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2021-2022 Academic Catalog and Student Handbook
Pacific Oaks College
   
2021-2022 Academic Catalog and Student Handbook 
    
 
  Mar 28, 2024
 
2021-2022 Academic Catalog and Student Handbook [Archived Catalog]

Course Descriptions


 

Marriage and Family Therapy

  
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    MFT 671 - Complex Trauma and Recovery

    3 Credit(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 Credit(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 Credit(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 Credit(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 Credit(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 credit of course content in Addictions counseling. Prerequisite(s): MFT 545  and MFT 670  May be taken concurrently with Permalink 

  
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    MFT 682 - Military Trauma and the Family

    2 Credit(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 Credit(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 credit 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 Credit(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 .


Organizational Leadership

  
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    OLC 500 - Leadership and Organizational Behavior

    3 Credit(s)
    This course will explore the nature and importance of leadership as well as the relevant theories and themes that influence leaders and organizations.  Leadership is everywhere, and throughout this course we will assess good, bad, and indifferent styles of leadership that you might encounter professionally, socially, and within your community.  Most importantly, this course will teach you about yourself as you develop into a leader and seek to integrate effective attributes and behaviors into your own leadership style as you seek to effect positive organizational changes.

  
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    OLC 508 - Essentials of Human Resources

    3 Credit(s)
    As organizations strive to keep abreast of the changing business environment, it has become increasingly more apparent how important human resources (HR) are in the organization’s operational planning and development. In this course you will learn about the management of Human Resources through this broad view of human resource principles and essential practices used today and into the future.

    The topics for this course include understanding challenges faced by organizations and their HR Practitioners in the 21st century; talent acquisition, recruitment and retention; talent development, including learning and development; performance management; compensation and benefits and other rewards; employee relations; diversity and inclusion; HR technology; and 21st-Century trends in HR. The course materials are designed to give the new or experienced leader and manager a good knowledge of how to leverage the Human Resources to strengthen their organization and their leadership practices.

  
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    OLC 510 - Data Driven Decision Making

    3 Credit(s)
    This course is an introduction to data analytics and its role in decision making. Data Analysis will be used for conducting research with tools and techniques that are commonly used in organizations today. Students will learn the latest methods to apply good data to an organization’s overall goals, and how to use that data to make better choices throughout each department within an organization.

  
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    OLC 514 - Strategic Planning and Decision Making

    3 Credit(s)
    Through an understanding of systems theory and learning organizations, this course will focus on strategic thinking, innovation and creativity. Critical for organizations to ensure viable and robust futures, leaders of today and tomorrow must maximize the skills, talents, and knowledge of its people, while wisely managing it resources.

  
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    OLC 521 - Business Principles for Leaders

    3 Credit(s)
    This course provides a practical overview of accounting, finance and economics within which organizations operate.  It provides an introductory level of understanding to relevant terminology, concepts and applicable principles for leaders’ oversight and responsibilities for leading today’s organizations.

  
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    OLC 528 - Human Diversity and Ethics

    3 Credit(s)
    This course focuses on the influences, challenges and values related to diversity and ethics in the global workplace and the multiple influences on strategic planning, decision making and problem solving.  Today’s leaders must skillfully navigate relationships with multiple stakeholders, internal and external, while leading with a moral compass while ensuring the sustainability of the organization.  Conflict management strategies will be identified and applied through relevant case studies.

  
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    OLC 535 - Project Management and Teams

    3 Credit(s)
    This course will explore how to lead and manage successful teams during the phases of a project life cycle. You will examine the roles and responsibilities that a project manager has, develop strategies & techniques to enhance your own project communication abilities, and be able to effectively motivate your team to achieve your projects’ goals and objectives. Exploration of how to manage both traditional and remote project teams effectively will be analyzed, along with exploring the risk assessment process in project management.

