2016-2017 Graduate Academic Catalogue 
    
    Mar 28, 2024  
2016-2017 Graduate Academic Catalogue [ARCHIVED CATALOG]

Course Descriptions


 

Psychology

  
  • PY 920 - Clinical Placement I

    (2.00 cr.)

    Restricted to Psy.D. students. Students are placed at the Loyola Clinical Centers for 16 hours per week. Students conduct therapy and assessment; they are supervised individually and in group formats. May be repeated twice for credit.

    (Fall/Spring)

  
  • PY 921 - Clinical Placement II

    (3.00 cr.)

    Restricted to Psy.D. students. Students are placed in a clinical setting in the community for 16 hours per week. Supervision is provided on-site. May be repeated once for credit.
  
  • PY 922 - Clinical Placement III

    (3.00 cr.)

    Restricted to Psy.D. students. Students are placed in a clinical setting in the community for 16 hours per week. Supervision is provided on-site. May be repeated four times for credit.
  
  • PY 923 - Clinical Applications: Group Counseling

    (0.00 cr.)

    Restricted to Psy.D. Students only. Students are trained to apply group counseling theories to group therapy. They gain a practical and clinical understanding of how to recruit and screen clients for groups, market and run groups, terminate with clients in a group format, and transfer group care to future coleaders. May be repeated three times for credit.
  
  • PY 925 - Clinical Applications Assessment

    (1.00 cr.)

    Restricted to first and second year Psy.D. students. Students perform psychological assessments as part of the comprehensive, supervised training at the Loyola Clinical Centers. Assessments will be through the BHAS and MAC. May be repeated four times for credit.
  
  • PY 930 - Clinical Placement Summer

    (0.00 cr.)

    Restricted to Psy.D. students. A clinical placement through the summer sessions. Supervision is provided on-site. May be repeated three times for credit. Pass/Fail

    (Summer only)

  
  • PY 931 - Clinical Applications Assessment Summer

    (0.00 cr.)

    Prerequisite: PY 925 . Restricted to Psy.D. students. A summer assessment placement at the Loyola Clinical Centers. May be repeated three times for credit. Pass/Fail

    (Summer only)

  
  • PY 949 - Clinical Summer Internship I

    (0.00 cr.)

    Restricted to Psy.D. students. A full time, 2,000-hour internship experience arranged through the APPIC Match and/or in consultation with the director of doctoral field education after June or July in the summer. Meant to be taken the summer prior to the fall-only course PY 950 . A registration fee is charged. Pass/Fail (Summer only)
  
  • PY 950 - Clinical Internship I

    (0.00 cr.)

    Restricted to Psy.D. students. A full-time, 2,000-hour internship experience arranged in consultation with the director of field education. A registration fee is charged. Pass/Fail

    (Fall only)

  
  • PY 951 - Clinical Internship II

    (0.00 cr.)

    Prerequisite: PY 950 . Restricted to Psy.D. students. A continuation of PY 950  to complete the internship. A registration fee is charged. Pass/Fail

    (Spring only)

  
  • PY 952 - Clinical Summer Internship II

    (0.00 cr.)

    Prerequisite: PY 951 . Restricted to Psy.D. students. A full time, 2,000-hour internship experience arranged through the APPIC Match and/or in consultation with the director of doctoral field education after June 1 in the summer. A registration fee is charged. Pass/Fail (Summer only)

Special Education

  
  • SE 720 - Child and Adolescent Development

    (3.00 cr.)

    An in-depth review of theories and issues involving the growth and development of human beings from conception through adolescence. More specifically, numerous developmental theories incorporating the perspectives of biology, learning, psychoanalysis, and cognition are examined. Further, current trends in research involving young children are highlighted and related issues explored to provide students with the knowledge and awareness of how factors can affect human growth and development at any stage of life. Students have several opportunities to both respond to essay questions and develop thought papers using information learned from the text, class discussions, guest presentations, and findings from quantitative and qualitative research investigations.
  
  • SE 761 - Introduction to Special Education

    (3.00 cr.)

    Students identify and describe major legislation and trends in the field of special education. Topics include cultural impact, service delivery options, and empirically supported practices. For each area of disability, students become familiar with general information on etiology, characteristics, interventions, technology, and research. Students demonstrate understanding of issues related to the assessment, identification, and placement of students with various exceptionalities. In addition, students are expected to identify the various local, state, and federal laws and regulations relative to rights and responsibilities, student identification, and delivery of services.

  
  • SE 769 - Teaching Students with Special Needs in the General Education Classroom

    (3.00 cr.)

    Strategies and materials for teaching exceptional students in the regular classroom. Emphasis on recognizing learning and behavioral characteristics, and on meeting those challenges in the general education setting.
  
  • SE 800 - Teaching Students with Special Needs in the Music Class

    (3.00 cr.)

    Strategies and materials for teaching exceptional students in the general music classroom. Emphasis on recognizing learning and behavioral characteristics, and providing support to meet those needs in elementary or middle school.
  
  • SE 900 - Observation and Participation in Special Education

    (3.00 cr.)

    Provides practical in-classroom experience with children in various special education placements. Additional paperwork and eligibility of status is required for registration. A field experience is included.
  
  • SE 901 - Applied Behavioral Programming

    (3.00 cr.)

    Prerequisite: SE 761  or equivalent; SE 913  or written permission of the program director. Provides a thorough foundation in applied behavior analysis (ABA) and positive behavior interventions and supports (PBIS) for use by special educators or behavioral specialists. Presents behavioral definition and measurement procedures, prompting and reinforcement strategies, systematic behavior change methods, and school-wide behavior support processes. Students use functional behavior assessment methods to assess and discover the function of a child's problem behavior; modify environments to reduce or prevent problem behavior; implement positive behavioral interventions; and program functional alternatives for home, school, or community settings. Students need regular access to an environment in which they can conduct a functional behavioral assessment (FBA) and develop and implement a behavior intervention plan (BIP).
  
