|EPY 505 Measurement and Evaluation||3 SH|
This basic course in educational measurement includes consideration of such measures as reliability, validity, and norms and an overview of techniques of appraising aptitude, achievement, and personality. Attention is given to the selection and use of standardized tests. Prerequisite: PSY 100 or its equivalent.
|EPY 509 Exceptional Learners: Children and Adolescents||3 SH|
This course helps teachers understand exceptional students and their educational issues by focusing on managing their problems in the regular classroom. This course includes methodologies for differentiating instruction for exceptional students, including special education and talented and gifted. Prerequisite: admission to the Master of Arts in Teaching program or permission of the chair of the Department of Education and Educational Psychology.
|EPY 600 Assessment for Counselors||3 SH|
This course focuses on the development, administration, scoring, and interpretation of assessment measures. Emphasis is on commercial tests and inventories widely used in public schools, private industry, and clinical settings and issues of cultural bias in testing. Prerequisite: ED 585, ED 586, and admission to the counselor education program.
|EPY 601 Fundamentals of Statistics and Research Design||3 SH|
Emphasis is placed on three related aspects of research: theoretical and practical consideration of experimental and non-experimental research designs, hypothesis testing, sampling methods and observation and measurement principles; practical aspects of research implementation in applied and/or laboratory settings; and statistical treatment of data. Research studies are analyzed and interpreted with regard to these criteria. Prerequisites: EPY 604 and EPY 605
|EPY 602 Interviewing and Consultation Across the Life Span: Principles and Techniques||3 SH|
This course covers theories, principles, and techniques of counseling and consultation with emphasis on application of social, emotional, educational, and vocational adjustment of individuals in a diverse society. Prerequisites: ED 585 and ED 586 and admission to the counselor education program.
|EPY 603 Group Work Foundation: Theory and Practice||3 SH|
This laboratory course allows students to explore and experience the dynamics of interpersonal relationships. Students will analyze their group interactions and enhance their knowledge of development in diverse groups. Prerequisite: EPY 602.
|EPY 604 Individual Counseling in the Schools: Clinical Skills||3 SH|
This course offers class and laboratory experience with primary emphasis on developmental counseling techniques using case studies, role playing, and discussion and practice interviewing as basic learning vehicles to enhance communication. Emphasis will be on developmental counseling in a diverse society. Pre-practicum preparation will begin. Prerequisite: EPY 602.
|EPY 605 Clinical Mental Health Counseling Skills||3 SH|
This course will provide clinical mental health counseling (CMHC) students with experiential training focused on individual counseling and consultation for application in clinical mental health and agency settings. Primary emphasis will be on development of individual counseling skills relating to assessment, intervention, and termination with case studies, role playing, and supervision. Counselor, consultant, and client characteristics and behaviors, which influence the helping process-including, age, gender, and ethnic and cultural differences-will be considered in counseling applications. Students who are preparing to work as clinical mental health counselors will demonstrate the professional knowledge, skills, and practices necessary to address a wide variety of circumstances within the clinical mental health counseling context. This course is designed to meet the Council for Accreditation of Counseling and Related Educational Programs, 2009 CACREP standards for professional practice. Prerequisite: admittance into the counselor education program-option in CMHC, or completion of EPY 602 or permission of the chair of the Department of Education and Education Psychology.
|EPY 606 Advanced Group Work: Theory and Practice||3 SH|
An advanced self-placement experience where students facilitate small groups (45 clock-hours for counseling specialization and 30 for psychoeducational specialization), this course is designed to move the student closer to a professional level of competence as a leader/facilitator in a developmental context with knowledge of group processes in a diverse society. Pre-practicum preparations are finalized. Prerequisite: EPY 603.
|EPY 607 Pupil Personnel Services: Philosophy and Organization||3 SH|
This course will investigate the organizational patterns and relationships of pupil services to the total school program and the community. Emphasis will be on the role of the counselor in developmental guidance within the pupil-personnel organizational structure. Focus will be on the school counselor as coordinator, consultant, manager, teacher, and counselor to facilitate the personal, social, career, and academic development of all students. Prerequisite: admittance to the counselor education program or field experience. This course is offered online only in the fall.
|EPY 608 Clinical Mental Health Counseling: Management, Delivery and Consultation||3 SH|
This course is designed to provide clinical mental health counseling (CMHC) students with an advanced understanding of how human-service CMHC programs are organized, as well as the role and function of CMHC in human-service and CMHC agencies. Particular emphasis will be given to a specific understanding of program development, delivery of services, and consultation to meet the needs of our changing society. Students who are preparing to work as clinical mental health counselors will demonstrate the professional knowledge, skills, and practices necessary to address a wide variety of circumstances within CMHC settings. This course is designed to meet the Council for Accreditation of Counseling and Related Educational Programs, 2009 CACREP standards for professional practice. Prerequisite: admittance into the counselor education program-option in CMHC or permission of the chair of the Department of Education and Educational Psychology.
