Course Descriptions

Education

(The following courses have a prefix "EDUC")

500, 501. Research Project in Education. 1-3 sem. hrs.

504. Applications of Educational Technology. 3 sem. hrs.
An exploration of new developments in technology germane to application in educational settings. The course will focus on the infusion of new technologies into the work of teachers, counselors and school administrators, providing students with opportunities to individualize their learning in optimal ways. Topics can include technology evaluation, curriculum development, assessment strategies, and administrative uses of technology in the schools.

507. Philosophy of Education. 3 sem. hrs.
The background, nature and significance of various educational problems are considered from both the theoretical and practical viewpoints. Some contrasting viewpoints on educational goals, on solving educational problems and on evaluating educational outcomes are considered.

515. Conflict Resolution. 3 sem. hrs.
A study of, and an involvement of class members in, the resolution of conflict on at least four levels: (1) intrapersonal (within oneself), (2) one-to-one (as in marriage), (3) small-group to small-group (as in negotiations), and (4) large-group to large-group (as with national conflicts, revolutions, riots, etc.).

516. Issues and Ethics in the Human Service Professions. 3 sem. hrs.
Issues and Ethics in the Human Service Professions is designed to provide students an opportunity to examine their personal belief systems regarding contemporary professional, ethical and legal concerns. Topics will include rights and responsibilities of clients, counselors, teachers and related school personnel. Values, cultural diversification, confidentiality, and issues related to individual, family and group will be explored. Self-evaluation appraisals are used to clarify individual values and roles.

519. Educational Statistics and Research. 3 sem. hrs.
Educational Statistics and Research is designed to assist students in the examination and understanding of quantitative and qualitative research methods. This examination process is facilitated by the close scrutiny of educational literature and engaging in the presentation and working through of research problems. The rationale of the course is to: (1) increase intentional awareness of the research process, (2) evaluate articles in the professional literature, and (3) apply research and evaluation.

524. Multi-Cultural Education and Counseling. 3 sem. hrs.
This course takes an inclusive approach to both counseling and education. It emphasizes diverse issues and techniques encountered by counselors and teachers in our pluralistic society. Included in the course are multi-cultural and cross-cultural counseling, social and cultural foundations in education, and social and cultural issues in the work of counselor and teachers.

525. Alternative Education:
Models for School Restructuring. 3 sem. hrs.
This course is designed to help participants develop an awareness of alternative approaches to the traditional school structure, with the purpose of developing models for the implementation of the New York State Regents' New Compact for Learning. In addition to developing a working definition of "restructuring," a variety of models will be examined. These models will include, but are not limited to, the Quality School, the Coalition of Essential Schools and the German School model of family grouping. Participants will be facilitated in a discussion of theories and principles through reading and presentations by local practitioners.

526. Communications in Education. 3 sem. hrs.
Emphasis is placed on inter- and intra-personal communication skills. Study will focus on the writings of Korzybski, Wendell Johnson and others. Principles of non-all-ness, the excluded middle, to-me-ness, isomorphism and others will be developed.

530. Constructivist Practices for Learner Centered Classrooms. 3 sem. hrs.
How does a teacher or administrator implement constructivist strategies for today's learner centered classroom? This course will examine classroom strategies based on the learning theory of constructivism in which students are believed to learn by constructing new understandings of relationships and phenomena (Brooks & Brooks, 1993) in the world around them. Students will evaluate the impact of constructivist strategies on student learning and achievement; students will experience learner- centered strategies and apply them in their own teaching situations. Among the strategies explored in this class are eliciting student's prior knowledge, use of hands-on activities, working in cooperative and collaborative groups, inquiry-based questions, self and peer assessment, reflective practices, and authentic performance based assessment activities.

540. Language Acquisition and Literacy Development Across the Curriculum. 3 sem. hrs.
A multidisciplinary consideration of the ways young people learn the language arts-speaking, reading, writing and listening. Inherent in the consideration is the fact that learners bring different abilities and backgrounds to the undertaking; instruction in the course covers those types of individuals typically found in inclusive classrooms-students with disabilities, students whose native language is other than English and students from different cultures and ethnic backgrounds. A field experience in the public schools is required.

