2018-2019 Academic Catalog and Student Handbook with Spring Addendum [Archived Catalog]
Course Descriptions
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Human Development |
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HD 459 - Exploration & Application: Fieldwork/Internship 3 Unit(s)
In this fieldwork/internship seminar, students apply the theories and principles learned to their work in a field setting. Students gain knowledge, acquire new skills and refine existing ones while providing service to the community. Students will observe, investigate and critically reflect on practices and emergent issues from their fieldwork/internship. Seminar discussions focus on discoveries from explorations, the investigation of theory for application, problem solving and grappling with cultural and ethical dilemmas. Each student is required to engage in 45 hours of service at an approved fieldwork/internship site during the semester they are enrolled in HD459.
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HD 475 - Arts and Social Change 3 Unit(s)
Students will examine treatment of societal issues in art as well as art Education. Topics will include art as an anti-bias tool, the inclusive potential of art, and art as a political statement.
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HD 492 - Independent Study 1-4 Unit(s)
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 497 - Capstone 3 Unit(s)
The capstone project class requires students to reflect, conceptualize, and clearly communicate what they have learned about human development from their coursework at Pacific Oaks College. Students will review their learning at Pacific Oaks using the core competencies and the Program Level Outcomes (PLOs) as structures and guides. An essential element of this class is to be an active and participating member of the learning community.
A completed portfolio and its presentation are the means by which this learning is documented. Portfolios must demonstrate an engagement with the topics as evidenced by the ability to articulate the developmental nuances, subtleties, themes and patterns present in human development as well as a theoretical and contextual understanding.
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HD 507 - Developmental Themes and Transformation Across the Lifespan 3 Unit(s)
This class provides an in-depth analysis and synthesis of developmental themes that begin in early childhood, transform and recur in later stages of the life cycle. It includes a critical reflection on developmental theories, exploring the ways that complex factors influence a person’s engagement with issues and challenges over their lifetime. Student reflections on self and others within the contexts of their lives are used to enhance and deepen the learning process. This class meets the research competency. Note: Required first semester course
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HD 509 - Child Abuse Assessment and Reporting 1 Unit(s)
This class includes the study of the assessment and method of reporting sexual assault, general neglect, severe neglect, willful cruelty or unjustifiable punishment, corporal punishment or injury and abuse in out-of-home care. Physical and behavioral indicators of 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.
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HD 516 - Authentic Assessment 3 Unit(s)
This course will define and explore creative models and frameworks of assessment/evaluation for programs, schools and organizations, from a life span perspective. Particular focus areas will include continuums of traditional/non-traditional, standardized/ developmental, and quantitative/qualitative data collection for program design, evaluation and structural planning. Emphasis will be placed on addressing subjectivity, ethics, biases and cultural models of deviance. Outside observation hours are required.
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HD 521 - Advanced Concepts in Adolescent Development 3 Unit(s)
This is an advanced course in adolescent development for those individuals who desire to gain greater knowledge and depth in the complex issues surrounding teenagers. Adolescents in the United States increasingly represent a variety of racial, ethnic, religious, and socioeconomic backgrounds. Are these differences among adolescents based on this diversity? What role does poverty play in adolescent’s development? Is peer pressure real and meaningful? How important are parents during this period? Are there health and mental health issues of particular importance? How do adolescents cope with stress? Why is the peer group so critical? How is adult and middle aged development impacted by our own adolescent development?
Major theories will provide a framework for the presentation of physical, cognitive, social and emotional development during this critical period. Factors influencing growth and development will be highlighted. Discussion of classic and current studies as they related to adolescence will be integrated throughout the course.
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HD 536 - Engaged Aging: Developmental and Societal Issues 3 Unit(s)
Engaging with aging is part of a personal journey that intersects with society’s systems. These junctures provide opportunities for growth and also constraints to an individual’s development and aging process. Changes on a macro level affect all aspects of human development, the elder years being no exception. Impacted by allocation of resources, health and medical issues, financial uncertainty, and constantly changing technology elders in our society are challenged to lead relevant and purposeful lives. The elder years also are a time of exposure to a confluence of ageism and other societal biases and isms. Often dismissed as empty and meaningless by our youth oriented society, the later stages potentially provide a rich opportunity for growth for elders. Additionally, legacy and life review are two vital developmental aspects of aging that are potentially sources of contributions for society. Taking a developmental approach to aging and death/dying provides a structure to study these tasks. This class uses several theoretical approaches to examine aging, death and dying in today’s society. There is an action plan component. This class provides information for students who envision working with elders, interacting with aging parents, and for individual reflection.
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HD 543 - Interpersonal Communication Skills 3 Unit(s)
This class will focus on further development of interpersonal skills within a professional context. Major areas will include metacognition and thinking modes; identifying the origins and operational dynamics of conflict; examination of the impact of personal values and biases on communication across cultural, racial, class, and gender lines; and presentation of self within the context of groups, worksites and society.
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HD 555 - Conflict Resolution and Mediation 3 Unit(s)
This class is designed for human service professional, 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. Student will be introduced to mediation techniques as they evaluate and critique technique and models for conflict resolution as they engage in creative problem solving in various conflict areas at the micro and macro levels of society. Communication across cultures and bias awareness issues will be evaluated within all content areas.
