An introduction to selected, prominent counseling theories with emphasis placed upon short-term therapies. Focus is on relating theory to practice and on comparing and contrasting the key concepts, techniques, counselor and client roles, counselor-client relationships, methods of assessment and the contributions and limitations of each theory.

An overview of basic, therapeutic interviewing skill building through practice and feedback to develop personal strengths in counseling. This course also provides students with an orientation to professional counseling organizations, the developmental history of the counseling profession, as well as ethical, legal and professional issues.

This course provides an overview of professional community counseling including historical perspective; ethical and legal issues; licensure, certification, and other credentialing; as well as rules and functions of professional community counselors. Students will have opportunities to interact with community counselors and clients, assess community mental health needs, and learn about the organization and function of community counseling agencies. Additionally, counseling implications of multi- culturalism and technology will be discussed.

Methods for the assessment of individuals in counseling will be taught, including clinical interviewing techniques, mental status exam, test selection, administration, scoring, interpretation, and reporting of results. The selection and interpretation of assessment tools will be organized around the symtoms of mental and emotional disorders as defined in the most recent edition of the APA Diagnostic and Statistical Manual.

This course introduces group work as practiced in community agencies and schools. The principles and practices of group procedures, and the nature and types of groups useful in specific settings will be included.

This course provides a comprehensive introduction to the field of student affairs and its role within the context of American higher education. The course will examine the philosophical, historical, and theoretical foundations of the profession, and students will learn about the cultural and organizational contexts of student affairs work. It will introduce students to the various functional areas within student affairs, diversity of institutional types and student populations, and contemporary issues of the profession, and provide them with a broad foundation of knowledge to which subsequent study, practitioner skills, and research strategies may be added.

This course will introduce students to human development theories that most affect college students. The course will examine psychosocial, cognitive, structural and typological theories, with a focus on learning to use theory to improve our work with students. It also examines how race, culture, ethnicity, gender, sexual orientation, disability, and religious beliefs can influence development.

This course provides a comprehensive introduction to higher education, with an emphasis on understanding the practical skills necessary to be a successful administrator.

Students will spend 150 hours in a supervised work experience in a higher education setting, designed for them to gain exposure to both the breadth and depth of student affairs work. The experience will include work with individual students and groups of students in: program planning, implementation, and evaluation; staff training, advising, or supervision; and administrative functions or processes. May be repeated for credit.

This course will introduce students to legal and ethical issues confronting student affairs practitioners, including key concepts, federal law, and court cases.

This course will introduce students to the theoretical and research literature with respect to student characteristics and the effects of college on students.

This seminar is designed to promote the integration of the core curriculum and practitioner experiences of the master's degree program in College Student Affairs and to prepare students for their transition to professional positions within student affairs upon graduation. Students will develop and present a professional portfolio.

This course is a foundational course to prepare school counselors as leaders who strengthen elementary, middle and secondary education and also serve as effective change agents in a multicultural environment. The content of the course includes an overview of the functional skills necessary for the delivery of a school counseling program and the principles underlying the work of the school counselor. Emphasis is placed upon the role of the counselor as an advocate for student success in school and life. Professional skills in six arenas - advocacy, brokering of services, collaboration, counseling, effective use of data, and leadership, are introduced. Technology will be integrated throughout the course.

Consent of department required for registration. Professional counseling experience for graduate students in the Counselor Education Program (school counseling and community options). May be repeated for credit.

Consent of the department required for registration. This course emphasizes individual and group counseling and guidance conducted under supervision in field settings. Special attention is paid to the development of skills, interventions, and brokering of services. A minimum of 150 clock hours is required.

This course is designed to provide an understanding of abnormal behavior in the context of the diagnostic categories as described in the mos recent edition of the

This course focuses on career development as related to guidance and counseling across the life span. Particular emphasis is placed on the study of the world of work, career development for students and clients, and applied career theories. Counseling strategies are emphasized in the context of advocacy for equal access opportunities for all students.

The purpose of this course is to help educational leaders in training develop proficiency in the use of test scores as data to make decisions that relate to students' achievement, as well as to students' personal, social, and emotional well-being. Those enrolled will learn how to evaluate psychometric instruments and interpret various test scores. In addition, students will learn how to use test data to gain equal opportunities for all students, how to use test data to identify and target areas for support when needed, and how to use test data to advocate and effect change within the school, school system, and community.

