Majors and Degrees Offered:
       Counseling and Guidance, M.Ed.
         Developmental and Adult Education, M.A.
         Educational Leadership, M.A., M.Ed.
         Professional Counseling, M.A.
         School Psychology, M.A.

Major Programs
    The Department of Educational Administration and Psychological Services offers five graduate degree programs with a variety of areas of specialization.  Academic preparation for meeting state and national certification and licensure requirements is also available.  Each program has its own admission and matriculation standards that are detailed in each program’s student handbook available in the department and online at http://www.txstate.edu/eaps/.  Each program has a faculty member who serves as Program Coordinator.

EAPS Program Admission Procedures
    Admissions deadlines are listed below.  To be considered for admission, all required application materials and transcripts must arrive in the Texas State Office of the Graduate College by the prescribed dates.  Graduate applications are available from the Office of the Graduate College or online at http://www.gradcollege.txstate.edu.  Separate program application materials must be requested from the Program Coordinators in the EAPS department or may be obtained online at http://www.txstate.edu/eaps/.  All department application materials need to be received by the respective deadlines listed below.

Admission Deadlines
   
* - fall and summer I admission only.
** - fall and spring admission only.

Admission Requirements for Degree Programs

*Waived for certification-only students already holding a Master’s degree.
**Students wishing to pursue Counseling or Educational Administration programs as a minor for another area of graduate study must apply and meet each program’s admission requirements.
***Students wishing to pursue Educational Administration as a major must have at least one year of full-time (not substitute) teaching experience.  Official teaching certificate and teaching service record will be required along with other admission documents.
****Students wishing to pursue either Professional Counseling or Counseling and Guidance degrees, must use the REFERENCE FORM found with other program application material at http://www.txstate.edu/eaps/professional-counseling-program/Application-Information.
    Admission materials are required by the application deadline in order to have a complete file ready for consideration for admission.  Only complete files will be considered.  The documentation for the GRE and GPA (official transcripts) and the Graduate College Application for Admission are sent to the Office of the Graduate College.  Any other items are sent to the appropriate Program Coordinator in the Department of Educational Administration and Psychological Services.  The Counseling Program application is on our web page: http://www.txstate.edu/eaps/professional-counseling-program/Application-Information.  The Developmental and Adult Education Program application may be found at http://www.txstate.edu/eaps/developmental-and-adult-education.html.  The School Psychology Program application may be found at http://www.txstate.edu/eaps/.

Professional Counseling Programs (COUN)
    The Master of Education (M.Ed.) with a major in Counseling and Guidance consists of a minimum of 49 semester hours for the School Counseling/Child and Adolescent Counseling specialization and 45 semester hours for Student Affairs specialization.  The Child and Adolescent Counseling specialization meets academic requirements for certification as a school counselor.  The Student Affairs specialization prepares the student to work in post-secondary and higher education student support services.
    The Master of Arts (M.A.) with a major in Professional Counseling consists of a minimum of 61 semester hours and offers a choice of two areas of specialization: Community Counseling and Marital, Couples, and Family Counseling. Both areas of specialization meet academic requirements for the Texas Licensed Professional Counselor (LPC) credential.  The Marital, Couple, and Family counseling specialization also meets academic requirements for the  Texas Licensed Marriage and Family Therapist (LMFT) credentials. These two areas of specialization in the Professional Counseling major and the two areas of specialization in the Counseling and Guidance major have required course sequences that build skills through three levels, from basic to advanced, via didactic and experiential activities.  The curriculum includes core foundations in theories, interventions, assessment, and research.  In addition, core tenets that are emphasized throughout the program include diversity, ethics, professional development, and self-awareness.  There is a strong emphasis on experiential learning integrated with the application of didactic, research-based knowledge.  Internship is required as the capstone experience.  The Master of Arts specializations in Community Counseling, Marital, Couple, and Family Counseling, and the Master of Education in School Counseling/Child and Adolescent Counseling specialization are nationally accredited by the Council for Accreditation of Counseling and Related Programs (CACREP).
    A grade of “B” or better must be earned in all Counseling Programs course work counting toward either degree.

Developmental and Adult Education (DAE)
    The 39-hour Master of Arts (M.A.) degree in Developmental and Adult Education provides the knowledge and experience to develop and lead developmental and adult education programs in many educational settings: developmental reading, writing, and mathematics instruction programs in two-and four-year colleges; college learning assistance centers; pre-college transition programs; alternative, compensatory, or supplemental programs for school-aged youth; adult literacy, adult basic education, and GED programs; community-based adult education programs; business- and industry- based training and development programs; education programs in non-profit organizations; and continuing education and extension programs in colleges and universities.
    For both the thesis and non-thesis option, required coursework emphasizes; adult learning and development (DAE 5321); program administration and leadership, including needs assessment, design, implementation, management, and evaluation (ED 7324); research methodology (DAE 5335); teaching adults (ED 7325); and multicultural perspectives in postsecondary and adult education (DAE 5344).  A supervised internship (DAE 5384) and a comprehensive exam are also required.  Additional courses are added to the student’s degree audit in consultation with the program advisor and with consideration of the student’s professional career tracks (e.g. adult literacy/ESL, continuing and community education, or developmental education and learning assistance).  Thesis option students enroll in an additional six hours of thesis while non-thesis students enroll in an additional six hours of coursework approved by the graduate advisor.
    A 15-hour graduate minor in Developmental and Adult Education is available in conjunction with a master’s program that allows a minor area of study.  The course sequence for the Developmental and Adult Education minor consists of DAE 5320, DAE 5365, DAE 5371, DAE 5375, and DAE 5384.
    Students wishing to study Community College Education may do so through a minor in the Developmental and Adult Education program.  The Community College Education area of study is designed for those students who have a major in a content area such as History, Sociology, Political Science, or Vocational - Technical Education and want to teach that content area in the community college.  Course requirements include DAE 5371, DAE 5383, and a course on college students or adult learners (DAE 5321, DAE 5372, or COUN 5393).

