Project Harmony, a grant-funded research project initially funded and launched at 麻豆原创 in 2015, helps couples connect and strengthen their relationships by equipping them with skills for improving communication and resolving conflict. It uses Prevention and Relationship Enhancement Program (PREP), an established evidence-based relationship intervention curriculum, to teach core skills but also offers a personalized approach through tailored programming and relationship coaching.

Participants learn strategies for effective communication, hone active listening and conflict management skills, and gain tools for coping with stressful situations 鈥� all taught in a group format with flexible scheduling options to accommodate participants, who also receive free childcare, meals and gift cards to help mitigate barriers to participation.

鈥淲e talk about what healthy relationships look like, the communication pitfalls we can fall into when we feel invalidated or unheard, and understanding love languages and styles,鈥� says , professor of counselor education and Project Harmony鈥檚 principal investigator. 鈥淯ltimately, it leaves couples with a new curiosity for what their needs are and how to meet their partner鈥檚 needs with consideration for who and where they are now. By knowing that relationships are constantly evolving, they can use these skills to position themselves to evolve together as opposed to growing apart.鈥�

Meeting a Need in the Community

Funded by a five-year, $6.25 million grant from the U.S. Department of Health and Human Services, Project Harmony builds on decades of relationship education research through the MFRI. Couples will be placed in one of three subgroups tailored to their needs: Unite in Harmony for general relationship education, Shield in Harmony for first responders and their partners, or Raise in Harmony for couples who are also parents.

Barden says the tailored programming stems from both research and prior feedback indicating a need for relational support based on specific stressors unique to couples in these subgroups. All couples participate in the core PREP curriculum, but those in the Shield and Raise groups will engage in four to five hours of their own unique curriculum 鈥� something that is being developed with input from members of the first responder community and parenting experts, respectively.

For first responders and their partners, relationship stressors can be more nuanced due to the nature of the job. These can include varying shift schedules, occupational hazards and the stress that often accompanies them. Barden鈥檚 team is currently conducting focus groups with Central Florida-area firefighters, law enforcement officers and paramedics, as well as their partners, to learn more about their experiences.

鈥淚 don鈥檛 think we can underestimate the impact of the occupational demands of being a first responder, not only on the individual but on the family dynamic at home,鈥� Barden says. 鈥淭hey keep our communities safe, so the least we can do is provide a service back to them.鈥�

Designed With a First Responder for First Responders

It’s a group that Benoit Aubin, a first-year student in the counselor education doctoral program, is particularly passionate about. A former medic in the U.S. Navy and firefighter/paramedic, Aubin found himself assisting with the peer support team while in the fire service 鈥� an experience that inspired him to pursue further education and a career in clinical mental health counseling.

Now a mental health clinician for the District Fire Department that services the Walt Disney World Resort area, Aubin is not only working on his doctorate, he鈥檚 also a graduate research assistant helping to build the curriculum for Shield in Harmony. He has facilitated outreach and recruitment of focus group members, fostered connections between fire service leadership and MFRI staff, analyzed prior research and educated colleagues on the fire service culture.

鈥淎 lot of what I鈥檓 hearing from participants is that they didn鈥檛 know other first responders were having the same issues regarding the mental health crisis and relationships,鈥� he says. 鈥淭here鈥檚 a powerful stigma with mental health among first responders, but I didn鈥檛 know it was to that extent. It showed me how important this is and fuels me to spend countless hours assisting in curriculum development.鈥�

Under Barden鈥檚 mentorship, Aubin is gaining hands-on experience in synthesizing and incorporating what he鈥檚 hearing in focus groups to ensure the training modules are addressing real experiences in alignment with the core content. For example, he鈥檚 creating a module focused on empowering first responder couples to help their partners decompress after coming home from a stressful shift. He also tailors the language to first responders while being mindful of stigmatizations and other barriers that prevent them from accessing mental health services.

