8000

Study of ethical,legal and professional concerns in the practice of counseling including preparation for the first practicum.Prerequisites: At least 15 hours of coursework including PYF 7122, PYC 7922 and PYC 7932. (Cross listed WITH PYF 8012.)

Study of the ethical, legal and professional concerns of school guidance counselors and preparation for the school guidance practicum.

This source examines several aspects of the school reform movement, including an in-depth look at the criticism of school guidance counseling programs. Students will study the implications for the Comprehensive School Counseling Programs by focusing on the models that may be used to design and implement school counseling programs. The course will focus on The Comprehensive School Counseling Model and the ASCA National Model. Students will learn how to organize comprehensive school programs and address the process of redesigning school counseling programs.

Topics include principles of supervision, supervision theory, models, techniques of supervision, philosophical conflicts, teacher evaluation schemes, and research on supervision.

Introduces integrated view of the effects on personality development of childhood trauma, abuse and deprivation. Examines therapeutic interventions. Dual listed with PYC 8082.

The internship requirements are equivalent to four semesters of full-time placement in a school setting under the dual guidance of an on-site staff psychologist and a University-based supervisor. Participation in the intake and screening process, individual evaluations, interdisciplinary staff conferences, parent conferences, and professional meetings is required. Students will evaluate children, write reports and practice short-term consultation under the supervision of the on-site psychologist.

Examination of traditional and contemporary theories of family systems and approaches to marriage and family counseling.Cross listed with PYC 8112.

Continuation of Internship II in the same school setting as Internship I.

Course focuses on theory and research. Biopsychosocial risk factors for addiction/compulsive disorders such as disease concept, dual diagnosis, social/cultural factors, and developmental issues are studied. Biological/genetic models and processes of addiction are studied such as addictive behavior and depression, anxiety, ADHD, gender and age. Cross listed with PSY 41355. Dual listed with PYC 8142.

In-depth study of major systems theories underlying family and relationship therapy.Prerequisite: Mimimum of 15 semester credit hours of graduate counseling coursework.Cross listed with PYC 8212.

Course extends skills in academic and alternative testing, including report writing, selection, use, and interpretationof academic instruments, as wellas ways to summarize and report test results to other professionals and parents. Topics include current issues and trens in ability testing, ethical practices,theories of intelligence, working with linguistically and culturally different children, and environmental effects on intelligence.

Examines sex-role stereotyping, and its orgins and consequences within the family, culture, and society. Includes counseling issues related to sex and gender-based prejudice and discrimination. Prerequisites: Completion of 21 hours of coursework including PYC 7422 and PYF 8012. Dual listed with PYC 8272.

In-depth didactic and experiential examination of family system-oriented therapies with children and adolescents.Prerequisite: PYC 8212(CROSS listed with PYC 8282)

Examines theory and principles of development from conception through adolescence. Topics include an in-depth study of physical, social/emotional, cognitive, language, and aesthetic development. Students examine various theories, including Piaget, Erikson, Vygotsky, Skinner and others. Explores development in the context of gender, family culture, and society, with an emphasis on implications for professional practice.

Provides beginning graduate students with a knowledge of issues surrounding the fields of special education. Issues include legal; principles and concepts of assessment; principles of teaching and counseling. Students will examine and develop their personal philosophies regarding assessment of, services to, and intervention with individuals with exceptionalities which include mild/moderate mental retardation, learning/emotional and physical disability and other health impairment.

Practical experiences with individuals having special needs with focus on phychological, educational, and service-related implications and practices.

Issues in the education of students with mild-moderate mental retardation, learning disabilities, emotional or behavioral disorders, attention deficit disorders and physical disabilities. Topics include history, definitions, current issues, characteristics, theories, and educational programming.

Instructional interventions and program development for exceptional students from culturally and linguistically diverse backgrounds. Emphasis on current intervention methods and practices.

Introduction to historical, legal, pedagogical, and social issues underlying services in special education and rehabilitation. Provides an overview of the characteristics of persons with exceptionalities and disabilities as well as the services available.