Educational Leadership (EDCL)
    Two graduate degrees in Educational Leadership are offered within a structured program for preparation of those interested in becoming educational leaders: a 39-hour Master of Education degree leading to principal/assistant principal certification and a 30-hour plus thesis Master of Arts degree.  Both degrees are predicated on the development of skills in behavioral science, administrative procedures, instructional leadership, and curriculum improvement.  Specific objectives address leadership, managerial principles, legal, sociological, and psychological aspects of administration and curriculum implementation.  The first five courses (15 hours) in the program should be taken in sequence.  They are EDCL 5339 (EDCL 5339 must be taken during the first semester of graduate study), EDCL 5340, EDCL 5345, EDCL 5347, and EDCL 5348.  Following the successful completion of four courses in Level I, the student will be given a qualifying assessment.  Results of the assessment are used to determine a student’s progress and for program monitoring purposes.  To be eligible for the comprehensive exam or thesis, the student must attain a 3.25 GPA.
    Students may also elect to complete a 36-semester hour Master of Arts degree, without a thesis, in Educational Administration with a specialization in Instructional Leadership.  This program of study is designed for those desiring to remain in the classroom while enhancing their instructional leadership skills, for example by serving as a master teacher, department chair, curriculum leader, mentor teacher, etc.  You must specify this specialization on the Graduate College Application for Admission.
    The following GPA, GRE, and admission policies apply to degree seeking Educational Administration applicants.  Admission to the Educational Administration program will be based on the following requirements: (1) a 2.75 GPA on the last 60 undergraduate semester hours earned before the receipt of the bachelor’s degree, (2) a preferred score of 900 or higher on the General portion of the Graduate Record Examination (verbal and quantitative combined), and (3) all applicants for the Educational Administration program must have at least one year of full-time teaching experience.  Applicants will be required to submit one copy of their official teaching certificate and one copy of their official teaching service record.  Applicants will be reviewed for admission to the program when the official transcripts, GRE scores, teaching certificate, and teaching service record are received by the Office of the Graduate College.
    Students wishing to pursue Educational Administration as a minor for another graduate program of study must meet the Educational Administration admission requirements.  Should you have any questions regarding the admission policy to the Educational Administration program, please contact the Chair of the Department of Educational Administration and Psychological Services or the Program Coordinator.

Certification and Licensure Programs
    Academic preparation for certification and licensure requirements is available in addition to majors and emphases associated with degree programs.  These include certification in School Counseling, Principal, or Superintendent, and licensure as Marriage and Family Therapist, Professional Counselor, or Licensed Specialist in School Psychology.  Inquiries regarding any of these certification or licensure programs should be directed to the appropriate program Certification Advisor.  To be considered for admission to a certification or licensure program, students must meet the same admission and deadline requirements as the degree-seeking students, which are detailed above.  Satisfactory performance on the TExES certification examination is required for provisional or professional certificates.  Other conditions and professional tests are required by the state of Texas to be certified or licensed.  It is the responsibility of the student to be aware of and to meet these conditions.
    Educational Leadership Certification includes two distinct certifications as Texas public school administrators:  Principal/Assistant Principal, a 21 to 39 hour program, and Superintendent, which requires 15 additional hours above the Principal/Assistant Principal certification.  These programs fulfill academic requirements for administrative positions such as elementary, middle, or secondary principal/assistant principal and central office positions.
    Certification in Counseling and Guidance includes Certification as a School Counselor.  The M.Ed. in School Counseling/Child and Adolescent Counseling specialization meets state academic requirements for School Counseling Certification.
    Licensure in Professional Counseling includes Texas Licensed Professional Counselor (LPC) and Texas Licensed Marriage and Family Therapist (LMFT).  The Professional Counseling Program meets the academic and practicum requirements of the Texas State Board of Examiners of Professional Counselors and the Texas State Board of Examiners of Marriage and Family Therapists.
    Licensure as a Specialist in School Psychology includes both a degree program and a re-specialization plan.  The School Psychology Program meets the academic and supervised practice standards of the Texas State Board of Examiners of Psychologists for providing school psychological services in the public schools as a Licensed Specialist in School Psychology (LSSP).  The Program also meets the standards of the National Association of School Psychologists (NASP) for the credential of National Certified School Psychologist (NCSP).  Applicants must have graduated from a master’s or doctoral program in psychology in order to be eligible for respecialization in school psychology and licensure.

