Give the gift of hope and transformation through counseling. Southern Nazarene University offers degree programs that will set you on the path to make a difference in the lives of others.
Be a Professional Counselor –Being a professional counselor provides individuals the opportunity to offer hope and transformation. SNU offers degree programs that will set you on the path to make a difference in the lives of others.
Be a Marital and Family Therapist–Marriage, family, and couples-oriented therapy are an opportunity to make a difference in important relationship systems.
Be a Play Therapist – There is no better way to connect with, engage, and offer healing to a child and a child’s family than through the act of play.
Be a Drug and Alcohol Counselor– The unique challenges of liberating people from substance abuse and addiction can be a rewarding counseling experience.
Conduct Research – Effective counseling begins by being knowledgeable and able to utilize the most current methods of scientific research.
The SNU Graduate Programs in Counseling is designed to qualify students that take the necessary courses for professional licensure in the state of Oklahoma as a Licensed Professional Counselor, Licensed Marriage and Family Therapist, and Licensed Alcohol and Drug Counselor. Selecting the necessary coursework will allow students to sit for the respective licensure exams and fulfill all academic requirements to be licensed in the field of counseling in Oklahoma. Students seeking licensure in other states should consult with the program director. Information known about preparation for licensure in US states and territories outside of Oklahoma has been compiled on our Preparation for Licensure by State Disclosure Report.
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This degree prepares students for more than the practical duties of their future career in counseling—it prepares them to enter the field as an insightful, well-rounded individual ready to make a difference. For an in depth understanding of learning outcomes, review the courses and descriptions below.
This course introduces students to the primary concepts related to the process of psychotherapy and the relational ideas that are central to the practice of counseling. Relationship building skills and techniques, including interviewing, reflective listening, and the development of insight and self-understanding are explored. Students are also introduced to basic theoretical concepts, including person-centered and existential theories, to begin conceptualizing counseling cases and to understand the common factors of psychotherapeutic change. (3 credit hours)
Lifespan Development covers theoretical and research approaches to the development of human abilities and behavior throughout the lifespan. The course addresses a variety of theoretical approaches, as well as different developmental tasks across the lifespan. In order to more fully understand the issues and dynamics of counseling, it is imperative to have a clear grasp of the processes involved in human development. Such understandings of development are important because many clients enter counseling with problems that are the result of disrupted or dysfunctional developmental processes. (3 credit hours)
This course provides an emphasis on describing, classifying, and differentiating deviant behavior syndromes according to the current, prevailing classification system in the United States (Diagnostic and Statistical Manual of Mental Disorders). Literature dealing with description, etiology, and prognosis of various disorders will be examined. (3 Credit Hours)
This course is designed to provide a survey of ethical, legal and professional issues facing counselors and others in human services. Emphasis is given to raising awareness of the complexities of ethical issues in professional practice. (3 Credit Hours)
This course provides an overview of the various psychoanalytic, psychodynamic, and interpersonal approaches to counseling, specifically offering an introduction to the various perspectives on theory and technique. This course also examines the historical development of these approaches, the contemporary impact and understanding of these various approaches in the counseling field, and the underlying anthropological and philosophical assumptions of these approaches. Students will have opportunity to observe these various approaches, as well to apply them practically through role-play and theoretically through case conceptualization and treatment planning. (3 Credit Hours)
This course provides an overview of the various behavioral, cognitive, and other evidence-based approaches to counseling, specifically offering an introduction to the various perspectives on theory and technique. This course also examines the historical development of these approaches, the contemporary impact and understanding of these approaches in the counseling field, and the underlying anthropological and philosophical assumptions of these approaches. Students will have opportunity to observe these various approaches, as well to apply them practically through role-play and theoretically through case conceptualization and treatment planning. (3 Credit Hours)
This course provides an overview of family structure theories and family systems approaches and applications to counseling. This course also examines the historical development of these approaches, the contemporary impact and understanding of these approaches in the counseling field, and the underlying anthropological and philosophical assumptions of these approaches. Students will have opportunity to observe these various approaches, as well to apply them practically through role-play and theoretically through case conceptualization and treatment planning. (3 Credit Hours)
This course acquaints students with how to design, conduct, and analyze research for the purpose of assisting students to review and critique relevant research in counseling, as well as to integrate research into clinical practice. In addition, the course addresses research ethics and methodology. Topics may include basic research designs and basic statistical analyses, including experimental, quasi-experimental, survey and archival research. (3 Credit Hours)
