Graduate Coursework
Graduate Coursework at James Madison University
PSYC 600: Introduction to Measurement and Statistics (3) - An introduction to measurement and statistical tools used in conducting research. Specific topics include: reliability and validity; research methods and statistical analysis; quantitative and qualitative methods; needs assessment and program evaluation; use of technology; and legal and ethical issues of research
PSYC 607: Assessment Procedures in Counseling (3) - A study of individual and group approaches to assessment and evaluation. Activities include administering, scoring, and interpreting tests of ability, interest, personality, and achievement for both children and adults. Students also assess case studies, perform a self-analysis, and review selected assessment procedures. Computer-assisted assessment and ethical issues are addressed.
PSYC 614: Advanced Developmental Psychology (3) - An overview of the theories, and applications relevant to development of behavior and mental processes throughout the life span
PSYC 640: School Counseling (3) - An introduction to the history, theory, philosophy, principles, organization, and personnel practices of school counseling. Specific topics include: developing and evaluating programs; intervening with individuals, groups, parents and schools; dealing with diverse students; and addressing legal, ethical and professional identity issues
PSYC 641: Prevention & Intervention in Schools (3) - This course addresses foundational components of social-emotional learning in K-12 settings. The emphases will include practical application of research-based strategies and techniques, including mindfulness and related integrative practices.
PSYC 660: Counseling Theories (3) - A study of the philosophy and principles of various schools of counseling, and the techniques employed in the counseling process by practitioners in each of these schools
PSYC 661: Counseling Techniques (3) - An opportunity to learn fundamental counseling skills that form the foundations of successful counseling practice. Students develop these skills through experiential learning activities, directed reading assignments, discussions and lectures, practice in small groups, and participation in critiques of videotaped micro-counseling sessions
PSYC 663: Substance Abuse Counseling (3) - A study of substance abuse to include related personal, social and physiological factors, and methods of rehabilitation and counseling for the chemically dependent.
PSYC 664: Counseling Process (3) - An experiential study of the relationship between counselor and client. Explores the phases of relationship from initiation to termination, including predictable crises and issues which normally arise. Analysis of resistance, transference and counter transference, dependency, and termination issues will be discussed. Attention will also be given to gender and diversity issues
PSYC 665: Group Counseling (3) - A study of the theories, techniques, dynamics, process and practice of group counseling. Students become members of a laboratory group and also conduct research into issues of group counseling. Each student pairs with a partner, creates an intervention plan, and facilitates the group process
PSYC 668: Couple and Family Systems (3) - A study of the dynamics of couple and family living, focusing on social change, social stratification, mate selection, marriage, divorce, child rearing, sexuality and individual behavior, and its effect on the family structure
PSYC 669: Career Development (3) - The impact of career choice throughout the life span is explored. Vocational theories and a variety of approaches to career decision-making will be introduced. Several career-related assessment instruments will be used to help students develop skills in administration and interpretation
PSYC 685: Psychopathology: Diagnosis and Intervention Planning (3) - Training and practice in the following: making reliable and valid diagnoses of mental disorders; appropriately addressing the ethical and cultural issues involved; performing collaborative diagnostic interviews; participating in effective case conferences; and planning interventions to achieve therapeutic goals
PSYC 695: Practicum (3) - The purpose of the School Counseling Practicum is to introduce students to the role and function of a professional school counselor and assist them in becoming familiar with the school as a work setting. Students will serve as "apprentices" in a local school under the guidance of a Virginia Department of Education licensed school counselor and will participate in a variety of activities including providing individual and group counseling, classroom guidance lessons, consultation and collaboration, and coordination of services
PSYC 710: Counseling Strategies: Brief Counseling and Crisis Intervention (3) - This course is an introduction to the models and techniques of time-limited counseling and crisis intervention. Students learn the principles involved in helping clients toward resolution of their concerns, and practice the micro-skills involved in goal-oriented efficient brief counseling. Using these skills, they then develop resolution-focused, immediate crisis intervention strategies. Specific crisis intervention practices include suicide prevention, outreach approaches, and disaster intervention
