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"Freed has allowed me to pursue both of my interests in life all in one place. Not many college students get the opportunity to oversee a mission trip to South America with their professors and be published for undergraduate research all in the same year."
Class of 2014 • Majoring In Biochemistry and Bible
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Orientation is a one-day, face-to-face, required, non-credit course that is offered at the beginning of each semester for incoming counseling students. Graduate school orientation provides the opportunity to receive an overview of how to succeed in graduate school, including the resources and student services available. Students are also provided information about state licensure and national certification requirements.
An intensive look at the profession of counseling and the professional roles, tasks-responsibilities, and identity of the counselor. This course also includes an opportunity for an in-depth understanding of the many aspects of professional counseling including similarities and differences of other mental health professions, educational preparation, professional counseling organizations, ethical standards, legal aspects of counseling, and state and national credentialing. This course emphasizes self-awareness and growth as it relates to becoming an effective facilitator of individual, couple, group, and family change.
The development of basic counseling techniques with an introduction to counseling theory, philosophy and principles as applied to skill development.
A study of advanced counseling techniques. Skills for diagnosis, case conceptualization, treatment planning, intervention and evaluation of treatment will be targeted. A number of counseling approaches-techniques will be examined for student development, demonstration, and possible integration. Prerequisite: COU 501 Clinical Intervention I.
A thorough survey of the specified divisions of the life cycle from early childhood to death. Topics include life-cycle theories of development, developmental tasks, normal-abnormal behavior, models of moral, intellectual, social, and physical development and learning theories will be explored. Counseling strategies for specific concerns in the life cycle will be emphasized.
An intensive study of selected theories of counseling and psychotherapy with a review and critique of motivation and process dynamics of each theory in light of current research and theory. Students are encouraged to begin to identify and personalize their own theoretical approach.
An in-depth study of abnormal behavior including the theories of psychopathology, etiology, and epidemiology of mental disorders. The course, prognosis, and cultural differences of each mental disorder are given special attention. Students will be introduced to the DSM-5 approach to defining and diagnosing mental disorders.
An in-depth study of the DSM-5 approach to diagnosing mental disorders. Emphasis will be given to DSM criteria, case studies, and differential diagnosis of mental disorders. Prerequisite: COU 514 Psychopathology I.
A study of the administration, scoring, and interpretation of assessment-appraisal instruments used in counseling. Emphasis is on the use of test results in counseling with individuals and families. Case note fundamentals and report writing are also studied.
An intensive study of the application of assessment-appraisal techniques in counseling. Emphasis is on the selection, administration, scoring, and interpretation of personality assessment instruments. Synthesis of various forms of data into a comprehensive assessment report will also be studied. Prerequisite: COU 520 Assessment I.
A study of the dynamics of marriage and family relationships with emphasis on understanding of the structure and function of marriage, the various aspects of the marital relationship, family systems, and the way in which the counselor may approach marriage and family counseling as a creative, preventative, and healing avenue.
A study of the principles of group counseling dynamics, theory and techniques. Students participate in face-to-face task groups. Emphasis is placed on developing competencies in self-intervention and growth as well as competence in processes of small group phenomena.
An in-depth study of professional ethics, legalities, and professional issues relating to the professional practice of counseling.
An introduction to research methods and their application to research problems with emphasis on the conceptualization, design, completion, and evaluation of research in counseling. Prerequisite: 9 hours of counseling courses or permission of director and/or instructor.
The student works in a face-to-face relationship with a client under the supervision of a field supervisor. A minimum of 100 clock hours is required for this practicum with a minimum of 40 clock hours of direct service with actual clients. Weekly campus meetings are also required. Weekly meetings will be organized and directed by the graduate faculty. Prerequisites: COU 500, COU 501, COU 502, COU 510, COU 514, COU 515, COU 535 and Liability Insurance.
A course that reviews concepts, issues, and trends in the field of career education. It is designed to consider the role of the counselor in the career decision-making process, as well as current issues in the facilitation of career decisions for women and men across the lifespan. Topics will include, but may not be limited to: selected theories of career-life planning and development; techniques designed to bring about greater awareness of needs, ethnicity, values, interests, and abilities related to career decision-making; and a range of techniques counselors may choose to facilitate work with clients.
Representative theories of personality are analyzed for their contribution to understanding human growth and development, psychopathology, and behavior change. The relationship of theory to assessment and research is examined.
A course designed to address societal changes, influences and trends, human roles, societal subgroups, social mores, and diversity of life-styles. Social change and individual/societal responses, and multicultural issues are examined. Other major issues addressed include religion, racial issues, ethnicity, gender issues, sexual preference, aging issues, and subgroup/cultural communication patterns. Methods of addressing the provision of counseling services and alleviating those concerns are explored.