544. Workshop for Supervising Teachers. 3 sem. hrs.
This workshop is designed to help supervising teachers understand the orientation of the St. Lawrence University Teacher Education Program. The workshop will focus on the latest research evidence dealing with teacher effectiveness.

548. Educational Tests, Measurements, and Evaluation. 3 sem. hrs.
Assists students in the analysis of the theories, techniques and philosophical positions of testing. It considers the evaluation of pupil progress and achievement by means of teacher-constructed tests. It reviews standardized tests of intelligence, aptitude, achievement, interest and personality, with emphasis on interpretation and use of results. The rationale of the course is to foster an informed consumer stance of psychological and educational tests and assessment procedures.

566. Independent Study. 3 sem. hrs.

566. SpTp: Pedagogical Content Studies in the Certificate Area. 3 sem. hrs.
New sections of this special topics course will be planned and offered every year. Each course will be designed by content and pedagogy experts to focus on content to be taught in the secondary curriculum in public schools, and aligned with the New York State Learning Standards. Course development will be accomplished in coordination with the regional schools to provide opportunity for initially certified teachers to meet professional certification requirements so as to accomplish their professional development plans. Details regarding the studies can be obtained from the department of education.

571. Stress Management and Human Performance. 3 sem. hrs.
The way people react and deal with stressful situations may have a significant impact on their health and performance. This course is designed to provide an overview of the research findings and theories related to stress management and human performance. Stress management techniques will be explained, discussed and demonstrated. Biofeedback devices will be utilized to provide evidence of the relationship between theory and practice.

573. Teaching and Learning in the Public Schools. 3 sem. hrs.
An examination of the teaching process and how to facilitate academic achievement in the schools. Through readings, library research and videotaped microteaching, the course will give participants opportunity to develop understanding of research-based strategies to facilitate effective teaching/learning processes in the schools, including assessment of student achievement. A field experience in the public schools is required.

581. Principles and Practices of Guidance. 3 sem. hrs.
Principles and Practices of Guidance is designed to assist students in the understanding of counseling practices in a comprehensive and capable manner. This understanding is facilitated by the exploration of concepts and practices that prepare counselors in training to develop proactive programs and counseling interventions. This class will: (1) increase intentional awareness of how to join and enhance clients' developmental needs, (2) design counseling programs and interventions that are developmentally, cognitively and culturally appropriate.

585. Seminar: The Dynamics of School Teaching. (Student Teaching Seminar) 3 sem. hrs.

586. Supervised Student Teaching. 3 sem. hrs.
587. Supervised Student Teaching. 3 sem. hrs.
Students in the Professional Semester enroll in Education 585, 586, 587, and 590 for a full semester of student teaching in the public schools. General supervision by University supervisors in concert with cooperating teachers in the classroom setting. Education 585 and 590 are taught intensively during the first four weeks of the semester, at which time student teachers undertake a 40-hour field experience in the classroom. Then the courses change to a weekly schedule for the remaining student teaching experience. Instructors discuss problems and concerns arising throughout the professional semester and assist student teachers in understanding their own socialization in the teaching profession. The course focuses on those aspects of the educational environment that promote the establishment and maintenance of a classroom environment that is both safe and conducive to learning. Special workshops in Education 585 cover state-mandated topics including school safety and fire prevention, violence prevention, the identification and reporting of child abuse and the prevention of drug/alcohol/tobacco abuse. Prerequisites: EDUC 507, EDUC 573, EDPS 538, EDPS 550, and EDUC 540 (or equivalents). Enrollment by permission only.

588. Individual Differences in Inclusive Classrooms. 3 sem. hrs.
This course is integrated into the Professional Semester. It addresses the need for teachers to facilitate the learning of students with a variety of special needs in inclusive classroom settings. Attention is paid to the special education referral and planning process spelled out by the Individuals with Disabilities Education Act (IDEA), the role of the classroom teacher in meeting the educational needs of mainstreamed students, and strategies for helping all students to meet the New York State learning standards. A field experience in the public schools takes place prior to the commencement of student teaching. Prerequisites: EDUC 507, EDUC 573, EDPS 538, EDPS 550, and EDUC 540 (or equivalents). Enrollment by permission only.