Courses Offered

Educational Leadership (EDCL)
    5100 Educational Leaders’ Continuing Professional Development.  (3-0) This course provides state-of-the-art continuing professional development for in-service, non-degree seeking educational leaders.  New topics will be addressed with each offering.  The course may be repeated once if necessary.
    5339 Understanding Self: Developing a Personal Vision of Leadership.  (3-0) Successful leadership in organizational settings requires an understanding of human behavior.  This understanding begins with the knowledge of self and leads to the understanding of others.  The focus of this course is on the individual student.  The intent is to enhance the student’s self-awareness of values, beliefs, and attitudes related to successful school leadership.
    5340 Shaping Organizations and Using Inquiry: Management and Leadership.  (3-0) This course includes an understanding of the basic structural components of educational organizations and the theoretical frameworks that describe organizational behavior.  Students will focus on the process of action research, planning, decision-making, change in organizations, and leadership.  Concurrent or Prerequisite: EDCL 5339.
    5345 Understanding People: Professional Development.  (3-0) This course includes fundamental issues related to the development of personnel, entry-level knowledge of staff appraisal, adult learning and development, and staff development.  Prerequisite: EDCL 5339.
    5347 Understanding Environments: Social, Political, Economic, Legal, and Technological.  (3-0) Concepts of the internal and external environment of educational organizations are explored.  Entry-level concepts are presented in areas of school environments.  Concurrent or Prerequisite: EDCL 5339.
    5348 Supervision of Instruction.  (3-0) Concepts of curriculum and instructional leadership models for schools will be developed.  Factors such as curriculum leadership and instructional improvement are considered part of the internal environment of schools. Concurrent or  Prerequisite: EDCL 5339.
    5388 Problems in Administration.  (3-0) Individual problems not related to thesis or research problems.  Designed to place emphasis on selected areas of study.  May be repeated once for additional credit at the discretion of the department chair.
    6342 Curriculum Design.  (3-0) Theory and practice in planning for curriculum needs assessment, development, implementation, and evaluation.  Course may not be taken concurrently with EDCL 5348. Prerequisite: All Level I core courses or consent of instructor.
    6343 Continuous School Improvement.  (3-0) Applies the concept and principles of Total Quality Improvement to schools and classrooms and integrates Total Quality Improvement with other school improvement models.  Prerequisite: All Level I core courses or permission of instructor.
    6344 Campus Leadership.  (3-0) Develop student skills as a practitioner in elementary and secondary schools, focusing on the role and functions of the principal as a leader.  Activities lead participants to practice skill development in evaluation processes, student activity programs, staffing patterns, site-based decision-making, community relations, accounting procedures, and other skills as a campus leader would assume.  Prerequisites: All Level I core courses, and EDCL 6342, 6343, 6348, or consent of the instructor.
    6345 Human Resources and Instructional Management.  (3-0) The course examines the organization and administration of professional staffs, positions, and relationships, professional ethics, welfare, professional involvement in policy and curriculum, faculty development.
    6347 The Superintendency.  (3-0) The basic issues of problems confronting the superintendent, are examined, such as school buildings: planning, contracting, financing, equipping; fiscal and business management; taxation; budgeting; accounting; administering special services; transportation; food services; custodial services; management of personnel.
    6348 School Law.  (3-0) This course examines the constitutional provisions, statutory laws, court decisions, and regulations governing public schools with special reference to state and federal relationships.
    6349 School Finance and Business Management.  (3-0) Study of school funds on local, state, and federal level, budgeting, data processing, systems of accounting and reporting, supply management as related to school efficiency, and maintenance of buildings, grounds, and equipment.
    6351 Instructional Models.  (3-0) Characteristics of effective teaching are identified and correlated with learning theories and their corresponding instructional models.  Matching instruction to the needs of learners and integrative approaches are emphasized.  Prerequisites: All Level I and II courses or permission of instructor.
    6352 School as Center of Inquiry.  (3-0) Prepares the educational leader to be an intelligent consumer of research and to assume a leadership role in school-wide action research.  This course is a prerequisite for EDCL 6358.
    6358 Integrative Seminar.  (3-0) This course integrates key theories, concepts, and principles learned during the student’s course of study.  The student will complete a paper including an action research plan designed to solve an educational problem present within a specific educational setting.  The master’s student will defend the plan during the oral examination.  Prerequisites: Levels I, II and EDCL 6352 or permission of instructor.
    6387 Field-Based Practicum.  (0-3) The practicum provides students the opportunity to develop leadership skills needed by principals of elementary and secondary schools.  Students will develop a practicum proposal in cooperation with their site-mentor and university supervisor.  The course focus is on the development of administrative skills in a real world setting.  Prerequisites:  27 hours of course work including EDCL 6352 or permission of instructor.
    6388 Principal's Field-Based Practicum II.  (3-0) This course is a continuation of EDCL 6387 and allows students to continue projects and activities begun in the fall semester and to work further with their on-site mentor and university supervisor. This course is offered in the spring semester only. Prerequisites: EDCL 6358 and EDCL 6387.
    6389 Superintendent's Practicum I.  (6-0) This practicum is intended to give prospective school superintendents the opportunity to hone their leadership skills under the guidance an experienced and successful school leader. Offered fall semester only and may be taken concurrently with other superintendent certification courses.
    6390 Superintendent's Practicum II.  (3-0) A continuation of EDCL 6389, this course allows students to carry through projects and activities begun in the fall semester and to work further with their on-site mentor and university supervisor. Offered spring semester only. May be taken concurrently with other superintendent certification courses. Prerequisite: EDCL 6389.