A course which provides an intensive understanding of the etiology, progress and counseling strategies for addictive disorders. Emphasis will be given to the DSM-5 classification of addictive disorders, the interaction of addiction within and upon the family system, and effective techniques for counseling addicted persons and their families.
An examination of the theory, practice, cultural dynamics, and legal implications of crisis intervention as applied to crisis-induced dysfunctional behavior. Recognizing crisis situations and having knowledge of crisis intervention strategies and brief therapy techniques will be the main objective of this course.
An advanced study of the clinical skills and administrative knowledge unique to Mental Health Counselors in Agency Settings (i.e. Community Mental Health Centers, profit/non-profit counseling service agencies, psychiatric settings and private practice) with varied clientele. Included are the topics, concepts and skills of "community" assessment, program development, administration, delivery and evaluation.
A course designed to teach the prospective counselor about the history and development of psychopharmacologic agents, the biochemical nature of the central nervous system, and the relationship of the system of psychopharmacology. The legitimate use of medications, the importance of treatment for some psychological disorders, and coordinating treatment amongst professionals will also be examined.
A course which provides an overview of the American legal system, with special attention given to legal terminology, how to minimize legal problems, how to deal with members of the legal profession, preparing for court appearances, and handling a legal audit. The primary focus of the course is on avoiding malpractice. Topics include informed consent, confidentiality/privileged communication, duty to warn, duty to report, record keeping, and risk management. As time and interest permit, additional topics related to employment law will be discussed.
A cooperatively planned reading-research course or special project guided and evaluated by a member of the graduate counseling faculty. May be repeated as needed. Prerequisite: Student must have "regular admission" status, have completed 12 graduate hours with 3.0 or above GPA, and complete required forms with appropriate signatures before the drop/add date of the semester for which the credit is to be earned OR gain special permission from the director of the Program for Special Circumstances, i.e., Conference Credit, etc. It is the student's responsibility to develop a proposal, initiate contact with a faculty member will to serve as mentor and see that all requirements are met.
A topical seminar designed to develop skills in counseling children and adolescents individually and in family therapy. Coordination of services with other agencies, work with the juvenile court system, and the use of assessment instruments with this age group will be studied.
The foundation of an effective treatment plan is the data gathered through biopsychosocial assessment. Data can be obtained from interviews, client history and records, testing or collateral contacts. This course presents specific steps for developing an effective treatment plan based on assessment data and recognizing the uniqueness of each client. Plans will include a variety of interventions and approaches based on both behavioral problems and/or DSM-5 diagnosis. The case study method will also be used to develop such plans in class for discussion and presentation. Prerequisite: COU 514 and 515 Psychopathology I and II, COU 520 and 521 Assessment I and II, or special permission of instructor.
A topical seminar designed to introduce the student to the concepts, various models, resources, and process for leading couples through premarital preparation. The student will become familiar with the theological issues as well as the practical implications of having a Christian marriage and family in today's society.
A topical seminar which provides content on the concepts of human attachment, loss, death, dying, and bereavement. Special clinical attention is given to the processes of grief therapy in resolving pathological grief and facilitating grief related to special kinds of losses. Grief is studied within the context of family systems.
Current theories and practices in counseling are needed by ministers and other church leaders. The church leader will gain a fundamental knowledge of general psychopathology, so as to know how and when to make a referral. Topics that have special application to a church setting will be pursued, e.g., basic counseling within the congregation, marital and family counseling (including abuse, infidelity, an divorce), counseling in the hospital, anger and conflict management, crisis counseling, the problem of suffering, spiritual disorders, and ethics. Same as BIB 536.
A continuation of COU 545. The student works in a face-to-face relationship with a client under the supervision of a field supervisor. One-hundred-fifty (150) clock hours of counseling and counseling-related activities is the minimum requirement for successful completion. Weekly campus meetings are also required. Weekly meetings will be organized and directed by the graduate faculty. Prerequisite COU 545 Practicum I, Completion of core course work, and liability insurance.
A field-based clinical-counseling experience supervised by a qualified, licensed mental health professional at a site selected by special arrangement with the intern, the program director, and a mental health agency. Interns spend a minimum of 600 clock hours over one semester for six credit hours. Specific emphasis is placed on direct contact with consumers of mental health counseling services. The internship includes all activities a regularly employed mental health counselor would perform. It provides interns with an opportunity to develop and apply clinical diagnostic skills and counseling skills in a practical setting. Prerequisites: Completion of core coursework (including and passing practicums with a 3.0 GPA or better), admission to candidacy and completion of final coursework as specified in the student's degree plan (ex. transfer work), and permission of the program director.
