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  • COU 519: INTCLTURL ISSUES IN COUNS

    3.00 Credits
    Kutztown University of Pennsylvania

    This course is designed to provide the counselor in training with an introduction to the theory and techniques of counseling persons from differing cultures. The course will focus primarily on understanding cultural issues related to counseling and community mental health service delivery. To facilitate this objective, a review of the following, as related to cross-cultural populations, will be provided: counseling theory, counseling processes and outcomes, counselor role and attitude, counseling skills and interventions. Orientation to counseling specific cultures will be provided. Current cross-cultural counseling issues and research will be reviewed.
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  • COU 521: NEUROSCIENCE FOR COUNSELORS

    3.00 Credits
    Kutztown University of Pennsylvania

    This course focuses on an introduction to neuroscience research and interventions for counselors. Philosophical and theoretical underpinnings of neurocounseling, along with current trends and emergent issues are discussed. The course will review the structures, systems and functions (i.e. neurobiology) of the brain. Counseling theories including psychodynamic, behavioral approaches, humanistic approaches, and constructivist approaches are explored in relation to neuroscience research. Disorders such as anxiety, depression, stress, addictions and substance use are discussed in relation to neurocounseling best practice.
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  • COU 522: PROF ORIENTATION & ETHICS

    3.00 Credits
    Kutztown University of Pennsylvania

    The purpose of the professional orientation course is to provide an overview of the development and current status of the role and function of the counselor in the school setting. Counselors-in-training will acquire the skill required to successfully understand and perform duties of the school counselor through: 1)study of ethical guidelines for school counselors set forth by the American School Counselors Association (ASCA), 2) exposure to the practice of school counselors as counselors, consultants and coordinators in the education setting, 3) review and evaluation of developmentally appropriate K-12 guidance and counseling curriculum, 4) creation of a statement of philosophy and rationale for guidance and counseling programs, 5) participation in experiential activities, 6) observation of school counselors in the field, and 7) reading and discussion of practices in regular and special education, and 8) identification of strategies and programming for students at-risk. The ASCA ethical standards establish the boundaries for ethical and professional functioning as a counselor in the school setting.
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  • COU 528: SEM IN MARITAL THERAPY

    3.00 Credits
    Kutztown University of Pennsylvania

    The student will acquire a working knowledge of clinical skills in marital relations and marital therapy, which will include marital dynamics, models of marital functioning, dysfunctional relations, and models for intervention. The seminar will be a combination of lecture, discussion, research, review, videotaping, and clinical practice.
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  • COU 530: FUNDAMENTALS OF COUNSEL

    3.00 Credits
    Kutztown University of Pennsylvania

    This course presents the foundations and techniques of individual and group counseling. Included are operational approaches, tools, and related procedures; the philosophic bases, characteristics, and barriers of helping relationships, as well as psychological principles underlying the counseling process; procedures for studying the individual; the organization of a counseling program; and the evaluation of counselors and counseling.
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  • COU 531: BRIEF COUNSELING

    3.00 Credits
    Kutztown University of Pennsylvania

    This course is designed to provide a general overview of brief counseling, in particular, solution focused brief counseling. Through discussion, interactive lecture, audio visual presentation, and experiential activities, students will gain an understanding of the theory and skills underlying the successful implementation of a solution focused brief counseling model.
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  • COU 532: TRAUMA COUNSELING

    3.00 Credits
    Kutztown University of Pennsylvania

    This course introduces the National Child Advocacy Center (NCAC) coordinated, multidisciplinary team approach to child abuse prevention, and clarifies legal, ethical and professional responsibilities pertaining to suspected and reported abuse. Students learn to assess and diagnose Post Traumatic Stress Disorder (PTSD), apply effective treatment methods, and critically review trauma therapy research. The course covers child, adolescent, adult, couples, and family therapy practices, as well as treatments for traumas associated with crimes, war, medical conditions, accidents, disasters, and terrorism. Students research a selected topic in the core assignment.
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  • COU 535: CAREER COUNSEL/LIFE SPAN

    3.00 Credits
    Kutztown University of Pennsylvania

    This course provides students with an introduction to career and work-related issues that occur over the life span. Students review the theories and stages of career development, various career assessment and planning methods, models of career decision making, and career information services. In addition, students learn to address the complex interaction of career and personal issues, including the changing nature of work, the importance of family and community in decision making, and the interplay of human diversity in job choice and employment opportunity. The overall learning goal for this course is the integration of career and work-related issues into the counseling process of individuals at all stages of life.
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  • COU 538: THE ADDICTED FAMILY

    3.00 Credits
    Kutztown University of Pennsylvania

    This course is designed to examine addictions and the addicted family from the perspective of co-addiction shared among family members. A research and clinical perspective will be provided.
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  • COU 540: ROLE COUNSEL EDUCATION SETTING

    3.00 Credits
    Kutztown University of Pennsylvania

    The purpose of this course is to provide Counselors-in-Training with the conceptual framework for working with diverse learners and English language learners (ELL), Counselors-in-Training will acquire the knowledge and skills required to understand and perform the duties of the counselor when working with diverse learners as defined by the American Counseling Association, the American School Counselor Association (ASCA) and the Pennsylvania Department of Education (PDE). PDE outlines the competencies required in Chapter 49 guidelines regarding the accommodations and adaptations for diverse learners that inform the work of the counselor. Specified duties of the counselor included in these guidelines are to: 1. promote a positive educational environment through counseling, consultation and collaboration, 2. collaborate and consult in the provision of accommodations and adaptations for diverse learners and ELL students in all areas of academic, personal, and career development, 3. utilize data to generate program development and direct the use of evidence-based intervention with all students, 4. understand the legal rights and responsibilities of the counselor related to diverse learners and ELLs, 5. assist in the screening, assessment, and identification process for students with special learning needs. In the course, we will give an overview of the components of the educational process to consider when attempting to meet the needs of diverse and English language learners. We will, initially, examine some of the characteristics of effective teaching. Once counselors gain an understanding of those characteristics, they can more effectively plan, not only their own interventions and/or guidance lessons within the classroom, but also assist members of the multidisciplinary team when planning to accommodate or adapt for diverse and English language learners. Best practice recommends the use of evidence-based practices to Increase effectiveness. Academic, as well as, emotional and behavioral components must be considered when planning to accommodate diverse learners and English language learners. Therefore, it is important that counselors consider, not only, how to intervene with individual students but also with the student body as a whole. If there is a foundation of building level or district-wide programs that address the emotional and behavioral development of students then individually based interventions are more likely to have a positive impact. Therefo
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