The doctoral program in Mental Health Counseling provides professional preparation in applied counseling, with two learning tracks to choose from. Students may choose the mental health counseling track to meet the educational requirements for a licensed mental health counselor (LMHC) in Massachusetts, and similar professional designations in other states. In addition, students may choose the non-licensure track for experience addressing mental health issues, human dynamics and social justice in a variety of institutions or work places. The program is based on a balanced sequential scientist/practitioner model and emphasizes the interrelatedness of theory, research, and practice, and offers choices to meet the individual needs of students.
Those who are interested in pursuing certification or licensure will generally meet academic, experiential, and other requirements depending on the type of certification/licensure sought, however, each state or jurisdiction may have additional requirements. Students are responsible for ensuring that they meet all state licensing requirements. For specific information, your state or provincial certification/licensing board should be contacted.
Coverage includes descriptive statistics: central tendency, variability, transformed scores, graphing, skewness, and kurtosis. Also included will be probability and inferential statistics, including z test, t tests (one and two sample), ANOVA, Chi square and the Pearson r. Basic preparation in mathematics is needed. PREREQUISITE: Preparation in math.
This course examines social science research including evaluative methodologies and strategies, types of research, program evaluation, needs assessments, and ethical and legal considerations. This course links statistical analysis and research methodology so that the student may become a sophisticated research consumer as well as research producer. Understanding research strategy and the logic behind the statistical tests for applied purposes is the underlying theme of the course. This course will allow students to understand the nature of empirical research in developing surveys, educational interventions, program evaluations, and therapeutic strategies. PREREQUISITE: None
This course examines the major theories, principles and techniques of mental health counseling and the application of such theories to counseling settings. This includes the examination of the influence of psychoanalytic, interpersonal/social, cognitive and behavioristic theories on present therapeutic techniques. A number of treatment modalities and styles of counseling are evaluated and the relationship between the nature of the disturbance and the effectiveness of each approach is discussed. Coursework, classroom discussion and role play is used to translate theoretical understanding into effective counseling behavior for a clear understanding of applying theoretical perspectives to work with clients. PREREQUISITE: None
This course will provide students with a solid basis in General Systems Theory in relation to mental health counseling. Coverage will include theories and techniques that could be used by the counselor or psychologist in dealing with family issues. Topics will include initial interview skills, therapeutic intervention techniques and the application of systems theory to the family setting. Included will be usefulness and application of theory to culturally diverse groups, single parent and blended families. PREREQUISITE: None
This course is designed to acquaint the student with vocational counseling practices. Students will explore professional orientation for a career in counseling. Sources of career information, lifestyle development, advantages and disadvantages of each source and methods of storing and disseminating information will be explored. An understanding of career development assessment and career counseling techniques will be explored. Current issues in college planning and school-to-work transition programming will be addressed. PREREQUISITE: None
This course will examine the theoretical and experiential understandings of group development, purpose, dynamics, group counseling methods and skills, as well as leadership styles for group facilitation. Coursework covers the dynamics and processes of mental health groups (therapeutic, psychosocial, psycho‑educational). An emphasis of this course is on personal growth and the counseling process within the group setting. Among the concepts included are curative factors, interpersonal learning, group composition, and tasks and techniques for change. Topics such as addiction, poverty, and education, will be explored in understanding the individual response to group counseling. PREREQUISITE: None
Intensive coverage of the major learning theories in psychology and their epistemological roots in philosophy, both from the point of view of rationalism and empiricism. The emphasis, however, will be on the twentieth century and will include Pavlov, Thorndike, Watson, Guthrie, Hull and Skinner as behaviorist-associationists and Wertheimer, Kohler, Lewin and Bruner on the cognitive gestalt side. Bandura’s social modeling theory will be stressed, including discussions of racial prejudice and attitude change. Piaget’s cognitive model will be stressed, including discussion of qualitative differences in learning according to developmental stage. Coverage will also include processing models, cognitive acquisition theories and the basic models concerning the physiology of learning and memory. PREREQUISITE: None
This course traces the history of the major theoretical positions in psychology (structuralism, functionalism, behaviorism, gestalt and psychoanalysis) from their epistemological, both rationalistic and empirical and philosophical roots, dating from ancient Greece to the present time. Coverage will include discussions of the scientific method and the philosophy of science. Finally, contemporary positions, especially those involved in the cognitive revolution, will be covered from both the psychological and physiological points of view. Throughout these latter discussions, emphasis will be placed on the developmental aspects of human growth. PREREQUISITE: None
