Current and relevant topics related to infant and toddler development will be discussed which include but are not limited to theories of social, cognitive, and personality development, societal and cultural variations in the infant experience, the importance of early intervention, and the impact of environmental influences.

This course will focus on issues that affect continued growth and development during early, middle and late adolescence. Theoretical perspectives on adolescence help students to appreciate various conditions that influence both the mind and the body. For example, concepts such as identity, sexuality, puberty, autonomy, friendship, and family will be addressed.

This course provides students with an understanding of quantitative and qualitative changes that occur as a result of the aging process. Normative and non-normative factors will be explored in light of how these situations affect successful aging. Biology, ethnicity, cognition, cultural, and societal norms and mores will be addressed.

This course is designed to provide students with a practical awareness of ethical standards and codes of conduct in the field of psychology. Students will review and critically analyze case studies which incorporate such topics as ethical decision making, informed consent, confidentiality, boundary and relationship issues, professional competence, supervision, and multicultural and diversity issues.

This course will focus on the principles of substance use counseling. Substance use counseling theories, orientations and treatment models will be evaluated for effectiveness. Students will learn, discuss and practice different facilitation styles and approaches to individual, family and special population’s substance use counseling. Role playing will be utilized to demonstrate appropriate skill development as it relates to substance use counseling. This class, including role playing, will provide opportunities for students to apply theoretical knowledge to clinical situations.

This course will focus on family dynamics and family systems. Various family systems theorists such as Minuchin, Satir, and Haley will be reviewed and discussed. Specific attention will be given to issues of substance use within the family, including both working with someone with primary substance use and the effects of substance use on family structure. Students will be given the opportunity to practice various systemic interventions that promote healthy psychological development within the family system. The impact of culture, gender, and sexual identity will be examined.

This course will examine the overwhelming evidence of how this anti-social behavior impacts the youth of today at home, in school, and in the community. Students will investigate the causes and kinds of bullying as well as how parenting styles either contribute to or empower the child against bullying. Strategies for the educator, psychology professional, and parent will be studied.

This course provides the students with an advanced understanding of relevant nomenclature and psychopathology from a developmental, biological, psychodynamic, cognitive, behavioral, interpersonal, and family/systems perspective. Students will learn how to interpret the multiaxial system of assessment and understand coding and reporting procedures outlined in the Diagnostic and Statistical Manual of Mental Disorders IV-TR that are utilized in making a diagnosis of a mental disorder. Students will incorporate relevant research and case studies throughout the course to integrate the various perspectives within a clinical context.

This course addresses research design and methodology as used by developmental psychologists. Emphasis is on the use of experimental and quasi-experimental designs, confounding factors that may bias results, assessment strategies, and data evaluation methods. By the completion of this course, the student will have formulated a research proposal, and will have completed a Community-Based Research Project.

This course will help the student understand the tremendous impact that substance abuse has on members of our society. Cognition, judgment, emotions, and motivation in the developing brain are all affected negatively by the neurobiochemical manipulation secondary to substance abuse.

This course will enable the student to learn those counseling techniques and skills that are essential for working with clients who suffer from co-occurring disorders such as addiction and mental health problems. Students will develop an understanding of how clients can self-medicate underlying mental health and emotional problems by means of illicit drug use and abuse. With this understanding, the student will learn how to develop effective treatment plans for clients with co-occurring disorders.

Students will learn to administer and interpret standardized assessments and screening tools used for the evaluation of infants, children, adolescents, adults, and the aging. Students will learn specific screening tools for substance use disorders as well as in-depth standardized assessments for alcohol and drug use. The course will focus on cognitive, projective and personality instruments as well as assessment of substance use disorders and attitude surveys. The importance of accurate report writing, as well as observational and interview skills will be emphasized.

