Faculty

Kevin W. Alltucker, visiting assistant professor (child development, juvenile delinquency, child welfare reform). B.S., 1984, Oregon State; Ph.D., 2004, Oregon. (2004)

Krista Chronister, assistant professor (domestic violence, career counseling, community intervention). B.S., 1996, Florida; M.S., 2000, Ph.D., 2003, Oregon. (2003)

Daniel W. Close, senior research associate with title of associate professor (prevention of child abuse, independent living, curriculum development). B.A., 1971, California Lutheran; M.A., 1973, Idaho State; Ph.D., 1977, Oregon. (1977)

Linda M. Forrest, professor (professional competence and impairment, evaluation and remediation during training, professional ethics). B.A., 1971, Willamette; M.Ed., 1973, Ph.D., 1979, Washington (Seattle). (2001)

Shoshana Kerewsky, adjunct assistant professor (grief and loss; narrative therapy; lesbian, gay, and bisexual issues). B.A., 1983, Swarthmore; M.A., 1990, Lesley; Psy.D., 1998, Antioch New England Graduate. (1996)

Lauren Lindstrom, adjunct assistant professor (career development, special education, gender equity). B.S., 1985, M.S., 1992, Ph.D., 2000, Oregon. (1988)

Deanna Linville, research associate with title of assistant professor (medical family therapy, clinical efficacy studies, international adoption). B.A., 1997, M.S., 2000, Ph.D., 2003, Virginia Polytechnic Institute and State University. (2003)

Benedict T. McWhirter, associate professor (adolescents at risk, college student development, connectedness). B.A., 1986, Notre Dame; M.C., 1988, Ph.D., 1992, Arizona State. (1997)

Ellen Hawley McWhirter, associate professor (adolescent career development, empowerment, youth at risk). B.A., 1983, Notre Dame; M.C., 1988, Ph.D., 1992, Arizona State. (1997)

John K. Miller, research associate with title of assistant professor (clinical-service delivery systems, family and community violence and trauma, technology and family systems). B.A., 1989, M.A., 1993, Louisiana; Ph.D., 1996, Virginia Polytechnic Institute and State University. (1999)

Elizabeth A. Stormshak, associate professor (prevention of delinquency, conduct problems, peer rejection). B.A., 1988, Washington (Seattle); M.S., 1992, Ph.D., 1995, Pennsylvania State. (1996)

Surendra Subramani, visiting assistant professor (multicultural education and cross-cultural training, leadership and management, sociology of education). B.S., 1986, Oregon; M.B.A., 1993, Oregon State; Ph.D., 2000, Oregon. (2004)

Jeff Todahl, research associate with title of assistant professor (domestic violence assessment and intervention, prevention, coordinated community response). B.A., 1985, Western Washington; M.S., 1989, Seattle Pacific; Ph.D., 1995, Florida State. (1999)

Kelly Warren, instructor (student services, human services, volunteer training and management); field study coordinator. B.S., 1993, M.S., 1997, Oregon. (1995)

Courtesy

Karyn L. Angell, courtesy assistant professor (health psychology, group therapy, research design and statistics). B.A., 1985, Mount Holyoke; M.S., 1990, Ph.D., 1994, Oregon. (2000)

Joseph Arpaia, courtesy assistant professor (clinical hypnosis, autonomic nervous system, mediation and psychotherapy). B.S., 1982, California Institute of Technology; M.D., 1990, California, Irvine. (2005)

Philip Fisher, courtesy assistant professor. B.A., 1986, Bowdoin; M.S., 1990, Ph.D., 1993, Oregon. (1999)

Richard D. Freund, courtesy assistant professor (research methods, community college counseling, cognitive therapy). B.A., 1966, Brown; Ph.D., 1971, Stanford. (1975)

Nancy Taylor Kemp, courtesy assistant professor. B.S., 1980, M.S., 1989, Ph.D., 1993, Oregon. (1989)

Jennifer Mauro, courtesy assistant professor. B.S., 1986, M.S., 1987, Ph.D., 1991, Oregon. (2007)

