Courses
EPC 314. Psychological Foundations, K-12 (3)
This course should be taken only by students not intending to enroll in a K-12 teacher preparation program. Fulfills the requirement for the CLAD program. Study of the theory and research of educational psychology to learn principles that are basic to the successful teaching of students of all ages, backgrounds and needs. These principles of educational psychology form a foundation of knowledge about teaching that is built upon in subsequent courses in teaching methods and practice. Topics include learning, motivation, development (cognitive, language, socio-emotional, physical and moral), cognition, assessment, instruction, classroom management and individual and group differences (language, ability, ethnicity, social class, gender, exceptionality and family pattern). Implications for teaching students from culturally and linguistically diverse backgrounds are considered throughout the course. During the course, students are required to spend a minimum of 10-20 hours participating and/or observing in public schools or an approved setting.
EPC 315. Psychological Foundations of Learning and Teaching (3)
This course should be taken only by students intending to enroll in a K-12 teacher preparation program. Study of the theory and research of educational psychology to backgrounds and needs. These principles of educational psychology form a foundation of knowledge about teaching that is built upon in subsequent courses in teaching methods and practice. Topics studied include learning, motivation, development (cognitive, language, socio-emotional, physical and moral) and their relationship to learning and instruction, cognition, assessment, classroom management and individual and group differences in learning. Implications for teaching students from culturally and linguistically diverse backgrounds, as well as students with special needs, are considered throughout the course. Students begin to develop a professional portfolio and spend a minimum of 20 hours participating and/or observing in public schools. Integration of coursework and fieldwork provides students the opportunity to complete various assignments in preparation for meeting Teacher Performance Expectations (TPE).
EPC 420. Educational Psychology of Adolescence (3)
Required of candidates in the Single Subject Credential Program. Study of theory and research in educational psychology for successful teaching of adolescents. Subjects include learning, development, motivation, instruction, assessment, classroom management, individual/group differences, peer interactions, and family and community influences. Issues particularly pertinent to adolescence include identity development, self-esteem, suicide, crisis prevention and conflict resolution. Implications for teaching students from culturally and linguistically diverse backgrounds are considered throughout the course. Students are required to complete two field-based assignments — an adolescent case study and a secondary classroom learning environment analysis. Course may be offered online, in a classroom setting or both.
EPC 430. Development and Learning in Early Childhood Education (3)
Examination of theoretical positions in development and learning, including relevant research and implications for educational practice in early years. Some sections of this course may offer a community-service opportunity with activities relating to concepts and theories presented. Check the Schedule of Classes for the CS designation.
EPC 451. Fundamentals of Counseling and Guidance (3)
Admission restricted to seniors, PBUs and conditionally classified graduate students. Overview of several approaches to counseling in school and community settings. Understanding of case study methods in assessing individual children is included. Overall guidance programs are studied, with emphasis on counseling relationships.
EPC 496A-Z. Experimental Topics Courses in Educational Psychology (3)
No course description.
EPC 499A-C. Independent Study (1-3)
No course description.
EPC 500. Foundations of Elementary Teaching (3)
Prerequisite: Admission to the Multiple Subject Credential Program or under Intent to Apply Status (ITA). Intent to Apply (ITA) students who are enrolled in this course are required to perform 20 hours of fieldwork observation. EPC 315 may be substituted for EPC 500/EED 500 only if completed previously as an undergraduate student. This theory-into-practice introductory teacher education course focuses on the foundations of education and the practical applications of human learning theory and teacher effectiveness research in specific relation to elementary instruction and classroom management. Credential candidates are introduced to important theorists in educational psychology, standards-based lesson planning and instructional design, culturally relevant teaching practices, and strategies that can be employed to modify instruction to meet the diverse learning needs of the full range of learners including struggling readers, students demonstrating atypical development, English learners, and advanced learners. Each candidate develops a Classroom Management Plan describing a range of positive behavioral support strategies and methods for creating respectful, safe, organized, inclusive and caring learning environments that promote the social-emotional well-being of all students. This course requires candidates to develop a thorough understanding of how students learn and how that learning is tied directly to the candidate’s teaching. (Cross-listed with EED 500.)
