MA Psychology, Systems Counseling Specialization

Core and Professional Curricula

The Psychology, Systems Counseling (SC) degree includes two curriculum components:

Core and Professional

The Core curriculum integrates the development of membership and leadership skills and the understanding of self with the SC Professional curriculum, a dynamic, experiential-based training program blending theory, hands-on practice and continual feedback. From the outset, students are immersed in theory and practice—regarding the relationship between therapist and client in counseling and the relational life of clients outside of counseling.

Total Program Semester Credits: 51 credits: 30 SC (plus 1.5 elective) and 21 Core

• Systems Counseling (Professional) curriculum
• Core curriculum

Systems Counseling (Professional) curriculum

• SSC 5050 Professional Ethics and Law (2 credits)
• SSC 5051 Human Development and Life Cycle (2 credits)
• SSC 5053 Methods of Systemic Assessment and Diagnosis (2 credits)
• SSC 5054 Research in Marriage and Family Therapy (1 credit)
• SSC 5055 Professional Studies (1 credit)
• SSC 5056 Human Sexuality (1 credit)
• SSC 5057 Systemic Theory and Process (1 credit)
• SSC 5058 Couple and Family Therapy (3 credits)
• SSC 5059 Systemic Practicum (3 credits)
• SSC 5060 Counseling Internship (10 credits)
• SSC 5061 Professional Seminar (2 credits)
• SSC 5062 Lifelong Sexual Health (elective - 1.5 credits)
• SSC 5063 Psychopathology (2 credits)

SSC 5050 Professional Ethics and Law (2 credits)

Credits vary by semester for a total of 2. The first year includes two primary segments: 1) An Introduction to Ethics and Laws in Counseling and 2) Clients in Crises: Clinical, Legal, and Ethical Issues. These segments are designed to prepare the student for the clinical practicum in the second year. The second year includes four primary segments which depend on the student’s experience in the clinical practicum: 1) Ethics and Laws: Advanced; 2) Ethics and Laws: Introduction to the Professional Seminar; 3) Values in Psychotherapy; and 4) Legal, Ethical, and Professional Issues: Case Studies. Emphasis throughout the course is on the personal integration and professional understanding of the legal, ethical, and values-based parameters of the counseling profession.

SSC 5051 Human Development and Life Cycle (2 credits)

Credits vary by semester for a total of 2. This course examines the stages and cycles in child, adolescent and adult development across the life span, giving attention to how personality is shaped within multicultural contexts. The biopsychosocial model is emphasized as a means of understanding how the whole self develops within a systems perspective. Normal and abnormal manifestations of development across the life span are explored with a particular emphasis on the development of strength and resiliency.

SSC 5053 Methods of Systemic Assessment and Diagnosis (2 credits)

Credits vary by semester for a total of 2. Major theoretical approaches to a psychological understanding of individuals, couples and families from a systemic orientation are studied. Particular emphasis is placed on examining interactional and intergenerational contexts. Students are familiarized with methods of gathering personal and interpersonal information, including interviewing clients. The relationship system between the practitioner and the client is emphasized as the context for understanding assessment and diagnosis.
 

SSC 5054 Research in Marriage and Family Therapy (1 credit)

Credits vary by semester for a total of 1. In this course students examine critical studies in marriage and family therapy research literature. An overview of the core in analyzing and evaluating data-based research is given. Emphasis is placed on achieving a basic understanding of experimental design and the clinical implications that can be drawn from generated data. An integrative model for working with couples, linking both empirical research and clinical experience, is presented.

SSC 5055 Professional Studies (1 credit)

Credits vary by semester for a total of 1. This course focuses on the development of a systemic professional perspective and identity. Ethical and legal issues encountered by the counselor are emphasized. A general orientation to the mental health field, the role of the systems counselor and consultant, counseling agencies, larger health care systems and private practice are explored. Students are oriented to current issues in the field and familiarized with professional socialization and the role of professional organizations, licensure/certification, legal responsibilities and liability, and inter-professional cooperation.

