Clinical practice in the identification, diagnosis, and treatment of children and adults with communicative disorders. Programs are individually structured to provide experience with a variety of clinical populations, age groups, and specializations. The sites are off-grounds, and usually within a two hour driving distance of the University. Prerequisite: Instructor permission.

This course covers substance use disorders and behavioral addictions: their causes, assessment, diagnosis, and treatment. Topics include common substances, theoretical models, biopsychosocial aspects, co-occurring disorders, and evidence-based, trauma-informed, culturally responsive care. Examines addiction's impact on individuals, families, and communities, plus the continuum from prevention to recovery.

This supervised field experience provides the opportunity to apply foundational counseling skills in a clinical or school setting for a minimum of 100 on-site hours. Emphasis is placed on developing professional identity, core competencies in counseling skills, case conceptualization, ethical practice, cultural responsiveness, and preparation for internship. Prerequisite: EDHS 7210, EDHS 7230, EDHS 7290, and EDHS 8310

Explores the planning and initiation of counseling programs in schools with an emphasis on understanding the role and function of counselors in schools, the planning, implementing, and managing of school counseling programs, the components of school counseling programs, legal and ethical issues in school counseling, and effective evaluation and accountability. Prerequisite: Counselor education majors or instructor permission.

Explores concerns and problems that children and adolescents present to counselors. Focuses on applying developmental theories and examines resources and helping strategies appropriate for counseling children and adolescents. Prerequisite: EDHS 7210, 7230, EDLF 7160, or instructor permission.

This course presents theories, models and techniques related to working with school stakeholders (e.g. administrators, teachers, caregivers, and other school personnel). Specifically, it will focus on understanding the schools as systems and will emphasize the important school counselor roles of leader, consultant and advocate and their relationship to promoting equity. Prerequisite: EDHS 8290

This advanced field experience allows graduate students to participate in a two semester, 600-hour placement in a clinical or school setting. Weekly group supervision focuses on professional identity, in-depth skill refinement, ethical practice, cultural responsiveness, and preparation for professional practice. Internship may be repeated for credit. Prerequisite: EDHS 8290

The class provides an historical review of basic theories in psychology leading to an in-depth examination of current theoretical approaches to psychotherapy. The theoretical base and accompanying empirical literature of varying approaches are discussed with special emphasis on application of principles. Experiential techniques (e.g., role playing, virtual training, live and asynchronous observation, etc.) are included as well as basic training the psychotherapeutic techniques based upon these seminal theories of human behavior.

This is the second of a two-semester sequence in personality assessment. The purpose of this sequence is to train clinical/school psychology graduate students in basic methods of integrative clinical assessment using a battery of behavioral and self-report psychological tests. This second part of the sequence focuses on applied work with adolescents and adults. Prerequisites: EDHS 7640 and EDHS 8670.

First course of a two-semester sequence on personality assessment. Students examine theory, practice, and research on the application of a variety of assessment techniques and instruments to understand children's behavioral, emotional and social functioning across contexts. Clinical and school-based assessments of children are covered in depth.