Counseling Psychology and Human Services
Leslie Leve, Department Head
541-346-9148
541-346-0683 fax
240 HEDCO Education Building
Programs in the Department of Counseling Psychology and Human Services educate and train professionals in counseling psychology, couples and family therapy, prevention science, and family and human services. Students are trained to effectively identify, prevent, and treat psychological and public health problems in children, adolescents, adults, and families. At the doctoral level, students extend scientific knowledge through research in collaboration with faculty mentors. Field placements, practicum placements, and internships at all levels of training provide students with opportunities to practice in schools, community agencies, and clinical and research settings under the supervision of faculty members, agency personnel, and collaborating scholars.
Faculty
Tiffany Brown, senior lecturer (self-harm, family dynamics of addiction, collegiate recovery communities). BS, 2002, MEd, 2005, Oregon; PhD, 2009, Texas Tech. (2011)
Elizabeth Budd, assistant professor (early chronic disease prevention, physical activity and healthy eating promotion, adolescent and community health). BS, 2005, Santa Clara; MPH, 2009, Saint Louis; PhD, 2016, Washington (St. Louis). (2016)
Krista Chronister, professor (domestic violence, career counseling, community intervention). BS, 1996, Florida; MS, 2000, PhD, 2003, Oregon. (2003)
Jessica Cronce, associate professor (health and risk behaviors among young adults, individual-focused prevention). BS, 1999, Washington (Seattle); MS, 2005, MPhil, 2006, PhD, 2009, Yale. (2015)
Dave DeGarmo, research associate professor (prevention science methodology, longitudinal analysis, fathers and parenting). BA, 1987, Lock Haven; MS, 1989, PhD, 1993, Akron. (2013).
Wendy Hadley, Julie and Keith Thomson Faculty Chair and HEDCO Clinic Director, associate professor (adolescent sexual and substance use risk prevention, adolescent obesity, technology interventions). BS, 1994, University of Florida; MS, 2000, PhD, 2003, University of Memphis. (2019)
Nichole Kelly, assistant professor (obesity prevention and adolescent health, eating disorders, health promotion). BS, 2004, Virginia; PhD, 2013, Virginia Commonwealth. (2016)
Atika Khurana, associate professor (adolescent development and risk-taking, self-regulation and executive functions, family and ecological influences). BS, 2003, MS, 2005, Panjab; PhD, 2009, Ohio State. (2012)
Jean Kjellstrand, assistant professor (corrections-involved families, positive youth development, reentry and preventive interventions). BA, 1989, Carleton College; MSW, 1991, Wisconsin, Madison; PhD, 2009, Portland State. (2014)
Leslie Leve, professor (foster care, adoption, prevention science). BA. 1990, California, Santa Cruz; MS, 1991, PhD, 1995, Oregon. (2013)
Benedict T. McWhirter, professor (adolescents at risk, college student development, connectedness). BA, 1986, Notre Dame; MC, 1988, PhD, 1992, Arizona State. (1997)
Ellen Hawley McWhirter, Ann Swindells Professor in Counseling Psychology (adolescent career development, empowerment, Latino youth academic success). BA, 1983, Notre Dame; MC, 1988, PhD, 1992, Arizona State. (1997)
Bertranna Muruthi, assistant professor (interventions and prevention programs for immigrant families). BA, 2010, MS, 2012, Miami (OH); PhD, 2017, Georgia. (2019)
James Muruthi, assistant professor (family and neighborhood factors, social capital and health disparities among aging marginalized individuals). BS, 2007, MS, 2010, Miami (OH); PhD, 2016, Georgia. (2019)
Elizabeth A. Stormshak, Philip H. Knight Chair; professor (prevention of delinquency, conduct problems, peer rejection). BA, 1988, Washington (Seattle); MS, 1992, PhD, 1995, Pennsylvania State. (1996)
Emily Tanner-Smith, associate professor (applied research methodology, meta-analysis, substance use and addiction). BS. 2003, Belmont; MA, 2007, PhD, 2009, Vanderbilt. (2017)
Jeff Todahl, associate professor (child abuse and neglect prevention, intimate partner violence, community engagement). BA, 1985, Western Washington; MS, 1989, Seattle Pacific; PhD, 1995, Florida State. (1999)
Karrie P. Walters, senior instructor (human services, child and family interventions, prevention and social justice). BA, 1996, North Texas; MA, 2001, Minnesota, Twin Cities; PhD, 2010, Oregon. (2010)
Courtesy
Joseph Arpaia, courtesy assistant professor (clinical hypnosis, autonomic nervous system, mediation and psychotherapy). BS, 1982, California Institute of Technology; MD, 1990, California, Irvine. (2005)
Philip A. Fisher, professor. See Psychology.
Richard D. Freund, courtesy assistant professor (research methods, community college counseling, cognitive therapy). BA, 1966, Brown; PhD, 1971, Stanford. (1975)
Lauren Lindstrom, professor (career development, youth with disabilities, gender equity). BS, 1985, MS, 1991, PhD, 2000, Oregon. (2000)
Emeriti
Henry F. Dizney, professor emeritus. BS, 1954, Southeast Missouri State; MEd, 1955, Wayne State; PhD, 1959, Iowa. (1967)
Gordon A. Dudley, associate professor emeritus. BA, 1956, Kalamazoo; MA, 1959, Colorado; EdD, 1971, Harvard. (1967)
Sally Fullerton, professor emerita. BS, 1956, Oregon State; MA, 1960, Cornell; PhD, 1970, Oregon. (1970)
Weston H. Morrill, professor emeritus. BS, 1960, MS, 1961, Brigham Young; PhD, 1966, Missouri, Columbia. (1990)
Shoshana D. Kerewsky, senior lecturer II emerita. BA, 1983, Swarthmore; MA, 1990, Lesley; PsyD, 1998, Antioch, New England. (1996)
Janet Moursund, associate professor emerita. BA, 1958, Knox; MS, 1961, PhD, 1963, Wisconsin, Madison. (1967)
Anita Runyan, associate professor emerita. BS, 1956, Pacific Union; MS, 1968, PhD, 1972, Oregon. (1972)
The date in parentheses at the end of each entry is the first year on the University of Oregon faculty.
Undergraduate Studies
Family and Human Services
240 HEDCO Education Building
541-346-0909
fhs@uoregon.edu
The family and human services major leads to a bachelor of arts (BA), bachelor of science (BS), or bachelor of education (BEd) degree. The family and human services major offers two pathways or emphases for study, the Prevention Science (PS) emphasis or Direct Service Intensive (DSI) emphasis. All FHS students are admitted into the Prevention Science emphasis. Students who wish to complete the DSI emphasis must apply.
The PS emphasis is 54 credits and allows students to study the application of research to prevent conditions that negatively impact well-being and focus on studying the design and evaluation of preventive interventions. The DSI emphasis is 64 credits and allows students to study the delivery of preventive interventions, treatment, and recovery support services and to gain applied practicum experience in community social services agencies to apply the knowledge and skills that they have learned.
Careers
Graduates find work as entry-level professionals in a variety of community services and governmental agencies, and many pursue graduate work in disciplines such as counseling psychology, couple and family therapy, prevention science, education, special education, early intervention, agency management and leadership, social work, human development, and family studies.