  • SE 902 - Literacy Instruction for Students with High-Prevalence Disabilities

    (3.00 cr.)

    Prerequisite: SE 761  or equivalent or written permission of the program director. Elementary/middle special education students must also have RE 762  and RE 763 , or written permission of the instructor. Secondary special education students must also have RE 733  and RE 744 , or written permission of the instructor. Emphasizes special intervention techniques for accelerating the reading skills of students with mild and moderate disabilities, especially dyslexia and other learning disabilities. Includes validated strategies, explicit teaching procedures, self-regulated methods, and specialized programs which improve student learning in the areas of phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension. Field-based and in-class projects are used to promote the acquisition and application of validated strategies, multisensory methods, self-regulated instruction, and curriculum-based progress monitoring.
  
  • SE 905 - Development and Characteristics of Students with High-Prevalence Disabilities

    (3.00 cr.)

    Prerequisite: SE 761  or equivalent or written permission of the program director. Students demonstrate knowledge of high prevalence disorders/disabilities typically requiring special education services and/or specially designed instruction. Topics include in-depth study of characteristics and course of atypical growth and development patterns, similarities and differences among and between disabilities, and the lifelong impact of these disabilities. Educational, social, and behavioral issues are covered in detail, as well as other issues specific to learning disabilities, mild intellectual disabilities, ADHD, speech and language impairments, autism spectrum disorders, and emotional and behavioral disorders. Problems associated with autism spectrum disorders and occurring disabilities are also included. The multidimensional impact of overlapping disabilities is emphasized.
  
  • SE 907 - Mathematics Methods, Strategies, and Instruction for Students with Special Needs

    (3.00 cr.)

    Prerequisite: SE 761  or equivalent or written permission of the program director. Provides an overview of math instruction for the K-12 curriculum. Students demonstrate knowledge of a variety of math instructional techniques and methods, and are able to determine the appropriateness of these techniques in creating and implementing a balanced math program. Current research in the area of math instruction is reviewed.
  
  • SE 909 - Instructional Methods and Technology Integration in Elementary Content Areas for Students with High-Prevalence Disabilities

    (3.00 cr.)

    Prerequisite: SE 761  or equivalent or written permission of the program director.  

    Students review the instructional scope and sequence and core learning goals in the areas of science and social studies as currently taught in elementary schools. Students review methodologies typical to general educational settings and explore the role of the special educator in preparing and using curricular modifications and adaptations for content instruction in both team-taught and self-contained settings. Students develop a unit plan with lessons that adhere to the principles of universal design for learning, integrate technology, and incorporate adaptations and accommodations for children with diverse learning needs. Methods to promote reading and writing across the curriculum are demonstrated.

  
  • SE 911 - Assessment, Diagnosis, and Evaluation of Students with Special Needs

    (3.00 cr.)

    Prerequisite: SE 761  or equivalent or written permission of the program director. Students demonstrate a thorough understanding of the role of the assessment process in education. The content addresses the principles and ethics related to test selection, formulation of diagnoses, and development of appropriate educational programs. Students become familiar with a variety of informal and formal assessment techniques (norm-referenced, criterion-referenced, curriculum-based, and authentic measures). Opportunities to administer, score, and interpret such measures, as well as to demonstrate awareness of the ethical and legal requirements, roles of professionals, and the implications of culture and diversity in the assessment process.
  
  • SE 912 - Instructional Planning, Adaptations, and Learning Strategies for Students with Special Needs

    (3.00 cr.)

    Prerequisite:  SE 761  and SE 911 , or written permission of the program director.  Students demonstrate knowledge of IEP development including measurement, maintenance, and revision. Students construct goals and objectives using assessment information and input from parents and other professionals. Students select and/or modify curriculum and materials and design instructional programs to include appropriate adaptations and accommodations to meet the unique needs of individuals. Students describe the importance of learning environments (e.g., grouping techniques), learning styles, and individual differences and design instruction that encourages motivation and active participation. Lesson planning, critical presentation skills, and various individual and group teaching methods are modeled and rehearsed. The integration of curricula and the use of technology and adaptive equipment are also demonstrated.
  
  • SE 913 - Comprehensive Classroom Management for Teachers of Students with Special Needs

    (3.00 cr.)

    Prerequisite: SE 761  or equivalent or written permission of the program director. Students examine the variety of management strategies and programs for building effective classrooms and encouraging positive and pro-social behavior. Methods for developing peer relationships, establishing effective teacher-student relationships, and promoting student motivation are described and designed for specific environments. Students learn and practice strategies for developing and teaching rules and expectations, designing routines, preventing problems, managing learning activities, and encouraging student engagement. Topics include an introduction to school-wide positive behavioral support, response to intervention (RtI) programming, basic behavioral principles, and functional behavioral assessment (FBA). In addition, participants learn classroom techniques for effectively supporting students with inappropriate or disruptive school behaviors.
  
  • SE 914 - Communication, Collaboration, and Consultation with Parents and Professionals Serving Students with Disabilities

    (3.00 cr.)

    Prerequisite: SE 761  or equivalent or written permission of the program director. Students become familiar with parents' needs and concerns and demonstrate the ability to communicate with parents, as well as assist and encourage them to become active participants in the educational process. Students demonstrate understanding of parent rights, ethical concerns, and professional practices. Students examine the various roles and responsibilities of special and general educators, related service providers, other professionals, and parents. Students demonstrate the principles and techniques of collaboration and consultation necessary to work effectively with interdisciplinary teams and the ability to use various models of service delivery including co-teaching, team teaching, consultative services, response to intervention models, resource services, and itinerant programming.
  
  • SE 916 - Promoting Successful Transition to Postsecondary Settings for Students with Special Needs

    (3.00 cr.)

    Prerequisite: SE 761  or equivalent or written permission of the program director. After examining recent research on student outcomes, students review essential competencies in the areas of career/vocation, daily living, and recreation/leisure skills necessary for independent living. Students are expected to demonstrate skill in integrating instruction in these skill areas into the secondary curriculum. Students model skills necessary to work with a multidisciplinary team, assess student interests and aptitudes, and develop individualized transition plans.
  
