Adler graduate school

International Study

In conjunction with the International Committee for Adlerian Summer Schools and Institute (ICASSI), AGS will award three credits for completion of class(es) taken at ICASSI. The two-week ICASSI program is held in a different country each year, usually in late July or early August. If a minimum of eight AGS students attend ICASSI, an AGS faculty member will be assigned to accompany those students. Students select the classes(s) and sessions they plan to attend and submit their plans to the accompanying faculty member. Students are expected to participate in discussion sessions facilitated by the AGS faculty member for the duration of ICASSI. A paper or project is required to fulfill requirements and to earn three credits. Travel, accommodations and registration information are available from AGS’ Director of Admissions & Student Services.

Readiness for Graduation
“Readiness” for participation in certain essential activities required of AGS graduates is defined as follows:

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  Readiness for seeing clients – Student must have completed the fieldwork requirement.
  
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  Readiness for oral examination – Student must have completed the Master’s Project and all course work
  
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  Readiness for graduation ceremony – Student must have completed all required activities (i.e., courses, Master’s Project, fieldwork, oral examination, payment of fees)
  
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  Readiness for graduation – Student must have completed all requirements. Upon completion of all requirements, a diploma and official transcript will be made available
  

Oral Examinations
When all requirements for the Master of Arts degree have been successfully met, students will be scheduled for an oral examination. Students must have their Master’s Projects completed prior to the oral examination. The examination for Master of Arts students focuses on the student’s Master’s Project, fieldwork experience (where applicable) and Adlerian competencies.

Participation in Adler Graduate School Graduation Ceremony
In order for a student to participate in an AGS graduation ceremony, the student must have completed all graduation requirements prior to the ceremony. Depending on the specific AGS program, requirements could include coursework, fieldwork activities, Master’s project, oral examination, all books returned to the library, and payment of outstanding fees.

Graduation

AGS’ graduation ceremonies take place in the Spring and Fall of each year. However, students may receive a transcript and a letter indicating they have completed all graduation requirements, and earned a Master of Arts Degree, as soon as this has actually been accomplished. An individual credit review and informational meeting is scheduled for prospective graduates. All degree recipients are encouraged to participate in a graduation ceremony.

VIII. Course Descriptions
A description of courses regularly offered appears on the following pages. AGS reserves the right to withdraw, modify, or add to the courses it offers at any time. Course offerings are continually under examination, and revisions are to be expected.
Graduate School 101 (Mandatory)

Graduate School 101 is a daylong introduction to the Adler Graduate School, our programs and services, and the professional development experience that students might anticipate. Integrates new students into the life of the Adler Graduate School, and the specific program tracks that individual students have selected.

500 Principles of Research (3 Credits)

This course provides an introduction to the principles and processes of social science research. Topics covered include research methods, measurement, statistical analysis, literature reviews, needs assessments, and program evaluation. The course emphasizes the importance of research in advancing the counseling profession. Basic concepts for creating evidence-based assessments, collecting data, and making treatment decisions are reviewed. Ethical and culturally-relevant strategies for gathering data and interpreting research results are examined.

504 Abnormal Psychology & DSM-5 (3 Credits)

This course covers the development, symptoms, and patterns of maladjusted behavior. Students are introduced to the DSM-IV-TR and DSM-5 categorization and classification of psychiatric phenomena. The goals of the course are for students to look at psychopathological behavior from a multidisciplinary and developmental framework in order to better understand deviant behavior as well as human behavior in general. The second major goal is to learn how to apply this diagnostic assessment process to cases. The third goal is to gain an initial understanding of the similarities and differences in case conceptualization between the DSM and Adlerian Psychology.

505 Developmental Psychology (3 Credits)

This course is an examination of selected theories of human growth and development over the life span, and in multicultural contexts, with attention to the research methods which support the theories, and with additional focus on developmental psychopathology and therapeutic applications of developmental psychology. Topics of investigation include theories of individual and family development, normative transitions and developmental crises, selected issues in neurobiological areas of development, developmental issues in disability and exceptional abilities, psychopathology, and the situational and environmental factors that affect human development. Addictions and addictive behaviors are addressed as related to the field of developmental psychology. Ethical and legal considerations are presented in the context of the research and practice of developmental psychology.

510 Basic Counseling Skills (3 Credits)

This course offers students both knowledge and practice in the skills essential to designing and conducting Adlerian psychotherapy. The objective is to introduce students to basic contemporary Adlerian clinical techniques in understanding psychopathology, assessing and diagnosing, and treatment planning. In addition, this course offers students complementary skills to augment the Adlerian method. For example, students gain clinical practice in structuring therapy, establishing the therapeutic relationship, implementing clinical techniques, and conducting therapy. Students are challenged to develop their personal approach to the practice of psychotherapy based on the Adlerian method. This course will require students to integrate diagnostics and treatment planning, intervention, case management and development of a therapeutic thought process. Students will demonstrate relationship development skills for all stages of therapy. Students will be required to apply these skills to their work with children and adults in a variety of modalities including individual, couples and family therapy.

