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Rehabilitation and Counselor Education

Chair

  • Vilia Tarvydas

Professors

  • Nicholas Colangelo, Dennis R. Maki, Leslie Margolin, Vilia Tarvydas

Associate professors

  • David Duys, Noel Estrada-Hernandez, Malik Henfield, Tarrell Portman, Jodi Saunders, Volker Thomas, John Wadsworth, Susannah Wood

Assistant professor

  • Carol M. Smith

Assistant in instruction

  • Claudia Bischoff

Adjunct professor

  • Harvey Joanning

Adjunct assistant professors

  • Barbara O'Rourke, Phil Striegel, Anne Zalenski

Adjunct lecturers

  • Leanne Eichinger, Kayla Hand, James Stachowiak, Peter Teahen, Orville Townsend

Professors emeriti

  • Richard Dustin, Dennis Harper, Albert B. Hood, David A. Jepsen

Associate professor emeritus

  • William A. Matthes
Undergraduate minor: human relations
Graduate degrees: M.A.in rehabilitation and counselor education; Ph.D. in rehabilitation and counselor education
Web site: http://www.education.uiowa.edu/rce

The Department of Rehabilitation and Counselor Education prepares students to facilitate human development across the life span, to advocate for clients and students, and to serve local, national, and international communities through the delivery and creation of state-of-the-art counseling services. The department achieves these goals by advancing knowledge, skills, and attitudes appropriate for effective and ethical professional counseling practice and by conducting and disseminating related research.

The department prepares practitioners and scholars primarily at the graduate level, through degree programs in counselor education and supervision, couple and family counseling, rehabilitation and mental health counseling, rehabilitation counselor education, and school counseling. It also offers basic courses in interviewing and interpersonal skills for students in other professional and graduate programs. In addition, it offers an undergraduate minor in human relations.

Undergraduate Program of Study

  • Minor in human relations

Minor

The minor in human relations is open to all University of Iowa students enrolled in undergraduate degree programs.

The minor in human relations requires a minimum of 15 s.h. of credit, including 12 s.h. earned at The University of Iowa and 12 s.h. earned in courses numbered 100 and above. Students must maintain a g.p.a. of at least 2.50 in the minor. Courses for the minor may not be taken pass/nonpass (unless they are offered only pass/nonpass). Transfer credit must be approved by the chair of the Department of Rehabilitation and Counselor Education in order to count toward the minor.

The minor in human relations requires the following course work.

This course:

07C:199 (RCE:4199) Counseling for Related Professions3 s.h.

At least 12 s.h. chosen from these:

07B:150 (EPLS:4150) Leadership and Public Service I3 s.h.
07B:151 (EPLS:4151) Leadership and Public Service II2 s.h.
07B:180 (EPLS:4180) Human Relations for the Classroom Teacher (requires special permission for students not enrolled in TEP)3 s.h.
07C:081 (RCE:2081) Making a Vocational-Educational Choice2-3 s.h.
07C:130 (RCE:4130) Human Sexuality3 s.h.
07C:131 (RCE:4131) Loss, Death, and Bereavement3 s.h.
07C:137 (RCE:4137) Introduction to Educating Gifted Students3 s.h.
07C:145 (RCE:4145) Marriage and Family Interaction3 s.h.
07C:162 (RCE:4162) Introduction to Couple and Family Therapy3 s.h.
07C:163 (RCE:4163) Couple and Family Therapy Skills3 s.h.
07C:173 (RCE:4173) Trauma Across the Lifespan3 s.h.
07C:174 (RCE:4174) Positive Psychology3 s.h.
07C:175 (RCE:4175) Motivational Interviewing3 s.h.
07C:176 (RCE:4176) Child Abuse: Assessment, Intervention, and Advocacy3 s.h.
07C:177 (RCE:4177) Life After War: Post-Deployment Issues3 s.h.
07C:178 (RCE:4178) Microcounseling1-3 s.h.
07C:179 (RCE:4179) Sexuality Within the Helping Profession3 s.h.
07C:180 (RCE:4180) Topical Seminar for Helping Professionalsarr.
07C:185 (RCE:4185) Introduction to Substance Abuse3 s.h.
07C:187 (RCE:4187) Introduction to Assistive Technology3 s.h.
07C:190 (RCE:4190) Group Processes for Related Professions3 s.h.
07C:191 (RCE:4191) Advocacy: Awareness, Assertiveness, and Activismarr.
07C:192 (RCE:4192) Group Leadership in Human Sexuality0-3 s.h.
07C:193 (RCE:4193) Individual Instruction--Undergraduatearr.
07C:194 (RCE:4194) Interpersonal Effectiveness3 s.h.
07C:195 (RCE:4195) Ethics in Human Relations and Counseling3 s.h.
07C:197 (RCE:4197) Citizenship in a Multicultural Society3 s.h.
07P:027 (PSQF:1027) Mindfulness Foundations in the Helping Professions3 s.h.
07P:115 (PSQF:2115) Introduction to Counseling Psychology3 s.h.

Contact the Department of Rehabilitation and Counselor Education for more information about the minor.

Graduate Programs of Study

  • Master of Arts in rehabilitation and counselor education
  • Doctor of Philosophy in rehabilitation and counselor education

The department offers graduate degree programs in five major areas within rehabilitation and counselor education:

Counselor education and supervision (offered in the Ph.D.);
Couple and family therapy (offered in the Ph.D.);
Rehabilitation and mental health counseling (offered in the M.A.);
Rehabilitation counselor education (offered in the Ph.D.); and
School counseling (offered in the M.A.).

Each degree program is described below.

Upon completing a degree in the department, students are evaluated and are expected to have awareness, knowledge, and skills in the following areas:

  • current definitions, professional standards, and appropriate professional practices regarding multiculturalism;
  • what it means to be a multiculturally competent helping professional;
  • integration of feedback into practice and professionalism in interpersonal interactions;
  • personal limitations and strengths that could ultimately support or harm a client or student;
  • a personal plan for future practice in the field regarding multicultural relationships.

Prospective students must meet admission requirements for the individual programs as well as the department's general admission requirements (see "Admission" toward the end of this section). Criminal background checks may be required. Applicants also must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations of the Graduate College or the Graduate College section of the Catalog.

REQUIRED Ph.D. RESEARCH COURSES

All College of Education Ph.D. students must complete 07X:150 (EALL:5150) Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses.

Ph.D.: Counselor Education and Supervision

The Doctor of Philosophy program in counselor education and supervision requires 96 s.h. of graduate credit. The program provides students with knowledge and skills related to general counseling (including mental health and school counseling), teaching, consulting, supervising counselors, and conducting research. Graduates enter professional work as counselors, counselor supervisors, counselor educators, researchers and/or consultants, or work in other positions requiring expertise in human relations. Students may choose an emphasis in gifted and talented education, school counseling, professional leadership, or other area agreed upon by faculty advisors.

Counselor education and supervision graduates are prepared to teach the knowledge and skills required of professional counselors and to supervise beginning and advanced counselors, perform counseling interventions with individuals and groups, and teach human relations skills in colleges or universities. They provide professional consultation with counseling practitioners and policy makers about counseling program development and evaluation. They also may perform research that contributes to knowledge about counseling, supervision, and counselor education.

The program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The American Counseling Association (ACA) and the Association for Counselor Education and Supervision (ACES) are the professional organizations most related to program activities.

The Ph.D. curriculum includes required courses in counseling and in research tools and applications, a minor outside the department, and a dissertation.

Most students complete their course work in three years and take a fourth year to complete the dissertation. Students who have not completed a master's degree program approved by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) may need to remedy deficiencies by taking appropriate course work at the master's degree level.

The Ph.D. program in counselor education and supervision requires the following work.