EPC 600. Educational Statistics for Research and Measurement (3)
Prerequisites: Undergraduate course in basic mathematics and algebra, or permission of the instructor; Current graduate standing in the University. Introduction to basic descriptive and inferential statistics for applications to graduate courses in educational psychology, counseling, general graduate-level educational courses in tests and measurements and research. Normally a prerequisite to EPC 601–Fundamentals of Measurement and EPC 602–Principles of Educational Research, except when waived by instructor or when equivalent course has been taken.
EPC 601. Individual and Group Assessment (3)
Prerequisite: EPC 600 or equivalent. Examination of individual and group assessment instruments and their application in the evaluation of intellectual performance, personality constructs, career interest and interpersonal relations. Includes historical foundations, non-discriminatory procedures, ethical standards and social issues. Lab fee required.
EPC 602. Research Principles (3)
Prerequisite: EPC 600. Introductory course in techniques, use, presentation and understanding of research principles in education and counseling and the contributions of research to the solution of problems.
EPC 603. Clinical Research and Program Evaluation (3)
Prerequisites: EPC 600 or equivalent; Admission to a CSUN master’s degree program in Counseling. Introduces quantitative and qualitative clinical research methods, including randomized clinical trials, efficacy and effectiveness studies, program evaluation, client outcome, clinician effectiveness and evidence-based practice strategies. Emphasis placed on conducting research and evaluating outcomes with children, couples, families, diverse clients and vulnerable populations. Also covers federal, state and private foundation agendas, systems of access and channels for funding mental health research.
EPC 605. Advanced Psychological Foundations of Education (3)
Focuses on the interaction of the learning-teaching process. Emphasis on pertinent learning theories, individual differences in capacities and development of learners, and evaluation of learning and instructional models.
EPC 606. Seminar in Adult Development (3)
Focus on adult stages; life crises, and biological, psychological and social development. Includes antecedents from childhood and adolescent years. Course may be offered online or in a classroom setting.
EPC 607. Motivation in Learning and Development: Theories and Application in Educational Psychology (3)
Prerequisite: One of the following–EPC 314, EPC 420, EPC 600, PSY 313 or an equivalent course. Theories of motivation and research findings with specific relevance to learning process and human development within the context of educational psychology are examined. Psychological, social, cognitive and biological foundations of such motives are included. Topics include intrinsic motivation, achievement and career motivation, anxiety, causal attributions, extrinsic incentives and contingencies and motivation in social learning. Applications of motivation theories to practical situations in educational psychology, counseling, teaching and supervising are made.
EPC 609. Human Development: A Life-Span Perspective (3)
Prerequisite: EPC 430 or an equivalent course. Advanced course focusing on development from infancy through later adulthood. Theories and research with special relevance to the life-span are examined. Topics include cognitive, social and personality development and will examine biological, environmental and family influences. Relevance of a life-span approach to development for those in human services professions will be emphasized.
EPC 611. Seminar in Educational Psychology (3)
Prerequisite: Instructor consent. Exploration and synthesis of educational psychology and neuroscience research related to development, learning, information processing, effective instruction, effective learning environments, motivation, higher level cognition, metacognition and other relevant topics as it relates to the assessment and intervention of school-age learners.
EPC 612. Advanced Study in Child and Adolescent Development (3)
Recent contributions in research, practical experimentation or theory that have important bearing on the problems of human development, the significance of the developmental approach in working with children and youth, and their impact throughout the life-span.
EPC 613. Assessment and Evaluation of Learning (3)
Prerequisite: EPC 600 or instructor consent. Investigation of the nature of evaluation and the rationale for translating general objectives into behaviors and into measurement operations in the form of different types of tests in the different fields of knowledge. Lab fee required for residential course.
EPC 614/L. Advanced Educational Statistics (3/1)
Prerequisites: EPC 600 or equivalent, EPC 602. Provides statistical background necessary to critically analyze and carry out research in educational contexts. It extends knowledge and skills of frequently used statistical concepts, including analysis of variance and covariance, regression analysis and nonparametric analysis. Applications of these concepts are pursued in the laboratory with data sets utilizing SPSS to prepare students to complete research and evaluation studies in educational settings.
