Course Descriptions

This course provides an overview of major theoretical approaches to case conceptualization for counseling, including psychoanalytic, person-centered, cognitive-behavioral and solution-focused theories. Students begin to develop an understanding of the process for selecting appropriate counseling interventions consistent with current research standards. 3 cr, Fall sem.

This is a process-oriented course with an emphasis on personal and professional development as it pertains to the training needs and preparation to assume a professional role in a practicum setting. The focus of the course also includes developing clinical and professional skills to help facilitate adjustment to and preparation practicum. Skill development in the areas of assessment, treatment, appreciation of cultural complexities in the clinical environment, balancing professional and personal roles, and understanding the role of a mental health counselor in a behavioral health setting are discussed. Ethical practice and advocacy for counseling prevention are emphasized. 3 cr.

This course provides an overview of the skills and styles needed for building healthy and therapeutic helping relationships, as well as techniques specific to a variety of psychological disorders and problems with living. Emphasis is placed on experiential exercises and skills-building, including interviewing and behaviors influencing the helping process. 3 cr.

This course provides an overview of the basic principles of group counseling including the conception and design of group interventions, group dynamics and components, facilitation approaches, methods for recruiting and intervening with group members and modalities through which groups are often conducted (i.e. psychodynamic, behavioral, support groups, and skills-based groups for special populations). 3 cr.

This course provides students with an introduction to the etiology, presentation and treatment of major mental health disorders as classified in the Diagnostic and Statistical Manual of Mental Disorders. Students become familiar with identifying and differentiating diagnoses across a range of clinical presentations. In addition, there is discussion of strategies that may be applied when working with a variety of clients, beginning with the first contact and including the therapeutic process and treatment planning. 3 cr.

This course provides an overview of the cultural context of relationships, issues, and trends in a multicultural society to enable students to work effectively with people from diverse cultural backgrounds. The course is organized around the ethical responsibility of counselors to provide clients across a wide range of identities with meaningful and relevant clinical services, and the role of counselors in promoting overall health and wellness across cultures. A contemporary body of professional literature is explored, with an emphasis on self-awareness, knowledge of others, experiential learning activities, and multicultural counseling skills acquisition.  3 cr.

This course provides an understanding of research methods, statistical analysis, needs assessment and program evaluation. There is an emphasis on the importance of research in advancing the counseling profession, varied approaches to research method and the use of research to inform evidence-based practice. Landmark studies and current articles are used to illustrate applications. Students develop critical thinking skills for examining research information and its use for asking questions that extend knowledge, and for planning studies to address new questions. 3 cr.

This course provides an overview of biological, psychological, and sociocultural aspects of individual and family development from conception through elder adulthood in a multicultural context. The course is taught from perspectives of cognitive science and behavioral systems as well as sociological, cultural, life span developmental, and comparative approaches. The focus of the course is on normative development and developmental disorders are used to elucidate normative developmental and adaptive processes in language, cognition and behavioral self-regulation, introducing students to behaviors and concepts relevant to clinical practice with both children and adults. 3 cr.

This course is designed to explore the application and integration of neuroscience into counseling practice with both general and specific client populations. The first half of the course focuses on foundational neurophysiological anatomy, physiology, development, and adaptation. Topics addressed include neural development, and the impact of chronic and traumatic stress and addiction processes. The second half of the course focuses on how to integrate neuroscience into counseling practice, including lifestyle change and wellness behaviors, and assessing and treating neurophysiological functioning through biofeedback and neurofeedback. The course also contains an extended training in neuroscience-informed cognitive-behavior therapy. 3 cr.

This course is designed to provide an overview of principles and applications of mental health assessment in a multicultural society. The primary objectives of this course are to facilitate students’ understanding of the basic methods of assessment in counseling, to include evaluating, selecting and using appropriate techniques and standardized testing methods, and to conduct a thorough, culturally sensitive and ethically responsible assessment. Methods for dissemination of assessment results are reviewed. 3 cr.

This course is designed to provide a broad overview of the central concepts of adult behavioral medicine, utilizing a biopsychosocial approach. The emphasis of the course is on primary, secondary and tertiary prevention of illness as well as practical application and the ways in which counselors can be participate in multidisciplinary care. Theory and content is applied to specific health conditions, including cardiovascular disease, HIV/AIDS, chronic pain and cancer. 3 cr.