鈥淲hen I started recruiting and telling people about a free relationship education program that鈥檚 being created with a first responder for first responders, people were so enthusiastic about it,鈥� Aubin says. 鈥淚 think of and picture the people that this will help, hold onto those images, and that gives me the motivation to do this because it鈥檚 something that we know is so needed.鈥�

Life-Changing Education

For couples who are also parents, the work lies in not just learning to connect and communicate with each other but also with their children, including navigating how to parent adolescents through the prevalence of social media. This curriculum is being developed through focus groups with parents and feedback from parenting experts around the country.

鈥淲e want to ensure parents have the tools for connecting with each other through the more challenging chapters in life and in parenthood.鈥� 鈥� Sejal Barden, MFRI鈥檚 executive director

鈥淲e want to ensure parents have the tools for connecting with each other through the more challenging chapters in life and in parenthood, which includes helping them translate these skills into building stronger relationships with their children,鈥� Barden says.

Barden and her team hope to begin enrolling couples in the Unite group in the spring, with Raise and Shield to follow shortly after. Although word of mouth is their top source of referral, the MFRI team will also be out in the community recruiting participants at fire stations, police stations, libraries, health departments and wellness events.

鈥淟earning that we can change the trajectory of a couple鈥檚 life and their connection with a short amount of education and intervention is life-changing,鈥� Barden says. 鈥淚f we know that this works, how could we not do it? It feels like a calling and commitment I couldn鈥檛 imagine not being a part of.鈥�

Researcher Credentials

Barden received her Ph.D. in counseling and education development from the University of North Carolina at Greensboro, and both her master鈥檚 and education specialist degrees in marriage and family therapy from the University of Florida. She joined , part of the , in 2011, and has served as MFRI鈥檚 executive director and the principal investigator of Project Harmony since 2015.

Fostering healthy relationships 鈥� both romantic and platonic 鈥� is something that counselor education doctoral student Shazia Mirza teaches in the online Couples, Families and Intimate Relationships course. Offered in the fall, spring and summer as part of the human services undergraduate minor in the , the course provides foundational knowledge of the dynamics of families, dating and marriage, how to establish stable and satisfying couples and families, the impact of divorce and couples鈥� education. Notably, the course challenges students to consider their own relational experiences within the academic content.

鈥淭his class is about couples, families and intimate relationships, so the name itself is very attractive 鈥� after all, we all have relationships, so why not learn about them in a professional way?鈥� Mirza says. The class includes assignments to help students get to know themselves, assess where they鈥檙e at in their relationships, and asks them to look at whether they鈥檙e building positive relationships and connections.鈥�

Despite being a mental health services course, it鈥檚 a good elective open to any student, Mirza says. No matter a student鈥檚 career aspirations, they still have relationships with family, clients and peers that can grow from the deeper introspection and foundational knowledge the class provides.

鈥淭his class helps students gain awareness of where they are in life and how they can be successful personally, professionally and academically,鈥� she says. “When we are not fully connected with our relationships, whether it is family, friends or partners, we are not satisfied. It can also help students realize if their relationships are negative and how they can change them.鈥�

Some of the other important skills the course teaches are the primary issues that arise in dating and marital relationships, like decision-making, power and control issues, and how to problem-solve through conflict resolution and effective communication.

One interactive assignment students enjoy is creating a relationship genogram 鈥� a family tree specifically about relationships. The fun part, Mirza says, is that they can base it on a fictional family from a television show of their choice.

鈥淭heir job is to find a popular show, identify those characters, put those characters in the genogram, and describe their relationships and connections with each other,鈥� Mirza says. 鈥淔or example, Modern Family is a very popular show with many interesting relationships.鈥�

Although students will have to take the class to learn all the ins and outs of maintaining healthy relationships, Mirza offers one key piece of relationship advice that applies to everyone: be flexible.