EPC 615. Introduction to Instructional Design (3)
This course is a study of theory, research and principles of instructional design as applied to the successful development of effective instructional materials and media for learners of all ages, backgrounds and needs in educational settings. Topics studied include instructional design, theories and models, assessment, proposals, layout principles, mockups, presentation techniques and instructional strategies, materials, products and media. University graduate students will find this course helpful in the development of Master’s projects, such as handbooks, workshop sand websites. Course may be offered online, in a classroom setting or both.
EPC 616. Seminar: Current Trends in Instructional Design and Adult Learning (1-1-1)
Prerequisites: Graduate standing and instructor permission required. Corequisite: Must be taken in association with an Educational Psychology and Counseling M.A. program. This seminar covers information and skills on research, theory, and practice in current technology tools and strategies that are useful for the design and development of effective instruction for a selection of adult learners, subject matter, instructional events, and delivery modes. Participants will learn about and evaluate best practices for using these tools and strategies, develop working knowledge of select tools and strategies, and apply these tools and strategies to the design of educational products. May be taken up to three times.
EPC 620. College Counseling and Student Services Profession (3)
Examines theories and research in the field of student affairs. Introduces specialty areas, roles and functions of college counselors and student services professionals. Analyzes current problems, future trends, professional standards, legal issues and ethical concerns, as well as organizational patterns and the interactions of academic, business and student affairs areas.
EPC 621. Collaboration and Consultation for School Counselors (3)
Prerequisite: Admission to the EPC School Counseling program. The course examines principles and theory-derived practices of collaborating with families in educational settings from pre-K through high school. Considerations of family system theory, family forms, the role of culture and the ecological perspective, the impact of family on child development, child and adolescent development, and student achievement will be incorporated into the course. Course teaching will emphasize consultation with teachers and other professionals regarding problems encountered with children and adolescents, with goal of pre-K student academic achievement.
EPC 622. American College Student and Campus Environment (3)
Examines personal characteristics and attitudes, social-cultural factors and developmental theory as they pertain to traditional and non-traditional college students. Explores student development, student service and campus ecology approaches. Surveys environmental assessment and needs analysis techniques, program planning, intervention strategies and program evaluation relevant to the college population.
EPC 630. The Infant-Parent Dyad and the Social/Emotional Development of the Infant-Toddler (3)
Prerequisite: EPC 430 or equivalent. Examination of the infant-parent dyad is a fundamental building block to understanding the social/emotional development of the infant and toddler. Students learn the most current research regarding affective regulation, shared attention and two-way communication in the context of parent-infant interaction. Attention is given to understanding individual differences in coping styles, supporting optimal development of social/emotional competence.
EPC 631. Family, Culture and Ecological Influences on Early Childhood Mental Health Development (3)
Prerequisite: EPC 430 or equivalent. Exploration of a broad range of family, cultural and ecological factors that influence early childhood development and mental health. Drawing on current research and promising practices from the fields of education and mental health, students will increase their understanding of protective and risk factors that strengthen or weaken families within psychological, cultural and ecological contexts, and strategies to support the development and maintenance of optimal mental health of young children and their families.
EPC 632. Issues, Theories and Current Practices in Early Childhood (3)
Prerequisite: EPC 430. Current issues and trends in early childhood education, including examination of relationships between basic assumptions, theory and practice.
EPC 633. Neurobiological Development, Sensory Issues and Challenges in Early Childhood (3)
Prerequisite: EPC 430 or equivalent. Understanding the interaction of biology and early experience in achieving developmental milestones. Neuro-developmental and sensory profiles help parents, teachers and related professionals understand children’s early experience of themselves, others and their world.
EPC 634. Language and Concept Development in the Early School Years (3)
Prerequisite: EPC 430. Study of research and current theoretical positions in language and concept development with major emphasis on the implications for learning in the school setting.
EPC 635. Foundations of Developmental Curriculum for Early Childhood (3)
Prerequisites: EPC 430 and EPC 632, or instructor consent. To be taken concurrently with experiences in the field, either teaching or fieldwork.