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HD 562 - Advanced Studies in Diversity and Anti-Bias issues 3 Unit(s)
This course offers an in-depth critical evaluation of the impact of systemic and institutional oppression on human service programs for children and adults, and the significance of culture and political contexts on individual development and learning. Students are challenged to evaluate and critique theses influences on their growth and perceptions of human behavior as well as impact of their personal perceptions on the development and learning of others. Students are challenged to critically redefine their personal ethics and engage in developing their own theoretical and methodological framework for anti-bias work and advocacy within institutional settings with the goal of bringing about systemic changes with address and deconstruct inequality and oppression in their work with children and adults. Prerequisite(s): Completion of HD500
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HD 575 - Community: Spaces of Resiliency, Equity and Change 3 Unit(s)
Social and political contexts of human development impact the way community is forged. In community, social dynamics are influenced and created by varied contexts that affect individuals understanding of the world. For this course, students will examine theoretical frameworks that focus on exploring community as places of struggle, resilience, culture, equity, and change. This course will integrate theory into practical application within community spaces - i.e. classrooms, schools, grassroots organizations, non-profit agencies, neighborhoods, etc. in order to further develop strategies of social equity, cultural competency, and advocacy for education.
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HD 576 - Course Title: Bi-Cultural Development Across the Lifespan 3 Unit(s)
This class will specifically focus on a framework of bicultural developments as it compares with monoculture developmental theories with an examination of the implications of bicultural developments for educators and human services professional working with bilingual and bicultural communities. The pertinent issues and major social-ecological influences that play an important role in shaping the development of bicultural children, adolescents, and adults will be explored. Culture and cognition bilingualism, and the bicultural process as they relate to identity formation will be examined. Students will evaluate what is means to be bicultural, synthesizing and creating models of bicultural development related to self and others.
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HD 583 - Social Justice Pedagogy 3 Unit(s)
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 - The Power of Our Stories: Exploring Issues of Race and Identity 3 Unit(s)
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 585 - Democracy and Social Movements 3 Unit(s)
This class looks at social change through the lens of contemporary social issues as well as broader decision making processes that occur in democratic societies. Students will critically evaluate social movements concerning the environment, public health, organized labor and housing, among participatory decision making. Students will apply insights from this class by designing a project for change at an organization, school, community or government agency that includes a critical evaluation of strengths and weaknesses as well as a plan for assessing outcomes.
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HD 592 - Advanced Studies in Implementing Anti-Bias Curriculum 3 Unit(s)
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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HD 604 - Praxis: An Ecological Systems Approach 3 Unit(s)
This class provides an in-depth look at educational and social service practices using an ecological systems perspective. We will explore the psychosocial interface between child, family and community development, social identity, culture and power in order to transform complex challenges into innovative, inclusive, socially just and sustainable solutions. Students will evaluate the impact on families by practitioners in a variety of settings, synthesizing practice, reflection, theory, observation and research to develop their own theoretical and methodological framework for working with children and families in a diverse world. Within this context, students will create strategies to be more successful individual. Interpersonal and institutional change agents. Prerequisite(s): Completion of HD 562 may be taken concurrently with HD 562 in on-ground programs
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HD 607 - Progressive Education in Action 3 Unit(s)
In this class, students will evaluate progressive education theory and practice. Progressive education as the theoretical frame for constructivist pedagogy will be used to create learning communities within classroom and /or human services settings. Teachers/facilitators/mentors and learners come together to construct spaces of learning characterized by participatory democracy and social justice. Hands on experiential learning methodology will be implemented through observation, analysis, collaboration, research and documentation.
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HD 608 - Teaching Adults 3 Unit(s)
Designed for college teachers, educational leaders, trainers and other facilitators of adult learning, this course examines liberatory models of adult education and strategies for implementation in a variety of settings, from college classrooms to the everyday workplace. Students will explore the tensions and challenges inherent in teaching for transformation, work-arounds for political and systemic constraints, and strategies for drawing out the abilities and capacities of adult learners. Includes opportunities to practice facilitation, collaborative learning, and skills for critically conscious reflective practice.
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HD 612 - Working with Women in a Cross-Cultural Context 3 Unit(s)
This course explores the impact gender role orientation, culture/ethnicity, class, and age has on the communication dynamics between women. Identifying behaviors and expectations that impede or help the communication process, students will explore issues of maternalism in the workplace, issues of friendship and workplace demands, learn to differentiate between style and performance to depersonalize responses, and how to accept both competitive and cooperative behaviors. We will also develop strategies for creating open lines of communication, team building, and conflict mediation.
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HD 616 - Leadership in Education and Human Services 3 Unit(s)
This class is a seminar for professionals in leadership situations who work in early childhood Education and other human service professions. Students will evaluate Educational issues in contemporary society.
Topics include: working effectively with diverse colleagues and families; program development and administration; strategies for facilitating empowerment, responsibility and advocacy; adult supervision; and professional growth and survival. Students will be expected to critically evaluate their own practice and values, to observe and assess other adults working with children and their families or with other adults, and to synthesize values with practice.
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HD 622 - Authentic Infant-Competent Child 3 Unit(s)
This class will evaluate diverse approaches to infant-rearing with special emphasis on the Pikler methods. Topics will include: sensory- motor development, human relationships and problem solving; infants’, parents’ and carers’ needs; infant learning processes; and effects of environments ranging from neglectful to over-stimulating. Students will use observations, evaluations and discussion to create optimal environments for infants.