鈥淚n any relationship 鈥� it doesn鈥檛 matter if it’s with our parents or romantic partners 鈥� flexibility is key,鈥� she says. 鈥淒on鈥檛 have rigid expectations for how your relationship must be. It鈥檚 not compromising because you should still establish boundaries, but being flexible is one important thing we can do to maintain possible connections.鈥�

And as the world watched Russia invade Ukraine in February, 聽鈥� associate lecturer in the 聽鈥� knew she had to do something to help.

An Uzbekistan native and mental health counselor, Hundley also speaks Russian and has been monitoring social media comments and posts from the mental health communities in Russia and the Ukraine. She saw various colleagues鈥� calls for help providing free mental health services to Ukrainian clients, but Hundley wanted to give mental health professionals their own safe space with resources on coping with and processing trauma, too.

Hundley says she chose to help mental health professionals because they are trained to self-regulate, meaning they have the ability to monitor and manage their emotions, thoughts and behaviors themselves. If someone who is not trained in self-regulation experiences a trigger, she couldn鈥檛 be there in person to help them through it. This ultimately could be harmful to the client.

鈥淚 wanted to start with psychologists who, because of the training we have, know how to self-regulate. If they鈥檙e too upset, they know what to do in the moment,鈥� she says.

That鈥檚 when she decided to post a message offering her services to colleagues and help the helpers. Within hours, it had garnered so much interest that she began scheduling group therapy sessions to help these professionals through recent trauma.

Hundley uses a psychotherapy treatment called EMDR Group Traumatic Episode Protocol (G-TEP), an early-intervention approach designed to alleviate stress associated with traumatic memories. Her Saturday sessions take place via telehealth, and each lasts about two-and-a-half hours. Participants tune in from Poland, Ukraine and other places nearby.

鈥淚t鈥檚 very appropriate and timely for what is happening with Ukrainian colleagues,鈥� she says. 鈥淭he purpose is not to process all traumas in two-and-a-half hours. The purpose of this methodology is to help them to reduce the intensity and distance themselves from the effects of trauma. They鈥檙e surrounded by trauma every day, and nobody can remove that as of yet. What we are tapping into is the ability to cope with what they have, because it’s their reality. It’s all about resilience, coping and bravery to get through this.鈥�

Hundley鈥檚 first session took place March 12 with 10 participants. Since then, she has been able to offer her services to more than 60 Ukrainian mental health professionals, with another 50 on a waiting list.

Each session involves taking participants through a series of exercises in which they use eye movements and special charts to help them process specific traumatic experiences. The goal is to desensitize unpleasant memories and focus their attention on future positive outcomes.

Participants have the option of sharing their experiences and situations. Hundley says they have talked about grief, loss and being separated from loved ones. Some stayed behind to care for elderly parents, while others have husbands there who are fighting. One person in Kyiv attended the session from a bathtub underneath a mattress because it was the safest place available with internet access. Another therapist had a client who was killed when his building was bombarded. Even making simple decisions such as whether to go outside or take the dog for a walk is traumatic due to the ever-present fear of attacks.

Others, she says, almost become numb to what鈥檚 happening as a defense mechanism. Some said spending time in their session allowed them to forget about the war for a while and focus on themselves 鈥� a rarity for professionals in a field centered on helping others.

Through each session, Hundley is also collecting data to see how participants鈥� level of disturbance changes. When a person is impacted by recent trauma, they go through a process of emotional fragmentation. Early intervention helps reduce traumatic damage down the road.

Hundley also doesn鈥檛 take for granted the knowledge that her participants are trusting and opening up to a stranger in the United States. She says it鈥檚 a humbling experience to witness their bravery and resilience, along with each group鈥檚 collective strength and willingness to empower each other.

