Introduction to the community health paradigm using behavioral and social science perspectives, with emphasis on community and systemic responses to community health issues. Students develop fluency with common approaches to evidence-based prevention and trauma-informed interventions, particularly in rural areas of the American West. Introduces key ideas related to the social and psychological determinants of addiction, trauma, nutritional health, and violence across the lifespan. Prerequisite: admission into MBS program.

Students enhance their skills of questionnaire design, sampling, survey administration, data compilation and management, the uses of secondary datasets, and basic epistemological and ethical issues in behavioral science. Emphasis on validity and measurement issues, project feasibility, assumptions underlying various types of causal models, and working with diverse constituents and modes of data collection/presentation. Prerequisite: admission into MBS program.

Emphasizes the principles and procedures of commonly used statistical methods in behavioral science using publicly-available datasets. Incorporates the use of statistical software such as SPSS or R for summarization, visual presentation of results, and using descriptive/inferential statistical techniques. Builds on previous coursework in graduate-level quantitative methods and undergraduate-level statistics, developing students' abilities to conduct analyses including linear, logit, and logistic regression. Emphasis on managing data, basic structure of the command language for SPSS or R, and use of online resources for SPSS or R. Prerequisite: MBS 602 with minimum grade of B-.

Introduces the common uses, principles, and procedures of qualitative research including participant observation, interviewing, organization and analysis of field notes, report writing, and data presentation for various audiences. Students complete a small-scale project that incorporates participant observation, in­-depth interviewing, or focus groups. Prerequisite: admission into MBS program.

Focus on the definitions of health at multiple scales and the unequal distribution of health outcomes across various socio-demographic and community types; includes an emphasis on rural and tribal areas in the American West. Students refine their understanding of health stratification, its origins in early life circumstances, and its consequences for later-life outcomes. Introduces several prominent U.S.-based case studies of community responses to problems such as stress, social isolation, chronic illnesses, poverty, hunger, trauma, and substance use. Prerequisite: admission into MBS program.

This course is designed for those planning to be counselors in the mental health settings. This course includes theoretical and applied information regarding mental health counseling services in the context of the larger social services system. A variety of delivery systems, staffing procedures, case management procedures, emergency services, treatment paradigms, and the need for consultation and collaboration among mental health professionals are discussed.

This course is a survey of the field of counseling for addictive behaviors. The focus will be largely on alcohol and other drug use. Course topics will include models and theories of addiction, psychological processes and addiction, diversity and health disparities in addiction, and prevention and treatment models. Throughout the course, students will be encouraged to challenge common conceptualizations of addictions as portrayed in our society.

Multicultural and Diversity Issues is a course designed to introduce students to the research, theories and paradigms of counseling with diverse populations. The course will focus on key constructs that influence the lived experiences of the major racial and ethnic groups in the United States: African American, Asian American and Pacific Islander, Latino/a (Hispanic), and Native American; we will also cover issues related to international and immigrant populations, gay/lesbian and bisexual issues in counseling, gender, class and ability. The course will address the three components of multicultural counseling competencies: (a) awareness of own values and biases, (b) knowledge of values and worldviews of diverse populations (e.g., racial and ethnic minorities), and (c) skills or appropriate intervention strategies and techniques.

This course considers the dynamics of marriage, couple, and family relationships from a systems perspective. The emphasis is on understanding family and other systems theories, the structure and function of marriage, various aspects of the marital relationship and family systems, and models of family and systemic interventions. Considerations from an historical perspective are presented along with current developments within marriage, couple, and family systemic models. Students will engage in critical thinking regarding the application and integration of spirituality within marriage, couple, and family counseling. Students will gain an understanding on how families form their core family unit, identities, as well as family traditions, values, racial/cultural/ethnic identities, and beliefs. Consequently, students will gain deeper understanding in how to conceptualize the family unit in addition to gaining skills to best assess family situations and functioning.

Emphasizes a problem-based approach to program planning, implementation, and assessment in communities and organizations. Students develop fluency in creating the rationale, research design, feasibility assessment, measurement objectives, and implementation plan for a health-relevant program or other intervention. Prerequisite: MBS 601 with minimum grade of B-.

Examines major theories, principles, and intervention practices regarding the perpetration of violence and the experience of various traumas. Emphasis on understanding the concept of adverse childhood experiences; students will apply learning from prior coursework to examine case studies. Students become fluent in evidence-based methods of prevention and intervention regarding violence and trauma, especially within schools and households. Prerequisite: MBS 601 with minimum grade of B-.