Bachelor of Arts Degree Requirements
| Code | Title | Credits |
|---|---|---|
| Premajor Core | ||
| FHS 213 | Issues for Children and Families | 4 |
| FHS 215 | Exploring Family and Human Services | 3 |
| FHS 216 | Diversity in Human Services | 4 |
| Professional Studies | ||
| CPSY 217 | Foundations of Student Health and Well-Being | 3 |
| FHS 301 | Writing for Human Services Professionals | 3 |
| FHS 328 | Human Development in the Family Context | 3 |
| FHS 330 | Individual Interventions in Ecological Contexts | 4 |
| FHS 331 | Group and Community Interventions | 3 |
| FHS 420 | Research in Human Services | 3 |
| or PSY 303 | Research Methods in Psychology: [Topic] | |
| or SOC 311 | Research Methods | |
| FHS 471 | Human Services Professional Ethics | 3 |
| FHS 492 | Contemporary Issues in Public Health | 3 |
| Advanced Interventions & Case Management | 3 | |
| Child and Family Case Management | ||
| Adolescent and Adult Case Management | ||
| Research Experience | 1 | |
| Research: [Topic] | ||
| Equity and Diversity | 4 | |
| Sexuality and Culture | ||
| Science, Race, and Society | ||
| American Deaf Culture | ||
| Restorative Justice | ||
| Introduction to Ethnic Studies | ||
| Social Equity and Criminal Justice | ||
| Value Systems in Cross-Cultural Perspective | ||
| Philosophy and Cultural Diversity | ||
| Social and Political Philosophy | ||
| Social Inequality | ||
| Social Issues and Movements | ||
| Race and Ethnicity | ||
| Sociology of Gender | ||
| Introduction to Women's and Gender Studies | ||
| Introduction to Queer Studies | ||
| Feminist Perspectives: Identity, Race, Culture | ||
| Queer Theory | ||
| Women, Work, and Class | ||
| Professional Depth | 6 | |
| Introduction to Counseling Psychology Profession | ||
| Youth Psychopathology in Context | ||
| Prevention Science in Practice | ||
| Prevention Science in Practice Supervision | ||
| Prevention of Youth Violence | ||
| Introduction to Methods of Probability and Statistics | ||
| Introduction to City Planning | ||
| Introduction to the Nonprofit Sector | ||
| Quantitative Methods | ||
| Introduction to Public Law | ||
| Grant Proposal Writing | ||
| Strategic Planning for Management | ||
| Scientific Thinking in Psychology | ||
| Psychopathology | ||
| Culture and Mental Health | ||
| Community, Environment, and Society | ||
| Statistical Analysis in Sociology | ||
| Behavior and Classroom Management | ||
| Scientific Analysis in Human Services | ||
| Direct Service Intensive Pathway Emphasis: Practicum | ||
| FHS 472 | Human Services in Practice | 8 |
| FHS 473 | Human Services in Practice Supervision | 4 |
| Total Credits | 62 | |
| 1 | Requirements are representative of the Prevention Science pathway. |
Bachelor of Science Degree Requirements
| Code | Title | Credits |
|---|---|---|
| Premajor Core | ||
| FHS 213 | Issues for Children and Families | 4 |
| FHS 215 | Exploring Family and Human Services | 3 |
| FHS 216 | Diversity in Human Services | 4 |
| Professional Studies | ||
| CPSY 217 | Foundations of Student Health and Well-Being | 3 |
| FHS 301 | Writing for Human Services Professionals | 3 |
| FHS 328 | Human Development in the Family Context | 3 |
| FHS 330 | Individual Interventions in Ecological Contexts | 4 |
| FHS 331 | Group and Community Interventions | 3 |
| FHS 420 | Research in Human Services | 3 |
| or PSY 303 | Research Methods in Psychology: [Topic] | |
| or SOC 311 | Research Methods | |
| FHS 471 | Human Services Professional Ethics | 3 |
| FHS 492 | Contemporary Issues in Public Health | 3 |
| Advanced Interventions & Case Management | 3 | |
| Child and Family Case Management | ||
| Adolescent and Adult Case Management | ||
| Research Experience | 1 | |
| Research: [Topic] | ||
| Equity and Diversity | 4 | |
| Sexuality and Culture | ||
| Science, Race, and Society | ||
| American Deaf Culture | ||
| Restorative Justice | ||
| Introduction to Ethnic Studies | ||
| Social Equity and Criminal Justice | ||
| Value Systems in Cross-Cultural Perspective | ||
| Philosophy and Cultural Diversity | ||
| Social and Political Philosophy | ||
| Social Inequality | ||
| Social Issues and Movements | ||
| Race and Ethnicity | ||
| Sociology of Gender | ||
| Introduction to Women's and Gender Studies | ||
| Introduction to Queer Studies | ||
| Feminist Perspectives: Identity, Race, Culture | ||
| Queer Theory | ||
| Women, Work, and Class | ||
| Professional Depth | 6 | |
| Introduction to Counseling Psychology Profession | ||
| Youth Psychopathology in Context | ||
| Prevention Science in Practice | ||
| Prevention Science in Practice Supervision | ||
| Prevention of Youth Violence | ||
| Introduction to Methods of Probability and Statistics | ||
| Introduction to City Planning | ||
| Introduction to the Nonprofit Sector | ||
| Quantitative Methods | ||
| Introduction to Public Law | ||
| Grant Proposal Writing | ||
| Strategic Planning for Management | ||
| Scientific Thinking in Psychology | ||
| Psychopathology | ||
| Culture and Mental Health | ||
| Community, Environment, and Society | ||
| Statistical Analysis in Sociology | ||
| Behavior and Classroom Management | ||
| FHS 490 | Scientific Analysis in Human Services | 3 |
| Direct Service Intensive Pathway Emphasis: Practicum | ||
| FHS 472 | Human Services in Practice | 8 |
| FHS 473 | Human Services in Practice Supervision | 4 |
| Total Credits | 65 | |
| 1 | Requirements are representative of the Prevention Science pathway. |
Bachelor of Education Degree Requirements
| Code | Title | Credits |
|---|---|---|
| Premajor Core | ||
| FHS 213 | Issues for Children and Families | 4 |
| FHS 215 | Exploring Family and Human Services | 3 |
| FHS 216 | Diversity in Human Services | 4 |
| Professional Studies | ||
| CPSY 217 | Foundations of Student Health and Well-Being | 3 |
| FHS 301 | Writing for Human Services Professionals | 3 |
| FHS 328 | Human Development in the Family Context | 3 |
| FHS 330 | Individual Interventions in Ecological Contexts | 4 |
| FHS 331 | Group and Community Interventions | 3 |
| FHS 420 | Research in Human Services | 3 |
| or PSY 303 | Research Methods in Psychology: [Topic] | |
| or SOC 311 | Research Methods | |
| FHS 471 | Human Services Professional Ethics | 3 |
| FHS 492 | Contemporary Issues in Public Health | 3 |
| Advanced Interventions & Case Management | 3 | |
| Child and Family Case Management | ||
| Adolescent and Adult Case Management | ||
| Research Experience | 1 | |
| Research: [Topic] | ||
| Equity and Diversity | 4 | |
| Sexuality and Culture | ||
| Science, Race, and Society | ||
| American Deaf Culture | ||
| Restorative Justice | ||
| Introduction to Ethnic Studies | ||
| Social Equity and Criminal Justice | ||
| Value Systems in Cross-Cultural Perspective | ||
| Philosophy and Cultural Diversity | ||
| Social and Political Philosophy | ||
| Social Inequality | ||
| Social Issues and Movements | ||
| Race and Ethnicity | ||
| Sociology of Gender | ||
| Introduction to Women's and Gender Studies | ||
| Introduction to Queer Studies | ||
| Feminist Perspectives: Identity, Race, Culture | ||
| Queer Theory | ||
| Women, Work, and Class | ||
| Professional Depth | 6 | |
| Introduction to Counseling Psychology Profession | ||
| Youth Psychopathology in Context | ||
| Prevention Science in Practice | ||
| Prevention Science in Practice Supervision | ||
| Prevention of Youth Violence | ||
| Introduction to Methods of Probability and Statistics | ||
| Introduction to City Planning | ||
| Introduction to the Nonprofit Sector | ||