Marlin Schultz, courtesy associate professor (marriage and family therapy). B.A., 1967, Cascade; D.Min., 1972, Fuller Theological Seminary. (2003)

Teri Strong, courtesy assistant professor (assessment, addictions, counseling). B.A., 1981, Simpson College; M.Ed., 1984, Missouri, Columbia; Ph.D., 1994, Oregon. (2004)

Rex W. Turner, courtesy assistant professor (posttraumatic stress disorder, substance abuse, counseling veterans). B.S., 1973, M.S., 1977, Ph.D., 1980, Utah. (2001)

Emeriti

Martin H. Acker, professor emeritus. B.A., 1943, Brooklyn; M.A., 1953, Ph.D., 1963, New York University. (1961)

Henry F. Dizney, professor emeritus. B.S., 1954, Southeast Missouri State; M.Ed., 1955, Wayne State; Ph.D., 1959, Iowa. (1967)

Gordon A. Dudley, associate professor emeritus. B.A., 1956, Kalamazoo; M.A., 1959, Colorado; Ed.D., 1971, Harvard. (1967)

Sally Fullerton, professor emerita. B.S., 1956, Oregon State; M.A., 1960, Cornell; Ph.D., 1970, Oregon. (1970)

John W. Loughary, professor emeritus. B.S., 1952, Oregon; M.A., 1956, Ph.D., 1958, Iowa. (1962)

Esther E. Matthews, professor emerita. B.S., 1940, Massachusetts State; M.Ed., 1943, Ed.D., 1960, Harvard. (1966)

Weston H. Morrill, professor emeritus. B.S., 1960, M.S., 1961, Brigham Young; Ph.D., 1966, Missouri, Columbia. (1990)

Janet Moursund, associate professor emerita. B.A., 1958, Knox; M.S., 1961, Ph.D., 1963, Wisconsin, Madison. (1967)

Anita Runyan, associate professor emerita. B.S., 1956, Pacific Union; M.S., 1968, Ph.D., 1972, Oregon. (1972)

Saul Toobert, professor emeritus. B.A., 1947, California, Berkeley; Ph.D., 1965, Oregon. (1963)

The date in parentheses at the end of each entry is the first year on the University of Oregon faculty.

About the Department

The Department of Counseling Psychology and Human Services educates and trains professionals in counseling psychology, family and human services, and marriage and family therapy. Professionals are trained to effectively identify, treat, and prevent problems in children, adolescents, and adults. Through education and training, students gain the skills to interpret and apply scientific information from the behavioral sciences in general, and from their discipline in particular, to professional practice. Students learn how to conduct research and contribute to the knowledge base of their disciplines.

Undergraduate Studies [back to top]

Family and Human Services

130 Education Building

(541) 346-2143

The family and human services major leads to a bachelor of arts (B.A.), bachelor of science (B.S.) or bachelor of education (B.Ed.) degree. It is designed for students who want to help children, youth, adults, and families learn effective ways to confront the problems in their lives. Participants gain a broad understanding of learning and development, intervention, professional communication, prevention, and agency policy and practices through a combination of course work and field experiences in human service agencies.

Careers. Graduates find work as entry-level professionals in early intervention, child-abuse prevention, youth services and probation, corrections, mental health, and drug and alcohol rehabilitation and treatment. Many go on to pursue graduate study in education, social work, family and human services, counseling psychology, or special education.

Application and Admission

Application Deadline. Students must formally apply to enter the family and human services major. Specific information about the admission deadline may be found on the College of Education website.

Applicants advanced past the written file review are invited for an interview. This interview is required for admission to the program.

Students are informed about their admission status before the end of spring term.

Admission Requirements. At the time of application, students must have

1. Completed a minimum of 55 credits, with a cumulative GPA of 2.50. Completed course work must include the university writing requirement and 8 credits in each of the general-education groups: arts and letters, social science, and science

2. Completed the premajor core with a cumulative GPA of 2.75. Transfer students should meet with the department adviser

3. Demonstrated volunteer experience with families and children

4. Passed a criminal background check

Major Requirements

Premajor Core. The premajor core, a prerequisite for admission to the major, presents various theories of community service, education, and societal issues relevant to developing professionals in human services. Through core courses, students develop strategies for working with people based on research and practice, and they learn how to use evaluation information to meet the needs of clients and children.