511 Introduction to Adlerian Psychology & Child Guidance (3 Credits)

This course introduces students to the history, philosophy, and essential concepts of Adlerian psychology and child guidance. Students read and discuss Alfred Adler’s original works as well as study modern interpretations and uses of Adlerian ideas. Special emphasis is placed on the application of Adlerian concepts in the practice of individual psychotherapy, family therapy, parent effectiveness training, and teaching in the schools. Adler’s attention to child guidance and parent education are areas of special focus.

513 Comparative Theories of Personality & Psychotherapy (3 Credits)

This course provides an overview of the key theories of personality from the 20^th and 21^st centuries and the accompanying systems of counseling and psychotherapy that evolved to help individuals and families heal and change. This overview stimulates further study of preferred theoretical perspectives and promotes integration with Adlerian theory. The course investigates the counseling theories that are consistent with current research and practice in the field and that provide understanding of a counseling process in a multicultural society. As a result of the study, students begin developing a personal theoretical perspective and a unique model of counseling.

514 Psychodynamics of Psychopathology (3 credits)

This course offers an in-depth examination of psychopathology from an Adlerian perspective. The course leads students through an Adlerian-based understanding of the development of those mental disorders most frequently diagnosed, e.g. depression and anxiety. The course outcome allows students to gain those skills necessary to diagnose various forms of pathology while maintaining an Adlerian based understanding of their etiology.

515 Life Style Analysis (3 Credits) (Prerequisite: 511)

This course will introduce students to the history, philosophy, and essential concepts of Life Style Assessment. Students will be introduced to the in-depth process of Life Style Assessment, including data collection and analysis through an experiential process. The course covers four major areas of Life Style Assessment: family constellation, physical and sexual development, dream analysis, and early recollections analysis.

518 ICASSI Summer Study Option (3 Credits)

(Prerequisite: Successful completion of 12 AGS credits)

Course offerings may change each year. All courses are 2 weeks long, and participants elect course(s) for the entire 2 weeks. Enrollment restrictions apply to some courses, and registration for these courses is based on earliest application dates.
521 Values, Ethics & Legalities (2 Credits)

This course provides an overview of the values, ethics, and legal issues affecting professional practice in the field of mental health. Students will explore the philosophy, history, and current issues in the clinical helping professions as well as professional roles, functions and relationships in a social context.

521.1, .3, or .4 Values, Ethics & Legalities in School Counseling, in MFT,

or in MHC (1 Credit each)
521.5 Values, Ethics & Legalities in Art Therapy (1 Credit)

This course focuses on the ethical and legal issues specifically applied to the practice of art therapy. Based on readings, case studies, and experiential methods, students will explore the contemporary application of ethical art therapy practice and advocacy in multidisciplinary teams, managed care systems, the use of technology, and with diverse clients. Students will integrate Adlerian concepts into their understanding of ethics and professional values.

523 Multicultural Counseling (3 Credits)

The course provides an understanding of the cultural context of relationships and cultural fabric of psychotherapy and counseling with individuals and families. Theoretical studies and experiential activities examine attitudes, beliefs, understandings, and acculturative experiences, designed to foster students’ understanding of self and clients in cross-cultural therapeutic encounters. Students discuss strategies and develop competencies in individual, couple, family, group, and community work in cross-cultural settings. Theories of multicultural counseling, theories of identity development and social justice, as well as specific ethical considerations, are used as a foundation of the studies. Counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination are examined throughout the course.

525 Essential Interviewing Skills (3 Credits)

This course is designed to provide students an opportunity to use a systematic and developmental counseling theory with skills: Stage I) Compassionate Joining (basic communication skills and processes, physical and psychological attending, concreteness, primary accurate empathy, genuineness, and respect). Stage II) Challenging Skills. Stage III) Co-active Contracting. Students will learn and practice skills through role play (using real issues), lecture, video tape evaluation, and written exercises.

528 Individual Didactic Instruction (No Credit) (Prerequisite: 515)

The didactic process focuses attention on the development of the person of the therapist. Utilizing the Life Style, students will learn about lifestyle goals and private logic, and how these affect their work as students and professional counselors. Individual Didactic Instruction provides students with a first-hand experience with the process of Adlerian psychotherapy. Students select from a list of recommended Didactic Instructors.

