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| EDE416 | Aggression, Human Development, and Youth: Theory, Social/Cultural Contexts, Prevention, and Intervention Designed for practitioners, this course has been created for those who grapple with problems caused by aggression whether it is in the fields of nursing, education, public health, social work, or counseling. This course is organized around three main strands: theory, practical issues, and prevention/intervention. The first part of the course will explore explanations of aggression including evolutionary, psychological, sociological, and epigenetic theories. The second part of the course will consider the contextual and cultural manifestations of aggression including school violence (i.e., classroom management, bullying, the use of punishment, and sexual harassment), family and interpersonal aggression (i.e., domestic and intimate partner violence, dating aggression, child physical and sexual abuse, and elder abuse), sports/athletics and aggression [including hazing], community violence and gangs, and microaggressions and issues of race, ethnicity, and gender. The third part of the course will consider prevention and intervention programs and approaches which are designed to address these issues, with the goal being the development of class participants who can be wise consumers of programs and approaches. To that end, course participants will study a variety of programs and approaches, their theoretical groundings, their goals, their implementation mechanisms, and their evaluated outcomes. Finally, aggression within the context of life course theory will be considered as a way to frame a broader conversation about aggression and human development. Frequency: Occasionally Instructors: Allen | ||||||||||||||||||||||||||||||||||||
| EDE417 | Crisis Counseling and Disaster Mental Health Examines the crisis counseling and disaster mental health field with an emphasis on improving the well-being (mental health) of those who are survivors or extended survivors of a crisis event or disaster. The objective of the course is to address the psychological reactions and human response to crisis and the appropriate responses of mental health professionals to these events. Topics covered include: crisis and disaster management; disaster theory and models; and post-trauma interventions such as psychological first aid, psychological triage, and emergency trauma treatment protocols. Addresses the assessment, diagnosis, and treatment of crisis/disaster-related issues, such as stress, acute stress disorder, acute crisis episodes, trauma, and PTSD. Investigates current evidence-based practice and research in crisis/disaster mental health, and addresses the role of the counseling professional in the development, training, and care of an effective crisis team and the development of community resources. Prerequisites: [EDU 450 or EDU 472] Restrictions: Restricted to counseling students or other mental health professionals (with permission of instructor) Frequency: Every fall and spring Instructors: Linnenberg | ||||||||||||||||||||||||||||||||||||
| ED418 | The Family and Social Dynamics Introduces the basic dimensions and dynamics of the family as a social institution and as a significant context for individual development. Explores the nature and dimensions of the institution of the family across cultures and history; alternative theoretical approaches to the family; the connections between the family and other social institutions, such as work, education, and government; and the implications of the analysis of family for social policy related to the practice of counseling and other educating professions. Frequency: Every spring Instructors: Duckles | ||||||||||||||||||||||||||||||||||||
| ED419 | Life Course Studies Examines the popular myths and misunderstandings about aging and the life course by critically surveying existing scholarly knowledge, research, and theory about the life course and examining how the individual’s biographical experience and view of his or her personal past and future are shaped both by societal institutions and interpersonal expectations. Frequency: Every fall Instructors: Duckles, George | ||||||||||||||||||||||||||||||||||||
| EDE422 | Motivation in Human Development Provides a survey of theory and research in human motivation, with particular application to human development, educational and organizational settings, and counseling. Explores several influential approaches to motivation before focusing on one major contemporary approach known as self-determination theory. Topics covered include: the distinction between intrinsic and extrinsic motivation; processes of socialization and internalization; and the importance of basic psychological need satisfaction in educational, organizational, and counseling contexts. Emphasis is placed on application of motivational principles in the professional settings identified above. Frequency: Every fall Instructors: Lynch | ||||||||||||||||||||||||||||||||||||