  • SE 917 - Instructional Methods and Technology Integration in Secondary Content Areas for Students with High-Prevalence Incidence Disabilities

    (3.00 cr.)

    Prerequisite: SE 761  or equivalent or written permission of the program director. Students review the instructional scope and sequence and core learning goals in the areas of science and social studies as currently taught in secondary schools. Students review teaching methodologies typical to general educational settings and explore the role of the special educator in preparing and using curricular modifications and adaptations for content instruction in both team-taught and self-contained settings. Students develop a unit plan with lessons that adhere to the principles of universal design for learning, integrate technology, and incorporate adaptations and accommodations for youth with diverse learning needs. Methods to promote reading and writing across the curriculum are demonstrated.
  
  • SE 918 - Practicum I: Teaching Students with Special Needs

    (3.00 cr.)

    Prerequisite: All coursework completed. Students exhibit skills in the areas of assessment, observation, and data collection; evaluation/adaptation of curriculum and materials; instructional planning and delivery; classroom management; and collaboration, consultation, and communication with parents, teachers, and other professionals. Students demonstrate an awareness of the various ethical, legal, and interpersonal concerns (including cultural issues) and are expected to practice within the CEC Code of Ethics and Standards for Professional Practice. Written or electronic permission of the advisor. Additional paperwork and eligibility of status is required for registration. A field study fee is charged.
  
  • SE 919 - Practicum II: Teaching Students with Special Needs

    (3.00 cr.)

    Prerequisite: SE 918  or SE 931  and all coursework completed. Students exhibit skills in the areas of assessment, observation, and data collection; evaluation/adaptation of curriculum and materials; instructional planning and delivery; classroom management; and collaboration, consultation, and communication with parents, teachers, and other professionals. Students demonstrate an awareness of the various ethical, legal, and interpersonal concerns (including cultural issues) and are expected to practice within the CEC Code of Ethics and Standards for Professional Practice. Additional paperwork and eligibility of status is required for registration. A field study fee is charged.
  
  • SE 921 - Autism: Characteristics, Research, and Interventions

    (3.00 cr.)

    Prerequisite: SE 761  or equivalent or written permission of the program director. An overview of autism and the variety of autism spectrum disorders. Students become familiar with common characteristics, symptoms, and differential diagnostic criteria of autism, Asperger's syndrome, Fragile X, and other pervasive developmental disorders. Current research findings related to etiology and increase in prevalence rates are examined. Students learn research-supported interventions for children with autism, including behavior modification, communication development strategies, social skill training, applied behavior analysis, discrete trial methods, and functional communication training. Special emphasis is placed on the educational implications for the student with autism and the professionals and paraprofessionals who serve them.
  
  • SE 922 - Medical Aspects of Developmental Disabilities

    (3.00 cr.)

    Prerequisite: SE 761  or equivalent or written permission of the program director. Provides students with an overview of the medical aspects associated with developmental disabilities in early childhood. The primary focus is on brain growth and development during the pre-, peri-, and postnatal periods and the etiology of specific neurologically-related disorders seen in infancy and early childhood. Aspects of medical care for premature, low birth weight, and other medically fragile babies are also addressed, including methods for the care of young children dependent on technology. Students become familiar with the sequence of development across all domains, with special attention given to the motor domain. Students learn educational and therapeutic interventions to be used with infants and young children with physical and sensory disabilities, as well as positioning and handling techniques. They also learn effective ways of addressing child and family outcomes specified on the individual family service plan (IFSP).
  
  • SE 930 - Induction Internship in Special Education

    (3.00 cr.)

    Through observation and reflective practice, students recognize and develop the fundamental skills needed to become competent, conscientious, and compassionate special educators. Based on the CEC Standards for All Beginning Special Educators, interns build skills in the areas of observation, data collection, and assessment; adaptation of curriculum and materials; instruction planning and delivery; classroom management; and collaboration, consultation, and communication with parents, teachers, and other professionals. Students are expected to exhibit an awareness of the various ethical, legal, and interpersonal concerns, including cultural issues, and to practice within the CEC Code of Ethics and Standards for Professional Practice.
  
  • SE 931 - Culmination Internship in Special Education

    (3.00 cr.)

    Prerequisite: SE 930 . Through participation, observation, and reflective practice, students continue to develop the fundamental skills needed to become competent, conscientious, and compassionate special educators. Based on the CEC Standards for All Beginning Special Educators, students build skills in the areas of observation, data collection, and assessment; adaptation of curriculum and materials; instructional planning and delivery; classroom management; and collaboration, consultation, and communication with parents, teachers, and other professionals. While delivering services in the role of a special educator, students respond to the various ethical, legal, cultural, and interpersonal concerns presented and adhere to the CEC Code of Ethics and Standards for Professional Practice.
  
  • SE 932 - Special Education Law and Compliance for Educators and School Leaders

    (3.00 cr.)

    Intended for administrators and other school leaders, this course reviews federal and state regulations and case law regarding special education, as well as other laws that relate to individuals with disabilities (e.g., Section 504, NCLB, FERPA). Using case study and other applied methods, students examine and resolve common legal problems in special education compliance and service delivery. Examples of compliance problem areas include eligibility determinations, 504 plans, IEP development, FAPE, LRE, discipline, staffing, scheduling, progress monitoring, and access to the general curriculum for students with disabilities.
  
  • SE 933 - Promoting Social-Emotional Competence

    (3.00 cr.)

    Students explore the major components of social-emotional competence and the relation of social-emotional competence to behavior and academic performance in school. Case-study-, activity-, and exercise based approaches are used to support the understanding of social-emotional competence development in the preschool, kindergarten, elementary, and middle school learner. The key skill areas of empathy, personal message, cooperative problem solving, descriptive reinforcement, and inductive discipline are discussed. Major theory and research are reviewed.