  
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    OLC 542 - Managing External Relationships

    3 Credit(s)
    This course provides perspectives and skill building for leaders to identify and assess the needs of external stakeholders, necessary to promote the mission and sustainability of the organization.   An understanding of the similarities and differences of different types of organizations enhances a leader’s ability to build relationships.  Collaborative relationship building will be understood through communication strategies spanning interpersonal and intrapersonal perspectives.  In addition, the influence of social media and its multiple platforms will be examined.

  
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    OLC 548 - Marketing Strategies and Competitive Intelligence

    3 Credit(s)
    This course examines basic principles and applications of marketing practices. Students will examine present-day marketing systems and will explore major theories and research findings in the area of consumer behavior. Students will analyze consumer needs and wants to provide customer satisfaction and to maintain positive customer relationships. This course examines the basic concepts and principles in consumer behavior with the goal of understanding how these ideas can drive marketing decision-making.

  
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    OLC 650 - Applied Research Project I

    3 Credit(s)
    This course requires students to create an Overview for the Applied Research Project, focusing specifically on the project description and setting.  Within this first course, students must identify an Organizational Mentor, an Action Research Project Description, and a specific organizational setting.   The Overview and Description include the problem statement, rationale for and importance of the project, history of the problem, and proposed methodology. Prerequisite(s): OLC 500 OLC 508 ,OLC 510 , OLC 514 , OLC 521 , OLC 528 , OLC 535 , OLC 542 OLC 548  and OLC 548  

  
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    OLC 651 - Applied Research Project II

    3 Credit(s)
    This course deepens the student’s understanding of the proposed Applied Research Project in a specific setting through an examination of current research, resulting in the creation of a Review of the Literature. Prerequisite(s): OLC 650  

  
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    OLC 652 - Applied Research Project III

    3 Credit(s)
    This course requires students to implement the planned Applied Research Project, as explored and examined through ARP Courses I and II, and culminates in a Reflective Paper that describes the results of the Applied Research Project, draws conclusions based on the results, discusses implications for leaders and reflects on what has been learned through the process. Prerequisite(s): OLC 651  

  
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    VII 699a - Virtual International Internship

    1.5 Credit(s)
    This strengths-based virtual international internship experience provides the student with an opportunity to explore career interests while applying knowledge and skills learned in the classroom in a work setting.   The experience also helps students gain a clearer sense of what they still need to learn and provides an opportunity to build professional networks. Strengths Finder will be a main component of the course. Must be taken in sequence with VII699b. Both VII699a and VII699b must be taken to receive credit.

  
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    VII 699b - Virtual International Internship

    1.5 Credit(s)
    This strengths-based virtual international internship experience provides the student with an opportunity to explore career interests while applying knowledge and skills learned in the classroom in a work setting.   The experience also helps students gain a clearer sense of what they still need to learn and provides an opportunity to build professional networks. Strengths Finder will be a main component of the course. Prerequisite VII699a. Must be taken in sequence with VII699a. Both VII699a and VII699b must be taken to receive credit.  Prerequisite(s): VII 699a Virtual International Internship  


Social Work

  
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    SW 110 - Introduction to Social Work & Social Work Institutions

    3 Credit(s)
    Applying a generalist and social justice model with a decolonizing emphasis, this course will address intersectional concerns around power, privilege, resistance, and struggle in relation to social, environmental and economic justice along with introducing social work methods and theories for facilitating change.

  
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    SW 120 - Introduction to Social Work Experience (Practicum)

    3 Credit(s)
    This course will introduce social work students to foundational experience in the profession of social work service. This introduction will launch social work majors in acquiring skills and cultivate ethics toward serving a diverse society. 400-420 hours per semester of volunteer service is required.

  
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    SW 130 - Social Work Generalist Methods I

    3 Credit(s)
    Emphasizing strength-based work with individuals, families, and groups, students will be introduced to generalist methods in social work: relationship building, forming partnerships, describing problems, assessing resources, developing plans, and evaluating progress. In this course, students will also explore personal processes involved in becoming professional support.

