Master of Arts in Relational Communication and Lifespan Studies

Overview

The Master of Arts in Relational Communication and Lifespan Studies (MARCLS) is designed for students seeking to enhance their interpersonal effectiveness and leadership capabilities in diverse work environments. This non-counseling program is ideal for individuals whose roles benefit from advanced communication and human development expertise but do not require clinical licensure. Please note that the MARCLS program is not CACREP-accredited and does not lead to licensure in clinical mental health counseling.

The MARCLS curriculum draws from the core graduate courses offering a strong foundation in areas such as ethics, counseling theory, diversity and inclusion, lifespan development, career development, and interpersonal skill-building. Emphasizing a multicultural and developmental approach, the program fosters a professional identity rooted in social justice, advocacy, and community engagement.

Graduates of the MARCLS program are prepared to work in a wide range of settings where the ability to work with, support, and lead others is essential. The program emphasizes outreach, resilience, and well-being, equipping students with the tools to make a meaningful impact in their organizations and communities.

Policy

Grades 

Students must maintain a cumulative grade point average of 3.0 for all MARCLS coursework, with no individual course grade lower than C.

Attendance

All graduate students are expected to attend all class meetings. If a student is unable to attend a class, the student must contact the instructor and take responsibility to meet the class objectives. This makeup will ordinarily require additional written work. It is the duty of the student to make arrangements for missed work. If more than one class meeting is missed within a course, the student shall contact the instructor and the MARCLS director in advance to discuss whether the student should enroll in the course at another time.

Transfer Credit

Individual consideration will be granted in the awarding of transfer credits in order to ensure the student meets the licensure requirements as a professional counselor. Up to 15 credits may be transferred from another CACREP-accredited program.

Requirements

All students are required to complete 30 credits and maintain a 3.0 grade point average to be awarded the Master of Arts in Relational Communication and Lifespan Studies degree. Those credits include core courses to be completed by all students, as well as electives to fulfill requirements of one of the program’s focus areas. Contact with one’s academic advisor will focus on developing an academic plan.

All students who earn the MARCLS degree are not eligible to re-enter or complete the Master of Science in Mental Health Counseling program at Viterbo University. This is due to the overlap in coursework and the need to maintain distinct degree programs.

Learning Outcomes
  • Demonstrate professional ethical standards of practice: Students will demonstrate knowledge of ethical standards and legal considerations relevant to professional counseling by accurately identifying and applying concepts on the final examination.
  • Articulate the impact of values, beliefs and cultural diversity perspectives relative to the counseling process: Students will demonstrate knowledge of how values, beliefs, and cultural diversity influence the counseling process by accurately identifying culturally relevant concepts and their implications on the final examination.
  • Apply contemporary theories of human development: Students will demonstrate knowledge of contemporary theories of human development by accurately identifying key theoretical concepts and developmental principles on the final examination.
  • Demonstrate the application of career counseling theories and skills: Students will demonstrate knowledge of career development theories and decision-making models by accurately identifying and applying these concepts on the final examination.
  • Conceptualize counseling theories and utilize in individual counseling skills: Students will demonstrate knowledge of major counseling theories by accurately identifying theoretical principles and their applications on the final examination.

School Counseling Certificate

Overview

This program is designed to meet the Wisconsin Department of Public Instruction (DPI) requirements for school counselors.

Policy

The exact number of courses taken by certificate students will be determined upon entry into the program. Students will be required to take a minimum of 18 credit hours. A plan of study will be created for each student in the certificate in school counseling. Courses will be determined by the coordinator of the school counseling program who will complete an audit of the certificate student’s previous master’s level course work. Since this program is designed to meet the Wisconsin Department of Public Instruction (DPI) requirements for school counselors it is possible that students will take more than 18 credit hours. Each student will need to meet the requirements established by the WI DPI.

Learning Outcomes
  • Students will articulate the impact of values, beliefs, and cultural perspectives relative to the counseling process.
  • Students will demonstrate professional ethical standards of practice and the application of contemporary theories and principles of school counseling.
  • Students will be able to conceptualize individual, group, and systemic approaches in school counseling work.
  • Students will demonstrate creativity and flexibility in implementing developmentally and culturally responsive prevention and interventions in the K-12 school environment for individuals, small groups and in classrooms.
  • Students will demonstrate the development and evaluation of a comprehensive counseling program and utilize program evaluation techniques grounded in research and measurement.
  • Students will demonstrate effective professional counseling relationships with K-12 students, their families, and stakeholders within the school setting.
  • Students will demonstrate classroom instruction skills and individual/small group counseling skills to facilitate students’ social/emotional, academic, and career development throughout their Pk-12 school experience.

