The Master of Arts degree in Counseling Psychology at Delaware Valley University prepares culturally competent mental health practitioners. Inspired by systems theory and a social justice lens, the program emphasizes practical application of theory, a strong link between policy and science, a commitment to social advocacy, and an understanding of how social, cultural, political and economic factors influence human development.
Program Goals, Objectives and Competencies
The primary purpose of the Master of Arts in Counseling Psychology program at Delaware Valley University is to prepare master’s level generalists for the practice of counseling. A unique feature of the program is its emphasis on training counselors to recognize, understand and act upon the oppressive social structures that often play a role in the experience of distress among those unequally advantaged within society. This emphasis is in keeping with the long-held value of social justice within the discipline of Counseling Psychology, and in fact is an attempt to move the field forward by actualizing this value within a training program. Program goals and related objectives and competencies are detailed below.
Goals
• Blend knowledge and experiences to prepare the student to fulfill a role in society as an informed, ethical, culturally competent professional
• Develop in each graduate student the skills, knowledge and commitment to function effectively in their career and profession
Objectives
• Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in counseling psychology and an understanding of research methods
• Explain normative developmental influences and pathways, along with how they interact with other systems to impact human development
• Adeptly interact with diverse individuals in occupational and community settings who differ across dimensions including but not limited to culture, race, sexual orientation, gender, age, socioeconomic status, religion, gender identity, education and ability status
• Analyze inequitable social, political, and economic conditions that impede the development of individuals, families and communities
Areas of Specialization
Students choose an area of specialization in either (1) Social Justice Community Counseling or (2) Child & Adolescent Counseling. All students complete the standard core course sequence plus courses in their chosen area of specialization. Students also have a choice of elective credits.
2024 MPCAC Curriculum Standards
a. Ethical and professional standards
i. Ethical/Legal Standards, Policy, and Practice: Demonstrates knowledge and application of ethical concepts, and awareness of legal issues regarding professional activities with individuals, groups, and organizations
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Demonstrates knowledge and understanding of relevant ethical/professional codes, standards and guidelines, laws, statutes, rules, and regulations.
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Recognizes situations that challenge adherence to professional values and demonstrates the application of an ethical decision-making model by applying it to ethical dilemmas.
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Demonstrates integration of ethical values in professional conduct.
ii. Professional Values and Attitudes: Exhibits behavior and comportment that reflect the professional values and attitudes of counseling and psychology.
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Demonstrates understanding of counseling and psychological practice as an applied behavioral science.
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Demonstrates knowledge and awareness of professional identities relevant to counseling and psychology.
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Maintains professionally appropriate communication and conduct across different settings.
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Demonstrates personal accountability and accepts responsibility for own actions.
iii. Understanding and use of supervision during applied experiences
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Demonstrates understanding of the role and practice of supervision.
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Demonstrates knowledge of the critical role of reflective practice.
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Demonstrates knowledge of the impact of self-care on professional practice.
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Responds appropriately to supervision.
b. Evidence-based theories and practice of counseling and psychotherapy
i. Knowledge:
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Demonstrates knowledge of individual and group theories of counseling and psychotherapy.
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Demonstrates knowledge of theories regarding the impact of trauma on individuals, groups and communities.
ii. Skills
1. Relationships: Relates effectively with individuals, groups, and communities.
a. Forms and maintains productive and respectful relationships with clients, peers/colleagues, supervisors, and professionals from within and across disciplines.
b. Negotiates differences and handles conflict satisfactorily.
c. Provides effective feedback to others, receives feedback non- defensively, and integrates feedback appropriately.
d. Communicates clearly using verbal, nonverbal, and written skills in a professional context; demonstrates clear understanding and use of professional language.
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Conceptualization and Intervention: Applies evidence-based intervention and prevention strategies designed to alleviate suffering and to promote health and well-being of individuals, groups, communities, and/or systems.
a. Formulates and conceptualizes cases.
b. Plans and implements interventions utilizing at least one consistent theoretical orientation.
c. Displays skills in developing the therapeutic alliance.
d. Displays skills in crisis intervention.
e. Evaluates intervention progress and modifies intervention or prevention strategies on the basis of evaluation of clients’ or groups’ progress and/or client feedback.
c. Multiculturalism and diversity
Demonstrates knowledge, self-awareness, and skills in working with individuals, groups, and communities who represent various cultural and personal backgrounds and characteristics (e.g., cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status) and context.
i. Knowledge and Self-Awareness:
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Demonstrates knowledge and awareness of self, as shaped by individual and group diverse identities.
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Demonstrates knowledge and awareness of others, as shaped by individual and group diverse identities.
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Demonstrates knowledge of the intersection between self and others as shaped by individual and group diverse identities.
ii. Skills:
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Applies knowledge of self as a cultural being in assessment, treatment, consultation, and all other professional interactions.
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Applies knowledge of others as cultural beings in assessment, treatment, consultation, and all other professional interactions.
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Applies knowledge of the intersection of self and others as cultural beings in assessment, treatment, consultation, and all other professional interactions.
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Is able to work effectively with diverse individuals in assessment, treatment, and consultation.
d. Theories of psychopathology and relevant classification systems
i. Knowledge:
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Demonstrates knowledge of theories of psychopathology, including but not limited to biological and sociocultural theories.
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Demonstrates knowledge of classification systems of behavior and limitations of those systems.
ii. Skills: Applies concepts of normal/abnormal behavior to case formulation, diagnosis, and treatment planning in the context of stages of human development and diversity.
e. Methods of evaluation of individuals
i. Knowledge:
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Demonstrates knowledge of content, reliability and validity, and purposes of assessment measures.
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Demonstrates awareness of strengths and limitations (including diversity-related limitations) of administration, scoring, and interpretation of assessment measures.
ii. Skills:
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Selects and utilizes appropriate methods of evaluation.
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Engages in effective clinical interviewing.
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Engages in effective progress monitoring.
f. Research methods
i. Knowledge:
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Demonstrates knowledge of scientific methods used by counselors and psychology practitioners in their clinical work.
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Demonstrates knowledge of use of scientific methods to add to the knowledge base of counseling and psychology.
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Demonstrates knowledge of application of scientific methods to evaluate practices and interventions.
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Demonstrates knowledge of program evaluation methods.
ii. Skills: Critiques published research effectively.
g. Career development and/or the role of work in peoples’ lives
i. Demonstrates knowledge of the role of work in peoples’ lives.
ii. Demonstrates understanding of the development of work and career choices across the lifespan.
h. Biological basis of behavior
Demonstrates knowledge and understanding of the relationship between biological factors and human functioning.
i. Developmental basis of behavior
Demonstrates knowledge and understanding of human development, wellness, and learned bases of behavior across the lifespan.
j. Systems basis of behavior
i. Demonstrates knowledge of individuals in the context of their environment and how the environment (e.g., geographical, ideological, demographic, familial, institutional) affects functioning.
ii. Demonstrates understanding of the use of systems changes (whether prevention or intervention) to enhance the functioning of individuals, families, groups, organizations, and/or institutions.
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