Assessment techniques, academic and behavioral intervention strategies, and classroom management with emotionally or behaviorally disordered children and youth.

Remediation of academic areas and cognitive processes involving perception, integration, and expression with emphasis on strategies for planning and implementing instructional programs.

Provides a theoretical base and practical approach to the study of special needs of students with language and cultural differences; basic premises of bilingual special education and the interface of the two fields.

Information to aid teachers in dealing with responsibilities and concerns in school settings with regard to P.L. 94-142, Education for all Handicapped Children Action Section 504 of the Rehabilitation Act, Family Education Rights and Privacy Act, and other legal issues. Integration of methods of inclusion/assistive technology/working with paraprofessional.

Methods of assessing and developing age-appropriate, functional and inclusive programming, collaborative, community-based instruction, and integrative source delivery for students who have mild/moderate mental retardation, learning/emotional and physical disability and other health impairment.

Use of behavioral principles to positively support individuals with disabilities, especially those with mild/moderate mental retardation, learning/emotional and physical disability and other health impairment.

The practical application of theoretical learning within a group setting and involving an exchange of ideas and practical methods, skills, and principles.

Specialized work on an individual basis, consisting of student teaching and practice in actual service in a department, program, or discipline. Teaching formats must include teaching students with mild/moderate mental retardation, learning/emotional and physical disability and other health impairment.

Individually designed course offering opportunity to integrate course knowledge with practical experience in an educational setting. Approved written proposal required.

Course examines health promotion models, preventive management techniques, and models and techniques for behavior change. Comprehensive inquiry focusing on psychological processes, and individual behaviors and lifestyles which affect a person's physical, emotional and social health. Topics include stress and illness, personality and disease, high-risk populations and behaviors, and gender and cultural issues. Dual listed with PYC 8452.

Individually designed course offering opportunity to practice individual and group counseling under professional supervision in an appropriate level school setting. Approved written proposal required.Prerequisite: 15 semester credit hours of counseling course work, including EDC 8013.

Continuation of EDC 8453.

This course helps teachers improve student learning in mathematics through systematic analysis and reflection on cycles of teaching and learning. Focus is on matching curriculum, instructional design, desired learning outcomes, content, diverse learners, instructional resources, and assessment measures in the context of mathematical reasoning and problem solving.

This course helps teachers improve student learning in science through systematic analysis and reflection on cycles of teaching and learning. Focus is on matching curriculum, instructional design, desired learning outcomes, content, diverse learners, instructional resources and assessment measures in the context of scientific methods and ways of knowing.

This course helps teachers improve student learning in social studies through systematic analysis and reflection on cycles of teaching and learning. Focus is on matching curriculum, instructional design, desired learning outcomes, content, diverse learners, instructional resources and assessment measures in the context of developing global understanding.

A study and evaluation of curriculum and programs in reading and the planning of a total school reading program. Students visit and evaluate exemplary school reading programs. Special emphasis will be given to the leadership functions of reading teacher in diverse roles in terms of improving reading instruction and involving student's families in literacy development.

The purpose of this course is to help teachers construct a conceptual framework based on knowledge about the cognitive, social, biological, emotional, and cultural basis of language and to learn how to use that framework to individualize curriculum instruction, and assessment in reading, writing, speaking, listening, and viewing. Teachers will also connect long-term literacy goals to learning in other content areas through children's literature, such as expressive/transactional/poetic, written discourse, and the creative arts.

This course emphasizes building knowledge of theory and research, curriculum planning and delivery of instruction for the secondary teacher.

Each MAED student will complete twelve (12) weeks of student teaching. During student teaching the student teacher will design an action research project aligned with an educational issue.

Continuation of EDC 8563.

Course identifies and uses multiple strategies to improve student achievement through the integration of comprehensible input, ongoing, specific and immediate feedback, group structures and techniques,building background and vocabulary development, andstudent engagement. Topics include development of specific content lesson plans that incorporate all the above aspects to improve student achievement.