|EPY 610 Practicum in School Counseling||3 SH|
This course requires students to complete a minimum of 100 hours of supervised practicum experiences in a school setting. This practicum provides for the development of individual counseling and group work skills in a diverse society. Selection of the site must be approved by the faculty supervisor. Students will meet weekly, both in groups and individually, with peer supervision and with their faculty supervisors to discuss their common purposes, varying problems, and methods of approach. Prerequisite: completion of all core counseling courses.
|EPY 611 Practicum in Clinical Mental Health Counseling||3 SH|
This course requires students to complete a minimum of 100 hours of supervised practicum experience. This practicum provides for the development of individual counseling and group work skills. Selection of site must be approved by the department supervisor. Students will meet weekly with their supervisors to discuss their common purposes, varying problems, and methods of approach. This practicum in clinical mental health counseling (CMHC) is designed to meet the Council for Accreditation of Counseling and Related Educational Programs, 2009 CACREP standards for professional practice. Prerequisite: Students must have successfully completed the following courses: EPY 618, ED 586, EPY 600, EPY 602, ED 587, EPY 605, and EPY 630, or permission of the chair of the Department of Education and Educational Psychology.
|EPY 612/613 Internship in School Counseling||6 SH|
Students must complete a 600-hour supervised counseling internship in a school setting. This internship is a two semester full-time commitment for those students who do not hold a Connecticut professional educator certificate but hold, or are eligible for, an initial educator certificate and wish to be certified as school counselors. Includes weekly seminars on campus for purposes of peer supervision and three site visits for nonteaching semester. All others may complete the internship in one or two semesters. Prerequisite: completion of EPY 610.
|EPY 614/615 Internship in Clinical Mental Health Counseling||6 SH|
Following the successful completion of the practicum in clinical mental health counseling (CMHC), students must complete a counseling internship in a CMHC setting. This internship will be completed in a minimum of one academic semester, two semesters, or until student completes required direct and indirect client contact hours required. This CMHC internship is designed to meet the Council for Accreditation of Counseling and Related Educational Programs, 2009 CACREP standards for professional practice. Prerequisite: students must have successfully completed their practicum in CMHC or have permission of the chair of the Department of Education and Educational Psychology.
|EPY 618 Introduction to Clinical Mental Health Counseling||3 SH|
This introductory course is designed to prepare students to understand the knowledge, skills, and competencies required of clinical mental health counselors, as defined within the Council for Accreditation of Counseling and Related Educational Programs, 2009 CACREP standards for professional practice. Prerequisite: admittance into the counselor education program-option in CMHC or permission of the chair of the Department of Education and Educational Psychology.
|EPY 619 Crisis Counseling in the Community and School
This course is designed to prepare students with the knowledge, skills, and competencies to understand the impact of crises, disasters, and other trauma-causing events, and also to demonstrate the ability to use procedures for assessing and managing suicide risk. Prerequisites: admittance into the counselor education program-school counseling or CMHC options, and completion of EPY 640/EPY 605, or permission of the chair of the Department of Education and Educational Psychology.
|EPY 620 Marriage and Family Counseling||3 SH|
This course examines marriage and families counseling’s historical antecedents, stages of family development, philosophical assumption and major approaches to marriage and family counseling. Ethical issues and current alternative techniques will be investigated. Prerequisite: nine semester hours in psychology.
|EPY 621 Drug and Alcohol Counseling||3 SH|
This course provides students with empirical information and counseling procedures regarding substance abuse. The course will focus on readings on substance abuse, investigation of theoretical treatment models, classroom simulation of such models, and contact with drug and alcohol programs. Prerequisite: nine semester hours in psychology.
|EPY 624 Legal and Ethical Issues in Public Schools||3 SH|
This course will review the legal and ethical issues, conflicts, and demands currently placed on teachers, counselors, and other working professionals and consultants in public schools. Case presentation, lectures, activities, guest speakers, and Supreme Court decisions will be used to review school violence, school district liability, counselor liability, confidentiality, religion, freedom of expression, special education, and family issues. This course also will review legal and ethical issues within a wide range of development (preschool to age 21) for both typical and special-needs students. Special attention regarding the legal requirements of the Individuals with Disabilities Education Act will be given to the transition of special-needs students after high school graduation.
