The Department of Counseling and School Psychology prepares individuals to enter professional roles as family therapists, mental health counselors, school guidance counselors, and counseling and school psychologists. Our department is housed in the College of Education and Human Development. We are unified by shared goals and a common mission. These include preparing our graduates to be thoughtful and responsive professionals, particularly in meeting the needs of those who live in urban and diverse environments. We prepare graduate students for professional and research careers through master’s and doctoral programs.
The content and experiences within our programs are systematically designed to build on the mission of the college and university.
Goals and Objectives
The primary goal of the department is to prepare highly qualified thoughtful and responsive professionals educated to serve a diverse urban population as family therapists, mental health counselors, school counselors, and counseling and school psychologists. The department offers four programs at the master's and/or specialist’s level (Mental Health, Family Therapy, School Counseling, and School Psychology) and a PhD with a concentration in Counseling or School Psychology.
The following objectives are necessary to pursue the department's goal:
1. Students will become knowledgeable and skilled practitioners through training and experiences in:
- theories of human development
- theories of individual and group counseling
- theories of abnormal behavior
- theories of psychological, educational, and vocational assessment
- biological/physiological bases of behavior
- dynamics of multicultural influences on individual worldviews and individual uniqueness.
- the use of technologies in the practice of our professions, including the psychological limitations and benefits of technology.
- systems theories and the dynamics of family relationships
2. Students will become caring, principled, and respectful professionals through training and experiences in:
- humanistic and person centered approaches
- guided practice in acquiring interpersonal skills
- ethical principles, standards of practice and respect for persons
- the actual practice of the profession through practicum and internship
3. Students will become committed agents of change for social justice through training and experiences in:
- laws and regulations governing the practice of their profession
- theories of empowerment
- theories of oppression and dominance
- theories of change
- history of the profession
4. Students will become committed reflective and critical thinkers through training and experiences in:
- reading, interpreting and using the professional research literature (becoming a practitioner-scientist).
- theories and techniques of program evaluation and assessments.
- self evaluation and self reflection activities during practical and internship experiences.
- self evaluation and feedback through a culminating experience graduate training (e.g. the Capstone, Thesis, or Dissertation).