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HD 625 - Advanced Studies in Intervention Models in Early Childhood Education 3 Unit(s)
Students will evaluate key theories, philosophies, regulations and programs that have been developed to respond to the needs of: (a) children who are developing atypically; and (b) children deemed at risk from family dysfunction, abuse and neglect, prenatal drug exposure and community violence. Students will observe and assess early childhood special Education, therapeutic and social services to create resources that offer support for early childhood programs and families.
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HD 631 - Play, Language and Literacy Development 3 Unit(s)
Students will evaluate the development of symbolic behaviors and the role of adults in supporting children’s play, language and literacy. Students will evaluate culturally relevant and developmentally appropriate curriculum and assessment design for diverse literacy learners. Students will assess the concept of play as the basis of learning, language, and literacy development in childhood. Topics include language development, dramatic play, using tools and materials to represent their experiences, and reading readiness. Observation of children required.
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HD 646 - Women in Administration 3 Unit(s)
This class is designed to help women pursue a career in administration, and to evaluate the political and social forces that affect decision making, critique the importance of style and image, construct networking techniques, formulate effective communication skills and analyze issues around sexual harassment. Students will design class projects, conduct interviews, evaluate and compare research findings, and participate in mini-seminars, as well as critique the contributions of various class guest speakers. By arrangement, this class may give credit for Administration/ Supervision of Child Care Programs.
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HD 671 - Leadership & Application: Fieldwork/Internship 3 Unit(s)
In this fieldwork/internship seminar, students implement the theories and principles learned and integrate them in a field setting. Students gain knowledge, acquire new skills and refine existing ones while providing service to the community. Students will observe, practice, critically reflect on and evaluate ongoing practices and emergent issues at their fieldwork/internship site. Seminar discussions focus on integration of theory and practice for problem-solving, professional development, grappling with cultural and ethical dilemmas, critically evaluating power, and identifying strengths and areas of opportunity. Each student is required to engage in 45 hours of service at an approved fieldwork/internship site during the semester they are enrolled in HD671. Prerequisite(s): HD 604 (be taken concurrently with HD 671 in on-ground programs)
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HD 677A - Thesis Proposal 2 Unit(s)
This course is the first of a three-course thesis sequence. In all three classes, students will develop and refine their thesis topic and acquire a detailed understanding of the elements of a formal thesis, including personal statement, literature review, methodology, and data collection and analysis. In addition, students will learn to organize their writing, develop themes and provide feedback to their peers. To meet the minimum requirements for passing this class, students must complete drafts of their introduction and literature review chapters and have begun work on their human ethic protection form.
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HD 677B - Thesis Research Design 2 Unit(s)
This course is the second of a three-course thesis sequence. Students will develop and refine their thesis topic and acquire a detailed understanding of the elements of a formal thesis, including personal statement, literature review, methodology, and data collection and analysis. In addition, students will learn to organize their writing, develop themes and provide feedback to their peers. To meet the minimum requirements for passing this class, students must complete drafts methods chapters and have begun work on data collection following ethics clearance.
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HD 677C - Thesis Completion 2 Unit(s)
This course is the third of a three-course thesis sequence. Students will develop and refine their thesis topic and acquire a detailed understanding of the elements of a formal thesis, including personal statement, literature review, methodology, and data collection and analysis. In addition, students will learn to organize their writing, develop themes and provide feedback to their peers. This 2-unit course is graded on a For Credit Basis. Students who do not complete their thesis by the end of HD677C must enroll in HD699 for all subsequent semesters they are working on their thesis
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HD 688A - Thesis Cohort A* 3 Unit(s)
This course is the first of a two-course thesis sequence. Students will develop and refine their thesis topic and acquire a detailed understanding of the elements of a format thesis, including personal statement, literature review, methodology, and data collection and analysis. In addition, students will learn to organize their writing, develop themes and provide feedback to their peers. Prerequisite(s): completion of HD 562
*Course is considered half time.
* To meet the minimum requirements for passing the class, students must complete drafts of their introduction and methods, chapters, and have begun work on their literature review, and be prepared for data collection by finalizing their Participant and/or Agency Consent forms and data collection question and instruments with their HD 688A instructor and/or Thesis Advisor
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HD 688C - Thesis Cohort: Project* 3 Unit(s)
This course is the second of a two-course thesis sequence. Students will learn how to make sense of their data to confirm, extend or challenge existing theories, as well as to construct new theories about their topic and participants. The class provides support for students to finish draft of their thesis, which includes completion of the literature review, results, discussion and conclusion. This course is graded on a For Credit basis. Students who do not complete their thesis by the end of HD 688C must enroll in HD699 for all subsequent semesters they are working on their thesis. Prerequisite(s): HD 688A
*Course is considered half time.
*To complete this course, all of the thesis committee members must sign off on the thesis, and then students must submit their completed thesis to the library before the deadline. Students may walk in graduation after their thesis has been accepted by the Library and the Registrar’s Office.
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Marriage and Family Therapy |
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CFS 650 - CFS Capstone Project 3 Unit(s)
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MFT 507 - Communication and Counseling Skills 3 Unit(s)
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 one’s 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 508 - Personality Theories and Psychological Testing 3 Unit(s)
This course is designed to examine the broad spectrum of the major personality theorists and survey the related current theories of counseling and psychotherapy and their clinical application. An overview of the principles of psychological testing will be introduced, as well as the administration, scoring, and report writing for selected personality inventories.