Required Courses

All of these:

07C:255 (RCE:7255) Advanced Career Development and Counseling (or equivalent)3 s.h.
07C:347 (RCE:7347) Home/School/Community: System Interventions3 s.h.
07C:353 (RCE:7353) Advanced Counseling and Psychotherapy3 s.h.
07C:357 (RCE:7357) Advanced Group Counseling and Psychotherapy3 s.h.
07C:360 (RCE:7360) Advanced Practicum in Counseling (section 002)3 s.h.
07C:380 (RCE:7380) Practicum in College Teaching3 s.h.
07C:385 (RCE:7385) Teaching and Learning in Higher Education3 s.h.
07C:400 (RCE:7400) Seminar: Ethics and Issues in Counseling3 s.h.
07C:448 (RCE:7448) Integrated Developmental Theory and Counseling3 s.h.
07C:451 (RCE:7451) Advanced Multiculturalism3 s.h.
07C:454 (RCE:7454) Supervision Theory and Practice3 s.h.
07C:455 (RCE:7455) Practicum in Clinical Supervision3 s.h.
07C:457 (RCE:7457) Seminar: Professional Orientation to Counselor Education and Supervision3 s.h.
07C:458 (RCE:7458) Seminar: Current Issues and Trends in Counselor Education and Supervision3 s.h.
07C:459 (RCE:7459) Seminar: Leadership and Advocacy in Counselor Education and Supervision3 s.h.
07C:465 (RCE:7465) Internship in Counselor Education (at least 240 hours)3 s.h.
At least one advanced course in psychological or educational measurement3 s.h.
Research Tools and Applications

All College of Education Ph.D. students must complete 07X:150 (EALL:5150) Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses. Course selections must be consistent with the research tools and applications required for the Ph.D. degree.

The following courses are minimum requirements. Students are expected to master research tools and applications beyond the minimum requirements in order to develop research skills consistent with their professional goals.  

07C:338 (RCE:7338) Essentials of Qualitative Inquiry3 s.h.
07C:394 (RCE:6394) M.A. Equivalency Research (for students without an approved M.A./M.S. thesis)1-3 s.h.
07C:438 (RCE:7438) Advanced Qualitative Research Seminar in Rehabilitation and Counselor Education3 s.h.
07C:444 (RCE:7444) Qualitative Research in the Multicultural Context3 s.h.
07C:460 (RCE:7460) Seminar: Research in Counseling3 s.h.
07C:493 (RCE:7493) Ph.D. Thesis10-15 s.h.
07P:243 (PSQF:6243) Intermediate Statistical Methods4 s.h.
07X:150 (EALL:5150) Introduction to Educational Research (taken during first year in program)3 s.h.
At least one additional course (3 s.h.) in quantitative or qualitative research methods
Minor Area

Students take a series of courses (typically a minimum of three) in an area of study outside the Department of Rehabilitation and Counselor Education. They select course work in collaboration with their minor area advisor, a faculty member from the area, and with approval of the curriculum plan committee.

Master's Thesis Project or Equivalent

Students are required to submit a previously conducted master's thesis for faculty review and approval or to complete a new supervised experiential research project before taking comprehensive exams.

COMPREHENSIVE EXAMINATION

The comprehensive examination consists of an oral defense of the student's portfolio, which covers six professional competency domains in counselor education, and an exam on the minor area. The comprehensive exam may be taken during the student's final semester of course work, which typically includes an internship.

DISSERTATION

The major research project culminating in the doctoral thesis may be on any topic related to counseling and counselor education. The thesis advisor and the examining committee approve the topic and procedures at a formal prospectus meeting. The final oral examination on the thesis is conducted by the examining committee. Students usually earn 10 s.h. for dissertation work, but in some instances they may earn up to 15 s.h. The dissertation committee must include at least two counselor education and supervision faculty members.

ADMISSION

Applicants to any of the department's graduate programs must meet the department's general admission requirements; see "Admission" toward the end of this Catalog section. In addition, applicants to the Ph.D. program in counselor education and supervision must provide evidence of successful experience in counseling or a closely related profession. Applicants without experience may be admitted if their credentials indicate exceptional strengths.

Students may be admitted for fall, spring, or summer entry, but the department strongly advises application for fall entry. Consideration of applications begins January 15 for fall entry; all application materials should be received at the University by this date.

Ph.D.: Couple and Family Therapy

The Doctor of Philosophy program in couple and family therapy (CFT) requires a minimum of 92 s.h. of graduate credit. The program prepares professionals for couple and family therapy/marriage and family therapy leadership roles in academic and research settings, administration and supervision, and clinical delivery systems. It provides couple and family therapists the opportunity to master cutting-edge theoretical knowledge; research competencies at the most innovative levels; and advanced clinical, teaching, and supervisory skills.

Ph.D. students focus on three areas of advanced training: clinical practice, quantitative and qualitative research methods, and teaching and supervision. The program is flexible within the doctoral standards of the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) of the American Association for Marriage and Family Therapy. Ph.D. graduates are expected to have sufficient knowledge and skill to teach and conduct research at colleges and universities; supervise other professionals; and provide clinical services to individuals, couples, and families. They also should have competencies to engage in and evaluate theory-based qualitative and/or quantitative research.

Credit for the Ph.D. program may include credit for relevant course work completed for a COAMFTE-accredited master's degree program in couple and family therapy/marriage and family therapy or the equivalent.

Each student is required to submit a curriculum plan during the first two years of the program, before completing the comprehensive examination. The CFT faculty reviews each student annually; students must fulfill departmental requirements in order to continue in the program.

Work for the Ph.D. includes course work, a comprehensive exam, a clinical or academic internship, and a dissertation. Most students complete the program's required course work in two or three years and take one or two years to complete the internship and dissertation.

The program is designed to meet the accreditation standards of the COAMFTE.

The Ph.D. program in couple and family therapy requires the following work.

DEPARTMENT CORE

All of these:

07C:255 (RCE:7255) Advanced Career Development and Counseling3 s.h.
07C:353 (RCE:7353) Advanced Counseling and Psychotherapy3 s.h.
07C:357 (RCE:7357) Advanced Group Counseling and Psychotherapy3 s.h.
07C:400 (RCE:7400) Seminar: Ethics and Issues in Counseling3 s.h.
RESEARCH AND STATISTICS

All College of Education Ph.D. students must complete 07X:150 (EALL:5150) Introduction to Educational Research during the first year of their Ph.D. Program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative research methods course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses. Course selection must be consistent with the following required statistics and research methods courses and with the student’s dissertation research.

All of these:

07C:338 (RCE:7338) Essentials of Qualitative Inquiry3 s.h.
07C:438 (RCE:7438) Advanced Qualitative Research Seminar in Rehabilitation and Counselor Education3 s.h.
07C:460 (RCE:7460) Seminar: Research in Counseling3 s.h.
07C:461 (RCE:7461) Practicum in Researcharr.
07P:243 (PSQF:6243) Intermediate Statistical Methods4 s.h.
07P:246 (PSQF:6246) Design of Experiments4 s.h.
07X:150 (EALL:5150) Introduction to Educational Research (taken during first year)3 s.h.
One additional advanced quantitative or qualitative research methods course approved by advisor3 s.h.
PROGRAM REQUIREMENTS

07C:262 (RCE:5262) Advanced Couple and Family Therapy3 s.h.
07C:361 (RCE:7361) Advanced Practicum in Couple and Family Therapy3 s.h.
07C:404 (RCE:7404) Seminar in Child and Adolescent Intervention Research3 s.h.
07C:440 (RCE:7440) Seminar in Family-Based Play Therapy Interventions3 s.h.
Additional course work27 s.h.
MINOR AREA

In collaboration with the advisor and the curriculum plan committee, each student plans a minor area and selects a minimum of 9 s.h. of course work for it.

