CNPS Courses

Development of basic interviewing skills for counselling and guidance. [3-3]

This basic counselling interviewing skills course is designed to train students in basic help-intended communication skills in order to increase their competence in empathic listening and responding for facilitating client self-awareness and self-exploration.  This course is not intended to be a general basic interviewing course, for example, job interviewing, survey questioning, information gathering, persuasive or directive communication skills.

This course will introduce students to some communication theories and common practices in the counselling profession. Egan’s (2001) three-stage integrative model of interpersonal helping will be used as the foundation for our discussion, however we will frequently move beyond this text.  Social and cultural issues will also be discussed to increase student sensitivity to contextual factors that impact the counselling process. Additionally, common counselling issues—including confidentiality, power differentials, counsellor bias, dual relationships and counsellor self-development —will be discussed.

View the most recent CNPS 362 course outline for more information.

CNPS 362 Questions?

Contact CNPS 362 Coordinator – Dr. Dan Cox (dan.cox@ubc.ca)

Prerequisites: None

Credits: 3

Critical survey of career counselling theory and practice.

Career counselling is a collaborative process that helps clients to clarify, specify, implement, and adjust to work-related decisions with the aim of assisting individuals in locating a career that is meaningful, productive, and fulfilling.  This course will critically survey career development theories, issues, and practices that have specific applications to career counselling.  This course will review:  (a) established and emergent theories of career development across the life span; (b) issues and techniques of particular relevance to career assessment and career counselling in schools, communities, and business practices; (c) career counselling with special populations; and (d) developmental issues, transition points and counselling strategies associated with the theories and career counselling.  In order to facilitate practical understanding and integrate theory and practice, this course emphasizes experiential exercises in addition to class discussions and readings.

Prerequisites: None

Credits: 3

Examination of current theories and practices in family education and consultation. [3-0]

Credits: 3

An overview of selected theories of counselling.

The purpose of this course is to provide foundational knowledge of counselling theories and practices by surveying the major theoretical models of counselling.

Major psychotherapy approaches will be reviewed while focusing on major concepts and underlying philosophical assumptions about the nature of personality, health v. pathology, therapeutic processes, interventions, and outcomes. Through lectures, readings, class activities, discussion, and films, you will learn about the fundamental components of the major theories, examine differences and similarities among the various approaches, and consider ethical issues and current challenges facing these theories.

Prerequisites: None

Credits: 3

This course is designed to assist the teacher in understanding and using guidance techniques for day-to-day use in the classroom. The emphasis will be on techniques for working with people towards better self-understanding and better perspectives of alternatives.

Credits: 6

The work of the beginning counsellor and guidance worker in assisting students with educational, vocational, and personal planning and decision-making.

Credits: 3

Personal and social adjustment issues for professional counsellors; basic skills necessary for effective group counselling.

Credits: 3

Theory and practice of school counselling K-12.

The main goal of this course is to provide an introduction to the theory and practice of school counselling for grades K-12.

Prerequisites: None

Credits: 3

Note: CNPS 508-93A is for VRHC students only

Vocational rehabilitation recognizes the personal, social and economic benefits of employment and this course will focus on the case management for successful integration of people with disabilities into a diverse labour market. This integration is systematically achieved through advocacy, communication, education, identification, coordination and utilization of appropriate services in a timely and cost-effective manner.

The purpose of this course is to integrate the theoretical constructs and research evidence into clinical situations and to develop competencies for management/coordination of the continuum of vocational rehabilitation counselling services, including job development, placement strategies and interventions. Topics include career development, caseload management, service coordination, developing and sustaining alliances, occupational information and resources, community development, supply (employee-centred) and demand (employer-centred) roles of job development/placement activities. Your learning will be facilitated through your demonstration of practical tactics and participation in field-based learning activities to prepare for the demands of clinical practices.

Prerequisites: None

Studies are made of recent research bearing on educational practice. Prerequisite: Appropriate senior undergraduate introductory or methods course.

Theory, research, and practice of counselling adolescents.

This graduate course is designed to provide students with a theoretical and conceptual framework for counselling adolescents. Students will be introduced to a variety of counselling approaches for clinical practice with this population. The course also addresses some of the significant adolescent mental health issues that counsellors may encounter with clients and helps students identify counselling interventions accordingly.

Prerequisites: None

Credits: 3

Major issues and problems of adult development. Selection of appropriate counselling interventions for use in education and other counselling settings.

