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Course Criteria
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3.00 Credits
The purpose of this course is to provide students with a foundation in personality and social psychology. Students review major principles and research regarding the individual in a culturally diverse society. Broad topic areas include personality theory, social interaction and communication, group process, and community relations. Students also explore applications of this work to current issues in education. Prerequisites: EPS500 or equivalent. 3 semester hours
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3.00 Credits
This course provides graduate students with an understanding of the role of guidance and counseling in a variety of public and private settings. An in-depth presentation of different therapeutic strategies will be explored in order to provide the student with an opportunity to understand which treatment approaches are most appropriate given the individual and family problems which are frequently presented in counseling and/or therapeutic relationships. Students will have an opportunity to practice these strategies within the context of the class. Emphasis will be placed on how the psychologist working in the schools can integrate counseling techniques to facilitate therapeutic change. The application of counseling approaches to culturally diverse populations will also be explored. 3 semester hours
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3.00 Credits
This course provides students with the opportunity to examine and apply theories of group dynamics as they affect children and adults in diverse educational and therapeutic settings. Students will be encouraged to reflect on their own group experiences and will be required to analyze and communicate how group dynamics affect the functioning of individuals and groups as a whole within various cultural contexts. Prerequisites: graduate student standing, EPS500 or equivalent, or consent of instructor. 3 semester hours
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3.00 Credits
In this course students examine general systems theory as applied to short-term family intervention strategies. Students critically evaluate current research and theories on which various forms of therapy are based. Short-term models of therapeutic interventions applicable for educational settings will be examined. Prerequisites: admitted school psychology student, EPS520, EPS562D,E,F, or consent of instructor. 3 semester hours
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2.00 Credits
Helps teachers develop practical, basic counseling skills that can be used within their own classrooms. Basic contents include: decision-making strategies, group dynamics and leadership theories, specific guidance techniques, and related literature, values clarification procedures, program design, diagnosis of individual needs, problem-solving techniques, self and peer evaluations, classroom climate development, guidance principles, and review of literature related to middle school students. Teachers in this course are asked to implement the skills in their classrooms and analyze the results. 2 semester hours
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3.00 Credits
An analysis of social interaction in groups. Using Systems Theory as an integrating paradigm, this course is designed to deepen the student's awareness of how s/he affects and is affected by others in different group situations. Personal assessment is continuous throughout the course as students examine different ways of working effectively in groups as both leader and group member. Includes an analysis of leadership style and principles of organizational climate as they relate to the organizational context of early childhood education. Provides opportunities for students to apply the concepts of group dynamics and models of leadership in their respective educational settings. (This course is also offered in the Early Childhood Leadership and Advocacy Program, EPS526F.) 3 semester hours
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3.00 Credits
Students explore ways of working effectively in groups as a member and as a facilitator. Building on theoretical bases of social psychology and group dynamics, participants examine the functioning of groups in classrooms, schools and their own M.Ed. groups. A purpose is to deepen students' self-awareness, how they affect and are affected by others in group situations, and how member and leader roles interconnect. Participants explore issues of diversity within their M.Ed. groups, within their schools and classrooms. Even with groups that appear homogeneous, differences are acknowledged and processed. Forming and sustaining group life are enhanced through on-line interactions. Prerequisite(s): Admission to the M.Ed. graduate field-based COURSE DESCRIPTIONS 306 NATIONAL COLLEGE OF EDUCATION program. 3 semester hours
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3.00 Credits
The purpose of this course is to encourage participants to bring a critical perspective to the study of major theories of human development and learning with particular attention paid to how such theories help teachers understand the contemporary issues and problems facing their students. Participants will use field experiences and classroom application to sharpen their critical understanding of the place of such theories in their professional work. Prerequisites: Admission to the M.Ed fieldbased program. 3 semester hours
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3.00 Credits
An analysis of contemporary issues and concepts in human development and learning. Students will conduct a project that investigates the impact of these issues and concepts on classrooms, schools, and community. (Offered in the Interdisciplinary Studies program only). 3 semester hours
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2.00 Credits
Students will learn an ecological assessment approach designed to prevent and remediate learning problems in general, remedial, and special education. Students will learn interviewing regarding instruction, observing student- teacher instructional interactions, and basics of Curriculum Based Measurement for purposes of universal screening, and progress monitoring. School Psychology students must take this course concurrently with EPS562B School Psychology Practicum I. Prerequisite(s): EPS507 Quantitative Research for Educational Psychologists or equivalent and consent of instructor. 2 semester hours
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