Counseling Psychology (Master's)

Once students are approved by the Registrar and the CEC Director for admittance to the CEC, studentsenter the CEC through the Certificate Orientation Course housed in Canvas. The Creative Expression Certificate (CEC) Orientation course is a self-directed course that introduces students to requirements and information related to the CEC. This short course offers students a certificate overview, orientation, and guidance related to the Creative Expression Certificate and expressive arts witnessing etiquette. These offerings will be delivered through short readings and videos. Students will also be invited to imagine how they might like to use creative expression in a professional application through the creation of long- and short-term goals and a Vision Statement. These documents are expected to be refined over the students’ time of study in the CEC curriculum. This course will serve as a place to set intentions, learn about the CEC program, and as an entry point into the final showcase portfolio course. 

This course offers hands-on experiences and opportunities for creative expression through psychosynthesis. Students will explore practices and concepts from multiple perspectives, engaging in self-exploration as a core component of psychosynthesis. The course emphasizes the development of students’ abilities to access their own creativity and to facilitate their clients’ creative self-exploration and expression. To support this, students will be provided with a variety of creative arts materials and encouraged to use them during psychosynthesis exercises. The two primary goals of the labs are: Restorative self-exploration in the service of whole person learning and experiential engagement with transpersonal practices that can be applied in clinical settings. Prerequisites None.

Human Sexuality, Gender Identity, and Treatment of Psychosexual Dysfunction: This class will explore the physiological, psychological, and social-cultural variables associated with sexual behavior and gender identity. Assessment and treatment of psychosexual dysfunction will be taught.

Prerequisites MLR2006, MLR2011, MLR2007

The course provides an opportunity to begin setting up your clinical practicum training that will begin during the following year. The course includes instruction on MACP Clinical Training Handbook and MACP program policies regarding practicum, pre-practicum paperwork and non- coursework requirements prior to beginning practicum, accessing and understanding the practicum experience requirements, information about postgraduate intern registration and the education, training and licensure requirements, preparing resumes and writing cover letters, searching for potential practicum training sites, making initial contacts, and preparing for practicum interviews. California students will learn California Board of Behavioral Sciences requirements for practicum, internship, and licensure. Low-residency students will research their jurisdictions specific requirements including pre-degree experience, post-degree experience, and licensure or equivalent qualification to practice independently of supervision. Closed course. This class is open to MACP students only. 

The first 1.5 units of this course will focus on theory, diagnostic skills and testing needs, prognosis, and processes of current transpersonal schools of therapy. Case formulation, management, and professional writing (including documentation and progress notes) will be taught, and interventions will be outlined. The second 3.0 units of this course will focus on practicum applications of transpersonal theory. The class will focus on the clients the students are currently seeing at their practicum sites. Principles of recovery-oriented care and collaborative treatment will be incorporated. This work will include the treatment of individuals, couples, family, and child relationships. It will address trauma and abuse, dysfunctions, healthy functioning, health promotion, illness prevention, and working with families and groups. May be repeated for credit if a student needs an additional quarter of practicum.  (updated Fall 2024)

This course will focus on theory, diagnostic skills and testing needs, prognosis, and processes of current systemic schools of therapy. Case formulation, management, and professional writing (including documentation and progress notes) will be taught, and interventions will be outlined. 

MLR2075: Practicum 4: Evidence-Based Case Formulation, Treatment Planning and Applications
This course will focus on theory, diagnostic skills and testing needs, prognosis, and processes of current evidence-based schools of therapy. Case formulation, management, and professional writing (including documentation and progress notes) will be taught, and interventions will be outlined. This course will also focus on practicum applications of evidence-based theory. The class will focus on the clients the students are currently seeing at their practicum sites. Principles of recovery-oriented care and collaborative treatment will be incorporated. This work will include the treatment of individuals, couples, family, and child relationships. It will address trauma and abuse, dysfunctions, healthy functioning, health promotion, illness prevention, and working with families and groups. Students will learn case presentation and peer supervision. 