MASTER’S THESIS PROJECT OR EQUIVALENT

During the first two years of the program, students whose master’s degree did not include an empirical master’s thesis must conduct and write up an empirical project that is equivalent to a master’s thesis.

COMPREHENSIVE EXAMINATION

The comprehensive examination consists of a portfolio the student has compiled during the program and its oral defense once course work has been completed.

INTERNSHIP

Students must complete a clinical or academic internship.

07C:465 (RCE:7465) Internship in Counselor Education1-3 s.h.
DISSERTATION

Work for the doctoral dissertation employs the student’s independent skills in conducting original research. The dissertation process is supervised by the student's advisor. Depending on the student's research questions, the dissertation may require quantitative, qualitative, or mixed methods and may involve data collection or the secondary analysis of an existing data set. The thesis advisor and the examining committee approve the topic and procedures at a formal prospectus meeting. The final oral examination on the thesis is conducted by the examining committee.

07C:493 (RCE:7493) Ph.D. Thesis10-15 s.h.
ADMISSION

Applicants to any of the department's graduate programs must meet the department's general admission requirements; see "Admission" toward the end of this Catalog section.

Applicants should have a graduate g.p.a. of at least 3.00 and a Graduate Record Examination (GRE) General Test verbal and quantitative score of 1,100 or higher. They also should hold a master's degree in couple and family therapy/marriage and family therapy from a Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE)-accredited program or the equivalent.

The program requires a personal interview with the faculty, in person or by telephone. Generally, the interview is scheduled once complete application materials have been received.

M.A.: Rehabilitation and Mental Health Counseling

The Master of Arts program in rehabilitation and mental health counseling requires a minimum of 60 s.h. of graduate credit. The program prepares professional counselors to provide assistance in psychological wellness, employment, independent living, and personal or economic development to persons with disabilities and other individuals who encounter barriers in meeting their own functional needs. It also prepares counselors in mental health counseling/psychiatric rehabilitation to obtain licensure as professionals who provide services in mental health settings.

Rehabilitation and mental health counselors work in a variety of settings, including public agencies such as state vocational rehabilitation programs and Veterans Affairs vocational rehabilitation programs; independent living centers; community-based rehabilitation centers and supported employment programs; private for-profit worker's compensation and insurance rehabilitation agencies; and mental health agencies. They provide interventions designed to help persons with disabilities adapt to the demands of their environments. They also prepare the environments to accommodate the individual's needs. Assessment, personal and vocational counseling, development of rehabilitation and treatment plans, case management, service coordination, psychosocial adjustment, job development, placement, and follow-up are typical services that rehabilitation and mental health counselors provide.

The M.A. program in rehabilitation and mental health counseling is accredited by the Council on Rehabilitation Education (CORE). The program also is accredited in clinical mental health counseling by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Graduates of the M.A. program are eligible for certification by the Commission on Rehabilitation Counselor Certification (CRC) and the National Board for Certified Counselors. By completing the program's course work, students also complete the courses they must take in order to apply for licensure as mental health counselors in Iowa.

Full-time students can complete the program in approximately 21 months (four semesters plus two summer sessions).

The M.A. curriculum blends academic work with supervised clinical experiences. Students take three semesters of practicum concurrently with academic courses. The program concludes with a full-time internship (40 hours per week) during a spring semester. Students are assigned to rehabilitation and community mental health agencies or facilities that meet CORE and CACREP accreditation standards and that have programs or clientele who match the student's interests and educational objectives. Clinical placements require criminal background checks.

Supervised practicums, internships, and comprehensive examinations are not offered during summer sessions.

The M.A. program in rehabilitation and mental health counseling requires the following work.

Department Requirements 

All of these:

07C:202 (RCE:5202) Introduction to Group Counseling3 s.h.
07C:221 (RCE:5221) Theories of Counseling and Human Development Across the Life Span3 s.h.
07C:250 (RCE:5250) Multiculturalism in Helping Professions (or equivalent)3 s.h.
07C:270 (RCE:5270) Issues and Ethics in Counseling3 s.h.
07C:276 (RCE:5276) Research in Rehabilitation and Mental Health Counseling3 s.h.
07C:278 (RCE:5278) Applied Microcounseling3 s.h.
Program Requirements

All of these:

07C:210 (RCE:5210) Rehabilitation Client Assessment3 s.h.
07C:241 (RCE:5241) Introduction to Rehabilitation and Mental Health Counseling3 s.h.
07C:247 (RCE:5247) Medical Aspects of Disability3 s.h.
07C:249 (RCE:5249) Psychiatric Disorders and Interventions3 s.h.
07C:341 (RCE:6341) Job Development Placement and Follow-up3 s.h.
07C:342 (RCE:6342) Psychosocial and Developmental Aspects3 s.h.
Clinical Practice

All of these: 

07C:348 (RCE:6348) Prepracticum in Rehabilitation and Mental Health Counseling3 s.h.
07C:349 (RCE:6349) Practicum in Rehabilitation and Mental Health Counseling3 s.h.
07C:350 (RCE:6350) Advanced Practicum in Rehabilitation and Mental Health Counseling3 s.h.
07C:352 (RCE:6352) Internship in Rehabilitation and Mental Health Counseling9-12 s.h.
COMPREHENSIVE EXAMINATION

The comprehensive examination consists of two exams totaling six hours: a three-hour departmental comprehensive examination and a three-hour written examination on the process and practice of rehabilitation and mental health counseling. Exams are offered only during fall and spring semesters.

ADMISSION

Applicants to any of the department's graduate programs must meet the department's general admission requirements; see "Admission" toward the end of this Catalog section.

No specific undergraduate major area of study is required for the M.A. program in rehabilitation and mental health counseling, but a major in one of the social sciences is considered good preparation. Applicants should have a good academic record and relevant experience, such as assisting individuals with disabilities. Postbaccalaureate work experience relevant to the field of rehabilitation and mental health counseling is preferred. The program encourages applications from persons traditionally underrepresented in the field, particularly those with a disability and/or members of minority or ethnic groups. Applicants also must meet the department's admission requirements (see "Admission" later in this section). A personal interview is required, either in person or by telephone.

Applications for full-time study are accepted for summer session (June) entry; application deadline for full-time study is March 1. Applications for part-time study are accepted for fall and spring semesters and are considered when class space permits. 

Students pursue a sequenced plan of study that begins in summer session. Although students may be admitted for any semester, the program highly recommends that full-time students begin in summer.

Ph.D.: Rehabilitation Counselor Education

The Doctor of Philosophy program in rehabilitation counselor education requires a minimum of 90 s.h. of graduate credit. The program prepares professionals for leadership roles in rehabilitation counselor education, research, administration, and service delivery systems. It provides rehabilitation counselors the opportunity to master knowledge; clinical, teaching, and supervisory skills; and research competencies at the most advanced levels.

Ph.D. students focus on three areas of advanced development: rehabilitation counselor education and supervision, research, and professional practice. The program is flexible, permitting students to pursue individualized plans of study within the required curriculum. Ph.D. graduates are expected to have sufficient knowledge and skill to teach at colleges and universities, supervise other professionals, and provide clinical services to clients. They also should have competencies to engage in and evaluate theoretical, qualitative, and quantitative research.

Each student is required to submit a curriculum plan. The rehabilitation counseling faculty reviews each student annually. Students must meet the department's requirements in order to continue in the program.

The 90 s.h. required for the degree may include credit for relevant course work completed for a master's degree. Students who have not completed a master's degree in rehabilitation counseling must take appropriate masters-level courses or their equivalents. This combination of master's and doctoral course work ensures exposure to vocational rehabilitation as well as to independent living rehabilitation and community-based counseling processes, concepts, programs, and services.