鈥淥ne group member said, 鈥業 feel like my individual hope is not enough.鈥� That entire group then said, 鈥榊ou have my hope,鈥� 鈥� she says. 鈥淎t the end, everybody came together and said, 鈥榃e have collective hope, and that will get us through.鈥� What amazes me is that they鈥檙e still helping. They鈥檙e on the phone helping their clients, helping anybody who needs it. They are very appreciative of any type of help that is provided to them, and they’re amazed by how many people are offering that support. Sometimes that鈥檚 just what they need 鈥� hope. This work is my small contribution for a slightly better world.鈥�

Hundley graduated from Tashkent State Medical School in Uzbekistan and earned her doctorate in psychiatry from the Institute of Mental Health in Moscow, Russia. She immigrated to the United States in 1994 and earned a master鈥檚 in mental health counseling and doctorate in counselor education at 麻豆原创. Hundley has more than three decades of experience in the mental health field and has experience treating adults with a variety of聽mental聽health issues in both the United States and the former Soviet Union. She is an EMDR-certified therapist, EMDR consultant, a licensed mental health counselor, licensed marriage and family therapist, and qualified clinical supervisor. She currently practices in Winter Park.

鈥淲e know that there is a significant mental health toll that the COVID-19 pandemic is taking on all persons,鈥� says Sejal Barden, a 麻豆原创 associate professor of counselor education, executive director of the 麻豆原创 Marriage and Family Research Institute and co-principal investigator of the project. 鈥淒ata are showing much higher levels of interpersonal stress, relationship stress, parenting stress, suicidality and depression.鈥�

麻豆原创 received a grant in 2015 to launch Project Harmony, which was completed in early 2020 and served more than 1,900 couples and 1,400 individuals Central Florida.

The program focuses on improving couple relationships through a four- to five-week course that teaches better ways to communicate and manage conflict while emphasizing the importance of spending quality time together.

The new funding will allow the researchers to launch Harmony 2.0 with virtual sessions, in addition to face-to-face ones, to provide more access and flexibility. The upgrade will also allow the team to reach more families by offering sessions in Spanish.

Harmony 2.0 sessions will start in early April 2021. Couples interested in participating can contact the researchers and their assistants now through the 麻豆原创 Marriage and Family Research Institute website to receive information about next steps.

The goal is to help keep families intact because stable households also strengthen communities, says Dalena Dillman Taylor, a 麻豆原创 associate professor of counselor education, senior implementation director for the Institute and co-principal investigator of the project.

鈥淭here are disadvantages to when a couple breaks up,鈥� says Dillman Taylor. 鈥淐hildren are impacted, and financially, one partner may be struggling more than another when those committed relationships break apart. So, you鈥檙e seeing a lot of negative outcomes happening.鈥�

While Project Harmony 1.0 worked with individuals and couples, Harmony 2.0 will focus specifically on couples.

The program is open to anyone, but recruitment efforts are especially focused on serving those who are economically vulnerable. For people who have completed the program, 98 percent say that they enjoyed their experience through Project Harmony, and 95 percent say that they would refer a family member or friend to receive the services.

Project Harmony uses an established intervention program that participants complete called Prevention and Relationship Enhancement Program, or PREP, that has been proven to be effective through 30 years of research, much of which was performed at the University of Denver and funded by the National Institutes of Health.

Couples participating online or face-to-face in Harmony 2.0 will receive gift cards for their time, and couples participating in the face-to-face sessions will also receive free meals and childcare.

The project is funded by the U.S. Department of Health and Human Services, Administration of Children and Families, Office of Family Assistance.

Barden earned her doctoral degree in counselor education from the University of North Carolina at Greensboro and her master鈥檚 and education specialist degrees in marriage and family therapy from the University of Florida. She joined 麻豆原创鈥檚 Department of Counselor Education and School Psychology, part of 麻豆原创鈥檚 College of Community Innovation and Education, in 2011.

Dillman Taylor received her doctoral degree in counseling with a specialty in play therapy and master of education in counseling degree from the University of North Texas and her bachelor鈥檚 in psychology from the University of Texas at Austin. She joined 麻豆原创 鈥檚 Department of Counselor Education and School Psychology in 2013.

We talked with Lambie for guidance on the misconceptions and realities as well as ways we might help someone else or ourselves when navigating thoughts of suicide.

What are some common myths about suicide?