Clinical Mental Health Counseling Certificate

Policy

The exact number of courses taken by certificate students will be determined upon entry into the program. Students will be required to take a minimum of 18 credit hours. A plan of study will be created for each student in the certificate in clinical mental health counseling. Courses will be determined by the coordinator of the clinical mental health counseling program who will complete an audit of the certificate student’s previous master’s level course work. Since this program is designed to meet the Wisconsin Department of Safety and Professional Service (DSPS) requirements for clinical mental health counselors it is possible that students will take more than 18 credit hours. Each student will need to meet the requirements established by the WI DSPS.

Learning Outcomes
  • Students will articulate the impact of values, beliefs, and cultural perspectives relative to the counseling process.
  • Students will demonstrate professional ethical standards of practice and the application of contemporary theories and principles of clinical mental health counseling.
  • Students will be able to conceptualize individual, group, and systemic approaches in clinical mental health counseling work.
  • Students will evaluate and integrate theory, research, and evidence-based approaches within their counseling practice.
  • Students will demonstrate accurate conceptualization and diagnosis of clients’ presenting issues.
  • Students will demonstrate effective counseling relationships with their clients and effective communication skills with colleagues within the agency setting.

Master of Science in Speech-Language Pathology

Overview

The Viterbo MS-SLP program is designed to meet all the requirements for the American Speech-Language-Hearing Association (ASHA) Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) and for Wisconsin State Licensure for medical and/or educational practice as a speech-language pathologist.

Over the course of two years, students will gain an in-depth knowledge of the assessment, treatment, and challenges affecting individuals with communication disorders. The program provides a solid understanding of Deaf culture and the needs of diverse communities with in-person coursework and clinical experience.

Program includes clinical experiences in health care facilities and schools .

Policy

Students enrolled in the MS-SLP program must maintain a grade point average (GPA) of 3.0 to continue in and graduate from this program. The MS-SLP GPA is based on all grades earned in the required and elective MS-SLP courses taken to meet knowledge and skills requirements for clinical practice in speech-language pathology. Any student whose MS-SLP GPA falls below 3.0 will be placed on probation for one semester, with a remediation plan in place. If the MS-SLP GPA is not raised during that semester, the student may not enroll in further MS-SLP courses.

Requirements (MS-SLP) ALL STUDENTS

  • Prior to starting the MS-SLP program, students must show completion of the following:
  1. Baccalaureate degree in Communication Disorders and Sciences or equivalent from an accredited institution.
  2. OR: any baccalaureate degree from an accredited institution and completion of a post-baccalaureate program from an accredited institution.
  3. Current cardiopulmonary resuscitation (CPR) training for Health Professionals (American Heart Association).
  4. Up-to-date health history and immunization profile including: • Physical examination form — MS-SLP Physical Form; - Record of up-to-date immunization status including — tetanus, diphtheria, measles, mumps, rubella, hepatitis B, COVID-19 (complete series), varicella, and meningococcal meningitis • Results of an annual Tuberculin test. • Failure to have these documents on file by the first day of classes may result in being dropped from the professional sequence.
  5. Criminal background check.
  6. 25 hours of guided observation of clinical/educational speech pathology and/or audiology practice.
  • It is required that the student's health file and CPR certification remain current throughout the course of the program. Failure to comply will mean that the student will not be allowed to begin or to continue in clinical practicum experiences.
  • Federal and state statutes require that criminal background checks be completed for all persons who provide health care for others or who have access to people who receive care.
  • Clinical and educational agencies prohibit placement of students with criminal histories of specific crimes and offenses that have been identified as bars to employment or licensure (such as abuse, assault, or neglect).
  • Students are required to complete criminal background information disclosure statements at the beginning of each level of the program to ensure that requirements continue to be met. In addition, off-campus clinical and educational practicum sites may have other specific requirements that students must meet prior to placement.
  • Individuals whose criminal background check identifies bars to the provision of care in contracted agencies, or places restrictions on client contact, will not be allowed to progress in the MS-SLP program.
  • Viterbo University MS-SLP program utilizes a wide variety of community agencies to assist students in meeting the MS-SLP curriculum objectives. Each student is responsible for his/her own transportation to and from these clinical/educational agencies.
  • Studnts will be required to purchase their own professional liability insurance for any clinical experiences occurring outside of the university semester dates.
  • In order to progress in the MS-SLP program, students must earn a grade of B or higher in all MS-SLP courses. Students who earn a grade of BC or lower for any MS-SLP course will be placed on probation and a remediation plan will be put into place. Failure to complete the remediation plan will result in dismissal from the program.
  • In addition, students must maintain a cumulative grade point average (GPA) of 3.0 or higher throughout the MS-SLP program. Failure to do so will result in being dropped from the program.
     
Learning Outcomes

Meet all learning outcomes standards for Certification in Speech-Language Pathology (CCC-SLP) through the American Speech-Language-Hearing Association (ASHA) and for Wisconsin state licensure to practice medical and/or educational speech-language pathology.