590. Methods, Materials, and Literacy in the Content Area. 3 sem. hrs.
As a part of the Professional Semester, separate sections of this course are offered in art, English, foreign languages, mathematics, social studies, and the sciences. Each section involves a study of standards and objectives, special techniques appropriate for the teaching of the particular subject, materials and aids for facilitating instruction, lesson and unit planning and assessment, and an analysis of problems unique to the teaching of the subject. Focus throughout the course is on strategies for language acquisition and literacy development in alignment with the New York State learning standards. Prerequisites: EDUC 507, EDUC 573, EDPS 538, EDPS 550, and EDUC 540 (or equivalents). Enrollment by permission only.

595. Teacher Internship/Mentorship Program. 3-6 sem. hrs.
Initially certified teachers who plan to use the M.Ed. in General Studies in Education for professional certification are encouraged to build into their program of studies a teacher internship or mentorship in keeping with NYSED regulations for new teachers. Guidelines for the program may be obtained in the department of education.

599. Curriculum Development. 3 sem. hrs.
An applied, project-oriented course focusing on school curriculum development from an instructional and administrative perspective. Issues such as needs analysis, financing, staffing, scheduling and evaluation are explored. The format consists of classroom-based activities, independent project development and evaluation, and project presentations. Emphasis is generally K-12.

600. Thesis. 3-6 sem. hrs.

Courses in Educational Administration
(The following courses have a prefix "EDAD")

504. Applications of Educational Technology. 3 sem. hrs.
An exploration of new developments in technology germane to application in educational settings. The course will focus on the infusion of new technologies into the work of teachers, counselors, and school administrators, providing students with opportunities to individualize their learning in optimal ways. Topics can include technology evaluation, curriculum development, assessment strategies, and administrative uses of technology in the schools.

509. Public School Administration. 3 sem. hrs.
This is an entry-level course for the EDAD program. An overview of the theory and practice of public school administration is given. Students are introduced to the nature of administrative tasks and to the role expectations of entry- level positions in administration. Employment opportunities are investigated. Students are given information to help them decide if they want to pursue careers in school administration.

511. School Organization and Management. 3 sem. hrs.
A study of administrative theory and practice designed to prepare principals for leadership in the secondary school. Attention is given to administrative and leadership concepts, decision-making, trends in secondary school organization, curriculum patterns and practices, staffing, supervision, and community relations.

513. Models of Leadership and Management. 3 sem. hrs.
This seminar is designed to increase a person's understanding of modern leadership and managerial behavior. There will be an analysis of the knowledge, research and theory of the behavioral sciences that is related to administration and organizations. Students will have the opportunity to analyze leadership styles, management models, organizational climate, power and problem-solving strategies.

515. Conflict Resolution. 3 sem. hrs.
A study of, and an involvement of class members in, the resolution of conflict on at least four levels: (1) intrapersonal (within oneself), (2) one-to-one (as in marriage), (3) small-group to small-group (as in negotiations), and (4) large-group to large-group (as with national conflicts, revolutions, riots, etc.).

516. Issues and Ethics in the Human Service Professions. 3 sem. hrs.
Issues and Ethics in the Human Service Professions is designed to provide students an opportunity to examine their personal belief systems regarding contemporary professional, ethical, and legal concerns. Topics will include rights and responsibilities of clients, counselors, teachers, and related school personnel. Values, cultural diversification, confidentiality, and issues related to individual, family, and group will be explored. Self-evaluation appraisals are used to clarify individual values and roles.

523. Public School Finance. 3 sem. hrs.
A study of the principles underlying school finance and of the resources at federal, state and local levels to support education. Various theories from economics and education affecting trends in school support will be studied. Budgetary practice as an instrument of administration will receive analysis.

525. Alternative Education: Models for School Restructuring. 3 sem. hrs.
This course is designed to help participants develop an awareness of alternative approaches to the traditional school structure, with the purpose of developing models for the implementation of the New York State Standards and assessment initiatives. The work of Glasser, Covey, Gardner, Senge, Sarason, Sizer and others will be explored. Participants will be facilitated in a discussion of theories and principles through reading and presentations by local practitioners.

