This course introduces students to the field of counseling in diverse settings, including school and clinical mental health settings. The course provides a broad overview and survey of the counseling profession, including its historical and theoretical foundations, the major professional associations of the counseling profession, and roles and responsibilities of counselors in a variety of settings and within and among the other mental health professions. Students will begin development of a professional identity and will reflect on their calling to the profession of counseling and their vision for using their master's degree in the future. Students will begin the process of spiritual formation for counseling. (3 credits)

This course introduces students to legal and ethical issues relevant to the counseling profession and equips students with an ethical decision-making model for navigating ethical dilemmas and issues related to professional practice. Students will develop ethical sensitivity and utilize the ethical principles, which serve as the profession's foundation for ethical behavior and decision making, in evaluating case studies. An overview of the Iowa statutes which govern practice will also be provided. The goal of this course is to get students to think about major issues related to the professional practice of counseling, while challenging them to formulate positions on such issues, consider a biblical perspective, and appraise the values impacting counselors and the counseling profession. (3 credits)

In this course, students will examine the psychological and sociological factors that form self-concept and cultural identity, and consider how these constructs impact effective counseling with diverse populations. Students will begin a professional journey of developing multicultural competence through developing self-awareness, sensitivity to elements of diversity, knowledge of cultural values, and a commitment to the counseling profession's core value of honoring diversity and embracing a multicultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts. Students will learn how to apply awareness and culturally competent skills and knowledge in interventions and advocacy practices with diverse populations. Course concepts will be considered through a biblical world view which provides a foundation for understanding how God views all people groups. Prerequisite: COUN505. (3 credits)

One of the philosophies underlying the counseling profession that helps set it apart from the other mental health professions is a developmental perspective; a recognition that many of the issues clients face in life are developmental in nature. This course introduces students to theories of individual and family development across the lifespan, theories of learning, theories of moral and spiritual development, and theories of normal and abnormal personality development. The course also delves into factors and circumstances that can impact a person's development; biological, neurological, and physiological factors, addictive behaviors, systemic and environmental factors, crises, disasters, and trauma, and culture. Students will develop a general framework for developing interventions based on client developmental level and ethical and culturally relevant strategies for promoting resilience and wellness across the lifespan. (3 credits)

This course introduces students to the theory and practice of group counseling, its development within the field of counseling, and its utilization as an intervention in school counseling, clinical mental health counseling, and other settings. Group work requires some distinct understandings and approaches from individual counseling and as such, this course focuses on the stages of group formation, group therapeutic factors, group facilitation skills, dealing with challenges particular to group settings, and utilizing the group modality effectively. Students will be given the opportunity to participate in a group process, both as participants and as leaders. Because of this component, there will be a synchronous component to this course, where students will have to coordinate a day/time where they can consistently meet with their group to meet this requirement of the course. Prerequisites: COUN515, COUN550, COUN551, COUN605. (3 credits)

This course is part two of a two-part integrated skills and theories series that introduces students to the basic skills of the counseling relationship and the major theories of personality and psychotherapy, and provides students an experiential opportunity to begin practicing and assimilating these skills in their counselor identity. In Theories and Skills of Counseling II, students review counseling skills such as attending, active listening, empathy, questioning, observation, encouraging, summarizing, reflecting, and challenging. Skills are practiced with role play partners, video recorded and submitted to the professor for review and feedback. Theories covered in Theories and Skills of Counseling II include Existential, Gestalt, Interpersonal, Family Systems, Mindfulness/Contemplative, Positive Psychology, Integrative, and Multicultural approaches. Modern psychotherapies are considered through a biblical world view. Prerequisites: COUN515 and COUN550. (3 credits)

This course introduces students to the field of counseling in diverse settings, including school and clinical mental health settings. The course provides a broad overview and survey of the counseling profession, including its historical and theoretical foundations, the major professional associations of the counseling profession, and roles and responsibilities of counselors in a variety of settings and within and among the other mental health professions. Students will begin development of a professional identity and will reflect on their calling to the profession of counseling and their vision for using their master's degree in the future. Students will begin the process of spiritual formation for counseling. (3 credits)

This course provides an overview of career development theory, models, occupational information sources and systems, college and career readiness, and career assessment instruments for diverse populations. Students will consider the relevance of career in the overall development of the counseling profession, the interrelationship between work, mental well-being, relationships, and other life roles and factors, and specific career interventions in clinical mental health and school counseling settings. The course will focus on the career decision-making process and how counselors can use assessments and different career resources to gather information tailored to help guide the client in the decision-making process. Prerequisite: COUN510. (3 credits)

This course provides students with practical guidance for accessing and comprehending published research articles with a goal of helping students incorporate an intention of understanding the evidence base for the interventions they use with clients and a willingness to be life-long consumers of counseling research. The course provides an overview of important methodological concepts of research, measurement and statistical concepts, and quantitative, qualitative, and mixed methods research methodologies. The course also examines program evaluation with a focus on understanding the need for, and strategies for utilizing program evaluation in diverse settings. (3 credits)

