2011-2012 PO Academic Catalog and Student Handbook [Archived Catalog]
Course Descriptions
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Human Development (Bachelor Level) |
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HD 492 - Independent Study
1 - 4 credits
Independent study requires that a student design a project of one to 6 months duration and find a faculty supervisor. An independent study contract signed by the faculty supervisor is required prior to registration. Classes offered at Pacific Oaks may not be taken for independent study. Please refer to the Schedule of Classes for registration deadlines.
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HD 495 - Special Topics
0 credits
Special interest classes. See current Schedule of Classes for specific description(s).
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HD 572A - Advanced Seminar in Bicultural Development and Education: Biculturalism
1 credit
The seminar is designed to focus on bicultural development and its implication for educators and human services professionals working in bilingual and/or bicultural communities. Students will Evaluate what it means to be bicultural, synthesizing and creating models of bicultural development related to self and others. This course is a required accompaniment to HD 561 - Advanced Studies in Social and Political Contexts of Human Development .
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HD 572B - Advanced Seminar in Bicultural Development and Education: Observation
1 credit
The seminar is designed to focus on bicultural development and its implication for educators and human services professionals working in bilingual and/or bicultural communities. Students will evaluate how biculturalism is implemented. The exploration of this topic includes observations of bicultural classrooms or other bicultural social/educational services settings. Recommended: prior completion of HD 572A
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HD 572C - Advanced Seminar in Bicultural Development and Education: Transformation
1 credit
The seminar is designed to focus on bicultural development and its implication for educators and human services professionals working in bilingual and/or bicultural communities. Students will evaluate what constitutes transformational action in bicultural settings. The exploration of this topic includes creating a plan for change through internal and/or external action. Recommended: prior completion of HD 572A and HD 572B
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HD 663 - Leadership - Fieldwork and Observation
1 - 3 credits
Fieldwork requires that students: (a) have a job or internship/apprenticeship which enables them to take responsibility in administration and/or supervision; (b) be either employed as the teacher of a college class, or be involved in another suitable adult teaching arrangement which enables them to take a responsible role co-teaching or working with other adults in that teaching arrangement; or (c) have a job or internship/apprenticeship which enables them to take responsibility for work with parents or other adults in an approved community, family or social service setting. Credit is based on 45 hours per unit of fieldwork, journal keeping and seminar participation.
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SPED 340 - Behavior Intervention and Program Planning for Students with Special Needs
3 credits
This course explores the relationship between teacher choices, academic task and classroom environment in encouraging and discouraging student self esteem, behavior and achievement. Four models of behavior management will be discussed from a social systems perspective: psycho-dynamic, behavioral, environmental, and constructivist. Analysis of behavior will be discussed in relation to antecedents and consequences of target behaviors as highlighted by a case study approach. Teacher candidates will develop skills in designing whole class management systems, as well as individualized programs (positive behavior support plans) consisting of data collection on target behaviors, identification of replacement behaviors with specific behavioral goals and objectives, and appropriate reinforcement strategies.
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SPED 350 - Collaboration and Communication Skills for Special Educators
3 credits
This course explores the spectrum of interpersonal and interactive learning skills required of the special educator. Emphasis will be placed on effective communication strategies for students with disabilities, their families, and other school or agency professionals. Teacher candidates will learn how to collaborate with other IEP team members to develop, implement, and evaluate individual student programs, including transition plans. Counseling strategies to enhance the parent professional partnership will be discussed. Issues of conflict resolution, mediation, crisis management, and advocacy for students and their families will be explored. Cross-cultural issues, including bilingual and bicultural considerations, will be integrated throughout the course.
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SPED 360 - Instructing and Assessing Students with Mild to Moderate Disabilities
4 credits
This course examines principles and techniques for assessing academic progress and addresses the design of instruction and selection of curriculum materials for students and young adults with mild to moderate disabilities. Class work will include observing and learning from practicing special education teachers. (Fifteen hours of fieldwork/observation is required at 2 different age levels.) Emphasis will be placed on collecting data from many sources, and accurately interpreting assessment results for students including those who are culturally and linguistically diverse. Curriculum planning, related to state and local standards, will be discussed with a focus on accommodating learners and modifying materials. Teacher candidates will develop skills in writing concise descriptions of students’ present levels of performance, goals and objectives that are achievable and measurable, and both individual and group lesson plans. Compliant IEPs will be discussed over fourteen years of age.
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SPED 390 - ESC Directed Teaching Placement and Seminar
6 credits
Directed Teaching is a 15-week student teaching experience in a Special Day Class or program for students placement is accompanied by a seminar which meets at regular intervals to discuss experiences with other student teachers and to refine skills in the following areas: 1. Ability to adapt and modify core curriculum to ensure student learning; 2. Collaboration with families and other professionals to coordinate services; 3. Planning and implementing appropriate individualized instructional programs, including transition plans; 4. Providing a supportive climate for growth in interpersonal relationships; 5. Evaluating children’s progress and program effectiveness with a variety of assessment approaches; and 6. Developing an effective classroom management plan, including individual positive behavior support plans, as appropriate.
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SPED 492 - Independent Study
1 - 4 credits
This course allows students to individualize competency and/or program requirements. An independent study contract signed by the faculty supervisor is required at the time of registration. Classes offered at Pacific Oaks may not be taken for independent study. Please consult the academic calendar for registration deadlines.
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SPED 495 - Intern Seminar
1 credit
This course requires that students have an intern credential which authorizes them to be the teacher of record in a classroom while completing their credential requirements. Students attend a seminar with other fieldwork students and complete various assignments that allow them to reflect upon and refine their teaching practice. A number of issues as they affect children, classrooms, schools and the community will be explored.