A continuation of Intrnship I. A field-based clinical-counseling experience supervised by a qualified, licensed mental health professional at a site selected by special arrangement with the intern, the program director, and a mental health agency. Interns spend a minimum of six-hundred (600) clock hours over one semester for six credit hours. Specific emphasis is placed on direct contact with consumer of mental health counseling services. The internship includes all activities a regularly employed mental health counselor would perform. It provides interns with an opportunity to develop and apply clinical diagnostic skills and counseling skills in a practical setting.
A required on-campus orientation to the DBH degree. This course is a major resource of information for students’ knowledge and engagement throughout the program. Students will participate in structured activities, directed assignments, and guided dialogue. This course includes a significant writing component focusing on the development of an evidence-based project proposal for a translational research project.
An in-depth study of human suffering. Students will consider how to deal with personal suffering while helping others who suffer. Utilizing the Christian perspective, students will formulate a theology of suffering and create an integrative approach that will result in successful interventions with individuals and families who suffer.
An intense examination of human behavior. This course explorers a number of specific theories relevant to the biopsychosocial approach: part/whole analysis, psychodynamic theory, ecological/systems theory, cognitive/behavioral theory, and radical/critical theory. Since human development is a product of interaction between the individual, family, community, social institutions, and culture, the student will explore human behavior throughout the human life cycle, which will enable understanding, analyzing, and intervening in problems encountered in professional practice.
An analysis of the U.S. healthcare system. This course explores the evolutionary track of the American healthcare delivery system since 1900. Specifically, the course explores healthcare terminology, the particular settings and entities providing American healthcare (hospitals, public and private health agencies, staffing, and payers), the government’s unique role, and ways in which the multi-faceted system is financed. Finally, the course will look at how delivery is managed for special populations, including behavioral health.
Advanced study of behavioral science research methods. This course is an intensive and comprehensive review of both quantitative and qualitative research methods used in behavioral health research, along with an understanding of the ethical considerations and other challenges involved in quality research design. This course builds on DBH 700 and the student’s projected proposal. Students will be encouraged to continue reading, reviewing, and researching their projected proposal and projected design.
Clinical-ethical-legal issues surrounding practice. This course focuses on the philosophical, ethical, legal, and moral elements of the professional in the behavioral healthcare system. The intent of this study is to help the professional navigate through the inevitable difficult choices that arise during the administration of behavioral healthcare. Topics to be explored include various ethical decision-making models, end of life issues, policies and procedures, organizational laws and ethics, various healthcare laws, patient consent, patient rights and responsibilities, as well as employee rights and responsibilities.
Advance study of psychopathology. This course begins with an examination of current ethical, socio-cultural, and legal issues related to the classification and diagnosis of abnormal behavior. It is further designed to provide behavioral health practitioners with a deeper knowledge of the major categories of mental-emotional illness. Finally, the course will include the etiology, prevalence and incidence, signs and symptoms, and criteria of various disorders, (including advanced differential diagnosis), setting the stage for DBH 745 Evidence Based Treatment for Clinical Practice and DBH 750 Complementary and Alternative Behavioral Health Treatment Strategies.
This course will better equip the behavioral healthcare provider with a current understanding of the extensive list of psychotropic medications. This course is geared toward those practioners who routinely deal with patients needing medication and who collaborate with medical providers prescribing those psychotropic medications. Finally, the coure provides readily available resources and listings of drug information, updates, side effects, drug interactions, and counter indications.
An analysis of executive leadership. This course examines various evidence-based concepts of leadership, as well as their theories and spheres of influence for the advanced behavioral healthcare leader. The ultimate goal of this course is to strengthen one’s leadership skills in the delivery of behavioral healthcare services. Course members will create missions and visions for their area in order to deliver excellence, make evidence based decisions, and become more culturally sensitive. Students will also have the opportunity to focus on the assessment and enhancement of their executive leadership skills and future career development.
A framework for evidence based treatments. This course involves addressing common mishaps in practice, analysis of scientific findings, the seven step process of evidence based treatment protocol, case conceptualization, and best practices for the highest quality of care. This course will provide the practitioner with the advanced skills for making clinical judgments as well as understanding and integrating empirical evidence, patient preferences, and inter-professional perspectives for the best patient outcomes.
An analysis of complementary and alternative treatments. This course moves clinical practitioners beyond their prior training, yet builds on their previous knowledge, theoretical orientation, and current practice(s). It provides an in-depth study of the more contemporary treatments, the lesser-known treatments, and even some of the controversial modalities used by many of today’s healthcare providers. The course rounds out its study with reviews of complementary and alternative medicinal approaches.
A thorough study of integrated behavioral healthcare. This course will provide various models demonstrating a system of collaboration between behavioral healthcare providers and medical personnel. This course will emphasize a team model in the medical setting. Understanding and skill building in inter-professional communication, collaboration, and maintaining professional credibility, will be a major component of this course. This course includes a rotation within a medical setting.