  
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    SW 210 - Social Work Practice & Human Behavior in the Social Environment I

    3 Credit(s)
    This course will emphasize individuals, families, and small groups in contextual models for understanding human experiences. Diversity within human experience and the systemic influences that shape human experience are highlighted.

  
  
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    SW 310 - Mapping Communities

    3 Credit(s)
    This course aims to begin unpacking some of these relationships around the concept of “community” by conducting a community-based mapping project. Maps can be powerful tools to tell stories and know about communities we live. By creating a framework to understand and represent our communities better, we can collect, analyze, and represent valuable knowledge about the communities around us. By developing a community-based mapping projects with these new technologies, students will reveal new insights about communities that were not so visible before mapping.

  
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    SW 320 - Psychology of Culture, Power and Inequality

    3 Credit(s)
    It examines the role played by culture in explaining persistent inequality in the distribution of resources and power.   The course will examine the unique inequity processes across different social groups, such as race, class and gender as well as the intersection of these statuses.  The course will introduce key social psychological concepts and apply theories to understand how and why inequality persists in the US.  In this class we will cover some of the most important concepts (e.g. stigma) for understanding inequality, and examine several key axes (e.g. gender) along which inequality is created

  
  
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    SW 410 - Social Work Policy

    3 Credit(s)
    Development, formation, implementation. Critical perspective. Analyze major social legislation and develop strategies for improving policies and services.

  
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    SW 430 - Principles of Field/Action Research

    3 Credit(s)
    This course will focus on developing an understanding and knowledge of interdisciplinary methods and approaches to community action research. Additionally, the course will provide an over-view of approaches to research with a focus of Community-based Participatory Research Design. The content of the course will center on issues related to this topic including an expectation that the student will develop an awareness and understanding of self as a researcher and their personal biases. It is expected that the student will develop an ability to identify and access legitimate sources of psychological research. Important features of the course will be learning about community research practice within multicultural settings, knowledge about the inclusion of diverse perspectives in research practice, develop the ability to address issues of social justice in community research and knowledge about ethical research practices.

  
  
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    SW 470 - Fieldwork I

    3 Credit(s)
    The course is the first of two fieldwork courses. This course focuses on applying social work theory to practice in a professionally supervised social service setting, including individuals, families, groups, and communities. This course is educationally designed to provide an opportunity to integrate classroom knowledge with real-world experiences emphasizing the generalist perspective of social work practice. The educationally directed fieldwork experience includes a weekly two-hour online Seminar with a BSW Faculty member to meet the needs of the student and the requirements of the Pacific Oaks College Social Work BSW Program.  Prerequisite(s): SW 450 - Social Work Agency Experience (Practicum)  

  
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    SW 480 - Capstone & Fieldwork II

    3 Credit(s)
    This course is designed to be a “culminating” experience in the undergraduate social work degree and a continuation of SW 470. Students will remain in the same agency with the same field instructor to further develop their ethical foundation, skills, knowledge, and understanding of self in delivering social services with multi-level client systems. The educationally directed fieldwork experience includes a weekly two-hour online Seminar with a BSW Faculty member to meet the needs of the student and the requirements of the Pacific Oaks College Social Work BSW Program. Students will create a final assessment portfolio, including artifacts documenting academic/professional growth and personal reflections. Students will also assess the impact of their educational experiences on their ethical perspectives and critical thinking skills.

    Additionally, students will reflect on and evaluate their personal and professional growth, the benefits of lifelong learning, and the impact of these elements on their future. SW 480 is also the second (of two) Fieldwork courses. Students will continue at their previous fieldwork site and incorporate their Signature Assignment from Fieldwork 1 course into their final Capstone project.  Prerequisite(s): SW 470 - Fieldwork I  

  
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    SW 505 - Social Work Practice I - Individuals

    3 Credit(s)

    Practice I introduces students to knowledge and skills for generalist practice with individuals. Students practice key skills that include engagement, interviewing, assessment, contracting, intervention, recording, and the use of consultation and supervision in the context of social work values and ethics and affirming working relationships.