528. Administration for Special Education. 3 sem. hrs.
This course is designed to familiarize the practitioner with the Special Education laws and regulations, and their implications for school district and building administration. Federal and state laws and regulations will provide the framework through which critical issues, such as least restrictive environment and discipline, and conceptual understandings, such as equity and equality will be addressed. Case studies, simulations, and independent projects will provide students with the opportunity to apply their knowledge and develop insights.

532. Supervision of Instruction. 3 sem. hrs.
A study of the philosophy and the practices of instructional supervision and a consideration of the problems encountered in developing principles and practices to govern a sound supervisory program in secondary schools.

535. Politics of Education. 3 sem. hrs.
An overview of the relationship between political analysis and policy formulation in education. Specific focus is given to the nature of interest groups, political strategies, community power and the implementation of policy. Particular applications to educational settings and problems are emphasized.

537. School Law. 3 sem. hrs.
A study of the basic principles of constitutional, case and statutory law affecting the administration and operation of the public school. Particular stress will be given to New York State statutes and administrative regulations as illustrative of basic principles.

539. Planning and Sustaining Educational Change. 3 sem. hrs.
The course deals with myths and realities of administration, improved communications for improving staff effectiveness and staff leaderships, decision-making in the social-political climate of the school, managing student behavior, personal goal development and career decision-making. Permission of the instructor required.

541. Education Problem Solving (The Change Process). 3 sem. hrs.
This is a seminar course by which students will investigate the change processes in schools. Each student will study a school that has recently experienced a significant change in structure, curriculum, management procedures or others. Each student will write a course paper to be presented to the class. The composite of the findings of the studies will be woven into a fabric demonstrating successful administrative practice that facilitates change. In addition, the course deals with restructuring issues as discussed by Sarason, Senge and others. Prerequisites: (1) Administrative experience, including the EDAD Internship; (2) Enrollment limited to ten (10).

542. The Negotiation Process. 3 sem. hrs.
This course will cover sociological and psychological aspects of negotiations, the uniqueness of bargaining situations, the effect of bargaining as a change agent, and bargaining and professionalism.

550. Organization and Administration of School Districts. 3 sem. hrs.
A study of the governance of modern school districts from the perspective of federal, state, regional and local levels. The roles of the board of education, chief school officer and middle managers are explored. Emphasis is on the daily operation of an educational organization in a dynamic society and profession.

552. Administering Effective Schools (Theory in Practice). 3 sem. hrs.
The purpose of this course is to assist students in developing an understanding of past and current schools research. Emphasis is placed on applying this research to school administration. Beginning with the work of Edmonds and Lezotte, a time-line of educational reform initiatives and related research will be examined. Present and future trends will be examined as students create the "most effective school."

553. Educational Leadership. 3 sem. hrs.
A study of varied roles delegated and assumed by the middle-level administrator in local districts and regional organizations. Topics will include the administrative team, staff recruitment and retention, personnel management, and program development and articulation. A special emphasis will be on career development, and planning for the aspiring administrator.

554. Building-Level Administration. 3 sem. hrs.
The purpose of this course is to assist participants in the development of a knowledge base and understanding of the major aspects of school administration at the building level and provide participants with selected opportunities to apply this knowledge and understanding.

560. Current Problems in Educational Administration. 3 sem. hrs.
A seminar dealing with educational problems, issues and concerns. Students will be expected to investigate, research and discuss selected educational issues. The course format will include lectures, analysis of case studies and group discussions coupled with independent study. A project developed in the area of student interest is required.

565, 566. Independent Study in Educational Administration. 3 sem. hrs.
Research projects in the area of school administration and instructional supervision. Periodic conferences with advisor.

578. Seminar in Administrative Behavior. 3 sem. hrs.
An analysis of administrative behavior in organizational settings. Emphasis is on the interpersonal relationship of administrators, individuals and groups. Theories of human conflict and group process are integral dimensions of the course.

579. Seminar in Curriculum, Instruction, and Supervision. 3 sem. hrs.
A consideration of problems and issues in the improvement of curriculum and instruction. Each student will do an independent study on a problem or issue of significance to him or her.

