Community & Trauma Counseling (CTC)

This course provides students with an understanding of the foundation of the art therapy profession, including history, philosophy, milestones, practitioners, and overview of the major theories in art therapy. Students will examine the roots of art therapy in culture, and the roots of the art therapy profession as a clinical discipline. Students will become familiar with the founders of modern art therapy including those who have developed the profession within specific theoretical approaches. Students will develop understanding of how different theories might manifest within the practice of art therapy.

Study addresses professional roles and functions of art therapists and agencies/organizations in which art therapists work, a history of ethical principles, and current and developing issues of ethical practice. Attention will be given to showing art, saving art, online practice, and ethical decision making models. Discussion includes membership in professional art therapy organizations as well as credentialing and licensure.

This course will expose students to direct experience of the therapeutic utility and psychological influence of art processes and materials. Art making will be explored relative to assessment techniques, intervention strategies, treatment planning, and building of therapeutic rapport. Study will include systemic applications of art such as the Expressive Therapies Continuum (ETC), the Formal Elements of Art Therapy Scale (FEATS), and the Diagnostic Drawing Series (DDS). Open only to students in the CTC art therapy specialization.

Orientation to the Counseling Profession provides students with an understanding of the foundation of the counseling profession, including history, philosophy, and the essential fund of knowledge for counseling practice. Study addresses professional roles and functions of counselors and counseling agencies, ethical practice and issues, and models of practice and administration. Discussion includes membership in professional organizations and credentialing.

This course provides didactic and experiential learning of advanced counseling theory and practice, with an introduction to theory-driven evidenced-based practices for trauma treatment. Classroom learning and readings provide an in-depth overview of a variety of theoretical approaches underlying individual and group practice in counseling. Discussion will include the basic concepts, interventions, research, practice and issues related to each classic and contemporary approach. Study will address how each approach conceptualizes client presentation and helps the student determine appropriate counseling interventions.

Human Growth and Development provides an understanding of the development of the individual through the lifespan. Study explores the development of attachment, cognition, emotions, and personality. Discussion includes the perspectives of the bioecological model and factors influencing healthy and unhealthy development, with particular attention to the effects of trauma causing events and contexts on individuals of all ages.

This course provides an understanding of the classification, etiology, and treatment of psychopathology. Study includes the examination of symptomatology, clinical presentation, diagnostic criteria, and diagnosis involved with disorders prevalent within counseling contexts.

CTC 605 Foundations of Trauma Counseling provides an understanding of the phenomena of trauma and human responses, treatment, and recovery. Discussion includes identifying major types of trauma, effects, assessment, and a survey of clinical interventions. The neurobiology of trauma and responses is explored, with attention to its relevence to understanding response behaviors and treatment.

Foundations of Trauma Counseling provides an understanding of the phenomena of trauma and human responses, treatment, and recovery. Discussion includes identifying major types of trauma, effects, assessment, and a survey of clinical interventions. The neurobiology of trauma and responses is explored, with attention to its relevence to understanding response behaviors and treatment.

This course provides an understanding of the social and cultural influences that affect the development, interpersonal relationships, and life experience of diverse client populations. The counseling discipline is committed to the helping professional being prepared to work with individuals with varying backgrounds, including race, ethnicity, culture, gender, sexual orientation, religious preference, and physical disability. The special counseling needs of diverse populations is discussed, including issues relating to different life experiences and needs, treatment approaches, and access to resources.

This course provides didactic and experiential learning of advanced counseling theory and practice. Classroom learning and readings provide an in-depth overview of a variety of theoretical approaches underlying counseling practice. Discussion will include the basic concepts, interventions, research, practice and issues related to each classic and contemporary approach. Study will address how each approach conceptualizes client presentation and will further help the student to determine appropriate counseling interventions. The experiential portion of this course will be completed in both practicum field placements (as a continuation of CTC 602), and within a small group lab facilitated by a faculty instructor.