|EPY 625 School-Based Family Counseling||3 SH|
The course will present major theoretical approaches to family counseling and their application to the school setting. Emphasis will be placed on family systems theory and structural family therapy as developed by Salvador Minuchin. The processes and steps required to create a paradigm shift in approaching student problems in their academic, social, and emotional development will be presented through the application of school-based family counseling and collaborative approaches. School and community counselors will develop the knowledge and skills necessary to work effectively with teachers, administrators, specialists, community agencies, and medical facilities in developing ecological assessments and interventions within the home-school-community environment.
|EPY 626 Sexuality Counseling with Children and Families||3 SH|
This course will provide school and community counselors with the knowledge, skills, techniques, and competence to assess and address the sexuality/gender concerns affecting their clients. Topics include childhood sexual development; dynamics of abuse, victimization, and perpetration; gender/sexual identity issues; sexual abuse prevention and sexual education programs; couples counseling, and sexual dysfunction.
|EPY 627 Consultation Theory and Practice||3 SH|
This course is designed to provide school counselors and mental health workers with knowledge about theoretical approaches to consultation and help them develop skills necessary for consultation, particularly within educational organizations.
|EPY 628 Working with Grieving Families and Children in Schools||3 SH|
This course is designed for teachers, school counselors, and mental health professionals. The course will provide participants with a working knowledge of the grieving process for families and children from a developmental perspective. The cognitive theories of Jean Piaget and David Elkind and the psychosocial theory of Erik Erikson will be applied to the grief stages as developed by Elisabeth Kubler-Ross. Teachers and counselors will acquire the knowledge and skills needed for working with students and families who have experienced a loss in their family.
|EPY 630 Introduction to Psychopathology
This course introduces students to basic issues related to diagnosis and treatment of psychopathology frequently encountered in clinical practice in schools and community agencies. The behavioral, cognitive, and affective consequences of major mental disorders will be explored with the goal of developing effective counseling interventions and treatment plans. Emphasis will be on use of the DSM-IV diagnostic criteria. Prerequisites: M.S. in Counseling, enrollment in the counselor education program, or permission of the instructor.
|EPY 641 Applied Behavior Analysis I
This course is a prerequisite for the four subsequent courses offered in the ABA sequence. This course covers the history of applied behavioral analysis and task list four topics: concepts, principles, measurement, experimental design, identification, intervention, behavior change considerations, and behavior change systems of ABA.
|EPY 642 Applied Behavior Analysis II
This course is a prerequisite for the three subsequent courses offered in the ABA sequence. This course covers task list four topics: concepts, principles, experimental design, fundamental elements of behavior change, intervention, behavior change considerations, and behavior change systems.
|EPY 643 Applied Behavior Analysis III
This course is a prerequisite for the two subsequent courses offered in the ABA sequence. This course covers task list four topics: concepts, principles, measurement, experimental design, identification, behavior change procedures, implementation, management, supervision, and behavioral assessment of ABA.
|EPY 644 Applied Behavior Analysis IV
Students will explore the ethical and legal considerations in the practice of behavior analysis. This course covers task list four topics: Behavior Analyst Certification Board Guidelines for Responsible Conduct for Behavior Analysts, BACB Professional Disciplinary and Ethical Standards, Procedures for Appeals, and philosophical positions driving regulatory change and action.
|EPY 645 Applied Behavior Analysis V
This course covers task list four advanced topics in behavior analysis. It will discuss current research in applied behavior analysis. Topics will change every time the course is offered to reflect up-to-date laws, emerging areas of behavioral analysis, measurement, school applications, teaching methodology, interventions, and ethics. A mock BCBA certification exam will be provided.
|EPY 651 Assistive Technology for Applied Behavior Analysis
This course will familiarize educators, care givers, and families with the history, theories, models, examples, and applications of assistive technology to promote the cognitive, social, psychomotor and life skills of individuals with developmental and behavior-modification needs.
|EPY 652 Grant Writing for Applied Behavior Analysis
This course will provide candidates with the basic skills, principles, and techniques of successful grant writing. Candidates will learn how to identify a funding source, and prepare and submit a competitive proposal to help meet the learning and life skills needs of clients with aberrant behavior.
|EPY 653 Capstone Project in Applied Behavior Analysis
This course requires candidates to successfully complete a professional practices capstone project based on the comprehensive use of empirically validated behavioral learning principles to promote the cognitive, social, psychomotor, and life skills of individuals with developmental needs.
|EPY 654 Research in Applied Behavior Analysis Literature
This course will assist candidates in selecting, evaluating, recommending, and applying research derived from credible scientific sources to develop applied behavior analysis treatments for individuals with developmental disabilities or behavior-modification needs.