GCEP (Graduate Counselor Education)

GCEP (Graduate Counselor Education) Course Descriptions

GCEP 500 Introduction to Couple and Family Therapy
3 hours. This course surveys the history and major contemporary approaches to couple, marriage and family counseling. Focusing on the systemic perspective, consideration is given to sociocultural factors and diversity, family life cycle/development, healthy family functioning, approaches to prevention as well as intervention, various practice settings, professional organizations and licensing, systemic conceptualizing of presenting concerns and family dynamics, systemic assessment and procedures in a multicultural society, whom to involve in the therapeutic process, evidence-based treatments, and relevant research findings that inform the practice of marriage, couple, and family counseling prevention and intervention.

GCEP 501 Principles and Techniques of Counseling
3 hours. This course reviews basic concepts and skills of counseling individuals, including practice in applying those concepts and techniques in counseling situations during class. Emphasis is on conditions for effective helping relationships, attending and interviewing skills, basic theoretical assumptions, ethical principles, and professional orientation.

GCEP 502 Clinical Practicum
3 hours. This course is designed to advance student understanding of theory as it related to clinical practice of counseling and therapy, including intake and assessment skills, the influence of the clinician, the development of interventions, crisis strategies, and treatment plans, consultation, file management, and the ethical treatment of clients, especially those from diverse and/or multicultural populations. Emphasis is placed on understanding the client(s) from systemic and developmental perspectives.

GCEP 503 Risk and Resiliency in Youth
3 hours. This course examines sources of biological and social risk that impede the development of personal wellness, academic achievement, and social competency in children and adolescents. Students explore the prevalence of these risk factors nationwide and in local communities, with emphasis on sources of resiliency that ameliorate risk and are enhanced by community, environmental, institutional, and cultural protective factors and opportunities. Students are exposed to and guided in assessing current, local partnerships between school, county, and community agencies addressing barriers that hinder children’s personal, social, and academic functioning. Students also gain an understanding of the multifaceted role school counselors have as advocates for and designers of policies, comprehensive programs, and collaborative services that are equitable and responsive to the needs of diverse children and their families. Legal and ethical issues in working with these populations are addressed throughout the course.

GCEP 504 Child and Adolescent Disorders
3 hours. The goal of this course is to provide students with an concentrated study of various childhood and adolescent disorders. The etiology, diagnostic criteria, assessment needs, and recommended intervention and treatment strategies of childhood disorders will be presented. A focus will be placed on understanding the disorders in school settings, including the role of Individualized Education (IEP) and 504 Plans. An integrative perspective will be taken that acknowledges biological, psychological, social, and cultural influences and their interdependence, and is guided by the consideration of developmental processes that shape and are shaped by the expression of these disorders. Co-morbidities and developmental norms that help inform diagnostic decisions will also be discussed.

GCEP 505 Foundations in School Counseling
3 hours. This course integrates theory, practice, and research to provide an overview of school counseling models, services, and skills. Students will learn the ASCA National Model and Oregon’s Comprehensive Guidance and Counseling Framework. They will become familiar with the roles and functions of the professional school counselor across levels. Students will understand different models of and develop essential skills in consultation, coordination, and collaboration. They will understand how school counselors advocate and take leadership for systemic change. Students will develop skills for designing, implementing, evaluating, and advocating for comprehensive school counseling programs that include all students and meet the needs of diverse student populations. Students will begin to develop a professional identity as school counselors.

GCEP 506 Classroom Teaching and Learning
3 hours. This course, first in a sequence of two, is designed to fundamentally prepare students for the required student teaching practicum for Track II school counseling students pursuing an Initial School Counseling License who do not have teaching experience. Students will gain an overview of the historical aspects and progression of the educational system. The fundamentals of how to appropriately plan for student learning, organize curriculum, utilize a variety of instructional strategies, assess learning, and develop techniques for effective classroom management are also addressed. Meeting the needs of diverse learners while promoting academic success, personal/social, and/or career development will be emphasized. Students will plan and develop a 5-day integrated unit of study related to a counseling theme using a variety of instructional strategies that promote critical thinking, problem solving, and performance skills.

GCEP 507 Teaching Practicum
3 hours. This course will partially fulfill requirements for the school counseling licensure criteria established by the Oregon Teacher Standards and Practices Commission (TSPC) for prospective school counselors who do not have two years of teaching experience in Oregon or out-of-state public or regionally accredited private schools (Track II). The classroom student teaching practicum will prepare prospective school counselors to work collaboratively with educators by learning about how today’s schools operate, what guiding principles educators use, and how research-based practices are effective in the classroom in promoting academic success, personal/social, and/or career development. Prospective school counselors will have the opportunity to integrate educational concepts and instructional strategies within the classroom environment while also addressing the needs of diverse and multicultural learners through planned learning activities. Students will prepare and teach a work sample under the guidance of a cooperating teacher. Both formative and summative assessment will be a key component of the work sample.
Prerequisite: GCEP 506 Classroom Teaching and Learning.