Counsellors working with adults must be prepared to address a broad range of inter-related presenting issues and developmental concerns common for clients throughout adult life.

The purpose of this course is to familiarize Counselling Psychology students with significant issues confronting adult help-seeking populations in order to:

1. accurately assess client challenges,
2. implement effective counselling interventions, and
3. make appropriate referrals when necessary.

Prerequisites: None

Credits: 3

Note: CNPS 532A is for VRHC students only

The use of standardized measures of mental ability, achievement, aptitude, interest and personality.

This course provides an introduction to psychological assessment in counselling, with CNPS 532A emphasizing the measurement of psychological constructs. Three areas will be emphasized:

1. theory and principles (e.g., reliability, validity),
2. applications and issues (e.g., history and context, fairness in testing), and
3. practical elements (e.g., selection of measures, making use of measurement information).

Credits: 3

The purpose of this course is to provide students with the knowledge and skills necessary to properly select, administer, score, and interpret standardized psychological, educational and vocational tests and other assessment instruments, which are relevant and appropriate in the Master’s level professional counselling context.  The use and interpretation of instruments designed to measure achievement, personality, stress, coping skills, health status, relationships and interests will be discussed.

The content of this course emphasizes the use of tests within a counselling perspective, i.e., as a tool for exploring client development and adjustment concerns, and as an aid in client decision making.  Attention will be paid to psychometric characteristics of tests, as well as issues of reliability, validity and fairness.  In addition, guidelines for the ethical use of tests will be covered.

Credits: 3

Theory, research, and practice in the area of gender and sex role issues related to counselling.

This is a graduate seminar that considers a range of theory and issues in relation to gender. Discussion topics will include: masculinity, femininity, communication, romantic relationships, mental health, sexual orientation and LGBTQ issues, violence, trauma, and social marginalization. The seminar emphasizes the relevance of gender, as both a social and psychological category, to counselling practice.

Prerequisites: None

Credits: 3

The purpose of this course is to undertake an in depth analysis of current theories and research designed to understand abnormal behaviour.

To facilitate learning, students will have the opportunity to apply new concepts through case presentations.  A focus will be to consider these topics from both historical and global perspectives.  Thus, in addition to biological and psychological aspects of disorders, sociocultural factors will also be explored.  This means that diversity will be discussed in every class and in the students’ case presentations. In addition, case examples of how different cultural groups manifest symptoms are discussed and are the focus of the readings, especially for the depression disorder module.

Instructional approach will include lecture, group facilitation by instructor, peer feedback and discussion, exercises, and case presentations. Related articles may also be assigned.

Prerequisites: None

Credits: 3

Main theoretical and therapeutic approaches of contemporary family counselling with emphasis on intervention and critical research issues in educational and other counselling settings.

Credits: 3

Groups are an excellent counselling option. Since many problems are experienced as interpersonal in nature, group work creates a prime opportunity for individuals to explore their difficulties and personal concerns and develop insights in a context that more closely represents the social context in which we all live. The purpose of this course is to provide students with the basic theory, knowledge, and foundational skills necessary for conducting a variety of groups appropriate to their work setting.

Course components include:

1. an overview of group dynamics,
2. an examination of theory and interventions related to group counselling,
3. acquisition of basic group counselling skills,
4. self-awareness focusing on one’s own strengths and challenges as group leader,
5. survey of relevant research, and
6. an opportunity to have both member and leader group experiences. Group theory and practice are considered in the context of the sociocultural setting and cultural identities of the participants.

There are no prerequisites for this course other than enrollment in a master’s program in counselling psychology at UBC.

Credits: 3

Courses in various subject matter fields designed to bring counsellors up to date in recent findings in the field.

Credits: 3

This advanced 3 credit course in group theories of counseling and psychotherapy will provide the students with in depth knowledge of several integrated theories used in group counselling and psychotherapy, related research, and development of advanced group leader competencies for practice.  This course examines more complex group models for client change – building on the foundational knowledge provided in CNPS 564 which is a survey of group models and approaches to counselling.  Supervised practice and video analysis with instructor supervision will assist the student to acquire mastery of several competencies for leading groups. Criteria for selecting models based on particular client groups and outcome focus will be presented.

This course is recommended for doctoral students and advanced masters level students seeking advanced knowledge and understanding of group counseling and psychotherapy theory and practice.  Finally, participants will examine to increase awareness of their own orientation to both participating in and leading groups in order to identify personal strengths and challenges encountered in group work and which will inform them of how these interact with their own group leading.

