This course focuses on legal and ethical issues pertaining to school counseling as found in the California Education Code and in the professional organization Codes of Ethics. Included are the laws governing minors and the reporting requirements imposed upon school counselors by regulation, statute, and case law, including child abuse reporting procedures. Goal and objectives of professional organizations, standards of training, credentialing, and the rights and responsibilities of the school counselor are also covered.

This course is designed to introduce students to various research methods, such as quantitative, qualitative, and mixed methods research designs, that are applicable in the field of counseling. Students will be able to identify various research methods and the strengths and limitations of each method. This course is also designed to give students the necessary skills to conduct research in the counseling field. This course will include an overview of statistics. Prerequisite: an approved undergraduate or graduate course in statistics.

Review and analysis of specific topics in counseling. May be used to extend field practice and/or repetition of coursework at the discretion of faculty. Prerequisite: Permission of Coordinator. May be repeated for credit up to a maximum of 15 units.

This course presents the skills needed to develop the basic competencies in the processes of communication, interviewing, and counseling in educational counseling settings. Weekly class sessions and assignments will introduce communication and intervention strategies designed to allow candidates to support the academic, behavioral, and social-emotional needs of the students they will serve. Class sessions will include several opportunities for role-play to allow candidates to practice these communication skills and strategies. Additionally, they will have the opportunity to demonstrate self-awareness, sensitivity to others, and skillfulness in relating to individuals.

This course allows candidates to develop multicultural counseling skills and competencies for use in academic settings. Candidates will be asked to consider and reflect on the messages they have internalized about other groups. They will be challenged to consider a wide variety of perspectives and to incorporate behaviors and interventions that are congruent with professional standards and best practices in the area of multicultural counseling. Candidates will be asked to consider current and historical issues in overarching and individual diversity constructs and sub-groupings including, but not limited to age, culture, ethnicity, gender and gender identity, national origin, language, physical appearance and ability, race, sexual orientation, socioeconomic status, and spirituality.

This course presents an introduction to the PK - 12 school counseling profession, counseling models, and intervention strategies. Weekly classes and assignments will allow candidates to explore the many ways in which counselors and counseling interventions may be used to support students. Candidates will participate in lectures, discussions and role-plays, they will also evaluate case studies, and create guidance lesson plans to prepare for these and similar tasks in their field placements.

This course will provide an overview of crisis counseling and training in prevention and intervention strategies for educational settings. Weekly classes and assignments will allow candidates to gain knowledge in recognizing various types of crises, how to effectively prevent and respond to crisis and threat, and how to apply trauma-informed care practices in educational counseling work.

This course presents the developmental, counseling, and learning theories of human behavior. Weekly classes and assignments will introduce the continuum of human development, foundational counseling theories, and the constructs of learning theories that are most relevant to educational counseling. Activities and assignments will provide candidates with opportunities to develop an understanding of the major tenets of the theories and explore the application of the theories to promote positive change in educational counseling settings.

This is a foundational course for those planning to enter student affairs work in higher education. This course offers students opportunities to examine the historical and contemporary role and scope of college student personnel services. This course will explore competencies essential to fostering the academic and social successes in higher education. The intent is to provide students with the information and skills necessary to understand and evaluate the field as well as to assess their own interest and commitment to student affairs.

Supervised school counseling experience focusing on the initial development of skill in the areas of academic counseling, social-emotional counseling, college and career counseling.

Supervised school counseling experience focusing on the continued development of foundational skill in the areas of academic counseling, social-emotional counseling, college and career counseling. Prerequisite: EDCS 5210.

Foundational supervised student affairs field based experience focused on the initial development of academic and educational counseling skills. Student will be placed in a student affairs office and will be exposed to various aspects of student affairs programming.

Foundational supervised student affairs field based experience focused on the initial development of academic and educational counseling skills. Student will be placed in a student affairs office and will be exposed to various aspects of student affairs programming. Prerequisite: EDCS 5230.

Survey of selected assessment instruments, including standardized tests and other programs and techniques commonly used by school counselors and student affairs professionals to evaluate individuals and groups. Addressed are factors that bear (cultural/ethnic) upon academic assessment and achievement and the selection, administration, and interpretation of instruments appropriate to academic, career and personal/social counseling. Prerequisite: an approved undergraduate or graduate course in statistics.

This course provides an overview to the field of student affairs and the specialty fields of student affairs. An overview of the history of higher education, college student development, and the various college settings is also emphasized in this course. Legal and ethical issues, competencies, and the interaction of the academic and student service areas will also be discussed.

