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Course Criteria
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1.00 Credits
1 credit This course provides an overview of normal and abnormal sexual behavior across the life span. Content includes the sexual response cycle, sexual health and dysfunction in couples, and the range of clinical symptoms encountered by the family therapist. Attention is given to assessment for either referral to a specialist or treatment in the context of the couple relationship. (SC)
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3.00 Credits
2 credits Credits vary by quarter for a total of two. This course is a fundamental introduction to systemic thinking and the systems approach to intervention with individuals, couples, families, small groups and larger organizations. The evolution of psychotherapy and the development of the systemic approach within that history are explored. The systemic approach examines the multiple contexts critical to assessment and intervention with clients from individuals to larger cultural contexts. Critical multicultural issues currently impacting family life are addressed. (SC)
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3.00 Credits
4 credits Credits vary by quarter for a total of four. The focus of this course is on the major systemic orientations and procedures for working with couples and families. Theoretical models include the structural, strategic, experiential, communications, contextual and solution-focused approaches with the intergenerational perspective as the undergirding model. Videotape presentations by major theorists, case presentations and simulations are used to illustrate the various theories in practice. Live demonstrations are used to illustrate these models. By viewing each individual as a "personal narrative" and the family as a "group story,psychotherapy is taught as the art of using language skillfully. Students are assisted in crafting the skillful use of language in psychotherapy. Emphasis is placed on integrating principles from a variety of systemic approaches in crafting the student's own perspective. (SC)
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3.00 Credits
5 credits Credits vary by quarter for a total of five. This course uses an intensive, experiential format throughout the entire curriculum to assist students in examining their own family of origin, the development of the "self of the therapist" and in using leadershipskills to intervene with individuals, couples, families, groups and larger organizations. Role-plays, simulations, videotape feedback and small group work are used extensively to help students develop and refine their clinical skills. (SC)
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1.00 Credits
1 credit In developing strategies, students are introduced to the basic concepts, theories and models of strategic planning. The theories and skills of forming and implementing an organization's vision, goals and strategies are seminal and foundational to all subsequent courses in the leadership and organization development track and central to the work of leaders and professional change agents. Students explore their personal visions in support of learning to assist clients in this essential leadership endeavor. (LOD)
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1.00 Credits
1 credit This course introduces a variety of theories and models of change including explorations of resistance, readiness for change and the factors that contribute to successful systems change. Concepts are applied to the master's consulting projects the students are conducting as change agents in organizations. Students are also encouraged to think critically about theories of change as they relate to their own emerging notions about healthy functioning in organizations and intervention strategies. (LOD)
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4.00 Credits
4 credits Action research, a fundamental methodology in applied behavioral science, is introduced as a means for practitioners to improve organizational effectiveness. The stages of action research are identified, explored and practiced. An introduction to the master's consulting project, based on the principles of action research, is included. Methods of gathering relevant data, providing focused feedback, and facilitating effective action planning, are examined. The essence of this approach is to enable clients to identify and solve their own problems and retain responsibility for the quality and productivity of their work unit. (LOD)
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2.50 Credits
2.5 credits In this course, the complexities and paradoxes of leadership and supervision are explored. The course begins with an inquiry into each individual student's leadership qualities. A variety of leadership theories are then explored to better assist the student in developing his/her own personal leadership principles. An experiential process provides students with an opportunity to apply principles and theories of leadership and to test their personal effectiveness as leaders. In order to create fully-functioning organizations, students develop appropriate organizational structures, functions, and processes to produce products or deliver services at a profit, while maintaining social and environmental responsibility. (LOD)
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1.00 Credits
1 credit Students explore issues generally related to task team dynamics in work settings and, particularly, teams in which multiple functional perspectives make developing a cohesive and well-functioning team challenging. Emphasis is given to role clarification, decision making and accountability for cross-functional teams involved in restructuring or product development processes. (LOD)
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1.50 Credits
1.5 credits Coaching managers and others to increase their effectiveness with employees is the central skill for directors, consultants, trainers and social change agents. Several phases of coaching are discussed and practiced: contracting to coach, preparation of the client's next steps, in "live-action" coaching and debriefinboth the client's and the coach's effectiveness. The importanceof identifying systemic patterns is emphasized throughout all phases of coaching. (LOD) Prerequisite: BH5128
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