Master of Arts in Counseling

This course provides students with valuable information to assist their transition into the Graduate Counseling Programs. Students engage their cohort and faculty mentor; gain an understanding of program requirements, processes, and policies; and are introduced to various resources available, including technology, the learning management system utilized (Sakai), and additional student services and support.

This course is designed to introduce students to the methods and design of qualitative and quantitative social science research. During the course, students will review American Psychological Association (APA) style of writing in graduate studies, review skills necessary for understanding primary research in counseling literature and be introduced to the basic statistical analyses utilized in social science research and writing. Instruction will explore the role that research plays in increasing counselor effectiveness and the ethical and legal considerations pertinent to the professional counselor and researcher.

This course will engage students in the appropriate ethical integration of theology into the professional counseling relationship. Students will critique and evaluate multiple approaches to applied integration as these relate to scope of practice. Worldview and personal values of both the counselor and client will be considered, ultimately resulting in the formulation of a personal approach to addressing theological/spiritual issues in counseling.

This course consists of a survey of professional ethics and laws relative to the practice of marriage and family therapy/professional counseling and a study of Tennessee licensing laws in order to enable the student to understand the criminal and civil laws impacting counselors. This course focuses on the personhood of the counselor with emphasis on the cultivation and sustenance of emotional maturity, moral sensitivity, and moral decision-making skills integral to independent professional life and practice.

This course provides for an exploration of multicultural concerns related to the knowledge, beliefs/attitudes, and skills of counselors. Through self-disclosure, individual experiences, group presentations and class discussion, participants in this class will examine their own preferences, cultural biases, values and assumptions about culture and diversity issues. Strategies that promote understanding and effective intervention will be emphasized.

This course encourages students to examine theories and research on human development throughout an individual’s life cycle. The course will also focus on stages of development associated with the Family Life Cycle. Students are encouraged to integrate understandings of development with the practice of counseling.

This course examines the physiological, psychological, socio-cultural, and spiritual aspects of human sexuality. Emphasis is placed upon sex education, sexuality issues in development and marriage, and the understanding and treatment of various sexual dysfunctions.

This course will examine major theories of counseling and their therapeutic implications. The class will focus on the following approaches to counseling: psychoanalytical theory, Adlerian theory, existential therapy, person-centered theory, Gestalt theory, Bowen family systems theory, strategic family therapy, experimental family therapy.

This course will examine major theories of counseling and their therapeutic implications. The class will focus on the following approaches to counseling: reality therapy, behavioral therapy, cognitive-behavioral therapy, feminist therapy, postmodern therapy (including narrative and solution-focused individual and family therapy), structural family therapy, and comparative analysis.

This course surveys major contemporary theories in reference to child and adolescent psychotherapy. Students will learn how to assess and diagnose a child or adolescent within the context of the multiple systems of which they are a part. Students will integrate the DSM-V into a comprehensive assessment, diagnosis and treatment processes that includes the development and implementation of a comprehensive treatment plan.

This course helps students gain understanding in theories and techniques used to facilitate groups in both school and community settings. An emphasis will be placed on fundamental concepts of group dynamics and group leadership. Students will learn and employ strategies for developing, recruiting, maintaining, and leading a group to an effective outcome.

This course provides students with an overview of the theories and etiology of addictions and addictive behaviors. Topics to be covered include substance abuse and other addiction issues, diagnosis, comorbidity, treatment planning, and psychopharmacology. Students explore treating diverse populations from individual, family, and group counseling approaches.

This course is designed to explore and evaluate major vocational choice theories and decision-making models. Participants in the course will examine sources of occupational and educational information, career planning models, career assessment instruments, and career development exploration techniques. Participants will also be introduced to uses of technology in career counseling and examine trends in labor markets. Students will explore ethical and multicultural issues related to career counseling and direct administration and implementation of services within a K–12 school environment, university setting, and other professional contexts.

This course will provide the non-medical mental health clinician a basic overview of pharmacological concepts and neurophysiology to assist the counselor in understanding how medications function in the body. Content covered in this course will help prepare the counselor to provide valued input into the medical and pharmacological approach and management of the patient/client while helping to integrate that treatment with other non-pharmacological modalities.

Through this course students will become familiar with principles of disaster response, psychological first aid, and crisis intervention in both school and community settings. Students will become knowledgeable of resources available within a community and of the value of networking with other professionals in crisis situations. In addition, students will gain greater awareness of and coping strategies for the effects trauma work has on mental health professionals as well as other first responders.

This course provides essential interviewing and counseling skills including attending behavior, questioning, observation, active listening, reflection, confrontation, focusing, reflection of feelings and meaning, and influencing skills. It is appropriate for counselors who will work in a variety of settings and with a variety of task foci. It is aimed at helping counselors develop a foundation as strong, effective therapeutic agents.