This course will provide an understanding of the theory and practice of group counseling. Study explores principles of group dynamics and processes, methods of group interventions and counseling, and characteristics of types of participants, leadership, and facilitation, especially in regards to trauma intervention and counseling. The course includes direct experience in which students design a group intervention and practice group facilitation skills.

This course surveys counseling assessments and techniques used in educational, counseling and clinical settings. Study will include selection of appropriate instruments, administration, scoring, and interpretation. Basic statistic concepts will be discussed to provide an understanding of test rationale and construction.

This course presents a study of basic statistics and research methods used in the social sciences and the implications and application to counseling, with predominant attention to community and trauma counseling. Students will have the opportunity to review current research and literature and evaluate its application to practice.

This course provides an understanding of career development related to the counseling process and context. Study explores career development theory, methods of exploration and evaluation, planning and organization strategies, and resources available for career counseling. Discussion will include the examination of interrelationships between work and career, identity, family and social relationships, and psychological health.

This course couples an exploration of attachment theory and research with the study of couples and family therapy. Discussion examines historical and contemporary perspectives on attachment and the relevance for understanding the development of the individual, interpersonal relationships and family dynamics. Major approaches to family therapy are studied, and discussion includes specific application to understanding the influence of trauma on family systems and implications for trauma therapy.

Addictions Theory and Practice provides a focused presentation of theories of counseling related to addiction treatment, including research, treatment processes, and treatment issues. Discussion examines assessment and diagnosis, co-occurring disorders, trauma-related issues, and special treatment issues with specific populations. The course is oriented toward developing a practical counseling framework for utility, while being knowledge rich and flexible for diverse populations.

Addictions Theory and Practice provides a focused presentation of theories of counseling related to addiction treatment, including research, treatment processes, and treatment issues. Discussion examines assessment and diagnosis, co-occurring disorders, trauma-related issues, and special treatment issues with specific populations. The course is oriented toward developing a practical counseling framework for utility, while being knowledge rich and flexible for diverse populations.

Foundations of Trauma and Addictive Behaviors provides a focused presentation of the foundations of addiction treatment including models of addiction, assessment and screening, co-occurring disorders, treatment processes, and relapse prevention. Discussion examines how the intersection of trauma and developmental disruptions present in clients with addictive disorders, co-occurring disorders, trauma-related issues, and the understanding and practice of key treatment modalities. The course is oriented toward developing a practical counseling framework for utility, while being knowledge rich and flexible for diverse populations.

This course integrates an understanding of typical processes and stages of childhood growth and development with an appreciation for the impact interactions by caregivers can have on the development of healthy/positive physical, intellectual, emotional, social and relational outcomes for infants, toddlers and children. Exploring what can influence positive outcomes opens minds to new awareness that in turn leads to discussions around the potential for negative outcomes, such as those connected with adverse childhood experiences and other forms of trauma. Students will identify and understand some causes of trauma and the impact of trauma on the growth, development and functioning of the brain. Discussion provides an overview of practices that influence healthy growth and development to inspire and inform such practices that can lead to the prevention of adverse experiences in childhood. An additional focus is the preparation for future exploration around the causes and impact of childhood adversity, and appropriate interventions for children and families who have experienced adversity.

This course will reinforce the learning of CTC 608, Group Work in Community and Trauma Counseling, by allowing students to experience being a process group member. This course provides a deeper understanding of the theory and practice of group counseling as students observe and reflect upon group counseling concepts related to forming groups, establishing norms, the stages of group, group membership, leadership skills, and other special considerations related to process groups.

This course provides vital information on the causes of trauma, the complexity of trauma's presentation in children, and the impact of trauma on development. Common trauma-related responses in children will be explored, and suggestions for trauma-sensitive behaviors on the part of professionals and others who serve as caregivers of children will be provided. This course aims to develop a greater awareness of the potential impact of trauma on a myriad of related developmental processes.