529 Group Didactic Instruction (No Credit)

(Prerequisite: 5 sessions of 528 completed)

Based on Adlerian Psychology, the Group Didactic Instruction will provide an opportunity for students to enhance their professional development by improving their skills in personal, interpersonal, and small group communication.
532 Group Psychotherapy & Counseling (3 Credits)

The purpose of this course is to familiarize students with theories, pertinent research, skills and techniques that are considered to be prerequisites for effective group counseling. Students will participate in a group counseling experience and class discussions will focus on how best to facilitate a group. Subject areas covered include group communication patterns-both verbal and nonverbal, leadership of the group, trust development, cohesion, risk-taking, group membership skills, facilitation skills, and conflict resolution skills. Students are expected to demonstrate their ability to plan, conduct, and terminate a group activity as an outcome of the course. Students will be introduced to the professional standards of group counseling dynamics as well as ethical and legal considerations."

 533 Clinical Assessment (3 credits)

This course provides an overview of historical perspectives concerning the nature and meaning of assessment. The course reviews the purposes, types, and the process of clinical assessment. Standardized and non-standardized assessment techniques and underlying statistical concepts are examined. Issues of validity and reliability in assessment instruments are reviewed. Special issues in assessment, including biases, assessment with special populations, social and cultural factors are presented. Ethical strategies for selecting, administering, and interpreting assessment instruments and research in clinical assessment are discussed. Course activities will focus on assessment considerations with several clinical conditions, assessment of mental status, risk assessment, and Adlerian approaches to clinical assessment. 

537 Advanced Approaches to Counseling and Psychotherapy Skills (3 Credits)

This course will advance students through a process of Adlerian basic skills review, middle-level skills development, and move to an advanced understanding of more mature clinical skills awareness and use. Students will become familiar with their own level of capability in practice, via self-reflective and empirical review of their current capability, knowledge and comfort with a wide array of techniques and applications related to diagnosis assessment, treatment planning, context flexibility, case management and prognosis. Multiple contexts and modalities of care will be reviewed as they pertain to medical, religious, social service, non-profit, private practice, clinical, and school-related settings. Individual, dyadic, familial, group, and organizational approaches will also be examined.

541 Family Systems: Theoretical Foundations, Theories, Practical Applications

(3 Credits)

This course provides basic information about theories guiding family therapy and the history of theories that have impacted the study of families. A variety of conceptual and theoretical frameworks will be studied (e.g., family systems theory, family development, symbolic interaction, effective communication, human ecology, feminist perspectives, bio-social perspectives). Key concepts and basic assumptions will be identified to assist the learner in understanding and conceptualizing core components of the Family Social Science discipline. The course is designed to teach students to integrate Adlerian Individual Psychology with Family Systems Theory and to identify resulting therapeutic strategies. By comparing and contrasting Adlerian Psychology and Family Systems Theory, and their related applications, students will become more effective in their relationships with future clients.
542 Family & Couples Therapy (3 Credits)

This course provides an overview of various systems approaches to family and couples therapy, integrating Adlerian concepts and techniques. Through lecture, role-play, case study and project development, students will be introduced to a variety of therapeutic procedures and intervention strategies which will promote systemic assessment, treatment planning, ongoing interventions and termination. As a course project, students will integrate course resources to create a “family and couples therapy manual” for their own practices.

544 Counseling Children & Adolescents (3 Credits)

This course provides a theoretical perspective for understanding children and adolescents; recognizes the developmental influences challenging children and adolescents; and supports the theoretical and developmental understanding with practical therapeutic strategies. The theoretical and clinical perspectives will be examined within the context of Individual Psychology.

551 Foundations of Art Therapy (3 Credits)

This course will introduce the theory, history, principles and practices of art therapy. The interface between art and various theories of psychotherapy will be explored, including application of art therapy techniques and practices for selected client populations. We will explore the use of various art media within a therapeutic context. Through readings, lecture, experiential exercises and individual presentations, students will be encouraged to apply theory into general practice experiences.

552 Art Therapy with Children & Adolescents (3 Credits) (Prerequisite: 551)

This course provides an overview of the theories, principles and practices of Art Therapy as an assessment and treatment modality for children and adolescents. Normal stages of child development and graphic development will be addressed, as well as strategies to enhance the social, emotional and creative development of children and adolescents through the use of art therapy.

553 Group Art Therapy (3 Credits) (Prerequisite: 551)

This course offers an opportunity to learn about art therapy groups by being in a group, as well as by reading and discussing theories about group art therapy. No single approach to group process is advocated. The emphasis in readings and class discussions will focus on many ways of thinking about and experiencing groups. Adlerian art therapy concepts will be incorporated. Various models of groups will be examined, including support groups, short-term, time limited, and long-term therapy groups.