GCEP 508 Action Research Designs
3 hours. This course develops a basic understanding for the critical role data plays in school improvement efforts, and acquaints students with the conceptual and technical skills needed for designing and executing action research studies that professional school counselors can implement in classrooms and within the broader school system. Students gain an understanding of the following: data-driven decision making; methods for observing and recording behavior in school settings; problem definition and focus; data storage and retrieval systems; and trustworthiness of action research, as well as school visioning and improvement planning and the role they play in a comprehensive school counseling plan. Emphasis is placed on defining and investigating problems that require the professional school counselor to implement strategies for improving their practice and student learning. Students are introduced to several levels of data use and application, moving from state accountability requirements to mobilizing efforts to equalize access to high standards for all students. During this course students will draft a critical question, create an action research design, conduct a literature review, gather data, and present the results.
Corequisite: GCEP 512 Internship A: Early Childhood and Elementary School Counseling I or GCEP 516 Internship B: Middle Level and High School Counseling I.

GCEP 509 Lifestyle and Career Development
3 hours. This course is designed to acquaint students with the foundational issues and resources of career counseling, the lifestyle and career decision making process, and comprehensive career-guidance programs for K-12 populations. Students gain an overview of the historical development of career counseling and a basic understanding of relevant theories. The interrelatedness of lived experience, life roles, and calling in career development for diverse populations is visited. Students are exposed to opportunities to gain both multicultural and social justice advocacy awareness, knowledge, and skills as they relate to lifestyle and career development for all students. Students will also identify the criteria necessary to plan, organize, implement, administrate, and evaluate a comprehensive K-12 career counseling program that addresses the career development of all students, along with an understanding of career and educational planning, placement, follow-up, and evaluation. In addition they are acquainted with cutting edge technology resources and assessment tools used in career counseling in schools.
Prerequisite: GCEP 501 Principles and Techniques of Counseling.
Recommended Prerequisite: GCEP 505 Strategies in School Counseling.

GCEP 510 Human Growth and Development
3 hours. The study of human growth and development recognizes that a complex interplay of biological, intrapsychic, relational, and social dynamics are in constant motion throughout one's lifespan. Therefore, this course examines human development from an ecosystemic perspective by surveying a variety of major developmental theories as applied across the lifespan and identifying the use of those theories in the practice of Counseling and Marriage and Family Therapy. The influence of cultural dynamics on human development is also considered, as expressed through dominant social values shaping our understanding and experience of self, family, gender, race, ethnicity, and spirituality. Emphasis is placed on applying developmental theories in the assessment and diagnosis of individuals, couples, and families, and in the educational environment.

GCEP 511 Ethical and Legal Issues
3 hours. This course is preparatory for students’ school-based internship experience, and is designed to acquaint students with the professional, legal, and ethical issues with which school counselors and school psychologists grapple. Students will become familiar with the ACA and ASCA or APA and NASP ethical codes, Oregon laws related to licensure and practicing as a school counselor or school psychologist, as well as the legal and professional responsibilities of school counselors and school psychologists, and will understand and experience how their values interact with the implementation of their codes. Students will also understand licensure and certification requirements relevant to their respective fields as part of their ongoing professional identity development.

GCEP 512 Internship A: Early Childhood and Elementary School Counseling I
3 hours. Internship is a supervised experiential learning component of the school counseling program. As such, students will gain hands-on experience under the direct supervision of a licensed and experienced school counselor in developing clinical skills for working with a variety of clients in a school setting, and experience in carrying out the full spectrum of tasks in which professional school counselors engage. Students will also participate in campus-based group supervision of the above process.
Prerequisites: completion of all other coursework; students must have (a) completed all prerequisites with a B or better grade, (b) applied and been accepted as an internship candidate, and (c) attended the Internship Fair (during spring semester of that year).
Corequisite: GCEP 515 Treatment Planning I

GCEP 513 Internship A: Early Childhood and Elementary School Counseling II
3 hours. Internship is a supervised experiential learning component of the school counseling program. As such, students will gain hands-on experience under the direct supervision of a licensed and experienced school counselor in developing clinical skills for working with a variety of clients in a school setting, and experience in carrying out the full spectrum of tasks in which professional school counselors engage. Students will also participate in campus-based group supervision of the above process.
Prerequisite: GCEP 512 Internship A: Early Childhood and Elementary School Counseling I or 516 Internship B: Middle Level and High School Counseling I.
Corequisites: GCEP 518 Treatment Planning and GCEP 519 School Counseling Portfolio.

