AIC’s Master of Arts in Counseling Psychology is designed for those who want to become licensed professional counselors at state and national levels. The core objective of the Counseling Psychology graduate program is to provide students with the knowledge and skills necessary to qualify for licensure as a clinical mental health counselor and related clinical practice.
Your career path depends on your personality and your interests. There are a number of different venues where you can practice as a counselor, including but not limited to: state government agencies, residential facilities, mental health and substance abuse facilities, colleges, universities, public and vocational schools, family service agencies, and private practice.
Five times a year, students come together on campus for three-day weekend residencies, which provide a variety of learning opportunities. Among these are regular activities such as core group meetings, professional seminars, guest speakers, student presentations, skills-based workshops, and cross-disciplinary discussions. The master’s program is meant to reach those working professionals who cannot be constrained by the traditional classroom. AIC supplements its campus residencies and brings the coursework to you by means of an Internet-based lecture program. Thus, students can fit courses around their work and home schedules, completing a Master of Arts in Counseling Psychology in as little as two years.
The academic focus of this program includes extensive in-depth studies in counseling theory and practice, applied psychology concepts and principles, theories of human development and personality development across the lifespan, family and group therapy principles, applied social and cultural foundations, biological basis of behavior, and professional orientation and ethics.
Students can fit courses around their work and home schedules, completing a Master of Arts in Counseling Psychology in as little as two years. Often our graduates continue their education by pursuing a doctorate (Ph.D., Ed.D., or Educational Psychology).
Our program is an excellent fit for aspiring professional counselors who desire a more flexible schedule, an opportunity to play a role in creating their degree plans, mentored study, and participation in a vibrant online learning community. The current program has been developed with an eye towards emerging fields that are predicted to remain steady or expand for years to come.
This 60-credit program prepares practitioners with advanced professional competencies as well as the ability to integrate knowledge and apply professional skills across domains. This degree combines 30 credits of required coursework with another 30 credits selected from a comprehensive list of electives allowing for a self-designed program of study. This degree culminates with a thesis.
Required Courses (30 Credits)
Elective courses may be substituted if state requirements needed and/or permit.
Includes studies of current theories of human lifespan development as influenced by genetic, biological and environmental factors; physical, cognitive, intellectual, language, behavioral learning, emotional, and personality aspects of development; the nature and needs of individuals at all developmental levels.
Includes studies of social psychology; group dynamics and processes; organizational behavior; attribution theory; socially inherited and transmitted patterns of pressure, expectations, and limitations learned by individuals; unique characteristics of individuals, couples, families, ethnic groups and communities; issues and trends in a multicultural society (including culture, ethnicity, nationality, age, gender, sexual orientation, mental characteristics, physical characteristics, education, family values, religious values, spiritual values, and socioeconomic status); and awareness of discriminatory attitudes and beliefs that can have a negative impact on group and individual relationships in various contexts.
Includes studies of the basic building block and advanced counseling skills; the collaborative nature of the helper-client relationship; consultation skills; nonverbal and reflecting skills; and the three stage helping model that drives the client’s problem-managing and opportunity-developing action: helping clients tell their stories, helping clients determine what they need and want, and helping clients develop strategies to accomplish their goals.
Group Work and Therapy: This course includes advanced studies of theoretical approaches to and key concepts of group counseling and their practical applications. It focuses on the elements of group dynamics and process; group counseling methods; strategies and skills; historical and cultural contexts in which models were developed; leadership styles and practicalities of creating and leading groups. Learners will research ethical and professional issues in group therapy practice, and analyze various uses of group counseling or supervisory techniques. The role of an effective group leader and group leadership styles, group dynamics, and social and cultural factors in groups will also be considered.
Includes studies of career development theory and research; applications in counseling and educational settings; approaches to career decision-making processes; relationships between career development and life factors; career development exploration techniques; skills for helping individuals consider career choice and lifestyle options; and sources of occupational and educational information.
Includes introductory studies of the basic concepts of testing and other assessment techniques including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, alternative assessment, and computer-managed and computer-assisted methods.