555 Art Therapy Assessment (3 Credits) (Prerequisite: 551)

This course will introduce the fundamentals of art therapy/art-based assessment tools and procedures that are used in art therapy evaluations. Included will be the fundamentals of graphic development, selection of assessment tools, reliability and validity, documentation, and formulation of treatment goals and objectives. Understanding how psychological health and cultural issues are manifested in the art process and product will be examined. Legal and ethical issues regarding art therapy evaluations will be discussed. Students will practice administering a variety of assessment tools and evaluate the results and discuss how the images illustrate participants’ strengths and approaches to life tasks.

556 Art Therapy Studio: Media Explorations (3 Credits) (Prerequisite: 551)

This course will focus on the exploration of art materials used in the context of art therapy. A variety of responses to materials and processes will be investigated through experiential learning. Students will gain a better understanding of traditional approaches to media used in art therapy, as well as non-traditional approaches to media that can promote and inspire the creative process. Students will further their personal artistic development, explore media interventions that incorporate Adlerian-based therapeutic principles, as well as practice leading an art therapy group process. The students will discuss their personal responses to the media. The students will present their artwork at the end of the course to honor their process and to share their insights and experiences.

557 Art Therapy with Special Populations (3 Credits) (Prerequisite: 551)

This course will offer an opportunity to learn about art therapy as it may be used with a variety of populations including post traumatic stress, addictions, eating disorders, elderly, autistic, and handicapped. Relevant clinical issues will be discussed along with specific art interventions for each population. Adlerian art therapy concepts will be emphasized. Students will be expected to conduct research on current practices in the field of art therapy as it relates to special populations, resulting in a final paper and class presentation.

558 Multicultural Art Therapy (3 Credits) (Prerequisite: 551)

This graduate course is designed to increase awareness and develop skills and approaches with diverse populations in art therapy. In the increasingly diverse environment of the United States, we are constantly interfacing with a broad variety of peoples in our families, social situations, work environment, and clinical settings. Thus, the class will explore the implications of culture, race, ethnicity, gender, sexual orientation, social status, and physical boundaries. Through the course readings and discussion, reflective writing, lectures, videos, and guest presentations, multicultural issues will be examined and presented for the class to learn how to be flexible, open, knowledgeable, and competent with diverse individuals.

This course is designed to increase students’ cultural awareness by challenging culturally-biased assumptions; weaving experiential art-making into a didactic examination of culture, family and self; building a knowledge base concerning specific populations and service strategies/skills; and identifying appropriate art-based interventions based on cultural competency and accurate knowledge.
559 Integrative Approaches to Family Art Therapy (3 Credits) (Prerequisite: 551)

This course focuses on the integration of art therapy theories and processes with family systems theory. Students will utilize both didactic and experiential learning methods to explore the use of art therapy within a family context. The course includes an overview of historical and more recent approaches to using art therapy with families. Ethical and cultural issues specific to family therapy are addressed.

560 Clinical Treatment Planning in Counseling and Psychotherapy (3 Credits)

This course offers students an in-depth examination of the content and process of behavioral health clinical treatment planning for individuals, couples, and families seeking counseling or psychotherapy. It is acknowledged that a component of clinicians’ effectiveness with their clients is developing and administering effective planning to guide clinical treatment. Managed care in particular espouses this view. This course reviews the philosophy, structure, and implementation of effective clinical treatment planning. Particular emphasis is given to developing written treatment plans.

561 Evaluation Methodologies of Clinical Interventions across the Lifespan

(3 Credits)

This course examines the history and philosophy of evaluation, and techniques in evaluation in psychotherapy. Students explore basic concepts of mental health evaluation, including statistical concepts underlying the process of evaluation, process and outcome evaluation, and social and cultural factors related to the assessment of individuals across the lifespan. Students learn strategies for selecting, administering, and interpreting assessment instruments in counseling with specific populations. Students learn to consider social and cultural factors in mental health evaluation processes.  
562 Foundations of Career Counseling (3 Credits)

This course is designed to introduce students to the scope of information related to career counseling and to encourage students to implement strategies of sound, culturally competent, and ethical career counseling/coaching. It will foster confidence in students’ ability to address the needs of their clients in a holistic manner. Students review the history and theories of career counseling, career progression over life span, the purpose and variety of assessment instruments and career interviewing. Students will participate in activities to strengthen themselves as professional counselors, including developing their own professional portfolios and work “toolkit.” Students will research how career fits into healthy, balanced lifestyles and into the community. Career considerations of diverse cultural groups and special populations will be discussed, as well as global implications of career issues resulting from technological advancement. Students will have a foundation upon which to build deeper skills, further increase their understanding, strengthen their techniques, and utilize resources they will use to help their future clients to grow in the “Work” life task.

