Psychology Human Services and Education

This course introduces the field of social services with emphasis on ethical and policy considerations faced by human service practitioners, chemical dependency counselors, and educators. Ethical decision making, professional competence, self-disclosure, confidentiality, and related topics are covered as they apply to working in counseling and educational settings. It examines legislation affecting the role of the practitioner and the economic security of the client.

This course explores the theoretical frameworks of counseling, with emphasis on the ideas that form the structure of these theories. Consideration is given to their history, current status, and application. Prerequisite: PY101 Introduction to General Psychology.

This course focuses on the acquisition and refinement of counseling skills for the A.A.S. practitioner.Methods used with diverse client systems within a variety of settings and problem areas are covered.

This course presents approaches toward the acquisition of group counseling skills and techniques applicable for work within human service consumer populations and age groups. Issues include substance abuse,mental health, conflict resolution skills, and trauma. Group techniques and skills are practiced. Prerequisite:HS101 Introduction to Human Services.

This course uses a systems perspective to introduce the field of case management. Emphasis is on understanding and accessing the variety of service systems available to the client-consumer.

This course provides a foundation in alcoholism/substance abuse counseling knowledge and skills, including practice in basic counseling skills. Corequisite: HS241 Chemical Dependencies.

Teaching Assistants/Paraeducators are employed to provide direct instructional services to students under the supervision and guidance of a certified teacher. Students gain knowledge and skills related to the role of teaching assistants/paraeducators in the classroom. Topics include the changing nature of K-12 education in contemporary society; the roles and responsibilities of paraeducators and teachers; developmentally appropriate instructional practices and behavior management strategies for children and adolescents; and the teaching assistant/paraeducator's role in assessment, diagnosis and evaluation. This course is designed for teaching assistants seeking NYS certification and "paraprofessionals" with instructional duties in schools operating Title 1 programs.

This course aids in understanding and providing for the needs and education of young children in care/educational settings. Methods and materials used to plan, implement, and assess integrated learning experiences that consider the inter-relatedness of physical, social/emotional, and cognitive development are explored. The importance of planning experiences for young children to develop intellectual curiosity and demonstrate a respect for diversity of backgrounds are emphasized. Prerequisites:Minimum grade of "C" in ED150 Social & Philosophical Foundations of Education, and a minimum grade of "C" in either ED205 Child Development or PY202 Childhood and Adolescence.

This course introduces early childhood curriculum development including planning, implementing, and assessment based on the NewYork State Learning Standards. It covers developmentally appropriate practice,methods, and materials for preschool through primary grade children. Emphasis is placed on curriculum that meets the needs of the whole child: cognitive, social, emotional, language, and physical. Knowledge is gained of early childhood curriculum that is respectful to the backgrounds of all children and families. Early childhood best practices are learned, grounded in early childhood educational theories, includingVygotsky and Plaget, and using play as the vehicle for planning, implementation, learning, assessment, and emphasizing Constructivist practice. Best practice techniques, including lesson plan and thematic unit planning, are demonstrated. Prerequisites:Minimum grade of "C" in ED150 Social & Philosophical Foundations of Education, and a minimum grade of "C" in either ED205 Child Development or PY202 Childhood and Adolescence.

This course helps to synergize knowledge of total development from the neonatal stage to age three. These concepts are applied to develop appropriate strategies and care programs that are responsive and supportive of the young child and family. Information gained through observation of infants and toddlers, and through interviews with parents is collected and evaluated in terms of the impact of adult-child interactions and on activity planning. Programming problems and services to families are included. Prerequisites: Minimum grade of "C" in ED150 Social & Philosophical Foundations of Education, and a minimum grade of "C" in either ED205 Child Development or PY202 Childhood and Adolescence.

This course studies acquisition of language and literacy from birth through age eight, including theories of acquisition, the components of language, development milestones, atypical development, and ESL. Methods for teaching literacy to children - infants through intermediate grades - are covered, including learning to read and write, phonics,whole language and other techniques, and integrating literacy into the whole curriculum. Children’s literature is covered, and how it can be used in the classroom and curriculum. Prerequisites:Minimum grade of "C" in ED150 Social & Philosophical Foundations of Education, and a minimum grade of "C" in either ED205 Child Development or PY202 Childhood and Adolescence.