PSYC 749: Multicultural Perspectives of Intervention (3) - Offers a cognitive and experiential study of sociological and psychological variables, such as race, gender and socioeconomic status, that influence the professional helping relationship. Culturally relevant models of counseling theory and practice are presented
PSYC 752: Theory and Practice of Play Therapy (3) - An introduction to the historical and contemporary context of play therapy including an overview of play therapy theories and methods. Examination of cultural influences, ethical issues, and outcome research in play therapy
PSYC 790: Internship (6) - Provides a student with a supervised field experience. Students should contact their program director for specifics concerning the internship experience
Total: 57 credit hours
Graduate Coursework at Colorado State University online
via North Tier Professional Development
Get Engaged… Using Interactive Whiteboards in Your 21st Century Classroom (2) - This course is designed to introduce new and beginner users of any interactive white board to the many ways you can incorporate it into your classroom and engage students in learning. Interactive white-board technology is a powerful tool when embedded into classroom instruction. This course will provide users with an array of ideas -from online blogs and websites, to teacher created lessons. Participates will also be introduced to communities of educators where they can share ideas and gain additional uses of the interactive whiteboard and other technologies. Participants will need at least access to a whiteboard or whiteboard software.
Upgrade! Integrating Technology into Models of Teaching (2) – This course is intended to provide participants with the skills necessary to upgrade traditional teaching methods by asking teachers to participate in a reflective process and to explore ways in which technology can be effectively integrated into their traditional practice. Some of the traditional models of teaching that will be explored include: using the Jigsaw Method, Direct Instruction, Inductive Model of Teaching, Question and Answer Model and then Reciprocal Model of Teaching.
Building a Better Classroom: Constructivism in a Web 2.0 World (2) – Today’s classroom teachers face many instructional challenges trying to balance the demands of NCLB, curriculum-pacing guides, technology and inquiry in a constructivist classroom. Participants in this six-week course will examine and apply the principles of constructivist theory to identify changes that must take place to increase the level of technology integration in their classroom. Videos, online websites, and Web 2.0 tools will accompany readings in this fast-paced and challenging course. Participants will build a dream classroom, create rubrics, and learn to use a Web 2.0 interface, which will become a part of the final project.
Total: 6 credit hours
completed 2010-2011
via North Tier Professional Development
Get Engaged… Using Interactive Whiteboards in Your 21st Century Classroom (2) - This course is designed to introduce new and beginner users of any interactive white board to the many ways you can incorporate it into your classroom and engage students in learning. Interactive white-board technology is a powerful tool when embedded into classroom instruction. This course will provide users with an array of ideas -from online blogs and websites, to teacher created lessons. Participates will also be introduced to communities of educators where they can share ideas and gain additional uses of the interactive whiteboard and other technologies. Participants will need at least access to a whiteboard or whiteboard software.
Upgrade! Integrating Technology into Models of Teaching (2) – This course is intended to provide participants with the skills necessary to upgrade traditional teaching methods by asking teachers to participate in a reflective process and to explore ways in which technology can be effectively integrated into their traditional practice. Some of the traditional models of teaching that will be explored include: using the Jigsaw Method, Direct Instruction, Inductive Model of Teaching, Question and Answer Model and then Reciprocal Model of Teaching.
Building a Better Classroom: Constructivism in a Web 2.0 World (2) – Today’s classroom teachers face many instructional challenges trying to balance the demands of NCLB, curriculum-pacing guides, technology and inquiry in a constructivist classroom. Participants in this six-week course will examine and apply the principles of constructivist theory to identify changes that must take place to increase the level of technology integration in their classroom. Videos, online websites, and Web 2.0 tools will accompany readings in this fast-paced and challenging course. Participants will build a dream classroom, create rubrics, and learn to use a Web 2.0 interface, which will become a part of the final project.
Total: 6 credit hours
completed 2010-2011