School Psychology (EDP)
    5178 Independent Study.  (1-0) Individual problems or research topics designed to place emphasis on selected areas of study.  May be repeated for additional credit at the discretion of the department chair.
    5300 Interviewing, Counseling, and Consulting in School Psychology.  (3-0) This is an experiential course that focuses upon the acquisition of skills for conducting interviews, counseling, consulting, and collaborating with children, adolescents, and adults.  The emphasis is upon the development of basic communication skills that can be applied by the school psychologist in a variety of multicultural contexts.
    5376 Psychoeducational Assessment.  (3-0) Administration, scoring, and interpretation of individually administered standardized tests of intelligence, special abilities, and achievement.  The theoretical and statistical bases of the tests used, integrative report writing, and description of learning are also covered.  Prerequisites: Enrollment in a graduate program and consent of the instructor.
    5377 Social, Emotional, and Behavioral Assessment.  (3-0) Investigation into the evaluation of personality, mental status, role expectation, and behavior.  The theoretical bases, construction, administration, scoring, and interpretation of structured and projective personality tests with integrative report writing emphasizing the assessment of emotional disturbance and behavior disorders.  Prerequisites: PSY 5376 or its equivalent, graduate standing, and consent of the instructor.
    5378 Problems – School Psychology.  (3-0) Individual problems not related to thesis or research problems.  Designed to place emphasis on selected areas of study.  May be repeated for credit.
    5379 Child and Adolescent Psychopathology: Advanced Assessment and Interventions.  (3-0) Advanced investigation into assessment of personality dynamics and diagnosis of psychopathology as defined by the current edition of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders.  Integration of advanced projective techniques and structured instruments into comprehensive reports emphasizing intervention recommendations.  Prerequisites: PSY 5376 and 5377, or the equivalents, graduate standing, and consent of the instructor.
    5380 Individual and Group Counseling Techniques for School Psychology.  (3-0) Acquisition and practice of techniques used in counseling interventions with children and adolescents in school settings.  Individual and group counseling techniques will be emphasized, along with a review and refinement of techniques for interviewing and consulting with parents.  Prerequisites: COUN 5207, 5307, PSY 5300, and COUN 5368.
    5385 Ethics, Standards, and Procedures in Professional School Psychology.  (3-0) Presentation of historical foundations, role and functions, and procedures used by psychologists in the school setting.  Emphasis upon ethical and legal issues, professional standards, state and federal law, and organization and operation of the schools as applied to the mental health and education of exceptional learners.
    5386 Consultation and Professional Issues in School Psychology.  (3-0) Models of consultation as they apply to the professional development and ethical position of the school psychologist are included.  The course emphasizes the consultative role in relation to school administrators, guidance and counseling personnel, teachers, parents, students, and referral sources.  Prerequisites: Completion of most of the course work in the School Psychology program, including at least one practicum, and consent of the instructor.
    5387 Data-Based Decision-Making in Evaluation and Intervention.  (3-0) Students learn advanced techniques for assessment of special populations, including early childhood, and apply advanced techniques for utilizing information from a variety of sources for the development of educational interventions.  A problem-solving approach that focuses on linking evaluation and intervention processes will be utilized throughout the course.  Prerequisite: EDP 5376.
    5389 Practicum in School Psychology.  (3-0) Three practicum experiences occur in a school or agency setting with supervision by on-site and university supervisor.  Emphasis is on assessment, orientation to the role of the school psychologist, evaluation of learning, emotional, behavioral difficulties; consultation with school or agency staff, parents and community resources; and direct counseling interventions with individual and/or group techniques.  Must be repeated for a total of nine credit hours.  Graded on a credit (CR), no credit (F) basis.  Prerequisites: Completion of PSY 5385, and PSY 5376, graduate standing in the School Psychology Program, and consent of the instructor.
    5391 Research Seminar.  (3-0) Research, measurement, and design procedures for addressing issues in school psychology, counseling, and education.  A research project is required of each student.
    5394 Psychosocial and Cultural Aspects of Instruction and Remediation.  (3-0) This course will provide an overview of the teaching/learning process.  The course will examine how the rapidly changing cultural diversity of the nations as a whole affects our classrooms and schools.  Students will be provided with an understanding of normal language development, emergent literacy issues, second language acquisition, and the principles of assessment and instruction in reading, writing, and math.  Alternative assessment procedures will be discussed.
    5396 Biological Bases of Behavior.  (3-0) Investigation and assessment of disorders that involve abnormal or atypical brain development or function, particularly those disorders likely to be encountered in the practice of school psychology.  Includes an overview of neuropsychological and other tests with emphasis on development of a comprehensive assessment and intervention model through interpretation and critique or case studies.  Prerequisite: Completion of PSY 5376, PSY 5377, graduate standing, and consent of the instructor.
    5398 Alternative Evaluation, Intervention, and Student Outcomes.  (3-0) This course introduces students to the practice of curriculum based assessment in the context of a problem solving model of psychological services in the schools.  Lectures, assignments, and activities aim to develop competencies in the areas of non-traditional assessment, development of academic interventions, and the evaluation of student outcomes.
    5399A Thesis.  (3-0) This course represents a student’s initial thesis enrollment.  No thesis credit is awarded until student has completed the thesis in Educational Psychology 5399B.  Graded on a credit (CR), progress (PR), no-credit (F) basis.
    5399B Thesis.  (3-0) This course represents a student’s continuing thesis enrollments.  The student continues to enroll in this course until the thesis is submitted for binding.  Graded on a credit (CR), progress (PR), no-credit (F) basis.
    6301 Professional Internship in School Psychology.  (3-0) The professional internship occurs near the end of formal training in school psychology.  The first semester of internship requires a full time (minimum 600 clock hours) supervised experience in a school setting.  Interns are considered full members of the interdisciplinary team and serve with regular and special education staff.  Graded on a credit (CR), no credit (F) basis.
    6302 Professional Internship in School Psychology.  (3-0) Professional Internship may be a continuation of the supervised school based experience or a placement in an appropriate alternative setting (e.g., child guidance clinic, counseling center, etc.).  A minimum of 600 clock hours of experience is required and usually takes place in one academic semester.  Graded on a credit (CR), no credit (F) basis.
    7310 Instructional Roles in Educational Administration and Psychological Services.  (3-0) This seminar is intended to prepare graduate teaching and instructional assistants in the EAPS Department to function effectively in various instructional and instructional support roles.  Required for first-year teaching assistants and GIAs.  This course does not earn graduate degree credit.  Repeatable with different emphasis.  Graded on a credit (CR), no-credit (F) basis.