Most students complete their course work and comprehensive exam in three years and take a fourth year to complete the dissertation.

The Ph.D. program in rehabilitation counselor education requires the following work.

Department Core

All of these:

07C:255 (RCE:7255) Advanced Career Development and Counseling (or equivalent)3 s.h.
07C:353 (RCE:7353) Advanced Counseling and Psychotherapy3 s.h.
07C:357 (RCE:7357) Advanced Group Counseling and Psychotherapy3 s.h.
07C:400 (RCE:7400) Seminar: Ethics and Issues in Counseling3 s.h.
Program Requirements

Students are expected to have completed core rehabilitation counseling requirements during master's degree work (see "M.A.: Rehabilitation and Mental Health Counseling" above). The advisor and program faculty determine which master's-level courses must be taken to correct deficiencies. Students also must complete the following. 

07C:360 (RCE:7360) Advanced Practicum in Counseling (section 001)3 s.h.
07C:369 (RCE:7369) Advanced Seminar in Rehabilitation Counseling3 s.h.
07C:380 (RCE:7380) Practicum in College Teaching1-3 s.h.
07C:385 (RCE:7385) Teaching and Learning in Higher Education3 s.h.
07C:450 (RCE:7450) Advanced Social Psychology of Disability3 s.h.
07C:454 (RCE:7454) Supervision Theory and Practice3 s.h.
07C:455 (RCE:7455) Practicum in Clinical Supervision3 s.h.
07C:462 (RCE:7462) Advanced Practicum in Clinical Teaching3 s.h.
07P:217 (PSQF:6217) Seminar in College Teaching1-3 s.h.
Statistics and Research Design

All College of Education Ph.D. students must complete 07X:150 (EALL:5150) Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses. Course selections must be consistent with the following statistics and research design requirements and with the student's dissertation research.

All of these:

07C:338 (RCE:7338) Essentials of Qualitative Inquiry3 s.h.
07C:438 (RCE:7438) Advanced Qualitative Research Seminar in Rehabilitation and Counselor Education3 s.h.
07C:460 (RCE:7460) Seminar: Research in Counseling3 s.h.
07C:461 (RCE:7461) Practicum in Research3 s.h.
07P:243 (PSQF:6243) Intermediate Statistical Methods4 s.h.
07P:246 (PSQF:6246) Design of Experiments4 s.h.
07X:150 (EALL:5150) Introduction to Educational Research (taken during first year in program)3 s.h.
One additional advanced quantitative or qualitative course approved by the advisor
MINOR AREA

Students plan a minor area in collaboration with their major advisor and curriculum plan committee. The minor area must be outside the department. Students select a minimum of 9 s.h. of course work in the minor area, in collaboration with their minor advisor and with the approval of their curriculum plan committee.

COMPREHENSIVE EXAMINATION

The comprehensive examination consists of three exams that total nine hours. They cover the department core (three hours), rehabilitation counseling—theory, practice, and research (three hours), and the minor area (three hours).

DISSERTATION

The dissertation is a major research study planned in collaboration with the student's major advisor. At least two rehabilitation counseling faculty members serve on the dissertation committee; one of them chairs or co-chairs the committee. 

07C:493 (RCE:7493) Ph.D. Thesis10-15 s.h.
ADMISSION

Applicants to any of the department's graduate programs must meet the department's general admission requirements; see "Admission" toward the end of this Catalog section.

Applicants to the Ph.D. program in rehabilitation counselor education should have a master's degree in rehabilitation counseling or a related area and a graduate g.p.a. of 3.00 or higher. One year of full-time work experience in rehabilitation or a related field is strongly encouraged. Applicants should submit a written statement of purpose for pursuing the Ph.D. in rehabilitation counselor education and a statement of personal career objectives, official score on the Graduate Record Exam (GRE) General Test, and three letters of recommendation. A personal interview is required.

Applications are accepted for fall, spring, or summer entry; fall entry is strongly advised. Faculty consideration of applications begins January 15 for fall entry, November 15 for spring entry, and April 1 for summer entry.

M.A.: School Counseling

The Master of Arts program in school counseling requires a minimum of 54 s.h. of graduate credit. The program prepares individuals to work effectively as counselors in K-12 school settings. It is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Successful graduates are eligible for K-12 school counselor licensure in Iowa. Students may apply to the National Board for Certified Counselors at the completion of their programs. They also may earn an endorsement in talented and gifted education or a certificate from the Belin-Blank Center for Gifted Education by taking additional course work.

The M.A. program in school counseling emphasizes gifted education. During the first few semesters, students take core cognate courses, including course work on gifted education, and the microcounseling clinical skills laboratory. Then they enter a counseling practicum followed by an internship. Students who enter without teaching licensure are required to take additional course work in education [07B:103 (EPLS:3000) Foundations of Education, 07U:100 (EDTL:4900) Foundations of Special Education, and 07P:200 (PSQF:6200) Educational Psychology or equivalent] to meet school counselor licensure standards. Students are expected to complete at least 100 clock hours in practicum and 600 clock hours in internship activities in an approved school setting, under the supervision of an experienced licensed school counselor and a University faculty supervisor.

Students must complete program and department core courses as outlined on the Department of Rehabilitation and Counselor Education web site before enrolling in 07C:300 (RCE:6300) Practicum in School Counseling for the spring session of their second year in the program. All students are required to complete a background check the spring before they enroll in the practicum. Students who are not licensed teachers must complete course work in education before enrolling in the practicum.

Each student's progress is reviewed periodically by the program faculty. Students who have successfully completed all prerequisites for 07C:300 (RCE:6300) Practicum in School Counseling are reviewed in the semester before they take the practicum course, to assure that they are prepared for it. During the summer, students are evaluated to assure their readiness for the internship 07C:321 (RCE:6321) Internship in Elementary School Counseling or 07C:322 (RCE:6322) Internship in Secondary School Counseling, which requires assignment in approved schools for the fall and/or spring semesters.

The M.A. program in school counseling requires the following work.

Required Courses

The following schedule of required courses reflects a three-year program of study. Students who do not have teacher licensure are required to complete at least three additional courses in education before the third year of classes.

07C:137 (RCE:4137) Introduction to Educating Gifted Students3 s.h.
07U:140 (EDTL:4940) Characteristics of Disabilities3 s.h.
07C:200 (RCE:5200) Professional School Counselor3 s.h.
07C:202 (RCE:5202) Introduction to Group Counseling3 s.h.
07C:203 (RCE:5203) Career Development3 s.h.
07C:204 (RCE:5204) School Culture and Classroom Management for School Counselors3 s.h.
07B:206 (EPLS:6206) Research Process and Design3 s.h.
07C:221 (RCE:5221) Theories of Counseling and Human Development Across the Life Span3 s.h.
07C:222 (RCE:5222) Counseling Children and Adolescents in Schools3 s.h.
07C:223 (RCE:5223) Counseling Gifted and Talented Students3 s.h.
07C:230 (RCE:5230) School Counseling Program Leadership and Management3 s.h.
07C:250 (RCE:5250) Multiculturalism in Helping Professions3 s.h.
07C:254 (RCE:5254) Assessment and Appraisal3 s.h.
07C:256 (RCE:5256) Action Research: School-Based Field Research3 s.h.
07C:278 (RCE:5278) Applied Microcounseling3 s.h.
07C:300 (RCE:6300) Practicum in School Counseling3 s.h.
07C:321 (RCE:6321) Internship in Elementary School Counseling3 s.h.
07C:322 (RCE:6322) Internship in Secondary School Counseling3 s.h.
COMPREHENSIVE EXAMINATION

All students are required to take comprehensive exams for the departmental core and for school counseling during their final semester of internship. Comprehensive exams include a written six-hour exam in the departmental core and school counseling. An oral exam also is required unless waived by the comprehensive exam committee.