This course is intended to be a final summation of students' experience in the clinical mental health counseling and school counseling programs. As such, it is intended to be taken during students' last semester of the program, where they can reflect back on what they've learned over the previous semesters. Students will reflect on and integrate features from psychology, theology, Christian spirituality, and the practice of evidence-based counseling skills and methods as students work to continue refining their individual counseling approaches that they will be applying in school counseling and clinical mental health counseling settings. Prerequisite: COUN615. (3 credits)

This course introduces students to the field of professional school counseling, including its history and development, employment settings, credentialing, legislation, research, and ethical considerations, school counselor roles and responsibilities, and other aspects of school counselor professional orientation. The course familiarizes students with models of school counseling programs, with an emphasis on the American School Counselor Association National Model. The course also covers assessments used in school counseling, and it focuses on the importance of supporting culturally and linguistically diverse students. (3 credits)

This course provides students with an overview of mental health and behavioral disorders that impact children and adolescents with a specific focus on impacts to the school setting, prevention, intervention, and treatment approaches, and interfacing with family, medical, and community systems. Considerations related to disorder etiology including environmental, social, family, school, substance use, and sexual behavior are considered. The course uses case studies, discussions, presentations, and reflection papers to assist students in developing strategies for engaging with child and adolescent clients, developing developmentally-appropriate case conceptualizations, and developing multicultural sensitivity in school settings. A Christian perspective on understanding and treating mental health disorders is integrated into the course. Prerequisites: COUN550 and COUN551. (3 credits)

This course provides an in-depth exploration of the practice of professional school counseling and the development and evaluation of school counseling programs. Students will examine the roles and responsibilities of school counselors as leaders and advocates in counseling, consulting, advocacy, and collaboration to promote academic success for all students. Students will scaffold program evaluation skills onto what they have previously learned about program design and implementation for a comprehensive understanding of school counseling program design, coordination, implementation, management, and evaluation. The course also introduces students to concepts of curriculum design, classroom management, and teaching and learning strategies. Prerequisites: SCO515 and SCO550. (3 credits)

The counseling Practicum experience provides students with an initial experience in providing counseling services in the school counseling setting. The Practicum experience requires a minimum of 100 clock hours of documented contact including indirect and direct service, and supervision both onsite (provided by a designated site supervisor) and in class (provided by your assigned faculty member). The Practicum course is a seminar-style class which supports students participating in their Practicum experience and which supports students in developing their basic counseling skills and in learning a variety of assessment and intervention techniques. Students are required to earn a minimum grade of a B in this course in order to move forward in the program. This course requires online students to attend weekly synchronous class meetings. The day/times of the meetings will be determined by the course instructor. Prerequisites: COUN505, COUN515, COUN520, COUN525, COUN550, COUN551, COUN5 and COUN605. (3 credits)

The Counseling Internship experience provides students with experience in providing counseling services in the school counseling setting. The Internship experience requires a minimum of 600 clock hours spread over at least two semesters of documented contact including indirect and direct service, and supervision both onsite (provided by a designated site supervisor) and in class (provided by an assigned faculty member). The Internship course is a seminar-style class which supports students participating in their Internship experience and which supports students in developing their counseling skills and in learning a variety of counseling and intervention techniques. Students are required to earn a minimum grade of a B in this course in order to move forward in the program. This course requires online students to attend weekly synchronous class meetings. The day/times of the meetings will be determined by the course instructor. In this course, students will continue to hone their clinical skills, case conceptualization abilities, and ability to apply what they have learned in the program to the work they do with clients. Students will continue develop their theoretical orientations, increase awareness of their counseling styles, and develop their counseling identities. Students will also continue to develop their written and verbal communication and presentation skills, and peer feedback skills. Prerequisites: COUN610 and COUN615 (3 credits)

The Counseling Internship experience provides students with experience in providing counseling services in the school counseling setting. The Internship experience requires a minimum of 600 clock hours spread over at least two semesters of documented contact including indirect and direct service, and supervision both onsite (provided by a designated site supervisor) and in class (provided by an assigned faculty member). The Internship course is a seminar-style class which supports students participating in their Internship experience and which supports students in developing their counseling skills and in learning a variety of counseling and intervention techniques. Students are required to earn a minimum grade of a B in this course in order to move forward in the program. This course requires online students to attend weekly synchronous class meetings. The day/times of the meetings will be determined by the course instructor. In this course, students will continue to hone their clinical skills, case conceptualization abilities, and ability to apply what they have learned in the program to the work they do with clients. Students will continue develop their theoretical orientations, increase awareness of their counseling styles, and develop their counseling identities. Students will also continue to develop their written and verbal communication and presentation skills, and peer feedback skills. Prerequisites: SCO610 and SCO615. (3 credits)