Counseling (COUN)
    5158 Group Counseling Pre-Practicum.  (1-0) This course is an experiential study of group dynamics, processes, and applications.  Group stages, tasks and skills of group members and leaders, and the importance of developing an understanding of the therapeutic value of group, are covered.  This course involves role-played participation in a group designed to closely resemble a real-life group experience.  Students will participate as co-leader as well during the semester.  Graded on a credit (CR), no credit (F) basis.  Co-requisite: COUN 5358.
    5178 Independent Study.  (1-0) Individual problems or research topics designed to place emphasis on selected areas of study.  May be repeated twice for additional credit at the discretion of the department chair.
    5301 Community-based Counseling.  (3-0) Community-based Counseling is presented as a basis for counselors who intend on working in community counseling agencies.  This course includes theoretical and applied information based on a variety of settings, as well as a variety of intervention strategies, presented via didactic and experiential coursework.
    5305 Assessment in Counseling.  (3-0) Problems and principles of administration, scoring and interpreting group and individually administered tests; utilization of test data for diagnostic, placement, predictive, and evaluative purposes; elementary statistical procedures; laboratory activities in test administration, scoring, and interpretation.
    5307 Theories of Counseling and Personality.  (3-0) This course surveys systematically derived theories of counseling and personality from their origins in social discourse, philosophy, and psychology to the present time.  Each theorist is presented biographically and the theory considered with regard to its clinical, cultural, and ethical relevance and application to diverse populations.  Prerequisite: COUN 5350 preferred.
    5316 Counseling Diverse Populations.  (3-0) This seminar is designed to sensitize students to the roles societal power disparities, therapist’s racial identity and awareness, and client racial/cultural identity play in counseling persons of diverse backgrounds.  The dynamics of counseling clients who are African-American, Asian-American, female, gay/lesbian, Latino/a, Native-American, and persons with disabilities, will be examined.
    5322 Governance and Legal Issues in Higher Education.  (3-0) This course provides for the identification and understanding of the legal issues, which influence institutions of higher education.  There is also a focus on how postsecondary institutions are governed by Boards of Regents as well as by both state and federal governments.
    5323 Program Development and Evaluation.  (3-0) This course covers the theoretical bases for assessment techniques, statistics, research design, models for designing, managing and evaluating student affairs programs including information management and computer applications in higher education and methods of needs analysis applicable to college student populations.
    5328 Counseling in Schools: Orientation and Ethics.  (3-0) Overview of school counseling profession: history, professional identity, role, ethics, and current trends. Competencies and skills to plan, implement, and evaluate a comprehensive, developmental guidance, and counseling program will be taught. Knowledge and skills in counseling, consultation, coordination, leadership, and advocacy will be learned. Recommended first course for school counselors.
    5340 Loss and Grief Recovery Counseling.  (3-0) An in-depth study of loss and its aftermath, grief.  Emphasis is given to the counseling literature, loss and grief in the arts, personal loss experience, and particular counseling interventions.
    5344 Substance Abuse and Counseling: An Introduction.  (3-0) This course focuses on chemical dependency across counseling settings, including school, agency, and private practice.  This course includes theoretical and applied information on causative factors, assessment, and treatment strategies across a variety of settings and populations via didactic and experimental coursework.
    5345 Psychodrama Methods.  (3-0) The course is both didactic and experimental.  It provides a history of therapeutic drama beginning with the Greek theater of Dionysus.  The work of J.L. Moreno is presented and the basic tenets of the theory studied.  Students then engage in creating, producing, and acting out actual psychodramatic productions.
    5346 Filial Therapy.  (3-0) Theoretical and practical application of the filial model will be addressed as well as techniques in training parents in the overall principles and methodology of child-centered play therapy.
    5350 Professional Orientation and Ethics.  (3-0) An introduction to the counseling profession as practiced in a variety of clinical and human service settings.  Emphasis is placed on the philosophical and psychological foundations of mental health counseling, personal/professional traits and skills of effective counselors, professional ethics, licensure, credentialing and professional regulation, and contemporary professional issues.
    5351 Current Issues in Marital, Couple and Family Counseling.  (3-0) This course provides students with information regarding special issues in marital, couple and family counseling, including:  grief and loss, domestic violence, substance abuse in the family, lesbian, gay, bisexual, and transgender issues, divorce, and re-parenting.  Co requisite: COUN 5689 or COUN 5389.
    5354 Basic Techniques in Counseling.  (3-0) This course is designed to introduce the student to basic counseling skills via role-play and videotape.  The course also provides a general model of effective counseling, including basic communication skills and theory techniques.  Prerequisite: COUN 5350 or COUN 5328
    5355 Career Counseling.  (3-0) Career choice and development are considered as critical aspects of persons in material cultures where occupation is a major component of one’s identity.  Career concerns often addressed in counseling are presented and discussed along with the area of vocational guidance, occupational information, and preference inventories.
    5358 Dynamics & Processes in Group Counseling.  (3-0) An intensive laboratory experience requiring highly active student participation in the form of honest, direct, and open communication combined with authentic self-exploration within the group setting.  Through participation and required reading, students will gain first-hand familiarity with the basic principles of the dynamics that are characteristic of therapeutic groups.  Prerequisites: COUN 5354 and COUN 5307.  Co requisite: COUN 5158
    5359 Abnormal Human Behavior.  (3-0) The principles of understanding dysfunction in human behavior and systemic organization.  This course includes diagnostic, preventive, and remedial methods and interventions.  Prerequisite: COUN 5307
    5360 Intermediate Methods in Marital, Couple and Family Counseling.  (3-0) Marital, couple, and family theory and techniques are discussed, selected, applied, and refined through lecture and supervised clinical practice. Specific skills include joining, diagnosis, goal formulation, treatment planning, termination, referral, and record keeping. Graded on a credit (CR), no credit(F) basis. Prerequisites: COUN 5367 and COUN 5354, and COUN 5369.
