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This introductory course is a survey of the processes of adjustment, growth, learning, remembering, perception, sensation, socialization, and emotions. It is meant to better equip students to understand and articulate their own life experiences, as well as improve their understanding of the behavior of others. This course is a prerequisite to all other courses in Psychology. (3 Units)

Study of the dynamics, cultural implications and prevention of abnormal behavior including neuroses, psychoses, character disorders, psychosomatic reactions and other abnormal personality patterns. Textual and lecture attention will be given to the impact of the environment and oppressed populations in relation to abnormal behavior. Prerequisite: PSY213 (3 Units)

This course is a survey of theories of personality emphasizing various viewpoints, unique theoretical perspectives, functions, and development of basic attitudes and belief systems that influence behavior throughout the life span. The course equips students to actively integrate faith (i.e., biblical principles) with the theories discussed. Prerequisite: PSY213 (3 Units)

The course addresses principles of psychological development across time and culture. Students will understand universal stages of human development, influences on individual differences and the impact of nature and nurture. The course views human development as a unit of interrelated parts, concentrating on the relationships between the mind, body, and the socio-cultural context. Specific consideration is given to issues of integration, culture, and Biblical worldview. Prerequisite: PSY213 (3 Units)

This course is a study of human growth and development during the first two decades of life. Emphasis is placed on how teachers apply theoretical foundations of the learning process, cultural forces affecting behavior, testing, grouping of students, and inclusion. A certificate of clearance is required prior to engaging in fieldwork. Prerequisite for all other education courses. (3 Units)

Introduces students to theory, roles, and functions, and current issues of school counseling as an academic discipline and as a professional field. This course will orient new students to the ACSA national model of school counseling practice taught within this program: a scholar-practitioner model which requires the ability to think critically within the context of a broad base of practical experience. (3 Units)

The course surveys the major theoretical approaches to individual counseling in the schools: e.g., Person-Centered Counseling, Rational-Emotive Behavior Therapy, Behavioral Counseling/Therapy, Cognitive and Cognitive/Behavior Therapy, and Solution-Focused Brief Therapy. Theories of change and resiliency research are studied. Students will examine each theory critically, practice techniques from some of them, and define a personal approach to counseling. Fieldwork required. (3 Units)

This course provides students with supervised opportunities to observe school counselors working in a variety of roles within a school community and to interact with school counselors regarding the nature of the job of school counselor. Reflection about the student's own personality, work style, and areas of strength and weakness will also be integrated into the understanding of the roles of the school counselor. (1 Units)

This course introduces legal and ethical practice to PPS candidates in school counseling. The Code of Ethics, Federal and State laws and Best Practices established by ASCA will be reviewed and actively applied through observation of school counselors, interviews with them, class work, case studies and direct applications in school-based settings. Candidates will demonstrate knowledge of legal and ethical issues faced by school counselors, professional standards, the fundamentals of Federal and State guidelines and education code. Emphasis will be placed on the legal and ethical issues encountered under Individuals with Disabilities Education Act (IDEA) such as free appropriate public education, Individual Education Programs (IEPs) and 504 plans, mediation, consultation and collaboration, due process, confidentiality laws, and family and student rights, limited liability, crisis response, and privileged communication. Fifteen (15) hours of fieldwork are required for this course. (3 Units)

This course presents a theoretical basis for group work, including group purpose, development, dynamics, and methods. It also requires application of learning through practice in group planning and group leadership in both small groups and classroom groups. (3 Units)

This course provides students with the opportunity to explore the role of the school counselor as a mental health agent within the school systems through observation, interview, and participation with a school-based mental health professional. Fieldwork required. (1 Units)

The nature and needs of pupils in special education with a wide range of learning disorders and handicaps, as well as health problems, and emotional problems will be studied in conjunction with appropriate educational and counseling interventions. Attention to ethics and legislation governing special education, including those regulating practice with diverse populations is included. (3 Units)

Candidates will identify and assess problem behaviors and pathology in a multicultural educational setting, design positive behavior support plans, and develop comprehensive functional behavior support plans. They will design individual and school-wide plans to effect positive behavior change, analyze data to develop effective intervention strategies, and communicate these findings clearly. They will develop the knowledge and skills to address serious behavior problems. (1 Units)

Offers school counseling candidates the opportunity to acquire and apply knowledge of school-based career development programs and how to develop, implement and evaluate them. Candidates also learn to use computer-assisted career guidance systems and other tools to facilitate pupils in career development and decision-making. (3 Units)

In this course, students will actively explore the use of data in K-12 school counseling. Students will be able to identify a variety of achievement and achievement-related data including discipline, attendance, and academics to create needs-based prevention and intervention for all students. They will also learn ways to assess themselves and their programs in order to investigate strengths, gaps, and areas of growth that will serve to increase and improve services for all students. (3 Units)

Provides students with supervised opportunities to observe school counselors working in a variety of ways with career counseling and career program development in school and community settings. Reflection about the student's own life experiences, skills, and values in relation to career choice and career theories will be integrated into understanding the role of the school counselor. (1 Units)

This course will focus on the basic aspects of effective Crisis Response within the educational setting. Candidates will demonstrate the ability to draw from a variety of approaches and research based intervention strategies to assess and address the needs of students at-risk for academic failure due to depression, anxiety, suicidal ideation, familial duress, traumatic events, natural disasters and terrorist events. Students learn principles of psychological triage, crisis response, prevention, mitigation, intervention and critical incidence stress debriefing. (3 Units)

This course will prepare school counselors and school psychologists with the knowledge, perspectives, and skills needed for effective practice in America's increasingly diverse schools. Through a series of field investigations and readings, students will examine how their own culturally-based beliefs and assumptions affect therapeutic practice, as well as how cultural factors, inter-group interactions, and racism are related to students' school behavior, learning, and academic achievement. (3 Units)

This practicum is designed to equip students with knowledge and skills necessary to become effective problem solvers in relation to academic issues. (1 Units)

This course will focus on the basic aspects of effective communication between education professionals and others involved in the education and care of disabled individuals, including parents and family members. PPS credential candidates will acquire professional knowledge and skills which will be developed through readings, seminar discussions, in-class role plays, and field based practice experiences. They will discuss relevant ASCA/NASP professional standards. Ten hours of fieldwork is required for this course. (3 Units)

In this course, students will learn how to design a comprehensive K-12 school counseling program using the ASCA National Model Framework. Students will be able to create developmentally appropriate prevention and intervention activities which align with multi-tiered systems of support (MTSS). Students will gain knowledge and skill on all twelve ASCA elements and as well as the four overarching components of the model in a practical way where they can apply principles to K-12 school settings. (3 Units)

This course will involve candidates with knowledge and skills necessary to plan, develop, implement and evaluate systematic counseling and guidance programs. A minimum of twenty (20) hours of practicum fieldwork is required. (1 Units)