Focuses on psychopathology and includes studies of the etiology and categorization of psychopathology; historical, sociopolitical, cultural, behavioral and epidemiological approaches to the systematic description of psychological disorders; use of the DSM-IV-TR in differential diagnosis; potential alternatives to the existing system; and the roles of assessment, treatment planning and intervention for psychological disorders. Learners will identify and articulate the ethical issues related to the diagnosis and treatment of abnormal behavior and mental illness, and will demonstrate knowledge of the major diagnostic categories including current theories related to the development of the disorders and commonly used treatment strategies. Learners will also explore the various emotional disorders and reactions to stress such as anxiety disorders, somatoform and dissociative disorders, affective disorders, and the schizophrenias and related psychotic disorders. Course materials will also facilitate the various disorders related to social mal-development such as personality disorders and sociopathy, substance abuse disorders, eating disorders, and sexual and gender identity disorders.
This course provides a culminating experience that allows each student to reflect on his or her scholarly and professional growth over the program of study. In organizing the portfolio according to program competencies and values, the student provides evidence of his/her meeting those outcomes, as well as concentration-specific and individual goals laid out in the Degree Plan.
This course examines a range of research methods, basic descriptive and inferential statistical analysis, needs assessment, ethical and legal considerations in research, steps of research design and implementation, and the fundamentals of program evaluation through use of qualitative and quantitative methods.
This course includes studies of the diverse nature and constructs of human sexuality, sexual identity and sexual dysfunction. Perspectives of human sexuality including biological, behavioral, cultural, social, psychological, as well as clinical factors will be studied. The role of the professional counselor and counseling strategies are considered.
This course examines the process of ethical decision making in the workplace and the role of the ethical leader. Theories of ethical decision making, principles, and theoretical concepts will be covered. Students also will be encouraged to reflect upon their own ethical code and decision making. Emphasis in this course is on the real life application of theoretical concepts.
Optional as determined by state regulations. A pre-internship practice in application of counseling psychology principles and skills. Learners must accumulate a minimum of 100 hours of practicum experience at a faculty-approved site. Includes practice of basic and intermediate individual and group counseling skills with clients to integrate theoretical knowledge from coursework with practical applications. A site-based clinical supervisor and a faculty advisor closely monitor activity of the learner throughout the process to ensure that all practicum activities are appropriate to the field of study. The faculty advisor and field (site-based) supervisor formally evaluate the progress of individual learners. Learners submit a practicum log and reflective essay to chronicle their growth and development, and must receive satisfactory field evaluations.
The first of two semesters of supervised internship in counseling psychology designed to integrate theoretical understanding with direct, hands-on exposure to practice. Fieldwork experience serves to provide practice of counseling psychology skills in an applied setting under the supervision of an experienced practitioner. Learners must accumulate a minimum of 300 hours of Internship I (to meet the minimum requirement for the Program’s 600 hour total internship hours*) at a site approved by the faculty in order to complete this requirement. All aspects of psychological practice – appraisal, therapeutic intervention, and consultation -are addressed in the internship experience. Both a site-based supervisor and faculty advisor monitor the activity of the learner throughout the internship process to ensure that all internship activities are appropriate to this field of psychology. The advisor and field (site-based) supervisor formally evaluate the progress of individual learners.
Is the second required semester of internship experience in counseling psychology. Learners are required to accumulate a minimum of 300 supervised internship hours to complete this requirement, bringing the total internship hours to 600 to complete the program. (See additional requirements for individual state regulations)
Is third semester of internship experience in counseling psychology, which some students may need to complete their state licensure requirements. Learners are required to accumulate a minimum of 300 supervised internship hours to complete this requirement, bringing the total internship hours to 900 to complete the program. (See additional requirements for individual state regulations) (In some states, Students may need to take third internship)
Includes studies of the gross anatomy of the nervous system and the basic relationships between the brain, chemical neurotransmitters and behavior; right and left hemisphere specialization; learning disorders and learning style differences; relationships between neurotransmitters and psychiatric disorders; biological bases of memory systems and retrieval processes including long-term, short-term, episodic and semantic memory.
This course includes exploration of the theories, dynamics and processes of personality; the nature and causes of the personality proposed by major personality theorists; various modes of practice derived from psychoanalytic/psychodynamic, psychophysiological, behavioral, cognitive, humanistic, and existential theoretical paradigms; and the symptomologies of major psychiatric disorders; and use of the DSM-IV-TR in practice. In this course, learners will articulate the major psychological theories of personality and the characteristics of an individual which provide the foundation of the personality, and will research the theories of etiology and development of personality characteristics. Learners will also explore psychologically healthy and deviant personality functioning within varied social and cultural contexts and ways in which stable characteristics are modified.