School Counseling

  
  • GC 600 - Research and Evaluation in Counseling

    (3.00 cr.)

    Examines various approaches to research methodology, statistical analysis, and program evaluation in counseling. The methodological focus is on qualitative, quantitative, single-case designs, action research, and outcome-based evaluation. Methods for enhancing program effectiveness and decision making using needs assessment and program evaluation are emphasized. Research aimed at improving counseling effectiveness as well as opportunities, challenges, ethics, and legal issues in research and evaluation are considered.
  
  • GC 606 - Tests and Measurements

    (3.00 cr.)

    Surveys and discusses the major concepts involved in psychological and educational testing and measurement. Exposes students to a variety of educational and psychological tests. Emphasis is on those aspects important to the counselor as a consumer and administrator of testing information.
  
  • GC 622 - School Counseling at the Secondary Level

    (3.00 cr.)

    Prerequisite: GC 700 , GC 701 , GC 704 . Focuses on skills that school counselors need at the secondary level. Programs, activities, and techniques specific to adolescents and experienced at the secondary level are studied. Participants gain an understanding of the secondary school culture, driven by content, high stakes testing, student achievement, and social and emotional health.
  
  • GC 624 - Stress and Stress Management

    (3.00 cr.)

    Emphasizes the basic theories, causes, and prevention and intervention practices related to stress. Careful consideration is given to evaluating sources of stress and the acquisition of management skills for dealing with stress.
  
  • GC 627 - Working Ahead: Global Career Development Facilitator Instructor Training

    (3.00 cr.)

    The "Working Ahead GCDF" curriculum provides front-line counselors with the skills needed to operate in a public or private one-stop career center, educational training, or job service environment. The education content is based on theory and research and focuses on current Workforce Investment Act legislative policies, Internet use, ethical issues, and assessment. Successful completion of the course results in a listing in the Rutgers Heldrick Center International Registry and eligibility for national certification as a GCDF instructor.
  
  • GC 700 - Introduction to School Counseling

    (3.00 cr.)

    Studies the specialized knowledge and skills requisite to both elementary and secondary counseling including foundations of school counseling, its history and philosophy, and the role and function of the professional school counselor. Introduces contextual dimensions of school counseling and consultation, and diversity issues relevant to the professional practice of school counseling. Also includes a systematic, programmatic approach to practice, as well as ethical standards and guidelines of the American School Counselor Association and the American Counseling Association.
  
  • GC 701 - Techniques of Counseling

    (3.00 cr.)

    Prerequisite: GC 704  (may be taken concurrently). Focuses on the helping relationship including: interviewing, application of counseling and consultation skills, and basic change strategies. Considers verbal and nonverbal behaviors and characteristics in both client and counselor. Discusses diversity and ethical considerations.
  
  • GC 703 - Lifestyle and Career Development and Decision Making

    (3.00 cr.)

    Prerequisite: GC 700 , GC 701 , GC 704 . An introduction to the principal theories of career development and decision making and the counseling procedures appropriate to each theoretical position. Acquaints students with the various kinds of educational and occupational information sources for obtaining this information and the means for imparting it. Considers assessment and computer-based systems, as well as the needs of special populations.
  
  • GC 704 - Theories of Counseling

    (3.00 cr.)

    Emphasizes counseling and consultation theories, both from individual and systems perspectives. Presents the philosophical underpinning of theories of personality and the theories incorporated in counseling practice. Discusses client characteristics, behaviors, and multicultural considerations that influence the counseling process.
  
  • GC 706 - Group Counseling in Schools

    (3.00 cr.)

    Prerequisite: GC 700 , GC 701 , GC 704 . An introduction to the theories and techniques of group procedures in school counseling. Emphasizes the understanding of concepts, as well as the development of group leadership skills for effective school counseling in a cultural context. Presents research in the field of group counseling and its methods. The roles of group leaders and group members are clearly delineated as are selection criteria.
  
  • GC 708 - Cross Cultural Counseling

    (3.00 cr.)

    Prerequisite: GC 700 , GC 701 , GC 704 . An exploration of ethnic groups and subcultures. Emphasizes effective cross cultural communication between the counselor and client. Presents ethical dilemmas related to cross cultural counseling.
  
  • GC 709 - Counseling in the Elementary School

    (3.00 cr.)

    Prerequisite: GC 700 , GC 701 , GC 704 . For those students who plan to function as counselors in elementary schools. Emphasizes theories and practices which are unique to guidance and counseling activities in such a setting.
  
  • GC 712 - Human Development through the Life Span

    (3.00 cr.)

    Studies human behavior through the life span at all developmental levels. Family, career, aging, and other processes are examined developmentally. Considers both normal and abnormal processes. Stresses strategies for facilitating development over the life span; emphasizes theories of learning and personality development; discusses cultural consideration with regard to human developmental processes.
  
  • GC 713 - Techniques for Understanding Dreams

    (1.00 cr.)

    Focuses on various techniques for working with dreams in ways that will help clients derive daily life benefits from them. Both Jungian and Gestalt methods of dream exposition are introduced. To make the methods clear, students work in class with their own dreams.
  
  • GC 714 - Techniques for Working with Dreams

    (1.00 cr.)

    Focuses on current research and theory related to dreaming and the techniques that counselors can use to help clients understand and interpret their dreams. Part didactic and part experiential, the course provides methods appropriate for use with clients of any age.
  
  • GC 720 - Independent Study in School Counseling

    (1-3.00 cr.)

    Allows advanced students to study independently in special disciplinary or topical areas related to counseling of specific, rather than general, interest. Specific requirements related to each independent study are approved on an individual basis.
  
  • GC 721 - Advanced Study in School Counseling

    (1-3.00 cr.)

    Individual projects geared to specific needs or interests of students. Specific requirements related to each independent study approved on an individual basis.
  
  • GC 722 - Internship in School Counseling I

    (3.00 cr.)