Myth No. 1: Talking about suicide and asking if someone feels suicidal might encourage suicidal thoughts or attempts.
Talking to individuals gives them a chance to talk about how they feel and share their fears and struggles.

Myth No. 2: Many people talk about suicide but never actually attempt or die from it.
Talking about suicide is a sign someone is seeking help or considering suicide. It is important to encourage people in crisis to talk about how they feel and directly ask if they are considering suicide.

Myth No. 3: Suicide deaths or suicide attempts happen without warning.
There are many signs someone is considering suicide. Examples may include previous attempts, preoccupation with death, suicidal thoughts, giving away possessions, significant changes in behaviors, lack of interest in the future or sudden contentment or positivity (as they may have decided to end their pain through suicide).

Myth No. 4: If someone threatens suicide, they are just looking for attention.
Always treat suicidal thoughts and attempts seriously. If someone attempts to gain attention, it is a sign they need help.

Myth No. 5: If a young person has thoughts of suicide, they are depressed.
While depression contributes to many suicides, it does not have to be present for a person to attempt or die by suicide.

Myth No. 6: Suicide risk is genetic.
Suicide may be overrepresented within a family because of similar experiences and environments. A family history of suicide may also increase awareness for other family members. However, suicide risk cannot be inherited genetically.

If someone attempts suicide, are they always at risk of suicide?

Many people who consider suicide may only be at risk for a distinct period. If individuals receive appropriate help and support, they can recover and go on to live meaningful lives.

What are potential warning signs of suicidal thoughts?

• Talking about death or wanting to die
• Talking about feeling hopeless or empty
• Planning or researching ways to die
• Talking about having shame, guilt, being a burden or feeling trapped with no way out
• Feeling intense physical or emotional pain
• Giving away possessions
• Saying goodbye to others
• Demonstrating risky behavior
• Change in eating or sleeping
• Withdrawing from others

Does social media play a role in suicide?

Social media may increase pressure on an individual to appear effortless in their perfection, a phenomenon known as Duck Syndrome, because on the outside, they look calm; while beneath the surface they are frantically trying to keep up. Individuals with this drive for perfection may seem happy and content but internally struggle with deep questions, perceptions of failure and suicidal thoughts 鈥� all in isolation. Also, individuals may post suicidal thoughts on social media. These posts are warning signs, so contact one of the crisis lines listed below for help.

What steps can I take to seek help if I am contemplating suicide?

If you are thinking about suicide, reach out for help as soon as possible. Talk to a trusted friend, family member, religious leader or professor about how you feel. Reach out to one of the many resources available for help from a trained professional. You may also talk to your doctor or other healthcare providers about how you feel to receive resources and support.

How can I help a friend, co-worker or family member who is considering suicide?

If you know someone who may be considering suicide, seek help as soon as you can. It is often those closest to individuals who can recognize the first warning signs of suicide. There are several ways you can provide support.

• Help the individual connect with a trained professional, like a doctor or mental health professional, to get the support and treatment they need.
• Do not leave them alone.
• Do not promise to keep their suicidal thoughts a secret. Tell a trusted friend or family member who may help find the support they need.

Where can I find helpful resources?

At 麻豆原创

(CAPS) provides counseling support for students and referrals, as needed. Crisis services are also available after hours.
407-823-2811

In Central Florida

Community Crisis Line
407-425-2624

Teen Hotline
407-841-7413

Nationwide

Call 911

National Suicide Prevention Lifeline
1-800-273-TALK

Text the Crisis Text Line
Text HOME to 741741 (any time of the day or night)

SAMHSA Referral Helpline to find a mental health provider in your area
1-800-662-HELP

Repeating from last year, the Counselor Education program earned 麻豆原创鈥檚 highest ranking, moving up a notch to No. 9 nationally. The program prepares students for careers as counselors and practitioners in schools, community mental health agencies, hospitals, institutions and private practice.