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MFT 522 - Theories of Marriage and Family Therapy 3 Unit(s)
This course is designed to introduce theories of family therapy from various schools of thought, including systems, the recovery model, postmodern and culturally relevant theory and practice. It focuses on the development of a working knowledge of families as systems and encourages thinking about one’s own role in his/her family and its impact on the self as therapist. Integrated throughout the course is the students’ awareness and understanding of severe mental illness as well as Multiple cultural/ Eco systemic factors that impact traditional and Multiple kinds of contemporary families.
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MFT 525 - Interface of Society and Human Development 3 Unit(s)
This course integrates a variety of theories of human development, with a variety of societal issues, forces and dynamics including politics, economics, race, culture, gender, class, sex, privilege and oppression. Using the students’ lived experiences and critical thinking, alongside classic and contemporary texts, the course will explore how and to what extent society impacts, influences and/ 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. Prerequisite(s): MFT 507 , MFT 508 , and MFT 522
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MFT 533 - Clinical Theories of Child Development 3 Unit(s)
The purpose of this course is to provide the student with a basic understanding of the clinical theories pertaining to child and adolescent development. The physical, social, cultural, emotional and cognitive aspects of growth and development will be discussed as well as how they manifest intrapsychically and interpersonally. The theoretical material covered in the course will include psychodynamic, ego psychology, object relations theory, attachment theory, and cognitive and social learning theories. Theories will be looked at critically and the influence of gender, social economic status, and culture on child development will be studied. Prerequisite(s): MFT 507 , MFT 508 and MFT 522
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MFT 535 - Family Violence 2 Unit(s)
This course will introduce the student to the dynamics of family violence and the California law that addresses the legal reporting requirements for child abuse, spouse abuse and elder abuse. The clinical implications within a sociocultural-political context of spousal abuse, intimate family violence, family trauma, and child sexual abuse will be examined with an emphasis on understanding the cycle of violence and traumatic bonding. Prerequisite(s): MFT 507 , MFT 508 , MFT 522 , and MFT 555
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MFT 545 - Substance Use, Co-Occurring Disorders and Addiction 2 Unit(s)
This course is designed to give students a comprehensive overview of substance use and co-occurring disorders. It provides students an understanding of substance use, abuse and dependency and associated co- occurring disorders. The course will explore the historical and societal perceptions of substance use, patterns and trends of use, societal and legal responses to drugs and alcohol. Methods of prevention, intervention and treatment will be identified and analyzed. Prerequisite(s): MFT 507 , MFT 508 , MFT 522 , and MFT 525
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MFT 548 - Human Sexuality 1 Unit(s)
This course focuses on issues related to human sexuality and sexism in psychotherapeutic 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. Prerequisite(s): MFT 507 , MFT 508 , MFT 522 , MFT 525 , MFT 555 , and MFT 571
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MFT 560 - Clinical Training Orientation 0 Unit(s)
The Clinical Training Orientation is a 8-week hybrid course designed to introduce students to the clinical training requirements of the School of CFP. Students will review the CA BBS MFT Trainee laws and regulations while being assessed for clinical readiness by Clinical Training Coordinator and with each student’s Faculty Advisor through the First Year Review process. Students will complete most assignments online but will be required to meet in-person for workshops and 1:1 meetings with the Clinical Training Coordinator.
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MFT 565 - Pre-Practicum and Professionalism in the Field 0 Unit(s)
The Pre-Practicum and Professionalism in the Field course is a 8-week hybrid course that will prepare students to begin work in community mental health agencies and organizations as a MFT Trainee. This course teaches students about the paperwork required to contract with a training site, how to obtain personal liability insurance and what resources students can use while a MFT Trainee. Topics such as attire, vacations, boundaries and agency culture will also be covered.
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MFT 570 - Evidence Based Practice 3 Unit(s)
This course surveys the range of evidence based practices in mental health, including laboratory research, practice based research, and the literature on interpersonal neurobiology and its application in the clinical setting. Issues addressed will include attachment relationships, mindfulness, neural integration, systems change, access for underserved populations, and current trends in the mental health field. Prerequisite(s): MFT 508 , MFT 522 , MFT 533 , and MFT 571 or MFT 573 , MFT 660 and concurrently with MFT 580
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MFT 571 - Psychopathology of Adulthood 3 Unit(s)
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, 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 507 , MFT 508 , MFT 522 , MFT 525 and MFT 533
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MFT 573 - Psychopathology of Childhood and Adolescence 3 Unit(s)
This class will examine the psychopathology of infancy, childhood and adolescence within a bio psychological, 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. In this course clinical diagnosis will be examined using the DSM- therapy system, as well as other assessment approaches. Prerequisite(s): MFT 508 , MFT 522 , MFT 525 , and MFT 533
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MFT 575 - Child Adolescent Therapy 3 Unit(s)
This course is an advanced practice course designed to provide students with clinical approaches to the assessment and treatment of infants, young children, and adolescents. Students will develop clinical skills in the areas of observation, assessment, diagnosis, intervention, treatment planning, and referral to community resources. Diversity issues and their impact on assessments and treatment planning will be discussed. Prerequisite(s): MFT 508 , MFT 533 , MFT 522 , MFT 525 , MFT 555 and MFT 571 or MFT 573
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MFT 580 - Research Methods and Critical Analysis 3 Unit(s)
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. Prerequisite(s): MFT 507 , MFT 508 , MFT 522 , MFT 525 and MFT 570 concurrently.