| EDE423 | Spirituality, Religion, and Healing in Counseling Introduces students to the practice of integrating religion, spirituality and healing into the humanistic counseling/therapeutic relationship. Surveys the current issues pertaining to the assessment and treatment of clients incorporating religious and spiritual constructs, including the various religious worldviews, an understanding of the psychological development of religious and spiritual perspectives, the treatment of religious and spiritual dysfunction, the incorporation of religious and spiritual assets, the spiritual and healing aspects of the body and mind connection, the connection of spirituality with the creative process, and a review of the clinical research in this particular aspect of the counseling field. Restrictions: Open to counseling students, or by permission of instructor Frequency: Most even summer A Instructors: Guiffrida, Linnenberg, Lynch, Mackie | ||||||||||||||||||||||||||||||||||||
| ED425 | Minority Youth Development in Urban Contexts Provides an exploration of developmental and sociocultural processes that impact long-term outcomes for minority students. Examines influential environmental issues that focus on cultural, educational, structural, and sociopolitical factors. Students acquire an understanding of how these influences (e.g., racial socialization, parental stressors, and residential segregation) can impact development for minority children and how this knowledge can inform intervention strategies. Frequency: Every spring Instructors: Swanson | ||||||||||||||||||||||||||||||||||||
| ED429 | Theories of Human Development Provides a comprehensive introduction to multidisciplinary approaches to human development within the behavioral and social sciences. Explores theories of human development and the process of individual change over time that occurs in social, cultural, and historical contexts. Examines central theories of transformation and development that explain human behavior, the environmental factors that affect both normal and abnormal behavior, and the systems (e.g., school, family, and community) that interact to affect an individual’s development. Frequency: Every fall and summer A Instructors: Donnelly, Duckles, French, Swanson | ||||||||||||||||||||||||||||||||||||
| EDU439 | Interpersonal Systems in Counseling and Human Development Includes study of the multiple forms of intimate relationship across the life-course, and their role in human development and mental health. Emphasizes the interpersonal systems orientation to counseling in which problems and challenges, as well as their amelioration, are constructed and interpreted as experiences of relationship. Critical concepts from the literatures in family development; friendship and social support; marriage and family counseling; social psychology; and community prevention will be used to illustrate the meanings of, and opportunities for, relatedness in contemporary life for the purpose of learning to construct appropriate and empowering social-systemic counseling interventions for all ages of children and adults who are in relationship to each other. Frequency: Every fall Instructors: Mackie, Welch | ||||||||||||||||||||||||||||||||||||
| EDE449 | Pre-practicum in Community Mental Health Counseling Introduces community mental health counseling students to foundational principles and practices encountered in clinical mental health settings. Topics covered include: treatment planning, case conceptualization, documentation, mental health status examination, and intake interviewing. Students are required to implement their new knowledge of clinical practices in a variety of clinical simulation exercises. Frequency: Every fall Instructors: Hudson, Marquis | ||||||||||||||||||||||||||||||||||||
| EDU450 | Introduction to School Counseling Introduces the counseling profession with an emphasis on the counselor’s role in educational settings. Examines the responsibilities of the counselor from a historical, theoretical, and practical point of view. Explores the helping relationship, the roles of the school counselor, and the professional practice issues related to providing school counseling services in historical and contemporary settings. Focus is placed on the fundamental elements of basic listening and communication skills that serve as the building blocks for more advanced counseling skills. Restrictions: Open to students who are not matriculated in the counseling program only with permission of instructor, if space is available Frequency: Every fall Instructors: Rubenstein | ||||||||||||||||||||||||||||||||||||
| EDF453 | Practicum in Applied Behavioral Analysis Frequency: Most semesters Instructors: Mozingo | ||||||||||||||||||||||||||||||||||||
