The Master of Arts in Applied Psychology (MAAP) degree is a 30-hour program designed to offer foundational applied psychological coursework in as few as 16 months. The MAAP provides students with the foundational knowledge and skills that can be applied across most helping professions, including the psychological areas of assessment, diagnosis, research, cultural responsiveness, as well as understanding professionalism, legal and ethical concerns, and integration with values and beliefs.
Fill out the form below and an enrollment counselor will reach out!
For an in depth understanding of learning outcomes, review the courses and descriptions below.
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 provides an overview of basic neurophysiology, as it is relevant to behavior, mood, and psychopathology. It also examines the neurochemistry of the major classifications of psychotropic medications as they relate to treating mental disorders, their effects and side effects, and relevant concerns for clients that take them. In addition, the course will acquaint students with neurophysiology connected to abuse and addiction of alcohol, prescription drugs, and illicit substance abuse, including the connection between the effects of brain changes and resulting problematic behaviors that are a focus of treatment. It offers students important implications for counseling and educating individuals and families presenting with psychopharmacological, addiction, and other substance-related concerns. (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)
This course provides students with the knowledge and requisite skills to address the wide range of topics and concerns surrounding human sexuality in the counseling relationship. Students will develop increased comfort and competency in engaging a diverse range of clients on topics of sexuality that include the expression of human sexuality and intimacy across the lifespan, attitudes and perspectives on sexuality, problems in sexual functioning, and therapeutic interventions. (3 Credit Hours)
This course provides an introduction and overview of the assessment process, beginning with the basics of test construction and measurement. Students will learn how to appropriately select, administer, and score neuropsychological and psychological tests in the areas of cognitive and personality assessment for children, adolescents, and adults. In addition, this course is aimed at helping students integrate psychological data obtained from clinical interviews and testing into a rich understanding of human functioning. (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 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 the profession of counseling and will begin the process of discussing how to make sound clinical decisions and the role of the mental health clinician throughout the professional lifespan. (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 clinical practice. Students will also develop an understanding of the importance of record keeping and proper clinical documentation, as well as learn about confidentiality and the differing professional roles faced by psychotherapists. (3 Credit Hours)
This course will focus on the diverse identity 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 with persons of varying identities by analyzing various barriers to cultural responsiveness and ways to incorporate cultural responsiveness in counseling. In addition, students will be asked to examine personal assumptions regarding internalized assumptions and biases about other persons and groups of varying demographics. Students will learn an intersectional approach to conceptualizing counseling cases and applying counseling techniques. (3 Credit Hours)
Dr. Paul Jones became Director of the Graduate Program in Counseling and Psychology 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
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 and Psychology at SNU and is an Assistant Professor. He has been an instructor in SNU’s Graduate Programs in Counseling and Psychology 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 and Psychology 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).
6729 NW 39th Expressway,
Bethany, Oklahoma 73008
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.