|Course #||Course Name||Credits|
|Psychopathology for the Professional Counselor||
|Diversity and Socio Cultural Issues in Counseling||
|Human Growth and Development Over the Lifespan||
|EDC 615||Theories of Counseling||3.00|
|EDC 668||Counseling Pre-Practicum||3.00|
|EDC 669||Counseling Practicum||6.00|
|EDC 676||Career Development||3.00|
| EDC 687
||Group Counseling: Theory and Practice||3.00|
|EDC 702||Research Methods In Counseling||3.00|
Foundations of Clinical Mental Health Counseling and Ethics
Diagnostic Interviewing and Assessment in Clinical Mental Health Counseling
Evidence Based Treatment Planning in Clinical Mental Health Counseling
|EDC 616||Family Counseling||3.00|
Practicum in Psychological Testing for Counselors
|EDC 683||Clinical Mental Health Counseling Internship I||3.00|
|EDC 684||Clinical Mental Health Counseling Internship II||3.00|
Electives: Must choose three (3) out of the following:
|EDC 617||Principals of Couple Counseling||3.00|
|EDC 652||Counselor's Approach to Human Sexuality||3.00|
|EDC 654||Introduction to Addictions Counseling||3.00|
|EDC 657||Treatment Approaches in Addictions Counseling||3.00|
|EDC 658||Critical Treatment Issues Confronting Professional Counselors||3.00|
Special Topics in Counseling
|The Adolescent in Crisis: Detection, Intervention and Referral|
|Cognitive-Behavior Therapy (CBT): Theory, Practice and Techniques|
|Counseling the Gay, Lesbian, Bisexual or Transgender Client/Student|
|Grief Counseling with Clients Facing Dying, Death, Bereavement, Trauma and Loss|
|Helping Parents Help Their Children: Practical Strategies for LMHC Practitioners and School Support Personnel|
It is recommended that an Application for Admission to the M.S. in School Counselor or the Clinical Mental Health Counseling programs be submitted at least one month prior to the start of classes. Applications are accepted for the Fall semester only.
All applications and requested materials (i.e. application fee, transcripts, letters of recommendation, personal statement) should be submitted to the LIU Post Graduate Admissions Processing Center.
To apply for admission:
1. Long Island University Online Application for Admission
Applicants must complete the Long Island University Online Application for Admission. You can also request that a graduate application be mailed to you by calling 516-299-2900 or emailing email@example.com.
2. Application Fee
Mail a non-refundable application fee of $50 by either check or money order (made payable to Long Island University) or contact the Bursar to submit fee via credit card. Please write your name on the check or money order, if that is your preferred method of payment. International applicants must pay the fee in U.S. dollars by sending an international money order or check. You can also pay by credit card by printing the Credit Card Authorization form on the Bursar website or by calling 516-299-2323. Cash, international postal money orders or Eurochecks are not accepted.
Submit official undergraduate and/or graduate transcript with a GPA of 3.0 or higher. Applicants who will have not completed their degrees prior to admission deadlines should submit a transcript without the final semester’s grades. Such applicants may be accepted pending receipt of their final degree noted transcripts. Submit one copy of official transcripts from all other institutions attended, including other graduate programs.
International students should refer to the International Admissions website for transcript requirements.
4. Letters of Recommendation
Submit two professional and/or academic letters of recommendation that address your potential for success in the profession and your ability to complete a graduate program. Letters of recommendation should be from an academic source, preferably a professor or academic official who is familiar with your academic history and achievement. If you have been out of school for several years, recommendations may come from your employer or supervisor. The references should be given the Letter of Recommendation signed by you, along with a stamped envelope addressed to: Graduate Admissions, LIU Post, Admissions Processing Center, P.O. Box 805, Randolph, MA 02368-0805.
5. Personal Statement
Submit a statement of approximately 500 to 1,000 words describing your reason for pursuing graduate study at LIU, your personal and academic background, relevant experience, and your professional goals. You may submit this statement as part of the Online Application for Admission, or follow at a later date as a hard copy.
