COUN 622 Play Therapy

Semester: Summer 2016 Course Number: COUN 622 CRN 1261 Course Name: Play Therapy (3.0 credit hours) Class Meetings: Class will meet Saturday, June 11, Location: NMHU Santa Fe HEC 239 Sat-Sun, June 18-19 & Sat, June 25 9:00 am - 4:00 pm (course listing S Su 9-4:30)

Instructor: Geri Glover, Ph.D., LPCC, RPT-S, Licensed School Counselor Office: TEC 127 Phone: 505-454-3396 office 505-490-6075 cell Office Hours: Summer hours by appointment E-mail: [email protected]

Course Catalog Description This course focuses on training to be a therapeutic agent in the lives of children through the utilization of play therapy. Course Prerequisites NONE School of Education Conceptual Framework 1 The NMHU School of Education believes in democratic access to an education, both theoretical and authentic, that allows the reflective learner to continue to develop cultural schemas and diverse cognitive processing skills to construct a knowledge base, practice the skills and develop professional dispositions in authentic settings needed to excel in education, leadership, counseling or other self-determined endeavors.

Required Materials2, 3  Chalk & Wire license. The Counseling Department is not currently requiring admission through Chalk & Wire and does not have any assignments tied to Chalk & Wire. Text 1. Landreth, G.L. (2012). Play therapy: The art of the relationship (3rd ed.). New York: Brunner-Routledge.  ISBN-10: 9780415886819 ISBN-13: 978-0415886819 Text 2. Axline, V.M. (1964). Dibs: In search of self. New York: Ballentine Books.  ISBN-10: 0345339258 ISBN-13: 978-0345339256 Supplemental Materials & Supplies NONE

Course Objectives The objectives for this course correspond with:  School of Education Themes (SOE): . Diversity (D) . Practice (Pra) . Reflective Practitioner (RP) . Knowledge (K) . Culturally Inclusive (CI) . Professionalism (Pro) . Authentic Settings (AS) . Leadership (L)  NM Counseling and Therapy Practice Board – Mental Health Clinical Core Curriculum (NMAC Chpt 27): http://www.nmcpr.state.nm.us/nmac/parts/title16/16.027.0009.htm

1 SOE email from Associate Dean, 5/4/10 2 SOE email from Dean, 1/6/10 3 Email from C&W Coordinator, 8/9/10

version date: 12/17/10 km 2

 NM Public Education Department – Licensure for School Counselors, Pre-K-12 (NMAC Chpt 63): http://www.nmcpr.state.nm.us/nmac/parts/title06/06.063.0006.htm  NM Public Education Department – Licensure for Rehabilitation Counselors, Pre-K-12 (NMAC Chpt 63): http://www.nmcpr.state.nm.us/nmac/parts/title06/06.063.0011.htm  Council on Rehabilitation Education: CORE Accreditation Standards: http://www.core-rehab.org/Standards.html  North Central Association/Higher Learning 1. Mastery of content knowledge and skills Commission Student Traits (NCA): 2. Effective communication skills 3. Critical and reflective thinking skills 4. Effective use of technology

Students will learn about the historical foundation of play therapy, major theoretical models, and basic child-centered play therapy skills. Particular attention is paid to ethical considerations in working with minors and parents/guardians. This course meets professional curriculum content requirements: course content areas for the New Mexico Counseling and Therapy Practice Board; competencies for the Public Education Department; and, course requirements from the Council on Rehabilitation Education (CORE). See end of syllabus. Course Goals 1. Understanding the historical development of play therapy. 2. The basic theoretical models of play therapy in practice today. 3. Demonstrate an understanding of play as a child’s natural medium of expression and its function in a therapeutic relationship. 4. Developing a philosophy of and approach to play therapy that is effective 5. Developing an awareness of the child’s world as viewed by the child. 6. Communicating more effectively with children at a “feeling level”. 7. An increased understanding of children and their behavior. 8. Enhanced sensitivity to and acceptance of others. 9. Self-exploration and self-understanding.