In conjunction with PSY 6493, supervised clinical experience and practice in field-work, as approved by the program. The internship occurs concurrently with course work and follows guidelines set forth in licensure preparation. Internship(s) will total minimum of 450 hours of service. (3 Credit Hours)
This course will focus on the diverse demographics with which counselors interact, especially related to race and culture, religion, gender, age, sexuality, disability, and socio-economic status, emphasizing the implications of these factors for counseling. Students will have the opportunity to examine counseling approaches to diverse groups by analyzing various levels of therapeutic intervention, the barriers to multicultural awareness, and ways to incorporate multicultural competencies in organizations. In addition, students will establish a dialogue between theory and practice, between personal reflections and interpersonal exchange, between feelings, actions, and thoughts. Students will be asked to examine personal assumptions regarding internalized presuppositions about other persons and groups of varying demographics. Students will therefore utilize both ethnographic and self-reflective techniques to expand cultural and diversity awareness. (3 Credit Hours)
This course provides an introduction and overview of assessment, including the administration, scoring and interpretation of psychological tests in the areas of personality, intelligence, psychopathology, and occupation/career. This course is designed to help students understand the basics of test construction and measurement, as well as to guide students in the selection and utilization of appropriate assessment measures for diagnosis, conceptualization, and development of treatment plans. In addition, students will examine theories of career development, principles for effective education/career planning, and how to offer information and resources to clients based on assessment results. Students will learn how to integrate assessment results into career and general counseling. (3 Credit Hours)
This course will focus on methods for assessing, diagnosing, and treating alcohol and drug-related problems in counseling settings. The course offers strategies for screening clients for substance-related issues, taking a detailed alcohol/drug history, working with ambivalence and increasing motivation to change addiction behaviors, examining family dynamics that contribute to addiction, treatment planning, and counseling interventions. The course will focus on assessing and treating a full range of substance- related and addiction problems, such as individuals with beginning substance use, individuals that do not acknowledge or understand more serious problems, more pervasive or diagnosed substance-related addiction, and family members of those with substance-related problems. (3 Credit Hours)
In conjunction with PSY 6193, supervised clinical experience and practice in field-work, as approved by the program. The internship occurs concurrently with course work and follows guidelines set forth in licensure preparation. Internship(s) will total minimum of 450 hours of service (3 Credit Hours)
This is an applied psychotherapy lab course that engages the student in both the theoretical foundations for group psychotherapy and in the actual experience of facilitating a psychotherapy group. Students will review literature regarding appropriate referrals to this modality of treatment as well as learning techniques to enhance the efficacy of group therapies. Much of this course will involve an experiential learning model as students participate in group process. (3 Credit Hours)
This advanced course will serve as an overview course to introduce students to some of the basic issues that arise when providing services to children and adolescents. We will address issues that arise in working with youth including child maltreatment, divorce, trauma, and legal/ethical issues. Information pertaining to the treatment of childhood disorders based upon empirical evidence (emphasizing behavioral strategies) will be discussed. Special focus will be given to Parent-Child Interaction Therapy (PCIT) and Coping Cat (anxiety treatment manual). Adherence to the scientist-practitioner model and the relative contributions of research to clinical practice will be emphasized throughout the course. (3 Credit Hours)
This course begins by making the case that all modern psychotherapeutic discourse is moral discourse and therefore contains presuppositions about the human good life. The course then examines the presuppositions of the Christian tradition regarding human nature, the good life, and the practices that shape human transformation. Students are then asked to examine their own conceptions of human nature and the good life and the relationship of these conceptions to their personal narratives, religions traditions, and cultural and historical contexts. (3 Credit Hours)
This course is an advanced approach to designing and conducting research. Students will review literature in order to develop accurate conceptualization and operationalization of research variables in order to design and implement a research project in which research methodology (e.g., ethics, informed consent, measurement, sampling, and procedures) and data collection will be directly applied. (3 Credit Hours)
Dr. Paul Jones became Director of the Graduate Program in Counseling in 2012 and began teaching at SNU in 2008. Prior to joining the SNU faculty, he completed his doctoral internship with the Oklahoma Health Consortium and a postdoctoral fellowship with University of Oklahoma Health Sciences Center Student Counseling Services. He is licensed in the state of Oklahoma as a Health Service Psychologist and served for four years as the Executive Director of the Life Counseling Center, SNU’s community mental health center and training clinic for the Graduate Programs in Counseling.