6. Submit GRE Results
If applicable (see Admission Requirements on left-hand navigation bar) submit the results of the Graduate Record Exam. Inquiries concerning this testing program and application to take the test should be addressed to the Graduate Record Examinations, Educational Testing Service at www.gre.org, or call 1-800-GRE-CALL. Ask ETS to send an official copy of your scores to the LIU Post Graduate Admissions Office. The institution code for the LIU Post is 2070.
7. International Students
In addition to the requirements listed above, international applicants must submit official score results of the Test of English as a Foreign Language (TOEFL). The required minimum acceptable TOEFL score is: 79 Internet-based (213 computer-based or 550 paper-based) or minimum IELTS score: 6.5. International students whose native language is English, or who have attended for at least two years an accredited College or University where the only medium of instruction is English, may have the English Language proficiency requirement waived. The waiver is determined on an individual basis following a review of the student’s application. Students whose English Language proficiency is below the required minimum score but who are academically admissible will be “Conditionally Admitted” to the program and required to first complete LIU Post’s English Language Institute prior to enrolling in any academic coursework.
SEND US YOUR APPLICATION MATERIALS
Graduate applicants can send their admissions materials to:
Long Island University
Graduate Admissions Office
720 Northern Blvd.
Brookville, NY 11548
To be taken as the first course in the Mental Health Counseling specialization, within the student's first 15 semester hours of work. This course is an introduction to preventive education and counseling for mental and emotional health as uniquely available in mental health centers. The course prepares students to work on counseling teams and enrichment programs, to handle referral procedures, community relations and teamwork, and to deal with mental health problems in terms of their etiology and the innovations in the field.
Students will also be exposed to the ethical and legal responsibilities of a clinical mental health counselor. The ACA and AMHCA Code of Ethics will be extensively covered.
Every Fall and Spring
This course is a weekly seminar focused on, but not limited to, the following: the etiology, diagnosis, treatment, referral and prevention of mental disorders through the utilization of current diagnostic assessment tools, including the Diagnostic and Statistical Manual (DSM) and International Classification of Diseases (ICD); psychological assessment, case conceptualization, psychopathology, diagnostic intake interviewing, mental status evaluation, biopsychosocial history, mental health history, psychological assessment for treatment planning and caseload management guidelines.
Prerequisites: EDC 610 and EDC 615 Prerequisite of EDC 610 & 615 is required. Credits: 3
This course provides an in-depth review of a broad spectrum of psychopathological conditions as defined in the current edition of the Diagnostic and Statistical Manual (DSM) of the American Psychiatric Association. The course will focus on understanding the etiology, prevalence and incidence, signs and symptoms of the various mental disorders delineated in the DSM. A focus will also be placed on learning the criteria necessary to provide a differential diagnosis. There will also be an emphasis on increasing understanding of clinical issues and current research in development and maladaptive behavior and on comparing and contrasting different theoretical perspectives on each mental disorder. Ethical issues and limitations related to current diagnostic systems will be discussed. This course will provide the student with a solid foundation in psychopathology and enhance the student's mastery in understanding the pathogenesis of the various mental disorders.
Credits: 3Every Fall and Spring
Evidence-based practice (EBP) has steadily become the standard care in the mental health field. This course is a weekly seminar focused on introducing clinical mental health counseling student trainees to the process of empirically informing their psychotherapy treatment plans. Empirically supported treatments (EST) are treatments whose efficacy has been demonstrated through clinical research. The course will cover: psychopharmacology; cognitive behavior therapy; rational emotive cognitive behavior therapy; behavior therapy; eye movement desensitization reprocessing dialectical behavior therapy; acceptance and commitment therapy; motivational interviewing; exposure therapies; interpersonal psychotherapy; and other empirically supported treatment approaches as necessary.
A pre requisite of EDC 608 is required. Credits: 3
Major 21st century contributions of sociology and anthropology are examined with a view to understanding the role of socio-cultural factors in human development and behavior. This course also examines the impact of the socio-cultural viewpoint on contemporary concepts of adaptive and maladaptive human behavior and related mental health issues.