EPC 636. Systems and Policies in Infant-Toddler-Family Mental Health (3)
Focus on the systems and policies that support optimal infant-toddler-family mental health. Students participate in researching the national, state and local legislation that influences the related child care, education and service delivery systems. This includes the exploration of private and public agencies in place to administer and/or deliver services for young children and their families. Mapping these systems of care and education, as well as constructing the professional’s role in the system, culminates in an increased knowledge and understanding of the policies that support optimal infant-toddler-family mental health. Finally, understanding the role of these systems as seen from a family’s perspective informs and supports the family’s successful navigation to obtain appropriate care and education resources for their child.
EPC 637. Comparative Early Childhood Education and Care (3)
Prerequisites: EPC 430, EPC 632; A course in child psychology or child development; Graduate standing. Seminar in early education and child care in different countries. Topics include: division of responsibility for child between family and state, predominant national values and goals, and the way in which these are reflected in the methodology and curricula of early childhood education.
EPC 638. Infant Development, Care and Education: Issues, Programs, Directions (3)
Prerequisite: EPC 430, FCS 335 or equivalent 3-unit course. Basic course in infant or early childhood development. Theory and research on various aspects of infant development care and education. Assessment of infants from birth to age 3, with and without handicaps, for educational planning. Infant intervention and infant day-care issues, programs, problems and directions.
EPC 639A-F. Fieldwork in Early Childhood (1-6)
Prerequisites: EPC 430; Formal admittance into the master’s program in Early Childhood Education. Supervised fieldwork in a variety of early childhood and parent-child settings. Students are required to spend 20 hours in fieldwork per academic unit (e.g., 3 units requires 60 hours of fieldwork) and participate in a 2-hour weekly seminar with their fieldwork professor. Normally, students will enroll in this course for 3 units (639C) during their first semester, requiring work directly with young children. Successful completion of this course is required for students to be fully classified in the master’s program in Early Childhood Education. Additional semesters may be taken as program electives in settings approved by the course professor.
EPC 641. Bilingual Assessment (3)
Prerequisite: Instructor permission required. Basic course is designed to understand the assessment of culturally and linguistically diverse students, primarily the bilingual student. Primary emphasis is placed on bilingual assessment, criteria for instrument selection, strategies for individual diagnosis, understanding assessment results with bilingual students, and selecting culturally and linguistically appropriate goals and recommendations in the areas of cognition, language, socio-emotional and achievement.
EPC 642. Assessment and Evaluation in Early Childhood Education (3-3)
Prerequisite: EPC 639C or consent of instructor. Theories of child assessment and program evaluation related to children from birth to age 8 are studied. Practical applications of theory, design and ethical use of assessment and evaluation are applied in a field-based case project.
EPC 643. Diversity in Counseling (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling. Self-assessment of knowledge, sensitivity and attitudes toward diverse populations, including race, ethnicity, gender, age, socioeconomic status, sexual orientation, spirituality, ability and language. Examination of family structure and social patterns in California’s ethnic populations and differences across social class. Review of cross-cultural research, theories, interventions and resources. Emphasis on models of societal oppression, privilege, cross-cultural dynamics, poverty and social justice, as well as the impact of social stress and prejudice on mental health recovery. Designed for family therapists and mental health counselors in school, college and community settings.
EPC 644. Current Issues in Infant-Toddler-Family Mental Health (3)
Exploration of new advances in infant-toddler-family development, noting technological advances in measurement leading to increased understanding of neuro-development. The interaction of the development of emotion and cognition, and influences of environmental factors. Consideration of multiple factors affecting development in the child’s context of meaningful attachment relationships.
EPC 647. Assessment and Intervention with Child and Family in Various Settings (3)
Prerequisite: A course in Child Development. Recommended: EPC 646. Study of stress and problems that impinge upon parents and children and interfere with healthy intra-family interactions. Structured observations as assessment. Examination of methods of assessing strength and problems of child, parents, teacher/care provider and environments. Adapting assessment to settings–home, school, child care settings. Planning strategies for assessment-based intervention and evaluation of effectiveness.
EPC 647L. Lab in Parent-Child Assessment and Intervention (1)
Prerequisite: Concurrent or prior enrollment in EPC 647. Applications of assessment of children and adults-child interactions (studied in EPC 647), with an emphasis on techniques of observational assessment and planning of intervention strategies for individual cases.