Each class has a theory focus component followed by an applied practice session.  The course will be taught using a different number of learning modalities.  Emphasis will be on conceptual understanding of key processes and skills, demonstration and modeling of the same and practice with feedback and increased development of personal awareness.  The applied component of the course will be utilization of a micro skills counseling and supervision approach by the instructor to enhance learner competence.

Prerequisites: CNPS 564 or equivalent

Credits: 3

Theory, research, and practice of career planning and decision counselling. Prerequisite: CNPS 363.

Credits: 3

Note: CNPS 578A is for VRHC students only

The general aim of the course is to introduce you to ways of thinking about the efficacy of counselling interventions, modes of delivering counselling interventions (i.e., individual, group, and family/ systemic), and approaches to the treatment of mental illness.

Prerequisites: CNPS 365

Credits: 3

Note: CNPS 578B is for VRHC students only

The purpose of this course is to enhance student’s clinical competence and prepare them for clinical work in our program. In this course, students receive supervised clinical training, as they learn and practice various techniques and interventions inside and outside the classroom.

To develop student’s clinical competence theories and models are briefly reviewed in three major areas:

a) client-centered;

b) cognitive/behavioral; and

c) couples and systems based approaches.

This is a laboratory course and will involve learning about and practicing a variety of counselling skills and interventions.

Prerequisites: CNPS 362 and CNPS 365

Credits: 3

The purpose of this course is to enhance students’ clinical competence and prepare them for clinical work in our program. In this course, students receive supervised clinical training, as they learn and practice various techniques and interventions in simulated counselling sessions, inside and outside the classroom.

To develop students’ clinical competence, various counselling and psychotherapy theories and models are reviewed in four major areas:

a) client-centered and relationally focused approaches;

b) cognitively and behaviorally based approaches;

c) emotionally and dynamically focused approaches; and

d) couples, families, and systems based approaches.

Within each major area, instruction and learning focuses on the following components:

a) underlying  philosophical assumptions;

b) major concepts;

c) views on personality, human nature, and development;

d) case conceptualization;

e) therapeutic and change processes;

f) specific techniques, interventions, and expected outcomes;

g) social, cultural, and other diversity factors (such as, race, ethnicity, sex, gender, sexual orientation, SES, class, religion, spirituality, disability, etc…); and

h) relevant clinical research. Through simulated counselling sessions, students learn to identify “critical moments” and make appropriate and professionally responsible responses.

In exploring the links between theory and practice, students examine the similarities and differences among the different approaches as well as the common factors across counselling and psychotherapy theories and models, and employ them in case conceptualization assignments.

Prerequisites: CNPS 362 and CNPS 365

Credits: 6

This graduate course is designed for M.A. students in Counselling Psychology who have completed at least some of their course work and are ready to begin their Master’s research project (thesis).  The purpose of the course is to assist students in the development of a thesis proposal and launch the steps in undertaking the thesis itself. In addition to assist in developing the research proposal, the course assists in understanding the research process as a Master’s student, and addressing ethical issues. During the course, students examine the assumptions and methods of different research approaches and apply these issues and methods to their own research topic.

Prerequisites:

To be eligible to enroll in this course a student must have successfully completed EDUC 500 or EPSE 481 and EPSE 482 or EPSE 483, or their equivalents. Students are expected to have completed courses related to the substantive area that they want to research.

Credits: 3

Investigation and report of a problem.

Credits: 3 – 12

In this course, we will be learning about program development and evaluation.  Throughout the course, we will use trauma theory, specifically emotional processing theory of Post-traumatic stress disorder (PTSD), as an example.

The course is divided into three general sections:

1. Learn theory and how to conceptualize theory using path modelling;
2. Learn how to develop programs, particularly attending to the role of theory and program goals;
3. Conceptualize program evaluation based on the theory and goals used to develop the program as well as considering contemporary best-practices of program evaluation.

Stakeholder consultation will be integrated throughout the program development and evaluation process.

Prerequisites:

To be eligible to enroll in this course a student must have completed at least one graduate-level research methods course (e.g., EDUC 500, EPSE 481, EPSE 595).

Credits: 3

Learn about the ethical issues that arise in the professional settings where counselling psychology graduates seek employment, ranging from practice in schools, higher education and community settings, to research and teaching.

Prerequisites: None

Credits: 3

In this course students will exam the ethical, legal, and professional issues involved in the field of counselling psychology with a focus on the ethical issues that arise in the professional settings where graduates of counselling psychology are employed with a focus on vocational rehabilitation counselling.