563 Career Assessment, Exploration & Transition (3 Credits)
This course provides students with an in-depth knowledge of how career counseling theories and techniques are applied to help clients with the process of gaining self-knowledge, career awareness, decision-making skills, and strategies to move forward.  Based on the Adlerian concepts of significance and social interest, students study techniques and assessment tools to help clients maximize career fulfillment.
564 Navigating the Employment Process (3 Credits)
This course focuses on helping clients prepare for their careers and navigate the world of work. Students learn tools and techniques to assist individuals with all facets of preparing for the job search process and self-marketing. Students will also learn to assist clients with a wide array of adult career development concerns.


565 Successful Career & Program Management (3 Credits)
This course covers all aspects of developing and managing career programs in a variety of settings, including private practice. This course also helps counselors master the presentation and facilitation skills needed to train clients and peers. Students learn tools to manage specific niche areas of career counseling programs and settings, including private practice.  Special attention is given to the topics of career advancement, emotional intelligence, and talent management.
570 Foundations of 21^st Century School Counseling (3 Credits)

This course provides an overview of the field of school counseling and the competencies required by the Minnesota Department of Education for licensure in school counseling. Teaching methods in this course are mainly through development of a simulated school counseling program, as well as peer teaching, interviewing practicing school counselors, didactic instruction, large group discussions, and presentations by students and/or guest speakers.

571 Group Psychotherapy – School Counseling (3 Credits)

This course teaches students the dynamics of and the skills to lead groups, through lecture, discussion, video, participation in and facilitation/co-facilitation of classroom training groups.  Students will create group curriculum appropriate for school groups as well as facilitate one lesson using the class as their targeted audience.  Theory, methods and application of group psychotherapy and counseling are discussed and demonstrated, using the class itself as a psychotherapeutic group.

572 Counseling Exceptional Children (3 Credits)

This course will provide an overview of the role of the school counselor in the education of exceptional children. For the purpose of this course, exceptional children will encompass the following domains: special educational, alternative and at-risk, gifted and talented, and English language learners.

573 Advanced School Counseling Skills (3 Credits)

This course focuses on the development, delivery, and evaluation of developmental school counseling programs. Components of a comprehensive developmental counseling program to be studies include a guidance curriculum, individual planning, responsive services and system support.

574 Career Counseling – School Counseling (3 Credits)

The primary emphasis of the course will be on understanding the history and various theories of career counseling, and applying that understanding to the design, implementation, and evaluation of career counseling programs and services for individuals in school settings.

575 Clinical Issues in School Counseling (3 Credits)

As a core School Counseling course, this course will explore the myriad of emotional health issues that arise in children and adolescents during the primary and secondary school years and ways for the school counselor to identify, screen, support, and refer youth most effectively. The course will review age expectations from a developmental perspective and will explore psychopathology from major mental and behavioral health diagnoses. Such issues include Disruptive Behavior Disorders, Depression, Anxiety and Eating Disorders. Other behavioral trends will be investigated that include such emerging issues as bullying and cyber-bullying, social networking and “sexting”, self-injury, tattoos and piercing, LGBTQI youth, adolescent suicide, and cliques and gangs.

580 Integrative Portfolio (1 Credit)

This course involves the development of two portfolios (working and presentation), an integrative analysis of the student’s experiences in relation to the Minnesota Standards for School Counselors, an oral presentation of the portfolio, and preparation for professional licensure.

581 Foundations of Co-Occurring Disorders (3 Credits)

This course provides the basic foundation of the dynamics of addiction and co-occurring disorders, the continuum of integrated care, the foundations of addictions counseling, and theories of chemical dependency and integrated mental health treatment.

582 Psychopharmacology (3 Credits)

This course examines the drug classification systems, as well as the biology, neurology, and physiology of drug use and abuse, and medication-assisted therapies in the treatment of addiction, mental illness, and co-occurring disorders.

583 Case Management and Treatment Planning for COD (3 Credits)

This course includes the review of the core functions of addiction counseling, screening, intake, assessment, orientation, treatment planning, referral, reporting & record-keeping, and consultation with other professionals. Emphasis is placed on integrated treatment planning, client management, client records, and the coordination of services in co-occurring treatment.

584 Evaluation and Evidence-Based Practice in COD (3 Credits)

This course focuses on strengthening understanding of contemporary and evidence-based treatment models and methods, including Screening and Assessment of COD, Motivational Interviewing, CBT, and Adlerian therapy. Examination of the literature and research of evaluation instruments and methods, and effective treatments for co-occurring disorders in diverse populations will be conducted.

585 Integrative Seminar in COD (1 Credit)

Participants will: Integrate co-occurring substance abuse and mental health research and practice by analyzing the knowledge, skills, and attitudes developed through core program scholarship. Synthesize understanding of the core functions and evidence-based models/practices of integrated substance abuse and mental health counseling. Evaluate competency development through practice of co-occurring counseling (practicum), on-going assessment, curriculum, and field experience review.