ADMISSION

Applicants to any of the department's graduate programs must meet the department's general admission requirements; see "Admission" below. Applicants to the M.A. program in school counseling should have an undergraduate g.p.a. of 3.00 or higher. The department prefers that applicants have one year of teaching experience or successful experiences with children and/or adolescents, which they must document in a written statement. Graduate Record Examination (GRE) General Test scores must be on file at the University.

Applications are accepted for summer and fall entry and should be submitted by January 25th. 

Admission

Applicants to any of the department's degree programs must satisfy the following admission requirements. Applicants also must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations of the Graduate College or the Graduate College section of the Catalog.

Applicants must submit the following:

a completed graduate application form;

copies of official transcripts of all previous undergraduate and graduate college work;

official report of Graduate Record Examination (GRE) General Test verbal and quantitative scores;

a statement of the applicant's reasons for seeking an advanced degree in the department, including a statement of personal career objectives;

three current letters of recommendation from persons qualified to assess the applicant's prospects for completing the M.A. or Ph.D. and to assess the applicant's commitment to the profession.

The department may request a personal or telephone interview.

The following admission standards are considered for individual program admission decisions.

M.A. applicants should have an undergraduate g.p.a. of at least 3.00.

Ph.D. applicants should have a graduate g.p.a. of at least 3.00; those who have not been granted a graduate degree should have an undergraduate g.p.a. of at least 3.00.

International applicants must score at least 550 (paper-based) or 80 (Internet-based) on the Test of English as a foreign language (TOEFL). The department may require applicants with lower TOEFL scores to complete University of Iowa course work in English language fluency. TOEFL scores must be submitted with the application for admission.

Typically, doctoral students are not admitted unless they have completed a master's degree in counseling or a related field. Relevant work experiences are important. Students who are accepted without a related master's degree must complete core master's-level course work before taking advanced Ph.D. courses. Required remedial courses and experiences are determined in consultation with the advisor and are included in a student's curriculum plan.

The criteria listed above are minimum standards for admission. Final admission decisions are made by faculty committees. Some of the department's degree programs have additional admission requirements; see the descriptions of the individual degree programs earlier in this Catalog section.

APPLICATION

For application materials, visit Iowa Graduate Admissions and the Department of Rehabilitation and Counselor Education web site.

Applications must be complete before they can be reviewed. Applicants are responsible for providing a complete application dossier; to check on whether an application dossier is complete, contact the College of Education Office of Education Services.

Applicants are notified in writing after their applications have been reviewed. Applicants who are accepted must reply in writing in order to maintain their admission status.

MAINTAINING GOOD STANDING

All graduate students must meet the following standards in order to remain in their degree programs and advance to candidacy and remain a candidate for a degree:

maintain a g.p.a. of at least 3.00;

successfully complete a practicum, internship, or equivalent professional experience;

maintain professional behavior consistent with the American Counseling Association code of ethics and any additional code of professional ethics adhered to in any agency in which the student completes a practicum or internship;

demonstrate progress toward the degree through successful completion of semester hours specified in the curriculum plan and active registration each session (exceptions may be approved by the advisor).

Each student's academic and professional progress is reviewed annually. A written report is provided to the student and a copy is placed in his or her department file.

PROBATIONAL STATUS

M.A. and Ph.D. students who earn a cumulative g.p.a. lower than 3.00 are placed on probational status and are notified in writing. Students on probational status have two consecutive sessions to raise their grade-point average to the established standard. If that requirement is not met, the student may be removed from the program. Each student is allowed one probational status during his or her program of study.

Financial Support

Students in the department may apply for a wide variety of graduate assistantships. For example, many of the University's student service units award graduate assistantships. Applicants for assistantships should contact the department or the coordinator of the particular graduate program they plan to enter.

Applicants seeking fellowships or assistantships should complete their applications as early as possible.

Facilities

An on-campus counseling suite serves as a laboratory for training. In addition, a wide variety of supervised clinical experiences are available in community agencies, schools, and colleges, as well as throughout the University. Internships may be completed at approved sites nationwide.

Courses

07C:029 (RCE:1029) First-Year Seminar1 s.h.
Small discussion class taught by a faculty member; topics chosen by instructor; may include outside activities (e.g., films, lectures, performances, readings, visits to research facilities). Requirements: first‑ or second‑semester standing.
 
07C:030 (RCE:1030) Belin-Blank Center First-Year Seminar1 s.h.
Presentations and discussions by University resource experts and Belin‑Blank Center for Gifted Education staff. Requirements: Belin‑Blank Center student.
 
07C:081 (RCE:2081) Making a Vocational-Educational Choice2-3 s.h.
Vocational decision‑making process, self‑evaluation, exploration of the world of work; for students who are uncertain about their educational and vocational goals.
 
07C:119 (RCE:4119) Family Issues in Giftedness1 s.h.
Family dynamics and issues that arise when one or more children are identified as gifted; parent/child, sibling, school/family relationships.
 
07C:120 (RCE:4120) Psychology of Giftedness3 s.h.
Theories of learning, child development, motivation; issues unique to gifted education. Same as 07P:120 (PSQF:4120).
 
07C:121 (RCE:4121) Identification of Students for Gifted Programs3 s.h.
Interpretation of standardized tests and other measurement instruments used to identify academic talent and program effectively for grades K‑12; ability, aptitude, achievement tests; current issues in the uses of various instruments. Same as 07P:121 (PSQF:4121).
 
07C:123 (RCE:4123) Gender Issues and Giftedness1 s.h.
Effect of gender on development of giftedness; differential needs of girls, boys; strategies for effective teaching, gender equity.
 
07C:124 (RCE:4124) Ethnic and Cultural Issues and Giftedness1 s.h.
Effect of ethnicity and culture on development of giftedness; special needs of Black, Hispanic, Native American, and Asian gifted students; strategies for identification, programming.
 
07C:125 (RCE:4125) Counseling and Psychological Needs of the Gifted1 s.h.
Psychological aspects of giftedness, counseling techniques appropriate for gifted children, adolescents; socio‑emotional concerns, career development, underachievement. Same as 07P:125 (PSQF:4125).
 
07C:126 (RCE:4126) Cognitive and Affective Needs of Underachieving Gifted1 s.h.
Diagnostic strategy for identifying types of underachievement, teaching and counseling interventions appropriate for each. Same as 07P:126 (PSQF:4126).
 
07C:127 (RCE:4127) Research and Theory in Talent/Giftedness1 s.h.
Biennial research symposium. Same as 07P:127 (PSQF:4127).
 
07C:128 (RCE:4128) Advanced Leadership Seminar in Gifted Education1 s.h.
Development of administrative policies and programming based on empirical research; for experienced leaders in gifted education.
 
07C:129 (RCE:4129) Creativity: Issues and Applications in Gifted Education1 s.h.
Theories that underpin contemporary definitions of creativity; instruments developed to measure creativity; activities in the school environment that enhance or inhibit student creativity. Same as 07P:129 (PSQF:4129).
 
07C:130 (RCE:4130) Human Sexuality3 s.h.
How young adults experience, discuss, and engage in sex; short essays.
 
07C:131 (RCE:4131) Loss, Death, and Bereavement3 s.h.
Psychological study of death, grief, loss, bereavement, and coping from a multidimensional and multidisciplinary perspective; loss and grief as natural experiences that are not often explicitly discussed; overview of topics relating to death, including multicultural attitudes toward death, death practices, theories on loss and bereavement, and grieving throughout the life cycle; hospice and palliative care, suicide, and making meaning of life out of death; development of critical thinking skills by engaging in empirically‑based discussions.
 