582. Research Applications in Decision-Making. 3 sem. hrs.
This course is organized primarily around case studies that illustrate the need for reliance upon a research base in order to resolve the issue at hand. Both potential and practicing administrators review and discuss current research relative to issues such as class size, length and sequence of instructional periods, effectiveness of particular teaching approaches, arrangement and size of physical space, etc. A strategic planning model for using the research findings in making educational decisions is explored, with an emphasis on "shared decision-making." Each participant will be asked to become a mini-expert on a particular topic or question and to share his or her expertise with the class in the form of a presentation and related readings.

586. Issues in School District Administration. 3 sem. hrs.
Participants will have an opportunity to explore practical approaches to issues such as school budget development strategies, curriculum/program initiatives, school board relations, contract administration, shared decision-making, long-range planning, physical plant maintenance, policy development, public relations, etc.

591. Internship in Administration. 6 sem. hrs.
Supervised experience in various areas of school administration for a selected number of advanced matriculated graduate students in the administration program. Prerequisites: satisfactory completion of a minimum of 15 hours of educational administration courses, 12 of which must be from St. Lawrence University, and approval of the program coordinator.

599. Curriculum Development. 3 sem. hrs.
An applied, project-oriented course focusing on school curriculum development from an administrative perspective. Issues such as needs analysis, financing, staffing, scheduling and evaluation are explored. The format consists of a week of classroom-based activities, a week devoted to independent project development and a week devoted primarily to project presentations. Emphasis is generally K-12.

Courses in Counseling and Development
(The following courses have a prefix "EDPS")

504. Applications of Educational Technology. 3 sem. hrs.
An exploration of new developments in technology germane to application in educational settings. The course will focus on the infusion of new technologies into the work of teachers, counselors, and school administrators, providing students with opportunities to individualize their learning in optimal ways. Topics can include technology evaluation, curriculum development, assessment strategies, and administrative uses of technology in the schools.

509. Seminar in Human Sexuality for Counselors. 3 sem. hrs.
A survey of the physiology and psychology of human sexual response. The varieties of sexual behaviors and values will be explored along with particular problems of sexual functioning that are often brought to counselors. Adequate opportunity will be provided for students to examine myths about sex and to explore their own values with regard to masculine and feminine roles in contemporary society and various forms of sexual behavior.

510. Theories of Counseling. 3 sem. hrs.
A range of contemporary theories of counseling are examined and application to the counseling experience is emphasized. Concepts, assumptions and implications for practice of the counseling orientations are considered. Discussion, observation and experiential activities provide an opportunity for the student to evaluate and integrate the major theoretical approaches to counseling.

512. Marriage and Family Counseling. 3 sem. hrs.
This course will review various theories of family development and family counseling, including those of Bowen, Whitaker, Haley and Madones, Minuchin and the Milan associates. Particular attention is focused on strategic and structural approaches, with demonstrations, simulations and practical applications of these approaches incorporated into the course structure. Prerequisites: EDPS 510 and 582, or an earned master's degree in counseling. EDUC 526 also helpful.

513. Phenomenological Theories for the Helping Professions. 3 sem. hrs.
A course which covers the works of the major writers in phenomenology and how their methods and techniques are used in helping professions. The writings of Husserl, Merleau-Ponty, Speigelberg, Buber, Schultz, William James, Heidegger, Sartre and others are available for study and discussion.

516. Issues and Ethics in the Human Service Professions. 3 sem. hrs.
Issues and Ethics in the Human Service Professions is designed to provide students an opportunity to examine their personal belief systems regarding contemporary professional, ethical, and legal concerns. Topics will include rights and responsibilities of clients, counselors, teachers, and related school personnel. Values, cultural diversification, confidentiality, and issues related to individual, family, and group will be explored. Self-evaluation appraisals are used to clarify individual values and roles.

518. Guidance in the Elementary Schools. 3 sem. hrs.
This course is designed to help counselors, teachers and administrators develop practical approaches for elementary school guidance. Topics covered will include child development, individual and group counseling, new student screening and the committee on the handicapped. Special emphasis will be placed on design and implementation of classroom guidance activities.