This course provides an overview of the nature of family systems relationships and family development. Particular emphasis will be given to the theory and practice of marital and family therapy. Students will examine both theoretical and empirical elements of family counseling which can be applied to marriage and family systems.

This course focuses on encouraging the unique development and emotional growth of children through the process of counseling. The content of the course introduces a distinct group of interventions including play and communication skills as integral components of the therpeutic process. A major focus of the course involves instructional and experiential opportunities for the student counselor to develop skills that provide children with appropriate developmental materials and facilitate a safe relationship for the child to express models that can be applied to elementary age children.

An examination of selected issues relevant to understanding multicultural lifespan differences, counseling process and practice.

This course emphasizes 'theory to practice' by providing experiences that allow students to assess and develop their personal leadership while emphasizing the values, knowledge and skills required for effective advocacy and brokering of services through consultation and collaboration Special emphasis is placed on the development of skills in planning, organizing, coordinating and delivering programs that generate systematic change. Use of data to identify needs, remove barriers and mobilize resources from schools and communities in order to increase options for students and clients are primary themes throughout the course.

This course is designed to provide counselors with the research knowledge and skills necessary to evaluate individual and group counseling interventions, as well as educational programs. An emphasis will be placed on the collection and use of quantitative and qualitative data to evaluate programs. Counselors in training will also learn how to communicate data and findings to others to effect change and to act as advocates for students/clients.

This course is designed for counselors and other human service providers working in a variety of settings, including schools, community agencies, private practices, and hospitals. Topics covered include the classification of drugs and their effects on users; various models of addiction; the use of assessment, diagnosis, and prevention strategies with individuals, families, and groups; relapse prevention; and legal, ethical and multicultural issues associated with addictions work.

Preparation of an independent project under the direction of a faculty member. Advanced topics in theory, issues, trends, clients, and counseling techniques will be emphasized. Students will specialize in topics, studies, and projects in the area of specialty.

Title and desciption of specific courses to be inserted at time of offering. May be repeated for credit.

An in-depth study of the theories of counseling for advanced students in school or community counseling programs.

This course is designed for students wishing to pursue advanced study in group theory, group leadership, group processes, and group supervision. The course may examine contemporary trends and developments in group counseling as well as ethical, legal, process, and professional issues affecting the practice of group counseling.

An overview of theory, research, and practice of psycho-therapeutic approaches to counselor supervision. This course emphasizes developing clinical supervisory skills and understanding the major roles and responsibilities in counselor supervision.

This seminar is designed for graduate students who have been admitted to the Ed.S. program in professional counseling and supervision. Special topics and current issues in counseling and supervision will be critically examined. An exchange of scholarly thinking and research will be the hallmark of classroom interactions and assignments.

The course presents an applied approach to learning the methodology of research. This approach includes studying printed materials about research and conducting brief studies.

Enrollment requires admission to Ed.S. program. The course presents an applied approach to learning the methodology of research. The research may be an evaluation of a counseling intervention or a brief program evaluation. This approach includes utilizing a Literature Review, a written and approved proposal for the research study and an approved application for consent to conduct the research from the Institutional Review Board (IRB) at the university and counseling site when appropriate. The course will allow sufficient time for data collection and analysis. It will conclude with a completed research report and presentation of the data findings to appropriate stakeholders.

This course focuses on the theories, concepts, and processes involved in planning and managing evaluations. Students will engage in evaluations in specific counseling situations (individual, group, organizational) using focus groups, key stakeholder interviews, survey design, data gathering, analysis and/or other methods as appropriate and analyze outcomes to make recommendations for development and/or remediation.

Individual injury on a research problem consisting of a plan for data collection and analysis, as well as, critical review, integration and interpretation of research literature.

This course is a special topics seminar structured to address advocacy of marginalized and underserved populations in counseling. An exchange of scholarly thinking and research will be the hallmark of classroom interactions and activities.

This course entails a minimum of 600 clock hours of supervised experiences in counselor education and supervision (e.g., clinical practice, research, teaching). Specific area of concentration is determined by advisor and student. Course must be taken twice to fulfill requirements of program.

This course is designed to provide closely directed advanced experience in supervision of professional counseling. The focus is on development of effective clinical supervision style and skills via recording and critique of supervision sessions. Ethical, legal, multicultural and other professional issues are addressed.

The dissertation experience requires the designing and conducting of an independent scholarly inquiry guided by a faculty dissertation committee.