This course will include current research and applications on brain structure and impact on relationship styles and learning styles. Psychopharmacology will be looked at in terms of biological bases of behavior, basic classifications, and indications and contraindications for medications. Appropriate use of medication in a transpersonal, whole-person framework will be addressed. Working in a collaborative team in referral and management of medication and therapy will be discussed. No Prerequisites

This course is offered for students who have been approved to start supervised experience at a practicum site prior to the formal practicum sequence. This course is also approved for students who have completed the practicum sequence but have not yet completed the minimum number of pre-degree supervised clinical hours required for their licensing track under the laws or regulations of the jurisdiction where they plan to license. The class will focus on the clients the students are currently seeing at their practicum sites, with development of skills in case formulation, assessment, diagnosis, treatment planning, and intervention. This course may take a transpersonal, systems, somatic, or expressive arts focus depending on the needs of the students. The course will also provide specific resources for student therapists who are working with diverse populations in community mental health and school sites. This course may be repeated multiple times for credit. Requires approval of MACP Clinical Coordinator. Prerequisite

This 0-unit online course provides a container in which the MACP faculty will track and mentor each student throughout the MACP Capstone Project. Approval to enter this year-long course is required prior to enrollment in the Clinical Practicum sequence, and the student remains enrolled in this course concurrently while completing the sequence. This course is completed when the student has met all clinical practicum requirements for the student's licensing track, including verification of required clinical hours under state regulation, as well as submission of satisfactory evaluations from the community practicum site. Completion of Practicum Evaluation is required for graduation. Requires approval of MACP Chair.

This course introduces career development theories and techniques, including career development decision-making models. The course emphasizes the holistic interrelationship between career and contextual factors over lifespan transitions. The course also examines ethical issues and professional standards in career counseling. Prerequisites None

This course covers: assessment, appraisal, and testing of individuals, including basic concepts of standardized and non-standardized testing and other assessment techniques, norm-referenced and criterion-referenced assessment, statistical concepts, social and cultural factors related to assessment and evaluation of individuals and groups, and ethical strategies for selecting, administering and interpreting assessment instruments and techniques in counseling.

Demonstrate mastery of academic and professional goals. Gather artifacts, build, reflect upon, and publish high-quality electronic portfolios suitable for showcasing educational and professional competencies. This capstone course is taken at the end of the program.

This primarily experiential course introduces creative expression as a practice. Upon the completion of this class, students should have: a working familiarity with the use of a variety of art modalities; an understanding of the relationship between the arts and personal and social transformation; and increased confidence in individual capacity for creating aesthetic experiences. This course lays the conceptual foundation for the i3ntegration of creative expression techniques into the student's personal practice, professional studies, and future professional work.

This primarily experiential course introduces creative expression as a practice. Upon the completion of this class, students should have: a working familiarity with the use of a variety of art modalities; an understanding of the relationship between the arts and personal and social transformation; and increased confidence in individual capacity for creating aesthetic experiences. This course lays the conceptual foundation for the integration of creative expression techniques into the student's personal practice, professional studies, and future professional work.

This course will introduce group counseling theories and leadership skills and techniques. This will include group dynamics, group process, and developmental stage theories. Group leadership training will include style and approaches, methods, and evaluation. Research and literature will be addressed. Students will have a chance to “try on” group membership and leadership. Closed, cohort process course. This class is open to MACP Students only.

This course will introduce group counseling theories and leadership skills and techniques. This will include group dynamics, group process, and developmental stage theories. Group leadership training will include style and approaches, methods, and evaluation. Research and literature will be addressed. Students will have a chance to “try on” group membership and leadership. Closed, cohort process course. This class is open to MACP Students only.

This course will introduce group counseling theories and leadership skills and techniques. This will include group dynamics, group process, and developmental stage theories. Group leadership training will include style and approaches, methods, and evaluation. Research and literature will be addressed. Students will have a chance to “try on” group membership and leadership. Closed, cohort process course. This class is open to MACP Students only.

This course will introduce group counseling theories and leadership skills and techniques. This will include group dynamics, group process, and developmental stage theories. Group leadership training will include style and approaches, methods, and evaluation. Research and literature will be addressed. Students will have a chance to “try on” group membership and leadership. Closed, cohort process course. This class is open to MACP Students only.