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SPED 500 - Introduction to the Teacher Education Program
1 credit
This seminar provides an overview of the Teacher Education program and the requirements for earning a Preliminary Multiple Subject English Learner Credential (MSEL/2042) and Education Specialist, Mild/Moderate Level I Credential. Students will learn about the guiding principles and constructivist framework of the program. Students will be introduced to the Teaching Performance Expectations (TPE’s) as an accountability tool. In addition, they will become familiarized with the assessment process in the program, which includes the Teaching Performance Assessment (TPA’s) and the Portfolio Assessment System.
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SPED 530 - The Child with Special Needs: An Interdisciplinary Perspective
3 credits
This course is designed to explore the context of culture and anti-bias issues related to educating children and adolescents with special needs in both inclusive and more restrictive settings. For purposes of enhancing the teacher’s effectiveness in the classroom, the following areas will be addressed: 1. Knowledge of, and sensitivity toward, people with disabilities 2. Knowledge of federal/state mandates for educating students with disabilities; 3. Identification and screening of a child with special needs; 4. Involvement of parents in the process of meeting student needs; 5. Collaboration with other professionals to identify appropriate interventions; 6. Application of methods used to modify the curriculum and accommodate various learning styles; and 7. Accessing educational and community resources such as assistive technology, career and vocational education.
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SPED 540 - Behavior Intervention and Program Planning for Students with Special Needs
3 credits
This course explores the relationship between teacher choices, academic task and classroom environment in encouraging and discouraging student self esteem, behavior and achievement. Four models of behavior management will be discussed from a social systems perspective: psycho-dynamic, behavioral, environmental, and constructivist. Analysis of behavior will be discussed in relation to antecedents and consequences of target behaviors as highlighted by a case study approach. Teacher candidates will develop skills in designing whole class management systems, as well as individualized programs (positive behavior support plans) consisting of data collection on target behaviors, identification of replacement behaviors with specific behavioral goals and objectives, and appropriate reinforcement strategies.
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SPED 550 - Collaboration and Communication Skills for Special Educators
3 credits
This course explores the spectrum of interpersonal and interactive learning skills required of the special educator. Emphasis will be placed on effective communication strategies with students with disabilities, their families, and other school or agency professionals. Teacher candidates will learn how to collaborate with other IEP team members to develop, implement and evaluate individual student programs, including transition plans. Counseling strategies to enhance the parent professional partnership will be discussed. Issues of conflict resolution, mediation, crisis management, and advocacy for students and their families will be explored. Cross-cultural issues, including bilingual and bicultural considerations will be integrated throughout the course. This course meets the communication competency requirement for HD degrees.
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SPED 560 - Instructing and Assessing Students with Mild to Moderate Disabilities
4 credits
This course examines principles and techniques for assessing academic progress and addresses the design of instruction and selection of curriculum materials for students and young adults with mild to moderate disabilities. Class work will include observing and learning from practicing special education teachers. (Fifteen hours of fieldwork/observation is required at 2 different age levels.) Emphasis will be placed on collecting data from many sources, and accurately interpreting assessment results for students including those who are culturally and linguistically diverse. Curriculum planning, related to state and local standards, will be discussed with a focus on accommodating learners and modifying materials. Teacher candidates will develop skills in writing concise descriptions of students’ present levels of performance, goals and objectives that are achievable and measurable, and both individual and group lesson plans. Compliant IEPs will be discussed.
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SPED 590 - ESC Directed Teaching Placement and Seminar
6 credits
Directed Teaching is a 15-week student teaching experience in a Special Day Class or program for students or young adults with mild/moderate disabilities. The practicum is accompanied by a seminar which meets at regular intervals to discuss experiences with other student teachers, and to refine skills in the following areas: 1. Ability to adapt and modify core curriculum to ensure student learning; 2. Collaboration with families and other professionals to coordinate services; 3. Planning and implementing appropriate individualized instructional programs, including transition plans; 4. Providing a supportive climate for growth in interpersonal relationships; 5. Evaluating children’s progress and program effectiveness with a variety of assessment approaches; and 6. Developing an effective classroom management plan, including individual Positive Behavior Support Plans, as appropriate.
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SPED 600 - Induction Seminar A: Developing an Induction Plan
2 credits
This seminar provides guidance, support, and assistance to beginning special educators working on their Professional Level II Induction Plan (IIP). Candidates reflect on their current practice in the classroom and assess their strengths and needs based on the state and national standards for the profession. Individual professional development goals are established collaboratively with the school districts support and the college advisor. The strategies to achieve these goals become an action plan that outlines the requirements and opportunities for coursework, support, and professional development. These opportunities offer candidates the chance to pursue specific topics which reflect their own interests and values. Note: The IIP requires an additional 3-unit elective course or 45 hours of non-college activities as options for professional development which must have prior approval as part of the IIP.
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SPED 610 - Applied Issues in Special Education
3 credits
In this course, Level II candidates discuss current challenges and controversies in the field of special education, reflect on various positions, options and emotions of each, and research additional perspectives. The reflection and critical thinking involved in discussing these issues will deepen understanding of the realities inherent in teaching students who are often marginalized by the majority culture, and introduce new perspectives which will, in turn, guide actions and decisions in actual practice in the field. Topics include social justice, advocacy, inclusion, least restrictive environment, overrepresentation of students of color, standardized assessment, and transitional services.
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SPED 620 - Special Education Law
3 credits
This course provides a historical and sociopolitical perspective of the legal mandates for equity in special education, as well as an examination of the current legal policy and leadership issues which impact best practices in both the school and the social services systems. Topics include the review of integral laws and litigation, court cases, policy documents, legal procedures, empowerment of parents and guardians in understanding their rights, and professional ethics related to the provision of services to students with disabilities and their families.
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SPED 630 - Advanced Strategies for Teaching Students with Mild/Moderate Disabilities
4 credits
This course will focus on 3 dynamic aspects of successful teaching practice: assessment, instruction, and behavior management, in relation to creating classroom communities which reflect the complex interaction between the student, the teacher, and the environment. Advanced collaboration and consultation skills will be woven throughout all 3 topics. Personal reflections and case studies will be used in designing instructional strategies which are both cognitive and affective, and which encourage active engagement in the learning process. Evaluating instructional practices will also be covered.
