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Course Criteria
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3.00 Credits
This course provides ''hands-on'' training and experience in acting as a neutral third-party mediator to facilitate negotiations between and among disputing individuals, groups, and organizations. The course makes extensive use of self-assessment instruments, role-playing, simulations, analyses, feedback, and other participative methods to explore one's conscious use of self in behaving in effective ways to manage conflict. Topics include mediation and negotiation theory, integrative negotiations, the role and responsibilities of the mediator, stages of the mediation process, framing issues and supporting negotiation, working toward an agreement, and related topics including dealing with impasse, handling emotions, mediator ethics, getting past bias, cultural differences, trauma-informed approaches, apology, power, confidentiality, and assessing outcomes.
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3.00 Credits
This course will examine the theory, range, expression, amelioration, and scope of interventions regarding types of workplace related conflicts including interpersonal, group/team, departmental, organizational, interorganizational, and between the organization and its environment (including stakeholders, funders, unions, customers, competitors, and the public). Topics include conducting a "Conflict Audit"; expression of conflict; culture of conflict; architecture, marketing, and implementing conflict interventions; and evaluation of conflict management initiatives.
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3.00 Credits
Statistics indicate that family violence is a serious pervasive problem in our society that affects increasingly larger numbers of individuals each year. The course will provide a psychological and criminal justice perspective on family violence. Included in the course will be a review of theories and research on family violence; the types of abuse; responses from the legal and criminal justice systems; assessment and intervention techniques; and community support services for victims and perpetrators.
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3.00 Credits
This course consists of supervised field placement in an agency related to human services such as a psychiatric facility, a nursing home, or a community-based agency providing social services. It is graded satisfactory/unsatisfactory. Note: see Academic Advisor prior to registering for this course
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3.00 Credits
This course provides an overview and theoretical background of trauma and the impact trauma and toxic stress have on individuals, communities, and organizations. We will explore the range of responses to trauma from physical, cognitive, emotional, and interpersonal perspectives. A focus will be placed on the neurobiological effects of adversity on individuals and how health can be affected throughout the lifespan. In addition to adversity experienced at the individuals level, the courses will explore the prevalence and impact of trauma experienced at the community level. We will explore ways to promote healing and recovery at both levels through evidence-based approaches. Students will not only become aware of trauma, its prevalence, and related effects, but they will also develop an understanding of those affected by trauma and apply this knowledge to their own life, to those around them, to their communities, and to their professions.
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3.00 Credits
Practitioners and educators who work with individuals at risk of having experienced trauma in their lives are especially vulnerable to experiencing secondary trauma and for developing compassion fatigue or other negative consequences of their work. This course is designed to provide the background needed to help individuals better understand compassion fatigue, vicarious trauma, secondary trauma, and the related outcomes. An emphasis will be placed on prevention of, and healing from, compassion fatigue and secondary trauma. The concept of resiliency, both at an individual and organizational level, the factors that promote it, and the current research related to building resiliency in individuals and communities will be discussed. In addition, the course will focus on the professional's current self-care status which will include effective stress management methods for containment/control of unwanted distress and ways to build resiliency and healing.
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3.00 Credits
Practitioners who understand the prevalence and the impact of trauma and adversity on individuals, communities, and organizations, as well as the importance of prevention, recovery, and healing, must lead the effort to become trauma-informed personally and professionally. This course focuses on the key components of the trauma-informed approach (TIA) and the most effective ways to implement a trauma-informed approach in a variety of human service organizations/agencies, schools, and health care systems. Guiding principles of TIA, specific trauma-informed developmental models and evidence-based interventions will be discussed. In addition, skills such as collaboration, problem-solving, and conflict resolution will be developed as necessary tools to leading and implementing a trauma-informed approach in professional settings.
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3.00 Credits
Students examine language and its relationship to developing literacy in English based on one's native language. Students develop an awareness of social and cultural language differences, language acquisition of young children across cultural and linguistic groups, assessment and intervention of language and communication, facilitation of literacy, and the relationship of oral language to the development of writing and reading.
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3.00 Credits
This course is a study of literature for children and is designed to introduce students to both classic and contemporary materials related to children's literature. The course will emphasize the development of knowledge of literature and how to effectively integrate that knowledge into the curriculum. Students will learn how to evaluate and select appropriate literature for children through consideration of age, values, cultural, and linguistic backgrounds.
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3.00 Credits
The focus is on the nature and causes of reading difficulties as well as an examination of methods, techniques, and materials used in diagnosing and correcting reading-related difficulties. Attention is focused on the learner and interpretation of physiological, psychological, sociological, emotional, cultural, linguistic and educational factors which influence reading achievement. Provisions are made for identification, analysis, and interpretation of informal and formal measures of reading performance and for the development of instructional strategies employed in the remediation process. Students are introduced to the issues faced by ELLs regarding assessment (i.e. accountability, bias, language proficiency, testing accommodations.)
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