Professional Studies. The family and human services major consists of course work and field-based experiences in human service agencies, taken during the junior and senior years. A field project is completed in the senior year.

Field Experiences. Students participate in supervised activities in public and private human services agencies and organizations. Typically, there are three junior field studies experiences at three different agencies. There are two to three terms of senior placements at the same agency.

Graduate Studies [back to top]

The department offers master’s degrees with a major in counseling, family, and human services and a doctoral degree with a major in counseling psychology. The program’s faculty also provides courses for other College of Education and university programs.

Accreditation. The doctoral program is one of two counseling psychology programs in the Pacific Northwest that is accredited by the American Psychological Association, and it is recognized as acceptable for licensure by the Oregon Board of Psychologist Examiners. The marriage and family therapy program is the only program in Oregon to be accredited by the Commission on Accreditation for Marriage and Family Therapy Education and be approved by the Oregon Board of Licensed Professional Counselors and Therapists.

Master’s Degrees

The counseling, family, and human services major leads to a master of arts (M.A.), master of science (M.S.), or master of education (M.Ed.) degree. For the M.A. degree, the candidate must demonstrate proficiency in a second language.

Master of Arts or Master of Science

The M.A. or M.S. degree in counseling, family, and human services requires a minimum of 113 credits. Students are not admitted directly to an M.A. or M.S. program. These degrees are earned by enrolled doctoral candidates who meet the requirements as they complete a Ph.D. degree. Some graduate courses taken at another accredited institution may be applied to the requirements.

Master of Education

The major in counseling, family, and human services with a specialization in marriage and family therapy leads to a master of education (M.Ed.) degree.

Marriage and Family Therapy

135 Education Building

(541) 346-0909

This two-year program trains students as professional family therapists in preparation for state licensure. This intensive training combines a strong theoretical base in systemic therapy with applied clinical experience. The clinical practicum includes 500 client contact hours (50 percent with couples or families) and 100 hours of individual and group supervision. Supervision at the Center for Family Therapy involves live observation, participation in reflecting teams, and video- and audiotaped sessions. Students have the opportunity to see clients at community agencies.

Application and Admission. Detailed admission policies and procedures for the marriage and family therapy specialization are available in the department office and on the College of Education’s website. Students are admitted only for fall term, and completed applications must be received by the deadline published on the website for the following fall term. Only completed applications are reviewed for admission. Applicants are evaluated on (1) quality of work; (2) Graduate Record Examinations (GRE) or Millers Analogies Test (MAT) scores; (3) related work, background, or experience; (4) résumé with statement of purpose; (5) three letters of recommendation; and (6) an interview. Notices about disposition of applications are mailed by April 15.

Applicants must pass a criminal background check before they may enroll.

Doctoral Degree

135 Education Building

(541) 346-2456

The Ph.D. program in counseling psychology has been accredited by the American Psychological Association since 1955. It typically requires five to six years of study beyond the bachelor’s degree. This period includes a one-year, full-time, supervised predoctoral internship. Students must complete a Ph.D. dissertation that demonstrates a high standard of scholarship. Students may enter the program with a bachelor’s or a master’s degree.

The program follows an ecological model of ­training embedded in the scientist-practitioner tradition. As such, the program trains psychologists to work with individuals, children and families, and groups within their contexts. Students learn to consider human behavior as interactive processes rather than centered in the individual; they learn to use preventive and remedial intervention strategies for behavioral and emotional problems. Students learn science-based counseling interventions for assessing and intervening in the many levels of context in which human problems emerge. These include learning culturally sensitive assessment and intervention strategies designed to increase understanding and effect change at the individual, familial, school, and community levels.

Students participate in integrated classroom, practicum, and fieldwork activities in research, prevention, and intervention with children and adults, families, groups, and communities. The doctoral program prepares psychologists who can make a significant contribution to the field through scholarly research and professional practice. Training experience may be had at the UO Counseling and Testing Center, Lane Community College Counseling Center, UO Child and Family Center, and in community agencies or nonprofit research centers.

