Department of Clinical Health Sciences

Major methods of research used in the various areas of communication sciences and disorders. Each student is responsible for the successful completion of a research project. Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

Disorders of speech with a neuromuscular basis found in children and adults, including motor-based articulation disorders. Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

The study of the etiology, diagnosis and treatment of voice disorders and alaryngeal speech. Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

Designed for thesis option students. The course requires completion of thesis research. May be repeated for maximum of 6 semester hours. Prerequisites: Program approval; grade of B or better in all previous graduate CSDO coursework.

Advanced study of diagnostic techniques and specific testing instruments or tools utilized in the evaluation of communication disorders. Prerequisite: Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

Etiology, symptoms assessment and therapeutic techniques for effective treatment of neurologically based language and cognitive disorders. Prerequisite: Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

The study of various theories, research findings, rationales and methodologies for evaluation and treatment of dysfluency in children and adults. Prerequisite: Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

Supervised clinical experience with individuals with communication impairments for novice clinicians. Prerequisite: Prerequisite: Grade of B or better in all previous graduate CSDO coursework. Completion of a minimum of 25 observation hours. Credit/Noncredit.

Fee: $5.00

Examination of current issues and trends. Topics to be announced on a semester basis. Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

Effects of hearing impairment. Hearing aids and assistive devices as integrated into a treatment program including speech reading and auditory training. Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

The study of oral and pharyngeal swallowing disorders, including anatomical and physiological basis for swallowing disorders, along with assessment and treatment of associated diagnoses. Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

Supervised clinical experience with individuals with communication impairments for beginning clinicians. Prerequisites: Grade of B or better in all previous graduate CSDO coursework; success completion of CSDO 5311. Credit/Noncredit.

Fee: $25.00

An advanced course in the study of developmental an acquired speech sound disorders in children and adults. Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

Advanced study in the assessment of, and intervention for, childhood language disorders. Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

The study of neuroanatomy and neurophysiology. Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

Individual study of specific problems in speech-language pathology. Attention to individual needs of the student. Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

Clinical techniques, including the overview of assessment and intervention practices, covering developmental and acquired disorders, utilizing evidenced-based practice standards. Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

Field Placement experience consisting of assessment and management of clients with speech, language and hearing disorders for graduate students with no previous externship experience. Location will be at an externship site under supervision of ASHA certified clinical supervisors. Prerequisites: Grade of B or better in all previous graduate CSDO coursework. Successful completion of 5317. Credit/Noncredit.

Advanced Field Placement experience consisting of assessment and management of clients with speech, language and hearing disorders for graduate students with no previous externship experience. Location will be at an externship site under the supervision of ASHA certified clinical educator. Prerequisite: Grade of B or better in all previous graduate CSDO coursework; successful completion of CSDO 5328; permission of the instructor. Credit/Noncredit.

Study of current theories of bilingual/bicultural speech-language acquisition, differences and disorders/deficits, including assessment techniques and intervention strategies for detection of disorders/deficits in bilingual/bicultural individuals. Prerequisite: Grade of B or better in all previous graduate CSDO coursework; permission of instructor.

Effects of hearing impairment and advanced audiological concepts and their applicability to instrumentation and educational procedures used in the rehabilitation of the hearing impaired. Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

The study of the etiology, diagnosis and treatment of disorders of voice and resonance. Prerequisite: Grade of B or better in all previous graduate CSDO coursework.

This applied seminar requires students to critically assess and apply clinical intervention strategies focused on the allevating stress associated with military service and veteran status. Aspects of the military culture essential to know in order to be able to develop a strong therapeutic relationship are presented. Crisis intervention, CBT and other appropriate therapies will be used to address issues of wartime deployment, economic issues, relocation related stress, PTSD, ethnicity, social class, gender orientation, family violence and substance abuse. A rurality paradigm and experiential learning is used to enhance cultural competent practice principles. Students must complete this course with a 3.2 GPA or better.

Clinical/Activist Social Workers are prepared for competent practice with the diverse families, groups, organizations, and communities in rural South Texas. Students learn to conceptualize and apply the "Rurality" paradigm to emphasize a way of life that serves to build resiliencies based on spiritual, familial and/or community systems. A GPA of 3.2 is required in order to proceed to the next sequence of required courses.

In this applied seminar a holistic spiritual life cycle and other developmental theories informing clinical practice with aging populations are presented. Students apply culturally competent methods for interviewing, assessing, diagnosing and intervening with older people, their families, and their informal networks through lectures, case studies/analysis, DSM V, and field research. Emphasis will be on the Mexican heritage elder and their family and the potential for misdiagnosis using the DSM V. A rurality paradigm and experiential learning is used to enhance cultural competent practice principles. Students must complete this course with a 3.2 GPA or better.