This course will introduce group counseling theories and leadership skills and techniques. This will include group dynamics, group process, and developmental stage theories. Group leadership training will include style and approaches, methods, and evaluation. Research and literature will be addressed. Students will have a chance to “try on” group membership and leadership. Closed, cohort process course. This class is open to MACP Students only.

This course will introduce group counseling theories and leadership skills and techniques. This will include group dynamics, group process, and developmental stage theories. Group leadership training will include style and approaches, methods, and evaluation. Research and literature will be addressed. Students will have a chance to “try on” group membership and leadership. Closed, cohort process course. This class is open to MACP Students only.

This course will introduce group counseling theories and leadership skills and techniques. This will include group dynamics, group process, and developmental stage theories. Group leadership training will include style and approaches, methods, and evaluation. Research and literature will be addressed. Students will have a chance to “try on” group membership and leadership. Closed, cohort process course. This class is open to MACP Students only.

This course will include human growth and development and personality formation across the lifespan, including death and dying issues. Normal and abnormal behavior and developmental crises will be addressed, and personality theory will be used as a way to organize ideas about intervention. We will consider individual, couple, and family development and the effects of developmental issues on relationships and personality formation. The context of California cultural norms will be included along with the effect of cultural and socioeconomic status and position on development and personality formation.

This course will include human growth and development and personality formation across the lifespan, including death and dying issues. Normal and abnormal behavior and developmental crises will be addressed, and personality theory will be used as a way to organize ideas about intervention. We will consider individual, couple, and family development and the effects of developmental issues on relationships and personality formation. The context of California cultural norms will be included along with the effect of cultural and socioeconomic status and position on development and personality formation.

Foundational interpersonal skills of counseling and psychotherapy based on Carkhuff’s integrative Human Relations Development (HRD) model will be introduced. The HRD model is a research-based, “common factors” model drawing on the humanist, existential, and behavioral approaches. Students will acquire competence in attending and listening, responding empathically, and discerning significant themes to facilitate client exploration, understanding, and action. This is a practical, "hands-on" course, and a significant portion of class time is dedicated to experiential learning. In addition, students will develop a facility in giving effective feedback. Closed, cohort process course. This class is open to MACP Students only. Prerequisites None

Foundational interpersonal skills of counseling and psychotherapy based on Carkhuff’s integrative Human Relations Development (HRD) model will be introduced. The HRD model is a research-based, “common factors” model drawing on the humanist, existential, and behavioral approaches. Students will acquire competence in attending and listening, responding empathically, and discerning significant themes to facilitate client exploration, understanding, and action. This is a practical, "hands-on" course, and a significant portion of class time is dedicated to experiential learning. In addition, students will develop a facility in giving effective feedback. Closed, cohort process course. This class is open to MACP Students only. 

This course outlines systems theory and intervention, and historical and current trends in family therapy. The family is considered as the unit of treatment, and symptoms are viewed as a Part of the systemic matrix of relationship. The family is considered within larger sociocultural and spiritual systems. Assessment, diagnosis, and intervention are addressed from the systemic perspective. Credits 3.5 Prerequisites None

This course outlines systems theory and intervention, and historical and current trends in family therapy. The family is considered as the unit of treatment, and symptoms are viewed as a part of the systemic matrix of relationship. The family is considered within larger sociocultural and spiritual systems. Assessment, diagnosis, and intervention are addressed from the systemic perspective. Prerequisites MLR20111

This class will focus on the formation of couple and committed relationships and the improvement, restoration, and maintenance of healthy marital commitment. Evidence-based systemic principles will be taught. This course will include diagnosis and treatment for a variety of committed couples. The variety will include ethnic, cultural, gender, and couple-specific definitions of commitment. The ethical and legal aspects of treating domestic violence are explored. Emphasis will be placed on cultural, socioeconomic, spiritual, and contextual considerations. The added stresses of family, employment, and aging will be explored. This course is a requirement for all LMFT-track students and an elective for LPCC-track students.