598 Individual Clinical Instruction (1 Credit)

This course provides students with one-to-one case review and instruction by a program-appropriate licensed/credentialed clinical instructor, to discuss the application and integration of Adlerian and program-specific competencies and professional development.

599A Introduction to Graduate Writing and the Master’s Project (1 credit)

The goal of this course is to assist students in developing the writing skills necessary to meet a range of anticipated writing tasks that they will encounter during their academic career. Students will be introduced to the Publication Manual of the American Psychological Association, 6^th Edition (APA, 2009) as one of the primary texts for the course.

599B Introduction to the Literature Review (2 credits)

The course provides an introduction to the process of constructing a graduate-level literature review with a specific focus on the Master’s Project. Topics include types of projects, choosing a topic and a title, creating a proposal, choosing a committee, reviewing professional literature and summarizing the review to justify the usefulness of a proposed topic.

599SC Master’s Project (School Counseling emphasis students) (2 credits)

Final written project based on student research and fieldwork experience. Students with School Counseling emphasis will complete a project on an aspect of school counseling theory, practice, and/or research. In the practice of Alfred Adler, the Research Paper must serve some form of Social Interest, that is, it must address an issue of importance to an actual school or district. The project will provide the student with an opportunity to: 1) identify an area of interest in school counseling; 2) review academic research related to the issue; 3) interpret and evaluate the material; 4) report the findings in a professional format; and 5) provide recommendations or suggestions concerning the identified issue.

650 Foundations of Professional Life Coaching (3 Credits)

This course is designed to introduce students to one of the ten fastest growing professions in the field of support. What is life coaching? Why has it become such a popular means of support? Where does coaching fit in the fields of mental health and human development? Included in this course is an examination of the Principles of Adlerian Psychology as the foundation for life coaching. The coaching relationship is designed and customized to promote the personal and professional success of the client. Skills included in this course are managing fear (coach and client’s), connecting quickly and powerfully with clients, using metaphor and imagery to capture the present and create the future, identifying and anchoring a client’s vision, using powerful questions, and anchoring learning through acknowledgement. The majority of class time will be spent demonstrating and practicing coaching techniques for students to use in their current work or in developing their own coaching practices.

651 Designing the Coaching Relationship (3 Credits)

This course focuses on the approach, structures, skills, and tools needed to design the coaching relationship. Students will explore what brings clients to coaching, who is ready for coaching, and how to create an effective and safe environment for coaching. Students will become familiar with key coaching skills, including conducting the discovery and design session, time management, forming agreements, creating trust and safety, utilizing several types of accountabilities, goal-setting and planning.

652 Living on Purpose (3 Credits)

This course is designed to provide students the techniques for helping clients to live more deliberately, with courage, clearer identity, and social interest. One of the ways this is accomplished is through clarifying and claiming responsibility for one’s life purpose. The client becomes clear about who he/she is, and what he/she wants to contribute uniquely in relationships, family, work, community, and the world.

659 Applied Coaching Experience “ACE” (Directed Study) (3 Credits)

The focus is on field-based, experiential learning, with individual supervision of client sessions and a group-learning component. “ACE” provides students with an opportunity to design a coaching experience that is aligned with their interests and passions. Students gain valuable experience applying coaching skills over the telephone or in a client setting.

660 Parent Coach Training Foundations (3 Credits) (Prerequisite: successful completion of an undergraduate or graduate-level Developmental Psychology or Lifespan course)
This course is an examination of parent coach training, its history, its theories, and its applications. Available research will be used to strengthen the course of study. Timely attention is paid to the distinction between parent coach training, personal and professional coaching, and therapy, with an emphasis on the benefits of parent coach training as a discreet field. The goal of parent coach training in light of the coaches’ own life experience will be examined, as it pertains to his or her ideals in parenting. From there, professional applications will be formulated, with students applying their unique and thoughtfully prepared approaches. Students contribute to the class by preparing panel discussions and Special Projects on topics that enhance their learning experience.
661 Applied Parent Coach Training (3 Credits) (Prerequisite: successful completion of an undergraduate or graduate-level Developmental Psychology or Lifespan course)
Introduces students to specific parenting methods and prepares students for the application of these methods with actual clients, differentiating between coaching and therapy. Parenting techniques are explored, with emphasis on Present Moment Parenting; The Nurtured Heart Approach and Adlerian parenting philosophy. Learn skills for coaching blended families, grandparents raising grandchildren, adoptive families, foster care families, and families with children who have ADHD, attachment disorder, oppositional defiant disorder, depression, giftedness, and other conditions that can create family disruption.  Students contribute to the class by preparing Special Projects on topics that enhance their learning experience.
670 Clinical Supervisor Training Course (3 Credits) (Prerequisite: All registrants must be fully licensed clinicians in practice for at least 3 years)