    5362 Practicum in Professional Supervision: Theories and Applications.  (3-0) Provides experience in supervising practicum or intern students and integrating the theoretical foundations and current issues of professional supervision.  Emphasis includes ethical, multicultural, gender, age, and lifestyle concerns in supervisory relationships, and academic requirements for supervisory status for Texas Licensed Professional Counselor and Licensed Specialist in School Psychology credentials.  Course can be repeated once for credit.  Graded on a credit (CR), no credit (F) basis.
    5366 Intermediate Methods in Adult Counseling.  (3-0) Counseling theories and techniques are discussed, selected, applied and refined through lecture and supervised practice. Specific skills include initiating the helping relationship process, diagnosis, goal formulation, treatment planning, termination, referral, and record keeping. Graded on a credit (CR), no credit (F) basis. Prerequisites: COUN 5354 and 5359.
    5367 Marital, Couple and Family Counseling: Current Theories.  (3-0) This course is designed to examine the principles of communication and the goals of marital, couple and family counseling.  Selected theories, approaches and techniques used in marital, couple and family counseling will be examined.
    5368 Developmental Issues in Counseling Children, Adolescents, and Adults.  (3-0) Emphasis will be on understanding the interactions between the developmental needs of each of these age groups and counseling techniques and procedures used to deliver mental health services to each of these groups.
    5369 Child and Adolescent Counseling Methods.  (3-0) Course focus is an overview of counseling interventions with children and adolescents in agency, school, and private practice.  Group, individual, and systems techniques will be covered.  Assessment of child psychopathology and techniques for consulting with parents will be included.  Prerequisites: COUN 5354 and COUN 5368.
    5370 Intermediate Methods in Counseling Adolescents.  (3-0) This course will provide an overview of the physical, social, psychological, and behavioral characteristics of the adolescent. This course has a supervised practice experience. Emphasis will be placed on counseling interventions utilizing current research. Prerequisite: COUN 5369.
    5372 Assessment and Treatment in Marital, Couple and Family Counseling.  (3-0) This course addresses the assessment of individual, couple, and family functioning and the planning and implementation of marital, couple and family treatment methods.  Prerequisites: COUN 5367.
    5373 Intermediate Methods in Play Therapy.  (3-0) This course explores the philosophical basis for play therapy, the history of play therapy, theoretical applications, techniques, stages, ethical issues, and application to a variety of population and diagnostic categories. Graded on a credit (CR), no credit (F) basis. Prerequisites: COUN 5369 and COUN 5359.
    5378 Problems in Counseling.  (3-0) Individual problems not related to thesis.  Designed to place emphasis on selected areas of study.  May be repeated once for additional credit at the discretion of the department chair.
    5381 Sandtray Therapy Methods.  (3-0) This course provides students with the philosophical basis for sandtray therapy as a therapeutic intervention for children and families, including a review of its history, applications, techniques, stages, and ethical issues.  Didactic and experiential methods are used.  Prerequisite: COUN 5369 or permission of instructor.
    5388 Internship-Student Affairs.  (3-0) Internship applies knowledge of student development and organizational theory in a particular student affairs area of operation with group specific activities or projects.  The connection between theory and practice is emphasized.  The course may be repeated up to three times.  Graded on a credit (CR), no credit (F) basis.
    5389 Site-Based Internship.  (3-0) An on-site practicum-internship occurring in a school or agency setting with supervision by on-site and university supervisors.  May be repeated based on the recommendation of the counseling faculty.  Graded on a credit (CR), no credit (F) basis.  Prerequisites: COUN 5689, recommendation of COUN 5689 supervisor, and consent of COUN 5389 supervisors.
    5390 Higher Education and Student Affairs I. (3-0) This course covers the history of student affairs in higher education, the context in which student affairs exists in higher education, the theories used in student affairs work and its philosophical foundations, the mission, goals and programs of selected functions in student affairs, and significant issues related to these functions.
    5391 Research Methods.  (3-0) Research, measurement, and design procedures for addressing issues in school psychology, counseling, and education.  A research project is required of each student.
    5392 Higher Education and Student Affairs II.  (3-0) This course covers significant issues, functions, and problems that student affairs administrators manage in their work setting which include professionalism and ethical decision-making, the role of professional organizations and associations, management and leadership theories, human resource development, governance and legal issues, finance and budgeting, and assessment and evaluation.
    5393 The American College Student.  (3-0) This course is an in-depth study of the characteristics and needs of American college students and how student subcultures affect the campus environment.  There is an analysis of student growth and development issues, student subcultures, and the needs and services required for student success.
    5399A Thesis.  (3-0) This course represents a student’s initial thesis enrollment.  No thesis credit is awarded until student has completed the thesis in COUN 5399B.  Graded on a credit (CR), progress (PR), no credit (F) basis.
    5399B Thesis.  (3-0) This course represents a student’s continuing thesis enrollments.  The student continues to enroll in this course until the thesis is submitted for binding.  Graded on a credit (CR), progress (PR), no credit (F) basis.
    5689 Clinical Practicum.  (3-3) Practicum includes counseling clients in university-affiliated counseling clinics, and a staffing seminar.  May be repeated up to three times (18 credit hours) based on the recommendation of the counseling faculty.  Graded on a credit (CR), no credit (F) basis.    Prerequisites: COUN 5358, and all required coursework completed or departmental permission.
    7339 Foundations of Higher Education Administration.  (3-0) This course is intended to provide students with an understanding of the historical, philosophical, sociological, organizational, and political foundations upon which the field of higher education administration is based.
    7340 College Student Development: Theory and Practice.  (3-0) This course seeks to provide in-depth understanding of developmental needs and issues of college and university students, identifies ways to enhance learning by considering developmental and environmental effects, and offers practice in creating learning opportunities that consider developmental needs.