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MFT 591 - Independent Study 1-3 Unit(s)
Independent Study in the MFT programs are undertaken under the supervision of an MFT faculty. No more than 3 units of the total curriculum are allowed for independent study credit. Advanced courses in the MFT programs are not eligible for independent study credit. An independent study contract signed by the MFT faculty supervisor is required prior to registration. Please refer to the Schedule of Classes for registration deadlines
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MFT 610 - LatinX History and Culture 3 Unit(s)
The topics in this course include the histories of LatinX 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 611 - LatinX Family Systems 3 Unit(s)
This course is an integration of selected clinical issues, clinical practice, and research in understanding the mental health issues experienced by diverse LatinX families. Central to this course is the development of a cultural lens in family work, and the understanding of diverse family structures amongst the various Latino communities affected by immigration, deportation, and language acquisition and its impact on family well-being and mental health. Prerequisite(s): MFT 507 , MFT 508 , MFT 610
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MFT 612 - LatinX Families, Historical Trauma and Recovery 2 Unit(s)
This course will examine the impact of trauma on the lifecycle of individuals and families in the LatinX community from a developmental framework. We will focus on trauma therapy and models of recovery as well as other types of therapeutic models, e.g. trauma focused CBT, EMDR, psychological first aid, etc. to assist in the recover from the trauma of immigration, 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. the class will address the occurrence of 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. Prerequisite(s): MFT 610 and MFT 611
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MFT 613 - LatinX Psychology 3 Unit(s)
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 one’s 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. Prerequisite(s): MFT 610 , MFT 611 , and MFT 612
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MFT 614 - LatinX Community Resources and Advocacy 1 Unit(s)
This course will address the traditional structures and current practices of institutions that influence and impact mental health services and wellbeing in the LatinX community. Understanding the historical significance of marginalization and the ecological context of the LatinX 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 LatinX communities. Prerequisite(s): MFT 610 , MFT 611 , and MFT 612
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MFT 615 - African American History and Culture 3 Unit(s)
This course examines the history of Black people in America, including the arrival of Africans during pre-slavery, 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 616 - African American Family and Child 3 Unit(s)
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 from 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 617 - African American Families, Historical Trauma and Recovery 2 Unit(s)
This course will address emotional and physical wounds associated with historical trauma, including slavery, segregation, racism, social stratification, current inequities and experiences of violence, as it relates to the African American family and community. The course will explore emerging theories of historical trauma and will also address issues of access and culturally appropriate resources, interventions and treatment from multigenerational, community and strengths-based perspectives.
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MFT 618 - African American Psychology 3 Unit(s)
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, Joseph White, Franz Fanon, Frances Cress Welsing, Wade Noble, Linda James Myers, and others will be discussed.
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MFT 619 - African American Community Resources & Advocacy 1 Unit(s)
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 620 - Gerontology 2 Unit(s)
This course will focus on the advancing stages of aging and its biosocial-psychological and familial dynamics. Aging, mental health issues, elder care, long term care, and end of life issues will be discussed and examined mindful of social-economic status, culture, race, LGBT families, and the politics of aging. Prerequisite(s): MFT 507 , MFT 522 , MFT 525 , MFT 533 , MFT 555
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MFT 625 - Clinical Skills in Family Therapy 3 Unit(s)
(traditional MFT class-advanced class) 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 507 , MFT 522 , MFT 533 , MFT 571 ,
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MFT 626 - Practicum I 3 Unit(s)
This is course introduces the student to the clinical training experience, professional role expectations and the BBS requirements. This course will focus on the beginning stages of clinical work with adults, couples, families and the mentally ill. It will examine the supervisory relationship, the therapist as “self” and the resources available to clients for mental health continuum of care. It will include an understanding of diversity issues and cultural competencies in clinical practice. In addition to the in class requirements, a minimal number of direct clinical training hours, personal therapy hours and clinical training documentation are required to meet with success in this course. Prerequisite(s): MFT 507 , MFT 508 , MFT 522 , MFT 525 , MFT 533 , MFT 555 , and MFT 571 or MFT 573
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MFT 628 - Practicum II 3 Unit(s)
This course will focus on the development of culturally attuned clinical skills for clinical trainees. It will bridge theory with practice from a strength based mental health perspective. It is designed to provide comprehensive understanding of multidimensional mental health issues, culturally relevant clinical treatment, principles of mental health recovery-oriented care, advocacy and resources pertaining to the clinical practice of individual, family and child therapy and interventions with the severely mentally ill. In addition to the in class requirements, a minimal number of direct clinical training hours, personal therapy hours and clinical training documentation are required to meet with success in this course. Prerequisite(s): MFT 570 , MFT 626 , and MFT 635 concurrently
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MFT 635 - Psychopharmacology 2 Unit(s)
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. Prerequisite(s): MFT 507 , MFT 508 , MFT 522 , MFT 525 , MFT 533 , MFT 571 or MFT 573 ,
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MFT 640 - Couples Therapy 2 Unit(s)
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 one’s own significant relationships; role-playing and skill practice; and application of therapy skills to issues of diversity. Prerequisite(s): MFT 507 , MFT 508 , MFT 522 , MFT 525 and MFT 555
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MFT 645 - Group Therapy 2 Unit(s)
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 507 , MFT 508 and MFT 522 , MFT 525 , MFT 555
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MFT 653 - Cross-Cultural Mores and Values 3 Unit(s)
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 one’s self-identity. The objective of the course is to develop knowledge of and sensitivity to cultural differences. Prerequisite(s): MFT 525 , MFT 522 , MFT 533 , MFT 555 , MFT 571 or MFT 573 , and concurrently with MFT 626 .
