The department and our programs are committed to the preparation of highly qualified professionals who will seek to promote maximum growth and development of individuals (children, adolescents, and adults) with whom they work. This is accomplished through a carefully planned curricula which includes the following: interdisciplinary and multidisciplinary approaches; theory linked to practice; a practitioner-scientist approach; self awareness and self-exploration activities; opportunities to learn and demonstrate respect for others; and socialization into the role of the profession. We value respect for the social foundations and cultural diversity of others and promote opportunities for students to learn how others construct their world.
We emphasize to our students to focus on the assets and coping abilities of the people with whom they work rather than focusing on deficits. Additionally, we encourage the promotion of preventative services, which maximize individual functioning. Our programs are grounded in a systematic eclectic philosophical orientation, which includes: systemic theory; social constructionism; social learning theory; and person-centered approaches.
See the department of Counseling and School Psychology's Constitution.
Goals and Objectives
The primary goal of the Department of Counseling and School Psychology is to prepare highly qualified thoughtful and responsive professionals educated to serve a diver urban population as family therapists, mental health counselors, rehabilitation counselors, school counselors, and school psychologists. The following objectives are necessary to pursue the department's goal:
1. Students will become knowledgeable and skilled practitioners through training and experiences in:
- theories of human development
- theories of individual and group counseling
- theories of abnormal behavior
- theories of psychological, educational, and vocational assessment
- biological/physiological bases of behavior
- dynamics of multicultural influences on individual worldviews and individual uniqueness.
- the use of technologies in the practice of our professions, including the psychological limitations and benefits of technology.
- systems theories and the dynamics of family relationships
2. Students will become caring, principled, and respectful professionals through training and experiences in:
- humanistic and person centered approaches
- guided practice in acquiring interpersonal skills
- ethical principles, standards of practice and respect for persons
- the actual practice of the profession through practicum and internship
3. Students will become committed agents of change for social justice through training and experiences in:
- laws and regulations governing the practice of their profession
- theories of empowerment
- theories of oppression and dominance
- theories of change
- history of the profession
4. Students will become committed reflective and critical thinkers through training and experiences in:
- reading, interpreting and using the professional research literature (becoming a practitioner-scientist).
- theories and techniques of program evaluation and assessments.
- self evaluation and self reflection activities during practical and internship experiences.
- self evaluation and feedback through a culminating experience graduate training (e.g. the Capstone).
You can reach the Counseling and School Psychology Office by emailing Dan at firstname.lastname@example.org.