This course provides an overview of the history and theories of career development; students learn how to conduct a career interview and review and discuss the influence of developmental, ethnic, racial and gender differences for career counseling. Students also complete and review several career tests and present their personal career development plan. 3 cr.

This course provides an overview of psychopharmacology for the non-medical mental health provider. An overview is given of the neurobiology of mental health disorders and the medications commonly used in their treatment. 3 cr.

The aim of this course is to provide the necessary knowledge base for understanding and treating addiction. This course places emphasis on acquiring clinically useful knowledge and skills for recognizing and treating substance use disorders. Topics covered in this course include: recognizing drug intoxication and withdrawal, assessment of substance use disorders, Community Reinforcement Approach, Family Systems Treatment Models, Motivational, Enhancement Therapy, Cognitive-Behavioral/Skills Building approaches, 12-Step Recovery/Mutual Support Groups, and Addiction Medicine. 3 cr.

This course provides an overview of the professional ethics governing the field of counseling, including ethical decision-making, confidentiality and informed consent, competence and supervision, malpractice, self-care and medical ethics. The course includes a careful review of the American Counseling Association and American Mental Health Counselors Association Codes of Ethics. This course emphasizes the application of ethical principles to ethical dilemmas commonly encountered in the field of counseling. 3 cr.

The practicum is a supervised clinical experience that provides direct mental health service work for clientele. Students are placed in a wide variety of clinical settings throughout the greater Boston area. In addition to clinical supervision received on site, students meet for group supervision with a faculty member and other student trainees in the MHCBM Program. 3 cr, Spring sem.

This course is a distinctly defined clinical experience during the 2nd year of the program. Students provide 600 hours of clinical experience, of which 250 are direct clinical care of clients. Students are placed in a wide variety of clinical settings throughout the greater Boston area. In addition to clinical supervision received on site, students meet for group supervision with a faculty member and other student trainees in the MHCBM program. 3 cr, Fall & Spring sem.

This course helps students gain a basic conceptual understanding of the theory, process and practice of family systems therapy. In addition, students begin to develop skills and strategies for the assessment and treatment of family systems approaches within mental health systems and practice these skills during in-class role-play exercises. 3 cr.

This course explores physiological, psychological and socio-cultural aspects of human sexuality, focusing on trends in the field, including teen sexuality, pregnancy and early sexual experiences, sexual assault, HIV/AIDS and other sexually-transmitted diseases, sex addiction, sexuality across the lifespan and ethics. 3 cr.

This course presents evidence-based practices designed to impact children and adolescents. The course focuses on theoretical underpinnings and options for intervening directly with the child/adolescent, with parents/guardians and in schools or other environmental settings. Sensitivity to multicultural perspectives and competencies are also reviewed. 3 cr.

This course provides students with a foundation in psychological trauma and its impact on mental and physical health.  Two frameworks – biopsychosocial and developmental psychopathology – are used for students to gain up-to-date knowledge on the consequences of traumatic experiences and other serious adversities along the molar (behavior) to molecular (neurobiology) continuum and across the lifespan.  With an emphasis on evidence-based practice, students attain core clinical competencies in the assessment and treatment of trauma-related symptoms and problems through various didactic and experiential activities.  Evaluation strategies encompass the utility of diagnostic nosologies (i.e., Diagnostic and Statistical Manual of Mental Disorders [DSM]) as well as case conceptualization.  State-of-the-science interventions are covered so that students acquire knowledge and skills in helping traumatized individuals to successfully ameliorate their symptoms and improve their functioning.  3 cr.

This elective course is designed to provide students with knowledge and experience in the conduct of clinical trials. Students become part of a clinical research team investigating the efficacy of clinical and/or medication management of a discrete mental health and/or medical disorder. Students choose from a list of clinical research sites currently conducting trials and approved by our Curriculum Director to supervise and train students. Site availability differs from semester to semester; past options have included an addictions medicine research clinic, and an HIV risk reduction research clinic. This opportunity is limited to availability of clinical research opportunities that are able to provide the academic requirements needed for this experience, which may not be present every semester. The opportunity is also limited to a small number of students per lab, who interview with research staff prior to being offered a slot. The minimum commitment is 8 hours per week for one semester (3 credits). Some labs may require 8 hours per week for two semesters.  Training will include readings, presentations, observation, web-based training and direct experience working with research participants. 3 or 6 cr.