This applied seminar uses experiential learning and requires students to apply theories and skills necessary for leadership in community agencies and the issues encountered in supervisory roles. A rurality paradigm is used to enhance cultural competent practice principles with agencies serving the Mexican heritage and rural population of South Texas border environments. Students must complete this course with a 3.2 GPA or better.

Students will apply knowledge and skills necessary for planning, developing and evaluation of sustainable programs. This course uses economic policy to stress the importance of understanding how the economy affects development and provision of social services. A rurality paradigm and experientail learning is used to enhance cultural competent practice principles. Students must complete this course with a 3.2 GPA or better.

The experiential format of this applied seminar focuses on application of critical thinking to the development of a case study using experiences, knowledge, attitudes and skills from field practicum to systematically pan and evaluate interpersonal practice and/or programs for the purpose of informing clinical and programmatic decision-making. Builds upon the foundation research, human behavior, and practice courses, and examines evidence-based methods for conducting assessments; identifying and implementing evidence-based interventions; and measuring and monitoring outcomes for clinical practice and program evaluation. A rurality paradigm and experiential learning is used to enhance cultural competent practice principles. Students must complete this course with a 3.2 GPA or better. Co-requisite: SCWK 5385.

This course uses the history of social work and community agency-based case studies to explore connections the practice behaviors characteristic of social work and understanding of rurality as a paradigm of practice. Social justice issues in relation racism/discrimination based on social class, gender, nationality, ethnicity, religion, and sexual orientation will be presented. Students will demonstrate orally and in writing their mastery of course content and critical thinking skills commensurate with graduate education. A GPA of 3.2 is required in order to proceed to the next sequence of required courses.

A multidimensional approach to examining the behavior of individuals, families, groups, organizations, communities, and society as a whole. The economic, social, political, and social forces that impact quality of life are examined. Theories and research of human behavior across the life span are critically evaluated as applications are made to rural social work practice. This is a social work theory course where students are introduced to eco-systems as applied to social work practice. Students demonstrate orally and in writing a critical understanding of and application of course materials. Rurality paradigm is used to emphasize the issues related to ethnicity, rural life-style, nationality, social class, gender identity, racism/discrimination, economic and political discrimination are presented with a special focus on Mexican heritage families. A GPA of 3.2 is required in order to proceed to the next sequence of required courses. Co-requisite SCWK 5310; SCWK 5320; SCWK 5326.

Policy, social policy, welfare policy and child welfare policy form the foundation of this course. Issues of political ideology/values, social and economic justice and structural/environmental discrimination based on social class, ethnicity, sexual orientation, economic status, and nationality are examined. The role of advocate in rural environments is presented with a special emphasis on the rurality paradigm to assess the traditional help seeking behaviors and mutual aid strategies (language) use by the large Mexican heritage population of South Texas border environments. A GPA of 3.2 is required in order to proceed to the next sequence of required courses. Co-requisite: SCWK 5310; SCWK 5315; SCWK 5326.

This is an overview of theory and models of social work intervention with families. Students will learn the theoretical constructs of traditional and emerging models of SW practice with families and develop assessment and intervention skills based on a systems perspective of the family as the center of focus. The rurality paradigm will be used to emphasize the traditional help seeking behaviors and mutual aid approach to informal service used by rural families; expecially the bilingual-bicultural Mexican heritage families living the South Texas border environments. A GPA of 3.2 is required in order to proceed to the next sequence of required courses. Co-requisite SCWK 5310, SCWK 5315, and SCWK 5320.

This course focuses on issues of diversity, oppression and social justice. It is designed to prepare social work students to be knowledgeable of people's biases based on race, ethnicity, culture, religion, age, sex, sexual orientation, social and economic status, political ideology/values, disability and how these contribute to discrimination and oppression. Students will also learn about the influence of dominant culture on these diverse and marginalized (population at risk) groups. Naturally occurring self-help and therapeutic groups are the focus of this holistic skills based course. A critical study of environmnetal, social and economic justice issues that impinge of quality of life and well-being of diverse populations are presented. A GPA of 3.2 is required in order to proceed to the next sequence of required courses.

As a course with foundation content in the Social Welfare Policy, this course focuses on providing an understanding of community as a major element in the rural social environment that influences an individual's development, behavior and use of informal and formal social services. Traditional help seeking behaviors and mutual aid are presented within a rurality paradigm to provide a focus on the large Mexican heritage populations that inhabit the South Texas border environments. A GPA of 3.2 is required in order to proceed to the next sequence of required courses. Pre-requisite: SCWK 5310; SCWK 5315; SCWK 5320; SCWK 5326.

Principles and methods of measurement, research design and program evaluation in social work. Emphasis is placed on applied methods and practice evaluation to improve practice (single-systems), policy, and social service delivery (process/outcome evaluation) with a focus on rural communities and services. A GPA of 3.2 is required in order to proceed to the next sequence of required courses.