Credits: 3Every Fall and Spring
This course focuses on understanding the principles and rationale of developmental counseling over the lifespan from a multicultural perspective. Students become familiar with the primary functions of the developmental counselor: counseling, consulting, coordinating, assessment and advocacy. Students will examine the developmental theories of Piaget, Erikson, Vygosky and others. They will examine the cognitive, physical, social and emotional development of the individual during early childhood, middle childhood, adolescence and adulthood. In addition to an overview of developmental stages and developmental tasks which children face, the course includes exploration and experimentation with various and unique methods used in developmental counseling. Students will explore various developmental crises and impediments to optimum development and, in small groups, do an oral report of their findings.
They will compile a developmental portfolio, presenting characteristics of each developmental milestone, and develop a comprehensive guidance plan to address the developmental needs during the school years.
A pre requisite or co requisite of EDC 601 or EDC 602 is required.Credits: 3 Every Fall and Spring
This is a basic course in counseling theories and techniques and their application within a multicultural and diverse society. Students gain an understanding of the major theories of counseling and psychotherapy (e.g., psychoanalytic, existential, person centered, gestalt, reality, behavioral, cognitive-behavioral and family systems, etc.). In addition, the counselor as a person and a professional is explored as well as ethical issues in counseling and therapy.
A pre requisite or co requisite of EDC 601 or EDC 602 is required.
Credits: 3Every Fall and Spring
This course offers a consideration of theories, practices and related activities with couples, parents and/or other related adults and children. Included in the course is a survey of some major trends and problems associated with individual adjustments, adaptations and other reactions within family and social settings.Credits: 3 Every Fall
This course is laboratory experience designed to develop adequate understandings and competencies with respect to concerns, issues and implementation factors related to administration, scoring, recording and interpretations of aptitude, intelligence tests, as well as interest and personality inventories.
A pre requisite of EDC 601 is required. Credits: 3Every Spring
This is the basic counseling laboratory course designed to provide supervised practical counseling experience from a life span and a multicultural perspective that can be applied in the school or agency. Students learn the basics in terms of the active listening skills and the use of appropriate counseling techniques through role-play and other activities. Students must have three to five actual tape-recorded role playing sessions with another student in the course who will act as the client; the professor may give permission for students to work with a client who is not a member of the class. Interview summaries, detailed analyses and other relevant counseling experiences are part of the course. Orientation to the role of the professional counselor and ethical concerns are discussed.
A pre or co requisite of EDC 601 or EDC 602 and EDC 615 is required
Credits: 3Every Fall and Spring
This course is an in-depth counseling laboratory course designed to provide supervised practical counseling experience from a life span and multicultural perspective through successful completion of 100 hours of to with: 60 hours of observation, interaction, and supervision at a school or mental health agency site; 30 hours of direct service via individual and group counseling to clients at that site; and 10 hours off site with clients who will be audio taped. The purpose of the 60 hours, which can be interspersed throughout the semester, is to acclimate the practicum students to the environment in which the counseling experience occurs. Interview summaries, detailed analysis and other relevant counseling experiences are a part of this course. Again, it must be emphasized that practicum students in 669 must provide 40 hours of direct service to clients of which 30 hours take place at a school or agency site and 10 hours are provided to non-site clients. With onsite clients, practicum students are to document and describe each individual and group counseling experience, which are to be shared with the cooperating counselor and reflected in the logs given to the University professor. These clients are supervised by and remain the primary responsibility of the cooperating counselor. The remaining ten
(10) hours with non-site clients are audio recorded and shared only with the University professor and the other students in EDC 669. Practicum students meet in group seminar with the University professor every week. In addition, the University professor provides an hour of individual or triadic supervision (i.e. professor and two students), the time for which is built into this six (6) credit course. While the professor and the two students are interacting, the other practicum students observe the supervision being given by the professor. After the triadic supervision occurs, the observing students will be asked to offer their comments and suggestions immediately after the triadic supervision or during the group class. The appropriate roles of the professional counselor, based upon the Ethical Guidelines of the American Counseling Association, are covered. This course is also designed to develop and extend the student's understanding and competencies begun in EDC 668, Counseling Pre-Practicum. This course must be completed prior to taking EDC 683,Mental Health Counseling Internship I or EDC 690, School Counseling Internship I. Health Insurance required for Mental Health Counseling students. Prerequisite of EDC 668 and a prerequisite or co- requisite of EDC 610 is required.