鈥淭his ranking exemplifies the hard work of our Counselor Education faculty and staff and the progress we have achieved,鈥� said Pamela S. Carroll, dean of the College of Education and Human Performance. 鈥淲hat an honor to be listed in the top 10 in the nation in this field.鈥�

The next highest 麻豆原创 rankings were No. 14 for the atomic, molecular and optical sciences programs in the College of Optics & Photonics, and No. 17 for the Nonprofit Management program in the College of Health and Public Affairs, a jump of eight places.

Two more programs in the College of Health and Public Affairs were ranked in the top 50 鈥� Criminal Justice (26) and Healthcare Management (38) 鈥撀燼nd Industrial Engineering聽was ranked at No. 39.

Others in the top 100 were: Communication Sciences and Disorders (53), Public Administration (63), Computer Engineering (64), Materials Science and Engineering (65), Electrical Engineering (66), Civil Engineering (75), Environmental Engineering (75), Social Work (78), College of Engineering & Computer Science (82), Physics (85), Medical Research (88), Computer Science (90), College of Education & Human Performance (91), and Doctor of Nursing Practice (100).

The Best Graduate Schools 2017 edition will be available on newsstands April 5.

The U.S. News rankings were announced one day after The Princeton Review and PC Gamer magazine named 麻豆原创鈥檚 Florida Interactive Entertainment Academy the best video game graduate school in North America.

The Counselor Education program earned 麻豆原创鈥檚 highest 2016 ranking at No. 10. The program prepares for careers as counselors and practitioners in schools, community mental health agencies, institutions, hospitals and private practice.

鈥淲e are extremely proud of the work being done by our faculty and staff in the area of Counselor Education, and pleased to acknowledge the recognition the program continues to receive on a national level,” said Grant Hayes, interim dean of the College of Education and Human Performance.

麻豆原创鈥檚 College of Optics and Photonics ranked No. 14 in the top atomic, molecular and optical sciences programs, and the Nonprofit Management program in the College of Health and Public Affairs was listed at No. 25.

Two other programs in the College of Health and Public Affairs made the top 50 鈥� Criminal Justice (26) and Healthcare Management (39)聽鈥撀燼nd Industrial Engineering聽was ranked at 45th.

Others in the top 100 are: Electrical Engineering (52), Computer Engineering (58), Public Administration (59), ), Environmental Engineering (70), Communication Sciences and Disorders (73), Civil Engineering (74), College of Nursing (83), College of Education & Human Performance (83), College of Engineering & Computer Science (85), Physics (85), Social Work (89), Computer Science (90), Physical Therapy (99) and Mechanical Engineering (100).

The Best Graduate Schools 2016 edition will be available on newsstands April 7.

This year the conference’s theme focuses on collaboration across the helping professions, and the internationalization of the counseling field – recognizing and preparing for the needs of students, clients, and professionals throughout the different regions and cultures of the world. Nearly all of the sessions will incorporate information related to the internationalization of counseling and other helping professions, including the blending of best practices and various approaches to global issues.

“A lot of international students are coming into the United States for training, so how do we prepare them to make the lessons applicable both here and back home?聽When it comes to international counseling, the lines are not as clearly defined as they are in the United States,” says聽, doctoral student in 麻豆原创’s Counselor Education program and lead coordinator for this year鈥檚 counseling conference. “So a conference like this is meant to bring all of the helping professions in the United States together. Some of them have had international experiences that they share with us, and the international students are able to take this information home and apply it.”

This year’s keynote speaker,聽Dr. Jeffrey Kottler, is professor of counseling at California State University in Fullerton, and has authored dozens of highly regarded books about the counseling profession. His presentation, entitled聽Stories We鈥檝e Heard, Stories We鈥檝e Told: Life-Changing Narratives in the Helping Professions, will offer attendees an expansive view of one of the universal parts of human experience that can be extremely useful to the counseling profession – storytelling. The stories that we tell, live, see, hear, and experience all influence our ways of thinking and understanding, and utilizing that shared human practice can be beneficial to counselors and clients alike.