Developmental and Adult Education (DAE)
    5320 Teaching Basic Writers.  (3-0) Survey of current strategies/models for teaching basic writers; philosophy of and rationale for the use of each model; evaluation methods appropriate for basic writing students and basic writing programs; guidelines for selecting strategies/models for intended populations.
    5321 Adult Learning and Development.  (3-0) This seminar will cover a range of topics of interest to professionals working with adult learners in a variety of settings, including characteristics and motivations of adult learners; theories of adult learning and intelligence; models of adult cognitive and psychosocial development.
    5324 Qualitative Research Methods.  (3-0) Seminar course that addresses the theory and applications of qualitative research in education and related social sciences.  As a seminar project, students will develop and defend a research plan suitable for a thesis or graduate project proposal.
    5334 Family Literacy.  (3-0) Family literacy is an intergenerational program that integrates adult literacy and emergent literacy education.  This online course will provide students with the knowledge and abilities to manage a family literacy program.  Students will analyze related learning theories, population needs, program structures, and policy issues, including diversity and accountability.
    5335 Applied Research in Developmental and Adult Education.  (3-0) An examination of purposes, principles, and methods of current research in developmental and adult education.  Quantitative, qualitative, and mixed methods research design will be investigated as used in applied research including action research, evaluation research, and needs assessment.
    5337 Adult Literacy.  (3-0) The course is designed to provide students with a broad foundation about the needs of undereducated adults, including adult English language learners.  Students will analyze and evaluate adult literacy legislation, instruction, research, and delivery systems.
    5338 Applied Linguistics for ESL Teachers of Adults.  (3-0) This course is designed to provide language teachers a practical introduction to the elements of the English language as applied to the teaching of ESL in adult settings; specifically, the course covers English syntactic structure, morphology, and phonology.
    5339 Adult Literacy ESL Assessment and Evaluation.  (3-0) This course is an introduction to assessment of adult students with emphasis on literacy and ESL populations.  It is an overview of assessment constructs and social and historical movements in student literacy assessment and evaluation of literacy programs.  Emphasis on current strategies in alternative and traditional assessment and evaluation.
    5340 Adult Second Language Acquisition.  (3-0) This course covers topics related to contemporary adult second language acquisition practices. It also examines the complexities of adult second language acquisition and the ways in which limited English-proficient adults learn more efficiently.  Class readings and projects address a variety of issues dealing with adult second language acqusition.
    5344 Multicultural Perspective in Postsecondary Education and Adult Education.  (3-0) This seminar covers a broad range of topics related to diversity within postsecondary and adult education.  Course readings and projects relate to a wide variety of settings including colleges and universities, adult literacy programs, the workplace, and community-based organizations.  Students taking DAE 5344 may not take DAE 7344 for doctoral level credit.
    5345 Current Issues in Adult, Continuing and Professional Education.  (3-0) A seminar style course focusing on current issues in continuing and professional education including research and professional practice.  Specific emphasis will vary depending on changes in contemporary issues.  Students taking DAE 5345 may not take DAE 7345 for doctoral level credit.
    5365 Administration of Developmental and Adult Education.  (3-0) An overview of the field of developmental and adult education and of the various types of programs designed to meet the needs of the under prepared learner.  Special emphasis on needs assessment, program design, implementation, management, and evaluation.  Grant proposal writing is a central focus of the course.
    5371 Teaching Learning Strategies and Critical Thinking.  (3-0) Theory and pedagogy of learning strategies, problem solving, and critical thinking in the college and adult classroom.  Topics will include variables in teaching and learning, methods of assessment, and approaches to instruction.  Students taking DAE 5371 may not take DAE 7371 for doctoral level credit.
    5373 Grant Development and Management.  (3-0) Course purposes include demystifying grant proposal writing and becoming acquainted with grant management resources.  Students will locate funding sources, develop a proposal and budget, and explore accountability issues and processes for funded projects.  Emphasis is on optimizing location and use of online grant information and developing professional networks.  Students taking DAE 5373 may not take ED 7373 for doctoral level credit.
    5375 The Underprepared Learner in American Postsecondary and Adult Education.  (3-0) A profile of the underprepared postsecondary student and an overview of the programs and instructional strategies appropriate for use with that target population.  Students taking DAE 5375 may not take DAE 7375 for doctoral level credit.
    5378 Problems in Education.  (3-0) This course is designed to examine topical problems faced by practitioners in adult and developmental education. The topic of the course may change.
    5379 Independent Study.  (3-0) Individual problems or research topics designed to place emphasis on selected areas of study.  May be repeated once for additional credit at the discretion of the department chair.
    5382 Foundations of Adult Education.  (3-0) This course will provide an overview of the field of adult education in its various forms and settings.  Topics include (1) historical origins of adult education as a field of study and practice, (2) philosophical perspectives, (3) organization and delivery of adult education, and (4) emerging developments and issues in the profession.
    5383 The Community College.  (3-0) Introduction to the community college and to its roles and functions in American education.  Special attention will be directed to evolution, development, and patterns of organization, purposes, programs, personnel and current issues of the community college.  Students taking DAE 5383 may not take DAE 7383 for doctoral level credit.
    5384 Internship Practicum in Developmental & Adult Education.  (3-0) The 150-clock hour internship is required of all Developmental and Adult Education majors.  The experience, which involves instruction and/or administration in a developmental education or adult education setting, includes orientation to the roles, responsibilities, and functions of professionals in developmental and adult education.  Graded on a credit (CR), no credit (F) basis.  Prerequisites: DAE 5375, 5365, 5321, and 5371.
    5399A Thesis.  (3-0) This course represents a student’s initial thesis enrollment.  No thesis credit is awarded until student has completed the thesis in Developmental and Adult Education 5399B.  Graded on a credit (CR), progress (PR), no credit (F) basis.
    5399B Thesis.  (3-0) This course represents a student’s continuing thesis enrollments.  The student continues to enroll in this course until the thesis is submitted for binding.  Graded on a credit (CR), progress (PR), no credit (F) basis.