Course Outcomes correspond to:

–

ation Dept

censure In Rehab

Li Licensure for School NCA SOE

NM Public Educ – PreCounseling, K Council on Rehabilitation Education: CORE Accreditation Standards NM Counseling and Therapy Practice Board Mental Health Clinical Core Curriculum NM Public Education Dept – Counselors, Pre Traits Traits 1. Understand theories of individual A(4) 1 D, K, L development and transitions across the life- span (Ages 2-10)

2. Understand counseling and consultation C(1) 1, 2, 4 K theories

3. Understand counselor or consultant C(2) 1, 4 D, RP, K characteristics and behaviors that influence helping processes

4. Understand client or consultee C(3) 1, 2, 3 D, RP, K characteristics and behaviors that influence helping processes

5. Use age appropriate intervention for young I(9) E(2) 1, 2, 3 D, RP, CI, children (clinical theory and practice) K, Pra

Major Assignments (Outcome Measurements) 3

Each student MUST attend each class. Students will be responsible for:

ASSIGNMENT Outcome SOE THEMES NCA TRAITS Competencies 1. Attendance 1., 2., 3., 5.  Reflective Practitioner (RP) Mastery of content knowledge and skills  Practice (P) Effective communication skills  Knowledge (K) Critical and reflective thinking skills  Professionalism (Pro) 2. Readings & 1., 2., 3., 5.  Knowledge (K) Mastery of content knowledge and skills Quizzes Effective use of technology 3. Practice Play 1., 2., 3., 5.  Mastery of content knowledge and skills Reflective Practitioner (RP) Sessions Effective communication skills  Practice (P)  Knowledge (K) Effective use of technology  Professionalism (Pro) 4. Observations of 3., 4., 6.  Knowledge (K) Mastery of content knowledge and skills Play Therapists Effective communication skills  Authentic Settings (AS) Critical and reflective thinking skills 5. Compare & 3., 4., 6.  Reflective Practitioner (RP) Mastery of content knowledge and skills Contrast Paper Effective communication skills  Knowledge (K) Critical and reflective thinking skills

COURSE SCHEDULE Date Topic Assignment Due June 11th Introductions The Meaning of Play Play Therapy Skill – Tracking Play Therapy Skill – Reflecting Feelings Play Therapy Skill – Setting Limits Observation of Play Therapist Before June 18th History and Development of Play Therapy Play Therapy, Chapts 1-6 Desire2Learn Child-Centered Play Therapy Quiz #1 History Psychoanalytic Play Therapy Quiz #2 Child-Centered Jungian Play Therapy Quiz #3 Jungian & Gestalt Gestalt Play Therapy Quiz #4 Adlerian Adlerian Play Therapy Play Therapist Observations #1 Play Session #1 June 18th Being with the Child DIBS: In Search of Self The Play Room Share play sessions Discuss Observation of Play Therapist June 19th Jungian Play Therapy Share play sessions Gestalt Play Therapy Adlerian Play Therapy Cognitive Behavioral Play Therapy Before June 25th Prescriptive Play Therapy Play Therapy, Chapts 7-13 Desire2Learn Ecosystemic Play Therapy Quiz #5 Prescriptive, Ecosystemic, Cognitive-Behavioral Cognitive Behavioral Play Therapy Quiz #6 Problems & Issues Quiz #7 Research Play Therapist Observations #2 Play Session #2 June 25th Parents in the Process Share play sessions Beginning the Relationship Discuss Observation of Play Therapist Treatment Planning – Play Therapy Progress Notes: Affect, Behaviors, Play Themes, & Process July 8th Compare & Contrast Paper Due

INSTRUCTIONAL STRATEGIES Students are expected to be active and engaged in all aspects of the class, including but not limited to lecture, quizzes, papers, presentations, video, discussions, group activities, and other classroom forums. ASIGNMENTS, ASSESSMENT, & SCHEDULE ASSIGNMENT #1: Attendance = 80 POINTS [20 pts/Face-to-Face class] Attend class – see Attendance Policy later in this syllabus.

ASSIGNMENT #2: Quizzes = 70 POINTS [10 pts/quiz] Read materials, view PowerPoints, review notes, and complete the online quizzes. (You can take the quizzes as many times as you like. Your highest score is recorded.)

ASSIGNMENT #3: Observations of Play Therapists 25 pts each = 50 POINTS Viewing and discussion of two play therapy sessions. You will have the opportunity to view taped play sessions done by professional play therapists. Turn in a two page, double-spaced paper on each session using the following headings (Do not number your headings in the actual paper):

1. Name of play therapist 2. Child (first name, age, gender) 3. Body language/demeanor of play therapist 4. Recognizing child’s feelings 5. Tracking 6. My reactions 7. Something I would have done differently 8. Something I learned

[Be prepared to share your observations with the class on Saturday, and Sunday of the next weekend.]