A focus on behavioral healthcare administration. This course is designed to bridge the business knowledge gap that exists in most graduate level behavioral science programs. This course will prepare the behavioral health clinician to become a more insightful, skilled, and efficient organizational business manager within various behavioral health and medical settings.
A continuation of DBH 760 Behavioral Healthcare Administration I. This focuses on financial analysis and decision-making within modern business by providing theory, budgeting methods, risk analysis, and various other financial factors associated with business finance. Furthermore, this course focuses on understanding the various elements involved in creating a functional business plan for current practice/environment. Business plans will be submitted for evaluation using the Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis technique.
Advanced treatments for various addictions. Topics to be discussed include the use of opium by the ancient Sumerians to the recent epidemic of methamphetamine in the western world. There will be an emphasis on the origin of the drugs of abuse and the complex interaction between these drugs and their genetic, developmental, political, and social context in different eras. While this course will focus mainly on substance use disorders, time will also be spent on process addictions such as sexual addiction, compulsive gambling, and eating disorders. Particular attention will be given to the various treatment strategies of these addictions.
An in-depth study of behavioral health informatics. This course will identify the historical impact of, current trends in, and future possibilities of technology within behavioral health. Students will gain advanced knowledge in ethical principles related to the application of technology within behavioral health. Students will also enhance their ability to lead an organization in improving behavioral healthcare practice based upon healthcare data.
Advanced techniques of diagnosis and treatment planning. This advanced course focuses on application of knowledge and skills in the assessment/diagnosis and treatment planning process. Furthermore, this course provides an opportunity for students to make an intensive study/analysis of selected patient/client cases. Finally, this course supports students in refining their therapeutic skill set for utilizing the Diagnostic and Statistical Manual of Mental Disorders and the International Classification of Diseases for integrative case conceptualization.
A thorough study of behavioral health and wellness. This rigorous course teaches the doctoral behavioral healthcare practitioner about developing leadership related to today’s most prominent health issues. These include how lifestyle choices impact health (and lives) over time, current health and wellness information, how to develop programs, and strategies and skills for creating motivation and managing change. This course will utilize insight from the other disciplines of health, biology, psychology, sociology, counseling, and theology to frame a holistic approach to healthy living over a lifetime.
First Capstone course. This is the first in a series of three mentored courses to further facilitate the scholarly Doctoral Capstone Project. This course builds on DBH 700 Residential: Orientation to Doctoral Study and DBH 720 Advanced Research Methods. The student will further focus on writing their literature review and research design. Students must gain committee approval that they have demonstrated expected progress on the Doctoral Capstone Project in this course before progressing into DBH 790B Doctoral Capstone Project I. Prerequisite: All DBH Coursework must be completed before enrolling in DBH 790A.
Second Capstone course. This is course is the second of three courses to facilitate the scholarly Capstone Project. This course requires students to implement their project into their work environment. Students must gain committee approval that they have demonstrated expected progress on the Doctoral Capstone Project in this course before progressing into DBH 790C Doctoral Capstone Project III. Prerequisite: Doctoral Capstone Project committee must approve the student to enroll in DBH 790B based upon sufficient progress being made in DBH 790A Doctoral Capstone Project I.
Third Capstone course. Students will finalize their written Doctoral Capstone Project. Upon approval by the Doctoral Capstone Project committee, students will successfully complete an oral presentation of their project before an audience of FHU Faculty, Administration, and their peers within the DBH Program of Study. After approval of the oral presentation, the student will format their Capstone Project into an Article and submit it to at least one peer-reviewed journal. Students will also submit their Capstone Project for binding and submission to the FHU Library. Prerequisite: Doctoral Capstone Project committee must approve the student to enroll in DBH 790C based upon sufficient progress being made in DBH 790B Doctoral Capstone Project II.
A continuation of the Capstone Project. This course is designed for doctoral candidates who have not successfully completed their Capstone Project within the three semesters, as outlined in the DBH program of study. The DBH student must continually register for one hour of credit for each needed term (fall, spring, summer) and continue to work closely with their doctoral committee until the Capstone Project is successfully submitted and ready for defense. Approval must be obtained from the Director or Dean before officially registering.
Freed-Hardeman University’s Main Street Fitness Center recently received a facelift thanks to a gift from the Jack Bulliner Endowment Fund.
Thanks to Quayla Hope for sharing this video by American Hope: "My son Jameson (9th grade) gave a shout out to FHU by wearing his FH hat that he bought...
SOFTBALL: NAIA Opening Round Update: @gofhulions will face @USFSaints Tuesday at 2:30 PM.