This class will focus on the formation of couple and committed relationships and the improvement, restoration, and maintenance of healthy marital commitment. Evidence-based systemic principles will be taught. This course will include diagnosis and treatment for a variety of committed couples. The variety will include ethnic, cultural, gender, and couple specific definitions of commitment. The ethical and legal aspects of treating domestic violence are explored. Emphasis will be placed on cultural, socioeconomic, spiritual, and contextual considerations. The added stresses of family, employment, and aging will be explored. This course is a requirement for all LMFT-track students and an elective for LPCC-track students. 

This class will focus on the formation of couple and committed relationships and the improvement, restoration, and maintenance of healthy marital commitment. Evidence-based systemic principles will be taught. This course will include diagnosis and treatment for a variety of committed couples. The variety will include ethnic, cultural, gender, and couple specific definitions of commitment. The ethical and legal aspects of treating domestic violence are explored. Emphasis will be placed on cultural, socioeconomic, spiritual, and contextual considerations. The added stresses of family, employment, and aging will be explored. This course is a requirement for all LMFT-track students and an elective for LPCC-track students. 

This course will examine addictions counseling including substance abuse, co-occurring disorders, and major approaches to identification, evaluation, and treatments in the individual and in the family. The etiology of drug use and addiction, populations, prevention, medicals aspects, and effects of drug abuse will be presented along with persons and systems that support or compound use and abuse of substances. Support systems and community supports will be outlined along with prevention at the individual, family, and community level.

This course will examine addictions counseling including substance abuse, co-occurring disorders, and major approaches to identification, evaluation, and treatments in the individual and in the family. The etiology of drug use and addiction, populations, prevention, medicals aspects, and effects of drug abuse will be presented along with persons and systems that support or compound use and abuse of substances. Support systems and community supports will be outlined along with prevention at the individual, family, and community level.

The course will explore different aspects of identity and culture including ethnicity, race, gender, sexual orientation, SES, age, religion, spirituality, ability, size, and more, with an awareness of intersectionality and how aspects of identity impact and influence each other. We will examine equity, power, privilege, and oppression as they relate to identity and the therapeutic space and how systems, institutional structures, and socio-political historical factors have influence on unconscious bias and internalized beliefs. Students will have many opportunities to explore identities, individual experiences, and how they impact beliefs and norms and influence clinician interactions to help cultivate shared, safer spaces within the power dynamic of therapy. This course also aims to inspire students to seek out further knowledge of various identities and expand their personal view of the world while acknowledging their own cultural lens. Students will better understand how to assume a stance of cultural humility as part of ethical development in becoming a clinician. 

The course will explore different aspects of identity and culture including ethnicity, race, gender, sexual orientation, SES, age, religion, spirituality, ability, size, and more, with an awareness of intersectionality and how aspects of identity impact and influence each other. We will examine equity, power, privilege, and oppression as they relate to identity and the therapeutic space and how systems, institutional structures, and socio-political historical factors have influence on unconscious bias and internalized beliefs. Students will have many opportunities to explore identities, individual experiences, and how they impact beliefs and norms and influence clinician interactions to help cultivate shared, safer spaces within the power dynamic of therapy. This course also aims to inspire students to seek out further knowledge of various identities and expand their personal view of the world while acknowledging their own cultural lens. Students will better understand how to assume a stance of cultural humility as part of ethical development in becoming a clinician. 

This course will address trauma and crisis theory and counseling. Multidisciplinary responses and referrals will be included. Cognitive, behavioral, and neurological effects associated with trauma will be addressed as well as brief, intermediate, and long-term treatment approaches. Assessment and treatment strategies for families, couples, children, and individuals in crisis will be addressed along with principles of intervention for those with mental or emotional disorders during times of crisis, emergency, or disaster. The course will address the means of connecting clients with resources in the community during crisis and disaster as well as follow up referrals. Resilience-focused models of intervention including personal and community qualities that enable persons to cope with adversity, trauma, tragedy, threat, or other stressors will be presented. The course will also address familial trauma: divorce, death and dying, and recovery principles for individuals, couples, and families. 