    Prerequisite: GC 791 . The culminating activity of the school counseling program which provides students with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in all previous courses. GC 722 and GC 723  constitute one 600-hour internship in a school setting under the supervision of a certified school counselor. Of the total, 240 hours must be in direct service which includes individual counseling, group work, developmental classroom guidance, and consultation. Students must attend one hour per week of individual supervision, as well as 1.5 hours per week of group supervision. A field study fee is charged.
  
  • GC 723 - Internship in School Counseling II

    (3.00 cr.)

    Prerequisite: GC 791 . The culminating activity of the school counseling program which provides students with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in all previous courses. GC 722  and GC 723 constitute one 600-hour internship in a school setting under the supervision of a certified school counselor. Of the total, 240 hours must be in direct service which includes individual counseling, group work, developmental classroom guidance, and consultation. Students must attend one hour per week of individual supervision, as well as 1.5 hours per week of group supervision. A field study fee is charged.
  
  • GC 728 - Internship in School Counseling I and II

    (6.00 cr.)

    Prerequisite: GC 791 . The culminating activity of the school counseling program which provides students with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in all previous courses. GC 728 constitutes one 600-hour internship in a school setting under the supervision of a certified school counselor. Of the total, 240 hours must be in direct service which includes individual counseling, group work, developmental classroom guidance, and consultation. Students must attend one hour per week of individual supervision, as well as 1.5 hours per week of group supervision. Fulfills the same requirement as GC 722  and GC 723  combined. A field study fee is charged.
  
  • GC 735 - Internship in School Counseling Year I

    (2.00 cr.)

    Prerequisite: GC 791 . The culminating activity of the school counseling program which provides students with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in all previous courses. GC 735 constitutes the first 200 hours (fall) of the 600-hour internship in a school setting under the supervision of a certified school counselor and Loyola Internship Instructor. Students provide direct and indirect services to students, with 240 of the 600 hours completed as direct services. Students must attend one hour per week of individual supervision and 1.5 hours per week of group supervision. It is intended that GC 736  be taken in the spring of the same academic year GC 735 is completed. Open to students who entered the program prior to fall 2014. A field study fee is charged. (Fall only)
  
  • GC 736 - Internship in School Counseling Year I

    (1.00 cr.)

    Prerequisite: GC 791 . The culminating activity of the school counseling program which provides students with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in all previous courses. GC 736 constitutes 100 hours of the 600-hour internship in a school setting under the supervision of a certified school counselor and Loyola Internship Instructor. Students provide direct and indirect services to K-12 students, with 240 of the 600 hours completed as direct services. Students must attend one hour per week of individual supervision and 1.5 hours per week of group supervision. It is intended that GC736 be taken in the spring of the same academic year GC 735  is completed. GC 736 is a continuation of GC 735  and the internship is completed at the same school site. Open to students who entered the program prior to fall 2014.  A field study fee is charged.

    (Spring only)

  
  • GC 737 - Internship in School Counseling Year II

    (2.00 cr.)

    Prerequisite: GC 735 GC 736 GC 791 . The culminating activity of the school counseling program which provides students with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in all previous courses. GC 737 constitutes the second 200 hours (fall) of the 600-hour internship in a school setting under the supervision of a certified school counselor and Loyola Internship Instructor. Students provide direct and indirect services to students, with 240 of the 600 hours completed as direct services. Students must attend one hour per week of individual supervision and 1.5 hours per week of group supervision. It is intended that GC 738  be taken in the spring of the same academic year GC 737 is completed. Open to students who entered the program prior to fall 2014. A field study fee is charged.

    (Fall only)

  
  • GC 738 - Internship in School Counseling Year II

    (1.00 cr.)

    Prerequisite: GC 735 GC 736 GC 737 GC 791  The culminating activity of the school counseling program which provides students with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in all previous courses. GC 738 constitutes the last 100 hours of the 600-hour internship in a school setting under the supervision of a certified school counselor and Loyola Internship Instructor. Students provide direct and indirect services to K-12 students, with 240 of the 600 hours completed as direct services. Students must attend one hour per week of individual supervision and 1.5 hours per week of group supervision. It is intended that GC 738 be taken in the spring of the same academic year GC 737  is completed. GC 738 is a continuation of GC 737  and the internship is completed at the same school site. Open to students who entered the program prior to fall 2014. A field study fee is charged.

    (Spring only)

  
  • GC 739 - Internship in School Counseling Year I

    (1.00 cr.)

    Prerequisite: GC 791 . The culminating activity of the school counseling program which provides students with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in all previous courses. GC 739 constitutes the first 100 hours (fall) of the 600-hour internship in a school setting under the supervision of a certified school counselor and Loyola Internship Instructor. Students provide direct and indirect services to K-12 students, with 240 of the 600 hours completed as direct. Students must attend one hour per week of individual supervision and 1.5 hours per week of group supervision. It is intended that GC 740  be taken in the spring of the same academic year GC 739 is completed. A three-year option. Open to students who entered the program prior to fall 2014 and are employed by Howard County Public Schools.

    (Fall only)

  
  • GC 740 - Internship in School Counseling Year I

    (1.00 cr.)

    Prerequisite: GC 739 , GC 791 . The culminating activity of the school counseling program which provides students with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in all previous courses. GC 740 constitutes the second 100 hours (spring) of the 600-hour internship in a school setting under the supervision of a certified school counselor and Loyola Internship Instructor. Students provide direct and indirect services to K-12 students, with 240 of the 600 hours completed as direct. Students must attend one hour per week of individual supervision and 1.5 hours per week of group supervision. It is intended that GC 740 be taken in spring of the same academic year GC 739  is completed. GC 740 is a continuation of GC 739  and the internship is completed at the same school site. A three-year option. Open to students who entered the program prior to fall 2014 and are employed by Howard County Public Schools. A field study fee is charged.

    (Spring only)

  
  • GC 741 - Internship in School Counseling Year II

    (1.00 cr.)