鈥淥ne of the unique things about this conference is how intentionally we have sought to collaborate with colleagues from the other helping professions,鈥� says Dr. Bryce Hagedorn, program director of Counselor Education at 麻豆原创. 鈥淎nother aspect that makes this conference unique is its emphasis on international issues and how those impact the clients we serve. Students and practitioners alike will be exposed to some of the newer, evidence-based practices in an effort to equip them to better serve clients in the community.鈥�

Additional presentations will include cultural immersion and the counselor trainee, Acceptance and Commitment Therapy and its application at home and abroad, discussions about the part that each of the helping professionals plays in addressing client problems, and the academic needs of international students in US counseling programs.

罢丑别听7th Annual 麻豆原创 Counseling Conference聽takes place at the 麻豆原创聽 and buildings on the 麻豆原创 campus. On-site registration will be available, and students, faculty, and professionals in the counseling fields are encouraged to attend.

As part of their Advanced Practicum in Counseling course, six doctoral students visited Hamilton Elementary on Mondays throughout the fall semester offering scheduled counseling sessions. The mutual benefits of the partnership between Seminole County Public Schools (SCPS) and 麻豆原创’s are myriad. Graduate students at 麻豆原创 gain the experience and training they need to become counselors in the future, but more than that they get to see directly the positive impact that their work can have on the lives of students and families.

“We have been seeing students in Hamilton Elementary School since September 8th,” says Coralis Solomon, doctoral student in Counselor Education and coordinator of the counseling services at Hamilton Elementary. “Since that time 麻豆原创 counseling students have conducted more than 85 counseling sessions with students, and the results have been great. In the short amount of time we have been there, we are hearing positive feedback from parents about behavioral improvements and academic achievement in their kids. In addition, students seem to look forward to meeting with their counselor each Monday. This is a much needed service in the community for the students and their families, and I feel honored to be part of it.”

Hamilton Elementary is a Department of Education Title I school. The designation means that Hamilton Elementary, like all Title I schools, has been focused on meeting and exceeding the education needs of students in disadvantaged areas with a particular emphasis on closing the achievement gap. While classroom lessons, teacher training, and activities are critical parts of that process, services like those provided by 麻豆原创’s Counselor Education students can make a tremendous difference by helping students gain focus and increased confidence in their abilities.

Ms. Phillips, principal at Hamilton Elementary, gets to see firsthand the benefits and outcomes of the partnership with the 麻豆原创 Counselor Education program. 鈥淭he counseling partnership with 麻豆原创 is an opportunity for students to have a dialogue about concerns that may be interfering with their learning. We are looking forward to positive results with their behaviors and academic growth thanks to the work of our staff and the graduate students in the College of Education and Human Performance.鈥�

Additionally, the impact that 麻豆原创’s partnership is having at Hamilton Elementary will open new possibilities for helping students and communities meet their needs, raise achievement levels, and provide the best possible educational experience to students.

鈥淭he purpose of the partnership between SCPS (Hamilton Elementary School) and the 麻豆原创 Counselor Education Program is fourfold,鈥� explains. 鈥淔irst, we want to provide free counseling services to students and their families within their own community, promoting their academic and personal-social development; second, we are fostering and promoting endeavors between SCPS and the 麻豆原创 College of Education and Human Performance; third, this opens opportunities to initiate research examining the impact of school-based counseling services on elementary students鈥� academic achievement and social-emotional development; and finally this partnership allows us to commence the development of a satellite 麻豆原创 Community Counseling & Research Center (CCRC) at Hamilton Elementary School, to serve as a practicum counseling site for graduate-level counselor education students.鈥�

As for the first semester鈥檚 work at Hamilton Elementary, Dr. Lambie has also been impressed with the results. 鈥淭he initial semester of our partnership has progressed well for both partners (SCPS and 麻豆原创 Counselor Education Program), and we plan to continue our efforts to support both SCPS students and their families while fostering the development of our graduate-level counselor education students,鈥� he tells us. 鈥淲e intend to expand the school-based counseling services to other high-need elementary schools in the Sanford area, assisting more SCPS students and families, and increasing research opportunities to benefit all involved parties.鈥�

麻豆原创’s Counselor Education program, ranked among the top ten such programs in the nation according to U.S. News and World Report, offers several tracks to students interested in providing counseling to individuals and communities. From school counseling to marriage, couple, and family therapy, the program combines the strengths of both a research-focused curriculum with the real-world benefits of practical experience and training.