Graduate Faculty
     Beckenbach, John Anthony, Assistant Professor of Professional Counseling.  B.A., Southern Illinois University; M.A., University of South Dakota; Ph.D., Northern Illinois University.
     Boone, Michael, Professor of Educational Administration.  B.A., Pittsburg State University; M.A., Ed.D., Washington State University.
     Brooks, Ann, Professor of Educational Administration and Psychological Services.  B.A., University of Nebraska; M.A.T., School for International Training; M.A., Fielding Graduate Institute; Ed.D., Teachers College, Columbia University.
    Carpenter, D. Stanley, Professor and Chair, Educational Administration and Psychological Services.  B.S., Tarleton State University; M.S., Texas A&M University-Commerce; Ph.D., University of Georgia.
    Connolly, Colleen, Associate Professor of Professional Counseling.  B.S., Texas A&M University Baylor College of Dentistry; M.A., Texas State University-San Marcos; Ph.D., St. Mary’s University.
    Cooper, Jacqueline, Assistant Professor of Professional Counseling.  B.A., M.S., Jackson State University; Ph.D., University of Missouri-Columbia.
    Fall, Kevin, Associate Professor of Professional Counseling.  M.Ed., Texas State University-San Marcos; Ph.D., University of North Texas.
    Garcia, John L., Associate Professor of Professional Counseling.  B.S., David Lipscomb College; M.Ed., Ed.D., Vanderbilt University.
    Garrison, John, Associate Professor of Professional Counseling and Assistant Vice President/Dean of Students.  B.A., McMurry University; M.A., University of North Texas; Ph.D., The University of Texas at Austin.
    George, Carrie, Assistant Professor of School Psychology.  B.A., Southwestern University; M.A., St. Mary’s University; Ph.D., Texas A&M University.
    Gordon, Stephen P., Professor of Educational Administration and Psychological Services.  B.S., Bowling Green State University; M.E., Wright State University; Ed.D., University of Georgia.
    Guajardo, Miguel, Assistant Professor of Educational Administration and Psychological Services.  B.S., M.Ed., Ph.D., The University of Texas at Austin.
    Guerra, Patricia, Assistant Professor of Educational Administration and Psychological Services.  B.S., M.A., Ph.D., The University of Texas at Austin.
    Hodges, Russell, Associate Professor of Developmental and Adult Education.  B.S., Centenary College; M.Ed., Northeast Louisiana University; Ed.D., Grambling State University.
    Homeyer, Linda, Professor of Professional Counseling.  B.A., Central Michigan University; M.S., East Texas State University; Ph.D., University of North Texas.
    Jacobs, Jennifer, Assistant Professor of Educational Leadership. B.S., Pennsylvania State University; M.A., George Mason University; Ph.D., Florida State University.
    Jorgenson, Christabel Bertelsen, Distinguished Professor Emerita School Psychology.  B.A., Texas Lutheran College; M.Ed., Texas Christian University; M.A., Ph.D., Texas Woman’s University.
    Klose, Laurie, Assistant Professor of School Psychology.  B.A., Baylor University; M.A., Ph.D., University of California, Berkeley.
    Larrotta, Clarena, Assistant Professor of Educational Administration and Psychological Services.  B.A., University of Quinido at Armenia, Colombia, SA; M.A.E.E., University of Puerto Rico at Mayagüez; Ph.D., The University of Texas at Austin.
    Lasser, Jon, Associate Professor of School Psychology.  B.A., The University of Texas at Austin; M.S., University of Pennsylvania; Ph.D., The University of Texas at Austin.
    Morrison, Mary, Assistant Professor of Professional Counseling.  B.S., Texas Christian University; M.Ed., Ph.D., University of North Texas.
    Nelson, Sarah, Assistant Professor of Educational Administration and Psychological Services.  B.S., M.Ed., Ph.D., The University of Texas at Austin.
    Patrick, Shawn, Assistant Professor, Professional Counseling.  B.S., St. Louis University; M.S., Ph.D., Northern Illinois University.
    Payne, Emily Miller, Associate Professor of Developmental and Adult Education, and Director of the Center for Initiatives in Education.  B.A., The University of Texas at Austin; M.A.T., Ed.D., New Mexico State University.
    Plotts, Cynthia, Associate Professor of School Psychology.  B.A., Ph.D., The University of Texas at Austin.
    Price, Larry, Professor of Education.  B.S., M.A., Texas State University-San Marcos; Ph.D., Georgia State University.
    Reardon, Robert, Assistant Professor of Educational Administration and Psychological Services.  B.S., University of North Carolina at Chapel Hill; M.S., North Carolina State; Ph.D., University of Georgia.
    Roaten, Gail, Assistant Professor of Professional Counseling.  B.S., The University of Texas at Austin; M.Ed., Tarleton State University; Ph.D., Texas A&M University.
    Ross-Gordon, Jovita, Professor of Educational Administration and Psychological Services.  B.S., M.A., Northwestern University; Ed.D., University of Georgia.
    Schmidt, Eric, Associate Professor of Professional Counseling.  B.S., Texas A&M University at College Station; M.Ed., Texas A&M at Corpus Christi; Ph.D., University of North Texas.
    Scholwinski, Edward Joe, Jr., Associate Professor of School Psychology.  B.S., M.Ed., Texas State University-San Marcos; Ph.D., Texas A&M University.
    Smith, Joann, Assistant Professor of Professional Counseling and Associate Vice President for Student Affairs.  B.S., Edinboro University of Pennsylvania; M.A., Wichita State University; Ph.D., Kansas State University.  
    Stedman, Deborah, Assistant Professor of Developmental and Adult Education.  B.S., West Chester State University; M.Ed., Texas State University-San Marcos; Ph.D., Texas A&M University.
    Waite, Duncan, Professor of Educational Leadership.  B.A., University of Michigan; M.A., Ph.D., University of Oregon.
    Willoughby, Jack Michael, Professor of Educational Administration and Dean of the Graduate College.  B.S., Texas A&M University; M.Ed., Texas State University-San Marcos; Ed.D., University of Southern Mississippi.
    Wyatt, Carl Van, Associate Professor of Professional Counseling and Vice President for Information Technology.  B.A., Rutgers University; M.A., Ph.D., Purdue University.
    Yamamura, Erica, Assistant Professor of Educational Leadership. B.S., M.S., Ph.D., University of California-Los Angeles.
    Ybanez, Kathy, Assistant Professor of Professional Counseling. B.A., Baylor University; M.S., Ph.D., Texas A&M-Corpus Christi.