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Psychology |
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PY 818 - Psychopharmacology (3.00 cr.)
A review of our current understanding of the role of pharmacology in the treatment of mental disorders. Students become familiar with major classification of psychotropic drugs and learn their hypothesized modes of action.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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PY 819 - Historical and Philosophical Bases of Psychology (3.00 cr.)
A critical overview of classical historical and philosophical trends within psychology beginning with the Greek philosophers.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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PY 820 - Cognitive and Affective Aspects of Behavior (3.00 cr.)
Reviews cognitive and learning theories in relation to a general understanding of how experience affects thinking and behavior. This review includes an examination of motivation and emotion and their relation to cognition and learning, in particular, how emotional reactions are developed and altered by experience, and how emotions impact various cognitive functions and learning.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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PY 832 - Research Methods in Clinical Psychology (3.00 cr.)
An advanced examination of the principles of research methodology and basic descriptive statistics. Students develop the knowledge, skills, and attitudes necessary to understand and critically evaluate psychological research, as well as those necessary to design and conduct ethical psychological research with diverse populations.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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PY 833 - Research Methods and Data Analysis in Clinical Psychology (3.00 cr.)
A continuation of PY 832 . Students learn to conduct, interpret, and report fundamental inferential statistics, including correlation, regression, t-test, ANOVA, and chi-square.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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PY 840 - Consultation Theory and Practice (3.00 cr.)
Provides an introduction to the theory, research, interventions, and professional standards relevant to the practice of consultation within the field of psychology. Utilizes didactic and experiential learning approaches to expose students to the relevant knowledge, skills, and attitudes necessary to function competently in the role of consultant. Broad domains of expertise (i.e., individual, group, organization) are emphasized along with competencies in each domain (e.g., assessment, relationship, process skills, diversity, ethics).
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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PY 842 - Supervision Theory and Practice (3.00 cr.)
Provides an emphasis on the theory, research, and professional standards relevant to the practice of clinical supervision. Includes a practicum component that offers students an opportunity to apply classroom knowledge and develop supervision skills.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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PY 845 - Models of Psychotherapy (3.00 cr.)
An in-depth focus on the current theory and application of a specific therapeutic model. Each offering focuses on a different model, such as cognitive, behavioral, psychodynamic, interpersonal, family systems, DBT, ACT, object relations, etc. May be repeated for credit with different topics.
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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PY 870 - Diversity Seminar I (3.00 cr.)
Explores our current understanding of the nature of human diversity and its impact on professional practice. Students develop sensitivity to working with individuals that may differ with respect to ethnicity, religion, gender, sexual orientation, national origin, or age.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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PY 871 - Diversity Seminar II (3.00 cr.)
Continuation of a sequence of building multicultural competence and humility. A focus is placed on the interpersonal nature of building effective dialogue and advocacy skills around diversity.
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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PY 886 - Advanced Topics in Health Service Psychology (3.00 cr.)
Elective courses offered on a rotating basis which provide in-depth and up-to-date coverage of a special topic related to the practice of psychology. Topics include specific treatment populations (children, adolescents, minority populations, etc.); intervention techniques for a specific disorder; specialized assessment techniques (neuropsychological assessment); advanced statistical methods; or administration of mental health services. May be repeated for credit with different topic.
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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PY 890 - Dissertation Guidance (0.00 cr.)
Required each semester during which the student is actively working on the dissertation in the first, second, and third years of the curriculum. Students are entitled to consultation with their major readers and dissertation committee members. May be repeated five times for credit. Pass/Fail
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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PY 891 - Clinical Dissertation (3.00 cr.)
Required each semester during the fourth year of the curriculum in which the doctoral student is actively working on the dissertation. Entitles the doctoral student to consultation with the major reader and dissertation committee members. May be repeated twice for degree credit. Pass/Fail
Prerequisite: PY 890 .
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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PY 892 - Dissertation Continuation (0.00 cr.)
Doctoral students work with their major readers and dissertation committee members towards the completion of their dissertation while on internship. May be repeated three times for credit. Pass/Fail
Prerequisite: PY 891 .
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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PY 899 - Independent Study (1-3.00 cr.)
Students may undertake supervised study or tutorial arrangements as a means of conducting in-depth, up-to-date investigation of a subject or for studying an area not covered by, but related to, the regular curriculum. Written or electronic permission of the instructor.