This course prepares fully licensed clinicians to meet the State of Minnesota course criteria for Approved Supervisor Status for the Minnesota Board of Behavioral Health and Therapy (LPC and LPCC) and Minnesota Board of Marriage and Family Therapy (LMFT). In addition, this course meets the criteria for the 30-hour supervision fundamentals course required for AAMFT Approved Supervisor status (the course has been formally approved by AAMFT). The course covers the major models of clinical supervision; developing the supervisor-supervisee relationship; structuring effective clinical supervision; interventions within supervisory modalities, culture, gender, ethnic, and socioeconomic variables; and ethical and legal issues in clinical supervision. Telephone and videoconferencing supervision is also considered, as these represent growing alternatives to in vivo clinical supervision. Clinicians must have been practicing for three years to register for this course.

ADLERIAN STUDIES (ONLINE) EMPHASIS COURSES
101OL Graduate School 101OL (no credit)

This two-week, not-for-credit course will introduce students to the Adler Graduate School and its history, traditions, policies and services. Students will discuss the significance of community, in Adlerian terms, and learn how to create a virtual Adlerian learning community. Students will also discuss strategies for the successful execution of their educational and professional plans and will start to develop their degree plans, which will later be finalized with an academic advisor. Finally, students will be introduced to AGS’ Adlerian Studies (Online) Emphasis Area, online library, sources of technical support, advising options, issues of informational literacy, netiquette and privacy in online communications, and other student services. As part of this two-week introduction to the Adler Graduate School, students will also have an opportunity to ask questions about the School.

710 Individual Psychology: Communal Ties and Family Guidance (3 credits)

This course is part one of two courses (710 & 711) introducing students to the philosophy and psychology formulated and practiced by Alfred Adler. Students review the applications of Adlerian Psychology in areas such as intimacy, communal interpersonal relationships and communication, work, parenting, and spirituality. Students review Individual (Indivisible) Psychology of Alfred Adler and its applications to systems in a general context of cognitive-behavioral therapies. This includes four goals of misbehavior, or “useless behavior”, Early Recollections, psychological birth order, introduction to Life Style and its impact on family functioning and other assessment and intervention techniques. This course allows students to apply the Adlerian concepts and techniques they learn.

711 Individual Psychology: Theory and Psychotherapy (3 credits)

This course explores the relationship between Adler’s philosophy of life as the foundation of Adlerian Psychology and the practice of psychotherapy. It will focus on the basic principles and concepts of Adler’s psychological model and how these are applied to the practice of psychotherapy.

750 Social Interest: Theory and Use (3 credits)

This course explores Adler’s proposition that the primary solution to the major problems, maladjustments and dysfunctions in life lies in the human capacity for social interest. The concept of social interest, as defined by Adler, will be studied, including the childhood origins of social interest, and the family consequences of the three handicaps of childhood in interfering with the development of social interest. The process of personal and professional cultivation of social interest from an Adlerian perspective will also be addressed as a tool of resiliency to social stressors, as well as the role of social interest in working with clients. The class will also investigate the difference in the meaning of social interest across different cultures and within different contexts, such as social media.

770 Developing a Professional Identity and Therapeutic Process (3 Credits)

The definitions of a professional helper will be explored in this course. This course will introduce students to professional roles, functions, and collaborations with other helping professionals in providing mental health care in individual, family, group, and other helping contexts. The development of a professional identity for counselors, psychotherapists, educators, advocates, consultants and coaches will be discussed. Students will explore the personal characteristics and behaviors that might influence helping processes, including age, gender, ethnicity, and other cultural differences.

936 Introduction to Field Experience in Clinical Mental Health Counseling (1 Credit)

946 Introduction to Field Experience in Marriage & Family Therapy (1 Credit)

These courses orient students in developing their professional identities as well as learning and applying professional job-seeking skills in order to secure a practicum/internship site. Students examine their professional Code of Ethics, discuss self-care practices, learn the importance of clinical supervision, and start to develop appropriate help-seeking behaviors that are conducive to making the best of their supervised experience. During these courses students work closely with their field experience coordinator, and official placement at a practicum site is required for successful course completion.

937 Practicum in Mental Health Counseling (1.5 Credits)

947 Practicum in Marriage & Family Therapy (1.5 Credits)

These courses support students during the first 100 hours (minimum, with 40 hours being in direct service to clients) of their field experience. Through case discussion, students examine and start to develop their theoretical orientation by applying theory to their client conceptualization and treatment planning. These courses run in a similar format, where instructors model professional behaviors as they facilitate a process in which students present cases and learn to offer and receive feedback to/from peers. Meets for 12 sessions.