  
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    SW 510 - Social Work Practice II - Families and Groups

    3 Credit(s)
    This course is the second in a three-part sequence designed to provide foundation generalist social work practice skills. Continuing the process begun in Generalist Social Work Practice I (SW 505), students are expected to build on skills related to developing professional relationships with clients and relevant others, conducting psychosocial assessments, and implementing empirically based clinical practice. The focus of this course is on selecting and implementing appropriate interventions for work with families, and groups.  Prerequisite(s): SW 505 - Social Work Practice I - Individuals    

  
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    SW 515 - HBSE I: Human Development - Change through the Life Course

    3 Credit(s)
    This course examines biophysical, psychological, and behavioral domains of human development. Individuals and families’ interactions with the environment are emphasized during each phase of the life cycle: infancy and early childhood, adolescence and young adulthood, middle adulthood, and the later years. Major theories to underpin assessment and interventions with individual and family client systems are presented, within the broader context of a systems approach.

  
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    SW 520A - Foundation Internship and Seminar IA

    1 Credit(s)
    This course facilitates student application of classroom learning in a social service agency. Students will demonstrate their practice competency in all nine CSWE areas of social work practice competency. In this internship students will gain a generalist perspective of social work practice and prepare to move into an advanced area of practice concentration. This course prepares students to apply practice theories, models, and ethical principles in a specific social service delivery system. Emphasis is placed on promoting competence through strength-based, culturally competent, generalist practice.  IA will occur in the first 8-week term one and IB will occur in the second 8-week term of the same semester.  Prerequisite(s): SW 505 - Social Work Practice I - Individuals  and SW 515 - HBSE I: Human Development - Change through the Life Course  

  
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    SW 520B - Foundation Internship and Seminar IB

    1 Credit(s)
    This course facilitates student application of classroom learning in a social service agency. Students will demonstrate their practice competency in all nine CSWE areas of social work practice competency. In this internship students will gain a generalist perspective of social work practice and prepare to move into an advanced area of practice concentration. This course prepares students to apply practice theories, models, and ethical principles in a specific social service delivery system. Emphasis is placed on promoting competence through strength-based, culturally competent, generalist practice.  IA will occur in the first 8-week term one and IB will occur in the second 8-week term of the same semester.  Prerequisite(s): SW 505 - Social Work Practice I - Individuals  and SW 515 - HBSE I: Human Development - Change through the Life Course  

  
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    SW 525 - HBSE II: Social Dimensions of Human Behavior

    3 Credit(s)
    This course explores the impact of social systems on human behavior in terms of socioeconomic, sociopolitical and sociocultural forces, from a variety of theoretical perspectives. Examines the ways in which systems promote or deter achievement and maintenance of optimal health and well-being. The effects of prejudice and discrimination on individuals and groups, based on race, ethnicity, gender, affectional orientation, class, or other stigmatizing characteristics are emphasized.  Prerequisite(s): SW 515 - HBSE I: Human Development - Change through the Life Course  

  
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    SW 530 - Research I: Philosophy and Methods

    3 Credit(s)
    The first course in the MSW research sequence explores philosophical, ethical, theoretical, and political aspects of research methodologies, including conceptualizing research proposals in decolonizing approaches with diverse communities.

  
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    SW 535 - Social Welfare Policy and Analysis

    3 Credit(s)
    This course is designed to help students learn the history, mission, and philosophy of the social work profession and the evolution of social welfare policy.  Students will develop a beginning level understanding of the development, implementation, and impact of major US social welfare policies and programs. Students will also develop skills in analyzing the ways in which social conditions, values, and ideologies shape the definitions of social problems, the formulation of social policies, and the implementation of policies that impact well-being.