    Prerequisite: GC 739 GC 740 GC 791  The culminating activity of the school counseling program which provides students with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in all previous courses. GC 741 constitutes the third 100 hours (fall) of the 600-hour internship in a school setting under the supervision of a certified school counselor and Loyola Internship Instructor. Students provide direct and indirect services to K-12 students, with 240 of the 600 hours completed as direct. Students must attend one hour per week of individual supervision and 1.5 hours per week of group supervision. It is intended that GC 742  be taken in the spring of the same academic year GC 741 is completed. A three-year option. Open to students who entered the program prior to fall 2014 and are employed by Howard County Public Schools. A field study fee is charged.

    (Fall only)

  
  • GC 742 - Internship in School Counseling Year II

    (1.00 cr.)

    Prerequisite: GC 739 GC 740 GC 741 GC 791  The culminating activity of the school counseling program which provides students with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in all previous courses. GC 742 constitutes the fourth 100 hours (spring) of the 600-hour internship in a school setting under the supervision of a certified school counselor and Loyola Internship Instructor. Students provide direct and indirect services to K-12 students, with 240 of the 600 hours completed as direct. Students must attend one hour per week of individual supervision and 1.5 hours per week of group supervision. It is intended that GC 742 be taken in the spring of the same academic year GC 741  is completed. GC 742 is a continuation of GC 741  and the internship is completed at the same school site. A three-year option. Open to students who entered the program prior to fall 2014 and are employed by Howard County Public Schools. A field study fee is charged.

    (Spring only)

  
  • GC 743 - Internship in School Counseling Year III

    (1.00 cr.)

    Prerequisite: GC 739 GC 740 GC 741 GC 742 GC 791 . The culminating activity of the school counseling program which provides students with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in all previous courses. GC 743 constitutes the fifth 100 hours (fall) of the 600-hour internship in a school setting under the supervision of a certified school counselor and Loyola Internship Instructor. Students provide direct and indirect services to K-12 students, with 240 of the 600 hours completed as direct. Students must attend one hour per week of individual supervision and 1.5 hours per week of group supervision. It is intended that GC 745  be taken in the spring of the same academic year GC 743 is completed. A three-year option. Open to students who entered the program prior to fall 2014 and are employed by Howard County Public Schools. A field study fee is charged. (Fall only)
  
  • GC 744 - Instructional Strategies for School Counselors

    (3.00 cr.)

    Prerequisite: GC 700 , GC 701 , GC 704 . Focuses on skills which help school counselors who have not had formal training as a classroom teacher. Students have the opportunity to learn techniques and strategies used in classroom management, understanding student behavior, and planning presentations.
  
  • GC 745 - Internship in School Counseling Year III

    (1.00 cr.)

    Prerequisite: GC 739 GC 740 GC 741 GC 742 GC 743 GC 791  The culminating activity of the school counseling program which provides students with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in all previous courses. GC 745 constitutes the last 100 hours (spring) of the 600-hour internship in a school setting under the supervision of a certified school counselor and Loyola Internship Instructor. Students provide direct and indirect services to K-12 students, with 240 of the 600 hours completed as direct. Students must attend one hour per week of individual supervision and 1.5 hours per week of group supervision. It is intended that GC 745 be taken in the spring of the same academic year GC 743  is completed. GC 745 is a continuation of GC 743  and the internship is completed at the same school site.  A three-year option. Open to students who entered the program prior to fall 2014 and are employed by Howard County Public Schools. A field study fee is charged.

    (Spring only)

  
  • GC 755 - Marriage and Family Counseling

    (3.00 cr.)

    Prerequisite: GC 701 . Designed to help counselors and other mental health workers and educators learn what makes marriage work. Students learn what makes a marriage fall apart and what binds it together. Starting with an overview of system theories, this course identifies the principles of counseling couples and families with school age children. Class members become familiar with the stages of marriage and family life cycle development. The course's main focus is on the various intervention strategies designed to help couples and families reorganize and achieve cohesion, balance, and direction for continued growth, change, and stability.
  
  • GC 773 - Diagnosis of Mental and Emotional Disorders

    (3.00 cr.)

    Prerequisite: GC 722  or GC 723  or GC 728  or GC 735  or GC 736  or GC 737  or GC 738  or GC 739  or GC 740  or GC 741  or GC 742  or GC 743  or GC 745 ; may be taken concurrently by Master's students. Students are expected to understand the use of diagnostic and multiaxial assessment. The DSM-IV classification system is used. Students are expected to complete multiaxial evaluations and report them using the multiaxial evaluation form of the DSM-IV.
  
  • GC 774 - Advanced Counseling Techniques and Treatment

    (3.00 cr.)

    Prerequisite: GC 722  or GC 723  or GC 728  or GC 735  or GC 736  or GC 737  or GC 738  or GC 739  or GC 740  or GC 741  or GC 742  or GC 743  or GC 745 ; may be taken concurrently by Master's students. Focuses on the design and implementation of advanced treatment strategies relative to diverse psychological disorder. Emphasizes the building of advanced counseling skills case studies. Demonstrations of treatment methods based on various theoretical positions are included.
  
  • GC 784 - Alcohol and Drug Counseling

    (3.00 cr.)

    Prerequisite: GC 701 . Prepares students to assess and respond to a range of problematic situations involving alcohol and drugs in a school. The course provides an understanding of the distinctions between and among use, abuse, dependence, and addiction. It provides criteria for deciding which situations can be handled by school counselors, as well as those that are more appropriately referred to specially trained professionals. The need for responding to adolescent drug and alcohol use as both a health concern and a disciplinary issue is stressed. Students develop an understanding of the impact that addiction has on all members of a community who live and interact with it and the ability to make appropriate referrals in those cases.
  
  • GC 791 - School Counseling Practicum

    (3.00 cr.)

    Prerequisite: GC 700 , GC 701 , GC 704 , GC 706 , GC 792 . GC 706  and GC 792  may be taken concurrently. Students practice individual and group skills under the tutelage of a supervisor in a laboratory situation. Forty hours of direct service are required. Knowledge and skills acquired in GC 700 , GC 701 , GC 704 , and GC 706  are practiced. A field study fee is charged.
  