07C:132 (RCE:4132) Introduction to Addictions and Impulse Control Disorders3 s.h.
Exploration of addictions and impulse control disorders; legal, social, physical, and emotional issues related to addictions and impulse control disorders.
 
07C:137 (RCE:4137) Introduction to Educating Gifted Students3 s.h.
Fundamental issues such as curriculum, counseling, family issues, gender and minority issues. Same as 07U:137 (EDTL:4137).
 
07C:145 (RCE:4145) Marriage and Family Interaction3 s.h.
Contemporary American marriage, family relationships; mate selection.
 
07C:162 (RCE:4162) Introduction to Couple and Family Therapy3 s.h.
Evolution of the family therapy movement and issues related to functional and dysfunctional family systems; significant models of family therapy and specific techniques.
 
07C:163 (RCE:4163) Couple and Family Therapy Skills3 s.h.
Experience working with families as human systems; skills that family therapists use in their work with couples and families.
 
07C:173 (RCE:4173) Trauma Across the Lifespan3 s.h.
Current theory and practice models related to trauma and crisis intervention; overview of multi‑system level definitions of trauma experience (historical, individual, interpersonal, family, organizational, community, global); various approaches to trauma response theory; unique contributions that counselors offer (strength, resiliency, coping); commitments to multicultural and systems factors; macro‑ to micro‑level understanding of trauma.
 
07C:174 (RCE:4174) Positive Psychology3 s.h.
Promotion of human potential as a focus for counseling professionals that provides a supplement to diagnosis and treatment of pathology; how to achieve happiness, resilience, wellness, and life satisfaction through enhancement of human strengths and virtues.
 
07C:175 (RCE:4175) Motivational Interviewing3 s.h.
Motivational Interviewing (Miller & Rollnick) and the stages of change model.
 
07C:176 (RCE:4176) Child Abuse: Assessment, Intervention, and Advocacy3 s.h.
Preparation for work involving abused children or child abuse issues; appropriate for careers in counseling, education, health sciences, law, psychology, social work, and so forth; interactive approach.
 
07C:177 (RCE:4177) Life After War: Post-Deployment Issues3 s.h.
Frequently experienced post‑deployment issues from a biological perspective in order to provide a deeper understanding of the natural consequences of combat; scholastic preparedness component designed to enhance effective studying, academic retention, and success; utilization of the unique nature of a veteran‑only environment by drawing upon veteran strengths such as camaraderie and teamwork to approach group projects. Requirements: Operation Iraqi Freedom, Operation Enduring Freedom, or Operation New Dawn veteran standing.
 
07C:178 (RCE:4178) Microcounseling1,3 s.h.
Basic skills of listening, responding, empathy, focus; advanced skills of meaning, confrontation, reframing, directives, action skills.
 
07C:179 (RCE:4179) Sexuality Within the Helping Profession3 s.h.
Relationship between sexuality and mental health; varied ethical and professional issues in sex therapy.
 
07C:180 (RCE:4180) Topical Seminar for Helping Professionalsarr.
Topics for the continuing education of counselors and related professionals.
 
07C:181 (RCE:4081) ePortfolio Production1-2 s.h.
Experience producing an ePortfolio and uploading it to the Internet; practical experience using digital tools, content and design related to ePortfolio production; experience using a web browser and access to the Internet and to a digital camera or scanner. Requirements: able to perform basic computer functions and use a World Wide Web browser. Same as 07P:181 (PSQF:4081), 07X:181 (EALL:4081), 07E:181 (EDTL:4081), 07B:181 (EPLS:4081).
 
07C:185 (RCE:4185) Introduction to Substance Abuse3 s.h.
Theories of addiction and pharmacology of psychoactive drugs; legal, familial, biological, multicultural, historical issues related to substance use and misuse.
 
07C:187 (RCE:4187) Introduction to Assistive Technology3 s.h.
How assistive technology can be used for attainment of goals in education or work. Same as 07U:187 (EDTL:4987).
 
07C:188 (RCE:4188) Practicum in Teaching and Curriculum Development in Gifted Education1-6 s.h.
Experience in developing course materials for classes offered through the Belin‑Blank Center for Gifted Education. Same as 07U:188 (EDTL:4188).
 
07C:190 (RCE:4190) Group Processes for Related Professions3 s.h.
Small‑group procedures for personal and organizational development in educational settings; discussions of theoretical and ethical issues, multicultural considerations, and research findings supplemented with demonstrations; participation in a personal growth group.
 
07C:191 (RCE:4191) Advocacy: Awareness, Assertiveness, and Activismarr.
Introduction to advocacy skills—communicate, convey, negotiate or assert interests, desires, needs, and rights for self or others; opportunity to design and implement a plan of change; ecological model of human interaction that suggests a person must be viewed within context of his or her environment(s); how having power on a personal and social level impacts one's environment and is central to a person's well‑being; advocation as a central function of helping professions.
 
07C:192 (RCE:4192) Group Leadership in Human Sexuality0-3 s.h.
How to teach human sexuality; how to help students achieve an open‑minded yet responsible attitude toward their own and others' sexuality. Prerequisites: 07C:130 (RCE:4130).
 
07C:193 (RCE:4193) Individual Instruction--Undergraduatearr.
 
07C:194 (RCE:4194) Interpersonal Effectiveness3 s.h.
Paradigms and techniques that enhance interpersonal relationship skills.
 
07C:195 (RCE:4195) Ethics in Human Relations and Counseling3 s.h.
Morality and ethics; ethical issues; models and techniques for effective ethical decision making in personal and professional interactions.
 
07C:197 (RCE:4197) Citizenship in a Multicultural Society3 s.h.
Human relationships in the context of societal oppressions such as racism, sexism, able‑bodyism, and heterosexism.
 
07C:199 (RCE:4199) Counseling for Related Professions3 s.h.
Counseling theories and techniques; ethical and multicultural considerations; small‑group discussions, demonstrations, lectures.
 
07C:200 (RCE:5200) Professional School Counselor3 s.h.
Professional identity of school counselors, K‑12 school counseling program delivery systems, legal and ethical issues. Requirements: admission to school counseling program.
 
07C:202 (RCE:5202) Introduction to Group Counseling3 s.h.
Research, theory, ethics, planning, and practice in group counseling; leadership styles and multicultural considerations; group participation. Prerequisites: 07C:221 (RCE:5221). Corequisites: 07C:278 (RCE:5278). Requirements: rehabilitation and counselor education enrollment.
 
07C:203 (RCE:5203) Career Development3 s.h.
Preparation for counselors and student affairs professionals; career development concepts and theories, family and work, career counseling goals and objectives, exemplary techniques and materials, career program planning, evaluation procedures. Requirements: rehabilitation and counselor education enrollment.
 
07C:204 (RCE:5204) School Culture and Classroom Management for School Counselors3 s.h.
American public elementary and secondary schools and the school counselor's role; classroom management for school counselors.
 
07C:210 (RCE:5210) Rehabilitation Client Assessment3 s.h.
Process and practice of assessing persons with disabilities for rehabilitation plan development and decision making; multicultural and ethical considerations.
 
07C:221 (RCE:5221) Theories of Counseling and Human Development Across the Life Span3 s.h.
Philosophical bases, ethical considerations, processes, issues, multicultural and life‑span developmental considerations in counseling theories and techniques. Requirements: rehabilitation and counselor education M.A. enrollment.
 
07C:222 (RCE:5222) Counseling Children and Adolescents in Schools3 s.h.
Theory and practice of school‑based counseling interventions; child and adolescent development; prevention; special topics. Prerequisites: 07C:221 (RCE:5221) or 07C:278 (RCE:5278).
 
07C:223 (RCE:5223) Counseling Gifted and Talented Students3 s.h.
Learning theories and best practices related to school counseling of gifted and talented students; academic, career, and personal/social development. Prerequisites: 07C:137 (RCE:4137).
 