| Quantitative Methods | ||
| Introduction to Public Law | ||
| Grant Proposal Writing | ||
| Strategic Planning for Management | ||
| Scientific Thinking in Psychology | ||
| Psychopathology | ||
| Culture and Mental Health | ||
| Community, Environment, and Society | ||
| Statistical Analysis in Sociology | ||
| Behavior and Classroom Management | ||
| FHS 490 | Scientific Analysis in Human Services | 3 |
| Direct Service Intensive Pathway Emphasis: Practicum | ||
| FHS 472 | Human Services in Practice | 8 |
| FHS 473 | Human Services in Practice Supervision | 4 |
| Total Credits | 65 | |
| 1 | Requirements are representative of the Prevention Science pathway. |
Direct Service Intensive Pathway
The Family and Human Sciences degree programs default into the Prevention Science pathway. Students may request to instead fulfill the requirements for the Direct Service Intensive Pathway listed below:
| Code | Title | Credits |
|---|---|---|
| Human Services: Practice | 8 | |
| Human Services in Practice | ||
| Human Services Practice Supervision | 4 | |
| Human Services in Practice Supervision | ||
| Direct Service Intensive Capstone | 2 | |
| * | Replaces the Scientific Analysis & Interpretation requirement from the Prevention Science Pathway. |
Four-Year Degree Plan
The degree plan shown is only a sample of how students may complete their degrees in four years. There are alternative ways. Students should consult their advisor to determine the best path for them.
In addition to required course work, those working toward all degrees listed below must participate in work or volunteer experiences related to human services and maintain a cumulative grade point average (GPA) of 2.50 or better.
Bachelor of Arts in Family and Human Services
| First Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| First term of first-year second-language sequence | 4 | ||
| WR 121 | College Composition I | 4 | |
| FHS 213 |
Issues for Children and Families or Exploring Family and Human Services or Diversity in Human Services |
4 | |
| Elective course | 3 | ||
| Credits | 15 | ||
| Winter | |||
| Second term of first-year second-language sequence | 4 | ||
| WR 122 or WR 123 |
College Composition II or College Composition III |
4 | |
| FHS 213 |
Issues for Children and Families or Exploring Family and Human Services or Diversity in Human Services |
4 | |
| Elective course | 3 | ||
| Credits | 15 | ||
| Spring | |||
| Third term of first-year second-language sequence | 4 | ||
| FHS 213 |
Issues for Children and Families or Exploring Family and Human Services or Diversity in Human Services |
4 | |
| General-education course in arts and letters | 4 | ||
| General-education course in science | 4 | ||
| Credits | 16 | ||
| Total Credits | 46 | ||
| Second Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| First term of second-year second-language sequence | 4 | ||
| General-education course in arts and letters | 4 | ||
| General-education course in social science | 4 | ||
| General-education course in science | 4 | ||
| Prepare application for admission to the family and human services major | |||
| Credits | 16 | ||
| Winter | |||
| Second term of second-year second-language sequence | 4 | ||
| General-education course in arts and letters | 4 | ||
| General-education course in social science | 4 | ||
| General-education course in science | 4 | ||
| Submit application for admission to the family and human services major | |||
| Credits | 16 | ||
| Spring | |||
| Third term of second-year second-language sequence | 4 | ||
| General-education course in arts and letters | 4 | ||
| General-education course in social science | 4 | ||
| General-education course in science | 4 | ||
| Complete all specified family and human services major admission requirements | |||
| Credits | 16 | ||
| Total Credits | 48 | ||
| Third Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| FHS 328 | Human Development in the Family Context | 3 | |
| FHS 330 | Individual Interventions in Ecological Contexts | 4 | |
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 491 | Junior Professional Practices and Issues I | 3 | |
| Credits | 13 | ||
| Winter | |||
| FHS 331 | Group and Community Interventions | 3 | |
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 420 | Research in Human Services | 3 | |
| FHS 492 | Contemporary Issues in Public Health | 3 | |
| Credits | 12 | ||
| Spring | |||
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 493 or FHS 494 |
Child and Family Case Management or Adolescent and Adult Case Management |
3 | |
| General-education course that also satisfies a multicultural requirement (American cultures or international cultures) | 4 | ||
| Elective course | 4 | ||
| Credits | 14 | ||
| Total Credits | 39 | ||
| Fourth Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 496 | Senior Project Proposal | 1 | |
| Upper-division elective courses | 8 | ||
| Elective course | 3 | ||
| Credits | 15 | ||
| Winter | |||
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 495 | Senior Professional Practices and Issues | 3 | |
| Elective courses | 8 | ||
| Complete application for graduation on DuckWeb | |||
| Credits | 14 | ||
| Spring | |||
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| Upper-division elective courses | 8 | ||
| Credits | 11 | ||
| Total Credits | 40 | ||
Bachelor of Science in Family and Human Services
| First Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| WR 121 | College Composition I | 4 | |
| FHS 213 |
Issues for Children and Families or Exploring Family and Human Services or Diversity in Human Services |
4 | |
| General-education course in arts and letters | 4 | ||
| Elective course | 4 | ||
| Credits | 16 | ||
| Winter | |||
| WR 122 or WR 123 |
College Composition II or College Composition III |
4 | |
| FHS 213 |
Issues for Children and Families or Exploring Family and Human Services or Diversity in Human Services |
4 | |
| General-education course in science | 4 | ||
| Elective course | 4 | ||
| Credits | 16 | ||
| Spring | |||
| FHS 213 |
Issues for Children and Families or Exploring Family and Human Services or Diversity in Human Services |
4 | |
| General-education course in arts and letters | 4 | ||
| General-education course in science | 4 | ||
| Elective course | 4 | ||
| Credits | 16 | ||
| Total Credits | 48 | ||
| Second Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| Mathematics course | 4 | ||
| General-education course in social science | 4 | ||
| General-education course in science | 4 | ||
| General-education course that also satisfies a multicultural requirement (American cultures or international cultures) | 4 | ||
| Prepare application for admission to the family and human services major | |||
| Credits | 16 | ||
| Winter | |||
| Mathematics course | 4 | ||
| General-education course in arts and letters | 4 | ||
| General-education course in social science | 4 | ||
| Elective course | 4 | ||
| Submit application for admission to the family and human services major | |||
| Credits | 16 | ||
| Spring | |||
| Mathematics course | 4 | ||
| General-education course in arts and letters | 4 | ||
| General-education course in social science | 4 | ||
| General-education course in science | 4 | ||
| Complete all specified family and human services major admission requirements | |||
| Credits | 16 | ||
| Total Credits | 48 | ||
| Third Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| FHS 328 | Human Development in the Family Context | 3 | |
| FHS 330 | Individual Interventions in Ecological Contexts | 4 | |