This course focuses on trauma knowledge and skill acquisition, coupled with reflective practice to enhance students' progression toward trauma competence. Special attention is paid to the application of trauma principles within real-life situations to promote transfer of training. Prerequisites: CTC 615 and 617

This course gives students an understanding of the history & evolution of assessment and specifically how it is applied in art therapy. Students explore instruments used for clinical assessment in art therapy, including how to administer, score/evaluate, and communicate information gathered. Students will grasp use of tools in treatment planning & advancing the therapeutic relationship and goals.

This course will give graduate students an in-depth study into the theory and dynamics of group art therapy, including approaches unique to couples and families. Students will have the opportunity to explore advanced group process including aspects of leadership and facilitation, as merged with art therapy techniques to groupwork. This course includes direct experience in which students participate as group members during in-group activities.

Enhancing Practical Application of Childhood Trauma Principles This course builds upon previous learning in childhood trauma, and expands upon the practical application of childhood trauma knowledge and skills through a practicum approach. Students engage in observations, planning, implementation and evaluation, and participate in Reflective Processing to enhance their development and competence.

CTC 651 Neurobiology of Trauma provides an understanding of the neurobiological processes involved in trauma experiencing, processing, and post-trauma adaptation. Study includes affective neuroscience, arousal modulation, memory processes involved in trauma experiences, executive functioning, and post-trauma adaptation of these and other areas and processes. Discussion examines application of neuroscience to understanding trauma experiencing and treatment.

Neurobiology of Trauma provides an understanding of the neurobiological processes involved in trauma experiencing, processing, and post-trauma adaptation. Study includes affective neuroscience, arousal modulation, memory processes involved in trauma experiences, executive functioning, and post-trauma adaptation of these and other areas and processes. Discussion examines application of neuroscience to understanding trauma experiencing and treatment.

This course provides an understanding of the environmental factors that contribute to and constitute adverse childhood experiences, and the effects on children's development and subsequent behavior. Discussion will include attachment theory and the influence of attachment on development, historical and contemporary research on adverse childhood experiences and subsequent mental health and illness, and an overview of prevention and intervention, and treatment

This course provides an understanding of the environmental factors that contribute to and constitute adverse childhood experiences, and the effects on children's development and subsequent behavior. Discussion will include attachment theory and the influence of attachment on development, historical and contemporary research on adverse childhood experiences and subsequent mental health and illness, and an overview of prevention and intervention, and treatment

This course provides a detailed examination of clinical interventions for treating posttraumatic stress disorder. Specific study includes trauma-focused cognitive behavioral treatment of adults and children, eye movement desensitization and reprocessing, dialectical behavior therapy, body-oriented therapy, and expressive group processes. Discussion examines evidence-based practices and evaluation of therapeutic interventions.

This course provides a detailed examination of clinical interventions for treating posttraumatic stress disorder. Specific study includes trauma-focused cognitive behavioral treatment of adults and children, eye movement desensitization and reprocessing, dialectical behavior therapy, body-oriented therapy, and expressive group processes. Discussion examines evidence-based practices and evaluation of therapeutic interventions.

Disaster mental health intervention involves unique clinical skills and knowledge. This course will aid in developing the requisite competencies to enable mental health clinicians to successfully help survivors, rescue workers, and other volunteers in the aftermath of a disaster. Topics include the psychological phases of a community-wide disaster, common patterns of immediate and long-term public response, mental health risks that rescue workers and victims face, assessment of mental health needs, as well as a focus on self-reflection and self care. Course content will align with standards proposed in the Disaster Mental Health Handbook (American Red Cross, 2012).

Disaster mental health intervention involves unique clinical skills and knowledge. This course will aid in developing the requisite competencies to enable mental health clinicians to successfully help survivors, rescue workers, and other volunteers in the aftermath of a disaster. Topics include the psychological phases of a community-wide disaster, common patterns of immediate and long-term public response, mental health risks that rescue workers and victims face, assessment of mental health needs, as well as a focus on self-reflection and self care. Course content will align with standards proposed in the Disaster Mental Health Handbook (American Red Cross, 2012).