  
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    SW 540A - Foundation Internship and Seminar IIA

    1 Credit(s)
    This course is a continuation of the SW520 Foundation Field and seminar course and facilitates student application of classroom learning in a social service agency. Students will demonstrate their practice competency in all nine CSWE areas of social work practice competency. In this internship students will gain a generalist perspective of social work practice, enhance their professional social work skills, and prepare to move into an advanced area of practice concentration. This course prepares students to apply practice theories, models, and ethical principles in a specific social service delivery system. IA will occur in the first 8-week term one and IB will occur in the second 8-week term of the same semester.  Prerequisite(s): SW 520A - Foundation Internship and Seminar IA  and SW 520B - Foundation Internship and Seminar IB  

  
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    SW 540B - Foundation Internship and Seminar IIB

    1 Credit(s)
    This course is a continuation of the SW520 Foundation Field and seminar course and facilitates student application of classroom learning in a social service agency. Students will demonstrate their practice competency in all nine CSWE areas of social work practice competency. In this internship students will gain a generalist perspective of social work practice, enhance their professional social work skills, and prepare to move into an advanced area of practice concentration. This course prepares students to apply practice theories, models, and ethical principles in a specific social service delivery system. IA will occur in the first 8-week term one and IB will occur in the second 8-week term of the same semester.  Prerequisite(s): SW 520A - Foundation Internship and Seminar IA  and SW 520B - Foundation Internship and Seminar IB  

  
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    SW 550 - Child and Family Welfare

    3 Credit(s)
    Examines child, family, including Indian Child welfare policies/practices from historical, political, cultural, economic contexts. Emphasizes advanced practice skills for serving urban indigenous and children of diverse populations.

  
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    SW 560 - Clinical Social Work Practice

    3 Credit(s)
    Advanced clinical skills needed to work with individuals, families, and groups in the context of advanced general practice are considered.  Evidence-based interventions are examined from an ecological, multicultural perspective.

  
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    SW 610 - Social Work Practice III - Organizations and Community

    3 Credit(s)
    This is the third generalist practice course within the foundation year of the MSW program. Practice III introduces students to theories and skills required for social work practice in organizational and community settings. Using organizations and communities as settings for social work practice and targets of change, and based on social work values and ethics, students learn strategies and skills for assessment and intervention. Conceptual models of macro change are examined including social planning, community organizing, social action, and community/ organizational development and change.  Prerequisite(s): SW 505 - Social Work Practice I - Individuals  and SW 510 - Social Work Practice II - Families and Groups  

  
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    SW 620A - Advanced Internship and Seminar IA

    2 Credit(s)
    Students integrate and apply the material learned in the classroom and in the foundation internship/BSW Internship. Students are afforded the opportunity to demonstrate all nine practice competencies and behaviors in the Advanced internship. The Seminar offers students the opportunity to address questions and challenges experienced in the social work agency field placement, and integrate practice, policy and research. Students will develop their capacity as leaders in the field and contribute to the welfare of the agency through integration of advanced practice methods. IA will occur in the first 8-week term one and IB will occur in the second 8-week term of the same semester.

  
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    SW 620B - Advanced Internship and Seminar IB

    2 Credit(s)
    Students integrate and apply the material learned in the classroom and in the foundation internship/BSW Internship. Students are afforded the opportunity to demonstrate all nine practice competencies and behaviors in the Advanced internship. The Seminar offers students the opportunity to address questions and challenges experienced in the social work agency field placement, and integrate practice, policy and research. Students will develop their capacity as leaders in the field and contribute to the welfare of the agency through integration of advanced practice methods. IA will occur in the first 8-week term one and IB will occur in the second 8-week term of the same semester.