GCEP 514 Couple Therapy
3 hours. This course equips the student to function more effectively in providing systemically-oriented conjoint couple therapy. Attention is given to understanding and assessing the couple as an interacting system; treatment planning; developing and maintaining therapeutic balance; and acquiring and practicing specific skills and frameworks for systemic case conceptualization, intervention, and termination. Focus is on an integrative, holistic paradigm of couple functioning, including diversity. A common-factors and core competencies approach to interventions and the use of the therapeutic triangle as the basic structure for conjoint couple counseling are emphasized throughout.
Prerequisite: GCEP 500 Introduction to Couple and Family Therapy and GCEP 501 Principles and Techniques of Counseling.
Pre- or Corequisite: GCEP 502 Clinical Practicum.

GCEP 515 Treatment Planning I
3 hours. Internship is a supervised experiential learning component of the school counseling program. As such, students will gain hands-on experience under the direct supervision of a licensed and experienced school counselor in developing clinical skills for working with a variety of clients in a school setting, and experience in carrying out the full spectrum of tasks in which professional school counselors engage. Students will also participate in campus-based group supervision of the above process.
Corequisite: GCEP 512 Internship A: Early Childhood and Elementary School Counseling I or GCEP 516 Internship B: Middle Level and High School Counseling I.

GCEP 516 Internship B: Middle Level and High School Counseling I
3 hours. Internship is a supervised experiential learning component of the school counseling program. As such, students will gain hands-on experience under the direct supervision of a licensed and experienced school counselor in developing clinical skills for working with a variety of clients in a school setting, and experience in carrying out the full spectrum of tasks in which professional school counselors engage. Students will also participate in campus-based group supervision of the above process.
Prerequisites: completion of all other coursework; students must have (a) completed all prerequisites with a B or better grade, (b) applied and been accepted as an internship candidate, and (c) attended the Internship Fair (during spring semester of that year).
Corequisite: GCEP 515 Treatment Planning

GCEP 517 Internship B: Middle Level and High School Counseling II
3 hours. Internship is a supervised experiential learning component of the school counseling program. As such, students will gain hands-on experience under the direct supervision of a licensed and experienced school counselor in developing clinical skills for working with a variety of clients in a school setting, and experience in carrying out the full spectrum of tasks in which professional school counselors engage. Students will also participate in campus-based group supervision of the above process.
Prerequisite: GCEP 512 Internship A: Early Childhood and Elementary School Counseling I or GCEP 516 Internship B: Middle Level and High School Counseling I.
Corequisites: GCEP 518 Treatment Planning II and GCEP 519 School Counseling Portfolio.

GCEP 518 Treatment Planning II
3 hours. This course is intended to follow up MSCN 504 Childhood and Adolescent Disorders and operates in conjunction with MSCN 506 Internship A: Early Childhood and Elementary Counseling I or MSCN 507 Internship B: Middle Level and High School Counseling I. The student will explore comprehensive treatment planning strategies, including the development of written statements of cognitive, behavioral, and emotional symptoms; systemic processes; short-term objectives; intervention strategies, appropriate community referrals, and collaboration with the school systems and parents. Various therapeutic methods utilized in treatment and management of mental disorders will be presented. Pass/No Pass.
Corequisite: GCEP 513 Internship A: Early Childhood and Elementary School Counseling II or GCEP 517 Internship B: Middle Level and High School Counseling II.

GCEP 519 School Counseling Portfolio
3 hours. The School Counseling Portfolio is the capstone of both the degree and licensure only programs, and is done concurrent with the student’s final semester of internship. This multidimensional project includes four sections. In Part I the student will prepare a comprehensive paper detailing his or her theory of the nature of persons, the change process, healthy/unhealthy functioning, and the therapeutic process. In Part II the student will demonstrate the application of this theory in an actual case presentation through the use of video, session transcripts, and written reflection, thereby demonstrating perceptual, conceptual, and executive clinical skills. In Part III the student will present a 3- year growth plan, a counselor introduction statement, and a professional résumé. In part IV the student will provide work samples for each of the licensure standards for school counselors set forth by TSPC. This four-part portfolio will be evaluated by a GDC supervisor and a licensed professional school counselor (outside reader) from the community.
Corequisite: GCEP 513 Internship A: Early Childhood and Elementary School Counseling II or GCEP 517 Internship B: Middle Level and High School Counseling II.

GCEP 520 Personality and Counseling Theory
2 hours. This course is a survey of major contemporary theories of counseling and personality development with particular emphasis on the etiology, assessment, and treatment of psychopathological states as interpreted within various theoretical frameworks. The course surveys the major figures and their theories in the area of personality and counseling modalities. Theorists are examined to discover their views of anthropology, psychopathology, normalcy, behavioral, and relational assessment, in addition to their therapeutic goals and interventions. The course explores each theory in light of social and cultural diversity as well as the integrative impact of spirituality and religiosity on the development of the person. The systemic perspective, which recognizes that personality is embedded in various systems (family, relational, social, community and cultural), is considered throughout.