Students will become familiar with ethical decision making and core ethical issues including confidentiality, professional competence, informed consent, multiple relationships, evaluation/assessment and ethical culture. Application of professional code of ethics to specific areas of practice (e.g., evaluation, assessment) and specific populations (e.g., disabled, ethnic) will be reviewed. Students will integrate knowledge from readings, collaborative on-line class discussion, analysis of case scenarios and guided independent research.

Prerequisites: None

Credits: 3

Credits: 1 – 2

This is a required course for all Master’s students. It is designed as an advanced clinical course for students who wish to further develop their counselling and consulting skills, practicing appropriately selected interventions, and increasing their conceptual understanding. Students will be given the opportunity to work with client cases with a wide range of personal, cultural, socioeconomic backgrounds, and problem types with varying degrees of severity. Their clinical practice is closely monitored and directly supervised by a qualified instructor and, if applicable, by a doctoral student supervisor throughout the September-April period for 26 weeks. Group supervision and case conferences are integral parts of this course.

Successful completion of this course is a perquisite for enrolling in CNPS 598: Field Experiences (Counselling Practicum).

Prerequisites

To enroll in CNPS 588, also known as “clinic,” students must have successfully completed CNPS 578C or CNPS 578B Lab. Students can only take CNPS 588 in the second year of their program. All students must clear a criminal record check (CRC) before they will be allowed to enroll in this course and work with clients.

It is students’ responsibility to arrange a leave of absence one day per week from their workplace in order to attend their assigned clinic fully over the two consecutive terms, typically from the first week of September to the first week of April of each year.

Credits: 6

The purpose of this course is to review contemporary theories, practices, and research in the areas of cross-cultural/multicultural counselling and culturally unique helping and healing practices and conceptual paradigms.

The course is designed:

(a) to broaden students’ awareness and knowledge of cultural diversity and intercultural factors in helping paradigms, approaches, and processes,

(b) to recognize and address professional, sociopolitical, and ethical issues in counselling training, practice, and research, and

(c) to develop their competencies in working effectively and sensitively with clients from diverse cultural backgrounds.

Clinical, theoretical, and research approaches will be explored critically from multicultural and minority perspectives. Throughout the course, students are encouraged to engage in self-reflection and in the process of formulating their own model of culturally sensitive helping approach that is personally meaningful and sensitive to the needs of their current or future professional activities.

Prerequisites: None

Credits: 3

Theories, research, and applications of psychosocial stress and coping processes, with a particular focus on counselling issues and contexts.

Credits: 3

This course is designed to provide opportunities for students to work with clients from diverse personal, social, and cultural backgrounds, in schools, higher education settings, and community agencies. As part of their learning goals, students are expected to receive guidance and supervision in clinical competency areas such as: case conceptualization, intervention skills and strategies, professionalism, ethical conduct, and sensitivity to diversity.

The counselling practicum provides students with a wide range of opportunities to acquire clinical competency and experience through direct service and also to become familiar with a variety of professional activities (e.g., record keeping, clinical supervision, information and referral, team work, in-service and staff meetings) and ethical, legal, and professional issues in clinical practice.

Students learning will be facilitated by direct clinical experience and supervision in the field and also through a variety of learning experiences, guidance, support and supervision facilitated by the instructor and through peer interaction and feedback in the practicum class on campus.

For those in Master’s program: CNPS 598 Practicum Placement Guide | CNPS 598 Course Outline | Practicum Expectations and Understandings Form | Counselling Trainee Evaluation

Credits: 6

Credits: 6 – 12

Counselling psychology research and practice in adult personality assessment, including ethics of testing and use with special populations. Prerequisite: PSYC 303,or EPSE 528 or CNPS 532.

This course examines the assumptions and methods of major research paradigms, critically assesses a selection of current research, and then uses various approaches to construct research projects.

Credits: 3 – 6

Sociological and psychological aspects of career planning, theories of vocational development, vocational choice.

Credits: 3

Major theoretical traditions in Counselling Psychology and illustration of the links among theory, research and practices; perspectives on Counselling Psychology as a distinct field of specialization.

Supervision requires both knowledge of supervision models and practices, and skills to implement them. This course involves a seminar and practicum to integrate the two requirements of the subject. (For those on the Doctoral program.)

A 1600-hour supervised internship in Counselling Psychology. Internship sites offer counselling services as detailed in the “Speciality Guidelines for the Delivery of Services by Counselling Psychologists” (APA).