Learning Outcomes

At the end of the Clinical Mental Health Counseling (CMHC) or School Counseling (SC) program, the student:

  • Evidences understanding of the multiple professional roles and functions of counselors across specialty areas and the role of the professional counselor advocating on behalf of the profession
  • Demonstrates an understanding of ethical standards of professional counseling organizations and applications of ethical and legal considerations in professional counseling
  • Explains theories and models of counseling, as well as a systems approach to conceptualizing clients and theories, models and strategies for understanding and practicing consultation
  • Applies theories of individual and family development across the lifespan and the systemic and environmental factors that affect human development, functioning and behavior
  • Evidences familiarity with and sensitivity to multicultural and characteristics within and among diverse groups, nationally and internationally as well as theories and models of multicultural counseling, cultural identity development, and social justice and advocacy
  • Demonstrates an understanding of theoretical foundations of group counseling and group work, dynamics associated with group process and development as well as therapeutic factors and how they contribute to group effectiveness
  • Exhibits an understanding of theories and models of career development, counseling and decision making as well as strategies for career development program planning, organization, implementation administration and evaluation
  • Integrates the use of assessments for diagnostic and intervention planning purposes, as well as ethnical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results

At the end of the CMHC or SC program, the student:

  • Evidences importance of research in advancing the counseling profession, including how to critique research to inform counseling practice and understanding qualitative, quantitative and mixed research methods
  • Demonstrates counselor characteristics and behaviors that influence the counseling process
  • Develops a personal model of counseling
  • CMHC ONLY: Evidences understanding of diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD)
  • SC ONLY: Exhibits an understanding of the role of the School Counselor as a leader, advocate and systems change agent in P-12 schools
  • SC ONLY: Demonstrates an understanding of the School Counselor’s role in consultation with families, P-12 and postsecondary personnel and community agencies
  • SC ONLY: Exhibits an understanding of the School Counselor’s leadership role in relation to school leadership and multidisciplinary teams, and qualities and styles of effective leadership in schools