| EDU453 | Counseling and Facilitating in Small Groups Explores the dynamics of small groups and their application to the work of counselors and other helping professionals. Content includes: human systems; small group dynamics; leadership and membership; group counseling and facilitation; small group techniques and interventions; and the legal and ethical considerations in group work. Students become members of an ongoing growth group that meets regularly as part of the weekly class agenda. Prerequisites: [EDF 450] Restrictions: Open to students who are not matriculated in the counseling program only with permission of instructor, if space is available Frequency: Every fall, spring, and summer B Instructors: Araneda Bengoechea, Linnenberg, Marquis | ||||||||||||||||||||||||||||||||||||
| EDE454 | Assessment and Treatment of Challenging Behaviors Applied behavior analysis has a robust history and literature pool addressing analysis of and intervention for challenging behavior. This course will provide an overview of the field's history and evolution in the assessment and treatment of challenging behavior and provide the student opportunities to apply current best practice. The foci of this course include: 1) the identification of challenging behavior and applicable assessment procedures, 2) fundamental elements of behavior change procedures, 3) selecting intervention and outcome procedures, and 4) behavior change systems. Prerequisites: [ED 453] Frequency: Most summers Instructors: TBA | ||||||||||||||||||||||||||||||||||||
| EDU454 | Career Counseling and Development Provides an overview of the career counseling and development field, including career development theories and decision-making models; career development program planning, organization, and services; career education practices; career counseling materials, processes, and techniques; and computer-assisted career guidance systems. Restrictions: Open to students who are not matriculated in the counseling program only with permission of instructor, if space is available Frequency: Every spring and summer A Instructors: Rubenstein | ||||||||||||||||||||||||||||||||||||
| EDE455 | Research Methods in Applied Behavior Analysis Applied behavior analysis, as a discipline for studying and positively impacting socially important behavior, is unique in that its research methods are the same methods utilized in the applied realm. There is an established, field-tested set of methods for analyzing behavior for both purposes. The focus of this course is on foundational research method techniques and their extensions and/or refinements that correspond with the evolution of the field. The course will provide students a thorough overview of applied behavior analysis research methods and "guide" students through the process of developing a (hypothetical) applied behavior analytic research project. Prerequisites: [ED 453] Frequency: Most springs Instructors: Mozingo | ||||||||||||||||||||||||||||||||||||
| EDU455 | Policy and Practice in Developmental Differences Introduces opportunities, support, and resources for individuals concerned with developmental differences and normalcy. Welcomes participants from various positions, interests, and experiences, including health and human service professionals, educators, family members, persons with developmental differences, and scholars. Oriented by a developmental, life-long, and multi-disciplinary approach, participants work to dispute dominant disability discourses of 'lacks and absences' and to reconsider developmental differences as neither inherent nor ‘less than’ what is needed. Frequency: Most falls Instructors: Donnelly | ||||||||||||||||||||||||||||||||||||
| EDE456 | Ethical and Professional Conduct for Behavior Analysts The profession of behavior analysis is undergirded by stringent ethical and professional conduct guidelines. This course provides a foundation in ethical and professional conduct for the developing behavior analyst. The field's professional conduct code, as primarily detailed in the Guidelines for Responsible conduct of the Behavior Analyst Certification Board, serves as a basis for much of the course's content. The foci of this course include: 1) best professional practice in presentation, application, and influence; 2) a thorough review of the Guidelines for Responsible Conduct in light of professional practice; and 3) ethical practices and their significance in light of examples of ethical dilemmas from the text, professional writings, and student and professor professional experience. Prerequisites: [ED 453 (or concurrently)] Frequency: Most falls Instructors: TBA | ||||||||||||||||||||||||||||||||||||
| EDE457 | Staff Training and Performance Management The foci of this course include: 1) training professionals and paraprofessionals working in treatment, education, and other settings; 2) analysis of treatment and educational systems, including systems management; 3) supervision of treatment and educational staff, and in business and industry; and 4) the analysis of training and supervision interventions and their effect on consumer (client/student) outcomes and work environments. Prerequisites: [ED 453] Frequency: Most springs Instructors: Mozingo | ||||||||||||||||||||||||||||||||||||