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SPED 640 - Assistive Technology & Transition
3 credits
This course addresses a variety of topics, including current legislation, funding, assessment, resources and curriculum related to assistive technology (AT) and transition to adulthood. Candidates will learn about advancements in technologies and services that can support a person with a disability to reach individual academic, employment, and daily living goals. Candidates will develop skills in administering assistive technology and vocational assessments, and will develop appropriate goals and lessons for student success in school-related or post-secondary tasks. Emphasis will be on working with students who have learning, cognitive, communication and sensory disabilities that affect academics, memory, organization, communication, self-help, movement, hearing and vision.
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SPED 650 - Induction Seminar B: Evaluating the Induction Plan
2 credits
This seminar facilitates the implementation and documentation efforts of the candidate in attaining the goals they established for themselves in their Individualized Induction Plan (IIP) and compiling evidence that demonstrates mastery of each of the Level II competencies as standards. The outcome becomes the Level II Professional Portfolio, which is reviewed during an exit interview at the end of the Level II program. The portfolio includes, but is not limited to, a personal mission statement, reflections on practice, and artifacts from the candidate’s learning experiences.
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SPED 692 - Independent Study
1 credit
Available for students in the Education Specialist Credential program(s) to meet some individual competency and/or program requirements. An independent study contract signed by the faculty supervisor is required at the time of registration. Classes offered at Pacific Oaks may not be taken for independent study. Please consult the Schedule of Classes for registration deadlines.
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SPED 695 - Intern Seminar
1 credit
This course requires that students have an intern credential which authorizes them to be the teacher of record in a classroom while completing their credential requirements. Students attend a seminar with other fieldwork students and complete various assignments that allow them to reflect upon and refine their teaching practice. A number of issues as they affect children, classrooms, schools and the community will be explored.
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Marital and Family Therapy |
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MFT 500 - The Interface of Society and Human Development
3 credits
This course integrates a variety of theories of human development, with a variety of societal issues, forces and dynamics, including politics, economics, globalization, race, culture, gender, class, sex, sexual orientation, physical or mental ability, privilege and oppression. Using the class participants’ lived experiences and critical thinking, along side classic and contemporary texts, the course will explore if, how, and to what extent, society impacts, influences or shapes human development, identity and life choices, and in turn becomes a possible significant factor in the development of mental health stressors, issues, symptoms and needs in individuals and families. This class will develop skills that promote civic empowerment and responsibility in individuals and that enhance and promote social change, as well as develop basic research skills in addressing relevant societal concerns.
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MFT 504 - Latina/o History and Culture
3 credits
The topics in this course include the histories of Latina/o ethnic groups in their native countries and their histories within the United States. Histories of immigration, socio-economic conditions, classism and racism, and political issues will be discussed. Traditions, oral histories, literature, and the arts will be used as a way to further examine the documentation of history and its influence on the culture and variations in behavior.
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MFT 505 - Communication and Counseling Skills
3 credits
This is an introductory class in developing basic interview/communication skills for use in interpersonal relationships, working with students and parents in educational settings, and an emphasis on the counseling relationship. This class is designed to train the student to see oneself in social interactions in light of ones social/cultural/ethnic context, and to be able to communicate to others clearly, effectively and cross-culturally. There will be a strong emphasis on the skills of active listening, consisting of the skills of empathy, clarification, reflection of feelings, confrontation, as well as others. This will empower the student to function in the helper role of facilitator and counselor.
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MFT 510 - Personality Theories and Clinical Intervention
3 credits
This course is designed to explore the various personality theories and develop a beginning understanding of these through an application in psychotherapy. An overview of psychological testing will be introduced. This class meets the Board of Behavioral Sciences (BBS) requirements for the California MFT license.
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MFT 511 - African American History and Culture
3 credits
This course examines the history of Black people in America, including the arrical of Africans during preslavery, slavery and the migration of African peoples throughout history in America. The culture of Black people and the influences of racism, poverty, politics, and institutions on that culture will be discussed.
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MFT 513 - African American Psychology
3 credits
This course will examine various models of Black mental health and ethnic and self-identity development. The impact of Black society, culture, family, racism and poverty on personality growth of African Americans will be explored. The history of Black Psychology and the pioneer theorists of this movement, such as Kenneth Clark, William Cross, Na’im Akbar, Josehp White, Franz Fanon, Frances Cress Welsing, Wade Noble, Linda James Myers, and others will be discussed.
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MFT 515 - African American Family and Child
3 credits
This course emphasizes the unique social, economic, religious, educational and political environments that have affected the structure, function and dynamics of the Black family and the developing child. The course examines these forces form slavery to present day, including urban and rural influences on the family system of African Americans and other Black families in America.
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MFT 519 - Advocacy in the African American Community
2 credits
This course will explore the current health status of African Americans, and in particular examines the impact of the mental health systems and their policies, practices, and structures. The role of mental health professionals in advocacy with health systems in the Black community will be discussed.
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MFT 520 - Theories of Marriage, Family and Child Counseling
3 credits
This course will review the major psychotherapeutic approaches in marital and family therapy. There will be a focus on interpersonal theories, family systems theories, and feminist theory and how each informs work with individuals, couples, families, and children. The class will present an inclusive framework, so that students develop competency working with bicultural populations.
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MFT 524 - Latina/o Family Systems
3 credits
This course will examine family systems and how Latina/o families are affected by their experiences in the United States. The varied constellation of families including the monocultural traditional family structure, as well as the emerging bicultural/biracial family structure, are among those to be studied. Issues, such as acculturation and generation, class, changing values and beliefs, gender roles, language, religion, spirituality, within group discrimination, the effects of immigration and status, health care, myths, taboos, and traditions will be included in developing a framework in which to understand Latina/o families.