This course will provide students with primarily utilize case-based simulation learning as the pedagogy. Discussion of the theory behind trauma-informed evidenced-based practices will occur to ensure students have an understanding of the core trauma-informed evidenced based practices used in the field of counseling. Students will engage in case-based learning to practice the clinical skills necessary to carry out evidence-based practice components to various trauma-based case studies, including crisis intervention skills. Psychological First Aid learning will take place through an experiential learning activity.

This course will provide students with primarily utilize case-based simulation learning as the pedagogy. Discussion of the theory behind trauma-informed evidenced-based practices will occur to ensure students have an understanding of the core trauma-informed evidenced based practices used in the field of counseling. Students will engage in case-based learning to practice the clinical skills necessary to carry out evidence-based practice components to various trauma-based case studies, including crisis intervention skills. Psychological First Aid learning will take place through an experiential learning activity.

This course provides students with an in-depth grounding in the theory and practice of Child Centered Play Therapy (CCPT). Framed in its historical context, CCPT will be introduced as the foundational model upon which most subsequent play therapy models are based. Students will engage with contemporary CCPT literature and develop competencies in the core skills of structuring, empathic listening, supporting child centered play, and limit setting. This course will call upon students’ understanding of client social and cultural contexts, and challenge students to think critically about the implementation of CCPT in a variety of practice settings. Student learning will be facilitated by a combination of lecture, discussion, and skills practice. As part of play therapy sequence, this course will introduce students to knowledge and skills that can be applied across play therapy frameworks.

This course provides students with an in-depth grounding in the theory and practice of Child Centered Play Therapy (CCPT). Framed in its historical context, CCPT will be introduced as the foundational model upon which most subsequent play therapy models are based. Students will engage with contemporary CCPT literature and develop competencies in the core skills of structuring, empathic listening, supporting child centered play, and limit setting. This course will call upon students’ understanding of client social and cultural contexts, and challenge students to think critically about the implementation of CCPT in a variety of practice settings. Student learning will be facilitated by a combination of lecture, discussion, and skills practice. As part of play therapy sequence, this course will introduce students to knowledge and skills that can be applied across play therapy frameworks.

Building on students’ foundational knowledge of play therapy and child trauma, this course introduces several models of directive play therapy. Developed in response to classical, child-centered models, directive approaches feature varying degrees of therapist-initiated interventions. Often, directive interventions are implemented when treatment is time-limited, when clinicians are targeting specific goal areas, or when clients’ spontaneous play is inhibited. This course will provide students with base-level knowledge of frameworks of particular significance to the field of play therapy. Students will have several opportunities to engage in hands-on practice of skills that are specific to the models covered in this course and will continue to develop competencies in engaging clients with play therapy materials. Particular attention will be paid to integration of play therapy techniques into brief treatment including in educational and medical settings.

Building on students’ foundational knowledge of play therapy and child trauma, this course introduces several models of directive play therapy. Developed in response to classical, child-centered models, directive approaches feature varying degrees of therapist-initiated interventions. Often, directive interventions are implemented when treatment is time-limited, when clinicians are targeting specific goal areas, or when clients’ spontaneous play is inhibited. This course will provide students with base-level knowledge of frameworks of particular significance to the field of play therapy. Students will have several opportunities to engage in hands-on practice of skills that are specific to the models covered in this course and will continue to develop competencies in engaging clients with play therapy materials. Particular attention will be paid to integration of play therapy techniques into brief treatment including in educational and medical settings.

The final course in the play therapy sequence, CTC xxx will facilitate students’ synthesis of play therapy skills and theoretical models into counseling practice with a particular focus on settings that serve children and families in marginalized communities. Grounded in an intersectional framework for analyzing structural identities, this course will challenge students to engage with issues of power, privilege, and social justice in play therapy case conceptualization and practice. Through a combination of lecture, discussion, and skills practice, students will develop tools to empower children and families through play therapy interventions. This course will also provide students with opportunities to reflect on their professional growth and development as play therapists.