This course focuses on the history, theory and practice of family therapy, with analysis and comparison of beliefs, therapeutic strategies, and techniques of the most prominent approaches. It includes the study of differences between individual and systems approaches to helping families and the use of the genogram in family therapy, as well as the role and functions of a family therapist. In this course, learners will research and explore specific issues in family dysfunction, including cultural and social phenomena, addictions and abuse, alternative family structures. Learners will also explore current treatment issues in working with diverse family structures, and subsequently better understand the role of marital, couple, and family counselors/therapists in various practice settings and in relation to other helping professionals. The course will also cover ethical and legal considerations specifically related to family and systems related work.
Includes studies of psychopharmacology including ways in which drugs interact with the brain to affect cognitive processes and behavioral states, the fundamental principles of psychopharmacology including pharmacokinetics and chemical neurotransmission; specific classes of drugs and their applications to the treatment of psychological disorders including anxiety, depression, bipolar mood and psychotic disorders; and substance use and abuse through topics including basic neurophysiology, addiction processes and the effects of licit and illicit drugs.
Includes studies of historical and societal aspects of drug use and abuse; core concepts of sub-stance use, abuse and dependence; the etiology of drug abuse; neurophysiology of addiction; ef-fects of licit and illicit drugs; and effectiveness of treatment methods and preventive strategies for addictions to food, sex, alcohol, drugs, work, gambling and relationships.
Includes studies of the theories and principles of crisis intervention as applied to therapeutic strategies for treatment; scientific bases of various approaches to crisis intervention including short-term, long-term and telephone counseling methods; community and societal crisis; interventions with diverse clinical populations; professional skills for intervening, prevention techniques; evaluation of services; and the roles and responsibilities of others participating in crisis intervention.
This course explores the theory base of complementary health counseling. The seminar begins with a stress and health exploration of the biological bases of health and disease and includes an overview of psycho-neuroimmunology stress and health. The course examines the contributions of learning theory and cognitive behavioral models, learned helplessness and self-efficacy, stress and coping with an emphasis on social bases of health and disease, Engel’s bio-psychosocial hierarchy, family systems, health and disease, and concludes with ethno-cultural variables and health and existential and meaning making models.
This course will examine how the theoretical foundations of complementary health counseling are applied in clinical practice. This seminar will begin with a survey of the assessment strategies of the complementary health counselor including bio-psychosocial approaches, interview, observational, and behavioral methods and paper and pencil measures. Students will then proceed to a survey of individual, group, family and large systems interventions, an examination of medical adherence, and conclude with a discussion of supervisory and consultation issues in the field.
This course is designed to enable advanced students in the complementary health counseling specialization with the opportunity to consolidate their overall understanding of the field. The course focuses on large systems issues including ethical, legal, and professional concerns; economic, political, organizational, and policy issues, and research methods in Complementary Health Counseling.
This course will focus on the cognition of health, which addresses how thinking and reasoning are related to health behavior and illness. The course reviews how various cognitive processes such as risk perception, cost/benefit analysis, judgmental heuristics, norm perceptions, cognitive dissonance, and control perceptions are related to the adoption of healthy and unhealthy behaviors and the processing of health information. The course will also cover the concurrent influence of motivational and affective influences such as defensiveness. Attention will be devoted to how people make health-related decisions (such as whether to screen for cancer), how they respond to health communications, and how they mentally represent illness (as well as the extent to which cognitions determine the course and recovery from illness). This course takes a general theoretical approach.
This course will focus on the study and application of theory and techniques to assist the counselor in the appropriate integration of spirituality into the counseling process. The course will promote the knowledge and skills that counselors should possess to effectively engage clients in the exploration of their spiritual and religious lives as they relate to other psychological concerns.
This course will focus on the relationship between nutrition, diet, and food and their role in emotional health and wellness. This course will provide students with practical information, critical thinking skills, and the scientific foundation needed to help clients make better informed choices about their diet and health.
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