GCEP 522 Advanced Clinical Skills
3 hoursIt is crucial that professional counselors, after a basic framework of counseling is in place and an introspective process has begun, be trained in the advanced clinical skills of helping. To do this well, the counselor must be trained in such topics and skills as: transference and counter-transference, influencing skills, treatment planning, spirituality, and termination. This course will introduce the student to these counseling topics and more. This course builds in GCEP 501 and utilizes the Egan Model of Counseling described in that course.

GCEP 524 Family Therapy
3 hours. This course explores and applies fundamental knowledge and skills utilized in the treatment of relational systems. Perceptual, conceptual and executive skills will be developed through direct case application of required reading as well as simulated therapy sessions with specific client families. The student will also demonstrate an awareness of current best practice strategies, while also exploring issues of justice and advocacy as embedded in relational ethics and the challenge of interpersonal forgiveness. In addition, the student will identify multi-model intake and initial assessment methods. Instruction format includes a hybrid-learning environment utilizing both face-to-face and online class activities.
Prerequisites: GCEP 500 Introduction to Couple and Family Therapy; GCEP 501 Principles and Techniques of Counseling; and GCEP 502 Clinical Practicum.

GCEP 530 Psychopathology and Appraisal
3 hours. The treatment of individuals, couples, and families requires multidimensional assessment skills in order to ensure ethical, appropriate, and effective intervention strategies. This course is intended to begin the student’s process of developing mastery in the assessment and diagnosis of psychopathology as codified in the DSM-IV-TR. Biological, psychological, cultural, and systemic factors are considered in the assessment, etiology, and treatment of various disorders.
Pre-requisite: GCEP 500 Introduction to Couple and Family Therapy.

GCEP 531 Introduction to School Psychology
3 hours. The course provides instruction in the design and individualization of interventions and the evaluation of intervention effectiveness. Topics include individual and group counseling, self-directed intervention procedures, and preventative mental health groups.

GCEP 534 Human Sexuality
2 hours. Many dimension of human sexuality will be explored, including anatomy, physiology, identity, values, culture, relationships, family, spirituality, dysfunction, therapy techniques, and ethics. Students will evaluate their perceptions about their sexuality in order to understand the impact of the clinician’s values on clients.

GCEP 540 Professional Orientation
3 hours. This course is a study of the professional and ethical issues that most effect the preparation for the practice of counseling individuals, couples, and families. The course is focused on the development of the professional identity of counselors in training. This includes study of legal and ethical issues (including professional mental health organizations and state law) related to licensure and clinical practice, as well as the professional responsibilities of counselors. Development and maintenance of private and agency professional practice is also addressed.

GCEP 543 Exceptional Child
3 hours. This class introduces students to the cognitive, psychosocial, and psychomotor needs of students with a variety of disabilities. Focus is placed on a need-based model of assessment, program planning, and evaluation. Instructional strategies are evaluated in terms of their impact on various disabilities.

GCEP 544 Academic Assessment
4 hours. Students will be provided with educational achievement instruments used by school psychologists and introduced to the administration skills needed for assessing academic achievement, learning modalities, and processing skills. Interpretation and presentation of test scores, formulation of educational recommendations and goals, and comprehensive report writing skills will be emphasized. Particular attention will be given to working with learners of culturally and linguistically diverse populations.

GCEP 545 Cognitive Assessment
4 hours. This course will teach about administration skills for cognitive assessment, and evaluations on children/students (birth to 21) as used by school psychologists. It has a practice application component regarding how to administer and interpret a variety of standardized tests, and present assessment results and educational recommendations. Focus will be given to working with a diverse student population.

GCEP 546 Test and Measurement
3 hours. A study of the basic concepts and principles of psychological assessment tools employed in schools. It builds on the foundation of statistical knowledge, especially of factors influencing validity and reliability. Students will explore a broad variety of psychological testing materials used by school psychologists and review alternative methods of assessing competencies and person-situation interactions. Ethical considerations in the field of assessment are emphasized as well as contemporary issues, such as validity of assessment instruments for diverse populations and their impact.
Prerequisite: GCEP 566 Research Methods and Statistics.

GCEP 547 Personality and Behavioral Assessment
4 hours. This course will introduce the school psychology student to administration skills for assessments and evaluations in the areas of personality and behavior. Skills in interviewing, record review, observation, interpretation and assessment tools and checklists, and presentation of test results and recommendations for regular and special education students will be covered.