This course is designed to provide students with an understanding of the various theories, issues and trends of providing counseling in a multi-cultural and diverse society. Foundational knowledge and skill needed to provide mental health counseling services to diverse populations in a culturally diverse manner will be the core structure of this course of study. Such theorists as Monica McGoldrick will be reviewed for impact on current thinking and implications for mental health counseling.

This course is designed to provide students with a broad understanding of the theory and application of contrasting theoretical models of counseling and forming helping relationships. Students will examine the theory and application of various counseling models through lecture, presentations, group discussion, experiential activities, readings and reflection. This course will address the therapeutic process and practical elements of the counseling interaction, and assist students in strengthening their own personal approach to the helping relationship. In addition, it will challenge students to conceptualize their own qualities that support and hinder the therapeutic helping relationship.

This course will focus on the dynamic relationship that can exist between a person’s culture and other related and associated issues in the employment arena. Topics will focus on career counseling, occupational development theories, educational planning, market research and vocational assessment tools as well as the use of technology as a tool in career counseling. Case studies will also be utilized.

This course will guide the students to a more refined level of the helping relationship while building on the skills learned in PSY 662. Students will develop a solid understanding of the helping relationship by learning intensive listening skills and the effectiveness of attending to the client. Students will also gain a deeper understanding of their own communication styles as they relate to such dynamics as culture, body language, vocal qualities and attitude.

This course will focus on the principles of group dynamics and group members’ roles and behaviors, and therapeutic factors of group therapeutic work. Students will talk about group leadership and different facilitation styles and approaches to group counseling. Students will learn specific models and techniques relevant to group treatment for substance use disorders, including use of motivational interviewing. Group counseling theories, orientations and behaviors will be evaluated for effectiveness. Role playing will be utilized to demonstrate appropriate skill development as it relates to mental health group work.

This pre- master’s clinical 100-hour Practicum experience is required of all CMHC students. 40 hours are spent in role-playing counseling exercises with peers, 25 hours in a combination of individual and group supervision, and 35 hours in counseling-related independent study. The scope of this experience will include practice of counseling skills, review of ethics and professional issues, and exploration of clinical supervision including ways in which a student’s personal life experience interacts with their role as a counselor. Total hours of practicum, including supervision, contact hours, and independent study hours, are structured to comply with Massachusetts LMHC licensure requirements, and also meet Connecticut LPC eligibility requirements.

This 200-hour internship experience will take place in a clinical setting and will afford students the opportunity to work in a professional counseling environment. Students will become oriented to policies and procedures of their chosen placement. Students will observe and gradually become involved in the provision of a wide range of clinical mental health services. They will have direct contact with clients, and will receive individual supervision from their agency supervisor. Group supervision meetings will be held twice per semester at Bay Path University. Total hours of internship, including supervision and direct contact hours, are structured to comply with Massachusetts LMHC licensure requirements, and also meet Connecticut LPC eligibility requirements.

This 200-hour internship experience will continue to enhance the counseling skills as experienced within the context of Counseling Internship I and will continue to afford students the opportunity to work under direct clinical supervision with individuals who seek mental health support. Students will enhance their professional counseling skills, gradually working more independently, including conducting assessments, determining DSM diagnoses, formulating treatment plans, and providing counseling to individuals and groups. Students will receive individual supervision from their agency supervisor. Group supervision meetings will be held twice per semester at Bay Path University. Total hours of internship, including supervision and direct contact hours, are structured to comply with Massachusetts LMHC licensure requirements, and also meet Connecticut LPC eligibility requirements.

This 200-hour internship experience continues to afford students the opportunity to work with individuals who seek mental health support and counseling. Students practice their counseling skills in the most diverse range of services offered at their agency. At this point in the internship, students are expected to have achieved a level of mastery that allows for them to engage in more intensive and independent work. Students will receive individual supervision from their agency supervisor. Group supervision meetings will be held twice per semester at Bay Path University. Total hours of internship, including supervision and direct contact hours, are structured to comply with Massachusetts LMHC licensure requirements, and also meet Connecticut LPC eligibility requirements.