Required course work includes a three- to four-term sequence of doctoral-level statistics and at least four additional courses in research design, measurement, and grant development. Every doctoral student must complete a dissertation-18 credits in Dissertation (CPSY 603)-that demonstrates the ability to conduct independent, original research.

Graduates are prepared to work in community mental health centers, research institutions, institutions of higher education, medical settings, managed health-care organizations, community college and university counseling centers, juvenile corrections agencies, human resources departments in business, and career counseling agencies.

The M.Ed. and D.Ed. programs in counseling psychology are inactive.

Application and Admission

Students are admitted for fall term only. Prospective applicants may request detailed admission policies and procedures from the College of Education’s website. The closing date for receipt of completed applications is posted on the website for entry the following fall term. Notices about the disposition of applications are mailed by April 15.

Applicants are evaluated on (1) academic record, (2) Graduate Record Examinations (GRE) general test scores, (3) related work, research, and life experiences, (4) a statement of purpose in seeking admission, (5) letters of recommendation, and (6) an interview. Only completed applications are reviewed. Applicants must gather the requested supporting papers and submit them with the application forms as one package.

Graduate training includes practicum and internship placements in which students work with children and adults, families, groups, and communities.

Substance Abuse Prevention

Thomas Favreau, Interim Program Coordinator

(541) 346-4135, -4136, or 3397

180 Esslinger Hall

http://uoregon.edu/~sap/

The nationally recognized Substance Abuse Prevention Program (SAPP) increases awareness of alcohol and other drug prevention, intervention, treatment, and recovery. Through the Continuation Center’s Continuing Education program, an area of concentration in substance abuse education may be earned by completing a minimum of 24 credits in approved courses. In addition, specific preparatory course work leading to state certification as a certified alcohol-drug counselor (CADC I and CADC II) are provided on a regular basis.

Courses are offered during the day, evening, and weekend, including short courses to support nontraditional students and working professionals seeking to earn a degree or community education credit.

In 2000 SAPP became the national training center for BUSTED (Beginning Underage Successes through Educational Diversion), a project aimed at decreasing underage drinking by increasing awareness of alcohol risk factors. To complement this, two classes are offered: Marijuana and Other Drugs, which targets drugs other than alcohol, and Choices, a three-hour round-table discussion lead by peer mentors that focuses on the risks that students take, how to assess their own risk factors, and how to redirect their life choices.

SAPP is dedicated to

• Delivering educational services and model programs to schools, communities, and organizations

• Increasing personal and community awareness of high-risk factors associated with chemical use, misuse, and abuse

• Educating, facilitating, and furthering development for professionals in prevention, intervention, treatment, and recovery delivery systems

• Providing resources and empowerment strategies that foster and support personal growth, interpersonal relationships, and resilience

Information about program offerings is available by telephone or fax and on the program’s website.

Counseling Psychology Courses (CPSY) [back to top]

198 Workshop: [Topic] (1–2R)

199 Special Studies: [Topic] (1–5R)

401 Research: [Topic] (1–5R)

405 Reading and Conference: [Topic] (1–21R)

406 Special Problems: [Topic] (1–21R)

407/507 Seminar: [Topic] (1–5R)

408/508 Workshop: [Topic] (1–21R)

409 Practicum: [Topic] (1–21R)

410/510 Experimental Course: [Topic] (1–5R)

503 Thesis (1–16R)

601 Research: [Topic] (1–16R)

602 Supervised College Teaching (1–5R)

603 Dissertation (1–16R)

605 Reading and Conference: [Topic] (1–16R)

606 Special Problems: [Topic] (1–16R)

607 Seminar: [Topic] (1–5R)

608 Workshop: [Topic] (1–16R)

609 Practicum: [Topic] (1–16R)

610 Experimental Course: [Topic] (1–5R) Ecological Bases of Behavior is a current topic.

612 Professional Ethics (3) Ethical and legal concerns in the professional practice of psychology. Ethical theory and decision-making processes; legal aspects of client-psychologist relationships.