GCEP 548 Internship in School Psychology I
3 hours. The internship will be completed in a school system psycho-educational facility, with the goal of emphasizing the professional practice of school psychology. Students will be expected to complete a total of 1,200 hours over a two-semester internship (600 hours per semester) of school psychology practicum under supervision, provided weekly both at the site (individual) and at George Fox University (in groups).
Prerequisites: completion of all other coursework; students must have (a) completed all prerequisites with a B or better grade, (b) applied and been accepted as an internship candidate, and (c) attended the Internship Fair (during spring semester of that year).
Corequisite: GCEP 558 Treatment Planning.

GCEP 549 Internship in School Psychology II
3 hours. The second internship will be a continuation of the first internship, and completed within the school system psycho-educational facility. It is designed to stress the professional practice of school psychology. Students will be expected to complete a total of 1,200 hours over a two-semester internship (600 hours per semester) of school psychology practicum under supervision, provided weekly both at the site (individual) and at George Fox University (in groups).
Prerequisite: GCEP 548 Internship in School Psychology I.
Corequisites: GCEP 559 School Psychology Portfolio and EDFL 708 Program Evaluation Research Designs.

GCEP 550 Group Theory and Therapy
3 hours. The primary objective of this course is to teach group leadership theories and skills, and to help students understand how proper group processes and methods can contribute to clients’ mental health. Students will learn group leadership, group dynamics, theories of group development, group treatment planning, group assessment, and ethical considerations related to group treatment. Students will also take part in a community-based group experience.
Prerequisite: GCEP 501 Principles and Techniques of Counseling.

GCEP 554 Addictions
2 hours. This course examines theory, etiology, assessment, and treatment of addictive disorders in individual, marriage, couple, family, and group modalities. The course also provides insight into the collaborative nature of treatment in the field of addiction, providing opportunities for students to work with each other and professionals in the field to enhance knowledge of treatment interventions and treatment planning.
Prerequisites: GCEP 500 Introduction to Couple and Family Therapy and GCEP 501 Principles and Techniques of Counseling.

GCEP 558 Treatment Planning
1 hour. This course is intended to follow up on completion of all course work other than internship and the graduate clinical project, and in conjunction with GCEP 548 Internship in School Psychology I. The student will explore comprehensive assessment techniques and the administration, scoring, and interpretation of objective personality measures, as well as preparing written reports of test results; intervention strategies; appropriate community referrals; and collaboration with the school system and parents. Various therapeutic methods utilized in treatment and management of mental disorders will be presented. Pass/No Pass.
Corequisite: GCEP 548 Internship in School Psychology I.

GCEP 559 School Psychology Portfolio
1 hour. In this course, the student will complete the Clinical Portfolio. In Part I, the student will prepare a comprehensive literature review of their theory of application. In Part II, through use of video, session transcripts, and written reflection, the student will demonstrate the application of this theory in an actual case presentation, and in Part III the student will provide work samples for each of the TSPC school psychology standards.
Corequisite: GCEP 549 Internship in School Psychology II.

GCEP 561 Spirituality and Clinical Praxis
3 hours. This course examines the role of religion and spirituality in the counseling process. Spirituality in mental health and the related ethical codes are explored. The Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC) competencies, ethnic and cultural diversity, the spiritual/religious values and orientation of both client and clinician, and how to respond ethically and wisely to clients’ and their spiritual/religious concerns are discussed. Healthy and toxic faith systems, spiritual development, spiritual/religious assessment, the impact of and coping with crisis and trauma, forgiveness, and treatment interventions are among the topics explored. Various faith systems, in addition to Christianity, are considered. The implications for practicing in a variety of clinical settings (e.g., private practice, agencies, school systems) and collaborating with clergy and other clinicians are discussed. Assignments and in-class experiences are designed to foster the spiritual growth of the students themselves.

GCEP 566 Research Methods and Statistics
2 hours. Students will engage in all steps of the research process by participating in a collaborative research project that emphasizes the importance of research in the counseling profession, including work that informs evidenced-based practices in the field. Students participate in the ethical design, analysis, reporting, and evaluation of empirical research. Students will also learn to fundamentals of program evaluation, including needs assessments and strategies for program modification.

GCEP 567 Cultural Foundations and Social Justice
3 hours. This course is intended to increase the student's understanding of the issues and dynamics in counseling across social and cultural lines. Students will explore the nature of society and culture and how these impact the counseling process. Students will examine several major spiritual traditions, with a view to understanding the implications for clinical practice with persons in these populations. Within each tradition, the following are explored: history and tradition; sacred writings; central doctrines; spiritual authority; faith communities; communal and personal disciplines/rituals; health/happiness and pathology; means of grace; social and cultural practice; relationship to creator/creation; gender, blood, and faith relationships; compare and contrast with Western Christian worldview; systemic analysis; and therapeutic implications. Attention will be given to developing understanding of gender, class, race, ethnicity, structure and roles within marriage and family work, and various lifestyles.

