Department Objectives

HDC Objectives

Faculty within HDC work actively to meet the following objectives:

  • instill a strong sense of professional identity consistent with Professional Counseling philosophy and literature;
  • cultivate student counseling skill competencies necessary for working with individuals, groups, couples, and families;
  • facilitate student self-growth and understanding through class assignments and feedback;
  • foster an environment conducive to healthy and appropriate risk-taking necessary for development;
  • promote student understanding of the diversity of views and cultures within our profession and the environment in which counselors practice;
  • teach and perform research applicable to the practice of counseling;
  • aid students in the process of becoming certified and/or licensed.

The Department endorses the standards and objectives adopted by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and has designed the curriculum to be consistent with that body’s standards and objectives as well as those of the Illinois State Board of Education.

Graduates of the Department of HDC will demonstrate their competence, knowledge and skills in eight common-core areas. Competence demonstration is determined by faculty who use role plays, research papers, examinations, and supervised practice with real clients.

Graduates will develop an understanding of the environment in which they intend to practice and the specialized knowledge and skills needed for the particular setting or client population

Graduates of the Clinical Mental Health concentration will demonstrate knowledge and understanding of:

  • the general environment or system in which the student will practice
  • roles and functions of professionals in the field
  • client characteristics and specific facilitative skills related to the population served
  • basic environmental change strategies

Graduates of the School Counseling concentration will demonstrate knowledge and understanding of:

  • the history, philosophy, trends, purpose and objectives, ethics, legal aspects, standards, functions and roles of the counselor in the K-12 educational setting
  • approaches and strategies typically employed with elementary and secondary school age children
  • the counselor’s role in dealing with the needs of special and exceptional children
  • the social, psychological, and educational development of elementary and secondary school age children.

Graduates of the Marriage, Couple, and Family Counseling  concentration will demonstrate knowledge and understanding of:

  • the origins, theoretical foundations, and therapeutic implications of selected theories of marriage and family counseling, similarities and differences among multiple approaches, the historical roots of the field, and its major contributors
  • key paradigms, concepts, and techniques utilized in theory development and clinical practice
  • the integration of a multiplicity of elements and dimensions (e.g., personal, familial (family of origin and family of procreation), multigenerational, perceptual, aesthetic, theoretical, practical)
  • utilization of a variety of media to explore and illustrate critical issues (e.g., cutting-edge multimedia technology, music, art, literature, film)