The final course in the play therapy sequence, CTC xxx will facilitate students’ synthesis of play therapy skills and theoretical models into counseling practice with a particular focus on settings that serve children and families in marginalized communities. Grounded in an intersectional framework for analyzing structural identities, this course will challenge students to engage with issues of power, privilege, and social justice in play therapy case conceptualization and practice. Through a combination of lecture, discussion, and skills practice, students will develop tools to empower children and families through play therapy interventions. This course will also provide students with opportunities to reflect on their professional growth and development as play therapists.

Screening, Assessment and Treatment Planning for Addictions provides a foundation for the clinical evaluation for the existence of a substance use disorder as well as any co-occurring disorders, the severity of an existing disorder, an objectified formulation for the determination of an appropriate level of care for treating the disorder and the elements of meaningful planning for ongoing recovery. Discussion examines assessment and diagnosis, co-occurring disorders, trauma-related issues, and the development and maintenance of a treatment plan that is specific, meaningful, measurable and relates to the client’s presentation of the problem as well as their own stated goals for treatment. The course is oriented toward developing a practical counseling framework for utility, while being knowledge-rich and flexible for diverse populations.

Screening, Assessment and Treatment Planning for Addictions provides a foundation for the clinical evaluation for the existence of a substance use disorder as well as any co-occurring disorders, the severity of an existing disorder, an objectified formulation for the determination of an appropriate level of care for treating the disorder and the elements of meaningful planning for ongoing recovery. Discussion examines assessment and diagnosis, co-occurring disorders, trauma-related issues, and the development and maintenance of a treatment plan that is specific, meaningful, measurable and relates to the client’s presentation of the problem as well as their own stated goals for treatment. The course is oriented toward developing a practical counseling framework for utility, while being knowledge-rich and flexible for diverse populations.

This course will focus on the counselor as the agent of change for the development and continuation of a meaningful therapeutic relationship with the ultimate goal of client benefit with a move towards sustained recovery. There are key differentials in the develop of a therapeutic relationship that are aligned around issues of power and control. This course will cover various issues that may impact the counselors ability to engage with clients in ethical ways and cover methodologies to create an environment that is conducive to meeting the client's treatment needs and goals. This course will explore the use of clinical self while establishing and maintaining appropriate boundaries thus assuring that the client benefits maximally in the therapeutic exchange while the counselor maintains a healthy psychic distance as a means of assuring objectivity and avoiding compassion fatigue and vicarious trauma.

This course will focus on the counselor as the agent of change for the development and continuation of a meaningful therapeutic relationship with the ultimate goal of client benefit with a move towards sustained recovery. There are key differentials in the develop of a therapeutic relationship that are aligned around issues of power and control. This course will cover various issues that may impact the counselors ability to engage with clients in ethical ways and cover methodologies to create an environment that is conducive to meeting the client's treatment needs and goals. This course will explore the use of clinical self while establishing and maintaining appropriate boundaries thus assuring that the client benefits maximally in the therapeutic exchange while the counselor maintains a healthy psychic distance as a means of assuring objectivity and avoiding compassion fatigue and vicarious trauma.

Addiction has presented science with a unique opportunity to study substance use and substance use disorders from the perspective of brain chemistry and, although the current research offers us some hints in this regard, it is still a field in its infancy. This course, The Neurobiology and Psychopharmachology of Addiction will provide students with a foundation for understanding what the current literature offers us in this regard as a means of assisting counselors and therapists with the tools to give understanding to behaviors that, on the surface, might appear irrational. This course will focus on the behavioral influences that disruptions in our clients neurobiology cause. This understanding will assist clinicians in dealing with addictive behavior and guide the treatment process with an end goal of long-term recovery. Additionally, this course will provide students with a working knowledge of psychopharmacology within the field of addictions.