| EDU457 | Counseling Theory and Practice I Introduces the major theories of counseling and their relationships to its practice in a variety of settings. Addresses the historical development and views of human nature for each theory, as well as the counselor’s role in facilitating change. Analyzes professional issues, such as professional organizations, licensure, counseling ethics, and multicultural competence and awareness. Introduces basic interviewing and counseling skills and integrates theoretical approaches with skill development for counseling practice. Prerequisites: [EDU 450 or EDU 472 concurrently] Restrictions: Open to students who are not matriculated in the counseling program only with permission of instructor, if space is available Frequency: Every fall Instructors: Guiffrida, Marquis | ||||||||||||||||||||||||||||||||||||
| EDU459 | Contemporary Issues in School Counseling Reviews a wide array of current issues and strategies for school counseling, including child abuse and mandated reporting; legal and ethical issues; working with multicultural, diverse, and special populations; and the counselor’s role in responding to eating disorders, drug and alcohol abuse, teen pregnancy, violence, and more. The course entails lectures, class discussions, and in-class/extra-class projects that combine knowledge in many disciplines with self-understanding and perceptive abilities. Prerequisites: [EDF450; EDF 451 concurrently] Restrictions: Matriculated counseling students only Frequency: Every fall Instructors: Mackie, Outland | ||||||||||||||||||||||||||||||||||||
| EDU460 | Counseling Theory & Practice II A continuation of Counseling Theory and Practice I. Enhances counseling and communication skills and knowledge of the counseling relationship, as well as strategies for crisis intervention. Prepares and supports students in their Practicum in Counseling (EDU 458), which may be done concurrently. Prerequisites: [EDU457] Restrictions: Matriculated counseling students only Frequency: Every spring Instructors: Guiffrida, Marquis | ||||||||||||||||||||||||||||||||||||
| EDU465 | Assessment and Appraisal Explores the fundamentals of selecting, administering, interpreting, and presenting tests as a component of the diagnostic and counseling process. Includes discussions of the principles of measurement; an examination of intelligence, career, personality, and other test instruments; rationale for test selection; guidelines for test administration; and ethical use of appraisal in decision making and treatment planning. Restrictions: Open to students who are not matriculated in the counseling program only with permission of instructor, if space is available Frequency: Every fall and spring (may change in future years) Instructors: Donnelly, Garrick, Lynch | ||||||||||||||||||||||||||||||||||||
| EDU466 | Problem Identification and Intervention in Counseling I Focuses on identification and treatment of clinical problems that students may encounter as practicing mental health or school counseling professionals. Introduces a variety of diagnostic systems and methods for constructing remediation and prevention strategies. Contents of the Diagnostic and Statistical Manual of Mental Disorders-IV-TR are introduced, and opportunities are provided to make diagnostic assessments and treatment planning strategies through the use of confederate case clients. DSM-IV-TR categories covered include: mood disorders, anxiety disorders, personality disorders, and disorders usually first diagnosed in infancy and childhood. Restrictions: Matriculated counseling students only Frequency: Every fall Instructors: Douthit | ||||||||||||||||||||||||||||||||||||
| EDU470 | Multicultural Perspectives in Counseling Addresses issues of culture, ethnicity, gender, ability, sexual orientation, age, and social class in relation to current counseling theory and practice. Students examine their own cultural identities and values and how these may impact their work as counselors serving diverse populations. Issues include recognition/acceptance of diversity; knowledge of multicultural issues and concepts; knowledge of specific cultural and racial/ethnic groups; personal, institutional, sociopolitical responses to diversity; and communication and counseling skills for diverse populations. Restrictions: Open to students who are not matriculated in the counseling program only with permission of instructor, if space is available Frequency: Every spring and summer A Instructors: Guiffrida, Mackie, Swanson | ||||||||||||||||||||||||||||||||||||
| EDU471 | Counselor as Systems Consultant Explores the different consultation and advocacy processes needed to identify and overcome organizational and institutional barriers that impair the development of individuals, small groups, and larger social units, with an emphasis on equity and successful identity achievement. Gives primacy to a social-systems view of schools and community agencies, and focuses on developing proficiency in systems analysis and strategies for implementing system changes. Theories and models of consultation to systems are introduced and incorporated into practice. Prerequisites: [EDU 453, EDF 450 or concurrently] Restrictions: Matriculated counseling students only Frequency: Most falls Instructors: Nau | ||||||||||||||||||||||||||||||||||||