This course provides a broad understanding of historical perspectives concerning the nature and meaning of assessment; basic concepts of standardized and non-standardized testing and other assessment techniques; social and cultural factors related to assessment and evaluation; ethical guidelines for selecting, administering, and interpreting assessment and evaluation instruments; screening for addiction, aggression, and danger to self/others, as well as co-occurring mental disorders; and, diagnostic interviews, mental status examinations, symptom inventories, and psycho-educational and personality assessments. There will be an emphasis on selecting, utilizing, and interpreting assessment strategies and instruments. Students will have the opportunity to administer and interpret selected tests and inventories.

This concentration provides a professional mental health counseling education and experience. Graduates are eligible to pursue professional licensure in most states. In Tennessee, graduates with this degree may pursue licensure as Professional Counselors with the Mental Health Service Provider designation. The program consists of 63 credit hours. Upon graduation, students will have completed 1,000 hours of clinical contact.

Contemporary Trends in Marriage & Family Therapy/CMHC

This course will explore and critique current trends in clinical mental health counseling and marriage and family therapy. Topics will include: theoretical orientation as it relates to treatment processes, contemporary clinical

treatments, and program evaluation and appropriate use of outcome data.

Couples & Marital Therapy

This course will engage students in both diagnosis/ assessment and treatment processes related to treatment of couples and marriages. Particular attention is given to dysfunctional relationship patterns as well as mental health disorders within a relationship dyad. Special topics to be highlighted include: premarital counseling, human sexuality and treatment of sexual dysfunctions, dyadic interventions from multiple theoretical orientations, and divorce and remarriage.

Adult Assessment, Diagnosis, & Treatment

This course surveys major contemporary theories of psychopathology and how these relate to the dysfunction of individuals, couples, families and groups. Students will integrate the DSM into a comprehensive assessment, diagnosis, and treatment process that includes the development and implementation of a comprehensive treatment plan.

Clinical Practicum

This introductory course provides the student with practical experience in selected client care responsibilities with an orientation to wellness and prevention and in a broad range of roles performed by the professional counselor. This 250 clinical hour practicum requires 40 direct client service hours and provides the intern with a transitional clinical/counseling experience by engaging in supervised day to day professional clinical practice. Special Considerations: Program permission required to enroll.

Clinical Internship

This course provides the student with practical experience in selected client care responsibilities in a broad range of roles performed by the professional counselor. This internship provides the intern with a transitional clinical/counseling experience by engaging in supervised day to day professional clinical practice.

This concentration provides a professional school counseling education and experience. Graduates of the program are eligible for licensure in Tennessee as Licensed Professional School Counselors. Students experience a unique blend of quality theoretical training and professional experience in a holistic Christian atmosphere. The program consists of 60 credit hours. Upon graduation, students will have completed over 600 hours of practicum and internship experience in both primary and secondary schools.

Foundations in School Counseling

This course provides a comprehensive introduction to school counseling. Students will understand the history, philosophy, trends, and professional practice issues related to school counseling. Students will study the requirements of administering a comprehensive school counseling program (PreK–12), including needs assessment, program goals, resource identification, and program evaluation.

Contemporary Trends in School Counseling

Students explore and critique historical trends and how these impact contemporary Professional School Counseling. Topics will include program evaluation and data accountability as well as special topics as they relate to the practice of Professional School Counseling.

School Counseling Practicum

This field experience is designed to provide graduate level school counseling students opportunities to use and apply the theoretical knowledge, concepts, and skills acquired in their training. Practicum is a 100 clock hour supervised field experience which includes a minimum of 40 hours of direct service. Students practice individual and group counseling, classroom guidance, advocacy, consultation, collaboration, and coordination.

School Counseling Internship

This 300 clock hour field experience is designed to provide graduate level school counseling students opportunities to use and apply the theoretical knowledge, concepts, and skills acquired in their training. Internship I is the completion of the first 300 hours of a 600 clock hour supervised field experience which includes a minimum of 120 hours of direct service of the 300. Students practice and lead individual and group counseling, classroom guidance, advocacy, consultation, collaboration, and coordination.

Choose one of the following electives:

Teaching in the Christian School

This course focuses on historical and philosophical foundations for the Christian School. During the course, three main components are addressed: historical perspectives and contributions to Christian Education, theology and philosophy of Christian Education, and biblical integration in Christian Education.

Classroom Management for Regular and Special Populations

This course explores two areas of significant and potential difficulty for the beginning teacher: effective classroom management and successful organization of the inclusive classroom. In this course, students will study management theory and teacher style and will study a variety of strategies for developing a plan for classroom management based on Christian principles. They will also seek to understand the special needs of the mainstreamed child and ways to meet these needs within an effective inclusive setting.

Diversity & Special Education

This course continues the study of holistic education with special emphasis on diversity and special education in schools today.