ASSIGNMENT #4: Practice Play Sessions 100 pts each = 200 POINTS Arrange two 20-30 minute play sessions with a 3 to 6 year old child, other than your own, at your home, a kindergarten room, or other setting with toys. Audio or videotape the sessions and critique each experience using the following headings (Do not number your headings in the actual paper):

1. Overview of the session (Child’s age, environment, happenings) 2. My Feelings (provide context) (You are feeling something every moment you are in the playroom. You should be able to identify several different feelings throughout the session. Think of how you felt at the beginning, middle, end, etc.) 3. Child’s Feelings (provide context) (The child is feeling something every moment he or she is in the playroom. You should be able to identify several different feelings throughout the session. Consider what you noticed at the beginning, middle, end, during particular activities, etc.) 4. Returning Responsibility to the Child (provide specific examples) 5. Response Critique (Format below) Effective Responses 1. Verbatim – “Effective response you made” a. The skill used was b. This response was effective because

2. Verbatim – “Effective response you made” a. The skill used was b. This response was effective because

3. Verbatim – “Effective response you made” a. The skill used was b. This response was effective because

Ineffective Responses 1. Verbatim – “Response you made that was ineffective” a. The skill that was not used well was b. This response was ineffective because c. A better response would have been “……”.

2. Verbatim – “Response you made that was ineffective” a. The skill that was not used well was b. This response was ineffective because c. A better response would have been “……”.

3. Verbatim – “Response you made that was ineffective” a. The skill that was not used well was b. This response was ineffective because c. A better response would have been “……”.

[Be prepared to share your sessions with the class on the next two Saturdays.]

ASSIGNMENT #5: Compare & Contrast Paper = 100 POINTS Play therapy is a broad field which has strong ties to the many theories of counseling in existence today. Choose two theoretical foundations, research play therapy within those contexts, and compare and contrast the two. For example: Adlerian Play Therapy and Gestalt Play Therapy, Child-Centered Play Therapy and Psychoanalytic Play Therapy, Cognitive- Behavioral Play Therapy and Ecosystemic Play Therapy, etc.

The papers should be written in formal academic style. Use third person (she, he, the writer, it, one) when writing a formal paper. Do not use the first person (I, we) or second person (you, they). Do not use contractions in formal writing unless directly quoting a source. Do not allow your sentences to wander. A sentence longer than 20 or 30 words will probably lose something in the reading. Your paragraphs should be at least three sentences in length including a topic sentence and other sentences clarifying and/or expanding ideas in the topic sentence. Although other faculty may accept them, DO NOT use bulleted information or large direct quotes in papers you write for me.

You must cite your sources for any quotes and whenever you use ideas or concepts from another writer. Three or four citations per page are generally considered adequate for a well-developed paper. USE AT LEAST 4-5 SOURCES AND NOT MORE THAN 10. You will need to seek out respected, preferably refereed, journals and books. This is a theory paper, so texts will be your best source and will not necessarily be current. Popular magazines or newspapers are not considered professional academic sources. Website information is not acceptable unless it is an on-line refereed journal. DO NOT use or cite websites, including Wikipedia.

The paper should be 8-12 PAGES IN LENGTH (not counting title and reference pages). Include a cover/title page and reference page. Your paper should contain an introduction, a body and a conclusion. The introduction should specify/introduce the topic you chose. The body of the paper should include your research ORGANIZED WITH APPROPRIATE HEADINGS. The conclusion should provide a brief summary of all of the foregoing parts.

When you have completed a final draft of the paper, remember to check spelling and grammar yourself even if your computer has these functions. Be sure your paper has appropriate singular and plural agreements. Be very careful about switching between past and present tense. Also, check the final draft for style to assure that academic style is used as appropriate.