ASHA Knowledge and Skills Learning Outcomes Standards

Knowledge Outcomes
Standard IV-A
Demonstrated knowledge of statistics as well as the biological, physical, and social/behavioral sciences.

Standard IV-B
Demonstrated knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The applicant must have demonstrated the ability to integrate information pertaining to normal and abnormal human development across the life span.

Standard IV-C
Demonstrated knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas:

  • Speech sound production, to encompass articulation, motor planning and execution, phonology, and accent modification
  • Fluency and fluency disorders
  • Voice and resonance, including respiration and phonation
  • Receptive and expressive language, including phonology, morphology, syntax, semantics, pragmatics (language use and social aspects of communication), prelinguistic communication, paralinguistic communication (e.g., gestures, signs, body language), and literacy in speaking, listening, reading, and writing
  • Hearing, including the impact on speech and language
  • Swallowing/feeding, including (a) structure and function of orofacial myology and (b) oral, pharyngeal, laryngeal, pulmonary, esophageal, gastrointestinal, and related functions across the life span
  • Cognitive aspects of communication, including attention, memory, sequencing, problem solving, and executive functioning
  • Social aspects of communication, including challenging behavior, ineffective social skills, and lack of communication opportunities
  • Augmentative and alternative communication modalities

Standard IV-D
Demonstrated current knowledge of the principles and methods of prevention, assessment, and intervention for persons with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.

Standard IV-E
Demonstrated knowledge of standards of ethical conduct.

Standard IV-F
Demonstrated knowledge of the principles of basic and applied research and research design. In addition, the applicant must have demonstrated knowledge of how to access sources of research information and must have demonstrated the ability to relate research to clinical practice.

Standard IV-G
Demonstrated knowledge of contemporary professional issues, ethics, and diversity, equity, and inclusion.

Standard IV-H
Demonstrated knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to professional practice.

Skills Outcomes
Standard V-A
Demonstrated skills in oral and written or other forms of communication.

Standard V-B
Practicum experiences sufficient in breadth and depth (at least 400 documented and supervised hours of direct patient/student contact hours) to achieve minimum competence levels in the following skills outcomes sufficient for entry into a post-graduate, clinical fellowship year (CFY) of professional practice:

Evaluation

  1. Conduct screening and prevention procedures, including prevention activities.
  2. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, and relevant others, including other professionals.
  3. Select and administer appropriate evaluation procedures, such as behavioral observations, non-standardized and standardized tests, and instrumental procedures.
  4. Adapt evaluation procedures to meet the needs of individuals receiving services.
  5. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention.
  6. Complete administrative and reporting functions necessary to support evaluation.
  7. Refer clients/patients for appropriate services.

Intervention

  1. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process.
  2. Implement intervention plans that involve clients/patients and relevant others in the intervention process.
  3. Select or develop and use appropriate materials and instrumentation for prevention and intervention.
  4. Measure and evaluate clients'/patients' performance and progress.
  5. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients.
  6. Complete administrative and reporting functions necessary to support intervention.
  7. Identify and refer clients/patients for services, as appropriate.

Interaction and Personal Qualities

  1. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the individual(s) receiving services, family, caregivers, and relevant others.
  2. Manage the care of individuals receiving services to ensure an interprofessional, team-based collaborative practice.
  3. Provide counseling regarding communication and swallowing disorders to clients/patients, family,caregivers, and relevant others.      
  4. Adhere to the ASHA Code of Ethics and behave professionally.

Communication Disorders and Sciences (BS)

Overview

The Communication Disorders and Sciences program is 54 to 57 credits of core coursework that will build an understanding of the biological, physical, social, and linguistic aspects of communication. Through facility mentorship, coursework, and clinical observations students will develop an understanding of what happens when communication is impaired.

Policy

Students majoring in CDS must maintain a CDS grade point average (GPA) of 3.0 to continue in and graduate from this program. The CDS GPA is based on all grades earned in the required and elective courses taken in CDS and required support courses. Any student whose overall CDS GPA falls below 2.9 will be placed on probation for one semester and a remediation plan will be put into place. If the CDS GPA is not raised during that semester, the student may not enroll in further CDS courses. An earned letter grade of a D or lower in any CDS or CDS support course will not be credited toward the CDS major.

Learning Outcomes
  • Demonstrated knowledge of statistics as well as the biological, physical, and social/behavioral sciences
  • Demonstrated introductory knowledge of basic human communication processes, including the appropriate biological, neurological, acoustic, psychological, developmental, linguistic and cultural bases
  • Demonstrated ability to integrate information pertaining to normal and abnormal human development across the life span
  • Demonstrated introductory knowledge of American Sign Language and Deaf Culture
  • Twenty-five (25) hours of guided observation of SLP clinical and/or educational practice.
     
Subscribe to Health and Human Services