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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PY 900 - Dissertation Extension (3.00 cr.)
Doctoral students work with their major readers and dissertation committee members toward completion of the dissertation. This course is for students who have completed PY 890 and PY 891 , but will not be enrolled in PY 892 , PY 950 , or PY 951 . Written or electronic permission of the director of clinical training. A dissertation fee is charged. May be repeated six times for credit. Pass/Fail
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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PY 901 - Clinical Placement Extension (3.00 cr.)
Designed for students who have completed PY 922 , but are not registered for PY 950 or PY 951 . This course allows students to work with the director of doctoral field education to secure a placement in order to accumulate additional hours to apply towards internship applications. Written or electronic permission of the director of clinical training. An externship fee is charged. May be repeated four times for credit. Pass/Fail
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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PY 912 - Colloquium (0.00 cr.)
Each semester students and faculty attend a series of required doctoral meetings. Topics include guest lecturers and discussions of current issues relating to the development of professional psychologists. May be repeated. Pass/Fail
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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PY 918 - Professional Development and Case Conceptualization (1.50 cr.)
Each semester students participate in small groups with a faculty mentor to discuss relevant issues of professional development and to present cases from their field training for discussion and feedback. May be repeated for credit. Pass/Fail
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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PY 920 - Clinical Placement I (3.00 cr.)
Students are placed at the Loyola Clinical Centers for 10-15 hours per week. Students conduct therapy and are supervised individually and in group formats. May be repeated twice for credit. Pass/Fail
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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PY 921 - Clinical Placement II (3.00 cr.)
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. Pass/Fail
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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PY 922 - Clinical Placement III (3.00 cr.)
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. Pass/Fail
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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PY 923 - Clinical Applications: Group Counseling (0.00 cr.)
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. Pass/Fail
Restrictions: Restricted to PsyD Students only.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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PY 925 - Clinical Applications Assessment (2.00 cr.)
Students perform psychological assessments as part of the comprehensive, supervised training at the Loyola Clinical Centers. May be repeated four times for credit. Pass/Fail
Restrictions: Restricted to first and second year PsyD students.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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PY 930 - Clinical Placement Summer (0.00 cr.)
A clinical placement through the summer sessions. Supervision is provided on-site. May be repeated six times for credit. Pass/Fail
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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PY 931 - Clinical Applications Assessment Summer (0.00 cr.)
A summer assessment placement at the Loyola Clinical Centers. May be repeated three times for credit. Pass/Fail
Prerequisite: PY 925 .
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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PY 949 - Clinical Summer Internship I (0.00 cr.)
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 . Pass/Fail
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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PY 950 - Clinical Internship I (0.00 cr.)
A full-time, 2,000-hour internship experience arranged in consultation with the director of field education. Pass/Fail
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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PY 951 - Clinical Internship II (0.00 cr.)
A continuation of PY 950 to complete the internship. Pass/Fail
Prerequisite: PY 950 .
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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PY 952 - Clinical Summer Internship II (0.00 cr.)
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. Pass/Fail
Prerequisite: PY 951 .
Restrictions: Restricted to PsyD students.
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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Special Education |
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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.
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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SE 900 - Observation and Participation in Special Education (3.00 cr.)
Provides practical in-classroom experience with children in various special education placements. A field experience is included.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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SE 901 - Applied Behavioral Programming (3.00 cr.)
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).
Prerequisite: SE 913 .
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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SE 902 - Literacy Instruction for Students with High-Prevalence Disabilities (3.00 cr.)
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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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SE 905 - Development and Characteristics of Students with High-Prevalence Disabilities (3.00 cr.)
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. The multidimensional impact of overlapping disabilities is emphasized.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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SE 907 - Mathematics Methods, Strategies, and Instruction for Students with Special Needs (3.00 cr.)
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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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SE 909 - Instructional Methods and Technology Integration in Elementary Content Areas for Students with High-Prevalence Disabilities (3.00 cr.)
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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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SE 911 - Assessment, Diagnosis, and Evaluation of Students with Special Needs (3.00 cr.)
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.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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SE 912 - Instructional Planning, Adaptations, and Learning Strategies for Students with Special Needs (3.00 cr.)