Credits: 6Every Fall and Spring
This course provides students with an in-depth study of theories and emerging patterns in career development counseling, as well as their application across a range of settings including schools and agencies. Emphasis is placed on practical counseling techniques, psychoeducational approaches, and evaluation of resources used in career counseling and education. Attention is given to psychological, sociological, economic and educational dynamics; multicultural, gender, and disability perspectives of career development are also discussed. Technological and other current trends as they relate to career counseling and education are reviewed.
Every Fall and Spring
This course is designed for students in the latter part of the graduate program after having taken considerable theory and course work in the counseling process. The student is required to attend seminar meetings and to prepare weekly logs directed toward observation, insight and evaluation of activities in the field setting. Related professional readings are also required. The student is expected to develop a counseling caseload, participate in group work, attend staff meetings and schedule a weekly meeting with the field supervisor for evaluation. A minimum 300 hours in a mental health counseling setting, acceptable to the department is required. Health Insurance is required for Mental Health Counseling students. Prerequisite of EDC 669 and Pre or Co-requisite of EDC 601, 608, & 687 are required.
Credits: 3Every Fall, Spring and Summer
A second semester internship required for mental health counseling students. Course content
and time requirements are the same as for EDC 683. Health insurance is required for Mental Health counseling students.
Prerequisite of EDC 683 is required.
Credits: 3Every Fall, Spring and Summer
EDC 687 Group Counseling:Theory and Practice
This course will examine the dynamics present in a counseling group and how these forces can be employed in the service of therapeutic change. Leadership styles and skills will be discussed with special consideration given to their application and impact on members. The progressive stages in group development will be identified. Concomitant strategies for addressing relevant issues within the stages will be presented. Practical considerations necessary for screening potential members, beginning/ending groups, process interventions, discussing confidentiality and ethical considerations will be included. A variety of theoretical orientations on groups will be explored.
Credits: 3Every Fall and Spring
EDC 702 Research Methods In Counseling
This is a course in the understanding of the use, process and applications of research findings in
counseling. Students will examine recent research studies, explore topics of particular interest to them, and prepare a draft research proposal on an issue of their choosing. This course is project-based, relevant and practical.
Credits: 3Every Fall and Spring
Electives-3 Electives from one of the following:
This course validates and addresses the emergent new field of trauma studies and the growing body of trauma-related best practices. It provides mental health counselor, and other mental health practitioners with a comprehensive review of the various types of trauma experiences, the human vulnerability for traumatic experiences across the life span, and the intersections among trauma, crisis and disaster events. It discusses pertinent diagnostic and case conceptualization issues as well as presents individual systems interventions and collaborations. The course offers and presents a rich array of trauma-related resources which include websites, films, manuals, DVDs and a variety of other useful tools.
Credits: 3 Rotating Basis
A study of the theoretical and practical aspects of couple counseling from initial referral to termination. The difference between this form and individual, group or family counseling will be examined in order to understand the clinical issues involved. Both the object relations and the systemic theories will be studied with emphasis on the clinical application to help couples change, according to their therapeutic goals.
Credits: 3 Rotating Basis
A study of human sexuality from its normal manifestations and development to
its dysfunctions. The student will be guided to examine his/her own attitudes
and values in this area and to learn counseling approaches to problems and
questions related to sexuality.
Credits: 3 Rotating Basis
EDC 654 Introduction to Addictions Counseling
Alcoholism, addiction and substance abuse as behavioral psychological problems are analyzed to enable professional counselors to integrate current theories of abuse and addiction and etiological models into their work with individuals manifesting problems with abuse and dependence on alcohol or other substances. The course will provide a comprehensive overview of the full spectrum of addictive disorders and their consequences.
Approaches to the assessment and evaluation of alcoholism and substance abuse will be reviewed, discussed and analyzed, as well as, cross cultural concerns and considerations. Training in tobacco use and nicotine dependence will also be covered. Ethical guidelines for addiction counseling will be addressed as detailed in the ethical guidelines of the National Association for Alcoholism and Drug Abuse Counselors (NAADAC).