Dr. Jones’s research interests include the integration of psychology, philosophy, and Wesleyan theology. He is particularly interested in the role of ethics and virtue theory as it relates to clinical practice. In addition, he is interested in the theory and application of relational psychoanalysis and attachment theory.
Hobbies and Fun Fact: Paul enjoys videos games, watching sports with passion, and getting scrappy with other faculty and staff members on the basketball court. He and his wife, Kim, live in Bethany with their son, Cameron.
Ph.D., 2007, Clinical Psychology, Fuller Theological Seminary
M.A., 2006, Theology, Fuller Theological Seminary
M.A., 2003, Psychology, Fuller Theological Seminary
B.S., 2001, Psychology & Theology, Southern Nazarene University
Dr. Scott Drabenstot joined the faculty of SNU in Fall 2013. Scott completed his pre-doctoral internship with the Northeastern Oklahoma Pre-doctoral Internship in Psychology (NOPIP) at the Indian Health Care Resource Center in Tulsa, OK and his doctoral training at University of Oklahoma. Prior to completing his doctoral program he worked as a Licensed Professional Counselor in community mental health agencies in the Oklahoma City metro area. Scott enjoys playing trumpet, being outdoors, and spending time with his family. Scott and his wife, Kym, live in Mustang with their three children.
Scott's research interests include developmental approaches to positive psychology in children, adults, and families.
Scott Drabenstot shares his love of research by serving as a McNair Scholar faculty mentor, and overseeing both undergraduate and graduate thesis. He recently contributed to a book chapter that should be published next year. He also serves as a member of the Oklahoma County Indian Child Welfare Act Post-Adjudication Review Board (ICWA-PARB).
PhD – Counseling Psychology, University of Oklahoma, Norman, OK, August 2009 – December 2013.
Predoctoral Intership -- Northeastern Oklahoma Predoctoral Internship Program (NOPIP) Consortium.
Certificate -- Interdisciplinary Training Program in Child Abuse and Neglect, University of Oklahoma Health Sciences Program, Oklahoma City, OK, August 2011 - May 2012
MS – Counseling Psychology, Southern Nazarene University, Bethany, OK, September 2001 - December 2003
BS – Chemistry, Southern Nazarene University, Bethany, Oklahoma, August 1995 – May 1999
Dr. Anna Harper joined the faculty of SNU in Fall 2015, after completing her doctoral psychology internship with the University Counseling Center at Grand Valley State University in Allendale, Michigan. During her doctoral training, she provided psychotherapy services to university students and community members of all ages, and she taught undergraduate courses at Bowling Green State University (Bowling Green, Ohio), Owens Community College (Toledo, Ohio) and Grand Valley State University (Allendale, Michigan).
Anna has previously served in leadership positions for the Society for the Study of Psychology and Wesleyan Theology/Wesleyan Theological Society and for Division 36 of the American Psychological Association (Society for the Psychology of Religion and Spirituality). She currently serves as a faculty mentor for the SNU Freshman Honors Learning Community and for SNU’s chapter of Psi Chi, The International Honor Society in Psychology.
Anna’s research and clinical interests include virtue development, relational spirituality (i.e., intersections of interpersonal relationships and religion/spirituality), stress-related growth and decline, spiritually-integrated psychotherapy, Acceptance & Commitment Therapy (ACT), and congregational assessment research. Anna has explored religious/spiritual appraisals of non-marital romantic breakups among college students, as well as post-breakup coping methods, adjustment, and growth. She has published findings from her research in the Journal of Psychology and Christianity, Spirituality in Clinical Practice, and as a book chapter entitled Trauma, Religion, and Spirituality: Pathways to Healing. Anna’s Love Lab research group currently investigates the development of love as a human virtue and implications of compassionate love for human flourishing. She is currently directing a Quanstrom grant-funded cross-cultural research project exploring manifestations of compassionate love in the United States and Costa Rica.