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 491 | Junior Professional Practices and Issues I | 3 | |
| Credits | 13 | ||
| Winter | |||
| FHS 331 | Group and Community Interventions | 3 | |
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 420 | Research in Human Services | 3 | |
| FHS 492 | Contemporary Issues in Public Health | 3 | |
| Credits | 12 | ||
| Spring | |||
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 493 or FHS 494 |
Child and Family Case Management or Adolescent and Adult Case Management |
3 | |
| Elective courses | 8 | ||
| Credits | 14 | ||
| Total Credits | 39 | ||
| Fourth Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 496 | Senior Project Proposal | 1 | |
| Upper-division elective courses | 8 | ||
| Elective course | 4 | ||
| Credits | 16 | ||
| Winter | |||
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 495 | Senior Professional Practices and Issues | 3 | |
| Elective courses | 8 | ||
| Complete Application for Graduation on DuckWeb | |||
| Credits | 14 | ||
| Spring | |||
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| Upper-division elective courses | 8 | ||
| Credits | 11 | ||
| Total Credits | 41 | ||
Bachelor of Education in Family and Human Services
| First Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| WR 121 | College Composition I | 4 | |
| FHS 213 |
Issues for Children and Families or Exploring Family and Human Services or Diversity in Human Services |
4 | |
| General-education course in arts and letters | 4 | ||
| Elective course | 4 | ||
| Credits | 16 | ||
| Winter | |||
| WR 122 or WR 123 |
College Composition II or College Composition III |
4 | |
| FHS 213 |
Issues for Children and Families or Exploring Family and Human Services or Diversity in Human Services |
4 | |
| General-education course in science | 4 | ||
| Elective course | 4 | ||
| Credits | 16 | ||
| Spring | |||
| Multicultural course in American cultures or international cultures | 4 | ||
| FHS 213 |
Issues for Children and Families or Exploring Family and Human Services or Diversity in Human Services |
4 | |
| General-education course in arts and letters | 4 | ||
| Elective course | 4 | ||
| Credits | 16 | ||
| Total Credits | 48 | ||
| Second Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| General-education course in arts and letters | 4 | ||
| General-education course in social science | 4 | ||
| General-education course in science | 4 | ||
| Elective course | 4 | ||
| Prepare application for admission to the family and human services major | |||
| Credits | 16 | ||
| Winter | |||
| General-education course in arts and letters | 4 | ||
| General-education course in social science | 4 | ||
| General-education course in science | 4 | ||
| Elective course | 4 | ||
| Submit application for admission to the family and human services major | |||
| Credits | 16 | ||
| Spring | |||
| General-education course in social science | 4 | ||
| General-education course in science | 4 | ||
| Elective courses | 8 | ||
| Complete all specified family and human services major admission requirements | |||
| Credits | 16 | ||
| Total Credits | 48 | ||
| Third Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| FHS 328 | Human Development in the Family Context | 3 | |
| FHS 330 | Individual Interventions in Ecological Contexts | 4 | |
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 491 | Junior Professional Practices and Issues I | 3 | |
| Credits | 13 | ||
| Winter | |||
| FHS 331 | Group and Community Interventions | 3 | |
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 420 | Research in Human Services | 3 | |
| FHS 492 | Contemporary Issues in Public Health | 3 | |
| Credits | 12 | ||
| Spring | |||
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 493 or FHS 494 |
Child and Family Case Management or Adolescent and Adult Case Management |
3 | |
| Elective courses | 8 | ||
| Credits | 14 | ||
| Total Credits | 39 | ||
| Fourth Year | |||
|---|---|---|---|
| Fall | Milestones | Credits | |
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 496 | Senior Project Proposal | 1 | |
| Upper-division elective courses | 8 | ||
| Elective course | 4 | ||
| Credits | 16 | ||
| Winter | |||
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| FHS 495 | Senior Professional Practices and Issues | 3 | |
| Elective courses | 8 | ||
| Complete application for graduation on DuckWeb | |||
| Credits | 14 | ||
| Spring | |||
| FHS 406 | Practicum: [Topic] | 2 | |
| FHS 407 | Seminar: [Topic] | 1 | |
| Upper-division elective courses | 8 | ||
| Credits | 11 | ||
| Total Credits | 41 | ||
- Master of Arts in Counseling Psychology
- Master of Science in Counseling Psychology
- Master of Education in Counseling, Family, and Human Services
- Master of Science in Prevention Science
- Master of Education in Prevention Science
- Doctor of Philosophy in Counseling Psychology
- Doctor of Philosophy in Prevention Science
Graduate Studies
The department offers master’s degrees with majors in counseling, family, and human services, couples and family therapy, and prevention science. The department also offers doctoral degrees with majors in counseling psychology and prevention science. The department’s faculty also provides courses for other College of Education and university programs.
Master’s Degrees in Counseling Psychology
The counseling psychology major leads to a master of arts (MA) and master of science (MS) degree awarded to doctoral students on their path to completing the doctoral degree. The program does not accept independent masters’ students.
Master of Arts Degree Requirements
| Code | Title | Credits |
|---|---|---|
| Psychological foundations | 15 | |
| Research competencies | 20 | |
| Practitioner competencies | 54 | |
| Professional competencies | 7 | |
| Elective courses and seminars | 18 | |
| Total Credits | 114 | |
Additional Requirement
The candidate must demonstrate proficiency in a second language.
Master of Science Degree Requirements
| Code | Title | Credits |
|---|---|---|
| Psychological foundations | 15 | |
| Research competencies | 20 | |
| Practitioner competencies | 54 | |
| Professional competencies | 7 | |
| Elective courses and seminars | 18 | |
| Total Credits | 114 | |
The MA and MS degrees are earned by enrolled doctoral candidates who meet the requirements as they complete a PhD degree. Some graduate courses taken at another accredited institution may be applied to the requirements.
Master of Education in Counseling, Family, and Human Services
The counseling psychology major leads to a master of education (MEd) degree awarded to doctoral students on their path to completing the doctoral degree. The program does not accept independent masters’ students.
Master of Education Degree Requirements
| Code | Title | Credits |
|---|---|---|
| Psychological foundations | 15 | |
| Research competencies | 20 | |
| Practitioner competencies | 54 | |
| Professional competencies | 7 | |
| Elective courses and seminars | 18 | |
| Total Credits | 114 | |
Couples and Family Therapy
Jeff Todahl, Program Director
240 HEDCO Education Building
541-346-0909
cft@uoregon.edu
This two-year program trains students as professional family therapists in preparation for state licensure. This intensive training combines a strong theoretical base in systemic therapy with applied clinical experience. Students learn how to provide culturally sensitive and responsive therapeutic services and collaborate with providers from other disciplines across a variety of health-care settings.