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MFT 530 - Clinical Theories of Child Development
3 credits
Designed to provide the student with a basic understanding of clinical theories and clinical child development. Class will integrate the physical, social, emotional and cognitive aspects of growth and development and how they manifest intrapsychically and interpersonally. Theoretical material will include elements of ego psychology, object relations, self psychology, attachment theory, and infant and child research. Readings will be taken from the writings of Freud, Klein, Balaint, Winnicott, Bick, Sarnoff, Mahler, Bowlby, Kohut, Erikson, Piaget and Stern among others. Learning tasks will consist of reading and discussion, assigned observation of children, modeling and role playing, and viewing of films.
Prerequisite(s): MFT 510
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MFT 531 - Domestic Violence
1 credit
The impact of domestic violence on the individual, the family and family life will be examined. The types of domestic violence will be presented in this class with special emphasis in understanding the trauma to the developing mind of children and to the mental health of the victim and family. Culture and gender considerations and implications for treatment will be discussed, in addition to the legal responsibilities for the mental health practitioner. This course meets the BBS spousal abuse training requirement.
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MFT 534 - Historical Trauma
2 credits
This course will study the history of the conquest and colonization of the Latina/o population and the traumatic impact this history has had on Latina/o families and communities. Historical trauma and intergenerational trauma will be studied as well as the resulting adaptive behavior related to this trauma that may be present and affecting family functioning. Posttraumatic Stress Disorder and posttraumatic symptoms will be studied in relation to their effect on family functioning and on Latina/o communities. Everyday stressors such as discrimination, violence in families and communities, and limited access to resources will be identified and discussed as possible sources of present traumatic experiences.
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MFT 540 - Trauma and Abuse with Individuals and in Families
2 units
This course will examine the impact of trauma on the lifecycle of individuals and families from a developmental framework. We will focus on trauma therapy and other types of therapeutic models, e.g. traumafocused CBT, EMDR, psychological first aid, etc. to assist in the recover from trauma from natural disasters, interpersonal violence, war and terrorism. We will discuss spousal and child abuse and mandated reporting, emphasizing etiology, detection, cultural aspects, and treatment approaches. Furthermore, the class will address the occurrence of compassion fatigue or secondary trauma in the practitioner who works with a traumatized population, including strategies to combat its development. This course satisfies the BBS requirements for course work on spousal abuse and child abuse detection and reporting for mandated reporters.
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MFT 541 - Introduction to Trauma
1 credit
This class is an introduction to clinical victimology, trauma theory and practice for people working in a clinical setting of victims of trauma and interpersonal violence. The impact of trauma on the developmental process throughout the life cycle will be examined. The first half of the class will focus on the prevalence and culture of violence in America. In the second half of the class, various treatment approaches for children and adults will be examined. Additionally, the class will examine the effects of secondary trauma that the helpers of victims experience.
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MFT 542A - Substance Abuse, the Individual, and Family Dynamics
2 credits
This course will introduce the student to the scope and depth of substance abuse and dependence as a biochemical and psychological addiction and its impact on the individual and the family. Pathogenic sources, therapeutic issues and treatment interventions associated with alcoholism and substance abuse in relation to culture, gender, interpersonal and family dynamics will be examined. Childhood and adolescent developmental issues in relation to families and substance abuse will be presented. The neurological effects of psychoactive drugs on the brain and how these biological changes impact affect, mood and behavior will be explored. This course will examine both theory and clinical practice. MFT requirement for graduation; registration preference given to MFT students.
Prerequisite(s): MFT 520 and MFT 510
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MFT 549 - Theories and Applications of Psychological Testing
2 credits
This course introduces psychological assessment, testing, and procedures bias testing will be explored and strategies for collaboration with other mental health providers will be discussed.
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MFT 550 - Psychopathology of Adulthood
3 credits
A general view of the various definitions and forms of psychopathology is presented in a historical, sociopolitical and cross-cultural perspective. The purpose and history of various diagnostic systems will be discussed. Using the current DSM IV classification as the main paradigm as the main paradigm, Focus will be on building a cognitive diagnostic competence of, as well as an effective understanding of the various mental health disorders. Some of the main psychiatric testing tools will be examined.
Prerequisite(s): MFT 510 and MFT 520 and MFT 505
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MFT 551 - Human Sexuality and Sexism
1 credit
This course focuses on issues related to human sexuality and sexism in psychotheropeutic settings. This course will also explore the students psycho-sexual attitudes and mores in preparation for their work as mental health providers. This class is designed to meet the requirement for the California MFT license.
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MFT 552 - Professional Ethics and the Law
2 credits
The class reviews the following areas: 1. Contemporary professional ethics and statutory, regulatory, and decisional laws that delineate the profession’s scope of practice; 2. The therapeutic, clinical, and practical considerations involved in the legal and ethical practice of marriage, family, and child counseling, including family law; 3. The current legal patterns and trends in the mental health profession; 4. The psychotherapist/patient privilege, confidentiality, including issues related to a patient being dangerous to self or others and the treatment of minors with and without parental consent; 5. A recognition and exploration of the relationship between a practitioner’s sense of self and human values and his or her professional behavior and ethics. This class meets the BBS requirements for the California MFT license.
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MFT 554 - Latina/o Psychology
3 credits
This course will study issues related to the development of the self and issues related to the mental health profession. Ethnic and self-identity development will be examined as well as the development of self in a collectivist culture. The strengths of the cultural traditions/practices will be examined in understanding the development of ones self worth, as well as the effects of discrimination, acculturation and bicultural experiences. Mestizo/a Psychology and Native Health Models and their application are an integral part of the course. Culturally sensitive theories, assessment and treatment models, cultural bias in assessment and testing, and racism in the mental health professions will be included.