Provides a thorough understanding of the administration, scoring and interpretation of both the WISC and WAIS. Subject analysis stresses an understanding of cognitive strengths and weaknesses. Scoring analysis covers comprehensive personality descriptions Differential diagnosis is also integrated in the course from a treatment-planning perspective for mental health counselors or psychologists. A major emphasis will be placed on the proper administration, scoring, interpretation and preparation of a written report based on the Wechsler Scales. In addition, direct and indirect assessment techniques will be covered. PREREQUISITE: None
This course includes the identification and diagnosis and mental health treatment planning for abnormal, deviant, or psychopathological behavior and includes assessments and treatment procedures. This course examines disorders in adulthood, adolescence, and childhood with consideration of the relationship between biological, social, psychological and environmental factors, as well as problems in classification and potential behavior systems. The concepts of normal and abnormal will be explored especially when attempting to understand the behaviors of culturally diverse groups. The symptomatological disorders, including borderline personalities and various phobic and obsessive-compulsive syndromes will be studied. The standards for differential diagnosis will be clarified. Conditions relating to dis-compensation, stress, anxiety, and defense mechanisms will be covered. PREREQUISITE: PSY 5415
A continuation of PSY5338. In this course, the student will be encouraged to develop a personal frame of reference around personality assessment. Specifics include an examination of several traditional and non-traditional diagnostic instruments such as the TAT and Rorschach. Problems involved in assessing dysfunction will be included, as well as the application of assessment and diagnoses to the selection of treatment modalities used by mental health counselors or psychologists. PREREQUISITE: None
The purpose of this course is to acquaint the student with the major ethical issues in the practice of mental health counseling or school psychology. This course includes the understanding of professional roles and functions of counselors or psychologists, with particular emphasis on legal and ethical standard through ethical case conceptualization, analysis and decision making as it relates to clinical practice. The course involves an intense analysis of the philosophical, technical and consultative issues contributing to the professional identity and function of the counselor or psychologist in a clinical or school setting. Emphasis will be placed on the practical application of theory and the demands of particular setting. This course stresses professional ethics and general standards of conduct. The course examines the standards set by the code of ethics of the American Counseling Association and the American Mental Health Counselors Association for the understanding of licensure and regulatory practices. In addition, a guide for this section of the course is also the American Psychological Associations Code of Ethics. PREREQUISITE: None
This course examines the theoretical bases of the counseling processes, mental health counseling techniques, and their therapeutic applications in relation to the understanding and practice of counseling skills necessary for the mental health counselor. This course will provide students with a number of treatment modalities and techniques such as cognitive behavioral therapy, and psychoanalysis to integrate the theories of treatment into specific situations that the counselor or psychologist will confront in actual practice. Topics will range from working with clients in individually and multiple system membership to consultation around behavioral/emotional issues in settings such as schools and clinics. The consultation model will be considered as it relates to counselors and psychologists within a multicultural model. PREREQUISITE: PSY5345
This course covers the fundamental principles of pharmacology, drug actions, tolerance, clinical use of psychotic medications, substance abuse and addiction treatment. A component of this course includes a focus on addiction and the treatment of individuals within this special population relevant to mental health counseling. Research that explores the efficacy of medications taken during treatment, specific treatment programs and the degree of recidivism is presented. PREREQUISITE: None
This course examines the theories of multicultural counseling, issues and trends of a multicultural and diverse society and includes the foundational knowledge and skills needed to provide mental health counseling services to diverse populations in a culturally competent manner. This course covers a number of advanced topics in the general area of social psychology, including cultural, ethnic and group processes, sex roles, organizational behavior, group dynamics, status and role, attribution theory and leadership. Special emphasis will also be placed on cultural diversity, including those issues related to cultural, racial and ethnic bases of behavior. PREREQUISITE: None
This course emphasizes cultural diversity, especially regarding persons of color. The focus is on the impact of cultural diversity on psychological health and growth. The students will be involved in becoming familiar with the challenges and opportunities presented by a diverse culture. Although the emphasis will be on persons of color, coverage will also include diversity in other areas, such as gender, socioeconomic class, and cultural background.
This course will provide students with an intensive analysis of cognitive functioning. Different paradigms of information processing, especially those that are developmentally related, will be reviewed with emphasis on cognitive development and assessment.