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.
Prerequisite: SE 911 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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SE 913 - Comprehensive Classroom Management for Teachers of Students with Special Needs (3.00 cr.)
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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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SE 914 - Communication, Collaboration, and Consultation with Parents and Professionals Serving Students with Disabilities (3.00 cr.)
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.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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SE 916 - Promoting Successful Transition to Postsecondary Settings for Students with Special Needs (3.00 cr.)
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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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SE 917 - Instructional Methods and Technology Integration in Secondary Content Areas for Students with High-Prevalence Incidence Disabilities (3.00 cr.)
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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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SE 918 - Practicum I: Teaching Students with Special Needs (3.00 cr.)
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. A field study fee is charged.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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SE 919 - Practicum II: Teaching Students with Special Needs (3.00 cr.)
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. A field study fee is charged.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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SE 921 - Autism: Characteristics, Research, and Interventions (3.00 cr.)
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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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SE 931 - Culmination Internship in Special Education (3.00 cr.)
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.
Prerequisite: SE 930 .
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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School Counseling |
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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.
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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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.
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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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.
Sessions Typically Offered: Fall/Summer
Years Typically Offered: Annually
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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.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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GC 701 - Techniques of Counseling (3.00 cr.)
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.
Prerequisite (may be taken concurrently): GC 704 .
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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GC 703 - Lifestyle and Career Development and Decision Making (3.00 cr.)
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.
Prerequisite: GC 700 , GC 701 , GC 704 .
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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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.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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GC 706 - Group Counseling in Schools (3.00 cr.)
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.
Prerequisite: GC 700 , GC 701 , GC 704 .
Concurrent Requisite: GC 791 .
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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GC 708 - Cross Cultural Counseling (3.00 cr.)
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.
Prerequisite: GC 700 , GC 701 , GC 704 .
Sessions Typically Offered: Fall/Summer
Years Typically Offered: Annually
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GC 710 - Special Education: Systemic Approach to Treatment of Students with Disabilities (3.00 cr.)
Provides an overview of the laws and policies specific to special education and Section 504 while attending to the systemic intervention approaches that best support students with disabilities. Utilizing behavioral based consultation, students develop treatment approaches that are culturally responsive and evidence-based.
Prerequisite: GC 700 .
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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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.
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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GC 722 - Internship in School Counseling I (3.00 cr.)
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.
Prerequisite: GC 791 .
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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GC 723 - Internship in School Counseling II (3.00 cr.)
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.
Prerequisite: GC 791 .
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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GC 728 - Internship in School Counseling I and II (6.00 cr.)
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.
Prerequisite: GC 791 .
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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GC 735 - Internship in School Counseling Year I (2.00 cr.)
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.
Prerequisite: GC 791 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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GC 736 - Internship in School Counseling Year I (1.00 cr.)
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.
Prerequisite: GC 791 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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GC 737 - Internship in School Counseling Year II (2.00 cr.)
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.
Prerequisite: GC 735 , GC 736 , GC 791 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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GC 738 - Internship in School Counseling Year II (1.00 cr.)
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.
Prerequisite: GC 735 , GC 736 , GC 737 , GC 791 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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GC 739 - Internship in School Counseling Year I (1.00 cr.)
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.
Prerequisite: GC 791 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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GC 740 - Internship in School Counseling Year I (1.00 cr.)
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.
Prerequisite: GC 739 , GC 791 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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GC 741 - Internship in School Counseling Year II (1.00 cr.)
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.
Prerequisite: GC 739 , GC 740 , GC 791 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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GC 742 - Internship in School Counseling Year II (1.00 cr.)
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.
Prerequisite: GC 739 , GC 740 , GC 741 , GC 791 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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GC 743 - Internship in School Counseling Year III (1.00 cr.)
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.
Prerequisite: GC 739 , GC 740 , GC 741 , GC 742 , GC 791 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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GC 744 - Instructional Strategies for School Counselors (3.00 cr.)
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.
Prerequisite: GC 700 , GC 701 , GC 704 .
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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GC 745 - Internship in School Counseling Year III (1.00 cr.)
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.
Prerequisite: GC 739 , GC 740 , GC 741 , GC 742 , GC 743 , GC 791 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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GC 755 - Marriage and Family Counseling (3.00 cr.)
