Psychology

This course helps learners understand the factors that influence human behavior in organizational settings. Emphasis is placed on scientific analysis of individual processes, group processes, and organizational structure and design. Topics addressed include research methodology, attitude determinants, communication, performance determinants and evaluations, decision-making, and leadership.

PSYC 600 — Research and Program Evaluation. 3 hours.

Survey of methods of gathering, analyzing, interpreting, and communicating research data. Topics include psychological measurement and scaling techniques, the various types of research methods and designs, ethics in research, report writing, graphical reporting of data, and bibliographical sources in psychology. Learners must find a researchable problem, develop a testable hypothesis, review and critique the literature, and develop an appropriate method, design, and statistics.

PSYC 601 — Human Growth and Development. 3 hours.

A study of human physical, cognitive, emotional, social, and personality development and needs from conception to death. Factors contributing to functional and dysfunctional physical, cognitive, interpersonal, and vocational development are emphasized.

PSYC 602 — Lifestyle and Career Development. 3 hours.

Discusses the interface of persons of diverse genders, cultures, socioeconomic levels, and the world of work. Includes global theoretical perspectives, as well as practical counseling issues, such as career-planning and decision-making, interest and aptitude assessment, training and equipping, motivation, career resources, résumé and interview optimization, holding a job, career interrelationships with family and other life roles, dismissals, and retirement.

PSYC 603 — Psychological Assessment. 3 hours.

The selection, administration, interpretation, and communication of psychological tests, with promotion of sound psychometric principles. Concepts such as central tendency, reliability and validity, norms, standard scores, and variability are addressed. The basic assumptions, procedures, techniques, and instruments in the assessment of human characteristics, such as mental abilities, attitudes, disabilities, vocational interests, personality traits, and abnormalities, are explored. Both individual and group assessments are included, as well as legal and ethical issues, and issues of diversity.

PSYC 604 — Abnormal Psychology. 3 hours.

A study of the various types of personality and behavioral abnormalities, including their etiology, symptoms, dynamics, and treatment. The emphases are on training practitioners in differential diagnosis using the latest diagnostic and statistical manual and the ICD classification system and on increasing awareness of the most effective forms of therapy for a particular disorder. A required part of this course is a concurrent weekly practicum experience in a setting in which learners can diagnose and interact with persons who are mentally ill or developmentally disabled.

PSYC 607 — Social and Cultural Foundation. 3 hours.

The purpose of this course is to provide an understanding of issues and trends in a multicultural and diverse society, including characteristics of individuals, couples, families, racial/ethnic groups, and communities. The course examines the impact of race, ethnicity, sexual orientation, physical and mental characteristics, and other areas of diversity on personal, social, and academic development. One’s own social and cultural background are analyzed. Tolerance (political perspective) and value (spiritual perspective) of differences are emphasized.

PSYC 610 — Counseling Theory and Techniques I. 3 hours.

A study of basic interviewing and counseling skills and the facilitative relationship. The course explores theories of development, dysfunction, and treatment using traditional and brief models applied to both prevention and intervention with diverse individuals. Counseling approaches include psychodynamic, Adlerian, person-centered, existential, behavioral, cognitive, and reality therapies.

PSYC 611 — Counseling Theory and Techniques II. 3 hours.

The learner will explore contemporary and/or specialized theories, including Gestalt, psychodrama, family systems, crisis intervention, multicultural, and other developmental and community counseling theories.

PSYC 619A — Counseling Practicum I. 1 hour.

The supervised practicum experience(s) requires completion of a minimum of 100 clock hours. Requirements include a minimum of 40 hours of direct service with clients (at least one-fourth of these hours should be in group work). Additional requirements include at least one hour of individual supervision and 1½ hours of group supervision per week. The 100 hours can be completed over one or two semesters. A grade of B or better is required. Students will complete the practicum experience in the Olivet Nazarene University Counseling Lab.

PSYC 619B — Counseling Practicum II. 1 hour.

This course is a continuation of practicum over a second semester to refine skills and complete required hours. A grade of B or better is required.

PSYC 621 — Addictions and Compulsive Behaviors. 3 hours.

Explains the interviewing, assessment, intervention, case management, and optimal resources for clients with substance abuse, eating disorders, and love and sexual addictions. Etiological, reinforcing, and therapeutic family dynamics are emphasized. A concurrent practicum is required that involves 10 hours of experience in various settings interacting with addiction clients.

PSYC 622 — Legal and Ethical Issues in the Counseling Profession. 3 hours.