GCEP 570 Lifestyle and Career Development
2 hours. This course is a study of the foundational psychological and social issues related to career counseling. The following areas will be explored: lifestyle and career decision making process, career guidance programs for special populations, and future issue as it relates to the work place and the necessary skills to become a careerist. The integration of career counseling philosophy, methodologies, resources, and psychotherapy will be explored in the context of a total person approach.
Prerequisite: GCEP 501 Principles and Techniques of Counseling.

GCEP 571 Tests and Assessments
2 hours. This course offers a study of the basic concepts and principles of psychological assessment, including historical factors influencing testing and test construction. Students will also learn the statistical language and theory related to measurement error, scales of measurement, measures of central tendency and variability, reliability and validity. Students will learn about a selected group of assessment instruments and their range of applications in the field. Critical evaluation of assessment instruments will be included as well.

GCEP 577 Images of God
1 hour. This course is an introduction into the complex psychological variable called Image of God. The course will introduce the student to the theoretical framework and the clinical perspective in understanding and working with a client’s spirituality and/or religiosity. The course takes an integrative approach combining both theological and psychological data regarding the client’s unconscious image of God within the contexts of relational, social, and cultural factors.

GCEP 578 Shame and Grace
1 hour. It is challenging to understand the difference between guilt, shame, and grace. It is also difficult to know then how to apply this to our spiritual lives, and yet harder to know how to apply this to someone else's life. This course is designed to inform the therapist about family shame, guilt, and grace. Definitions, characteristics, and change strategies for shame in clients, both individuals and families, will be discussed. Models of grace and healing for shame will be identified. There will be significant emphasis on the student's own experience of shame and grace.

GCEP 579 Spiritual Identity
1 hour. Provides an opportunity for students to develop/deepen their own spiritual identity. Views of God, creation, self, family, relationships, faith communities, personal disciplines, personality type, spiritual health, and pathology are among the topics for exploration. Students will explore literature of spiritual formation, reflect/journal on their spiritual histories, participate in intentional community experiences, and consider the therapeutic and clinical implications of their spiritual identity.

GCEP 580 Play Therapy: Lifespan Applications
3 hours. This course will cover an introduction to the theory and practice of play therapy as a primary therapeutic approach when working with children in individual and family psychotherapy. The course is designed to prepare the student to effectively provide developmentally appropriate counseling for children, focusing on the development of a therapist-child relationship and utilization of play media in the systemic counseling process as a means to facilitate expression, self-understanding, and personal growth and development. Students will become familiar with play therapy theory techniques, therapeutic stages, ethical issues, and application. Observation of and experience in play therapy are an integral part of the course.
Prerequisite: GCEP 500 Introduction to Couple and Family Therapy.

GCEP 583 Filial Therapy
1 - 3 hours. This course covers an introduction to the theory and practice of filial therapy, a play-therapy-based parent-training program. Filial therapy has been shown to be an empirically effective child- and family-therapy intervention. Parents are trained by experienced play therapists to be agents of therapeutic change in their children's lives through the utilization of their basic play therapy skills. These skills are employed in regularly scheduled parent-child structured play sessions in their own homes. How to train parents in their overall principles and methodology of child-centered play therapy is addressed.   Prerequisite: GCEP 580 Play Therapy: Lifespan Applications or permission of the instructor.

GCEP 585 Special Topics
1 to 3 hours. A seminar involving a group of students with a professor studying a specially selected topic. Students are encouraged to submit suggestions for seminar topics to the department director. Such requests, as well as faculty interests and special opportunities, will be considered in arrangements for a seminar.

GCEP 587 Interpersonal Neurobiology and Pharmacology
1 hour. This course intends to deepen the student’s knowledge base regarding the complexities of the human experience by examining neurological functioning and its role in human distress and recovery. Specifically, it explores the interplay between neurobiology, the social environment, and pharmacological interventions, and its influence on cognitive, affective, and behavioral functioning. The course offers an overview of neuroanatomy orienting the student to basic brain structure, advances in interpersonal neurobiology confirming the role of attachment relationships in brain development, and the role of interpersonal relationships and pharmacology in altering brain functioning.

GCEP 588 Clinical Portfolio
1 hour. This course involves development of a culminating graduate-level clinical thesis, built upon the internship experience and previous courses. Concurrent with the student’s final semester of internship, this multidimensional clinical project involves the student demonstrating perceptual, conceptual, and executive skills—demonstrating minimum practice standards in the legal, ethical and effective treatment of clients. Students are expected to prepare a comprehensive paper detailing their primary theoretical orientation, including perspective of the nature of persons, change and dysfunction, as well as the therapeutic process. Additionally, the portfolio includes video, session transcripts, psychosocial assessment, and written reflection—which will be reviewed by the instructor and a licensed mental health professional in the community.
Corequisite: GCEP 593 Clinical Internship II.