The clinical practicum includes 500 client contact hours with 200 hours in relational systems (50 percent with couples or families) and 80 hours of individual and group supervision. Supervision at the Center for Healthy Relationships involves live observation, participation in reflecting teams, and feedback on audiovisual recordings of therapy sessions. In addition, students see clients at community agencies, clinics, and therapist practices. The Couples and Family Therapy Program is one of two programs in Oregon to be accredited by the Commission on Accreditation for Marriage and Family Therapy Education and approved by the Oregon Board of Licensed Professional Counselors and Therapists. Students of the program also have the option to complete a research project and formal thesis as well as the Spanish language specialization in addition to the standard program of courses.
Application and Admission
Detailed admission policies and procedures for the couples and family therapy specialization are available on the couples and family therapy website. Students are admitted fall term only. Completed applications must be received by the deadline published on the website for the following fall term. Only completed applications are reviewed for admission. Applicants are evaluated on the following:
- Quality of work
- Related work, background, or experience
- Résumé with statement of purpose
- Diversity essay response
- Three letters of recommendation
- An interview
Notices about disposition of applications are mailed by April 15.
Applicants must pass a criminal background check before they may enroll.
| Code | Title | Credits |
|---|---|---|
| Theoretical foundations | 19 | |
| Individual and family development | 25 | |
| Research competencies | 4 | |
| Professional ethics | 4 | |
| Clinical practice | 28 | |
| Additional courses | 10 | |
| Total Credits | 90 | |
Doctoral Degree in Counseling Psychology
Benedict T. McWhirter, Program Director
240 HEDCO Education Building
541-346-9148
cpsy@uoregon.edu
The doctoral program is the only counseling psychology program in the Pacific Northwest that is accredited by the American Psychological Association Commission on Accreditation (750 First Street NE, Washington, DC 20002-4242, 202-336-5979), and it is recognized as acceptable for licensure by the Oregon Board of Psychologist Examiners. The program has been accredited since 1955.
Earning a doctoral degree in counseling psychology typically requires five to six years of study beyond the bachelor’s degree. This period includes a one-year, full-time, supervised predoctoral internship. Students must complete a PhD dissertation that demonstrates a high standard of scholarship and the ability to conduct independent, original research. Students may enter the program with a bachelor’s or a master’s degree.
The program follows an ecological model of training embedded in the scientist-practitioner tradition. Students learn to use evidence-based preventive and remedial intervention strategies for working with individuals, children, families, and groups within their many contexts. This includes training in culturally sensitive assessment and intervention strategies designed to increase understanding and effect change at all levels. Students engage in critical reflection on the science and practice of health service psychology and social justice advocacy as core to their training.
The doctoral program prepares health service psychologists specializing in counseling psychology who can make a significant contribution to the field through scholarly research and professional practice. Students participate in integrated classroom, practicum, and fieldwork activities in research, prevention, and intervention with children and adults, families, groups, and communities. Training experience may be had at the UO Counseling Center, Oregon State University Counseling and Psychological Services, Lane Community College Counseling Department, UO Prevention Science Institute, and in community agencies or nonprofit research centers.
Graduates are prepared to work as researchers, practitioners, and educators in research institutions, institutions of higher education, medical settings, managed and integrated health-care organizations, community college and university counseling centers, community mental health centers, juvenile corrections agencies, human resources departments in business, and career counseling agencies.
PhD Requirements
| Code | Title | Credits |
|---|---|---|
| Courses in psychological foundations and discipline-specific knowledge | 24 | |
| Courses in research methods, design, statistics, and measurement | 48 | |
| Dissertation | 18 | |
| Dissertation | ||
| Practitioner competencies | 57 | |
| Professional competencies | 12 | |
| Additional courses | 6 | |
| Total Credits | 165 | |
Application and Admission
Students are admitted fall term only. Prospective applicants may find detailed admission policies and procedures on the counseling psychology website. The closing date for receipt of completed applications is posted on the website for entry the following fall term. Notices about the disposition of applications are e-mailed by April 15.
Applicants are evaluated on the following:
- Academic record
- Graduate Record Examinations (GRE) general test scores
- Related work, research, and life experiences
- Statement of purpose in seeking admission
- Letters of recommendation
- An interview
Only completed applications are reviewed. The application process is online only; see the website for procedures.
Graduate training includes research training, completion of a predissertation research project, and completion of a dissertation as well as practicum and internship placements in which students work with children and adults, families, groups, and communities.
Doctoral Degree in Prevention Science
Nicole Giuliani and Nichole Kelly, Program Directors
240 HEDCO Education Building
541-346-9148
prevsci@uoregon.edu
The doctoral program leads to a doctor of philosophy (PhD) degree in prevention science. This research-intensive degree program can be completed in four years, with students earning an MS en route to the PhD. This program is intended for students who have completed a bachelor’s or master’s degree in a prevention science–related discipline or have significant human development, psychology, social science, education, or prevention science experience. Students must complete a PhD dissertation that demonstrates a high standard of scholarship and the ability to conduct independent, original research.
Program Goals and Competencies
Goals
- Goal 1. Graduates describe theoretical models, risk and protective factors, preventive interventions (especially evidence-based ones), and implementation practices related to prevention programs and policies for diverse populations
- Goal 2. Graduates understand and adhere to the standards of knowledge for prevention science, including best practices in research design and methods, data analysis, interpretation, dissemination and rigorous ethical practice
- Goal 3. Graduates commit to multicultural competence and enhancing human welfare in their scholarly work related to prevention science
- Goal 4. Graduates display professionalism in their relationships with faculty and staff members, peers, and community partners in diverse settings
Competencies
Learning objectives for the prevention science graduate programs focus on preparing students to achieve the following set of minimum competencies that accompany the stated program goals:
- Competency 1. Students describe the origins, foundations, and standards of prevention science (Goal 2)
- Competency 2. Students design and carry out theoretically grounded research studies that contribute to the literature on risk and protective factors, and identify their mechanisms of influence associated with behavioral health outcomes across the lifespan (Goal 1, 2, 3)
- Competency 3. Students demonstrate knowledge of evidence-based preventive interventions and policies and understand how to apply prevention science theories to the design, implementation, and evaluation of preventive interventions (Goal 1, 2, 3, 4)
- Competency 4. Students integrate knowledge of research design, quantitative methods, data analysis, and multimethod, multiagent assessment methods commonly used in prevention science into their research activities (Goal 2)
- Competency 5. Students demonstrate skill in disseminating their work to diverse audiences via formal academic presentations, instructional activities, and professional or academic writing (Goal 1, 2, 3, 4)
- Competency 6. Students demonstrate awareness and understanding of diversity and contextual issues such as culture, identity, ethnicity, gender, sexual orientation, disability, marginalization, poverty, inequality, and religion in their research, applied activities, and professional behavior (Goal 1, 3, 4)
- Competency 7. Students indicate a commitment to continuous learning and professional development by establishing and maintaining effective professional relationships with faculty members, research and teaching supervisors, collaborators, participants, agency personnel, peers, and staff, and being responsive to constructive feedback (Goal 4)
- Competency 8. Students demonstrate honesty, personal responsibility, and knowledge and appropriate application of relevant ethical and legal codes related to prevention science (e.g., American Psychological Association ethical standards) (Goal 4)
The course work lays a solid foundation for students interested in careers in academia or local, state, or national prevention and public health agencies.