This course is designed to give a culturally pluralistic and global perspective to the equitable education of culturally and linguistically diverse student populations. Topics will include the historical, philosophical, socio- cultural, and theoretical foundations of multicultural education; the importance of cross-cultural communication including relationships between nonverbal and verbal language systems; interpersonal skills for encouraging harmony between the dominant culture and culturally and linguistically diverse populations. Students will also examine, evaluate, and develop curricular materials for culturally and linguistically diverse populations.

This course is designed for students who do not have a background in linguistics but who desire an advanced introduction to the topic in order to enhance their professional activity, e.g., teaching English as a second language, teaching advanced courses in composition or grammar, or editing and writing about linguistic phenomena.

Examination of past and current approaches, methods, and techniques for teaching English as a second language. Participants analyze program models and methods of instruction for students of limited English proficiency; demonstrate teaching strategies; develop lesson and unit planning skills; evaluate materials, textbooks, and resources available in the field; examine issues in testing students of limited English proficiency for placement, diagnosis, exit, and evaluation; and analyze current assessment instruments.

Helps teachers integrate and apply reading skills in the classroom while they increase competency as literacy teachers in their content areas. Credit hours each semester will vary.

The course includes a thorough examination of reading skills peculiar to various subject matter areas. Application of reading strategies, thematic units that integrate the content areas, and reflections on related research concerning students of diverse cultures, will be implemented throughout the course.

Seminar in the areas of current and historical issues confronting the reading professional.

Introduction to formal and informal instruments for the evaluation of reading problems in classroom and clinical situations for children from diverse cultures.

Supervised clinical experience in the diagnosis and treatment of reading disabilities.

A seminar/discussion course dealing with the teaching of reading at the primary level (PK-5) including an introduction to skills, approaches, materials, methods, and philosophies. Significant literature will be reviewed from a current and historical perspective.

Prerequisites: Admission to Teacher Education; advisor permission. A study of etiology, diagnosis, treatment and prevention of fluency disorders in children and adults. This course is designed to cover causal factors of fluency disorders in children and adults, and cover assessment, treatment and prevention procedures appropriate for children and adults.

Prerequisites: Admission to Teacher Education; advisor permission. This course is a studey of etiology, diagnosis, and treatment of voice and resonance disorders in children and adults. It is designed to cover the major functional, organic, and neurogenic voice and resonance disorders and the most current, evidence-based therapeutic approaches.

Prerequisites: Admission to Teacher Education; advisor permission. Advanced study of the etiology, characteristics, assessment, and intervention principles involved in acquired language and related disorders in adults. Topics include aphasia, traumatic brain injury, dementia, and right hemisphere dysfunction.

Prerequisites: Admission to Teacher Education; advisor permission. This course covers the communicative and educational management of children and adults with hearing loss. Areas of specific focus include the impact of hearing loss on development, intervention models, amplification, auditory training, visual/manual communication, deaf education, and central auditory processing disorders.

Prerequisites: Admission to Teacher Education; SLPA 3760 or equivalent; advisor permission. Advanced articulation and phonological disorders is designed to offer students information and practice in gaining clinical skills in speech-language pathology techniques for intervention with difficult-to-manage articulation/phonological disorders in schools or other clinical settings. Prior clinical practice and successful completion of an undergraduate/introductory course in articulation/phonology are required as prerequisites for this course.

Prerequisites: Admission to Teacher Education; advisor permission. This course studies motor speech dysfunction in children and adults. Emphasis is on etiologies, characteristics, prevention, assessment/ differential diagnosis, and intervention approaches to management and habilitation/rehabilitation.

This course studies swallowing disorders in pediatric and adult populations. Emphasis is on etiologies, characteristics, prevention, assessment/differential diagnosis, cultural factors, and intervention approaches to management and habilitation/rehabilitation. Interdisciplinary approaches to the assessment and treatment of swallowing disorders are discussed.

Prerequisites: Admission to Teacher Education; advisor permission. This course is a study of the auditory disorders in children and adults. Areas covered include characteristics, assessment, etiology, and treatment of disorders of the external ear, middle ear, inner ear, and central auditory nervous system.

Introduction to speech/language clinical practice emphasizing professional conduct, therapy techniques and procedures, equipment, and scheduling.

Prerequisites: Admission to Teacher Education; advisor permission. This course offers students formal and informal opportunities to increase professional knowledge and skills in speech-language pathology through readings, seminar interactions, and other educational delivery formats. Portions of the course may be delivered on-line. Students enrolled in this course may engage in professional seminars designed to increase expertise in designated areas of emerging and traditional trends of the profession through guided professional interactions.