613 Introduction to Counseling Psychology (3) Historical foundations of counseling psychology. Counseling as an ecological and context-sensitive interactive process. Settings and roles of the profession. Prereq: admission to the program.

614 Theories of Counseling (3) Overview of selected historical and current counseling theories.

615 Counseling Diverse Populations (4) Influence of gender, race, ethnicity, and other factors related to diverse populations on the identity-formation process in contemporary society. Applications to counseling psychology.

617 Theories of Career Development (3) Addresses life-span career development including issues, concepts, and definitions; theories of career development and choice; intervention in strategies; and career resources in the context of a multicultural society.

621 Psychological Assessment I (4) Not offered 2007–8.

622 Psychological Assessment II (4) Selection and administration of instruments and procedures for generating personality and career assessment reports. Emphasizes the integration of assessment into the intervention planning process. Includes laboratory.

641 Beginning Counseling Skills (4) Emphasizes experiential learning of a broad range of communication skills needed to form effective helping relationships. Covers client intake procedures and interviewing strategies. Includes laboratory. Prereq for nonmajors: instructor’s consent.

642 Child-Family Interventions (4) Empirically oriented interventions with children and families, ranging from early childhood through adolescence. Integrates developmental and intervention sciences. Prereq: CPSY 641.

643 Community and Preventive Interventions (3) Research and practice in community intervention designed to prevent mental and physical health problems. Includes health promotion, work-site interventions, school and community prevention programs. Prereq: CPSY 642.

645 Health Psychology (4) Central role of behavior in health, learning, and the biological bases of healthy behavior; developing new approaches to research, intervention, and policy.

651 Advanced Individual Counseling Intervention (3) Focuses on applying interpersonal process and problem-management approaches to individual counseling and psychotherapy; using assessment information in treatment planning. Prereq: CPSY 641.

652 Advanced Child-Family Intervention (3R) Provides advanced supervised training in implementing interventions with children and families. Includes intakes, assessments, brief interventions, and family therapy. Prereq: CPSY 642. R twice for maximum of 9 credits.

653 Advanced Community Preventive Intervention (3R) Reviews recent and current community preventive intervention programs. Examines the latest interventions and their specific individual components. Combines didactic and experiential field studies. Prereq: CPSY 643. R twice for maximum of 9 credits.

654 Supervision and Agency Administration (3) Principles, methods, and ethical practice of clinical supervision. Theory of and research about models of counselor professional development. Review of supervision process and outcome research. Includes laboratory.

704 Internship: [Topic] (1–15R)

706 Special Problems: [Topic] (1–16R)

708 Special Topics: [Topic] (1–16R)

709 Practicum: [Topic] (1–16R)

Family and Human Services Courses (FHS) [back to top]

215 Exploring Family and Human Services (4) Explores the historic basis and current design of family and human services. Emphasizes services to children, youth, adults, and families.

327 Organizational Issues in Human Services (4) Theories and policies on the organization of human services. Emphasizes the evaluation of results of services for children, youth, adults, and families. Prereq: major status.

328 Theory of Family Systems (4) Examines child development within the context of families and society from an ecological perspective. Focuses on healthy parenting at different developmental stages. Prereq: major status.

329 Child-Family Issues and Resources (4) Reviews childhood problems using a developmental framework. Topics address problems across the life span with attention to culture and context. Presents assessment techniques and intervention procedures. Prereq: major status.

330 Individual and Group Interventions I (4) Strategies and interventions that enhance growth and change in individuals and families. ­Interventions range from specific individual techniques to strategies for small groups and families. Prereq: major status.

331 Individual and Group Interventions II (3) Strategies and interventions that enhance growth and change in groups. Prereq: FHS 330.

401 Research: [Topic] (1–5R)

405 Reading and Conference: [Topic] (1–5R)

406 Special Problems: [Topic] (1–8R)

407/507 Seminar: [Topic] (1–5R)

408/508 Workshop: [Topic] (1–9R)

409 Practicum: [Topic] (1–9R)

410/510 Experimental Course: [Topic] (1–5R)

420 Research in Human Services (4) Use of research to reform practice in human services. Trends and issues in assessment and evaluation in human services are provided.