GCEP 591 Clinical Internship (advance)
2 hours. The clinical internship is the culminating field experience for students in the CMHC and MCFC programs. This course will be the experiential application of the counseling skills learned in earlier courses, with a focus on clinical, ethical and systemic conceptualization and practice. This course is optional and is designed for students beginning their internship sequence in advance of the fall semester. Students will have an on-site placement in a public or private mental health setting, with the goal of creating the necessary bridge between training and professionalism. The goal of these courses is the attainment of competency equivalent to that of an entry level professional mental health professional, and consists of the primary components of counseling practice under the direct clinical supervision of a site supervisor, and case consultation and supervision facilitated by a university instructor.
Prerequisites: GCEP 500 Introduction to Couple and Family Therapy; GCEP 501 Principles and Techniques of Counseling; GCEP 502 Clinical Practicum; GCEP 510 Human Growth and Development; GCEP 520 Personality and Counseling Theory; GCEP 530 Psychopathology and Appraisal; GCEP 540 Professional Orientation; GCEP 550 Group Theory and Therapy; students must have (a) completed all prerequisites with a B or better grade, (b) applied and been accepted as an internship candidate, and (c) attended the Internship Fair (during spring semester of that year).
Corequisite: GCEP 596 Treatment Planning (advance).

GCEP 592 Clinical Internship I
3 hours. The clinical internship is the culminating field experience for students in the CMHC and MCFC programs. This course will be the experiential application of the counseling skills learned in earlier courses, with a focus on clinical, ethical and systemic conceptualization and practice. Students will have an on-site placement in a public or private mental health setting, with the goal of creating the necessary bridge between training and professionalism. The goal of these courses is the attainment of competency equivalent to that of an entry level professional mental health professional, and consists of the primary components of counseling practice under the direct clinical supervision of a site supervisor, and case consultation and supervision facilitated by a university instructor.
Prerequisites: GCEP 500 Introduction to Couple and Family Therapy; GCEP 501 Principles and Techniques of Counseling; GCEP 502 Clinical Practicum; GCEP 510 Human Growth and Development; GCEP 520 Personality and Counseling Theory; GCEP 530 Psychopathology and Appraisal; GCEP 540 Professional Orientation; GCEP 550 Group Theory and Therapy; students must have (a) completed all prerequisites with a B or better grade, (b) applied and been accepted as an internship candidate, and (c) attended the Internship Fair (during spring semester of that year).
Corequisite: GCEP 596 Treatment Planning.

GCEP 593 Clinical Internship II
3 hours. The clinical internship is the culminating field experience for students in the CMHC and MCFC programs. This course will be the experiential application of the counseling skills learned in earlier courses, with a focus on clinical, ethical and systemic conceptualization and practice. Students will have an on-site placement in a public or private mental health setting, with the goal of creating the necessary bridge between training and professionalism. The goal of these courses is the attainment of competency equivalent to that of an entry level professional mental health professional, and consists of the primary components of counseling practice under the direct clinical supervision of a site supervisor, and case consultation and supervision facilitated by a university instructor.
Prerequisite: GCEP 592 Clinical Internship I.
Corequisites: GCEP 588 Clinical Portfolio and GCEP 598 Treatment Planning I.

GCEP 594 Clinical Internship (continuation)
2 hours. The clinical internship is the culminating field experience for students in the CMHC and MCFC programs. This course will be the experiential application of the counseling skills learned in earlier courses, with a focus on clinical, ethical and systemic conceptualization and practice. This course is optional and is designed for students continuing their internship sequence beyond GCEP 593 Clinical Internship II. Students will have an on-site placement in a public or private mental health setting, with the goal of creating the necessary bridge between training and professionalism. The goal of these courses is the attainment of competency equivalent to that of an entry level professional mental health professional, and consists of the primary components of counseling practice under the direct clinical supervision of a site supervisor, and case consultation and supervision facilitated by a university instructor.
Prerequisite: GCEP 593 Clinical Internship II.
Corequisite: GCEP 599 Treatment Planning (continuation).

GCEP 595 Special Study
1-3 hours. A specially designed and individually tailored course of research involving in-depth study of a particular question, problem, or issue presented by the student. The student must make application for the study prior to registration for the semester in which the study will be carried out. The application must be approved by both the faculty member overseeing the study and the department chair.