The Florida Interactive Entertainment Academy鈥檚 No. 2 ranking was released today by The Princeton Review and PC Gamer Magazine. FIEA has been ranked among the top five in all four Princeton Review sets of rankings since the school opened in downtown Orlando nine years ago.

Since opening its doors in 2005, FIEA has graduated 359 alumni working at 124 companies around the world, including Google, Electronic Arts, Blizzard, Ubisoft, Disney and Microsoft. The average starting salary for FIEA graduates is $54,581.

鈥淚鈥檓 glad to see the Princeton Review recognize the hard work put in by our faculty and staff at FIEA,鈥� said FIEA executive director Ben Noel. 鈥淲e spend every day ensuring our students are as ready as possible to have valuable careers in the video game, film and simulation 颈苍诲耻蝉迟谤颈别蝉.鈥�

In other rankings released today, U.S. News & World Report ranked 23 麻豆原创 graduate programs among the top 100 in their fields. Last year, 21 麻豆原创 programs were ranked in the top 100 in their fields. The Best Grad Schools 2015 rankings are available online at https://www.usnews.com/best-graduate-schools, and the Best Grad Schools 2015 guidebook will be available on newsstands beginning April 8.

The Counselor Education program earned 麻豆原创鈥檚 highest ranking at No. 7, up two spots from its 2014 ranking. Counselor Education educates and prepares students interested in working as counselors and practitioners in schools, community mental health settings, institutions, hospitals, and private practice.

麻豆原创鈥檚 Special Education program also earned a Top 20 ranking, jumping up four places to No. 12. The program provides course work needed to meet state certification requirements in special education of children and youth with disabilities

鈥淲e鈥檙e very pleased with the recognition our programs have received,鈥� said Sandra Robinson, dean of the College of Education and Human Performance. 鈥淔aculty, staff and students have earned these accolades through their hard work and professionalism.鈥�

麻豆原创鈥檚 College of Optics and Photonics ranked No. 14 among the nation鈥檚 atomic, molecular and optical sciences programs. The Nonprofit Management program in the College of Health and Public Affairs ranked No. 25.

Two other programs in the College of Health and Public Affairs also made the top 50 鈥� Criminal Justice (26) and Healthcare Management (46) 鈥� along with the College of Engineering and Computer Science鈥檚 Industrial Engineering program, which ranked No. 42.

“These rankings clearly demonstrate the national recognition our programs have achieved聽in both health and public affairs,” said Michael Frumkin, dean of the College of Health and Public Affairs. 鈥淭hey are truly a testimony to the commitment and hard work of our faculty and the excellence of our students.鈥�

Others from 麻豆原创 in the top 100 of their specific fields are: Computer Engineering (58), Public Administration (59), Materials Engineering (61), Electrical Engineering (64), Environmental Engineering (68), Communication Sciences and Disorders (73), Civil Engineering (76), College of Nursing (79), College of Engineering & Computer Science (81), Physics (85), Social Work (89), Computer Science (90), Business Part-Time MBA Program (94), Mechanical Engineering (97), College of Education (98) and Physical Therapy (99).

More than 1,300 programs are reviewed nationwide for the magazine鈥檚 annual graduate-school guide. Scores are based on expert opinions about programs and statistical indicators that reflect the quality of faculty, researchers and students at each institution.

In a separate set of rankings released in January, 麻豆原创 ranked No. 24 among the Best Online Graduate Nursing Programs, up from No. 45 in 2013.