Introduction to the gross and microscopic anatomy of the central nervous system and to the physiology of the nerve impulse and synaptic transmission. The course reviews the relationship of behavior to the nervous system on such chemical factors as hormones and neural transmitters. A term project is assigned for which the student prepares a paper, lecture, videotape, audio tape, or any combination of these dealing with the physiological correlates of any behavior.
The focus in this course is on the practical problems involved in real-world research. Topics covered include the nature of causal inference, validity of instruments and design, experimental and quasi-experimental field-based research approaches, design development, and problems involved in the statistical analysis of data obtained from complex design.
Basic behavioral measures and techniques involved in working with special needs children, including theory, assessment, materials and problem remediation. Special attention is given to communication, observation and group management skills. PREREQUISITE: None
Exceptional children are those for whom special educational programming is considered necessary. In this course, we consider the characteristics, prevalence, etiology, neurological correlates (if applicable), developmental course, assessment and treatment for the categories of learning disabilities (including reading disability and nonverbal LD), ADHD, Autism/Asperger’s syndrome, children with limited English proficiency, children from culturally diverse backgrounds and the gifted and talented. PREREQUISITE(S): PSY 5415
This course is designed to familiarize the student with the field of learning disabilities and acquaint students with the various concepts of learning disability and the changing and developing perspectives during the past 20 years. Included will be a review and evaluation of the evidence for the existence of a social learning disability and nonverbal learning disabilities. The evidence for a neurological basis of learning disabilities is explored. Definitions and terms are introduced and discussed. Particular emphasis is placed on the concept that a learning disability is not a single entity that will respond to a single remedial strategy but exists rather as a multi-dimensional phenomenon basically occurring in the context of school-related tasks. PREREQUISITE: None
The purpose of this course is to learn how to carry out a psychoeducational assessment using appropriate assessment instruments and how to write an effective report of the assessment. Students will become familiar with the particulars of testing and test administration and will critique and study formal and informal tests and testing procedures in the areas of reading, math, language, attention deficit, cognitive functioning, and behavior. The influence and impact of standardized tests on groups such as racial, ethnic, cultural minorities and English Language Learners will be explored. This course will deal with the techniques of synthesizing and integrating psychological and practical information into an effective report and educational plan. Emphasis will be placed on assessment techniques, an overview of presenting problems, the development of appropriate intervention strategies, the presentation of psychological reports and consultation and collaboration with both parents and professionals. PREREQUISITE: PSY 6330
A seminar course covering current trends in the research literature. Essentially, “whats happening now” in the field of learning disabilities. Presentations by students on individual topics will be covered in-depth.
This course will provide students with information about the various forensic activities in which psychologists and other related professionals currently participate. Activities may include competency evaluations, assessment of violent behavior and dangerousness, child abuse/neglect, treatment issues, court testimony, police psychology and consultation to judges, attorneys and other law enforcement personnel. Students will obtain information about the numerous roles of professionals in the field of forensic psychology and will develop the skills and knowledge base that will prepare them to continue with specialized training in this area. PREREQUISITE: None
This course will familiarize students with the particulars of forensic assessment and test administration and will deal with techniques of synthesizing and integrating psychological and practical information into an effective forensic report. Emphasis will be placed on formal and informal assessment techniques, presenting problems, presentation of reports and collaboration with other professionals. Students will develop skills in the assessment and diagnosis of disorders commonly found in forensic settings. PREREQUISITE: PSY5316
An examination of domestic violence and its interaction with the criminal justice system. Areas of focus include causative factors, legal issues, substance abuse correlations, and victim advocate and behavior modification programs. Particular emphasis will be placed on in-depth chronic offender profiles.
This course is designed to explore various ethical dilemmas facing the criminal justice professional. The content will focus on applying various theories of moral decision making, including moral rationalism, utilitarianism, and Kant’s categorical imperative to hypothetical situations confronting the criminal justice practitioner.
The purpose of this course is to provide the student with an understanding of counseling theory and specific skills as they relate to criminal justice professionals. The focus will be on the use of these skills with offenders who have been referred to agencies as an alternative to incarceration. Emphasis will be placed on rapport development, listening skills, and communication skills. Consideration will be given to problem-solving strategies, decision making, and stress management. Some attention will be given to a review of vocational tests and interest inventories with emphasis on proper interpretation and use of results.
The course is designed to give an overview of legal principles, which provide a framework for the criminal justice system. An analysis of cases and statutes, pertinent to areas under consideration, is emphasized together with instruction in fundamental aspects of legal research. Areas covered include investigation, initial appearance, arraignment, preliminary examination, trial, guilty pleas or conviction, sentence, and release.