SSC 5056 Human Sexuality (1 credit)

Credits vary by semester for a total of 1. This course provides an overview of normal and abnormal sexual behavior across the life span. Content includes the sexual response cycle, sexual health and dysfunction in couples, and the range of clinical symptoms encountered by the family therapist. Attention is given to assessment for either referral to a specialist or treatment in the context of the couple relationship.

SSC 5057 Systemic Theory and Process (1 credit)

Credits vary by semester for a total of 1. This course is a fundamental introduction to systemic thinking and the systems approach to intervention with individuals, couples, families, small groups and larger organizations. The evolution of psychotherapy and the development of the systemic approach within that history are explored. The systemic approach examines the multiple contexts critical to assessment and intervention with clients from individuals to larger cultural contexts. Critical multicultural issues currently impacting family life are addressed.

SSC 5058 Couple and Family Therapy (3 credits)

Credits vary by semester for a total of 3. The focus of this course is on the major systemic orientations and procedures for working with couples and families. Theoretical models include the structural, strategic, experiential, communications, contextual and solution-focused approaches with the intergenerational perspective as the undergirding model. Videotape presentations by major theorists, case presentations and simulations are used to illustrate the various theories in practice. Live demonstrations are used to illustrate these models. By viewing each individual as a “personal narrative” and the family as a “group story,” psychotherapy is taught as the art of using language skillfully. Emphasis is placed on integrating principles from a variety of systemic approaches as the students craft their own perspectives.

SSC 5059 Systemic Practicum (3 credits)

Credits vary by semester for a total of 3. This course uses an intensive, experiential format throughout the entire curriculum to assist students in examining their own family of origin and the development of the “self of the therapist”, and in using leadership skills to intervene with individuals, couples, families, groups and larger organizations. Role-plays, simulations, videotape feedback and small group work are used extensively to help students develop and refine their clinical skills. The intent of the practica is to practice the principle of systemic couple and family therapy in a live, experiential format.

SSC 5060 Counseling Internship (10 credits)

Credits vary by semester for a total of 10. This 600-hour-or-more Counseling Internship includes 225 client contact hours in a minimum nine-month internship. It is designed to provide students with supervised practical experience in the field of mental health counseling. The internship is also intended to help students relate clinical practice to other professional concerns including legal and ethical issues, multicultural diversity, collaborating with other health care providers and conducting clinical practice within the larger system of courts, educational institutions, government, community agencies and professional organizations. The Counseling Internship is designed to meet the pre-graduate practicum requirements.

SSC 5061 Professional Seminar (2 credits)

Credits vary by semester for a total of 2. This course is concurrent with the student’s clinical internship and serves as an adjunct to the student’s internship experience. The focus during this year-long small group experience is on developing clinical skills, examining ethical and legal issues, themes within the student’s clinical work, relationships with other professionals and organizations and the student’s development as a person and as a professional. The small group is led by a faculty consultant, and videotape feedback of client sessions serves as the primary focus of discussion.

SSC 5062 Lifelong Sexual Health (elective - 1.5 credits)

Sexuality is viewed as a lifelong process involving biological, psychological and social aspects of being human. Sexual health is emphasized as part of general health and well-being. Students explore ten different sexuality themes including aging, masturbation, sexual dysfunction, sexual diversity, the sex industry and making referrals. Diverse points of view regarding the meaning of sexuality to individuals and society are explored. Students consider cultural and socioeconomic perspectives from their own life experiences. Explicit language and educational materials are used with the goal of increasing students’ skills and comfort level for examining and communicating about sexuality in their personal and professional lives.

SSC 5063 Psychopathology (2 credits)

Credits vary by semester for a total of 2. This course examines problem human behavior along with the major philosophical, cultural and clinical assumptions behind the definition and interpretation of behavior. Specific theories of understanding behavior are addressed, including psychodynamic, gestalt and cognitive-behavioral. The systemic view that the meaning of human behavior is best understood in the context of a larger system is underscored. Emphasis is also given to the biological basis of psychopathology. Attention is given to understanding and developing skill in using the conventional categories of psychopathology as outlined in the DSM IV in professional communication.