PhD Requirements
| Code | Title | Credits |
|---|---|---|
| Nine courses in psychological foundations | 30 | |
| Eight courses in doctoral-level research methods and statistics | 32 | |
| Research | 4 | |
| Specialty area courses | 9 | |
| Dissertation course | 18 | |
| Research seminar | 8 | |
| Grant-writing course | 3 | |
| Supervised college teaching course | 1 | |
| Total Credits | 105 | |
Application and Admission
Students are admitted fall term only. Prospective applicants may find detailed admission policies and procedures on the prevention science website. The closing date for receipt of completed applications is posted on the website for entry the following fall term.
Applicants are evaluated on the following:
- Academic record
- Prevention-related research and work experiences
- Statement of purpose in seeking admission
- Letters of recommendation
- Interview—in-person, telephone, or video—with a member of the program faculty
Only completed applications are reviewed. Applicants must gather the requested supporting papers and submit them with the application forms as one package. Graduate training includes completion of a research paper and a dissertation.
Specialization in Spanish Language Psychological Service and Research
Ellen McWhirter, Director
240 HEDCO Education Building
541-346-9148
slpsr@uoregon.edu
The 16-credit Spanish language psychological service and research specialization addresses the deficit in family-centered prevention services for the Spanish-speaking Latino community. It is open to students enrolled in the accredited graduate programs of counseling psychology, couples and family therapy, and school psychology who also meet the eligibility criteria. The specialization provides students with skills to support the provision of culturally relevant mental health services and research in Spanish for Latino populations. It is designed to enhance preexisting linguistic and multicultural competencies and increase cultural understanding of US Spanish-speaking populations. Students critically assess the unique social, historical, political, and cultural contexts that shape the experiences of Latinos in the United States, with particular attention to conditions of social injustice and inequity, and how such conditions influence the health and well-being of Latino Spanish-speaking communities.
Eligibility for this specialization includes maintaining good standing in one of the three specified College of Education graduate programs focused on mental health services, approval from the student's advisor and the director of the specialization, and preexisting competencies in Spanish.
Requirements
| Code | Title | Credits |
|---|---|---|
| CPSY 612 | Professional Ethics | 3 |
| CPSY 615 | Counseling Diverse Populations | 3 |
| CPSY 626 Psychological Services for Latinos | ||
| CPSY 508 | Workshop: [Topic] (Topics in Latino Mental Health) | 3 |
| CPSY 606 | Practicum: [Topic] (three terms) | 3 |
| CPSY 606 | Practicum: [Topic] 1 | 1 |
| or CFT 606 | Practicum: [Topic] | |
| or SPSY 606 | Practicum: [Topic] | |
| Total Credits | 13 | |
| 1 | A practicum or externship in the student’s major in which the student performs clinical work with Spanish-speaking clients. |
Additional Requirements
Counseling Psychology Courses
CPSY 198. Workshop: [Topic]. 1-2 Credits.
Repeatable.
CPSY 199. Special Studies: [Topic]. 1-5 Credits.
Repeatable.
CPSY 217. Foundations of Student Health and Well-Being. 3 Credits.
This course examines risk and protective factors for college students and reviews educational and behavioral strategies for reducing personal risk and enhancing well-being, with focus on topics including stress, physical health, healthy sexuality, sexual violence prevention, substance use, social media use, and being allies.
CPSY 401. Research. 1-5 Credits.
Repeatable.
CPSY 404. Internship: [Topic]. 1-12 Credits.
Repeatable.
CPSY 405. Special Problems: [Topic]. 1-12 Credits.
Repeatable.
CPSY 406. Practicum: [Topic]. 1-12 Credits.
Repeatable.
CPSY 407. Seminar: [Topic]. 1-5 Credits.
Repeatable.
CPSY 408. Workshop: [Topic]. 1-21 Credits.
Repeatable.
CPSY 409. Terminal Project. 1-12 Credits.
Repeatable.
CPSY 410. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
CPSY 503. Thesis. 1-16 Credits.
Repeatable.
CPSY 507. Seminar: [Topic]. 1-5 Credits.
Repeatable.
CPSY 508. Workshop: [Topic]. 1-21 Credits.
Repeatable.
CPSY 510. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
CPSY 601. Research: [Topic]. 1-16 Credits.
Repeatable.
CPSY 602. Supervised College Teaching. 1-5 Credits.
Repeatable.
CPSY 603. Dissertation. 1-16 Credits.
Repeatable.
CPSY 605. Reading and Conference: [Topic]. 1-16 Credits.
Repeatable.
CPSY 606. Practicum: [Topic]. 1-16 Credits.
Repeatable.
CPSY 607. Seminar: [Topic]. 1-5 Credits.
Repeatable.
CPSY 608. Workshop: [Topic]. 1-16 Credits.
Repeatable.
CPSY 609. Terminal Project. 1-12 Credits.
Repeatable.
CPSY 610. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
CPSY 611. Counseling Skills. 2-3 Credits.
Emphasizes experiential learning of a broad range of communication skills needed to form effective helping relationships. Covers client intake procedures and interviewing strategies. Includes laboratory. Prereq for nonmajors; instructor's consent.
CPSY 612. Professional Ethics. 3 Credits.
Ethical and legal concerns in the professional practice of psychology. Ethical theory and decision-making processes; legal aspects of client-psychologist relationships.
CPSY 613. Introduction to Counseling Psychology. 3 Credits.
Historical foundations of counseling psychology. Major theories and theorists. Counseling as an ecological and context-sensitive interactive process. Settings and roles of the profession.
CPSY 614. Theories of Counseling. 3 Credits.
Overview of selected historical and current counseling theories.
CPSY 615. Counseling Diverse Populations. 3 Credits.
Influence of gender, race, ethnicity, and other factors related to diverse populations on the identity-formation process in contemporary society. Applications to counseling psychology.
CPSY 617. Theories of Career Development. 3 Credits.
Addresses life-span career development including issues, concepts, and definitions; theories of career development and choice; intervention in strategies; and career resources in the context of a multicultural society.
CPSY 618. Group Dynamics and Counseling. 3 Credits.
Presents basic elements of general group counseling theory and group dynamics; includes introduction to group-based interventions, guidelines for multicultural practice, ethical and professional issues in group practice, and group leadership.
CPSY 621. Lifespan Developmental Psychology. 3 Credits.
Understanding continuity and change in human development and the ways in which the development of children, adolescents, and adults can be enhanced. Repeatable once for a maximum of 6 credits.
CPSY 622. Psychological Assessment II. 4 Credits.
Selection and administration of instruments and procedures for generating personality and career assessment reports. Emphasizes the integration of assessment into the intervention planning process. Includes laboratory.
CPSY 625. Child and Family Interventions. 3 Credits.
Empirically oriented interventions with children and families, ranging from early childhood through adolescence. Integrates developmental and intervention sciences.
CPSY 626. Psychological Services for Latinos. 3 Credits.
Provide graduate students with content specific to carrying out human services work and research with those who are Latino and/or Spanish-speaking.
CPSY 627. Latinx Mental Health: [Topic]. 3 Credits.
This course is designed to enhance understanding of Spanish-speaking and Latinx populations in the US with attention to strengths, resilience, social injustice and inequity, and how these influence the health and well-being of Latinx communities as applied in clinical mental health and school settings.
CPSY 635. Social Aspects of Behavior. 4-5 Credits.