  • GC 792 - Professional Issues and Ethics in Counseling

    (3.00 cr.)

    A seminar related to all aspects of professional life, including the professional association for counselors and their functions; issues of credentialing and licensure; professional development; ethics; and hot topics in counseling. Particular emphasis is placed on the Code of Ethics of the American Counseling Association, the Code of Ethics of the American School Counselors Association, and legal issues pertaining to school counseling.
  
  • GC 793 - Psychoeducational Assessment I

    (3.00 cr.)

    Prerequisite: GC 606 . An introduction to the administration, scoring, and interpretation of psychological and educational tests commonly used with school aged youth. Covers intelligence, aptitude, and achievement tests. A lab fee is charged.
  
  • GC 794 - Psychoeducational Assessment II

    (3.00 cr.)

    Prerequisite: GC 606 . An introduction to the administration, scoring, and interpretation of psychological and educational tests commonly used with school aged youth. Covers perceptual, behavioral, and personality tests. A lab fee is charged.
  
  • GC 795 - Thesis Seminar

    (6.00 cr.)

    Restricted to M.A. students. Students planning to propose a thesis topic enroll in this course as they begin the thesis process. Informal meetings scheduled at the convenience of the participants and advisors provide an opportunity for critical discussion of planned research. Students receive credit upon successful completion of their thesis. Written or electronic permission of the advisor.
  
  • GC 796 - Facilitating Careers

    (3.00 cr.)

    Designed to train counselors in career facilitation, using the career development facilitator curriculum-a national and international program approved by the National Career Development Association and the Center for Credentialing Education. The course demonstrates how to use electronic training materials when offering career guidance. Students who successfully complete this course, have a master's degree, and are currently counselors will be eligible to become career development facilitator instructors. Hybrid format using a blend of online and in-class instruction.
  
  • GC 797 - Thesis Seminar I

    (3.00 cr.)

    Restricted to M.A. students. Students planning to propose a thesis topic enroll in this course as they begin the thesis process. Informal meetings scheduled at the convenience of the participants and advisors provide an opportunity for critical discussion of planned research. Students receive credit upon successful completion of the thesis. Written or electronic permission of the advisor.
  
  • GC 798 - Thesis Seminar II

    (3.00 cr.)

    Prerequisite: GC 797  Restricted to M.A. students. The culmination of work begun in GC 797 . Students enroll in this course during the last semester of thesis work and receive credit upon successful completion of the thesis. Written or electronic permission of the advisor.
  
  • GC 800 - Introduction to College Counseling I

    (3.00 cr.)

    Studies the specialized knowledge and skills requisite to college counseling, including its history and philosophy and the role of the professional school counselor. Introduces contextual dimensions of ethical college counseling relevant to the professional practice of school counseling in secondary school settings, as well as systematic, programmatic approaches to practice aligned with the guidelines and standards of the American School Counselor Association and the American Counseling Association. Implications of FERPA and the special needs of student athletes are considered.
  
  • GC 801 - Introduction to College Counseling II

    (3.00 cr.)

    Prerequisite: GC 700 , GC 701 , GC 703 , GC 704 . Provides an overview of colleges, college culture, and admissions practices through in-depth tours of private and public colleges and universities in Maryland and the surrounding region. Reflection and advocacy are integral as students work individually and in groups applying the concepts of Introduction to College Counseling I (GC 800 ) to the practical experience of this course.
  
  • GC 802 - College and Career Counseling

    (3.00 cr.)

    Prerequisite: GC 700 , GC 701 , GC 703 , GC 704 . Reviews theories of career development and the counseling techniques appropriate for use with adolescents planning beyond high school. Discusses ethical counseling in these contexts and acquaints students with various educational and occupational information sources. Emphasis is given to technology and computer based systems, as well as the needs of special student populations.
  
  • GC 803 - Financing Higher Education: Theory and Practice

    (3.00 cr.)

    Introduces the historical factors, theories, and economic policies which inform current financial aid practices. Studies the various types and sources of student financial aid, eligibility, application processes, and timelines. Guidelines for professional school counselors working with students and families through these complex processes, as well as those used for interpreting the financial aid package are discussed.
  
  • GC 804 - Access and Equity in Higher Education

    (3.00 cr.)

    Studies the historical and current issues regarding access and equity in higher education for traditionally underrepresented populations including English language learners, students with special needs, and undocumented students. Introduces key research and trends of the field. Emphasizes advocacy and asset-based, solution-focused counseling approaches to the issues of access, equity, and diversity relevant to the work of secondary school counselors.
  
  • GC 805 - College Testing and Assessment

    (3.00 cr.)

    Provides an in-depth exploration of the assessments and inventories used in the college planning process. Major concepts including validity, reliability, bias, and ethical use of testing are discussed. Emphasis is on those aspects important to the secondary school counselor as a consumer and administrator of testing information.
  
  • GC 806 - College Counseling Field Experience I

    (3.00 cr.)

    Students implement a college access counseling program while working under the supervision of a professional school counselor. All programs are fully integrated with the school site's comprehensive school counseling program; aligned with the ASCA national model; and include appropriate consideration of delivery, management, and accountability systems. Students are engaged in a minimum of 32 hours of college counseling service per week. GC 806 and GC 807  constitute the full field experience required.
  
  • GC 807 - College Counseling Field Experience II

    (3.00 cr.)

    Students implement a college access counseling program while working under the supervision of a professional school counselor. All programs are fully integrated with the school site's comprehensive school counseling program; aligned with the ASCA national model; and include appropriate consideration of delivery, management, and accountability systems. Students are engaged in a minimum of 32 hours of college counseling service per week. GC 806  and GC 807 constitute the full field experience required.
  
  • GC 808 - Research in College Access Counseling I

    (3.00 cr.)