Hobbies or fun facts: Anna enjoys reading psychological and theological literature, appreciating the arts of all varieties, exploring the local OKC food culture, traveling to new places near and far, spending time in nature, and laughing with her husband, Caleb. Anna lived in the Great Lakes region of the United States (Indiana, Ohio, Michigan) before moving to Oklahoma in 2015.
Scott Secor graduated with his Ph.D. in Counseling Psychology from the University of Oklahoma in May 2018. He completed his dissertation on the interaction between sexual assault, posttraumatic stress disorder, and negative health outcomes and has published one peer reviewed journal article and three book chapters.
Dr. Secor completed his pre-doctoral Clinical Psychology internship at the University of Oklahoma Health Sciences Center, working specifically at the VA Medical Center and Children’s Hospital. He completed rotations in Trauma and Deployment Recovery, Clinical Neuropsychology, Substance Treatment and Recovery, and Health Psychology at the VA Hospital. At the Children’s Hospital, he completed rotations in the Pediatric Assessment Clinic and in the Childhood Obesity Multidisciplinary Clinic. He is a licensed Health Service Psychologist in the state of Oklahoma. He is also a Licensed Professional Counselor and Licensed Professional Counselor Approved Supervisor in the state of Oklahoma. He was a clinic supervisor at the University of Oklahoma’s Counseling Psychology Clinic for two years and was a counselor at the OU Health Sciences Center Student Counseling Center. Currently, he practices at SNU’s Renew Counseling Center seeing children, adults, and couples. In addition, he conducts neuropsychological assessment for both adults and children at the clinic.
Dr. Secor is the Director of Clinical Training for the Graduate Programs in Counseling at SNU and is an Assistant Professor. He has been an instructor in SNU’s Graduate Programs in Counseling since 2012. He currently teaches Introduction to Counseling, Professional Orientation, Marital and Family Systems Theories, Theories and Techniques of Counseling II, Psychological and Career Assessment, and Neuropsychopharmacology. He also teaches Sport Psychology in SNU’s Master of Science in Exercise Science program. In addition, Dr. Secor oversees all clinical activities for SNU counseling graduate students in both the Bethany and Tulsa campuses.
Hobbies or fun fact: Dr. Secor is married to Brooke and has two children: Rylee and Carson. He enjoys watching Indycar racing and Purdue basketball and swimming with his family.
Dr. Ron Wright has served at SNU since 2010. Ron is a licensed therapist, Chair of the College of Undergraduate Studies Psychology and Counseling program, and is also a professor in SNU's College of Professional and Graduate Studies.
Hobbies and Fun Fact: Born in Anchorage, Alaska; Taught a semester at the University of Bucharest, Romania; Vienna, Austria is my favorite place in the world.
Ph. D., Clinical Psychology, Fuller Theological Seminary
M. A, Theology, Fuller Theological Seminary
B. A., Psychology, 1991, Mount Vernon Nazarene College
The faculty and administration in the Graduate Programs in Counseling take the process of training counselors very seriously. The application process is therefore very thorough and critical to both our admissions and educational process. We greatly value our application process that accepts only those whom we believe will make the best counselors. We do not require the GRE because we do not want to simply quantify potential applicants. Our desire is for our admissions process to allow us to get to know each applicant as a person in order to see if that person will be a good fit for our program, and that our program will be the right program for the applicant. Also, we firmly believe that our program is challenging, demands excellence from our students, and more than adequately prepares all of our students for the variety of situations faced as a counselor. We are looking for future students who can excel in the classroom, be flexible in thought, and have the ability to connect with and engage others from various backgrounds and circumstances. We accelerate our program because we want our students to get the best training possible, while also being able to start their career as soon as possible.
You must meet the following requirements to apply to our program:
International Students: Please click here to find out more about the application requirements. http://snu.edu/international-admissions
If you need assistance with a learning, physical, or psychological disability that may affect your application process, we encourage you to contact the Academic Center for Excellence, Disability Services at (405) 717-6272 (M-F 8:00-5:00). All students with disabilities are encouraged to seek assistance from ACE (LRC 325).
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Bethany, Oklahoma 73008
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Ready to make a difference in people’s lives? Text an enrollment counselor today to see how SNU’s grad counseling degree can get you one step closer to a rewarding career.