Do not procrastinate. The due date will creep up on you and cause the quality of your product to suffer. Begin very early in each course to research your sources and make notes. Writing your research paper should be a rigorous academic exercise. Exploratory paper to include the following sections (USE HEADINGS): 1. Introduction (no heading) 2. Theoretical rationale for change (how they would explain how change in behavior occurs or what contributes to change). 3. Kind and/or degree of structuring and purpose of that structuring. 6

4. Participating in the child’s play and rationale for participating or not. 5. Conclusion

EXPLORATORY PAPER RUBRIC CATEGORY 4 (100%) 3 (90%) 2 (80%) 1 (50%) ORGANIZATION Max 5 pts each 5 points each 4 points each 3 points each 1 point each Introduction The introduction is The introduction clearly The introduction states There is no clear inviting, states the states the main topic the main topic, but introduction of the main topic and and previews the does not adequately main topic or structure previews the structure structure of the paper, preview the structure of the paper. of the paper. but is not particularly of the paper nor is it inviting to the reader. particularly inviting to the reader. Conclusion The conclusion is The conclusion is The conclusion is There is no clear strong and leaves the recognizable and ties recognizable, but does conclusion, the paper reader with a feeling up almost all the loose not tie up several loose just ends. that they understand ends. ends. what the writer is "getting at." Sequencing (Use Details are placed in a Details are placed in a Some details are not in Many details are not in headings) logical order and the logical order, but the a logical or expected a logical or expected way they are presented way in which they are order, and this distracts order. There is little effectively keeps the presented/ introduced the reader. sense that the writing interest of the reader. sometimes makes the Inadequate headings is organized. Headings Sufficient and writing less interesting. are used to organize are missing. appropriate APA style Some headings are information and they headings are used to used to organize do not follow APA organize information. information. guidelines. Transitions A variety of thoughtful Transitions clearly Some transitions work The transitions transitions are used. show how ideas are well; but connections between ideas are They clearly show how connected, but there is between other ideas unclear or nonexistent. ideas are connected. little variety. are fuzzy. CONTENT (8-12 pgs) Max 20 pts each 20 points each 16 points each 14 points each 10 points each Theoretical The paper defines and The paper states the The theoretical The theoretical rationale for clarifies the theoretical theoretical rationale rationale for change is rationale for change is change rationale for change for for change for both somewhat clear but not clear. There is a both theories. theories. there is a need for seemingly random more supporting collection of information; or, only information. one theory is clearly described. Kind and/or The paper clearly The paper defines the The paper is somewhat The kind and/or degree degree of defines the kind and/or kind and/or degree of clear in defining the of structuring and structuring and degree of structuring structuring and kind and/or degree of purpose of that purpose of that and purpose of that purpose of that structuring and structuring are not structuring. structuring in both structuring for both purpose of that defined for either theories. theories. structuring for only one theory. theory, but there is a need for more supporting information; or, only one theory is clearly 7

described. Participating in The paper clearly The paper stated some The paper stated some Participating in the the child’s play describes both of the aspects related of the aspects related child’s play and and rationale theories’ perspectives to participating in the to participating in the rationale for for participating on participating in the child’s play and child’s play and participating or not for or not. child’s play and rationale for rationale for was inadequately rationale for participating or not for participating or not, covered or not participating. both theories. but there is a need for covered. more supporting information; or, only one theory is clearly described. CONVENTIONS Max 5 pts each 5 points each 4 points each 3 points each 1 point each Sentence Sentences are Almost all sentences Most sentences are Sentences lack Structure and complete and are complete and complete and structure and appear Flow (No meaningful. All meaningful, but a few meaningful, but several incomplete or bulleted material sentences are well- are stiff and awkward are stiff and awkward rambling. The or large quotes) constructed with varied or difficult to or are difficult to sentences are difficult structure. understand. understand. to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand. Capitalization Writer makes no errors Writer makes a few Capitalization and/or Writer makes several Punctuation in capitalization or errors in capitalization punctuation errors errors in capitalization Grammar punctuation, so the or punctuation, catch the reader's and/or punctuation Spelling paper is exceptionally grammar or spelling. attention and interrupt that catch the reader's easy to read. Writer The paper is still easy the flow. Writer makes attention and greatly makes no errors in to read and the errors errors in grammar interrupt the flow. grammar or spelling do not distract the and/or spelling that Writer makes more that distracts the reader from the distract the reader than 4 errors in reader from the content. from the content. grammar or spelling content. that distracts the reader from the content. Citations Citations are included Writer makes 3-4 Writer makes 5-7 Writer makes more and properly errors in citations. errors in citations. than 7 errors in formatted. citations. References Writer uses correct Writer makes 3-4 Writer makes 5-7 Writer makes more (minimum 4-5 APA formatting on errors in APA errors in APA than 7 errors in APA maximum 10) reference page. formatting on formatting on formatting on reference page. reference page. reference page.