| EDU472 | Principles and Practices of Community and Mental Health Counseling Provides an introduction to the counseling profession with an emphasis on the counselor’s role in community agencies and facilities. Examines the responsibilities of the community counselor from a historical, theoretical, ethical, and practical point of view. Explores the helping relationship, the roles of the community counselor, and the professional practice issues related to providing community counseling services, historically and today. Focuses on the fundamental elements of basic listening and communication skills that serve as the building blocks for more advanced counseling skills. Restrictions: Open to students who are not matriculated in the counseling program only with permission of instructor Frequency: Every fall Instructors: Linnenberg | ||||||||||||||||||||||||||||||||||||
| EDU473 | Problem Identification and Intervention in Counseling II A continuation of Problem Identification and Intervention in Counseling I. Students are introduced to additional Diagnostic and Statistical Manual of Mental Disorders-IV-TR categories, including: dissociative disorders, dementia, schizophrenia and other psychotic disorders, eating disorders, factitious disorders, and sexual and gender identity disorders. A variety of interventions are considered and opportunities are provided to make diagnostic assessments and construct treatment plans through the use of confederate case clients. Prerequisites: [EDU 466] Restrictions: Matriculated counseling students only Frequency: Every spring Instructors: Douthit, Lynch | ||||||||||||||||||||||||||||||||||||
| EDU474 | Addictions Counseling and Prevention Introduces the field of addictions counseling and prevention. Surveys the current state of addictions in the United States; examines epidemiological perspectives and etiological theories; explores current forms of treatment, assessment, diagnosis, prevention, and clinical research; and discusses the legal, ethical, and professional issues related to the practice of addictions counseling. Restrictions: Open to students who are not matriculated in the counseling program only with permission of instructor, if space is available Frequency: Every spring Instructors: Linnenberg | ||||||||||||||||||||||||||||||||||||
| EDE478 | Integrating Expressive Arts into Counseling Practice Expressive Arts Therapy is the use of art, music, psychodrama, writing and poetry, guided meditation, ritual and play in counseling with individuals and groups. This course will explore its use in counseling with children, adolescents, adults and elders. This course will consist of experiential activities and didactic learning experiences. Frequency: Most odd Summer A Instructors: Rossi | ||||||||||||||||||||||||||||||||||||
| EDU479 | Promoting Mental Health in Midlife and Old Age Focuses on challenges affecting psychological wellness that are commonly encountered in aging populations. Students consider the responses of older adults to socioeconomic constraints, grief and loss, chronic illness, retirement and changing identity, increasing dependency, loneliness, death and dying, and structural ageism. Attention will be given to DSM-IV-TR diagnostic categories particularly germane to later life and to the unique manifestations of common mental disorders in aging adults. Students are introduced to assessments and intervention strategies specifically designed for use in later life. Other topics germane to late life are explored, including assisted living, long-term care, and elder abuse. Restrictions: Open to students who are not matriculated in the counseling program and human development gerontological concentration only with permission of instructor Frequency: Every odd spring Instructors: Douthit | ||||||||||||||||||||||||||||||||||||
| EDU494 | Human Development in Old Age Examines aging as a dynamic complex shaped by sociocultural and political processes that include issues of gender, ethnicity, social status, life experience, sexual orientation, and health/illness. Sociocultural ecologies of aging, such as families, communities, and societies, will be explored relative to developmental needs and resources. Introduces participants to a spectrum of community resources involved in supporting well-being in old age. Frequency: Every even spring Instructors: Douthit | ||||||||||||||||||||||||||||||||||||
| EDU549 | Contemporary Learning Theories Explores the meaning of the construct “learning” and its relation to the construct “development.” Behaviorist learning theory is briefly reviewed, including the ways that it is still a guiding force in educational settings. A variety of more contemporary theories and views of learning are considered, including those that have emerged from research in laboratory, naturalistic, and formal educational settings. These include neo-nativist views, activity theory, situated learning, communities of learners, anchored instruction, and the relations between learning and motivational factors. Emphasizes learning as an active process in pursuit of personally meaningful goals and the appropriate roles adult guidance plays in the learning process. Restrictions: Doctoral students only, or by permission of instructor Frequency: Every even spring Instructors: French | ||||||||||||||||||||||||||||||||||||