Addiction has presented science with a unique opportunity to study substance use and substance use disorders from the perspective of brain chemistry and, although the current research offers us some hints in this regard, it is still a field in its infancy. This course, The Neurobiology and Psychopharmachology of Addiction will provide students with a foundation for understanding what the current literature offers us in this regard as a means of assisting counselors and therapists with the tools to give understanding to behaviors that, on the surface, might appear irrational. This course will focus on the behavioral influences that disruptions in our clients neurobiology cause. This understanding will assist clinicians in dealing with addictive behavior and guide the treatment process with an end goal of long-term recovery. Additionally, this course will provide students with a working knowledge of psychopharmacology within the field of addictions.

As a continuation of CTC 602 Practicum I, CTC 701 Practicum II provides further opportunity for clinical practice and supervision at practicum field placements. Students will complete at least 100 hours on site at their practicum placement (across Practicum I and Practicum II), and will continue to develop counseling skills in a community or institutional mental health setting under the direct supervision of a mental health professional. Class discussions will entail group supervision led by University faculty. Class meetings provide students the opportunity for case processing, as well as supervision around various aspects of professional practice. Other discussion topics include an orientation toward a systems perspective, wellness and prevention perspectives, evidence-based practices, theory-driven interventions, and multicultural competence.

As a prelude to CTC 791 Internship I, CTC 790 Internship Supervision provides an opportunity for students to engage in clinical practice at Internship field placements and to receive the necessary faculty supervision during the summer semester. Some training sites require a summer start date, and some students' schedules require more months to meet the established requirements. Students are required to complete at least 600 hours on site at their Internship placement (across Summer Internship Supervision, Internship I and Internship II), and will continue to develop counseling skills in a community or institutional mental health setting under the direct supervision of a mental health professional. Class discussions will entail group supervision led by University faculty. Class meetings provide students the opportunity for case processing, as well as supervision around various aspects of professional practice. Other discussion topics include an orientation toward a systems perspective, wellness and prevention perspectives, evidence-based practices, theory-driven interventions, and multicultural competence.

The internship is intended to represent the comprehensive work experience of the professional counselor consistent with the program area of study. Students must complete 600 clock hours over two semesters, begun after successful completion of the practicum, and with 240 clock hours of direct service including experience leading groups. This experience is an opportunity for the student to become familiar with the routine practices and processes of the professional counselor including assessment, record-keeping, supervision, collaboration, referral, in-service trainings and staff meetings. Students will attend periodic group supervision facilitated by a faculty supervisor; these class meetings count toward the clock hours required for the course.

The internship is intended to represent the comprehensive work experience of the professional counselor consistent with the program area of study. Students must complete 600 clock hours over two semesters, begun after successful completion of the practicum, and with 240 clock hours of direct service including experience leading groups. This experience is an opportunity for the student to become familiar with the routine practices and processes of the professional counselor including assessment, record-keeping, supervision, collaboration, referral, in-service trainings and staff meetings. Students will attend periodic group supervision facilitated by a faculty supervisor; these class meetings count toward the clock hours required for the course. Prerequisite: CTC 791

The internship is intended to represent the comprehensive work experience of the professional counselor consistent with the program area of study. Students must complete 600 clock hours over two semesters, begun after successful completion of the practicum, and with 240 clock hours of direct service including experience leading groups. This experience is an opportunity for the student to become familiar with the routine practices and processes of the professional counselor including assessment, record-keeping, supervision, collaboration, referral, in-service trainings and staff meetings. Students will attend periodic group supervision facilitated by a faculty supervisor; these class meetings count toward the clock hours required for the course.

The internship is intended to represent the comprehensive work experience of the professional counselor consistent with the program area of study. Students must complete 600 clock hours over two semesters, begun after successful completion of the practicum, and with 240 clock hours of direct service including experience leading groups. This experience is an opportunity for the student to become familiar with the routine practices and processes of the professional counselor including assessment, record-keeping, supervision, collaboration, referral, in-service trainings and staff meetings. Students will attend periodic group supervision facilitated by a faculty supervisor; these class meetings count toward the clock hours required for the course.