Credits: 3 Every Fall
Treatment planning and treatment setting are critical elements related to the efficacy of all substance abuse programs. This course continues the study of addictions counseling and substance abuse by building upon the concepts of accurate assessment and diagnosis. Students will become familiarize with the processes of treatment planning and the various approaches to treatment including psychotherapeutic, group, pharmacotherapy, and 12-step programs, as well as maintenance and relapse prevention. The course will covered the various treatment populations including families, persons with disabilities, children, adolescents, college students and the LGBT population. Co- occurring disorders to addiction treatment will also be reviewed.
Prerequisite of EDC 654 is required. Credits: 3
Newly graduated mental health professionals are frequently confronted with specific mental health issues or common client problems for which they do not feel adequately prepared to deal with. Such mental health issues/problems include eating disorders, sexual abuse, self-injurious behavior, body-image disorders, suicide, trauma, grief/bereavement and sexual preference issues.
This course will provide the counselor trainee with essential information on these critical issues so that they will develop a solid foundation from which to develop competencies and skills necessary to treat clients manifesting these issues. This course is intended to enhance awareness, promote professional competence and provide sufficient basic information about treatment options available and resources to consult for further information.
Credits: 3 Rotating Basis
Summer Session institutes and workshops are three- credit courses, one week in length, designed to enrich one's graduate or post-graduate education by focusing on topics that are of timely interest and concern to working professionals. Often institutes are team-taught by experts in their field, offering students a unique opportunity to accelerate their academic progress for personal, professional and career advancement. All courses are open to visiting students and working professionals.
TOPICS FOR EDC 750
* The Adolescent in Crisis: Detection, Intervention and Referral
* Cognitive-Behavior Therapy (CBT): Theory, Practice and Techniques
* Counseling the Gay, Lesbian, Bisexual or Transgender Client/Student
* Grief Counseling with Clients Facing Dying, Death, Bereavement, Trauma and Loss
* Helping Parents Help Their Children: Practical Strategies for LMHC Practitioners and School Support
Personnel Credits: 3 Rotating Basis
“The Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA), has granted Re-accreditation to the following programs in the Department of Counseling and Development at Long Island University: Clinical Mental Health Counseling (M.S.), School Counseling (M.Ed.).” By maintaining CACREP accreditation, the program strives to provide the highest quality of faculty and curriculum standards.
To view all CACREP and program assessment information click here.
LIU Post has been approved by OASAS (Office of Alcoholism and Substance Abuse Services) as an Education and Training Provider. Our master’s degree program in Clinical Mental Health Counseling meets all the educational requirements for the CASAC-T (Certified Alcoholism and Substance Abuse Counselor – Trainee Certificate).
The Advanced Certificate in Clinical Mental Health Counseling is a licensure qualifying bridge program approved by the New York State Education Department (NYSED), Office of the Professions. The Advanced Certificate in CMHC offers the opportunity for individuals with a master’s degree in school counseling or other related counseling fields to meet the educational requirements for licensure as a clinical mental health counselor in New York State.
COUNSELING PROGRAM/STUDENT OUTCOMES
Dr. James J. Colangelo
Mental Health Counseling, Marriage and Family Therapy, Sex Therapy, Hypnosis and Hypnotherapy
Dr. Jonathan Procter
Dr. Jonathan Procter earned his Bachelor of Science degree in Family Studies from Ohio University, his Master of Science in Behavior Analysis from Swansea University in Wales, and his Ph.D. in Counselor Education and Supervision from Ohio University. His dissertation explored the impact Religious Fundamentalism plays within counselor trainee’s development of multicultural counseling competencies and empathy towards the Lesbian, Gay, Bisexual, and Transgender (LGBT) communities in master level counseling students.
Dr. June Ann Smith
Dr. June Ann Smith, Ph.D., LMHC, LMFT, NCC, LCSW-R, ACS - Associate Professor of Education. Dr. Smith earned her Ph.D. in counseling and human services from Andrews University, Michigan. In addition, she holds an M.S.W. degree from Yeshiva University, New York. She served as an Assistant Professor in the Department of Counseling, Research, Special Education, and Rehabilitation, Hofstra University before coming to LIU Post. In addition, she worked as Director of Educational Services at Grand Street Settlement, a Social Services Agency, on the lower East side, Manhattan, where she worked in collaboration with the Department of Education of New York State and United Way of New York City. Over 10 years in this role, she managed and implement drop out prevention programs in several New York City High Schools in Brooklyn and Manhattan.
