This course provides an overview of the counseling professions and is designed to introduce you to the field of counseling. Our key questions this semester include:
You will learn more about diverse fields of counseling, including: Mental Health Counseling, School Counseling, School Psychology, Rehabilitation Counseling and Social Work and the variety of settings, including: schools, hospitals, agencies, community mental health centers, substance abuse treatment facilities, and more. You will learn more about the pressing professional issues and challenges currently facing counselors across these specializations and their impact on those who work in the field. You will also learn more about preparing for graduate school and your career.
This course will provide insight into the concepts of career and lifespan development. CEP 202 provides an overview of the theories and skills of personal growth at various life stages and how these impact individuals and society. Understanding career and job choices as well as personal strategies for career decision-making will be emphasized. The course is organized around 12 major topical sessions which will address strategies for understanding change and the New Economy, entering and succeeding in an occupation, and investigating issues related to the world of work. Writing effective job resumes, interviewing successfully, and developing working relationships are also reviewed along with issues such as diversity, discrimination, mentoring, making commitments, and dealing with uncertainty.
This course is designed to provide students with an introduction to the field of Educational Psychology and its contributions to classroom teaching and learning. Through lectures, discussions, and interactive exercises, we will explore the dynamic relationship between the student, the teacher, and the learning environment. Discussions will focus on both theoretical models and real world applications, with emphasis on contemporary approaches to stimulating active and reflective learning.
Provides an overview of the counseling professions. Covers history and origins, theoretical approaches to counseling and psychotherapy, techniques, group counseling, marriage and family counseling, grief counseling, and vocational counseling.
Introduction to the field of rehabilitation counseling and its application to substance abuse and addiction. Examination of the social, psychological, and biological bases of addiction; exploration of assessment, diagnosis and treatment issues; understanding of the functional limitations substance addiction especially as they relate to work and independent living. All students complete quizzes, midterm and final examinations, and undergraduates must read and critique two journal articles relevant to the course content.
Examines the physical, emotional, social, and spiritual dynamics which surround the concept(s) of grief and loss, a universal experience. Loss is defined as any experience which restricts a person; from the concrete loss such as the death of a loved one to the intangible - such as the shattered dream or expectation. Grief is defined as the holistic reactions and responses to loss. Students will develop an understanding of grieving styles and how grief is impacted by gender, age, family dynamics, culture, disabilities, religion and spirituality, as well as self-care strategies and the skills to respond in an effective manner to grieving adults and children.
This course examines different sources from where individuals experience a stress response: environment, social, physiology, and individuals thoughts/perceptions. The stress response is a studied including the way in which individuals react to and interact with their environment and life situations. The relationship between stress and physiological/psychological illness is discussed. Practical and effective stress management options are explored.
This undergraduate course is designed to examine the multiple dimensions of human diversity and how it impacts human interactions in everyday and work life. The influence of factors such as globalization, technology, information sharing, communication methods, learning styles, cultural perspectives, and approaches to leadership will provide insights into the importance of understanding diversity.
This course is designed to explore the basic history, concepts, and practices in the rehabilitation of persons with physical, mental, or emotional disabilities. There is an emphasis on modern vocational rehabilitation as well as potential careers in rehabilitation fields.
The Philosophical Component: Students analyze and clarify the concepts and principles in terms of which educational issues can be explored and understood: e.g., intelligence and rationality, perception, authority, socialization. We also examine assumptions about knowledge, values, human nature, teaching, etc., that underlie educational theories and practices. The Psychological/Sociological Component: Students examine the influence of cultural perspectives, beliefs and values on several aspects of education: e.g., teaching methods, learning styles, manifest and hidden curricula, etc. The Literature Component: We use literature and films that treat education from many points of view and in a range of forms (novel, short story, memoir, autobiography, novelistic nonfiction, documentary and essay) to poignantly address some difficult moral conflicts experienced by teachers, students, parents, and others. Pre-Requisite: LAI 350
The course examines the developmental milestones, needs and characteristics of children from infancy through middle childhood. Topics discussed will cover the biological, psychological, cognitive and sociological development of children. The family, school and community influences on the child will also be discussed.
This course is intended for students contemplating a career in education. It is designed to provide information and a forum for discussion of American education. Among the topics covered are a brief history of American education, the learning environment, teachers, diverse learners (ethnically, economically, and different abilities), classroom management, and issues facing all schools. In addition, students will become generally familiar with the New York State Learning Standards. A group school visit is also a component of the course as are 10 supervised classroom contact hours.
This course begins with an overview of theory and research in cognitive strategies and sociocognitive views of reading, writing, speaking and listening processes. It then describes an approach to the teaching of reading and writing called strategic literacy instruction. The focus throughout is on discovering ways to help struggling readers and writers: students usually referred to as "low performing," "general," or "developmental;" students perceived as learning-disabled, resistant, at-risk or lower-track; students in special education classes or in classes where special students are mainstreamed; or kids who are just plain unmotivated. Evaluation includes a midterm report and a final project concerned with designing strategy-based literacy instruction.
Study of early childhood education, including history, philosophy, guidance techniques, communication skills, developmentally appropriate practices, classroom management, working with parents, professionalism, and applications of all these theories and practices through observation and participation experiences with children in an early childhood program.
The purpose of this course is to aid in understanding diversity by preparing teachers to offer direct and indirect services to students within the full range of disabilities and special health-care needs in inclusive environments. Students will be provided with techniques designed to enhance academic performance, classroom behavior, and social acceptance for students with disabilities and special needs. Students will learn skills enabling them to (1) differentiate and individualize instruction for students with disabilities and special needs, (2) become familiar with instructional and assistive technologies, (3) implement multiple research-validated instructional strategies, (4) formally and informally assess learning of diverse students, (5) manage classroom behavior of students with disabilities and special needs, and (6) collaborate with others and resolve conflicts to educate students with disabilities and special needs.