523. Aging, Death, and Bereavement Counseling. 3 sem. hrs.
The course will be a phenomenological exploration of the themes dealing with aging and dying and how these themes are handled by persons in the helping professions. The two major foci are: 1) how a helper deals with his or her own aging and dying and 2) how the helper deals with the aging and dying process of others. Prerequisites: EDPS 510, 582 and permission of the coordinator of the CD program.

524. Multi-Cultural Education and Counseling. 3 sem. hrs.
This course takes an inclusive approach to both counseling and education. It emphasizes diverse issues and techniques encountered by counselors and teachers in our pluralistic society. Included in the course are multi-cultural and cross-cultural counseling, and social and cultural foundations in education, and social and cultural issues in the work of counselor and teachers.

525. Integrating Seminar for Counselors. 3 sem. hrs.
A seminar for a small number of students for the purpose of studying in-depth topics and problems in the field of counseling. The specific topics may be determined in advance by the instructor or by groups in planning sessions. Prerequisites: EDPS 582 and permission of the coordinator of the CD program.

532. Rehabilitation Counseling. 3 sem. hrs.
A course which approaches the dynamics of rehabilitation counseling. This includes the rehabilitation practices for alcohol, drugs, learning disabilities and other relevant themes. The course will be a phenomenological exploration of these themes and how they are handled by persons in the helping professions. Prerequisites: EDPS 510, 582 and permission of the coordinator of the CD program.

535. Mental Health in the Schools. 3 sem. hrs.
This course first surveys various theories and programs in the mental health field as a whole. Next, evolving designs for community programs with emphases on prevention, early intervention and children are reviewed. The focus of the course, emotional health in children, is then explored in depth with emphasis on child development principles and the role of the school in teaching coping skills. Different kinds and sources of emotional disturbance are reviewed, and methods for dealing with them are illustrated. Previous course work in psychology or child development is required.

536. Individual Differences in Children. 3 sem. hrs.
This course will discuss the roles that major kinds of disabilities affecting children and psychological, educational, social and economic factors play. The important role of school programs will be stressed as will support for families of disabled children. Illustrative case material will be utilized.

538. Learning Disabilities. 3 sem. hrs.
The course is designed to increase understanding of the various etiologies of learning disabilities and to develop skills in differential diagnosis and educational remediation. The practicum will involve the student in individual diagnosis, program design, remediation and consultation with teachers. This course in some respects is a sequel to EDPS 536. Check with instructor for prerequisites and permission.

549. Evaluation and Appraisal Techniques. 3 sem. hrs.
Individual and group assessment tools utilized by the practicing counselor are examined. Competency development in the administration, interpretation and reporting of selected instruments is emphasized. Additional topics include principles of psychological testing, behavioral evaluations, the diagnostic process and current issues in appraisal.

550. Human Development and Life Span Counseling. 3 sem. hrs.
Developmental stages over the life span are examined from infancy through late adulthood. Major theories of human development and counseling are reviewed and developmental topics and transitional issues are considered. Implications for the practice of counseling are established for diverse populations through discussion and experiential activities.

554. Principles of Behavior Change (for teachers and counselors). 3 sem. hrs.
This course will focus on the application of behavior modification procedures for improving students' school adjustment, ranging from academic tasks to social relations. We will examine procedures for carrying out behavioral assessments and using this information to develop practical and effective school interventions. Methods of behavior modification will be illustrated, with difficulties such as behavior disorders, learning disabilities and developmental delays.

560. Cognitive Science and Learning Theory. 3 sem. hrs.
An exploration of new research in cognitive science and learning theory, constructed to provide educators with insights into ways in which academic achievement in the public schools can be enhanced. The course combines theoretical readings and research with opportunities for application and project development in educational settings.

565, 566. Independent Study in Counseling and Development. 3 sem. hrs.
The student is expected to present a proposal of the project to a faculty member for approval before registering for the course. During the course of study, periodic conferences will be held to help the student accomplish the goals stated in the proposal. Prerequisite: permission of the coordinator of the CD program.