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MFT 560 - Psychopathology of Childhood and Adolescence
3 credits
This class will examine the psychopathology of infancy, childhood and adolescence within a biopsychological, developmental, sociopolitical and family systems perspective. It will address challenges that children, adolescents and their families face that require direct and specialized mental health and social services alongside the appropriate educational services. This course overviews clinical diagnosis using the DSM-IV therapy system, as well as other assessment approaches.
Prerequisite(s): MFT 530
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MFT 561 - Child Abuse Assessment and Reporting
1 credit
abuse, crisis counseling techniques, community resources, rights and responsibilities of reporting, consequences of failure to report, caring for a child’s needs after report is made, and implications and methods of treatment for children and adults are also included. This course provides BBS training requirement for the California MFT license.
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MFT 562 - Research Design and Methods
2 credits
The goal of this 2 unit course is to acquaint the beginning research student with a variety of research paradigms and methods, both qualitative and quantitative, useful in pursuing clinically relevant and competent research in the human sciences, within the multicultural and diverse sociopolitical context of our society. A variety of such methods will be studied, explored and tried in simulated research tasks, with a focus on the particular needs of the mental health research/practitioner. Basic skills in reading, understanding and assessing research literature will also be developed.
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MFT 568 - Research Methods and Critical Analysis
3 credits
This course will focus on developing the competencies needed to review and understand professional research literature conducted on clinical issues. Students will review clinical research studies and develop the critical thinking skills needed to evaluate research studies and identify bias in research. Students will prepare a brief review of literature on a clinical topic of interest. In their work for this course students are expected to demonstrate an understanding of APA format.
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MFT 572 - Thesis Proposal
2 credits
The goal of this course is to help the graduate student choose an appropriate thesis topic, frame the research question to fit the developmental needs and goals of the Master’s Thesis and complete the Master’s Thesis Proposal. The course is designed to address the research needs of the emerging mental health professional. The Thesis Proposal will include initial drafts of the Introduction and Methodology chapters, an outline and partial draft of the Literature Review Chapter, and a Pilot Study of the Methodology.
Prerequisite(s): MFT 562
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MFT 582 - Master’s Thesis Completion
0 credits
In this ultimate segment of the Master’s Thesis process, the mental health research student forms the Master’s Thesis Committee, receives approval for Advancement Candidacy, and completes the Thesis with the Committee’s guidance, support and approval.This includes both limited class time and independent study. The 2 units provide Thesis Committee availability for 2 consecutive semesters after which the student must register for one unit of MFT 582 each subsequent semester until completion.
Prerequisite(s): MFT 562 and MFT 572
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MFT 582C - Thesis Continuation
0 credits
Required for all students working on completing their thesis after they have completed MFT 582 . This course carries a fee of one half of the normal charge for a 1 credit course. The student must be enrolled in this course during the semester they complete and submit their thesis.
Prerequisite(s): MFT 582
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MFT 585 - Clinical Skills in Family Therapy
3 credits
This is a course for advanced students focusing on the clinical aspects in the practice of family therapy. It will provide a brief overview of family therapy and will concentrate on the experiential learning of basic family therapy skills. This class is designed to provide students with direct experiences of the family therapy milieu in the initial session/treatment alliance phase of therapy via observation and role play; assist in the development of a working knowledge of the clinical skills of family interview, joining, problem formulation, treatment contract, and family case presentation; further the students’ awareness of and appreciation for the multiple psychosocial factors which impact families in treatment; and contribute to the development of a personal conceptualization of the process of psychotherapy.
Prerequisite(s): MFT 520 and MFT 510 and MFT 505
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MFT 591 - Independent Study
1 - 3 credits
Independent Study requires that a student design a project of one to 6 months duration and find a faculty supervisor. An independent study contract signed by the faculty supervisor is required prior to registration. Classes offered at Pacific Oaks may not be taken for Independent Study. Please refer to the Schedule of Classes for registration deadlines.
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MFT 595 - Therapy with Children
3 credits
This course will provide an overview of the knowledge base and an introduction to the clinical skills of child therapy. The public and private mental health systems, levels of care, range of child therapy settings, and barriers to access will be discussed. An understanding of migration, class, cross-cultural and intra-cultural variations in normative child and family functioning will be integrated with the development of child evaluation and treatment skills. Multiple theoretical perspectives of child therapy will be considered. The major childhood disorders will be reviewed and applied to specific case material. The range of modalities utilized in child therapy will be explored with special emphasis on the use of play therapy. Clinical assessment and treatment of the child in socio-cultural context will be the focus of practice skills development. Clinical issues in child therapy with special populations will be presented.
Prerequisite(s): MFT 530 and MFT 520 and MFT 510
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MFT 622 - Couples Therapy
2 credits
This is an introductory course for working with domestic partners. This includes an overview of approaches from various schools of thought, as well as training in relationship skills, including the dynamics of bonding and attachment, communication skills, conflict management skills, and negotiating differences. The course will include reflections upon ones own significant relationships; role-playing and skill practice; and application of therapy skills to issues of diversity.
Prerequisite(s): MFT 505 and MFT 510
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MFT 624 - Advocacy and Community Mental Health in the Latina/o Community
2 credits
This course will address the traditional structures and current practices of institutions that influence and impact mental health services and wellbeing in the Latina/o community. Understanding the historical significance of marginalization and the ecological context of the Latina/o community in relation to institutional socio-cultural blindness will be evaluated. Particular emphasis is on social justice, advocacy theory and developing practice skills needed to become change agents for families in the Latina/o communities.
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MFT 630 - Clinical Portfolio: MFT Theory and Practice
3 credits
This course provides a comprehensive review that integrates the student’s understanding of theory and its application in clinical practice. The student’s portfolio project will demonstrate their capacity to apply critical thinking to theory, identify and articulate their role as a therapist, work with families, demonstrate documentation skills, and capacity to connect people with resources that deliver quality services.