    Individual projects geared to specific needs or interests of students. Specific requirements related to each independent study will be approved on an individual basis. GC 808 and GC 809  constitute the full research component required.
  
  • GC 809 - Research in College Access Counseling II

    (3.00 cr.)

    Individual projects geared to specific needs or interests of students. Specific requirements related to each independent study will be approved on an individual basis. GC 808  and GC 809 constitute the full research component required.
  
  • GC 810 - The School Counselor as Leader

    (3.00 cr.)

    Prerequisite: GC 791 . A variety of leadership styles are discussed as they apply to the role of the school counselor. One focus is on understanding how the counseling program supports school improvement. Particular attention is given to understanding the change process and how the counselor can be a leader in the process.
  
  • GC 811 - Counseling Gay and Lesbian Youth

    (1.00 cr.)

    Provides knowledge and skills related to counseling sexual minority youth. Through lecture, discussion, and interactive exercises, participants gain the ability to identify the counseling needs and issues of gay and lesbian youth and learn how to provide effective and responsive counseling to meet the needs of gay, lesbian, and transgendered youth. This course offers the counselor a consistent model with which to conceptualize appropriate counseling interventions for the special needs of sexual minority youth.
  
  • GC 812 - Critical Ingredients in Career Counseling

    (1.00 cr.)

    Brown and Ryan-Krane (2000) identified the five critical ingredients in career interventions, but are we using them? The findings of Brown and Ryan-Krane are reviewed based on a meta-analysis of career interventions over two decades. Students then experience these five critical ingredients while participating in career planning activities. Students are asked to identify career interventions in their setting and evaluate the effectiveness, then plan a new career intervention that makes use of the five critical ingredients.
  
  • GC 813 - Spiritual Issues in Educational Settings: Strategies for School Counselors

    (1.00 cr.)

    Improves the school counselor's awareness of situations when the religious or spiritual beliefs of students could affect their daily functioning. Basic skills for assessing the role of religious and spiritual issues in student functioning are introduced through written analyses of case studies, creating presentations on current research and intervention techniques, and in-class treatment planning exercises.
  
  • GC 814 - Helping Students Manage Crisis

    (3.00 cr.)

    Prerequisite: GC 701 , GC 704 . Focuses on the behavioral and emotional reactions to crisis and trauma, including basic crisis concepts and strategies for prevention, assessment, intervention, and follow-up for children and adolescents at risk or already suffering from a crisis related to internal or external causes. Students are exposed to the unique characteristics of a variety of crises and traumas that children and adolescents experience, how they are impacted, and how they respond. A counselor's role in the lives of the students affected by crisis and trauma is explored and studied. Crisis experienced by students in schools is emphasized, including the causes, symptoms, and behavioral reactions; appropriate short-term responses by school counselors; and the importance of reintegrating students into the school environment.
  
  • GC 815 - Introduction to Counseling Children on the Autism Spectrum Disorder

    (1.00 cr.)

    In the United States, a growing number of children are identified as having Autism Spectrum Disorder (ASD). School counselors need to be trained on counseling skills that foster the social emotional development and academic success of children with ASD. Counselors taking this course learn about the symptoms associated with ASD and are introduced to counseling strategies designed to prevent crisis, intervene in times of crisis, and enhance social skill development.
  
  • GC 816 - Motivational Interviewing: Enhancing Evidence-Based Practice for School Counselors

    (1.00 cr.)

    Offers a practical and efficient approach for engaging students to think about needed changes in their lives. This course builds upon the existing theoretical and clinical skills that school counselors currently possess. Students learn the language of change and motivational interviewing (MIC) techniques and tools for working with K-12 student populations. Students also connect MIC strategies to school counseling program effectiveness.
  
  • GC 817 - College Planning and Financing

    (3.00 cr.)

    Provides an in-depth exploration in planning and financing higher education. Attention is given to assessments and inventories used in the college planning process. Major concepts including validity, reliability, bias, and ethical use of testing are discussed. Historical factors, theories, and economic policies which inform current financial aid practices are provided. Various types and sources of student financial aid, eligibility, application processes, and timelines are discussed, along with guidelines for working with students and families through these complex processes.
  
  • GC 818 - Play Therapy

    (1.00 cr.)

    Covers a brief review of history and theories of play therapy for use in clinical practice with children. Play is the natural language of children. Students see how play therapy with its emphasis on empathy and providing an environment for appropriate emotional expression can improve overall functioning and help children cope with life events. Students have a chance to experience some types of play therapy (i.e., expressive, sensory-motor, games) in class.
  
  • GC 819 - Grief and Traumatic Loss

    (1.00 cr.)

    Intended for advanced students in the school counseling program and practicing school counselors interested in gaining a deeper understanding of grief and traumatic loss and their impact on children/students, parents/families, and communities. The overall goal of the course is to increase students' knowledge on the most current concepts and evidence-based practices in the field. Sensitive issues related to understanding and managing a suicide loss in the school community are also addressed. A combination of lecture, videos, and interactive exercises are utilized.
  
  • GC 820 - Supporting Children and Family during Grief and Traumatic Loss

    (1.00 cr.)

    The special aspects of children's grief are addressed: how it impacts a family system; how family dynamics shape grief; common feelings and behaviors expressed by grieving children; and interventions and methods to support growth through grief. Participants explore the impact on a student's academic, behavioral, and social well-being, as well as how to assist the student with the school environment. Sensitive issues related to understanding and managing a suicide-loss in the school community are also addressed. A combination of lecture, videos, and interactive exercises are used.
  
  • GC 821 - Promoting Social-Emotional Competence

    (3.00 cr.)

    Students explore the major components of social-emotional competence and the relation of social-emotional competence to behavior and academic performance in school. Case-study-, activity-, and exercise based approaches are used to support the understanding of social-emotional competence development in the preschool, kindergarten, elementary, and middle school learner. The key skill areas of empathy, personal message, cooperative problem solving, descriptive reinforcement, and inductive discipline are discussed. Major theory and research are reviewed.
 

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