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STUDY GUIDE FOR COMPREHENSIVE EXAM in HUMAN SERVICES
The Master’s Comprehensive Examination for the Human Services majors will follow the curriculum content requirements for the courses.
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Curriculum content can be reviewed in the Program of Studies website link, which summarizes course content. This description of content can be utilized as a study guide for the Comprehensive Exam for the Human Services masters. Remember you are only responsible for the courses that are required for both tracks of the Human Services masters.
REQUIRED COURSES
COU 813 Professional Orientation and Ethics
COU 840 Theory and Practice of Counseling
EPY 869 Research in Education
EPY 839 Human Development and Learning
EPY 816 Tests and Measurements
COU 860, COU 861, COU 862, COU 844, COU 845
6 hrs Electives
Curriculum content for the required courses is outlined below.
COU 813 Professional Orientation and Ethics In Counseling
Professional Orientation:
Orientation to the program with the Virtual Student Handbook (www.education.eku.edu/cel/)
History of the counseling profession
Foundations of school and mental health counseling
The counselor’s role in providing professional leadership within the school, community, and education profession to improve such things as student learning and client well being
Professional roles and functions of counselors
Similarities and differences between types of counselors, and counselors and other types of mental health professional.
The American Counseling Association (ACA)’s structure, its divisions, branches, and affiliates including membership benefits, activities, services to members, and current emphases
Role of professional association membership in professional development
National Board of Certified Counselors (NBCC) certifications and the National Counselor Examination (NCE)
Council on Accreditation of Counseling and Related Educational Programs (CACREP) accreditation practices and standards
Counselor Licensure and Certification
Kentucky Certified Professional Counselor (CPC) law
Kentucky Professional School Counselor Standards
Ethics:
School Counselors use the Position Statements of ASCA and act within legal and ethical guidelines to accomplish educational purposes
ACA Code of Ethics and Standards of Practice
American Mental Health Counselors Association Code of Ethics
American School Counselor Association Code of Ethics
NBCC Code of Ethics.
Kentucky Education Professional Standards Board Code of Ethics.
Ethical Standards of Human Service Professionals (National Organization for Human Service Education, 1995).
Assessment of personal values, attitudes, and beliefs regarding diversity issues.
Ethical decision making model applied to counseling
General ethical/moral principles
Role of Professional Ethics Committees
Confidentiality, privileged communication, and informed consent issues in counseling, testing, and record keeping.
Dual relationships
Professional responsibilities
Ethical issues in evaluation, assessment, and diagnosis
Ethical issues in teaching, training, and supervision
Legal issues of abuse and neglect
Ethical issues in research and publication
ACA anti-discrimination statement and social advocacy
COU 840 Counseling Theory and Practice
Counseling theories for individuals
Counseling theories from a systems perspective
Consultation theories
Similarities and differences among theoretical approaches
Integrated theoretical approaches
Theories appropriate for school and mental health settings
Personality theories relevant to school and mental health counseling
Cultural experiences and characteristics that influence the helping process
Ethical Considerations
EPY 816 Tests and Measurements
Theoretical and historical bases for assessment technique
Strategies for selecting, administering, interpreting, and using assessment and evaluation instruments and techniques in counseling
Appraisal methods including environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, and computer-managed and computer-assisted methods
Psychometric statistics including types of assessment scores, measures of central tendency, indices of variability, standard errors, and correlations
Age, gender, ethnicity, language, disability, and other multicultural factors related to the assessment and evaluation of individuals and groups
Validity and reliability issues
Coordinate, and evaluate the testing program by collaborating with school staff to help students identify their abilities, aptitudes, achievements, and interests
Collaborate with staff concerning assessment of special needs students
Coordinate school records to ensure confidentiality of assessment data
Ethical issues in assessment
EDF 839 Human Development and Learning
Individual and family development and transitions across the lifespan
Theories of learning and personality development
Human behavior including an understanding of developmental crises, disability, addictive behavior, psychopathology, and environmental factors as they affect both normal and abnormal behavior
Strategies for facilitating development and wellness over the lifespan
Ethical considerations
EDF 869 Research in Education
Basic types of research methods to include qualitative and quantitative research designs
Principles, practices, and applications of needs assessment and program evaluation
Literature review skills
Research proposal writing
Computer skills for data management and analysis
Problem identification
Hypothesis development and testing
Methodology and statistical analysis
Publication skills to enhance professional development
Ethical and legal issues in research
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