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MFT 632 - Psycho-pharmacology
2 credits
This course provides an overview of clinical psychopharmacology for the graduate student in clinical training. It focuses on the use of psychiatric medications for specific mental health disorders, diagnostic issues, and treatment plans, as well as addressing cultural differentials in assessment. The course explores biological etiologies and addresses the extent and impact of side effects in the life of the client. It prepares the MFT Trainee to act as professional support to the psychiatrist/client dyad.
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MFT 642 - Group Therapy
2 credits
This course provides an overview of Group Therapy theories and practice with an experiential training component. It will include an examination of group practice with individuals, families, adolescents and children. The course will survey the wide range of populations and problems for which group work is applicable.
Prerequisite(s): MFT 505 and MFT 520 and MFT 510
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MFT 650 - Cross-Cultural Mores and Values
3 credits
This course is designed to consider and present a conceptual framework for review and incorporation of sociocultural factors into clinical and communication theories and practices. Specific cultural content (with emphasis on family history, structures, dynamics, values, mores, adaptive strengths, and coping styles) and socio-political constraints on human development (with emphasis on racism and normative value psychology) will be examined. The importance of racial/ethnic identity is highlighted as the core of ones self-identity. The objective of the course is to develop knowledge of and sensitivity to cultural differences.
Prerequisite(s): MFT 500 and
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MFT 651 - Practicum A
2 credits
This course provides the initial basic skills that are needed when starting clinical training. Included in the content of the class are the following areas of inquiry: professional role as a Marriage and Family Therapist Trainee (MFT Trainee) and relationships with peers and supervisors at the clinical placement. Initiating first client contact, making an early diagnostic assessment, and establishing an effective therapeutic relationship with a mental health client.
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MFT 663 - MFT Practicum B
2 credits
This course is developmental in its approach, combining supervision issues that arise in clinical placement with theoretical issues studied in class. Various psychotherapeutic techniques will be examined and clinical skills in intake evaluation, assessment, diagnosis and treatment will be developed. This course will monitor and support the students’ experience in clinical placement and will study issues of counter/transference, and treatment, interventions with various types of crises and ongoing treatment and termination. An understanding of the impact of social, racial, cultural, gender and sexual orientation issues in psychotherapy will be addressed. The class will also examine a wide variety of ethical, professional and personal issues that impact the mental health professional in the pursuit of the profession within the present day health care systems.
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MFT 672 - Practicum C
2 credits
This class is developmental in its approach combining supervision issues that arise in clinical placement with theoretical issues studied in class. Various psychotherapeutic techniques will be examined and clinical skills in intake evaluation, assessment, diagnosis and treatment will be developed. This class will monitor and support the students’ experience in clinical placement and will study issues of counter/transference, spousal abuse assessment and treatment, interventions with various types of crises, ongoing treatment and termination. An understanding of the impact of social, racial, cultural, gender and sexual orientation issues in psychotherapy will be promoted. The class will also examine a wide variety of ethical, professional and personal issues that impact the mental health professional in the pursuit of the profession within the market reality of present day health care systems.
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MFT 684 - Practicum D
0 credits
This class is developmental in its approach and will combine supervision issues that arise in clinical placement with various psychotherapeutic techniques. The class is an advanced class that is designed to provide ongoing support for students completing clinical hours and will continue to focus on assessment, treatment planning, and interventions appropriate for individuals, families, and children/ adolescents. Culture, race, gender, aging, and sexual orientation will be addressed within the context their therapeutic impact on treatment. The class will also examine ethical, professional, and personal biases that impact the delivery of clinical services.
Prerequisite(s): MFT 651 and MFT 663 and MFT 672
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Special Education |
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SPED 330 - The Child with Special Needs: An Interdisciplinary Perspective
3 credits
Designed to explore the context of culture and anti-bias issues related to educating children and adolescents with special needs in both inclusive and more restrictive settings. The following areas will be addressed: 1. Knowledge of, and sensitivity toward, people with disabilities 2. Knowledge of federal/state mandates for educating students with disabilities; 3. Identification and screening of a child with special needs; 4. Involvement of parents in the process of meeting student needs; 5. Collaboration with other professionals to identify appropriate interventions; 6. Application of methods used to modify the curriculum and accommodate various learning styles; and 7. Accessing educational and community resources such as assistive technology, career and vocational education.
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Human Development (Master Level) |
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HD 493 - Fieldwork: Practicum A
(3 credits)
This is the first of two, supervised fieldwork placements. Students will be required to do practicum A in the Pacific Oaks Children’s School. Basic contact requirement includes six hours per week of contact time in the fieldwork setting plus a three hour weekly seminar. Students will organize their observations and practice along a continuum, from typically to atypically developing children. Broadly speaking, this class helps students refine their skills in the following areas:
- Observation and recording.
- Understanding the context of observations e.g. nutrition, parental relationship, family culture.
- Developing working relationships with teachers, staff, and other professionals.
- Ability to implement recommendations of different analysts and integrating different philosophies of care.
- Adapting to different types of environments in order to be employable in different settings.
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HD 494 - Fieldwork: Practicum B
(3 credits)
Students will continue to refine skills from Practicum A. Students conduct Practicum B in a setting outside the Pacific Oaks Children’s School unless otherwise approved by the instructor. Each student receives one visit during their placements from the course supervisor. Additionally, all students are required to participate in “Grand Rounds” where they conduct and record observations at the placement settings of three students in the class.
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HD 501 - Advanced Studies in Human Development
3 credits
This class explores in depth how themes which begin in early childhood recur later in the life cycle. Building on knowledge of Erik Erikson’s theory and other psychosocial and cognitive theories, the participants will synthesize theoretical and personal knowledge to create new understanding of the life cycle. Students will evaluate their own developmental paths and look at choices made and options taken or rejected. A research project focusing on a developmental issue is required. The class will emphasize development in adulthood.