This course will address trauma and crisis theory and counseling. Multidisciplinary responses and referrals will be included. Cognitive, behavioral, and neurological effects associated with trauma will be addressed as well as brief, intermediate, and long-term treatment approaches. Assessment and treatment strategies for families, couples, children, and individuals in crisis will be addressed along with principles of intervention for those with mental or emotional disorders during times of crisis, emergency, or disaster. The course will address the means of connecting clients with resources in the community during crisis and disaster as well as follow up referrals. Resilience-focused models of intervention including personal and community qualities that enable persons to cope with adversity, trauma, tragedy, threat, or other stressors will be presented. The course will also address familial trauma: divorce, death and dying, and recovery principles for individuals, couples, and families.

This course will deepen the student’s knowledge of modern and postmodern models of transpersonal systems therapy. Emphasis will be placed on the common factors model of psychotherapy. The course will include role-play, team assessment, and intervention. 

This course will deepen the student’s knowledge of modern and postmodern models of transpersonal systems therapy. Emphasis will be placed on the common factors model of psychotherapy. The course will include role-play, team assessment, and intervention. Credits 1

This course provides a professional orientation to ethics and to laws in marriage and family therapy, and in counseling. This course will review national ethical codes from the MFT and PCC professions along with legal requirements. Licensing laws, regulations delineating the scope of practice, counselor-client privilege, confidentiality, danger, and treatment of minors both with and without parental consent, child abuse, and domestic violence assessment and reporting laws, will be addressed. The relationship between the practitioner’s sense of self and human values, ethical and spiritual mandates, relationship with and responsibilities to other providers and legal entities will be explored. Further, advocacy processes needed to address institutional and social barriers that impede access, equality, and success for clients will be examined. Differences in legal and ethical standards in different work settings (private practice, public practice, collaboration, team-based, institutional, etc.) will be discussed. Assessment of abuse and the mandatory reporting laws for the child, spousal, and elder abuse will be covered. Prerequisites None 

This course provides a professional orientation to ethics and to laws in marriage and family therapy, and in counseling. This course will review national ethical codes from the MFT and PCC professions along with legal requirements. Licensing laws, regulations delineating the scope of practice, counselor-client privilege, confidentiality, danger, and treatment of minors both with and without parental consent, child abuse, and domestic violence assessment and reporting laws will be addressed. The relationship between the practitioner’s sense of self and human values, ethical and spiritual mandates, relationship with and responsibilities to other providers and legal entities will be explored. Further, advocacy processes needed to address institutional and social barriers that impede access, equality, and success for clients will be examined. Differences in legal and ethical standards in different work settings (private practice, public practice, collaboration, team-based, institutional, etc.) will be discussed. Assessment of abuse and the mandatory reporting laws for the child, spousal, and elder abuse will be covered. 

This course will include the principles of the diagnostic process and will include assessment and testing procedures. The diagnostic process will include the current Diagnostic and Statistical Manual of Mental Disorders; the impact of co-occurring substance use disorders and psychological disorders; and continuum of care and treatment modalities. Assessment through testing will include basic concepts of standardized and non-standardized testing and assessment. It will include social and cultural factors related to the assessment and evaluation of groups and ethical strategies for selecting, administering, and interpreting assessment instruments and techniques in counseling. Appropriate use of assessment in a transpersonal, whole-person framework will be addressed. 

This course will include the principles of the diagnostic process and will include assessment and testing procedures. The diagnostic process will include the current Diagnostic and Statistical Manual of Mental Disorders; the impact of co-occurring substance use disorders and psychological disorders; and continuum of care and treatment modalities. Assessment through testing will include basic concepts of standardized and non-standardized testing and assessment. It will include social and cultural factors related to the assessment and evaluation of groups and ethical strategies for selecting, administering, and interpreting assessment instruments and techniques in counseling. Appropriate use of assessment in a transpersonal, whole-person framework will be addressed. 

This course will provide students with a foundation in clinical applications of mindfulness for different disorders with research proven methods. The course will expose students to different meditation techniques, assessment of mindfulness, and use of technology in mindfulness. Students will develop an understanding of measures used to assess effectiveness of mindfulness and understand different technological developments and applications available to practice mindfulness. 

This course will provide students with a foundation in clinical applications of mindfulness for different disorders with research proven methods. The course will expose students to different meditation techniques, assessment of mindfulness, and use of technology in mindfulness. Students will develop an understanding of measures used to assess effectiveness of mindfulness and understand different technological developments and applications available to practice mindfulness.