938 Internship in Mental Health Counseling (3 Credits)

948 Internship in Marriage & Family Therapy (3 Credits)

968 Internship in Career Counseling (2 Credits)

This series of courses offers students the opportunity to learn about typical problems brought to a therapist, and Adlerian techniques that can be used in addressing those problems. Students will continue to deepen their skills in providing therapy by building on their experience in previous practicum courses, their site training, and experience shared by their classmates. Students will demonstrate their knowledge and training by providing helpful suggestions to fellow students regarding their cases. Meets for 15 sessions.

939, 949, 959 Individual Clinical Instruction (0.5 Credits)

This course provides students with one-to-one case review and instruction by a program-appropriate licensed/credentialed clinical instructor, to discuss the application and integration of Adlerian and program-specific competencies and professional development.

957 Practicum in Art Therapy (1 Credit)

The practicum in art therapy provides the opportunity for students to observe and begin performing a variety of counseling and related activities that are typical of a professional art therapist. Students complete a minimum of 100 hours of supervised practicum field experience in preparation for internship. Course work includes experiential art-making and processing. Class discussions include students’ review of observations in their field experience setting(s), posing questions/concerns about their practicum placement, and engaging in discussion of current issues in the field.

958 Internship in Art Therapy (4.5 Credits)

The internship in art therapy provides the opportunity for students to learn about typical problems brought to a professional art therapist and to apply approaches that can be used in addressing those problems. Students will continue to build their counseling and therapy skills through coursework, field experience, discussion of the field experience, and by practical art therapy applications shared by classmates. Students will deepen their proficiency in ethics, evidence-based professional practice, and cross-cultural applications. Students use case presentations to present information on diagnostics, etiology, treatment planning, and prevention of mental and emotional disorders and dysfunctional behavior.

959 Individual Clinical Instruction in Art Therapy (0.5 Credits)

This course provides students with one-to-one case review and instruction by a program-appropriate licensed/credentialed clinical instructor, to discuss the application and integration of Adlerian and program-specific competencies and professional development.

977 Practicum in School Counseling (2 Credits)

The School Counseling practicum provides an opportunity for students to observe and begin performing activities that are typical of a school counselor. Students will complete 200 hours of practicum, 50 hours in each of the following settings: elementary, middle/junior high, high school, and alternative/special education. Forty of the practicum hours will be spent in direct client contact. Class discussions will include a review of the observations and experiences in the educational settings, and a discussion of current issues in the school counseling field.

978 Internship in School Counseling (3 Credits)

The Internship provides an opportunity to observe and perform a variety of counseling and related activities that are typical of a school counselor.

Students will complete 600 hours of supervised internship in a combination of elementary, middle/junior high, and high school settings. The student will choose one of the three grade levels in which to focus and will complete 300 hours of internship at that level. Students complete 150 hours of internship at each of the remaining two levels.
The intern will provide counseling services in the following four areas: guidance curriculum, individual planning, responsive services, and system support. The intern will be supervised by both a licensed school counselor and a member of the Adler Graduate School faculty.
987 Practicum in Co-Occurring Disorders (2 Credits)

The Practicum provides an opportunity for students to observe and begin performing activities that are typical of a substance use or mental health counselor. Class discussions will include a review of the observations and experiences in the practicum settings, and a discussion of current issues in the co-occurring disorders field.

988 Internship in Co-Occurring Disorders (4 Credits)

The Internship provides an opportunity to observe and perform a variety of counseling and related activities that are typical of a substance use and mental health counselor. The intern will provide counseling services in each of the 12 Core Functions. The intern will be supervised by licensed chemical & mental health counselors and an Adler Graduate School faculty member.

Minnesota Office of Higher Education Required (Registration) Disclosure Statement:
“Adler Graduate School is registered as a private institution with the

Minnesota Office of Higher Education pursuant to

Minnesota Statutes, sections 136A.61 to 136A.71.

Registration is not an endorsement of the institution.

Credits earned at the institution may not transfer to all other institutions.”

IX. Board, Staff and Faculty Information

Board of Directors
Bob Bruers, BA IDS / American Express, retired
Dan G. Connor, MA, LMFT Psychotherapist
Edwina Garcia, BA Community Leader

Abdullahi Khalif, MA Psychotherapist

Jim Lewis, BA Past President / Owner,

Career Liftoff Interest Inventory

Richard Martino, BS Senior Vice President, US Bank
Sue Roemer, JD, SPHR Human Resources Executive, Best Buy
John Rosenberg, BS Airline Captain & Pilot Instructor
John P. Ryan, MBA IDS / American Express, retired
Margie Tomsic, PhD Higher Education Administrator

C. Dwight Townes, MD Physician, retired; Emeritus Board member

Richard E Watts, PhD Regents Professor, Higher Education Administrator & Psychotherapist
Honorary Board Members
Harold Mosak, PhD, LP Psychologist & Higher Education

Emeritus Faculty Member