This course looks at the behavior of people in the system and seeks to help students better understand their own values and behaviors. Coverage will include the behaviors of professionals in the courts, corrections, law enforcement, probation, and parole. An important segment of the course will deal with causes of criminal behavior especially as to the causes of child abuse, domestic violence, and rape.
The purpose of the practicum is to provide experience for the student in a clinical setting. The student is offered an opportunity to apply skills gained from course work to clinical practice. The student works under the direct supervision of a certified or licensed psychologist with the assistance of a college supervisor. The student is encouraged to develop goals, interpersonal skills, and to determine any individual framework. Periodic campus meetings are held with the college supervisor.
The purpose of this second semester of practicum is to continue to provide experience for the student in counseling practice and supervision totaling a minimum of 100 hours. The student is offered an opportunity to apply skills gained from coursework to counseling practice through peer role plays and laboratory experience in individual, group, couple, and family interactions. Students may also choose to complete their practicum experience at a conforming clinical field experience site. The student works under the direct supervision of an approved licensed mental health counselor or equivalent. Periodic campus meetings are held with the college supervisor. Additional requirements may apply. Student is responsible for meeting any regulatory requirements for licensure. PREREQUISITES: Advanced standing and permission of the department chair
Supervised experience in psychotherapeutic and assessment procedures in an approved clinical facility. Includes seminars and case conferences and must be supervised by a licensed clinical psychologist. The internship may be selected after the student has completed 60 credit hours of doctoral work and involves 16 to 20 hours a week. On-campus meetings are also required as a key part of the supervision. Additional requirements may apply.
The second semester of post-practicum supervised curricular experience totaling a minimum of 600 hours of supervised practice. Includes supervised field experience in counseling, psychotherapeutic techniques and assessment procedures in an approved clinical facility supervised by an approved licensed mental health counselor or equivalent. On-campus meetings are also required as a key part of the curricular experience. Includes seminars and case conferences. The internship may be selected after the student has completed the majority of doctoral coursework and involves 16 to 20 hours a week. Additional requirements may apply. Student is responsible for meeting any regulatory requirements for licensure. PREREQUISITES: Advanced standing and permission of department chair
The purpose of this first semester of non-licensure practicum is to provide experience for the student in human dynamics in a variety of settings with an overarching sense of social justice. Settings can be school systems, mental health programs, work places or other institutions that serve the needs of individuals or groups. The student is offered an opportunity to apply skills gained from coursework in actual practice in that setting. The student works under the direct supervision of a mentor in the field with the assistance of a college adviser. The adviser helps the student to develop appropriate goals, to effectively use interpersonal skills and to determine the areas to be further developed. Periodic meetings are held with the college supervisor in order to provide additional academic information and to discuss practical experiences. PREREQUISITE: Advanced standing and permission of the department chair
The purpose of this second semester of non-licensure practicum is to continue to provide experience for the student in human dynamics in a variety of settings with an overarching sense of social justice. Settings can be school systems, mental health programs, work places or other institutions that serve the needs of individuals or groups. The student is offered an opportunity to apply skills gained from coursework in actual practice in that setting. The student works under the direct supervision of a mentor in the field with the assistance of a college adviser. The adviser helps the student to develop appropriate goals, to effectively use interpersonal skills and to determine the areas to be further developed. Periodic meetings are held with the college supervisor in order to provide additional academic information and to discuss practical experiences. PREREQUISITE: Advanced standing and permission of the department chair
The first semester of a two semester supervised experience in human dynamics and human development issues in a chosen setting. Areas of interest can include special issues across the lifespan that effect optimal performance and potential of an individual or group. The experience includes an overarching sense of social justice and is supervised by a mentor in the field of study. The internship may be selected after the student has completed 60 credit hours of doctoral work and involves a total of 600 hours over two semesters. On-campus meetings are also required as a key part of the supervision. Additional requirements may apply. PREREQUISITES: Advanced standing and permission of program director
The second semester of a two semesters supervised experience in human dynamics and human development issues in a chosen setting. Areas of interest can include special issues across the lifespan that effect optimal performance and potential of an individual or group. The experience includes an overarching sense of social justice and is supervised by a mentor in the field of study. The internship may be selected after the student has completed 60 credit hours of doctoral work and involves a total of 600 hours over two semesters. On-campus meetings are also required as a key part of the supervision. Additional requirements may apply.
PREREQUISITES: Advanced standing and permission of program director
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