Prerequisites: Admission to Teacher Education; advisor permission. This seminar course covers the fundamentals of behavioral statistics, scientific research as it relates to issues and trends in the area of speech-language pathology, and the design and development of a scientific research project in communication disorders.

Prerequisites: Admission to Teacher Education; advisor permission; SLPA 6761. This course provides direct clinical experience in which the graduate clinician practices under the supervision of CCC-SLP/A clinicians with individuals exhibiting a diverse range of mild communication disorders. Assignments of clients will be dependent upon student's prior academic, and clinical experiences, and verified by the clinic director. This experience is accumulated in a variety of on- and off-site clinical settings. The acquisition and management of information on etiology, characteristics, assessment, prevention, and intervention is emphasized for approximately 1-3 clients with mild speech/language disorders seen in individual sessions twice weekly.

Prerequisites: Admission to Teacher Education; consent of advisor, SLPA 4790; SLPA 4791; SLPA 6790. This course provides continued direct clinical experience in which the graduate clinician practices under the supervision of CCC-SLP/A clinicians with individuals exhibiting a diverse range of moderate communication disorders; assignments of clients will be dependent upon student's prior success in SLPA 6790, and upon prior academic, and clinial eperiences and verified by the clinical director. This experience is accumulated in a variety of on-and off-site clinical settings. The acquisition and management of information on etiology, characteristics, assessment, prevention, and intervention is emphasized for approximately 4-5 clients with moderate impairments seen in group and individual settings twice weekly.

Prerequisites: Admission to Teacher Education; consent of advisor; SLPA 6761, SLPA 6790, SLPA 6791. This course provides extended and direct clinical experience in which the graduate clinician practices under the supervision of CCC-SLP/A clinicians with individuals exhibiting a diverse range of moderate-severe communication disorders; assignments of clients will be dependent upon student's prior success in SLPA 6790, SLPA 6791, and upon prior academic, and clinical experiences and verified by the clinical director. This experience is accumulated in a variety of on- and off-site clinical settings. The acquisition and management of information on etiology, characteristics, assessment, prevention, and intervention is emphasized for approximately 7-8 clients with moderate-severe disorders in group and individual settings 2-3 times weekly.

Prerequisites: Admission to Teacher Education; consent of advisor; SLPA 6761; SLPA 6790; SLPA 6791; SLPA 6792. This course provides extended and direct clinical experience in which the graduate clinician practices under the supervision of CCC-SLP/A clinicians with individuals exhibiting a diverse reange of severe-profound communication disorders; assignments of clients will be dependent upon student's prior success in SLPA 6790, SLPA 6791, SLPA 6792, and upon prior academic, and clinical experiences and verified by the clinical director. Students in this clinic are likely to serve adults with neurogenic communication disorders as well as the severely-profoundly communication impaired child/adolescent. This experience is accumulated in a variety of on- and off-site clinical settings. The acquisition and management of information on etiology, characteristics, assessment, prevention, and intervention is emphasized for approximately 7-8 clients with severe-profound communication disorders in group and individual settings 2-3 times weekly.

Prerequisites: Admission to Teacher Education; advisor permission; SLPA 6761, SLPA 6790, SLPA 6791, SLPA 6792, SLPA 6793. This course will provide supervised clinical experience in speech/language therapy for the speech pathology student and satisfies medical/clinical extended placement requirements. Speech-language assessment, intervention, and case management are emphasized.

This course provides supervised clinical experience in speech/language therapy for the speech pathology major and satisfies student teaching requirements. Speech- language assessment, intervention, and case management are emphasized. Students will attend a weekly seminar designed to augment concurrent classroom experiences.

Prerequisites: Admission to Teacher Education; advisor permission. A study of etiology, characteristics, assessment, diagnosis, intervention, and prevention of speech and language disorders in children, including those children with multicultural backgrounds and special needs. This course is designed to focus on characteristics of growth, norm-reference and criterion-referenced measures, and assessment and intervention procedures and strategies related to reading and literacy development.

Study of characteristics, identification, and support needs of exceptional children and youth. Includes basic teaching strategies and supportive techniques/resources for meeting needs of pupils with special needs in the regular classroom. Designed for non-special education majors.

An examination of laws and official policies influencing practice in special education, particularly those applicable to service providers. Includes coverage of federal and Georgia rules, as well as recommendations, policies, and practices related to IEPs.