07C:226 (RCE:5226) Assessment of Giftedness3 s.h.
Training and practice in assessment of gifted children. Same as 07P:226 (PSQF:5226).
 
07C:230 (RCE:5230) School Counseling Program Leadership and Management3 s.h.
Comprehensive K‑12 school counseling program components and structures; program leadership, planning, accountability; behavioral consultation and collaboration; ethical, multicultural, family considerations. Corequisites: 07C:321 (RCE:6321) or 07C:322 (RCE:6322).
 
07C:236 (RCE:6236) Counseling and Psychotherapy for Persons with Disabilities3 s.h.
Preparation for future psychologists and counselors to work with persons with disabilities throughout the lifespan; examination of disability issues within the context of present and past theoretical constructs. Requirements: enrollment in psychological and quantitative foundations or rehabilitation and counselor education. Same as 07P:236 (PSQF:6236).
 
07C:237 (RCE:5237) Seminar in Gifted Education2-3 s.h.
Teaching and counseling needs of gifted students K‑12; intensive 10‑day residential program. Requirements: work as teacher with Belin Fellowship.
 
07C:238 (RCE:5238) Advanced Seminar in Gifted Education1 s.h.
Supervisory, administrative, and research issues; fellowships for seminar participants. Prerequisites: 07C:237 (RCE:5237).
 
07C:241 (RCE:5241) Introduction to Rehabilitation and Mental Health Counseling3 s.h.
Historical, philosophical, legislative, societal, and multicultural overview of rehabilitation and mental health process and practice in community‑based settings; roles of rehabilitation and mental health professionals, nature of agencies, resources, contemporary issues and ethics.
 
07C:247 (RCE:5247) Medical Aspects of Disability3 s.h.
Medical evaluation as part of the rehabilitation process; body systems, medical terminology, medical description of disabilities; functional limitations; projection of potential for rehabilitation and mental health applied to planning and placement.
 
07C:248 (RCE:5248) Diagnosis and Treatment Planning for Psychiatric Rehabilitation3 s.h.
Psychiatric conditions, their diagnostic criteria using the DSM‑IV‑TR, treatment planning considerations; medical and psychiatric rehabilitation models, interrelationship in providing services to persons with psychiatric disabilities; functional assessment and client‑driven rehabilitation planning for community reintegration. Requirements: rehabilitation and counselor education enrollment.
 
07C:249 (RCE:5249) Psychiatric Disorders and Interventions3 s.h.
Description, classification, and theoretical perspectives related to psychiatric disorders; models of intervention in community‑based settings.
 
07C:250 (RCE:5250) Multiculturalism in Helping Professions3 s.h.
Theory and application of multicultural competency in the helping professions; ethical treatment of clients in the context of a multiculturally diverse society; knowledge, skill, self‑awareness components relevant for helping practitioners. Requirements: rehabilitation and counselor education enrollment.
 
07C:254 (RCE:5254) Assessment and Appraisal3 s.h.
Didactic experiences related to individual and group assessment and appraisal; for school professionals.
 
07C:255 (RCE:7255) Advanced Career Development and Counseling3 s.h.
Major concepts and research evidence about life‑span vocational behavior; theories of vocational choice, adjustment, development in a multicultural world.
 
07C:256 (RCE:5256) Action Research: School-Based Field Research3 s.h.
Field‑based research experiences in school settings; students conceptualize, design, conduct, and articulate school‑based research findings. Prerequisites: 07C:254 (RCE:5254).
 
07C:262 (RCE:5262) Advanced Couple and Family Therapy3 s.h.
Introduction to counseling theory, ethics, and techniques as applied to problems of marriage and the family over the life span; multicultural considerations. Requirements: advanced graduate standing. Recommendations: 07C:162 (RCE:4162).
 
07C:263 (RCE:6263) Consultation Theory and Practice3 s.h.
Same as 07P:263 (PSQF:6263).
 
07C:270 (RCE:5270) Issues and Ethics in Counseling3 s.h.
Ethical standards and decision making; current issues; ethical, legal, and multicultural considerations for counseling in agencies and schools; emphasis on professional practice.
 
07C:276 (RCE:5276) Research in Rehabilitation and Mental Health Counseling3 s.h.
Current state of counseling practice and emphasis on accountability as a professional quality; need for counselors to be knowledgeable and skillful in identifying and using "what works" in counseling endeavors; introduction to major principles, concepts, and practices in social science research, including program evaluation; preparing counselors‑in‑training as future research consumers. Recommendations: rehabilitation and mental health counseling major.
 
07C:278 (RCE:5278) Applied Microcounseling3 s.h.
Development of basic and advanced counseling skills; preparation for work in education and community settings.
 
07C:280 (RCE:5280) Topical Seminar in RCEarr.
Special topics dealing with contemporary problems of concern to counselors in specific settings.
 
07C:293 (RCE:6293) Individual Instruction--Graduatearr.
 
07C:300 (RCE:6300) Practicum in School Counseling3 s.h.
Supervised experience counseling and consulting in elementary and secondary school settings. Requirements: completion of school counseling core courses.
 
07C:311 (RCE:7311) Practicum in Counseling and Psychological Services for Gifted Students1-6 s.h.
Prerequisites: 07C:178 (RCE:4178). Requirements: course work in counseling education, counseling psychology, school psychology, educational psychology, or related fields. Same as 07P:311 (PSQF:7311).
 
07C:321 (RCE:6321) Internship in Elementary School Counseling3 s.h.
Supervised placement in an elementary school setting; performance of tasks, responsibilities of an elementary school counselor. Prerequisites: 07C:300 (RCE:6300). Requirements: completion of all required school counseling courses.
 
07C:322 (RCE:6322) Internship in Secondary School Counseling3 s.h.
Supervised placement in a secondary school setting; performance of tasks, responsibilities of a secondary school counselor. Prerequisites: 07C:300 (RCE:6300). Requirements: completion of all required school counseling courses.
 
07C:323 (RCE:6323) Internship in Middle School Counseling3 s.h.
Supervised placement in a middle school setting; performance of tasks and responsibilities of a middle school counselor. Prerequisites: 07C:300 (RCE:6300). Requirements: completion of all required school counseling courses.
 
07C:338 (RCE:7338) Essentials of Qualitative Inquiry3 s.h.
Principles, processes of qualitative research in education; methods of design, data collection and analysis, interpretation, trustworthiness. Requirements: Ph.D. enrollment and introductory research course.
 
07C:341 (RCE:6341) Job Development Placement and Follow-up3 s.h.
Obtaining appropriate jobs for individuals with disabilities who have received rehabilitation services; client, counselor, employer, job specifications.
 
07C:342 (RCE:6342) Psychosocial and Developmental Aspects3 s.h.
Dynamics of adjustment and coping for persons with chronic illness or those with disabilities through the life span; somatopsychological, psychosocial, and developmental perspectives on disability.
 
07C:347 (RCE:7347) Home/School/Community: System Interventions3 s.h.
Interventions used by school and support system personnel; focus on work with parents, siblings. Same as 07P:347 (PSQF:7347).
 
07C:348 (RCE:6348) Prepracticum in Rehabilitation and Mental Health Counseling3 s.h.
Counseling laboratory to promote knowledge, skills, and awareness of effective and ethical counseling methods, and fundamentals of helping relationships and case management. Prerequisites: 07C:221 (RCE:5221). Corequisites: 07C:278 (RCE:5278).
 
07C:349 (RCE:6349) Practicum in Rehabilitation and Mental Health Counselingarr.
Experience in a community agency serving individuals with disabilities and mental health disorders, supervised by a certified rehabilitation counselor in an approved site. Prerequisites: 07C:348 (RCE:6348).
 