| EDU552 | Counselor Education Introduces the professional field of counselor education and an understanding of its theory, research, and practices. Includes the history, roles, standards, ethics, professional organizations, and publications of the counselor education field. Also includes instructional theory and opportunities to observe counselor education and practice instructional skills. Restrictions: Enrollment limited to matriculated doctoral degree candidates in the counseling program, or by permission of instructor Frequency: Every even fall Instructors: Douthit, Mackie | ||||||||||||||||||||||||||||||||||||
| EDU553 | Counselor Supervision Introduces the field of counselor supervision and an understanding of theory, research, and practices in counselor supervision. Includes history, standards, ethics, professional organizations, and publications in counselor supervision. Also includes opportunities to observe and practice counseling supervision. Restrictions: Enrollment limited to matriculated doctoral degree candidates in the counseling program, or by permission of instructor Frequency: Every spring Instructors: Guiffrida | ||||||||||||||||||||||||||||||||||||
| EDU554 | Advanced Theory, Research, and Practice in Group Work Deepens students’ theoretical and practical understanding of group facilitation and group counseling. Students are required to integrate their theoretical study with personal and practical experiences in the classroom and the field. Restrictions: Enrollment limited to matriculated doctoral degree candidates in the counseling program, or by permission of instructor Frequency: Every odd spring Instructors: Lynch | ||||||||||||||||||||||||||||||||||||
| EDE555 | Comprehensive Exam Research: Counseling & Human Development PhD Frequency: Fall, Spring, Summer | ||||||||||||||||||||||||||||||||||||
| EDU555 | Advanced Counseling Theory, Research, and Practice Aims to deepen students' knowledge of existing counseling traditions; introduce new counseling theories and approaches; examine theories from various critical perspectives; understand counseling outcome research; and develop students' own integrated theory and practice of counseling. Students are required to complete an in-depth analysis of a theory germane to their particular interest area. Restrictions: Enrollment limited to matriculated doctoral degree candidates in the counseling program, or by permission of instructor Frequency: Every even spring Instructors: Marquis | ||||||||||||||||||||||||||||||||||||
| EDE556 | Comprehensive Exam Research: Counseling & Human Development EdD Frequency: Fall, Spring, Summer | ||||||||||||||||||||||||||||||||||||
| EDU557 | Selected Theories of Human Development Each semester it is offered, this course showcases a different topic taught by a faculty member with an expertise reflected in the subject matter chosen for that particular semester. Recent topics covered include: Theories of Social and Emotional Development; Mind in Sociocultural Context; and Issues in Developmental Differences. Fall 2011 focus: Explores learning that takes place outside (and near the boundaries) of formal educational settings before, during, and after the school years. Children acquire basic knowledge (e.g., language and math concepts) informally, and adults continue to learn through everyday workplace activities, social interactions, and information gathering for making decisions. During the school years, learning occurs at home and during extracurricular activities, such as sports, clubs, and museum visits. Workplace preparation often involves a blend of formal and informal learning, as evident in apprenticeships in traditional trades as well as professions such as nursing and teaching. This course examines the processes and outcomes of informal learning across the lifespan, addresses specific questions about the assumptions that guide funding for programs that support informal learning, and considers broad questions about goals for human development and learning in the 21st century. Prerequisites: [ED 429 or equivalent] Restrictions: Doctoral students only, or by permission of instructor Frequency: Most falls Instructors: Donnelly, Duckles, French, Lynch, Marquis, Swanson | ||||||||||||||||||||||||||||||||||||
| EDU560 | Research in Cognitive Development Provides a critical overview of theories and research in cognitive development, from birth through adolescence. Explores the contextualized (ecological) perspective and what it might tell us about human thought; the origins of knowledge; ecological cognition; culture and cognition; and the "self." Restrictions: Doctoral students only, or by permission of instructor Frequency: Every odd spring Instructors: French | ||||||||||||||||||||||||||||||||||||