Prerequisite(s): HD 500
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HD 502 - Advanced Research Seminar
1 credit
Pacific Oaks students bring a breadth of diverse life experience to the college. This class provides an opportunity for reflecting, conceptualizing, and clearly communicating, in papers, portfolio and one presentation, what they have learned about human development from selected life experiences. Papers must demonstrate deep engagement with the topics as evidenced by the ability to articulate the developmental nuances, subtleties, themes, and patterns present in the student’s life. Writing is shared, mutually edited, and rewritten in a skill-building process. Class members are expected to participate actively in creating a learning community, practicing the skill of giving and receiving feedback.
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HD 503 - Advanced Study of the Earliest Years
3 credits
This course will focus on the significance of earliest childhood, from birth to age three, in the human life cycle, with emphasis on trust and autonomy, sensory- motor explorations, and the beginning of language and play. Students will actively evaluate the range of typical and atypical development in diverse cultural contexts in the preschool years. Observation of child behavior from the perspective of its meanings for the child will be included. Students will synthesize skills in designing culturally relevant and inclusive home and group care environments for optimum development of caring relationships and learning.
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HD 506 - Advanced Studies in Play in Childhood
3 credits
This course recognizes play as a human adaptive function with a distinct developmental framework, beginning in infancy and varying in content and mode from culture to culture. Students will observe children’s play and will synthesize their observations in planning optimum play opportunities for a child, enhance the physical environment, and set up spaces that will engage children in using the skills that are pre-requisites for academic learning. Anti-bias issues, including culture and gender, will be evaluated and used to support cultural expression and non sexist play opportunities. Our focus will be on early years, as well as the integrative and transformative function of play across the life span.
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HD 515 - Advanced Studies in the Art of Observation
3 credits
Observation is a basic teaching and assessment tool in early childhood education and a necessary skill in the field of counseling. When you observe a child: What do you see? What do you look for and why? How do you interpret what you are seeing? How do you translate what you have observed into goals for intervention? Participants will observe children and adults, evaluate and create frameworks for observation, and give and receive feedback on observational skills.
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HD 520 - Advanced Studies in Contemporary Urban Adolescents
3 credits
This class will focus on several issues that affect the quality of life of adolescents in urban areas. Subjects for study will include: unemployment/underemployment; gangs and other peer pressures; early sexuality; teen pregnancy; AIDS and other sexually transmitted diseases; and drugs. We will evaluate these topics from a developmental perspective and visit programs that are addressing them.
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HD 535 - Advanced Studies in Human Development: The Elder Years
3 credits
Shifting demographics, increased life expectancy, advances in medical technology, economic and financial realities: all these add to the challenges of navigating the later years with grace and dignity. Students will utilize three approaches to engaging with this stage of the life cycle: reflection, advocacy and action. This class presents theory as well as experiential learning. Students will identify and evaluate the relevant issues for working with aging populations at both the macro and micro level, including deconstruction of stereotypes.
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HD 541 - Advanced Studies in Communication for Empowerment
3 credits
This class will empower students to make connections with other people. Five areas of communication will be addressed: active listening for meaning; concise, organized and reflective writing; analysis and critique of diverse modes of scholarship; creating collaborative structures of group facilitation and leadership; and demonstrating organized verbal communication and presentation of self together with reflective feedback. In addition, students will evaluate their ability to think critically, synthesizing the subjective and objective, in all the areas of communication. They will critique the impact of their values and biases on communication across cultural, racial, class and gender lines.
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HD 550 - Advanced Studies in Communication and the Life Cycle
3 credits
This class is about life cycles and communication concepts. It is a goal of this class to enhance critical awareness of the interconnected and interdependent components of communication and tasks of various life cycle changes. Students will evaluate how attention to communication can facilitate engagement with the task of each specific stage. Students will synthesize information for personal and professional relationships. Communication and life cycle issues will be evaluated in a holistic way, looking at the needs of both parties as well as the social context of interactions.
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HD 551 - Advanced Studies in Conflict Resolution and Mediation
3 credits
This class is designed for human service professionals, including teachers, educational administrators, and marriage and family counselors, who work with children, adolescents, and families. Participants will evaluate the nature of human conflict, create effective strategies, and develop programs for the peaceful resolution of conflict. Students will evaluate and critique techniques and models for conflict resolution and mediation, and engage in creative problem-solving in various conflict areas at the micro and macro levels of society. Communicating across cultures, and bias awareness issues will be evaluated within all content areas.
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HD 561 - Advanced Studies in Social and Political Contexts of Human Development
3 credits
The diverse social and political contexts of our society affect the socialization of the individual and his/her understanding of human development. This class evaluates attitudes toward gender, class, race/ethnicity, disability and sexual orientation, along with the socio-historical contexts within which specific theories of human development were created. Students are challenged to evaluate and critique these influences on their own growth and perceptions of human behavior, to define their personal ethics within the context of contemporary society, and to construct effective professional responses to inequality and bias. Class pedagogy in grounded in praxis and includes experiential activities, small group discussions, weekly writing, reading and many lectures.
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HD 563 - Advanced Studies in Education for Critical Consciousness
3 credits
Education for Critical Consciousness is grounded in the works of John Dewey, Paolo Freire and Sylvia Ashton Warner, all of whom believed that people learn through what they are passionate about. Students will critique and evaluate the work of these theorists along with that of other theorists who have similar beliefs about such issues as moral development, relationships and literacy and curriculum.
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HD 564 - Advanced Studies in Community as a Context for Development
3 credits
Growth and identity are influenced by the social dynamics and interactions of the diverse families and cultural institutions in which children live. Students will critique theoretical and practical aspects of building, reflecting, and including “community” in early childhood and primary classrooms. Students will create strategies which use the child’s community to enhance learning and build a sense of belonging. This class will synthesize practical application of community-building as an avenue to examine and promote cultural competence and advocacy for children.
