Student Learning Outcomes

Graduates earning a bachelor’s degree in art therapy from Hood College:

1. Show proficiency in the foundational learning content areas of psychology and studio art.
   • Develop working knowledge of the foundational theories and content of developmental psychology.
   • Demonstrate working knowledge of the foundational theories and content of abnormal psychology. 
   • Demonstrate studio art proficiency in two-dimensional art media techniques and processes. 
   • Demonstrate studio art proficiency in three-dimensional art media techniques and processes.
2. Demonstrate familiarity with the major concepts, theoretical perspectives, techniques, and historical trends in art therapy.
   • Describe key concepts, principles, historical trends, and overarching themes in art therapy. 
   • Distinguish among the therapeutic benefits of various art processes and media, strategies, and interventions as well as their applicability to treatment for individuals, groups, and/or families. 
3. ​​​​Understand and apply the ethical principles and professional codes of practice for art therapists as they apply to clinical practice, communities, and self.
   • Show understanding of the ethical principles and professional codes of practice for art therapists.
   • Recognize the legal, ethical, and cultural considerations required for conducting art therapy research.
   • Recognize that art therapy uses a multicultural perspective and considers how specific values, beliefs, and actions are influenced by a client’s race, ethnicity, nationality, gender, religion, socioeconomic status, political views, sexual orientation, geographic region, physical capacity or disability, and historical or current experiences within the dominant culture. 
4. Recognize and show working knowledge of the use of imagery, creativity, symbolism, and metaphor to express challenges and strengths as well as promote growth and well-being.
   • Demonstrate knowledge of the principles of human development, artistic and creative development, human sexuality, gender identity development, family life cycle, and psychopathology to the assessment and treatment of clients.
   • Articulate clinical theory and applied practice through written and oral communication across broad interdisciplinary communities.
   • Comprehend and apply creative and aesthetic processes in the context of creative arts therapy theory and practice. (ARTT 399, Art Therapy Internship, End-of-Semester Reflection)

Graduates earning a bachelor’s degree in psychology from Hood College:

Goal 1: Content Knowledge and Applications
1.1 Describe key concepts, principles, and theories in psychological science
1.2 Develop a working knowledge of psychology’s major subfields
1.3 Portray significant aspects of the history of psychological science
1.4 Apply psychological content to solve practical problems
1.5 Provide examples of psychology’s integrative themes

Goal 2: Scientific Inquiry and Critical Thinking
2.1 Exercise scientific reasoning to investigate psychological phenomena
2.2 Interpret, design, and evaluate psychological research
2.3 Incorporate sociocultural factors in scientific research practices
2.4 Use statistics to evaluate quantitative research findings

Goal 3: Values in Psychological Science
3.1 Employ ethical standards in research, practice, and academic contexts
3.2 Develop and practice interpersonal and intercultural responsiveness
3.3 Apply psychological principles to strengthen community and improve quality of life

Goal 4: Communication, Psychological Literacy, and Technology Skills
4.1 Interact effectively with others
4.2 Write and present effectively for different purposes
4.3 Provide evidence of psychological literacy
4.4 Exhibit appropriate technological skills to improve communication

Goal 5: Personal and Professional Development
5.1 Exhibit effective self-regulation
5.2 Refine project management skills
5.3 Display effective judgment in professional interactions
5.4 Cultivate workforce collaboration skills
5.5 Demonstrate appropriate workforce technological skills
5.6 Develop direction for life after graduation

The curriculum is designed to conform to standards set by the Council for the Accreditation of Counseling and Related Education Programs (CACREP) and, for students in the School Counseling specialty, the Maryland State Department of Education (MSDE).

Upon completion of the Hood College Master of Science in Counseling program, graduates will be able to:

1. Articulate knowledge of the counseling profession and ethical practice.
2. Integrate social and cultural diversity competencies into counseling practice.
3. Apply theories of human development across the lifespan to counseling practice.
4. Demonstrate knowledge of theories and strategies for addressing career development.
5. Apply knowledge of evidence-based prevention and treatment theory and techniques to assist clients achieve their mental health goals.
6. Demonstrate knowledge and expertise in group counseling theory and practice.
7. Integrate knowledge of test theory with the practice of assessment in counseling.
8. Demonstrate the ability to apply scholarly and research literature to counseling practice and program evaluation.

Upon completion of the Counseling, M.S., School Counseling Specialty, graduates will be able to:

9. Articulate foundational knowledge of the school counseling specialty, including the history of school counseling, models of school counseling programs, and models of school-based collaboration and consultation.
10. Articulate a grasp of the contextual dimensions of school counseling, emphasizing the responsibilities of school counselors as leaders, advocates, consultants, and multidisciplinary team members across a wide variety of practice situations.
11. Apply school counseling strategies, interventions, and techniques to promote the academic, career, and personal/social development of all P-12 students.

Upon completion of the Counseling, M.S., Clinical Mental Health Counseling Specialty, graduates will be able to:

12. Articulate foundational knowledge of the clinical mental health counseling specialty, including the history of clinical mental health counseling, models of clinical mental health counseling, the medical basis for mental health issues, and assessment.
13. Articulate a grasp of the contextual dimensions of clinical mental health counseling, emphasizing the responsibilities of professional clinical mental health counselors as leaders, advocates, consultants, and multidisciplinary team members to maintain client continuity of care across a wide variety of contexts (legal, community, managed care, hospital systems, etc.).
14. Apply clinical mental health counseling practices including prevention, intervention, and specific techniques including intake interviews, mental status examination, basic counseling skills, systems-based case conceptualization, and assessment.

Graduates earning a master's degree in interdisciplinary studies in human behavior from Hood College:

1. Demonstrate knowledge of the complexity of human nature through:
   • Conveying an understanding of how psychological ideas relate to life outcomes;
   • Conveying an understanding of how psychological ideas relate to real-world experience; and
   • Conveying an understanding of the connection(s) between different psychological ideas.
2. Build and further develop critical thinking skills in understanding human behavior through:
   • Assessing data or information by asking relevant questions relating to its validity;
   • Assessing data or information by asking relevant questions relating to its generalizability; and
   • Understanding the potential biases or stigmas that may arise in interpreting human behavior.
3. Demonstrating effective communication skills through:
   • Conveying information learned during the program in a clear and concise manner;
   • Citing scientific sources using the proper style format; and
   • Conveying clearly the connections between program content and real-world experiences.

Graduates earning a certificate in thanatology from Hood College:

Explore the field of Thanatology (Death, Dying and Bereavement) through:

• Explaining the ethical and legal issues of thanatology relative to end-of-life decision- making and end-of-life care;
• Examining personal attitudes toward dying, dying and grief, and developing increased personal coping skills; and
• Researching, writing and presenting the understanding and complexity of grief as a way to further the field and education of thanatology across communities and the profession.

Understand the cultural, social, religious, spiritual, and lifespan developmental factors that influence the experiences of grief, death and bereavement through:

• Distinguishing among different cultural traditions and their death rituals and comparing to the neurological basis for this diversity; and
• Analyzing the historical context and evolution of each tradition.

Study the dying process and contributing roles of palliative care and hospice through:

• Demonstrating knowledge of trajectories and theories of dying and of awareness contexts; and
• Illustrating and evaluating dying trajectories and likely awareness contexts.

Communicate in writing and oral presentations an understanding of the complexity of grief (including types of complicated bereavement, and disenfranchised grief)to facilitate further education across communities and the profession through:

• Designing a training/brochure/poster on death at various levels of development; and
• Demonstrating types of grief and bereavement from a cultural and/or developmental point of view.