  
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    SW 630 - Research II: Qualitative and Decolonizing Research Methods

    3 Credit(s)
    Helps students understand and appreciate research as an interpretive approach to developing a knowledge base for social work practice. Students explore qualitative and Indigenous research theories and methods with diverse communities.  Prerequisite(s): SW 530 - Research I: Philosophy and Methods  

  
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    SW 635 - Integrated Clinical Practice

    3 Credit(s)
    Theories, skills, and policies in mental health and problematic substance use are considered. Emphasis on partnering for change in intervention/ prevention from a multi-level, multi-system perspective related to diverse communities. Required prerequisite:  Prerequisite(s): SW 560 - Clinical Social Work Practice  

  
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    SW 640A - Advanced Internship and Seminar IIA

    2 Credit(s)
    In the final semester of the MSW internship students integrate and apply the material learned in the classroom and in prior practicum experiences. Students are expected to demonstrate competence in all nine areas of practice in the advanced internship. In the integrative seminar students will address issues in the social work field placement, and integrate practice, policy and research. IIA will occur in the first 8-week term one and IIB will occur in the second 8-week term of the same semester.

  
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    SW 640B - Advanced Internship & Seminar IIB

    2 Credit(s)
    In the final semester of the MSW internship students integrate and apply the material learned in the classroom and in prior practicum experiences. Students are expected to demonstrate competence in all nine areas of practice in the advanced internship. In the integrative seminar students will address issues in the social work field placement, and integrate practice, policy and research. IIA will occur in the first 8-week term one and IIB will occur in the second 8-week term of the same semester.

  
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    SW 645 - Wellness and Sustainability

    3 Credit(s)
    Wellness, prevention, and health promotion in terms of sustainability as a global construct will be considered and its application in culturally appropriate and relevant practice and service. Integrative and mind-body approaches are emphasized. Required prerequisite:  Prerequisite(s): SW 635 - Integrated Clinical Practice  

  
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    SW 650 - Advanced Generalist Practice

    3 Credit(s)
    Advanced generalist Social work theory and methods relevant for macro-level practice are explored. Skills for engagement, assessment, planning, and evaluation with client systems and diverse populations are explored.

  
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    SW 655 - Master’s Capstone Project Development

    3 Credit(s)
    The first course in a two-course sequence to aid students in the development of their master’s project. Focus is on developing the proposal, IRB, key informants, and agency agreements.

  
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    SW 660 - Program Management and Development

    3 Credit(s)
    Prepares students for advanced level practice with and within organizations using strengths and empowerment perspectives and social and economic justice principles. Consideration is given to grant writing, program development, and empowering communities to engage in meaningful change with organizations.  Prerequisite(s): SW 650 - Advanced Generalist Practice  

  
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    SW 675 - Master’s Capstone Project Implementation

    3 Credit(s)
    The second course in a two-course sequence to aid students in the development of their master’s project. Focus is on implementing the proposal, evaluating data, and disseminating the results.  Prerequisite(s): SW 655 - Master’s Capstone Project Development  


Special Education

  
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    SPED 315 - Transition and Career Planning

    3 Credit(s)
    SPED 315 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 and how the role of Case Manager assists in the process. 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.

  
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    SPED 331 - Students with Special Needs

    3 Credit(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 Credit(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 Credit(s)
    SPED 341 will explore the relationship between teacher behavior, academic tasks, and classroom environment in encouraging student self-esteem, behavior, and achievement. Various models of behavior management will be discussed from a social systems perspective, including: psycho- dynamic, behavioral, environmental, and constructivist. Classroom behaviors will be analyzed in relation to antecedents and consequences of target behaviors as highlighted by a case study approach. Candidates will 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.  Autism Spectrum Disorders (ASD) and behavior strategies will also be explored.

  
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    SPED 351 - Collaboration and Communication

    3 Credit(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 Credit(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 Credit(s)
    SPED 359 will cover formal and non-formal evaluation methods to assess students with Mild to Moderate disabilities that include standardized Formal Assessment, informal assessment, and alternative assessment and case studies. Formal Assessment data collection, summative and formative assessment, as well as Case Management duties will be included. There will be a focus on the importance of the individual evaluation for referral, ongoing IEP and ITP development, classroom environment, individualizing assessment and instruction to meet the needs of a range of learners.   Laws pertaining to Special Education will be included to ensure due process and ethical practices which include Individuals with Disabilities Education Act (IDEA) and Free Appropriate Public Education (FAPE).