EPC 648. Consultation with Parents, Teachers and Other Human Service Professionals (3)
Prerequisite: A course in child development. Recommended: EPC 646 or EPC 647. Exploration and study of theory-derived practices regarding communication and consultation with parents and teachers with respect to problems they encounter with children. Educational and clinical applications. Issues regarding information-sharing with other professionals. Collaborating with other professionals and making referrals.
EPC 651. Seminar in Pupil Personnel Services in Elementary and Secondary Schools (3)
Prerequisites: EPC 654, EPC 656. Comprehensive study of pupil personnel services within elementary and secondary schools, including: role and function of the counselor; development and organization of guidance services; program evaluation strategies; model guidance programs; individual evaluation instruments specific to children; techniques of consulting with teachers, parents and other school personnel; appropriate referral agencies; professional resources; and current issues.
EPC 653. Measurement for School and Career Counseling (3)
Prerequisite: EPC 600. Investigation of standardized group tests, with emphasis on their sources, evaluation, selection, administration, scoring and interpretation of results.
EPC 654. Career Interventions in Mental Health Counseling (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling. Prepares family therapists to assist children, teens and adults with a wide range of career issues that arise in clinical practice, as well as prepare therapists for work in EAP environments. Topics covered include career counseling and development theory, diversity, harassment and discrimination in the work place, relationship issues in the work place, dual career couples, unemployment and underemployment, and supported employment for the severely mentally ill. Emphasis is placed on evidence-based practices and diversity issues.
EPC 655. Seminar in Counseling Theory and Practice (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling. Counseling theories and treatment planning, including psychodynamic, humanistic-existential, cognitive-behavioral, feminist and solution-focused theories, including an examination of the evidence base and history of the counseling profession. Emphasis is placed on applications with diverse populations in community, school and college settings.
EPC 656. Therapy with Children, Adolescents, and Their Families (3)
Prerequisites: EPC 670A; Admission to a CSUN master’s degree program in Counseling. Counseling theories and techniques for working with children, adolescents and their families, including evidence-based treatments for common childhood disorders, assessment approaches, play and child therapy techniques, child abuse treatment, domestic violence, self-harm and suicide interventions. Also addresses resiliency, as well as Gay-Lesbian-Bisexual-Transgender-Questioning and diversity issues.
EPC 657A. Seminar in Career Counseling Theory (3)
Prerequisite: EPC 451. Comprehensive review and critique of current career development and decision theories. Exploration of changing concepts of work and careers, and their implications for career planning. Focus on the relationship of career to other issues of counseling and development.
EPC 657B. Seminar in Career Counseling Resources (3)
Prerequisite: EPC 451. Application of career/life planning concepts and strategies in various career education and counseling settings, including sources of educational and career information and career counseling referral agencies. Focus is on the use of objective information in career counseling. Meets Pupil Personnel Services course requirement in Career Education and Counseling.
EPC 657C. Career Interventions in Mental Health Counseling (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling. Prepares family therapists to assist children, teens, and adults with a wide range of career issues that arise in clinical practice as well as prepare therapists for work in EAP environments. Topics covered include career counseling and development theory, diversity, harassment, and discrimination in the work place, relationship issues in the work place, dual career couples, unemployment and underemployment, and supported employment for the severely mentally ill. Emphasis placed on evidence-based practices and diversity issues.
EPC 658/L. Seminar in Group Counseling and Lab (3/1)
Prerequisite: EPC 659A. Corequisite: EPC 658L. Preparatory: EPC 451, EPC 655, instructor consent. Theory and practice of group counseling: group work and group development in various settings. Designed to develop and increase understanding and skills related to group counseling; to stimulate interest in working with groups, to enable counseling personnel to consider appropriate uses for group counseling and to evaluate its effectiveness in demonstration and practice. Lab: Extensive practical experience in group counseling entailing supervised feedback. Theory is applied to the actual practice of group work.
EPC 659A. Communication Skills in Counseling (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling; Recommended Corequisite: EPC 655. Communication theory and skills, designed to help students develop greater self-knowledge and become aware of their impact on others through participation in group experiences and peer counseling. Emphasis on verbal and non-verbal cues, refinement of basic response skills and the subtleties of language and style.