570. Addictions and Disorders in Counseling. 3 sem. hrs.
This course is designed for counselors who have prior counseling experience. It focuses on counseling issues with regard to alcohol, drugs, smoking, gambling, sexual addictions, and other emotional addictions. It focuses on disorders including panic, obsessive/compulsive, posttraumatic stress, eating, sleeping, and light deprivation, among others. Practical approaches to these counseling issues will be explored through role-playing, video taping, and case management discussions.

574. Psychopathology in Counseling. 3 sem. hrs.
Human behavior is considered from a contemporary perspective for abnormal and maladaptive functioning. A range of mental and emotional disorders are systematically examined, and counseling implications are related to the topics discussed. Identification of disturbed behavior is emphasized and the efficacy of various treatment approaches is evaluated.

582. Techniques of Counseling. 3 sem. hrs.
The course is designed to be taken concurrently with EDPS 510, Theories of Counseling. Students discuss, observe and practice the various techniques derived from theories covered in EDPS 510. Contemporary counseling strategies and interventions are integrated into appropriate stages of the counseling process. Applications are made to a broad and diverse population of clients.

584. Group Procedures in Counseling. 3 sem. hrs.
Skill development in the organization and facilitation of counseling groups is emphasized. Theoretical foundations, preparation for group, group dynamics, leader and member skills, and ethical and professional issues are examined. Experiential activities allow students to gain an understanding of the group counseling process and experience in leading groups. A voluntary self-awareness group is available to class participants.

585. Occupational Information and Occupational Choice Theory. 3 sem. hrs.
This is an activity-oriented course emphasizing small-group participation in career and lifestyle considerations. Theories of career choice and career development and sources or occupational information are examined. Practice is provided in utilizing vocational assessment instruments and procedures. Career development programs and services are explored. The rationale of the course is to develop participants' awareness of career choices and explore ways in which school systems can support this process.

586. Sex Counseling and Therapy. 3 sem. hrs.
The course is designed for people who are, or are preparing to be, directly involved in counseling. It focuses on the special counseling skills and informational areas essential in helping counselees dealing with sexual problems. Particular approaches to sex therapy will also be discussed, along with methods used in the treatment of sexual dysfunctions. There is extensive use of role-playing, group interaction and research data. Enrollment is limited. Prerequisites: EDPS 509 or its equivalent; EDPS 510, 582; permission of the coordinator of the CD program.

587. Transpersonal Counseling. 3 sem. hrs.
This process-oriented course surveys recent developments in transpersonal psychology as they relate to counseling. The emphasis is on holistic approaches to counseling that consider a variety of alternatives to self-understanding, behavioral change and working with conflicts in individuals or relationships. Participants read about current transpersonal theory and learn a variety of transpersonal counseling techniques experientially. The role of the counselor in facilitating personal growth and development is a central theme of the course.

589. Counseling Practicum. 3 sem. hrs.
The student will spend a minimum of one full day in the field. Class time will be spent in the presentation of taped counseling sessions and discussion of field experiences. Class size must be limited to allow for thorough supervision of counseling tapes. Prerequisites: EDPS 510, 582; permission of the coordinator of the CD program.

590. Advanced Counseling Practicum. 3 sem. hrs.
The student will focus on discussing counseling sessions from the public schools, mental health agencies and higher education. Class time will be spent in reviewing counseling theories and techniques and in the demonstration of counseling sessions through audiotapes, videotapes or oral presentations. Class size must be limited to allow for thorough supervision of each counseling student. Prerequisites: EDPS 510, 582, 589; permission of the coordinator of the CD Program.

591. Supervision of the Counseling Process. 3 sem. hrs.
This is a course for advanced students in counseling who wish to develop skills in supervision of counselors. In addition to readings and discussions, each student will practice critiquing tape-recorded counseling sessions of other students. Each student will be expected to bring several tape recordings of counseling sessions to class for practice use. Prerequisite: Counseling practicum and permission of the coordinator of the CD program.

593. Internship in School Counseling. 3-6 sem. hrs.
A supervised experience in area schools for candidates working towards permanent certification in school counseling. Specifically, the internship is designed to help the candidate improve interpersonal relationship skills, program development and managerial skills. Open only to advanced students working toward New York State permanent certification.