482/582 Prevention of Youth Violence (4) Research and practice in community interventions designed to prevent youth violence. Includes home, school, and community-based interventions.

483/583 Prevention of Interpersonal Violence (4) Examines interpersonal violence and community-based prevention using ecological, multicultural, international frameworks. Emphasizes assessment, prevention, intervention, and simultaneous occurrence of adult violence and child maltreatment.

491, 492, 493 Junior Professional Practices and Issues I,II,III (3,3,3) Examines issues and behaviors associated with being a community service professional. Includes ethical standards for professional practice. Prereq: major status.

494, 495 Senior Professional Practices and Issues (3,3) Examines issues and behaviors associated with being a community service professional. Prereq: major status; coreq: FHS 497.

496 Senior Project Proposal (1) Students create a written proposal outlining rationale, project description, and timelines for completing the senior project. Prereq: major status.

497 Senior Project (1–4) Students develop a written product or project in conjunction with faculty members and field site personnel. Prereq: FHS 496.

Marriage and Family Therapy Courses (MFT) [back to top]

503 Thesis (1–16R)

601 Research: [Topic] (1–16R) A current topic is Methods.

605 Reading and Conference: [Topic] (1–16R)

606 Field Studies: [Topic] (1–16R)

607 Seminar: [Topic] (1–5R)

608 Workshop: [Topic] (1–16R)

609 Practicum: [Topic] (1–16R)

610 Experimental Course: [Topic] (1–5R)

615 Introduction to Marriage Family Therapy (3) Surveys the distinct disciplines of marriage and family therapy.

616 Family Theory (3) Surveys macro theories and their relationship to families and family therapy with emphasis on systems, communications, and ecological theories.

617 Families across the Life Cycle (3) Focuses on the theoretical understanding of family relationships across the stages of the family life cycle and related to treatment strategies.

618 Research Methods in Counseling (4) Introduction to research theory, statistics, and quantitative and qualitative research methods.

619 Gender and Ethnicity (3) Not offered 2007–8.

620 Psychopathology and Behavior Deviations (3) Introduces traditional diagnostic techniques and approaches, with particular emphasis on DSM-IV-TR.

621 Professional and Ethical Issues (4) Provides a broad introduction to legal, ethical, and professional standards for marriage and family therapy.

623 Child and Family Assessment (3) Fosters assessment and intervention skills for working with young children, adolescents, and their families.

624 Group Psychotherapy (3) Presents basic elements of group process; includes introduction to group work, guidelines for multicultural practice, ethical and professional issues in group practice, and group leadership.

625 Family Violence (3) Presents a conceptual, skills-oriented foundation psychotherapists can use to work safely and effectively with individuals who were battered and individuals who batter.

626 Human Sexuality in Counseling (3) Increases understanding and clinical abilities for working with couples; special emphasis on the role of intimacy and sexual relationships.

627 Advanced Family Therapy (3) Increases understanding of the elements and processes of change in systemic family therapy.

628 Contemporary Issues in Addiction (3) Increases the conceptual understanding and skills of family therapists working with contemporary issues; emphasis on addictions and addiction recovery.

629 Couples Therapy (3) Examines key issues associated with effective couples therapy; includes research findings, assessment, motivation, change, content and process, ethics, and social-macro considerations.

630 Existential and Spiritual Issues in Counseling (3) Provides understanding of the interplay of existential issues and spirituality in the individual, marriage, and family therapeutic processes. For students and professionals.

632 Medical Family Therapy (3) Introduction to the theory, fundamentals, and practical applications of medical family therapy.

Substance Abuse Prevention Program Courses (SAPP) [back to top]

199 Special Studies: [Topic] (1–5R)

407/507 Seminar: [Topic] (1–5R)

409 Practicum: [Topic] (1–16R)

410/510 Experimental Course: [Topic] (1–5R)

605 Reading and Conference: [Topic] (1–16R)

607 Seminar: [Topic] (1–5R)

609 Practicum: [Topic] (1–16R)