This course introduces research and concepts related to social influences on human behavior, including prejudice, conformity, aggression, prosocial behavior, internalized social norms, and social cognition.
CPSY 642. Child-Family Interventions. 4 Credits.
Empirically oriented interventions with children and families, ranging from early childhood through adolescence. Integrates developmental and intervention sciences.
CPSY 645. Health Promotion and Equity. 3 Credits.
This course introduces theoretical and empirical work in prevention-focused health psychology, integrating cultural, developmental, and community psychology concepts as they pertain to health related behaviors.
CPSY 654. Supervision and Consultation. 4 Credits.
Focuses on didactic knowledge of supervision theory, research, models of practice, and evidence-based practices in supervision and consultation and acquisition of supervision and consultation skills. Students refine their knowledge of supervision theory, research, and techniques and integrate these into supervision and consultation activities.
CPSY 690. Adult Practicum. 4 Credits.
Adult Practicum is a three-term experience over one academic year in which counseling psychology doctoral students work in a clinical setting and provide therapy services to adult clients. Students receive individual and group supervision and training in evidence-based interventions and theoretical models of practice.
CPSY 704. Internship: [Topic]. 1-15 Credits.
Repeatable.
CPSY 706. Practicum: [Topic]. 1-16 Credits.
Repeatable.
CPSY 708. Workshop: [Topic]. 1-16 Credits.
Repeatable.
CPSY 709. Terminal Project. 1-16 Credits.
Repeatable.
Couples and Family Therapy Courses
CFT 401. Research: [Topic]. 1-5 Credits.
Repeatable.
CFT 407. Seminar: [Topic]. 1-5 Credits.
Repeatable.
CFT 410. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
CFT 503. Thesis. 1-16 Credits.
Repeatable.
CFT 507. Seminar: [Topic]. 1-5 Credits.
Repeatable.
CFT 510. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
CFT 601. Research: [Topic]. 1-16 Credits.
A current topic is Methods.
CFT 604. Internship: [Topic]. 1-9 Credits.
Repeatable.
CFT 605. Reading and Conference: [Topic]. 1-16 Credits.
Repeatable.
CFT 606. Practicum: [Topic]. 1-16 Credits.
Repeatable.
CFT 607. Seminar: [Topic]. 1-5 Credits.
Repeatable.
CFT 608. Workshop: [Topic]. 1-16 Credits.
Repeatable.
CFT 609. Terminal Project. 1-12 Credits.
Repeatable.
CFT 610. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
CFT 612. Parenting Interventions. 3 Credits.
Examines evidence-based practices for parenting children and adolescents, including trauma-focused parenting strategies.
CFT 615. Introduction to Marriage Family Therapy. 3 Credits.
Surveys the distinct disciplines of marriage and family therapy.
CFT 616. Systems Theory Foundations. 3 Credits.
Surveys macro theories and their relationship to families and family therapy with emphasis on systems, communications, and ecological theories.
CFT 620. Mental Health and Diagnosis. 3 Credits.
Study of maladaptive behavior, treatment, and prevention emphasizing the integrative contributions of biological, behavior, cognitive, psychodynamic, humanist-existential, and community perspectives, including the "Diagnostic and Statistical Manual of Mental Disorders."
CFT 625. Violence, Trauma, and Healing. 4 Credits.
Theories and research on the acceleration and cessation of violence in the family and assessment of responses to violent family behaviors and to perpetrators, survivors, and families.
CFT 626. Relational Sex Therapy. 3 Credits.
Increases understanding and clinical abilities for working with couples; special emphasis on the role of intimacy and sexual relationships.
CFT 627. Advanced Theories in Relational Therapy. 4 Credits.
Studies theories and models of couples and family therapy; self-evaluation of clinical work. Examines integration, specifically the "metaframeworks" model,solution-focused therapy, and emotionally focused therapy.
CFT 628. Addiction and Recovery. 4 Credits.
Increases the conceptual understanding and skills of family therapists working with contemporary issues; emphasis on addictions and addiction recovery.
CFT 629. Intimate Partner Therapy. 4 Credits.
Application of systems theory to problems within relationships and their resolution. Includes research findings, assessment, motivation, change, content and process, ethics, and social-macro considerations.
CFT 630. Wellness and Spirituality. 3 Credits.
Provides an understanding of existential issues, spirituality, and wellness. Working with clients' life-cycle stages and health-stress issues; resources to promote wellness.
CFT 632. Medical Family Therapy. 4 Credits.
Introduction to the theory, fundamentals, and practical applications of medical family therapy.
CFT 640. Beginning Practicum. 3 Credits.
Provides basic clinical skills for initial work with client systems including intake and consent procedures, clinical assessment, treatment planning, and risk assessment.
Family and Human Services Courses
FHS 199. Special Studies: [Topic]. 1-5 Credits.
Repeatable.
FHS 213. Issues for Children and Families. 4 Credits.
Examines issues and problems confronting children and families in the United States. Issues such as disability, poverty, health care, addictions, racism, and violence are addressed.
FHS 215. Exploring Family and Human Services. 3 Credits.
Explores the historic basis and current design of family and human services. Emphasizes services to children, youth, adults, and families.
Prereq: FHS 213.
FHS 216. Diversity in Human Services. 4 Credits.
This course is designed to provide the foundational knowledge, awareness, and skills needed for working with diverse populations in the human services. This course will explore issues of equity and inclusion across the levels of the ecological model.
FHS 301. Writing for Human Services Professionals. 3 Credits.
This course prepares students with the knowledge and skills necessary for writing competently for professional/scientific audiences through a series of assigned readings, in- and out-of-class assignments, and quizzes. Students will practice iterative writing by giving and receiving peer reviews and incorporating peer and instructor feedback.
Prereq: WR 121 is prereq or co-req.
FHS 328. Human Development in the Family Context. 3 Credits.
Examines human development within the context of the family from an evidence-based perspective. Integration of contemporary family issues experienced across the lifespan within the context of the human service profession.
Prereq: FHS 213, FHS 216, FHS 301.
FHS 329. Youth Psychopathology in Context. 4 Credits.
Presents child and adolescent psychopathology and problems within a diagnostic framework. Topics address psychosocial issues for youth in family and cultural contexts.
FHS 330. Individual Interventions in Ecological Contexts. 4 Credits.
Introduces the concept of individual interventions within an ecological model. Provides knowledge and development of basic listening skills and how to apply these skills to individuals in diverse contexts.
Prereq: major status.
FHS 331. Group and Community Interventions. 3 Credits.
Introduces the concept of group intervention within the context of group theory and community development. Provides knowledge and development of group interventions, including group facilitation skills and curriculum development.
Prereq: FHS 330.
FHS 399. Special Studies: [Topic]. 1-5 Credits.
Repeatable.
FHS 401. Research: [Topic]. 1-5 Credits.
Repeatable.
FHS 404. Internship: [Topic]. 1-12 Credits.
Repeatable.
FHS 405. Reading and Conference: [Topic]. 1-5 Credits.
Repeatable.
FHS 406. Practicum: [Topic]. 1-12 Credits.
Repeatable.
FHS 407. Seminar: [Topic]. 1-5 Credits.
Repeatable.
FHS 408. Workshop: [Topic]. 1-9 Credits.
Repeatable.
FHS 409. Terminal Project. 1-12 Credits.
Repeatable.
