Remember that Walden’s Title IV Code is 025042.
Whether it’s substance abuse or compulsive gambling, addiction impacts the entire family. This specialization prepares you with the skills and insights to help students cope with the emotional challenges of watching a loved one struggle with dependence. Beyond the various types of addiction, you’ll study the latest theories on treatment and explore techniques for counseling children, preteens, and teens who are living with addictive behavior.
This sequence represents the minimum time to completion. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
This course introduces students to Walden University and to the requirements for successful participation in an online curriculum. It provides a foundation for academic and professional success as a scholar-practitioner and social change agent. Topics include the relation of mission and vision to professional goals; development of the program of study and Professional Development Plan; strategies for online success; introduction to the online library; and introduction to critical thinking, professional writing, and academic integrity. Students view the New Student Orientation and read and agree to the Counseling Student Guide. Course assignments focus on practical application of writing and critical-thinking skills and promote professional and academic excellence as they relate to practice in school counseling.
This is a foundation course designed to introduce students to the school counseling profession. The course explores the history of the profession, the roles, functions, and professional identity of the school counselor, and the current models of school counseling programs such as the American School Counseling Association (ASCA) national model. Students will develop knowledge of the current issues and directions for the profession, and the requirements and challenges of being a professional school counselor.
This course provides students with an introduction to the field of professional counseling and the foundations of school counseling. The course addresses the following topics: history, philosophy, client and counselor advocacy with an emphasis on the counselor’s role as social change agent, cultural dynamics, consultation, and trends in professional counseling. The counseling profession’s ethical standards are also addressed with an emphasis on the American School Counseling Association and American Counseling Association code of ethics and counselor ethical decision-making processes.
This course summarizes the history and explores the primary concepts of the major approaches to counseling and in current use. The empirical foundations of each theory are examined, and examples are supplied showing how each method is applied to clients. Limitations of each approach are also explored. Theories commonly used in schools are also explored.
Students in this course focus on principles and skills related to interviewing and observation as well as related legal, ethical, and cultural issues. Students gain practice in conducting interviews, making behavioral observations, collecting and interpreting data during an interview, and developing written reports of findings. Note: In addition to the course materials listed by the university bookstore, this course also requires that students have access to a video recording device, a tripod, and an audio recording device, which they will begin using the first week of class.
This residency provides students with the opportunity to gain supervised counseling practice in preparation for the foundation of field experience. This clinical residency is designed to provide students the opportunity to practice those essential counseling skills for school counselors. Throughout this residency, students will have the opportunity to demonstrate their skills in ethical practice, risk assessment, theoretically and empirically based school counseling strategies, and oral communication. In addition to socializing students to the Master in Science in School Counseling program and the school counseling profession, faculty members will work with students throughout the residency and identify specific development needs for each student to address prior to the first field experience.
Students in this course explore the role of leader and consultant in a school setting. The development of a data-driven comprehensive school counseling program is emphasized in this course along with specific strategies for communicating with key stakeholders, working to close the achievement gap, and working within the mission of schools to advocate for student needs.
This course provides students with an advanced overview of development through the lifespan, including prenatal, childhood, and adolescent phases. Basic developmental processes and theories are examined and applied to developmental milestones that occur within these phases of development. Themes of diversity are highlighted throughout the course. Additional topics include ethics, research, global perspectives, and social change.
This course is designed to increase students’ awareness and knowledge of, and skills related to, multicultural counseling in the schools. Students explore diversity and identity issues and discuss their impact on the counseling relationship. The application of current multicultural theories to culturally diverse groups is addressed. Topics include race and ethnicity, sex and gender, sexual orientation, social class, and age and ability.
This course provides students with an overview of empirically-supported theories and techniques for working with children and adolescents in the counseling process. The course is designed to enhance students’ theoretical and practical understanding of the systemic interplay among children, adolescents, families, and the stakeholders in their lives. Emphasis is given to a family-systems view of intervention, with specific attention to developmental, cognitive, behavioral, educational, multicultural, and environmental issues. Students will be exposed to a distinct group of empirically-supported interventions aimed at improving individual and family functioning. Legal and ethical issues related to counseling children and adolescents will be explored.
This course prepares students to work with groups in school settings. It examines group theory, process, and dynamics. Using relevant literature, multimedia resources, and the scholar-practitioner model, students develop an understanding of culturally and contextually relevant group practice, group leaders’ roles and responsibilities, the relevance and purpose of group work, and strategies for using groups to foster social change.