| ED561A | Counseling & Human Development Doctoral Cohort Seminar 1A Designed to support students enrolled in the first two years of the accelerated Ed.D. programs in counseling and human development. Focuses on the challenges in developing a dissertation topic, creating the environment at work to support the dissertation topic, and examining the existing scholarly literature related to the potential dissertation topic. Meetings are held as needed by students after the first required meeting each semester, and will meet frequently in the second year. Restrictions: Counseling and human development accelerated Ed.D. students only Frequency: Every summer Instructors: Douthit, Kirschenbaum, Linnenberg, Mackie | ||||||||||||||||||||||||||||||||||||
| ED561B | Counseling & Human Development Doctoral Cohort Seminar 1B Designed to support students enrolled in the first two years of the accelerated Ed.D. programs in counseling and human development. Focuses on the challenges in developing a dissertation topic, creating the environment at work to support the dissertation topic, and examining the existing scholarly literature related to the potential dissertation topic. Meetings are held as needed by students after the first required meeting each semester, and will meet frequently in the second year. Restrictions: Counseling and human development accelerated Ed.D. students only Frequency: Every fall Instructors: Douthit, Kirschenbaum, Linnenberg, Mackie | ||||||||||||||||||||||||||||||||||||
| ED561C | Counseling & Human Development Doctoral Cohort Seminar 1C Designed to support students enrolled in the first two years of the accelerated Ed.D. programs in counseling and human development. Focuses on the challenges in developing a dissertation topic, creating the environment at work to support the dissertation topic, and examining the existing scholarly literature related to the potential dissertation topic. Meetings are held as needed by students after the first required meeting each semester, and will meet frequently in the second year. Restrictions: Counseling and human development accelerated Ed.D. students only Frequency: Every spring Instructors: Douthit, Kirschenbaum, Linnenberg, Mackie | ||||||||||||||||||||||||||||||||||||
| ED562A | Counseling & Human Development Doctoral Cohort Seminar 2A Designed to support students enrolled in the first two years of the accelerated Ed.D. programs in counseling and human development. Focuses on the challenges in developing a dissertation topic, creating the environment at work to support the dissertation topic, and examining the existing scholarly literature related to the potential dissertation topic. Meetings are held as needed by students after the first required meeting each semester, and will meet frequently in the second year. Restrictions: Counseling and human development accelerated Ed.D. students only Frequency: Every summer Instructors: Douthit, Kirschenbaum, Linnenberg, Mackie | ||||||||||||||||||||||||||||||||||||
| ED562B | Counseling & Human Development Doctoral Cohort Seminar 2B Designed to support students enrolled in the first two years of the accelerated Ed.D. programs in counseling and human development. Focuses on the challenges in developing a dissertation topic, creating the environment at work to support the dissertation topic, and examining the existing scholarly literature related to the potential dissertation topic. Meetings are held as needed by students after the first required meeting each semester, and will meet frequently in the second year. Restrictions: Counseling and human development accelerated Ed.D. students only Frequency: Every fall Instructors: Douthit, Kirschenbaum, Linnenberg, Mackie | ||||||||||||||||||||||||||||||||||||
| ED562C | Counseling & Human Development Doctoral Cohort Seminar 2C Designed to support students enrolled in the first two years of the accelerated Ed.D. programs in counseling and human development. Focuses on the challenges in developing a dissertation topic, creating the environment at work to support the dissertation topic, and examining the existing scholarly literature related to the potential dissertation topic. Meetings are held as needed by students after the first required meeting each semester, and will meet frequently in the second year. Restrictions: Counseling and human development accelerated Ed.D. students only Frequency: Every spring Instructors: Douthit, Kirschenbaum, Linnenberg, Mackie | ||||||||||||||||||||||||||||||||||||
| ED563 | Counseling & Human Development Dissertation Proposal Seminar Provides support to accelerated Ed.D students as they develop and write the dissertation proposal in preparation for the oral defense. Support in submitting the forms for the Research Subjects Review Board is also provided. Restrictions: Counseling and human development accelerated Ed.D. students only Frequency: Every summer Instructors: Douthit, Kirschenbaum, Linnenberg, Mackie | ||||||||||||||||||||||||||||||||||||