This course acquaints teaching assistants, educators, and human service professionals with everyday applications of computers, technology and adaptive technology as an instructional assistive tool. The emphasis is on selecting and using technology to facilitate the education/learning process. Some knowledge of computers, programs and the Internet is recommended. Prerequisite: C or better in ED205 or PY202. (Spring semester only)

This course provides an overview of the education of children and adolescents with exceptionalities, focusing on those with disabilities and those with giftedness. Topics include the historical, philosophical and legal foundations of special education and other exceptionalities and their prevalence, causes, and characteristics. Educational modifications, accommodations, and teaching strategies for general and specific classrooms are addressed. Current issues and trends educating children with exceptionalities are explored. A minimum of fifteen hours of observations in a special education setting must be completed.

This course explores the history, etiology and characteristics of individuals who have mild to moderate learning disabilities. The primary focus of the course is on the major theories, learning styles and strategies used to educate individuals with specific learning disabilities in the home, school and community environments. Other topics covered include mental retardation, traumatic brain injury and attention deficit disorder.

This course explores the history, etiology and characteristics of individuals who have mild to moderate learning disabilities. The primary focus of the course is on the major theories, learning styles and strategies used to educate individuals with specific learning disabilities in the home, school and community environments. Other topics covered include mental retardation, traumatic brain injury and attention deficit disorder.

This course focuses on the English Language Arts that children should possess. It includes research-based instructional strategies, activities, and assessments aimed at improving K-12 students' reading and writing abilities. Reading topics include phonological and phonemic awareness, decoding, vocabulary, fluency, and comprehension. Writing topics include the writing process, types and purposes of writing, and a variety of writing products. Emphasis is placed on strategies for one-on-one and small group instruction. This course is designed for teaching assistants seeking New York State certification; paraprofessionals with instructional duties in schools operating Title I programs.

This course introduces the field of social services with emphasis on ethical and policy considerations faced by human service practitioners, chemical dependency counselors, and educators. Ethical decision making, professional competence, self-disclosure, confidentiality, and related topics are covered as they apply to working in counseling and educational settings. It examines legislation affecting the role of the practitioner and the economic security of the client.

This course explores the theoretical frameworks of counseling, with emphasis on the ideas that form the structure of these theories. Consideration is given to their history, current status, and application. Prerequisite: PY101 Introduction to General Psychology.

This course focuses on the acquisition and refinement of counseling skills for the A.A.S. practitioner.Methods used with diverse client systems within a variety of settings and problem areas are covered.

This course presents approaches toward the acquisition of group counseling skills and techniques applicable for work within human service consumer populations and age groups. Issues include substance abuse,mental health, conflict resolution skills, and trauma. Group techniques and skills are practiced. Prerequisite:HS101 Introduction to Human Services.

This course uses a systems perspective to introduce the field of case management. Emphasis is on understanding and accessing the variety of service systems available to the client-consumer.

This course provides a foundation in alcoholism/substance abuse counseling knowledge and skills, including practice in basic counseling skills. Corequisite: HS241 Chemical Dependencies.

Teaching Assistants/Paraeducators are employed to provide direct instructional services to students under the supervision and guidance of a certified teacher. Students gain knowledge and skills related to the role of teaching assistants/paraeducators in the classroom. Topics include the changing nature of K-12 education in contemporary society; the roles and responsibilities of paraeducators and teachers; developmentally appropriate instructional practices and behavior management strategies for children and adolescents; and the teaching assistant/paraeducator's role in assessment, diagnosis and evaluation. This course is designed for teaching assistants seeking NYS certification and "paraprofessionals" with instructional duties in schools operating Title 1 programs.