Provides guidance to counselors on the theories, skills, techniques, practice, and application of marriage and family counseling in a variety of settings. Students start with an overview of systems theory and a developmental approach to understanding the stressors faced by diverse families and the strengths across the family system to meet expected and unexpected challenges. The course's main focus is on the major treatment approaches and various intervention strategies designed to help couples and families reorganize and achieve cohesion, balance, and direction for continued growth, change, and stability. Special topics such as substance use, domestic violence, and child abuse are explored as well as attention to the needs of families within the school system.
Prerequisite: GC 701 .
Sessions Typically Offered: Fall/Summer
Years Typically Offered: Annually
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GC 773 - Diagnosis of Mental and Emotional Disorders (3.00 cr.)
Students are expected to understand diagnostic categories, and the interventions and prevention methods for each of these. The DSM-5 classification system is used and major categories of mental disorders are explored. The course explores maladaptive and dysfunctional human behavior on individuals and to society as a whole.
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. Master's Plus and CAS students may enroll in this course without the above.
Sessions Typically Offered: Fall/Summer
Years Typically Offered: Annually
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GC 774 - Advanced Counseling Techniques and Treatment (3.00 cr.)
Focuses on the design and implementation of advanced treatment strategies relative to diverse psychological disorders. It emphasizes the building of advanced counseling skills through case studies and role-plays. Demonstrations of a model for assessing abnormal behavior, effective counseling skills to elicit behavior, and treatment methods based on various theoretical positions are included.
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. Master's Plus and CAS students may enroll in this course without the above.
Sessions Typically Offered: Fall/Summer
Years Typically Offered: Annually
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GC 784 - Alcohol and Drug Counseling (3.00 cr.)
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.
Prerequisite: GC 701 .
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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GC 791 - School Counseling Practicum (3.00 cr.)
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. Must be passed with a B or better. A field study fee is charged. May be repeated once for degree credit.
Prerequisite: GC 700 , GC 701 , GC 704 .
Prerequisite (may be taken concurrently): GC 706 , GC 792 .
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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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.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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GC 795 - Thesis Seminar (6.00 cr.)
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.
Restrictions: Restricted to MA students.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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GC 797 - Thesis Seminar I (3.00 cr.)
Students planning to propose a thesis topic enroll in this online course as they begin the thesis process and adhere to course syllabus outcomes and procedures. Specific outcomes relate to formulating a research proposal that includes a literature review and methodology. Informal meetings are scheduled between students and advisors. Students are expected to work independently on their thesis research with guidance provided by thesis chairs. Additionally, students may participate in online discussions to further their thinking and guide the planning process. This course may be taken with Internship depending on the student's research design. Students receive a grade of Pass/Fail at the conclusion of the course. Course can be counted as an elective for students switching to the MED program. Pass/Fail.
Restrictions: Restricted to MA students with a cumulative GPA of 3.500 or higher.
Sessions Typically Offered: Fall/Spring
Years Typically Offered: Annually
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GC 798 - Thesis Seminar II (3.00 cr.)
The culmination of work begun in GC 797 . Informal meetings are scheduled between the participants and advisors. Students are expected to work independently on their thesis research with guidance provided by their thesis chairs. Completion of thesis is required. Course is taken with internship. Students enroll in this online course during the last semester of thesis work and receive credit upon successful completion of the thesis. Pass/Fail
Prerequisite: GC 797 .
Restrictions: Restricted to MA students who successfully completed GC 797.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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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.
Sessions Typically Offered: Spring
Years Typically Offered: Varies
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GC 802 - College and Career Counseling (3.00 cr.)
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.
Prerequisite: GC 700 , GC 701 , GC 703 , GC 704 .
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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GC 810 - The School Counselor as Leader (3.00 cr.)
Incorporating exemplary practices, students examine what it means to be a school counselor leader by examining their own values and beliefs to ground their practice. Reflective and experiential in design, this class introduces and engages the school counselor in the leadership strategies to implement a comprehensive school counseling program that is intentional and integral to the academic mission of their schools.
Prerequisite: GC 791 .
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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GC 814 - Helping Students Manage Crisis (3.00 cr.)
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.
Prerequisite: GC 701 , GC 704 .
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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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.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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