This course is designed to provide students with an understanding of the personal and systemic impact of crises, disasters, and other trauma-causing events on children adolescents and families within schools and communities. Students examine theories and response models as they relate to sexual trauma, crisis in individuals and families, crisis in the community, crisis in the school, and crisis in the nation and in the world. They explore topics including crisis assessment, counselor competencies, vicarious trauma and countertransference, specific related diagnoses, and advocacy. Students consider cultural, legal, and ethical issues related to crisis, trauma, and disaster events and response.
Students in this course are provided with an overview of individual and group approaches to assessment and evaluation used in a variety of counseling, and educational settings. Students examine the psychometric properties used to develop and evaluate these instruments. Topics include a historical perspective of assessment, basic concepts of standardized and nonstandardized testing, measures of central tendency, normative sampling and standardization, reliability and validity, assessment report writing, test score interpretation, and test construction. Students also address the ethical, legal, and multicultural issues related to selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling.
Academic and career counselors are concerned with student life on all levels to support the personal and educational development of each student. This course examines educational, developmental, and counseling theories related to academic and career counseling. This course will focus on academic and career development from elementary school through college. The course will explore intellectual and emotional intelligence, multicultural issues, attitudes, values, and psycho-social needs of the life-long learner. Students will gain skills required to assist a highly diversified student body in academic planning, career exploration, decision making, and personal growth.
Students in this course are provided with a foundation in research methods, statistical analysis, needs assessment, and program evaluation in counseling. They are introduced to qualitative, quantitative, and mixed-method approaches; single case designs; action research; and outcomes research. Students can learn how to identify a topic for research, conduct a literature search, and use research to inform evidence-based practice. They also learn the importance of scholarly writing. Students examine the principles, models, and applications of needs assessment and program evaluation, and they learn to use the findings to effect program modifications. Emphasis will also be on the ethically and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies. Statistical methods used in conducting research and program evaluation are reviewed.
The focus of this course is on experiential learning, which is an essential component of applied professional training. Students complete a supervised practicum experience at an approved school setting with a minimum of 100 hours, allowing them to develop their counseling skills and professional knowledge while under supervision. Students communicate their learning at the site with their colleagues and instructor in the practicum course and gain additional knowledge regarding school counseling practice by interacting with their colleagues and instructor. There is an off-line requirement of a triadic supervision teleconference once a week with the practicum instructor or another university supervisor.
Students in this course are introduced to aspects of professional functioning as an addiction counselor, including but not limited to: role setting of addiction counselors; history, philosophy, and trends in addictions counseling; professional standards for addictions counselors; effects of crises and trauma-causing events on persons with addictions, self‐care; and ethical and culturally sensitive practice of addiction counseling. Students also explore competencies, credentialing, and other professional issues. The student explores the future as an addiction counselor and an overview of the addiction counseling profession.
The focus of this course is on the internship, which provides students with supervised school counseling practice and instruction. This course is the first of two courses designed to prepare students to work effectively as school counselors in an approved school site. Students are required to complete a total of 600 hours in their internship. Under clinical supervision, students will perform a variety of counseling activities, including but not limited to individual and group counseling, classroom guidance, consultation, collaboration, record-keeping, and administering referrals. Students also will complete weekly assignments and attend weekly group supervision teleconferences to further develop their professional skills. (Prerequisite(s): School Counseling Practicum and approval of field experience coordinator.)
Students in this course examine psychological aspects of addictions involving alcohol, prescription medications, and illegal substances. Current research in the field of dependency and addiction is explored. Topics include diagnosis, models of treatment, treatment planning, use of group and family treatment plans, and efficacy of treatment. Strategies to promote change, including the transtheoretical model of behavior change, are discussed.
This course is a continuation of COUN 6682a Internship I and focuses on the refinement of professional school counseling skills. Students are required to continue working to complete their 600 hours of counseling practice and instruction during the second term of internship. Under clinical supervision, students will continue to perform a variety of counseling activities including but not limited to individual and group counseling, classroom guidance, consultation, record-keeping, and administering referrals. Students also will complete weekly assignments and attend weekly group supervision teleconferences to further refine their professional skills.
(Prerequisite(s): School Counseling Internship I.)
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