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MFT 655 - Clinical Portfolio: MFT Theory and Practicum 3 Unit(s)
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. In addition to the in class requirements, each student must provide documentation of 225 face to face clinical training hours, 36 total hours of personal therapy and identified clinical training documentation. Prerequisite(s): MFT 580 , MFT 626 and MFT 628 ,
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MFT 660 - Trauma and Recovery 3 Unit(s)
This class will survey the field of theory and clinical practice with traumatized children and families. This course introduces the student to developmental trauma, complex traumatic stress disorder, attachment theory and self-regulation. Prerequisite(s): MFT 507 , MFT 522 , MFT 533 , MFT 535
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MFT 665 - Clinical Skills in Group and Family Therapy 3 Unit(s)
This is a course for advanced students focusing on group theory and the clinical aspects in the practice of group and family therapy. This class is designed to provide students with direct experiences of the group therapy milieu and assist in the development of a working knowledge of the clinical skills of family therapy. This course will include the principles of group dynamics, developmental stage theories, therapeutic factors of group work, pertinent research family and group methods along with the sociocultural context on family and group therapy. Prerequisite(s): MFT 507 , MFT 522 , and MFT 620
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MFT 670 - Career Development Theories and Techniques 3 Unit(s)
(elective course offered in addition to MFT required courses for students interested in LPCC) This course will address career development decision making models and interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development.
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MFT 671 - Complex Trauma and Recovery 3 Unit(s)
This course will examine complex trauma and its impact on diverse populations of individuals, and families. The course will address those key features of complex trauma, such as, multiple trauma and/or chronic and prolonged, and developmental trauma disorder. A selection of current theoretical frameworks and evidence based practices is presented, including cognitive, neurobiological, clinical, and socio-cultural in the trauma studies field. It reviews current assessment and diagnostic challenges and practices with diverse communities. Also included in this class, is the exploration of the professional’s response to trauma, vicarious traumatization & self-care, disenfranchised grief, crisis intervention, comorbid disorders and general treatment issues. It promotes mental health wellness and recovery- oriented care that utilizes a strength-based approach. Prerequisite(s): MFT 507 , MFT 508 or MFT 522
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MFT 673 - Historical Trauma 2 Unit(s)
This course will explore historical trauma and its definitions and origins. Historical trauma, poly- victimization, intergenerational trauma, post-traumatic stress symptoms and ethno violence will be studied in relation to mental health practice and community well-being. This course will study the impact of conquest, colonization, genocide and slavery on oppressed ethnic populations. This course will expose students to current, culturally defined, evidence based and emerging practices aimed at mediating the psycho-emotional impact of historical trauma on families. Prerequisite(s): MFT 507 , MFT 508 , MFT 522 , MFT 525 , MFT 535 and MFT 671
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MFT 677 - Culture, Attachment, and Trauma 3 Unit(s)
The cumulative effects of multiple and developmental trauma experiences are examined from the perspective of attachment theory, neurobiology and affect regulation. This course will provide a review of contemporary attachment theory and critically explore the social determinants of trauma manifestation. Culturally diverse attachment practices and behaviors are examined in relation to understanding the interplay between early exposures to trauma, the sequelae of trauma and the cost to society. Prerequisite(s): MFT 507 , MFT 508 , MFT 522 , MFT 555 , MFT 535 , MFT 671 , and 672
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MFT 680 - Immigration Trauma 2 Unit(s)
The experience of trauma during the immigration process is not uncommon and can result in impaired individual and family functioning. Immigration trauma and the stressors of acculturation can have a cumulative effect on the individual and the family. The experiences of family disruption and family separation, migration violence, undocumented immigration status, political refugee status and human trafficking will be examined in this course. The resulting symptomatology of grief and loss, deportation anxiety, separation and attachment issues, changing family systems, cultural adaptation and the acculturation process will be identified, explored and discussed in this course in regards to assessment issues and clinical treatment strategies. The sociopolitical context of the immigration experience both with immigration documents and without immigration documents will be examined, and the stressors related to the acculturation process will be integrated into the learning within this course. Prerequisite(s): MFT 535 , MFT 671 and MFT 673
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MFT 681 - Advanced Topics in Addictions Counseling 1 Unit(s)
This course is designed as a continuation of MFT 545 and addresses advanced topics in treatment not covered in MFT 545 . In this course students review current research and program design with the goal of increasing professional awareness and skills in treating chemical dependent families or individuals. Specific attention to a systems perspective and various therapeutic approaches for the treatment of chemical dependency and substance abuse will serve as a critical guide to assessment and intervention efforts. This course offers current students and alums an additional 1.0 unit of course content in Addictions counseling. Prerequisite(s): MFT 545 and MFT 670 May be taken concurrently with MFT 670
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MFT 682 - Military Trauma and the Family 2 Unit(s)
This course will prepare graduate level students to understand the culture of the military and its impact on family life and trauma. The course will focus on trauma informed sills in order to address both the physical wounds from combat injuries and the complications of the invisible wounds military personnel carry with them; PTSD, substance abuse, behavioral addictions, suicide, sexual assault, traumatic brain injury, and health related issues. The communities and families that veterans return to will be examined with special attention given to understanding family dynamics from the pre-deployment phase, the separation during deployment phase, and the returning from deployment adjustment phase. Prerequisite(s): MFT 535 , MFT 671 , and MFT 673
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MFT 683 - Advanced Topics in Psychopharmacology 1 Unit(s)
This course is designed as a continuation of MFT 635 and addresses topics not covered in MFT 635 . Current information on the effects of psychotropic medications on various groups including children, the elderly, women and different racial and ethnic populations are explored in depth. This course addresses the purposes, and the advantages and limitations of specific medications. Relevant treatment modalities and case studies are included. This course offers current students and alumna an additional 1.0 unit of course content in Psychopharmacology. Prerequisite(s): MFT 635 and MFT 670 May be taken concurrently with MFT 670
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MFT 685 - Practicum Continuation 0 Unit(s)
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. This course carries a fee of one half of the normal charge for a 1 credit course. Prerequisite(s): MFT 626 and MFT 628 and MFT 655 .