Students learn to identify physical, cognitive, social and emotional development sequences of children, adolescents, and young adults. Emphasis on identifying psychological models of attachment, sociocultural influences on development, family structure, and the range of contemporary issues facing child, adolescent, and young adult development. Prerequisite: MBS 601 with minimum grade of B-.

Emphasizes the physical, cognitive, social and emotional development sequences of adults from young adulthood to older age and end of life. Students examine the significance of family dynamics, kin-based and non-kin care arrangements, cross-generational family formation in later life, as well as issues related to palliative, hospice, and end of life care. Prerequisite: MBS 613 with minimum grade of B-.

This course will take a multi-disciplinary approach to learn about the neurobiology of drug addiction with a focus on the following questions: How do we define addiction? What are the beneficial and harmful psychological effects of abused drugs? What has scientific research revealed about the neurobiology of the "brain on drugs"? Do most users become addicts? What level of personal responsibility does an addict have? What are the complex social attitudes about drug use and addiction? We will tackle these questions through classroom discussions/debates, lectures, movies, and writing assignments.

This course is an intensive skill-building workshop in restorative practices. The focus is developing facilitation skills necessary for hosting restorative dialogues. Participants will develop skills for both "restorative circles" and "restorative conferences," two distinct and commonly used restorative practices. The course is highly experiential with intensive role play and debriefing. The focus is on implementing restorative practices through the development and delivery of restorative programs or series of facilitated dialogues. Students will propose a project, deliver it, and write a final report summarizing their success.

This course covers the history of mediation, conflict resolution theory, and mediation techniques. It also includes training methods like lectures, group discussions, and role plays. This course introduces students to the process of mediation, including the philosophical approaches and different styles of mediating. It also helps students develop skills to become effective advocates.

This course presents the theoretical basis of motivational interviewing (Ml), the principles of this counseling approach, and the key strategies for facilitating effective discussions about behavior change.

This course explores the intersection of criminal justice involvement and mental health, with focus on rural populations and contexts in the US. Students learn how mental health is relevant in various stages of criminal justice processes, from initial law enforcement encounters to diversion, probation, or incarceration and community re-entry. Emphasis on evidence-based practices for law enforcement, social workers, and corrections agencies, ethical considerations, and opportunities to improve outcomes for justice-involved individuals with unmet mental health needs.

Introduction to the concepts and techniques of Geographic Information Systems (GIS), including mapping, data formats and acquisition, and quantitative analysis of spatial data as applied to community health contexts. Laboratory component emphasizes practical GIS applications to health disparities and other contemporary problems including chronic disease, toxic pollution, food security, and concentrated poverty. Prerequisite: admission into MBS program.

Students enhance their understanding of concepts, skills, and techniques learned in an earlier GIS course by applying addition training in advanced vector and raster analysis, use of satellite imagery, and applying geospatial analysis methods to problems such as toxic pollution, flooding, oil spills, and other human-involved catastrophes. Prerequisite: MBS 640 with minimum grade of B-.

Introduction to behaviors commonly labeled abnormal or disordered in Western culture. Explores the various causes, symptoms, prevalence, treatments and prognoses of psychopathological conditions. Students become familiar with the DSM-V as a widely used classification system and examine how it may apply in various community health contexts. Prerequisite: admission into MBS program.

An overview of the multidisciplinary field of health psychology, which synthesizes research from clinical psychology, behavioral medicine and alternative therapies. Psychological aspects of prevention, wellness, health promotion and education are applied to various community health contexts. Students learn how to assess the feasibility of health interventions from a psychological perspective. Prerequisite: admission into MBS program.

Prerequisite: Instructor permission.

Preparation of a proposal for the master's-level practicum project in community health. Working with a faculty mentor, students create a detailed and comprehensive plan that provides an outline for completing a project serving community or organizational needs. The proposal must meet MBS Council's standards for intellectual rigor, professionalism, and relevance. This is a repeatable course. Upon completion of all core and elective coursework, students must be continuously enrolled for at least 1 credit of either MBS 698 or MBS 699 until successful completion and practicum defense. Course may span summer, fall, and spring. Prerequisite: MBS 601, MBS 602, and MBS 603 with minimum grade of B-.

Completion of a master's-level practicum project in community health. Under supervision from a faculty mentor, students complete the design, coordination, and execution of a practicum project that serves community or organizational needs and that meets the MBS Council's standards for intellectual rigor, professionalism, and relevance. This is a repeatable course. Upon completion of all core and elective coursework, students must be continuously enrolled for at least 1 credit of either MBS 698 or MBS 699 until successful completion and practicum defense. Course may span summer, fall, and spring for a required minimum of 6 credit hours. Prerequisites: MBS 601, MBS 602, MBS 603, and MBS 698 with minimum grade of b-.