Learning Outcomes

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

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

At the end of the CMHC program, the student:

• Evidences understanding of diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD)

At the end of the SC program, the student:

• Exhibits an understanding of the role of the School Counselor as a leader, advocate and systems change agent in P-12 schools
• Demonstrates an understanding of the School Counselor’s role in consultation with families, P-12 and postsecondary personnel and community agencies
• Exhibits an understanding of the School Counselor’s leadership role in relation to school leadership and multidisciplinary teams, and qualities and styles of effective leadership in schools

Graduates of the Master of Science & Sixth Year Certification in School Psychology Program at Southern Connecticut State University will:

• Demonstrate a foundation in the knowledge bases for both psychology and education.
• Demonstrate knowledge and skills in data-based decision-making as a means to effective problem-solving, evaluation and accountability.
• Demonstrate skills in research and program evaluation to allow them to help bring the latest in educational and psychological research to schools and to help schools determine the effectiveness of services.
• Demonstrate knowledge and skills in school consultation and collaboration and the ability to communicate and work with others in a team-based approach to meeting the needs of children, youth, families and systems.
• Demonstrate knowledge in varied aspects of effective teaching and instructional methods, school curriculum, factors influencing learning and cognitive development, and the skills to develop appropriate academic interventions based on this knowledge.
• Demonstrate knowledge in varied aspects of mental health, social and emotional development and behavior, and the skills to develop appropriate social, emotional and behavioral interventions based on this knowledge.
• Demonstrate knowledge of the varied systems within and outside of schools in which students operate and the skills to work with and within these systems to create and maintain effective and supportive learning environments.  This includes an understanding of the key role of families and family systems as well as knowledge and appreciation for all aspects of diversity in students, their families and fellow educators and mental health professionals, and skills to work to ensure safe and affirming schools for all.
• Demonstrate knowledge of primary prevention, risk and resiliency factors and the skills to develop and provide effective prevention, treatment and crisis intervention services.
• Demonstrate knowledge of the field and history of school psychology and the legal, ethical and professional standards of the profession and the skills to implement these standards through the use of effective technology, communication and interpersonal skills. 

At the end of the Counselor Education and Supervision program, the student:

1. Evidences the understanding of the multiple professional roles and functions of counselors across specialty areas and the role of the professional counselor advocating on behalf of the profession
2. Demonstrates an understanding of ethical standards of professional counseling organizations and applications of ethical and legal considerations in professional counseling 
3. Explains theories and models of counseling, as well as a systems approach to conceptualizing clients and theories, models and strategies for understanding and practicing consultation 
4. Applies theories of individual and family development across the lifespan and the systemic and environmental factors that affect human development, functioning and behavior
5. Evidences the familiarity with and sensitivity to multicultural and characteristics within and among diverse groups, nationally and internationally as well as theories and models of multicultural counseling, cultural identity development, and social justice and advocacy 
6. understanding of theoretical foundations of group counseling and group work, dynamics associated with group process and development as well as therapeutic factors and how they contribute to group effectiveness 
7. Exhibits an understanding of theories and models of career development, counseling and decision making as well as strategies for career development program planning, organization, implementation administration and evaluation 
8. Integrates the use of assessments for diagnostic and intervention planning purposes, as well as ethnical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results 
9. Evidences the importance of research in advancing the counseling profession, including how to critique research to inform counseling practice and understanding qualitative, quantitative and mixed research methods
10. Demonstrates counselor educator characteristics and behaviors that positively influence the learning process; applies a decolonization and liberation lens by incorporating critical, indigenous, and neo-indigenous lenses to the discourses embedded in counseling and counselor education
11. Develops a professional identity as a Counselor Educator
12. Evidence of understanding of pedagogy/andragogy, adult learning theory and applications, including federal, statutory, requirements for higher education and CACREP requirements for the training of counselors 
13. Exhibits an understanding of the role of the Counselor Educator as a leader, advocate and systems change agent in and for the counseling professions 
14. Demonstrates an understanding of the Counselor Educator’s role in the broader context of a department, a university, and professional organizations