This course focuses on the educational characteristics of students with mild disabilities who are included in the general education curriculum. It emphasizes knowledge of state and federal disability definitions; theoretical approaches for understanding disability characteristics; and the impact of diversity on individuals, families and communities. Support systems and resources to assist students with disabilities as well as appropriate technologies for functioning in the general curriculum are reviewed.

This course introduces M.Ed. General Curriculum and M.Ed. Adapted Curriculum progam requirements and exit qualifications, as well as professional and ethical issues encountered in the the field. It also encourages students to be come critical consumers of research by examining educational journals and by using the internet to gather information.

This course focuses on the development of typical and exceptional children in the areas of linguistic, percepual- motor, cognitive, social, personality, emotional and psychological development. There is a strong focus on the ecological development of children and adolescents in the context of family, culture, disability, ethnicity and society. School/home collaboration strategies will be examined.

Theoretical formulation and practical applications of behavioral techniques, especially as they apply to management and control of behavior in the school.

This course focuses on the study and application of instructional strategies, methods, and curriculum for students with mild disabilities whose primary focus of instruction is in the general education curriculum.

This course assists in preparing educators to enter educational settings ready to operate within the new paradigm of differentiation of instruction and collaboration within school. There is a strong focus on respecting the roles various persons play, whether it is professional, family member or student, and how these roles support each other in the process of designing effective programs for students, particularly those with disabilities. Much of the discussion will center on inclusive settings.

Supervised practicum in an approved setting in which students identified as having specific disabilities appropriate to certification in Special Education - General Curriculum are being served. Course includes seminars and outside readings/assignments as well as in-program activities. Course is designed to be taken toward the end of the student's program.

Supervised practicum in an appropriate setting in which students identified as having disabilities appropriate to the specific program (in Special Education-General Education-Adapted Curriculum) are being served. Includes meetings and outside readings/assignments as well as inprogram activities. Course is designed to be taken toward the end of the student's program.

This course is designed to assist the educator in developing and maintaining an appropriate service delivery model for exceptional students. Strategies used to assess program effectiveness are discussed.

An examination of instructional and assistive technology designed to enhance service delivery to students with disabilities, with an emphasis on students participating in general education content. Use of technology for support of service delivery (e.g. data management and IEP software) also will be addressed.

Federal, state, and local organizational and administrative provisions for exceptional children; screening, identification, placement and ancillary services within educational settings. Teacher training and evaluation patterns. Field experience required.

Historical and current influences on and effects of cultural and ethnic diversity in the special education classroom will be examined. Activities will focus on strategies that can be employed in P-12 settings to increase achievement of students with and without disabilities.

A comprehensive study of diagnosis and assessment, emphasiz- ing test and measurements, formal and informal assessment, test administration, and use of diagnostic results in educational intervention for students identified as having emotional/behavioral disorders (EBD), specific learning disabilities (SLD), and mild mental retardation (MMR).

This course will provide students with an overview of autism, including historical, philosophical and educational foundations and research. The goal of this course is to connect these foundations and research to current educational foundations and research. The goal of this course is to connect these foundations and research to current educational practice in order to best serve students with autism in various educational settings.

This course provides public school administrators and teachers the opportunity to examine the statutory and case law requirements of educating special populations.

This course focuses on matching learner characteristics and needs to appropriate research based learning strategies and enabling teachers to use research based content enhancement routines to facilitiate learning, particularly for students with high incidence disabilities who are included in the general curriculum. Emphasis will be placed on planning, teaching and assessing strategy usage as well as planning, implementing and assessing content enhancement routines.

This course is designed to give teachers knowledge in providing instruction using a research-based instructional methodology called Direct Instructionto ensure that a diverse student population at risk of or having deficits in, reading and mathematics can reach high achievement in these areas. Teachers also became knowledgeable in evaluating and modifying commercially developed programs to ensure the guidelines of validated research based practices have been met.

This course is the study of the development of intervention strategies for students with challenging behaviors. These intervention strategies will be based on positive behavioral supports, functional behavior assessment and functional analysis procedures.

Title and description of specific courses to be inserted at time of offering. May be repeated for credit. Variable credit 1-3 hours

In-depth study of new issues in special education, their implementation, and evaluation.

An in depth examination of curriculum development and implementation will be conducted. Students will examine research pertinent to the types of individuals they serve and design and modify educational programs based upon recent research findings and best practice literature.

The design and implementation of a research project in special education.

A study of special education research design, reference sources, computer service, and the compilation of a review of literature on a specific topic.