This course examines the method and role of evaluation research in conducting formative and summative evaluations of largely education-based programs. Content emphasizes designs, statistical methods, ethical and culturally relevant strategies in school counseling program evaluations.

Presents classroom management theory, research and strategies for K-12 school setting. Designed for school counselors who deliver classroom-based lessons but are not classroom teachers.

Introduces students to the theory and research base for the school counseling program, focusing on a systemic understanding of individuals within their family, classrooms, schools and communities. Course Fee.

Overviews the history of the profession and the role of developmental school counseling in the K-12 setting. Covers such relevant topics as consultation and referral, individual and group counseling, large group guidance, and coordination of guidance and counseling programs. Serves as an introduction to the codes, organizations, and guidelines involved with the profession. Includes 20 hours of field observations of school counselors.

Discusses the following aspects of a school counselor's work: developing and implementing a comprehensive school counseling program with emphasis on a balance of responsive services, systems support, individual planning and guidance curriculum; organizational responsibilities such as class scheduling, advising and placement; program evaluation; guidance curriculum development; and planning and instructing large group guidance lessons. Class should be taken toward the end of the student's program.

This course focuses on the implementation of school-based (K-12) small groups. This part of a series of three practicum courses is designed to integrate counseling theory and research into the practice of group counseling skills.

Examines theory and practice of assessment for school counselors and school psychologists. Provides exposure to major tests and appraisal instruments, assessment guidelines and procedures, and interpretation models used in area schools. Covers the basics of psychometric theory and interpretation.

Presents the knowledge and skills needed to apply Washington state and federal law in the K-12 school setting. Explores school counseling ethical standards of practice. Students become familiar with standard procedures for dealing with issues such as abuse, suicide, and discrimination.

Explores significant topics related to students and their families: person abuse, substance abuse, discrimination, changes in family roles and structures, crisis intervention, consultation about grief, suicide prevention, drop-out prevention, and preventative programs which alleviate the unique needs of students in the above areas as they interfere with a student's progress in school.

Focuses on promoting cultural competency for school counselors working with diverse populations. The course is organized around three components: promoting awareness of student's worldview; creating knowledge of various cultural groups; and learning cross cultural counseling skills.

Features a K-12 approach to career counseling, focusing on how career counseling and guidance can be the context for students meeting the school's overall learning goals. Provides a model for educational and career decision making through career developmental theories, programs, inventories and information services.

Addresses the arenas in which school counselors and education teachers collaborate, including student populations such as developmentally or learning disabled, and gifted and behavior disordered. Discusses working with parents, referral sources, legal issues and in-school staff collaboration and consultation.

Focuses on both the theory and skills to work collaboratively with families in K-12 school settings. Includes knowledge of diverse family influences on student learning, and introduces theoretical application of systems thinking to work with families and relevant organizations. Enables school counselors to meet relevant professional standards as outlined in Washington Administrative Code.

This course is organized around two components: Understanding group theory and process and participating as a member of a group. Class lectures will provide a knowledge base in organizing and leading counseling groups in schools. An experiential component of the course will provide students with opportunities to further understand group process and develop their leadership skills.

This course provides school counseling students with a knowledge base of counseling theories and with an emphasis on major theories used to effectively counsel students in K-12 schools. The course is designed to address the following knowledge base criteria for Washington State ESA certification in school counseling, including counseling theories and technique, professionalism, and reflective practice.

This course is for the development of basic counseling skills used to effectively counsel K-12 populations. It is designed to address the knowledge base criteria for Washington State ESA certification in school counseling. As a pre-professional course, it is experiential and practice-oriented and emphasizes giving and receiving feedback in addition to didactic teaching. The focus is on understanding and analyzing the student's own counseling style and performance, learning and practicing basic psychotherapy techniques and skills.

Explores the linkages between human spirituality and positive psychology. The usefulness and appropriateness of utilizing the students' expressions of spirituality in the educational setting to further their personal-social and educational development are also discussed. The course examines the major theories, research, ethical concerns, and best practices relating to spirituality-positive psychology connections. Through course activities and readings, participants will gain a richer understanding of their own spirituality and learn to dialogue effectively about others' spiritual formulation. Participants are asked to articulate their own spiritual lens and how it might influence their work with school-age children. Various approaches and materials that can assist counselors/educators in matters of student spirituality are explored.

Student works with a faculty member on a mutually agreed upon topic.

This course provides future school counselors with an overview of the DSM 5 and is designed to acquaint future school counselors with an understanding of the origins and environmental factors that influence the development of mental disorders, prevention, and treatment of mental and emotional disorders. In this era of managed health care and continued emphasis on documentation and justification of mental health care, it is crucial that individuals entering the counseling field have a solid understanding of diagnosis and treatment planning.

This course is designed to provide the knowledge and skills to effectively facilitate both prevention and responsive interventions to addiction within the school and community contexts. Students will learn skills to counsel individuals diagnosed with substance abuse and dependency, provide preventative support for those at risk for substance abuse issues, and gain an awareness of the unique needs and challenges of individuals experiencing substance use and abuse and addiction. Theories of addiction counseling and application of these theories will comprise a significant part of this course, particularly with how they apply to work with individuals from a systems theory perspective. Co-occurring disorders, such as process addictions and mental illnesses will also be addressed. Students will develop conceptual knowledge, practical skills, and self-awareness concerning the etiology of addiction, assessment strategies (including the use of wraparound assessment and intervention services), wellness strategies for facilitating optimal development and preventing clinician burn-out, and diagnosis and treatment planning. This will be accomplished through assigned readings, seminar discussions, video recordings, lectures, case presentations, guest speakers, and didactic and experiential assignments.

This course provides school counseling students with a foundational understanding of Family Systems Theory, basic skills in family interviewing, consultation to identify family strengths, resources, and needs; as well as knowledge of research-informed intervention and problem-solving strategies that will foster collaborative family-school partnership and contribute to positive development in school-aged children.

Students refine basic counseling skills, learn advanced counseling skills, and strategies for assisting students in K-12 schools. Video-taped sessions with peers are evaluated by professor, supervisors and peers.

Focuses on significant issues in counseling and advanced counseling skills and processes. Refines counseling skills working with a student in a K-12 school setting. Audio tapes of counseling sessions will be evaluated by professor, supervisors and peers.

Develops competencies necessary for the school counselor.

Examines a current topic or issue in school counseling.

Project in School Counseling.

This course introduces the theories and processes of qualitative research. The purpose of this course is to provide the theoretical foundations necessary to understand qualitative inquiry and to enhance students’ abilities to conduct qualitative research in the school settings.

This graduate level course provides students with both didactic and lab experiences related to supervision issues in counselor education. The course examines the major supervision theories, supervision models, research, ethical concerns, and best practices relating to supervision of counseling practicum students.

This follow-up seminar assists PhD level counselor education students to further hone their supervisorial skills and learn more about the process. Emphasis is placed on the effective supervision of graduate level school counseling students serving in a school-based practicum or internship.