FHS 410. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
FHS 420. Research in Human Services. 3 Credits.
This course provides a comprehensive introduction to research methods commonly used in human services, prevention science, and social work. Students will learn how to formulate research questions; identify, interpret, and evaluate empirical research articles; and engage in scientific writing by preparing research reports.
Prereq: FHS 213, FHS 216, FHS 301.
FHS 422. Prevention Science in Practice. 2-5 Credits.
Prevention science focused experiential learning within a research center or community agency. Co-enrollment in FHS 423 required. Repeatable four times for a total of 10 credits.
Prereq: FHS 471.
FHS 423. Prevention Science in Practice Supervision. 1 Credit.
Seminar providing group supervision related to field studies participation within a local school or community agency. Repeatable 11 times for a maximum of 12 credits.
FHS 471. Human Services Professional Ethics. 3 Credits.
This course focuses on professional ethics relevant to human services practitioners, with an emphasis on building skills required for ethical decision-making, including self-awareness, identification and integration of personal, professional, and legal values and standards, and evaluating scientific literature on prevention and intervention.
Prereq: FHS 420; pre or coreq: FHS 330.
FHS 472. Human Services in Practice. 2-5 Credits.
Supervised practicum (internship) within a local school or community agency. Co-enrollment in FHS 473 required. Repeatable eight times for a total of 18 credits.
Prereq: FHS 471.
FHS 473. Human Services in Practice Supervision. 1 Credit.
Seminar providing group supervision related to practicum (internship) participation within a local school or community agency. Repeatable 11 times for a maximum of 12 credits.
FHS 482. Prevention of Youth Violence. 4 Credits.
Research and practice in community interventions designed to prevent youth violence. Includes home, school, and community-based interventions.
FHS 483. Prevention of Interpersonal Violence. 4 Credits.
Examines interpersonal violence and community-based prevention using ecological, multicultural, international frameworks. Emphasizes assessment, prevention, intervention, and simultaneous occurrence of adult violence and child maltreatment.
FHS 490. Scientific Analysis in Human Services. 3 Credits.
This course instills students with the knowledge and skills necessary to understand and perform basic quantitative and qualitative data analysis and to understand and demonstrate how data analysis is related to research design within the context of prevention science and the human services, broadly.
FHS 491. Junior Professional Practices and Issues I. 3 Credits.
Examines issues and behaviors associated with being a community service professional. Includes ethical standards for professional practice.
Prereq: major status.
FHS 492. Contemporary Issues in Public Health. 3 Credits.
This course covers methods for assessing and addressing community health problems and promoting health equity.
Prereq: FHS 213, FHS 216, FHS 301.
FHS 493. Child and Family Case Management. 3 Credits.
This class provides students skills in case management and human-service-focused direct practice with children, adolescents, and families, including needs assessments, case conceptualization, service plan development, and direct service intervention.
Prereq: FHS 331.
FHS 494. Adolescent and Adult Case Management. 3 Credits.
This class provides students skills in case management and human service focused direct practice with adolescents and adults, including needs assessments, case conceptualization, service plan development, and direct service intervention.
Prereq: FHS 331.
FHS 495. Senior Professional Practices and Issues. 3 Credits.
Examines issues and behaviors associated with being a community service professional.
Prereq: major status.
FHS 496. Senior Project Proposal. 1 Credit.
Students create a written proposal outlining rationale, project description, and timelines for completing the senior project.
Prereq: major status.
FHS 507. Seminar: [Topic]. 1-5 Credits.
Repeatable.
FHS 508. Workshop: [Topic]. 1-9 Credits.
Repeatable.
FHS 510. Experimental Course: [Topic]. 1-5 Credits.
Repeatable.
FHS 582. Prevention of Youth Violence. 4 Credits.
Research and practice in community interventions designed to prevent youth violence. Includes home, school, and community-based interventions.
FHS 583. Prevention of Interpersonal Violence. 4 Credits.
Examines interpersonal violence and community-based prevention using ecological, multicultural, international frameworks. Emphasizes assessment, prevention, intervention, and simultaneous occurrence of adult violence and child maltreatment.
Prevention Science Courses
PREV 601. Research: [Topic]. 1-16 Credits.
Repeatable.
PREV 602. Supervised College Teaching. 1-5 Credits.
Repeatable up to 4 times.
PREV 603. Dissertation. 1-16 Credits.
Repeatable.
PREV 604. Internship: [Topic]. 1-16 Credits.
Repeatable.
PREV 605. Reading and Conference: [Topic]. 1-5 Credits.
Repeatable up to four times for a total of five credits.
PREV 606. Practicum: [Topic]. 1-16 Credits.
Repeatable for a maximum of 16 credits.
PREV 607. Seminar: [Topic]. 1-5 Credits.
Repeatable.
PREV 608. Workshop: [Topic]. 1-16 Credits.
Repeatable.
PREV 609. Terminal Project. 1-12 Credits.
Repeatable.
PREV 610. Experimental Course: [Topic]. 1-5 Credits.
Repeatable up to four times for a total of five credits.
PREV 611. Capstone Seminar I. 3 Credits.
This is the first of a 3-course sequence to help students learn about prevention science and progress through the MEd/MS Prevention Science program and completion of their Capstone project. Students attend scientific presentations, complete prevention science readings, and write and present on course material.
PREV 612. Capstone Seminar II. 2 Credits.
This is the second of a 3-course sequence to help students learn about prevention science and progress through the MEd/MS Prevention Science program and Capstone project. Students conduct a literature review and develop analytical and writing skills required for their Capstone and other scientific manuscripts.
PREV 613. Capstone Seminar III. 2 Credits.
This is the first of a 3-course sequence to help students learn about prevention science and progress through the MEd/MS Prevention Science program and complete their Capstone project. Students complete an original empirical study and corresponding APA formatted 8 to 12-page scientific manuscript and presentation.
PREV 631. Introduction to Prevention Science. 3 Credits.
Overview of theory, research, and practice in prevention science and health promotion, including foundational concepts, translation of theory into intervention, methodology, and implementation.
PREV 632. Risk and Resilience in Adolescents. 3 Credits.
Research and theory related to risk and resiliency processes during adolescence and young adulthood. Focuses on populations at elevated risk for adverse outcomes.
PREV 633. Contemporary Issues in Public Health. 3 Credits.
This course introduces approaches, concepts, methods, and perspectives of epidemiology as applied to current public health issues and prevention science research and practice.
PREV 634. Implementation Science. 3 Credits.
Provides a framework for examining implementation science and its application to clinical and community-based research.
PREV 635. Prevention and Policy. 3 Credits.
Provide students with an understanding of how basic science is translated into evidence-based prevention programs and policy.
PREV 640. Meta-Analysis I. 3 Credits.
This course provides an introduction to systematic reviewing and meta-analysis methods for synthesizing results from multiple primary research studies. During this course, students will learn how to formulate research questions for a meta-analysis; conduct systematic literature searches; and synthesize effect sizes using basic meta-analytic techniques.
Prereq: EDUC 642.
PREV 641. Meta-Analysis II. 3 Credits.
This course provides an overview of advanced meta-analytic statistical techniques. During this course, students will learn about a range of advanced meta-analytic techniques, including those used to explain heterogeneity, handle complex data structures, and address questions about comparative intervention effectiveness.
Prereq: PREV 640.