GCEP 596 Treatment Planning (advance)
1 hour. This course is optional and is designed for students beginning their internship sequence in advance of the fall semester and focuses on the development and implementation of treatment plans, reporting and assessing progress of treatment, appropriate referral procedures, and consultation. This course considers traditional and contemporary approaches to assessment, treatment planning, and intervention based in biopsychosocial systems and evidence-based interventions. It is expected that case conceptualization and treatment plans be consistent with diagnosis [DSM-IV-TR] and the counselor's theoretical orientation. The goal is to assist student interns with the development of advanced clinical counseling and case conceptualization skills that are consistent with sound clinical, ethical, and systemic practice.
Corequisite: GCEP 591 Clinical Internship (advance).

GCEP 597 Treatment Planning I
1 hour. This course focuses on the development and implementation of treatment plans, reporting and assessing progress of treatment, appropriate referral procedures, and consultation. This course considers traditional and contemporary approaches to assessment, treatment planning, and intervention based in biopsychosocial systems and evidence-based interventions. It is expected that case conceptualization and treatment plans be consistent with diagnosis [DSM-IV-TR] and the counselor's theoretical orientation. The goal is to assist student interns with the development of advanced clinical counseling and case conceptualization skills that are consistent with sound clinical, ethical, and systemic practice.
Corequisite: GCEP 592 Clinical Internship I.

GCEP 598 Treatment Planning II
1 hour. This course focuses on the development and implementation of treatment plans, reporting and assessing progress of treatment, appropriate referral procedures, and consultation. This course considers traditional and contemporary approaches to assessment, treatment planning, and intervention based in biopsychosocial systems and evidence-based interventions. It is expected that case conceptualization and treatment plans be consistent with diagnosis [DSM-IV-TR] and the counselor's theoretical orientation. The goal is to assist student interns with the development of advanced clinical counseling and case conceptualization skills that are consistent with sound clinical, ethical, and systemic practice.
Corequisite: GCEP 593 Clinical Internship II.

GCEP 599 Treatment Planning (continuation)
1 hour. This course is optional and is designed for students continuing their internship sequence beyond GCEP 598 Treatment Planning II and focuses on the development and implementation of treatment plans, reporting and assessing progress of treatment, appropriate referral procedures, and consultation. This course considers traditional and contemporary approaches to assessment, treatment planning, and intervention based in biopsychosocial systems and evidence-based interventions. It is expected that case conceptualization and treatment plans be consistent with diagnosis [DSM-IV-TR] and the counselor's theoretical orientation. The goal is to assist student interns with the development of advanced clinical counseling and case conceptualization skills that are consistent with sound clinical, ethical, and systemic practice.
Corequisite: GCEP 594 Clinical Internship (continuation).

GCEP 611 Advanced School Psychology Research I
1 hour. This course will help students learn about and apply emerging research in school psychology, learning, and school improvement. Special emphasis will be placed on diversity issues in each of these research areas. There will be a focus on how this information can help school psychologists be more effective in encouraging student achievement acknowledging individual differences and diversity issues.
Prerequisite: hold an Initial School Psychologist License.

GCEP 612 Advanced School Psychology Research II
2 hours. This course builds upon MSPS 511. It will focus on issues of learning and diversity, and the relevant research on these topics, such as culturally sensitive instruments. The course will be a combination of lecture, group discussion, and student presentations. Students will write a literature review focusing on learning and diversity (preapproved by the professor) of publishable quality.
Prerequisites: hold an Initial School Psychologist License and GCEP 611.

GCEP 613 Advanced Leadership, Collaboration, and Advocacy I: With School Personnel, Parents, and the Community
1 hour. This systems course will emphasize the importance of school counselors working from a systems perspective to encourage student success in the classroom. Special focus will be placed on how to work most effectively with colleagues, staff, parents, and the public, separately with each system when appropriate, and when to work collaboratively with two or more systems, and the impact it might have on the student. The role of the school psychologist as a leader, collaborating with others, and advocating for the student will be explored in consideration of ethical and legal guidelines.
Prerequisite: hold an Initial School Psychology License.

GCEP 614 Advanced Leadership, Collaboration, and Advocacy II: With Diverse and Special Interest Groups
1 hour. This systems course will explore how to work effectively with culturally, ethnically, and socioeconomically diverse students and/or parents, teachers, school personnel, and communities. There will also be an emphasis on special interest groups and how to work collaboratively with students and/or parents, teachers, school personnel, and communities to encourage student success. It will also consider the role of the school psychologist in taking leadership, collaboration, and advocacy when working with diverse and specialized interest groups.
Prerequisites: hold an Initial School Psychologist License and GCEP 612.

GCEP 616 Law and the School Psychologist
1 hour. This course is designed for individuals with an Initial Psychologist License. It will address advanced legal issues encountered by school psychologists. Emphasis will be placed on reviewing school law pertaining to school psychologists. Through case discussion, individuals will have an opportunity to apply school law. A legal decision-making process for school psychologists will be introduced and applied in this course.
Prerequisite: hold an Initial School Psychologist License.

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