This Capstone course in social work, reinforcing students' social work identity, life-long learning, and career development. A writing intensive course requires evidence of critical thinking and application of professional behaviors in relation to the nine CSWE competencies. A major APA format case study is required showing evidence of ability to link course leaning to field practicum application. A GPA of 3.2 is required in order to proceed to the next sequence of required courses. Prerequisites SCWK 5310; SCWK 5315; SCWK 5320; SCWK 5326; SCWK 5340. Co-requisite: SCWK 5356.

First in a sequence of two practicums. Educationally directed and professionally supervised direct service activities providing practical experience in the application of social work values, knowledge, and skills acquired in social work foundation courses to practice with rural and/or Mexican heritage populations of rural South Texas border regions. A minimum of 200 clock hours of supervised practicum placement and a weekly two hour seminar are required. A GPA of 3.2 is required in order to proceed to the next sequence of required courses. Prerequisites: permission of the Social Work Program Director and Practicum Education Director. Co-requisites: SCWK 5310; SCWK 5315; SCWK 5320; SCWK 5326.

The second in a sequence of two practicums. Educationally directed and professionally supervised direct service activities builds on skills and practical experience in the application of social work values, knowledge, and skills acquired in social work foundation courses. A minimum of 200 clock hours of supervised practicum placement including a two hour seminar per week must be completed with a GPA of 3.2 or better. Prerequisites: SCWK 5350 and permission of the Social Work Practicum Education Director.

In this advanced clinical practice course, students learn principles and methods for assessment and intervention with children, youth, families, and groups. Competencies include establishing and maintaining a helping relationship, interviewing, contracting and goal setting, treatment planning and implementation. Students are able to apply appropriate interventions at various stages of the therapeutic relationship for various types of clients in a "Rurality" social context. In-class skill practice includes developing rapport, using a strengths perspective, monitoring self-disclosure, reaching for feelings, containing affect, focusing and summarizing. Special attention is given on the use and/or misuse of the DSM V with Mexican heritage and the diverse populations of the South Texas border environments. A GPA of 3.2 is required in order to proceed to the next sequence of required courses. Co-requisite: SCWK 5364.

Students will use the DSM V as a required textbook in this class to gain knowledge and skills in applying clinical skills for assessment and diagnosis of mental health issues. Critical assessment of the DSM V and the issues of its use or misuse with the ethnically diverse populations. Issues of language, culture, nationality, gender orientation, and social/economic status and the potential for misdiagnosis is emphasized. Clinical skills for working with Mexican heritage and other rural populations is the focus of this course. A rurality paradigm and experiential learning is used to enhance cultural competent practice principles. Students must complete this course with a 3.2 GPA or better.

Assessing the community from a holistic rurality paradigm opens up possibilities for culturally competent clinical/activist interventions focused on resiliency, traditional help seeking behaviors, mutual aid groups and community services. This approach builds on the community-centered clinical multi-focused practice method that seeks to strengthen neighborhoods and community institutions while also addressing the personal and interpersonal issues facing members of the community (Austin, Coombs, & Barr 2005). Special focus is placed on Mexican heritage communities, familial help-seeking behaviors, mutual aid, informal support, and social justice issues. Students are required to apply knowledge, values, and skills acquired in class to a case study of a community including informal and formal services. A GPA of 3.2 is required in order to proceed to the next sequence of required courses.

This course is designed to increase student's knowledge, values, and skills to evaluate their own practice and field practicum agency. Single systems and program evaluation methodology is presented and students demonstrate orally and in writing their competency in the evaluation of their practice strategy using single systems design. As part of the case study design students will further evaluate their field agency using a process and outcome program evaluation design. Case study is graded on conceptual clarity, APA format, Grammar, and on data analysis and findings. A GPA of 3.2 is required in order to proceed to the next sequence of required courses.

First in a sequence of two specialization year practicums. Educationally directed and professionally supervised in an approved social work setting where students are required to demonstrate orally and in writing their competency/practical experience based on the critical evaluation and application of social work competencies (values, knowledge, and skills) acquired in clinical/activist social work courses. A rurality paradigm is used to enhance cultural competent direct practice principles. A minimum of 250 clock hours of practicum placement including one hour practicum seminar per week. Practicum Education Director and supervisor together with the student negotiate how practicum hours; including employment settings will be completed. A GPA of 3.2 is required in order to proceed to the next sequence of required courses. Prerequisite: permission from the Practicum Education Director.

Educationally directed and professionally supervised in-direct service activities providing advanced level of practical experience in the application of social work values, knowledge, and skills acquired in social work courses. A minimum of 250 clock hours of practicum placement including one hour practicum seminar per week. A rurality paradigm is used to enhance cultural competent practice principles. Practicum Education Director and supervisor together with the student negotiate how practicum hours; including employment settings will be completed. A GPA of 3.2 is required in order to proceed to the next sequence of required courses. Prerequisite: permission from the Practicum Education Director.