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SPED 315 - Transition and Career Planning 3 Unit(s)
This course will address various issues adolescents with special needs face, including physical, emotional, and social change and development. The course content will focus on the concept of transition as a life-long process with emphasis on content topics including: quality of life, family issues, person-centered planning, and self-determination. Also, candidates will learn how to conduct appropriate formal and information transition assessments and incorporate assessment results into ITP planning through collaboration with other educational and community agencies involved in the transition process.
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SPED 315 - Transition and Career Planning 3 Unit(s)
This course will prepare candidates to focus on the different learning rates of students with disabilities across the lifespan. Through the understanding of student lifespan transitions, candidates will learn the unique learning needs of students with mild/moderate disabilities. Candidates will understand the role of self-determination, transitions, alternative assessments, and social skills. The course will provide opportunities for candidates to take an active, decision-making role to thoughtfully select, modify, apply, and evaluate ITPs in order to improve outcomes for students with disabilities. Prerequisite(s): SPED 331
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SPED 331 - Students with Special Needs 3 Unit(s)
This course prepares candidates to meet the special needs of exceptional students. For the purpose of this course, special needs will apply to any children whose exceptionalities lead to their requiring special attention. Due to change in the CTC Standards, children with autism spectrum disorders will be a focus of this course. This course will explore how exceptional groups of learners can be best served in general Education using effective instructional strategies, including accommodations, modifications, and differentiated instruction in both inclusive and more restrictive settings. Characteristics of atypical populations will be explored, as well as legal issues and effective teaching strategies to meet the needs of all learners. Prerequisite(s): This course must be taken before all other SPED courses.
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SPED 331 - The Student with Special Needs 3 Unit(s)
This course prepares candidates to meet the special needs of exceptional students. For the purpose of this course, special needs will apply to any children whose exceptionalities leads to their requiring special attention. Due to change in the CTC standards, children with autism spectrum disorders will be a focus of this course. This course will explore how exceptional groups of learners can be best served in general education using effective instructional strategies, including accommodations, modifications, and differentiated instruction in both inclusive and more restrictive settings. Characteristics of atypical populations will be explored, as well as legal issues and effective teaching strategies to meet the needs of all learners.
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SPED 341 - Behavior Intervention and Program Planning 3 Unit(s)
This course explores the relationship between teacher behavior, academic tasks, and classroom environment in encouraging and discouraging student self-esteem, behavior, and achievement. Various models of behavior management are discussed from a social systems perspective, including: psycho- dynamic, behavioral, environmental, and constructivist. Classroom behaviors are analyzed in relation to antecedents and consequences of target behaviors as highlighted by a case study approach. Candidates develop skills in designing whole class management systems, as well as individualized behavior programs (positive behavior support plans), collecting data on target behaviors, identifying of replacement behaviors with specific behavioral goals and objectives, and implementing appropriate reinforcement strategies.
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SPED 341 - Behavior Intervention and Program Planning 3 Unit(s)
This course explores the relationship between teacher behavior, academic tasks 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 high- lighted 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. Due to change in the CTC Standards, children with autism spectrum disorders will be a focus in this course. Prerequisite(s): SPED 331
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SPED 351 - Collaboration and Communication 3 Unit(s)
This class explores the spectrum of interpersonal and interactive learning skills required of educators serving children and youth with “special needs.” This phrase is intended to be inclusive, not exclusive, and respect all individuals who receive instruction and services covered by special education law and other laws that provide for services and instruction beyond what is offered in the typical general education program. Due to change in the CTC standards, children with autism spectrum disorders will be a focus in this course. The following topics will be covered in this class: problem solving, empathic listening, mediation, and conflict resolution; effective communication strategies with IEP team members; counseling strategies; and cross-cultural issues. Cross-cultural issues, including bilingual and bicultural considerations will be integrated throughout the course.
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SPED 351 - Collaboration and Communication 3 Unit(s)
This class explores the spectrum of interpersonal and interactive learning skills required of educators serving children and youth with “special needs.” This phrase is intended to be inclusive, not exclusive, and respect all individuals who receive instruction and services covered by special Education law and other laws that provide for services and instruction beyond what is offered in the typical general Education program. Due to change in the CTC Standards, children with autism spectrum disorders will be a focus in this course. The following topics will be covered in this class: problem solving, empathic listening, mediation, and conflict resolution; effective communication strategies with IEP team members; counseling strategies; and cross-cultural issues. Cross-cultural issues, including bilingual and bicultural considerations will be integrated throughout the course. Prerequisite(s): SPED 331
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SPED 359 - Assessment Methods in Special Education 3 Unit(s)
This course provides candidates with advanced knowledge of current best practices in assessment in special education, with knowledge and practice in administering a standardized assessment as well as curriculum based assessments. Current and advanced issues in assessment such as assessing students from diverse backgrounds and response to intervention (RTI) will be discussed. Candidates will learn how to design comprehensive assessment strategies that are integrated into instruction and state curriculum standards, to monitor student performance, and to critically analyze instruction.
