for addressing multiculturalism and diversity in education, training, research, practice, and organizational change; (b) basic information, relevant terminology, current empirical research from psychology and related disciplines, and other data that support the proposed guidelines and underscore their importance; (c) references to enhance on-going education, training, research, practice, and organizational change methodologies; and (d) paradigms that broaden the purview of counseling as a profession. CED 6963 Personality Assessment. A survey of the types and objectives of the various standardized tests used in the counseling setting: these would include both Personality Inventories and Projective Instruments. Included in the course will be basic statistics and interpretation strategies necessary for the understanding and interpretation of test data. Methods of study will include use of class lecture, research, films, and experience with test-taking and interpretation. Some of the instruments to be included are: MMPI-2; Rorschach; Thematic Apperception Test; Children’s Apperception Test; House-Tree-Person Test; Draw a Person Test; Bender Gestalt. CED 6973. Personality Dynamics. The nature and development of the personality. Emphasis is on the critical study of current theories of personality and their application to counseling. CED 6983. Seminar in Counseling. Critical analysis of issues confronting the professional counselor working with students/clients individually and in groups. Discussion of relevant research in counseling and of practical implementation of the various counseling theories.
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