COURSE GRADING POLICY 8

Attendance Quizzes Observation of Practice Play Exploratory TOTAL Play Therapists Sessions Paper 20/day 10 pts each 25 pts each 100 pts each 100 pts Total 80 pts 70 pts 50 pts 200 pts 100 pts 500 pts

Letter Percentage Points Grade % A 90-100 448-500 B 80-89 398-447 C 70-79 348-397 D 60-69 298-347 F <60 <298

COURSE ATTENDANCE POLICY Successful completion of this course requires a high level of participation. Students are expected to be active and engaged in all aspects of the class, including but not limited to discussions, group activities, and other classroom forums utilized throughout the duration of this course.

Students are expected to make a serious commitment to the program and to attend all scheduled class sessions. Ultimately, policies regarding attendance—including required assignments to make-up for missed classes and the impact of absences on course grades—are left to the discretion of the faculty.

ATTENDANCE Face-To-Face Attendance This is an experiential course (structured exercises and group discussion). Class attendance is required for the four, 6 hrs, face-to-face sessions. I do keep track of attendance and I take points off when you miss. I will take 2 points off for each hour and I will prorate for partial hours. If you are not present, you lose points. It’s like contract work. If you’re not there, you don’t get paid. There will be 48 points awarded for face-to-face attendance.

ABSCENCE Students who must miss class due to illness or other unforeseen circumstances are expected to, at a minimum, do the following:

1. Notify the instructor prior to absence from class 2. Provide appropriate written documentation upon request.

University Policies & Safety Issues

Student Academic Integrity Policy “Student Academic Integrity Policy: This course follows the Highlands Student Academic Integrity Policy as described in the catalog. New Mexico Highlands University students are expected to maintain integrity through honesty and responsibility in all their academic work. Examples of academic dishonesty include: Plagiarism, Cheating, Collusion, Facilitation, Fabrication, Multiple Submissions, and Falsification of Record. Penalties may range from a reduced grade on an individual assignment to a failing grade in the class. Students may also be flagged for major cases of academic dishonesty, and multiple flaggings of academic dishonesty may result in suspension (2 flags) or expulsion (3 flags). For additional information and more detailed definitions of academic dishonesty, please see the Student Academic Integrity Policy in the catalog and/or the Student Handbook.”

Center for Advocacy, Resources, Education, & Support (HU-CARES) Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted, you are encouraged to contact the Center for Advocacy, Resources, Education, & Support (HU-CARES) located in the Student Union Building at 9

800 National Ave in Suite 306. If you have questions or need to speak to someone regarding a concern, please call HU- CARES at 505-454-3529 or email [email protected]. HU-CARES can support you in various ways, regardless if you want to report to police or not. All services are confidential, student-centered, and free for all NMHU students, including center campuses.

Additional resources available to you include · Student Health Center Main Campus-(Counseling) 505-454-3218 · Campus Police 505-454-3278 · NMHU Dean of Students 505-454-3020 · Human Resources, Title IX Officer 505-426-2240 · NM Crisis & Access Line (Professional Counselors available 24/7) 1-855-662-7474

Center students are encouraged to contact HU-CARES for resources near the center campuses.

Disabilities Accommodations (ADA Policy) NOTE: “In accordance with federal law, it is university policy to comply with the Americans With Disabilities Act (ADA). If you believe that you have a physical, learning, or psychological disability that requires an academic accommodation, contact the Coordinator of Accessibility Services by phone at (505) 454-3188 or 454-3252, via e-mail at [email protected], or visit the Felix Martinez Building, Room 111 on the Las Vegas campus. If you need the document upon which this notice appears in an alternative format, you may also contact the Coordinator of Accessibility Service.” David Esquibel, Student Advisor/Coordinator of Testing and Accessibility Services