| EDU563 | Advocacy, Consulting, and Systems Change as Counseling and Human Development Practice Situates counselors, clients, schools and community agencies in relation to relevant social systemic forces. Explores systems theory and models of intervention that are facilitated through advocacy, consultation, and challenge to existing social systems. Includes basic principles of program evaluation. Restrictions: Enrollment limited to matriculated doctoral degree candidates in the counseling and human development programs, or by permission of instructor Frequency: Every odd fall Instructors: Swanson | ||||||||||||||||||||||||||||||||||||
| ED564 | Counseling & Human Development Dissertation Seminar I Provides ongoing support to accelerated Ed.D students as they work through the various aspects of collecting, analyzing, and interpreting their dissertation data. Prerequisites: [ED 563] Restrictions: Counseling and human development accelerated Ed.D. students only Frequency: Every fall Instructors: Douthit, Kirschenbaum, Linnenberg, Mackie | ||||||||||||||||||||||||||||||||||||
| EDU564 | Contemporary Trends in Mental Health, Appraisal, Intervention and Research Familiarizes students with contemporary approaches to appraisal and intervention in mental health practice and introduces them to relevant “cutting edge” trends in research. Students learn a number of contrasting diagnostic paradigms, study a range of clinical problems and disorders, and learn a diversity of intervention options. Students will develop further understandings of the DSM-IV-TR, multiculturally appropriate assessment instruments, and intervention alternatives. Restrictions: Enrollment limited to matriculated doctoral candidates in the counseling and human development program, or by permission of instructor Frequency: Every odd fall Instructors: Douthit | ||||||||||||||||||||||||||||||||||||
| ED565 | Counseling & Human Development Dissertation Seminar II Provides ongoing support as accelerated Ed.D students write and complete the dissertation and prepare for the oral defense. Prerequisites: [ED 564] Restrictions: Counseling and human development accelerated Ed.D. students only Frequency: Every spring Instructors: Douthit, Kirschenbaum, Linnenberg, Mackie | ||||||||||||||||||||||||||||||||||||
| EDU565 | Research in Life Course Studies Considers macro- and micro-systemic process in the study of the human life course. Individual outcomes are understood in the context of population-level dynamics. Particular attention is given to social, cultural, and historical factors in shaping individual developmental trajectories. Students are encouraged to reflect on their own life course development. Restrictions: Enrollment limited to matriculated Warner doctoral candidates in the counseling and human development programs, or by permission of instructor Frequency: Every even fall Instructors: Douthit | ||||||||||||||||||||||||||||||||||||
| EDU572 | Development of Selves Offers an interdisciplinary treatment of the development of self and identity, considering psychological, sociological, anthropological, and historical theories of selfhood and its development. Emphasis is placed on understanding selfhood in relation to the sociocultural contexts of development. Restrictions: Doctoral students only, or by permission of instructor Frequency: Every odd spring Instructors: Duckles | ||||||||||||||||||||||||||||||||||||
Clinical Experiences | |||||||||||||||||||||||||||||||||||||
Students in most counseling programs are required to complete a series of practicums and/or internships. The nature and duration of these internships is determined by the specific program and specialization sought, although all internships include a combination of work at an internship site consistent with the chosen area of specialization, individual and group supervision, and attendance at weekly University seminars. Internships take place in a fall/spring sequence at the end of the program, unless otherwise indicated. Enrollment is limited to matriculated master’s or doctoral degree candidates in the appropriate counseling program or by permission of the department chair. | |||||||||||||||||||||||||||||||||||||
| EDF450 | Practicum in Counseling Develops and improves counseling skills with clients and groups and observes the action of social systems in a real-world environment in this introductory onsite practicum experience in a school or community setting. Students work at the site, tape counseling sessions, receive individual and group supervision, and attend a weekly University class. Practicum in counseling is a prerequisite to all other internships. Prerequisites: [EDU 450, EDE 449, EDU 457, EDU 460 or concurrently] Restrictions: Enrollment limited to matriculated master’s degree candidates in the counseling program Frequency: Every spring Instructors: Mackie, Rubenstein | ||||||||||||||||||||||||||||||||||||
The following courses are counseling internships. EDF 450 is a prerequisite to all other master's counseling internships.
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