This course will provide an understanding of legal and ethical issues related to counselor practice, with particular emphasis to Illinois Mental health Codes and Standards. Students will learn about codes of ethics, laws, rules and regulations which govern behavior of counselors. The course will also include information related to professional credentialing, including certification, licensure and accreditation practices and standards in Illinois. The role and process of the professional/school counselor as an advocate for the profession and for the individual when barriers impede access to services, equity in mental health care and individual success will be explored with emphasis directed towards diverse populations. The ethical standards of the ACA and related entities in professional and school counseling, with particular emphasis on Illinois Mental Health law and practices will be presented, discussed and applied through use of lecture, case study and outcome evaluation. Additionally, this course will emphasize methods and strategies for identifying ethical conflicts and the appropriate professional response. This course will also examine the history and philosophy of the counseling profession, professional roles, functions and relationships with other service providers, as well as the benefits of membership in professional organizations.

PSYC 623 — Graduate Strategies for Success. 1 hour.

Adult learners are introduced to the expectations and opportunities to develop interpersonal leadership. The focus of this course will be on writing skills development, including various formats; conducting library research and review of proper APA format; computer and Blackboard training; presentation skills, including Power Point, if needed.

PSYC 630 — Group Dynamics and Counseling. 3 hours.

Focuses on group objectives, process and dynamics, leader and member roles, and behavior, treatment strategies, and evaluation. Attention is given to specific types of groups, including task groups, psycho-education groups, counseling/interpersonal problem-solving groups, and therapy groups. The course is experiential in nature; the class does interpersonal growth group work.

PSYC 640 — Marriage and Family Relations. 3 hours.

A study of contemporary structural variations of the family, statistics, life-cycle stages, and cultural and socioeconomic influences. This course examines the principles for healthy marital and family functioning, factors producing dysfunctional relationships such as dependency and codependency, and the causes and amelioration of conflict and abuse.

PSYC 650 — Introduction to School Counseling Services. 3 hours.

The role, function, and professional identity of the school counselor will be explored. The course examines history, philosophy, trends, and technology in education and school counseling, as well as social and cultural issues as they relate to school populations and issues. Various services will be explored, including assessment, individual, group, and family counseling approaches, peer-helper programs, advocacy for all students, crisis intervention, and referral. Specific child and adolescent issues such as chemical abuse, sexuality, eating disorders, depression, alternative family structures, effects of child abuse and the needs of special populations (such as students with physical, emotional, behavioral, and/or mental disabilities) will be discussed. Emphasis is on understanding prevention and intervention from a comprehensive developmental school counseling model. Additionally, laws, policies, and ethical issues related to children and adolescents as well as the counseling profession will be examined.

PSYC 651 — School Counseling Strategies and Program Development. 3 hours.

Focus is on the development, management, and evaluation of comprehensive developmental school counseling programs that reflect school missions, community resources, and current school counseling trends. Student and program needs assessments and outcome plans based on assessment will be stressed. Systems theory, multicultural understanding, and organizational development theories will be explored to enhance understanding of school, community, and family systems which influence student and program needs. Funding strategies and current technologies which would enhance school counseling programs will be examined.

PSYC 652 — Consultation and Faculty Development Strategies. 3 hours.

Training in the functions and skills necessary for school counselors to work with teachers, parents, and other service providers in order to meet the physical, emotional, cognitive, and social needs of children and adolescents. Crisis intervention, case management (including basic understanding of diagnostic information and medication), referral, and team-building skills will be emphasized. Faculty development approaches that help teachers understand classroom management; state laws and school policies; and students’ needs, issues, and differences will be discussed. School counseling programs will be examined in terms of integration into the school curriculum and community resources.

PSYC 690A — Internship in Professional Counseling I. 5 hours.

This internship requires 600 clock hours (240 of which are required as direct service hours) in an approved facility under the supervision of an appropriately trained and licensed psychologist, professional counselor, or someone in a closely related field. The internship may be concurrent with other courses or after coursework is completed. A grade of B or better is required.

PSYC 690B — Internship in Professional Counseling II. 5 hours.

This course is a continuation of internship over a second semester to refine skills and complete required hours. A grade of B or better is required.

PSYC 693A — Internship in School Counseling I. 5 hours.

This internship requires 600 clock hours (240 of which are required as direct service hours ) in an approved K-12 school setting under the supervision of either a social worker or school counselor who holds a current Type 73 – School Counselor certification. The internship may be concurrent with other courses or after coursework is completed. A grade of B or better is required.

PSYC 693B — Internship in School Counseling II. 5 hours.

This course is a continuation of internship over a second semester to refine skills and complete required hours.A grade of B or better is required.

PSYC 698 — Master's Thesis. 4 hours.

A thesis is a departmentally approved, individual investigation of a special problem in any of the areas within professional counseling. A quantitative research study is recommended. A thesis is generally required for those intending to pursue the Ph.D. (elective course)