Core curriculum

• SCO 5002 Group Membership (2 credits)
• SCO 5003 Group Development (1 credit)
• SCO 5004 Family of Origin Theory and Practice (1 credit)
• SCO 5005 Introduction to Systems Theory in the Applied Behavioral Sciences (.75 credits)
• SCO 5006 Statistics and Research Methodologies (2.5 credits)
• SCO 5007 Organizational Development (2 credits)
• SCO 5008 Fundamentals of the Counseling and Coaching Relationship (1.75 credits)
• SCO 5009 Creating Healthy Social Systems (.75 credit)
• SCO 5011 Group Leadership (1.5 credits)
• SCO 5012 Intercultural Intelligence (1 credit)
• SCO 5013 Integrated Learning Lab (1.75 credits)
• SCO 5014 Developmental Assessment (2 credits)
• SCO 5015 Foundations of Leadership (2 credits)
• RES 1026OL Information Competency and Library Use (1 credit)

SCO 5002 Group Membership (2 credits)

This course (first in a series of three: Group Membership, Group Development, Group Leadership) focuses on the development of fundamental skills in effective participation in groups from the member role. With active faculty coaching, students learn the skills required to be interactive group members by participating in a small group learning laboratory based on Lewin’s T-Group model.

SCO 5003 Group Development (1 credit)

The focus of this segment is on combining the fundamental role of group member with that of the advanced group member. Students will make informed and skillful interventions in the service of healthy group functioning as the group demonstrates more mature group processes. Using observation, intuition and internal experience, the advanced group members apply group theory to assess and diagnose the group’s level of development and the health of its processes while using interpersonal skills to intervene effectively. Through modeling and appropriate use of informal authority, the advanced group member encourages self-awareness and skillful interaction with others, comments on the group’s process, its systemic dynamics, including group-as-a-whole interpretations, and identifies polarities and paradoxes inherent in the life of the group.

SCO 5004 Family of Origin Theory and Practice (1 credit)

This course focuses on the development of the applied behavioral science practitioner through the research and review of one’s own family of origin. Students write a personal autobiography and construct a three-generation genogram. Students interview parents, siblings, and other family members in order to learn more about themselves, expand their perspectives and appreciate the complexity of the system(s) in which they developed. During the second year of this curriculum segment, students write an updated autobiography based on learning from the previous year. Group and workplace applications of Family of Origin concepts are focused on during year two. Emphasis is placed on the student’s identification and resolution of key family of origin issues leading to increased personal authority and professional competence.

SCO 5005 Introduction to Systems Theory in the Applied Behavioral Sciences (.75 credits)

This course explores three different approaches to systems theory and ways to apply them within the learning community. This course is the theoretical foundation for understanding and application of systems ideas in all subsequent curricula. Throughout the first year students explore dynamic systems in which they participate, including their families, the learning community, and their larger home communities. In the second year, students apply systems principles in their specialization work as well as continuing the first year explorations.

SCO 5006 Statistics and Research Methodologies (2.5 credits)

This course provides an overview of basic statistics used in the social sciences, and reviews the principles of empirical investigation and the primary research methods used in the social sciences. Both qualitative and quantitative methods of conducting research will be reviewed. Emphasis is given to evaluating, interpreting, and critiquing published research. Empirical research will be examined within a larger exploration of epistemology and the development of the critical thinking skills necessary in the evolution of all knowledge.

SCO 5007 Organizational Development (2 credits)

Building on the theories and models covered in Creating Healthy Social Systems, this course enhances the ability of students to apprehend the relative health or dysfunction present in organizations, diagnose what changes will best support healthy and effective functioning, and to utilize their signature presence effectively in influencing those changes from any position within the hierarchy. The overarching framework utilized is the Harrison's Waterline Model which emphasizes examination of each of the following elements as they influence functioning within organizational systems:

• Organizational structure (goals and roles)
• Organizational/group processes (communication, decision making, problem solving)
• Interpersonal processes (relationships between individuals)
• Intrapersonal processes (intrapsychic influences on individual behavior) as they influence functioning within organizational systems.