Dr. Kathleen Keefe-Cooperman
Kathleen Keefe-Cooperman received an undergraduate degree in psychology from Rhode Island College, a master’s degree in counseling from Pace University, and another master’s degree in the area of clinical practices in psychology from the University of Hartford, where she also received a doctorate in clinical psychology.Dr. Keefe-Cooperman is a licensed New York State Psychologist who is currently an assistant professor in the Department of Counseling and Development. She first taught as an adjunct for LIU at the West Point site before becoming director for the counseling programs at the Rockland Graduate Campus for five years. This professor then moved to the LIU Post campus in 2009. She greatly enjoys being part of the larger campus, and provides supervision for Psy. D. students performing psychological evaluations. Dr. Keefe-Cooperman is active in the fields of counseling and psychology. She is chair for the Diversity Subcommittee for the Teaching of Psychology Division of APA. The psychologist also specializes in the psychological evaluations of children and adolescents.
Dr. Kristin Schaefer-Schiumo
Dr. Kristin Schaefer-Schiumo is a tenured professor in the Department of Counseling and Development at LIU, Post. A proud recipient of Long Island University’s prestigious David Newton Award for Teaching Excellence, she previously taught in Long Island University’s Tactical Officers’ Education Program at the United States Military Academy at West Point and is a former assistant professor in the Department of Human Development and Leadership at LIU, Brooklyn. Dr. Schaefer-Schiumo served as the coordinator for coalition enhancement for a $300,000 grant offered through the Substance Abuse and Mental Health Services Association (SAMHSA), where she wrote grants contributing to the further funding of a school-based violence prevention initiative. She has had extensive clinical experience working in hospital, community, and university-based settings with child, adolescent, and adult populations.
Dr. Paul J. Ciborowski
Dr. Paul J. Ciborowski is an associate professor in the department. He has been a faculty member for 30 years. Dr. Ciborowski graduated from New York University with a MA degree and received his PhD from Fordham University.Dr. Ciborowski is currently pursuing his interest in diversity counseling particularly as it relates to training counselors who will be working with Muslim youth. There are many serious misunderstandings regarding this minority group that counseling may help to assuage.Dr. Ciborowski is also active with the counseling honor society - Lambda Iota Beta. He is the faculty advisor to the Brentwood chapter.
Miriam (Mimi) McCormack
Clinical Placement Coordinator
Academic Counselor-LIU Brentwood
This program prepares students to fulfill the educational requirements for licensure as a mental health counselor established by the New York State Education Department, Office of the Professions. Graduates of this program will be eligible to take the National Counselor Examination. Successful completion of this examination will qualify the student to become a national certified counselor.
The program has been certified by the New York State Education Department as “licensure qualifying.” For more information about mental health counseling and licensure, please contact the coordinator for the Clinical Mental Health Counseling Program in the Department of Counseling and Development at LIU Post, or consult the New York Mental Health Counseling Association.
LIU Post has been approved by OASAS (Office of Alcoholism and Substance Abuse Services) as an Education and Training Provider. Our master’s degree program in Clinical Mental Health Counseling meets all the educational requirements for the CASAC-T (Certified Alcoholism and Substance Abuse Counselor – Trainee Certificate).Graduates of the master’s degree program in Clinical Mental Health Counseling who complete the requisite coursework will meet the 350 hours of education and training required to apply for the Certified Alcohol and Substance Abuse Counselor-Trainee (CASAC-T) designation. Graduation from the master’s degree program in Clinical Mental Health Counseling will also meet 4000 of the 6000 hour requirement for full certification as a CASAC. In addition, if the graduate completed their 600 internship hours in clinical mental health counseling at an OASAS affiliated facility, then the number of experiential hours needed for full certification will only be 1400. Upon admission to the Master’s Degree in Clinical Mental Health Counseling program those students who are interested in the CASAC-T designation must declared in writing their intention to pursue the CASAC-T to the Chair of the Department of Counseling and Development.
© Long Island University
720 Northern Boulevard, Brookville, New York 11548-1327