07C:350 (RCE:6350) Advanced Practicum in Rehabilitation and Mental Health Counseling3 s.h.
Experience to enhance competency in agencies and with persons represented in the student's specialty area. Prerequisites: 07C:349 (RCE:6349).
 
07C:352 (RCE:6352) Internship in Rehabilitation and Mental Health Counselingarr.
Full‑time clinical experience in rehabilitation and mental health settings; training in wide range of rehabilitation and mental health functions under supervision of a qualified M.A. counselor with appropriate credentials. Prerequisites: 07C:350 (RCE:6350).
 
07C:353 (RCE:7353) Advanced Counseling and Psychotherapy3 s.h.
Theories, techniques, and ethics of counseling clients with personal and interpersonal problems; ethical and multicultural considerations.
 
07C:357 (RCE:7357) Advanced Group Counseling and Psychotherapy3 s.h.
Theories and techniques of group counseling and psychotherapy; integration of theory, experience, and research in group counseling; ethical and multicultural considerations.
 
07C:360 (RCE:7360) Advanced Practicum in Counselingarr.
Supervised practice in counseling; intensive analysis of counselor ethics, styles, methods. Advanced graduate standing in counselor education and consent of instructor required. Prerequisites: 07C:221 (RCE:5221). Requirements: Ph.D. enrollment, advanced graduate standing in counselor education, and counseling introductory practicum; and concurrent enrollment in 07C:249 (RCE:5249) for rehabilitation counselor education student.
 
07C:361 (RCE:7361) Advanced Practicum in Couple and Family Therapy3 s.h.
Opportunity to accumulate client contact and supervision hours towards graduation and licensure; conceptual and executive skills, observational skills and abilities to work as a member of a therapeutic team, awareness of how personal growth and development as a therapist impacts work with clients, comfort and motivation to learn multiple training levels provided, creation of collaborative and supportive atmosphere on all practicum levels. Requirements: enrollment in couple and family therapy program.
 
07C:369 (RCE:7369) Advanced Seminar in Rehabilitation Counseling3 s.h.
Philosophy, theory, research base, practice of rehabilitation counseling, psychology; ethical and multicultural considerations; relationship to disability studies; psychological aspects of disability, client assessment, history, systems, contemporary issues.
 
07C:380 (RCE:7380) Practicum in College Teachingarr.
Supervised college teaching experience in counselor education courses; teaching in collaboration with faculty, observation and critiques of teaching, participation in course planning and evaluation procedures; ethical and multicultural considerations.
 
07C:385 (RCE:7385) Teaching and Learning in Higher Education3 s.h.
Current theoretical and empirical literature on teaching and learning in higher education; focus on development of effective teaching practice. Same as 07P:385 (PSQF:7385), 07B:385 (EPLS:7385), 650:385 (GRAD:7385), 07S:384 (EDTL:7385).
 
07C:393 (RCE:6393) M.A. Thesisarr.
 
07C:394 (RCE:6394) M.A. Equivalency Research1-3 s.h.
Preparation for comprehensive examination.
 
07C:400 (RCE:7400) Seminar: Ethics and Issues in Counseling3 s.h.
Ethical, professional, and contemporary issues in counseling practice, education, and research. Requirements: rehabilitation and counselor education Ph.D. enrollment.
 
07C:404 (RCE:7404) Seminar in Child and Adolescent Intervention Research3 s.h.
Review and analysis of pertinent literature in area of child and adolescent intervention research; stage 1‑3 clinical trials and federal funding process of intervention research in family therapy and family psychology fields; focus on published outcome studies in areas of childhood disorders, Filial Therapy, Functional Family Therapy, Multisystemic Therapy, and Multi‑Dimensional Family Therapy; published and unpublished outcome studies of six research groups within the last ten years and their federally funded research projects. Prerequisites: 07C:262 (RCE:5262).
 
07C:438 (RCE:7438) Advanced Qualitative Research Seminar in Rehabilitation and Counselor Education3 s.h.
Exploration of qualitative research at advanced theoretical, practical, and technical level, inside and outside a typical classroom environment; scholarly discussions. Prerequisites: 07C:338 (RCE:7338).
 
07C:440 (RCE:7440) Seminar in Family-Based Play Therapy Interventions3 s.h.
Inclusion of children in family therapy sessions; varied therapeutic strategies to effectively work with young children and their parents; employment of developmental lens (therapeutic techniques largely depend on children's age and developmental stage) and theoretical lens (many techniques are linked to certain theoretical approaches); development of therapeutic skills with application of varied therapeutic approaches in clinical work; does not train students to become play therapists and/or child therapists. Prerequisites: 07C:262 (RCE:5262).
 
07C:444 (RCE:7444) Qualitative Research in the Multicultural Context3 s.h.
Exploration of qualitative research in multicultural context; application of knowledge gained in introductory qualitative courses; utilization of qualitative skill sets for completion of a multicultural‑focused project; multicultural field research project which may involve travel or virtual connections outside of regular class time; field experience projects with online problem‑based learning activities, consultation, and virtual supervised small group work. Prerequisites: 07P:235 (PSQF:6235), 07C:250 (RCE:5250), and 07C:338 (RCE:7338).
 
07C:448 (RCE:7448) Integrated Developmental Theory and Counseling3 s.h.
Advanced issues, theoretical perspectives, and research in human development across the life span; influential theories in human development; related implications for counseling, supervision, and research; integrated understanding of perspectives through position papers, reflection papers, and research proposal project. Requirements: graduate standing in rehabilitation and counselor education.
 
07C:450 (RCE:7450) Advanced Social Psychology of Disability3 s.h.
Disability issues from individual and societal perspectives; psychosocial aspects of disability and disability studies; seminar. Requirements: Ph.D. enrollment.
 
07C:451 (RCE:7451) Advanced Multiculturalism3 s.h.
Impact of culture, race, ethnicity, and intersections of identity on counseling in higher education and student affairs settings. Prerequisites: 07C:250 (RCE:5250).
 
07C:454 (RCE:7454) Supervision Theory and Practice3 s.h.
Conceptual models, ethics, multicultural considerations, research, and program design for counselor supervision and consultation.
 
07C:455 (RCE:7455) Practicum in Clinical Supervisionarr.
Supervision of students enrolled in counseling practicum. Prerequisites: 07C:454 (RCE:7454).
 
07C:457 (RCE:7457) Seminar: Professional Orientation to Counselor Education and Supervision3 s.h.
Professional orientation issues in counselor education and supervision; related documents, bylaws, professional expectations.
 
07C:458 (RCE:7458) Seminar: Current Issues and Trends in Counselor Education and Supervision3 s.h.
Recent trends, including debates and findings in literature related to best practices for the profession.
 
07C:459 (RCE:7459) Seminar: Leadership and Advocacy in Counselor Education and Supervision3 s.h.
Leadership principles and theories, including applications to counselor education; student leadership potential and skills explored through self‑reflective model.
 
07C:460 (RCE:7460) Seminar: Research in Counseling3 s.h.
Methods, examples, ethics, multicultural issues, problems of counseling research. Requirements: Ph.D. enrollment.
 
07C:461 (RCE:7461) Practicum in Researcharr.
Experience designing and implementing research relevant to student's plan of study, under supervision of rehabilitation and counselor education faculty member.
 
07C:462 (RCE:7462) Advanced Practicum in Clinical Teaching1-3 s.h.
Preparation for doctoral students to conduct didactic and experiential learning opportunities with counselors in training. Prerequisites: 07C:454 (RCE:7454).
 
07C:465 (RCE:7465) Internship in Counselor Education1-3 s.h.
Supervised experience in professional counseling, counselor supervision, consultation, teaching counseling; field placement and seminar.
 
07C:493 (RCE:7493) Ph.D. Thesisarr.