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HD 570 - Development of Bicultural Children
3 units
This class will specifically focus on a framework of bicultural development as it compares with monocultural developmental theories. The pertinent issues and major social-ecological influences that play an important role in shaping the development of bicultural children will be explored. Culture and cognition, bilingualism, the biculturation process, and cultural psychological dynamics as they relate to personality and development and identity formation will be examined. An overview of the current literature in the field will also be discussed.
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HD 571 - Advanced Studies in Working with Bicultural Children
3 credits
This course focuses on the methodological issues as they relate to effectively working with bicultural children. Students will synthesize learning theory and motivational concepts based upon research with bicognitive children in order to construct bicultural curriculum and bilingual programs. Students will be required to participate in several on-site classroom observations in bicultural and bilingual settings. Particular emphasis will be placed on evaluating the principles of bicultural development and their practical application for an effective educational approach.
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HD 573 - Advanced Studies in the Development of Children of African Descent: Early Childhood Years (0-5)
3 credits
This course will cover the social, emotional, spiritual, cultural and cognitive development of African immigrant, African-American, and African Caribbean children in the United States between the ages of zero to 5. Students will evaluate the role of culture and language on their socialization styles, the importance of relationships, and how these relationships impact development. Students will critique the implications of multicultural development of the child within the context of home, school, and community within an Afrocentric model. Strategies will be designed and constructed support children’s growth and empowerment in community and institutional structures. The readings for this class focus on Afrocentric theories of development, family relationships, and coping with racism in the educational system.
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HD 574 - Advanced Studies in the Development of Children of African Descent: School Age Years (6-12)
3 units
This course will cover the social, emotional, spiritual, cultural and cognitive development of African immigrant, African-American, and African Caribbean children in the United States between the ages of 6 to 12. Students will evaluate the role of culture and language on their socialization styles, the importance of relationships, and how these relationships impact development. Students will critique the implications of multicultural development of the child within the context of home, school, and community within an Afrocentric model. Strategies will be designed and constructed support children’s growth and empowerment in community and institutional structures. The readings for this class focus on Afrocentric theories of development, family relationships, and coping with racism in the educational system.
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HD 580 - Children’s Autobiographical Narratives as Social Justice Curriculum
3 credits
Students will evaluate the use of children’s narratives as a means of developing anti-bias/culturally inclusive curriculum to support children’s development as advocates for social change. This course will involve observations in the field as well as participants collecting and critiquing children’s narratives within a descriptive framework. These narratives will be used to create anti-bias/culturally inclusive curriculum and build participatory classroom communities which empower children in their development as social change agents.
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HD 581 - Advanced Studies in Human Development and Social Change
3 credits
Students will evaluate the importance of promoting positive social change in times of national stress. Synthesizing the connection between ones own personal growth and the act of evoking actual change, students will create useful techniques based in storytelling, art, performance, and action research. Students will critique readings from feminist theory, cultural studies, critical race theory, participatory democracy, and other frameworks for social change. Students will apply their new thinking through designing a project proposing actual change at an organization, school, community or government agency.
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HD 582 - Advanced Studies in Participatory Action Research
3 credits
This is a methods course designed to give students the skills to create a project directed at actual social change. One of the assumptions in such a course is that actual change in an organization or agency or school can become a model that can be replicated in other organizations and even serve as a model for larger change at the level of society itself. Students will evaluate pre/post assessment techniques, collaborative decision-making skills, how to build community through intercultural storytelling, how to make budgets, and how to design and implement long term strategies. By the end of the course, each student will have designed an implementation plan (with timelines) and a grant proposal to help carry out that initiative.
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HD 583 - Advanced Studies in Dewey, Dubois, Vygotsky, Freire, and Hooks as Social Justice Pedagogy
3 credits
The roots of education for social justice lie in the works of John Dewey, Lev Vygotsky, and Paolo Freire. Their work resonates in the educational and social philosophies of W.E.B. Dubois and bell hooks. Yet today, much of what passes for progressive critical education has been diluted in order to meet the needs of the status quo, and education for social justice has been lost. Students will evaluate the theoretical works of John Dewey, Lev Vygotsky, Paolo Freire, W.E.B. Dubois, and bell hooks, and create progressive critical pedagogy grounded in participatory democracy and social justice.
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HD 584 - Advanced Studies in the Power of Our Stories: Exploring Issues of Race and Identity
3 credits
Students will evaluate issues of race and its complex role within identity development. Students will analyze and critique critical race and racialization theories and the application of these theories to individual and group racial identity development within a global society. Through personal stories and narrative literature, students will synthesize the ways that race impacts their identity. Students will also evaluate the effect that this synthesis has upon their perception of themselves and the world around them. Through the sharing of stories, students create personal transformative strategies to more effectively support their work with children and families.
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HD 590 - Advanced Studies in Anti-Bias Curriculum: Teaching our Values to our Children
3 credits
Students will evaluate foundational concepts, models and rationale for constructing anti-bias curriculum, with a particular focus on early childhood education and developmentally appropriate practice. Students will critique attitudes and behaviors towards others in the areas of gender, race, culture, abilities and class. Content also includes: developmental issues, curriculum models, analysis of resources/materials and construction of advocacy tools. The importance of self introspection and critical thinking will be stressed.
Prerequisite(s): HD 600 or instructor permission.
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HD 592 - Advanced Studies in Implementing Anti-Bias Curriculum
3 credits
This class is designed for students who are interested in strategic planning, institutional changes, and skills for working with adults within an anti-bias framework. Class format will include discussions, interactive activities utilizing case studies and policies, readings and written assignments. Students are expected to engage with each other in critical evaluation of educational practices and societal obstacles to deepen their theoretical knowledge and to define levels and models of advocacy work. An action project will be required.
Prerequisite(s): HD 561 or HD 562 , or permission of instructor.
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