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SPED 359 - Assessment Methods in Special Education 3 Unit(s)
This course will cover formal and non-formal evaluation methods to assess students with mild/moderate disabilities that include standardized and alternative assessment and case studies. Also, there will be a focus on the importance of the classroom environment and individualizing assessment and instruction to meet the needs of a range of learner needs. Prerequisite(s): SPED 331
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SPED 361 - Instructing Students with Mild/Moderate Disabilities 3 Unit(s)
This course examines principles and techniques for instructing the academic progress of students with mild to moderate disabilities. Emphasis is placed on the selection of developmentally appropriate curricula that can be examined, adapted, implemented, modified, and evaluated using a variety of evidence-based pedagogical approaches. The course also examines the implications of cultural and linguistic diversity. Through learning to modify materials, create instructional strategies, and develop compliant Individualized Educational Programs (IEPs), candidates become capable of providing equitable opportunities for students with mild to moderate disabilities with a variety of social, emotional, communication, and cognitive abilities.
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SPED 361 - Instructing Students with Mild/Moderate Disabilities 3 Unit(s)
This course examines principles and techniques for instructing and assessing academic progress of young children with mild to moderate disabilities. Emphasis will be placed on the selection of developmentally appropriate curriculum, the collection of assessment data from various sources, and the interpretation of assessment results. The course focuses on inclusion and will examine the implications of cultural and linguistic diversity and the need to address the increasing number of children identified as autistic on instruction and assessment of students with mild to moderate disabilities. Curriculum planning will be discussed with a focus on accommodating learners, modifying materials, and developing compliant individualized Educational plans (IEPs). Prerequisite(s): SPED 331
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SPED 391 - Directed Teaching I 3 Unit(s)
Teacher candidates work in a general education placement, grades K-12, at a public [or non-public, when approved] school in a CLAD placement for 300 hours. The candidate will experience a broad range of service delivery options as students with mild to moderate disabilities are currently placed in a variety of education settings. Beginning by planning and teaching two content area lessons per day, the candidate will advance to a two-week complete teaching assignment in which the candidate is in charge of curricular planning, implementation, assessment, and classroom management. The candidate demonstrates skills in differentiated instruction by altering assessment and designing classroom management to serve K-12 students with mild to moderate disabilities. Must be taken with ED 378 .
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SPED 392 - Directed Teaching II 3 Unit(s)
In this second Student Teaching course, Education Specialist candidates learn how to set student expectations based on their knowledge of typical and atypical development. Candidates develop and implement behavior support plans and accommodations that promote successful inclusion for students with disabilities within the general Education setting, as well as plans that are Specific for age appropriateness and severity of the disability; the ability to coordinate, direct and communicate effectively with other special Education service providers, general Education teachers, paraprofessionals/ instructional assistants, and volunteers for useful instructional activities; and demonstrate the ability to use a variety of effective strategies, including methods for promoting positive behavioral and social skills for building constructive relationships between all students. Prerequisite(s): SPED 391 Must be taken with ED 379 .
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SPED 529 - Advanced Studies of Transition and Career Planning 3 Unit(s)
This course will address various current issues adolescents with special needs face, including physical, emotional, and social change and development. The course content will focus on the concept of transition as a life-long process with emphasis on advanced content topics including: theoretical perspectives and conceptual methods, quality of life, family issues, person-centered planning, and self-determination. Also, candidates will learn how to conduct appropriate formal and information transition assessments and incorporate assessment results into ITP planning through collaboration with other educational and community agencies involved in the transition process. Prerequisite(s): SPED 531
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SPED 541 - Advanced Studies of Behavior Intervention and Program Planning for Students with Special Needs 3 Unit(s)
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: psychodynamic, 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. Prerequisite(s): SPED 531
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SPED 562 - Studies of Assessment in Special Education and Transition Planning 3 Unit(s)
This course provides candidates with advanced knowledge of current best practices in assessment in special education, with knowledge and practice in administering a standardized assessment as well as curriculum based assessments. Current and advanced issues in assessment such as assessing students from diverse backgrounds and response to intervention (RTI) will be discussed. Candidates will learn how to design comprehensive assessment strategies that are integrated into instruction and state curriculum standards, to monitor student performance, and to critically analyze instruction. Prerequisite(s): SPED 531
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SPED 591 - Directed Teaching Placement I 3 Unit(s)
This first of two Student Teaching courses provides Education Specialist candidates with the opportunity to instruct students with disabilities in the core academic curriculum at the grade levels and in the service delivery modes of their assignment. Through this experience, candidates come to understand how to deliver a comprehensive program of systematic instruction with accommodations and adaptations in the academic subjects of their assignment based on their students’ Individualized Education Programs (IEP). Candidates are expected to use progress monitoring based on each student’s Individualized Educational Program at key points during instruction to determine whether students are progressing adequately toward achieving the state adopted academic content standards for students. They pace instruction and re-teach content based upon evidence gathered using assessment strategies such as questioning students and examining student work and products.
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