This course aids in understanding and providing for the needs and education of young children in care/educational settings. Methods and materials used to plan, implement, and assess integrated learning experiences that consider the inter-relatedness of physical, social/emotional, and cognitive development are explored. The importance of planning experiences for young children to develop intellectual curiosity and demonstrate a respect for diversity of backgrounds are emphasized. Prerequisites:Minimum grade of "C" in ED150 Social & Philosophical Foundations of Education, and a minimum grade of "C" in either ED205 Child Development or PY202 Childhood and Adolescence.

This course introduces early childhood curriculum development including planning, implementing, and assessment based on the NewYork State Learning Standards. It covers developmentally appropriate practice,methods, and materials for preschool through primary grade children. Emphasis is placed on curriculum that meets the needs of the whole child: cognitive, social, emotional, language, and physical. Knowledge is gained of early childhood curriculum that is respectful to the backgrounds of all children and families. Early childhood best practices are learned, grounded in early childhood educational theories, includingVygotsky and Plaget, and using play as the vehicle for planning, implementation, learning, assessment, and emphasizing Constructivist practice. Best practice techniques, including lesson plan and thematic unit planning, are demonstrated. Prerequisites:Minimum grade of "C" in ED150 Social & Philosophical Foundations of Education, and a minimum grade of "C" in either ED205 Child Development or PY202 Childhood and Adolescence.

This course helps to synergize knowledge of total development from the neonatal stage to age three. These concepts are applied to develop appropriate strategies and care programs that are responsive and supportive of the young child and family. Information gained through observation of infants and toddlers, and through interviews with parents is collected and evaluated in terms of the impact of adult-child interactions and on activity planning. Programming problems and services to families are included. Prerequisites: Minimum grade of "C" in ED150 Social & Philosophical Foundations of Education, and a minimum grade of "C" in either ED205 Child Development or PY202 Childhood and Adolescence.

This course studies acquisition of language and literacy from birth through age eight, including theories of acquisition, the components of language, development milestones, atypical development, and ESL. Methods for teaching literacy to children - infants through intermediate grades - are covered, including learning to read and write, phonics,whole language and other techniques, and integrating literacy into the whole curriculum. Children’s literature is covered, and how it can be used in the classroom and curriculum. Prerequisites:Minimum grade of "C" in ED150 Social & Philosophical Foundations of Education, and a minimum grade of "C" in either ED205 Child Development or PY202 Childhood and Adolescence.

This course acquaints teaching assistants, educators, and human service professionals with everyday applications of computers, technology and adaptive technology as an instructional assistive tool. The emphasis is on selecting and using technology to facilitate the education/learning process. Some knowledge of computers, programs and the Internet is recommended. Prerequisite: C or better in ED205 or PY202. (Spring semester only)

This course provides an overview of the education of children and adolescents with exceptionalities, focusing on those with disabilities and those with giftedness. Topics include the historical, philosophical and legal foundations of special education and other exceptionalities and their prevalence, causes, and characteristics. Educational modifications, accommodations, and teaching strategies for general and specific classrooms are addressed. Current issues and trends educating children with exceptionalities are explored. A minimum of fifteen hours of observations in a special education setting must be completed.

This course explores the history, etiology and characteristics of individuals who have mild to moderate learning disabilities. The primary focus of the course is on the major theories, learning styles and strategies used to educate individuals with specific learning disabilities in the home, school and community environments. Other topics covered include mental retardation, traumatic brain injury and attention deficit disorder.

This course explores the history, etiology and characteristics of individuals who have mild to moderate learning disabilities. The primary focus of the course is on the major theories, learning styles and strategies used to educate individuals with specific learning disabilities in the home, school and community environments. Other topics covered include mental retardation, traumatic brain injury and attention deficit disorder.

This course focuses on the English Language Arts that children should possess. It includes research-based instructional strategies, activities, and assessments aimed at improving K-12 students' reading and writing abilities. Reading topics include phonological and phonemic awareness, decoding, vocabulary, fluency, and comprehension. Writing topics include the writing process, types and purposes of writing, and a variety of writing products. Emphasis is placed on strategies for one-on-one and small group instruction. This course is designed for teaching assistants seeking New York State certification; paraprofessionals with instructional duties in schools operating Title I programs.