  
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    SPED 361 - Instructing Students with Mild/Moderate Disabilities

    3 Credit(s)
    SPED 361 will examine the principles and the techniques for monitoring the academic progress of students with mild to moderate disabilities. Emphasis will be 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 will examine the implications of both cultural and linguistic diversity. Through learning to modify materials, creating instructional strategies, and developing compliant Individualized Educational Programs (IEPs) as a Case Manager, candidates will 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 391 - Directed Teaching I

    3 Credit(s)
    In SPED 391, the candidate will experience a broad range of service delivery options and demonstrate their competencies in CCTC standards through direct teaching and assignments. The candidate will demonstrate skills in assessment and instruction of students with mild to moderate disabilities. Candidates will demonstrate competencies in lesson plan development, educational technology, and curriculum adaptation through a videotape lesson analysis assignment and signature assignment. Case Management and application of Formal Assessment will be a central focus of observations and collaboration with the cooperating teacher and the field supervisor.  

  
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    SPED 392 - Directed Teaching II

    3 Credit(s)
    In SPED 392, the candidate will experience a broad range of service delivery options and demonstrate their competencies in CCTC standards through directed teaching and assignments. The candidate will demonstrate skills in differentiated instruction by altering assessment and designing classroom management to serve students with mild to moderate disabilities. Candidates will demonstrate their competencies in classroom management, educational technology, lesson plan development, and curriculum adaptation. Case Management and application of Formal Assessment will be a central focus of observations and collaboration with the cooperating teacher and the field supervisor.  

  
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    SPED 529 - Advanced Studies of Transition and Career Planning

    3 Credit(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 Credit(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 Credit(s)
    SPED 562 will cover formal and non-formal evaluation methods to assess students with Mild to Moderate disabilities that include standardized Formal Assessment, informal assessment, alternative assessment, and case studies. Also, there will be a focus on the importance of the individual evaluation for referral, ongoing IEP and ITP development, classroom environment, individualizing assessment and instruction to meet the needs of a range of learners. Laws pertaining to Special Education will be included to ensure ethical practices and due process which include Individuals with Disabilities Education Act (IDEA) and Free Appropriate Public Education (FAPE).

  
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    SPED 591 - Directed Teaching Placement I

    3 Credit(s)
    In SPED 591, the candidate will experience a broad range of service delivery options and demonstrate their competencies in CCTC standards through directed teaching and assignments. The candidate will demonstrate skills in assessment and instruction of students with mild to moderate disabilities through creating, evaluating, analyzing, and applying concepts learned from previous course work in the program. Candidates will demonstrate their competencies in lesson plan development, educational technology, and curriculum adaptation through a videotape lesson analysis assignment and signature assignment. Case Management and application of Formal Assessment will be a central focus of observations and collaboration with the cooperating teacher and the field supervisor.

  
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    SPED 592 - Directed Teaching Placement II

    3 Credit(s)
    In SPED 592, the candidate will experience a broad range of service delivery options and demonstrate their competencies in CCTC standards through directed teaching and assignments. The candidate will demonstrate skills in differentiated instruction by altering assessment and designing classroom management to serve students with mild to moderate disabilities through creating, evaluating, analyzing, and applying concepts learned from previous course work in the program. Candidates will demonstrate their competencies in classroom management, educational technology, lesson plan development, and curriculum adaptation. Case Management and application of Formal Assessment will be a central focus of observations and collaboration with the cooperating teacher and the field supervisor.

  
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    SPED 642 - Advanced Studies of Assistive Technology & Transition

    3 Credit(s)
    This course addresses a variety of subtopics, 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 cause difficulties in academics, memory, organization, communication, self-help, movement, hearing and vision.

 

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