In collaboration with Course SCO 5009, Creating Healthy Social Systems, students in this course will continue to consider questions they will need to answer in writing by the end of the second year in their practitioner theory papers: What is your theory of health in social systems? What are causes of problem formation? What is your theory of change? This becomes the basis of their integrative practice theory prior to graduation.

SCO 5008 Fundamentals of the Counseling and Coaching Relationship (1.75 credits)

This course focuses on humanistic methods of helping and as well as models of understanding and managing conflicts. Students participate in faculty supervised and coached activities designed to develop practitioner skills essential to both creating and maintaining an effective helping relationship as well as effectively engaging in and exploring conflicts.

SCO 5009 Creating Healthy Social Systems (.75 credit)

This course is an introduction to the theory and practice of eliciting and sustaining healthy social systems. It seeks to catalyze students in developing their own practitioner theories of healthy functioning in systems. Building on the theories and models covered in Introduction to Systems Theory in Applied Behavioral Science, this course explores four dominant themes: resiliency, appreciative inquiry, paradoxes and polarities, and sustainability.

SCO 5011 Group Leadership (1.5 credits)

This course presents major theories of group leadership. Students are placed in the leader role to develop skills in guiding groups through appropriate stages of development in an intensive small group learning laboratory based on Lewin’s T-Group model.

SCO 5012 Intercultural Intelligence (1 credit)

The purpose of this course is to help students understand the perspective that difference is necessary to systemic flexibility and to learn to work skillfully with multiple differences. Students develop the following: an operational knowledge of culture as a concept and how it shapes and influences human perception and behavior in general; awareness of their own cultural identity; and basic practitioner skills in intercultural communication. Further, students will become aware of and apply their knowledge and skills to the dynamics of inequality in systems.

SCO 5013 Integrated Learning Lab (1.75 credits)

Integrative Group I is a process group which is designed as an experiential learning lab for skills development in both group membership and group leadership. First year students focus on skills of self awareness and self management as well as curiosity and inquiry into the other’s experience. Students practice leadership from the member position as they develop skills of personal authority, capacity to engage with conflict and difference, and a capacity to hold multiple realities and a diversity of experience.

• Integrative Learning Lab II - Integrative Group II is a course which is designed as an experiential learning lab for skills development in both group membership and group leadership. Second year students focus on advanced membership skills and leading from the positions of leader and member. The skills which are developed include facilitation and coaching, identification of group patterns and dynamics, and intervention at various levels of group. Students develop their personal authority and capacity to influence as well as enhance the functioning and health of the group.

SCO 5014 Developmental Assessment (2 credits)

This course includes three formal integrative assessments during the two years. Self-assessment papers are written by each student reviewing both technical and adaptive work to date. Students review and evaluate demonstrations of learning within their course of study, including curriculum participation in experiential designs and practicum, papers, projects, and internships. Students also evaluate their demonstration of leadership and personal authority as well as contributions to the development of the learning community. Students also provide similar assessment and feedback to peers.

SCO 5015 Foundations of Leadership (2 credits)

The purpose of this course is to provide a contextual overview of leadership from historical, intercultural, personal, and practitioner perspectives. The focus is on leadership as a discipline and as an art of relationship and influence. The course design is experiential and integrative, building on key knowledge, skills, and competencies in the Core curriculum. The course uses the Adaptive Leadership frame work, which emphasizes the importance of learning in response to challenges to the system and the ability to both be in and reflect upon the emergent moment.

RES 1026OL Information Competency and Library Use (1 credit)

This is a "hybrid" or "blended" course, delivered mostly online in the Moodle course management system, and partly face-to-face with the instructor at the residential conferences. Students use online and printed resources to explore and discover different types of materials and sources of information for future research projects and for life-long learning. Students learn and practice finding, citing, evaluating, and annotating online and printed information sources, assemble an annotated bibliography in APA style, and are introduced to a number of online tools. There are no prerequisites.