This course is designed to introduce students to various research methods, such as quantitative, qualitative, and mixed methods research designs, that are applicable in the field of counseling. Students will be able to identify various research methods and the strengths and limitations of each method. This course is also designed to give students the necessary skills to conduct research in the counseling field. This course will include an overview of statistics.

This course focuses upon the development of the practical skills and techniques necessary for effective and comprehensive prevention and early intervention in the academic, career, and personal/social domains of K-12 students. Specific techniques and preventive programs for current school issues, including school violence and safety, will be presented. Additional focus will be placed on classroom, school, family, and community factors that support pupil learning, as well as skills to assist pupils experiencing learning problems.

Focuses on the processes of career and academic development through the life span, including an emphasis on theories of career education and career counseling, culturally different populations, the interface between the individual and the organizational climate and the resources utilized in the career and academic counseling process.

This course focuses on the theory and skills necessary for effective group and consultation interventions in multicultural educational settings. Students will have the opportunity to demonstrate self-awareness, sensitivity to others, and skillfulness in relating to individuals and groups through membership in, and facilitation of, small groups. The importance of socio-psychological concepts of group formation, reference groups, inter-group and intra-group relations and conflict will be addressed.

This course presents the skills needed to develop the basic competencies in the processes of communication, interviewing, counseling, and advising in educational counseling settings. Weekly class sessions and assignments will introduce communication and intervention strategies designed to allow candidates to support the academic advising, behavioral, and social-emotional needs of the students they will serve. Class sessions will include several opportunities for role-play to allow candidates to practice these communication skills and strategies. Additionally, they will have the opportunity to demonstrate self-awareness, sensitivity to others, and skillfulness in relating to individuals.

This interactive class will provide students with a comprehensive understanding of the role, mission, and functions of Student Affairs in higher education as well as insights to the scope and purpose of various Student Service units. The following themes are integrated into this course: making the transition to a professional role, the importance of partnerships, and factors related to both the "student as customer" and "student as learner" points of view.

This course focuses on the skills necessary for effective group interventions in college and/or university settings for successful student affairs educators and higher education professionals. Topics to be discussed include: helping skills, crisis management skills, referral skills, dealing with difficult students and other stakeholders, group and organizational intervention. Students will have the opportunity to demonstrate self-awareness, sensitivity to others, and skillfulness in relating to individuals and groups through membership in, and facilitation of, small groups. The importance of socio-psychological concepts of group formation, reference groups, inter-group and intra-group relations and conflict will be addressed.

Supervised student affairs field practice that allows the demonstration of knowledge and skill in areas of educational assessment, personal and social counseling, academic and career counseling, program development, program coordination and supervision, consultation, legal aspects and professional ethics.

Supervised student affairs field practice that allows the demonstration of knowledge and skill in areas of educational assessment, personal and social counseling, academic and career counseling, program development, program coordination and supervision, consultation, legal aspects and professional ethics.

This course presents information about leadership theories, practices, and interventions along with applications of leadership concepts as they apply to work in and with PK-12 educational settings. Weekly classes and assignments will allow candidates to explore their own leadership and communication styles, analyze education policies and their impacts on student success, and construct a Multi-Tiered System of Support to address a research-based problem that negatively impacts student performance and success. Candidates will participate in lectures, discussions, role-plays, and will evaluate sample MTSS to identify the role of the counselor as a leader and advocate in the school and greater communities.

In this course, students will take a master's exam in either student affairs or school counseling.

Supervised school counseling field experience that allows for the demonstration of knowledge and skill in areas of educational assessment, personal and social counseling, academic and career counseling, program development, program coordination and supervision, consultation, legal aspects and professional ethics. Prerequisite: admitted to the Educational Counseling program.

Supervised school counseling field experience that allows for the demonstration of knowledge and skill in areas of educational assessment, personal and social counseling, academic and career counseling, program development, program coordination and supervision, consultation, legal aspects and professional ethics. Prerequisite: admitted to Educational Counseling program.

Supervised school counseling field experience that allows for the demonstration of knowledge and skill in areas of educational assessment, personal and social counseling, academic and career counseling, program development, program coordination and supervision, consultation, legal aspects and professional ethics. Prerequisite: admitted to Educational Counseling program.

Graduate students who have completed the majority of their coursework but have not completed their culminating experience or thesis may enroll in this 0-unit course for the purpose of maintaining continuous enrollment. Prerequisite: approval of the Program Coordinator.