NMHU Inclement Hotline 505-426-2297 1-866-231-2366 www.nmhu.edu

STANDARDS SPECIFIC TO THIS COURSE NMCTPB A Human growth and development: A minimum of 3 semester hours or 4 quarter hours of graduate coursework in studies that provide an understanding of the nature and needs of individuals at all developmental levels. Essential components include, the following: NMCTPB A.1 theories of individual development and transitions across the life-span; NMCTPB A.2 theories of learning and personality development; NMCTPB A.3 human behavior including an understanding of developmental crises, disability, addictive behavior, psychopathology, and environmental factors as they affect both normal and abnormal behavior; NMCTPB A.4 strategies for facilitating development over the life span. NMCTPB B Social and cultural foundations: A minimum of 3 semester hours or 4 quarter hours of graduate coursework in studies that provide an understanding of issues and trends with multicultural and diverse populations. Essential components include, the following. NMCTPB B.3 individual, family, and group strategies with diverse populations. NMCTPB H Professional orientation: A minimum of 3 semester hours 4 quarter hours of graduate coursework in studies that provide an understanding of all aspects of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing. Essential components include the following: NMCTPB H.4 ethical standards of the American counseling association and related entities, ethical and legal issues, and their applications to various professional activities; PED School C The counselor will provide information and facilitate guidance activities for students, staff, and parents by: PED School C.1 assisting others in their understanding of personal and social development; PED School C.2 serving as a resource to facilitate groups and presentations on pertinent issues; PED School C.3 providing prevention strategies which address current issues such as chemical dependency, teenage pregnancy, suicide, dropping out, and various forms of abuse; 10

PED School D The counselor will serve as a consultant to the school and community by: PED School D.2 serving as a liaison for issues pertinent to the learning environment of the school; PED School D.3 supporting the staff with assistance in developing positive rapport with students to maximize learning potential by reducing or mitigating the impact of learning barriers; PED School D.5 providing information to parents and students to aid in their understanding of educational goals and barriers to learning; PED School D.6 providing resource materials and expertise dealing with issues affecting students, staff, and family; PED School D.8 developing strategies and methods of working with parents and guardians. PED School E The counselor will provide individual and group counseling by: PED School E.2 using appropriate interventions in situations detrimental to the physical, mental, educational, and emotional well-being of the individual; PED School F The counselor will uphold the standards of the counseling profession by: PED School F.4 following the legal and ethical standards of the counseling profession; CORE Rehab C.3 HUMAN GROWTH AND DEVELOPMENT: Developmental theories across the life span; Physical development; Emotional development; Cognitive development; Behavioral development; Moral development; Theories of personality development; Human sexuality and disability; Spiritually; Transition issues related to family, school, employment, aging, and disability; Social and learning needs of individuals across the life span; Ethical and legal issues impacting individuals and families related to adjustment and transition CORE Rehab C.3.1 articulate a working knowledge of social, psychological, spiritual, and learning needs of individuals at all developmental levels; CORE Rehab C.3.2 understand the concepts related to learning and personality development, gender and sexual identity, addictive behavior and psychopathology, and the application of these concepts in rehabilitation counseling practice; CORE Rehab C.3.3 assist the consumer in developing active transition strategies to successfully complete the rehabilitation process; and CORE Rehab C.3.4 develop approaches that will facilitate enhancement of the consumer’s personal development, decision-making abilities, acceptance of responsibility, and quality of life. CACREP CORE 2 SOCIAL AND CULTURAL DIVERSITY—studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society, including all of the following: CACREP CORE 2.d individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies; CACREP CORE 3 HUMAN GROWTH AND DEVELOPMENT—studies that provide an understanding of the nature and needs of persons at all developmental levels and in multicultural contexts, including all of the following:

CACREP CORE 3.a theories of individual and family development and transitions across the life span; CACREP CORE 3.b theories of learning and personality development, including current understandings about neurobiological behavior; CACREP CORE 3.c effects of crises, disasters, and other trauma-causing events on persons of all ages; CACREP CORE 3.d theories and models of individual, cultural, couple, family, and community resilience; CACREP CORE 3.e a general framework for understanding exceptional abilities and strategies for differentiated interventions; 11

CACREP CORE 3.f human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior; CACREP CORE 3.g theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment; and CACREP CORE 3.h theories for facilitating optimal development and wellness over the life span. CACREP CMHC L DIAGNOSIS - Skills and Practices CACREP CMHC L.3 Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters, and other trauma-causing events. CACREP SC A FOUNDATIONS - Knowledge CACREP SC A.2 Understands ethical and legal considerations specifically related to the practice of clinical mental health counseling. CACREP SC A.5 Understands current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program. CACREP SC C COUNSELING, PREVENTION, AND INTERVENTION - Knowledge CACREP SC C.1 Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students. CACREP SC C.3 Knows strategies for helping students identify strengths and cope with environmental and developmental problems. CACREP SC G ASSESSMENT - Knowledge CACREP SC G.1 Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of students. CACREP SC G.2 Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and symptoms of living in a home where substance abuse occurs.

CACREP SC M COLLABORATION AND CONSULTATION - Knowledge CACREP SC M.5 Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children.