EPC 659B. Practicum in Counseling (3)
Prerequisites: EPC 659A; Admission to a CSUN master’s degree program in Counseling. Supervised applications of counseling skills in classroom and fieldwork settings, including peer counseling and community counseling sessions. Topics include crisis management and safety planning with suicidal or homicidal clients, child/elder abuse, domestic violence and self-injury, as well as introducing clients to counseling, professional documentation, case management and community referrals. Students must complete a minimum of 40 hours of direct services with clients.
EPC 659CC. Fieldwork in Counseling Services (3-3)
Prerequisites: EPC 643, EPC 655, EPC 659A, EPC 659B. Supervised field training in an organized program for those specializing in Pupil Personnel Services at either elementary or secondary level or those in community-based counseling programs. Flexible units with consent of advisor. Normally, students enroll in EPC 659CC and EPC 659DC for two, 3-unit semesters. A third semester may be required with consultation with the advisor. (Credit/No Credit only)
EPC 659DC. Fieldwork in Counseling Services (3-3)
Prerequisites: EPC 643, EPC 655, EPC 659A, EPC 659B. Supervised field training in an organized program for those specializing in Pupil Personnel Services at either elementary or secondary level or those in community-based counseling programs. Flexible units with consent of advisor. Normally, students enroll in EPC 659CC and EPC 659DC for two, 3-unit semesters. A third semester may be required with consultation with the advisor. (Credit/No Credit only)
EPC 659EC. Practicum in School Psychology: Resiliency, Prevention and Crisis Intervention (3-3)
Prerequisite: Students must be enrolled in the School Psychology Program. EPC 659EC and EPC 659FC are designed to help the student learn the position of the school psychologist through supervision, discussions, presentations, and actual fieldwork experiences. Focus in the Fall will include resiliency and using a strength based focus to plan data based interventions. In the Spring, the focus will be on prevention and crisis intervention, as well as emphasizing positive student outcomes using data based interventions. The emphasis is on learning the function of a school psychologist using resiliency and prevention as a foundation to the provision of services, which will include: psycho-educational assessments, counseling, consultation, academic, social, and behavioral interventions, and crisis prevention and intervention. Emphasis is also placed on leadership skills and being culturally sensitive and responsive. Students work closely with the field and campus supervisors. Normally students enroll in EPC 659EC and 659FC for two, 3-unit semesters. A third semester may be required when competence is not met in required areas. (Credit/No Credit only)
EPC 659FC. Practicum in School Psychology: Resiliency, Prevention and Crisis Intervention (3-3)
Prerequisite: Students must be enrolled in the School Psychology Program. EPC 659EC and EPC 659FC are designed to help the student learn the position of the school psychologist through supervision, discussions, presentations, and actual fieldwork experiences. Focus in the Fall will include resiliency and using a strength based focus to plan data based interventions. In the Spring, the focus will be on prevention and crisis intervention, as well as emphasizing positive student outcomes using data based interventions. The emphasis is on learning the function of a school psychologist using resiliency and prevention as a foundation to the provision of services, which will include: psycho-educational assessments, counseling, consultation, academic, social, and behavioral interventions, and crisis prevention and intervention. Emphasis is also placed on leadership skills and being culturally sensitive and responsive. Students work closely with the field and campus supervisors. Normally students enroll in EPC 659EC and 659FC for two, 3-unit semesters. A third semester may be required when competence is not met in required areas. (Credit/No Credit only)
EPC 659GC. Internship in School Psychology (3-3)
Prerequisites: EPC 659EC, EPC 659FC or PSY 655C. Intensive supervised internship in a multi-cultural school for those completing the Pupil Personnel Services Credential/School Psychologist Authorization. Course objectives require vigorous application of diagnostic prescriptive and consultative skills. Students complete a total of 6 units. Actual number of units per semester is determined by instructor and student. Normally, students enroll in EPC 659GC and EPC 659HC for two, 3-unit semesters. (Credit/No Credit only)
EPC 659HC. Internship in School Psychology (3-3)
Prerequisites: EPC 659EC, EPC 659FC or PSY 655C. Intensive supervised internship in a multi-cultural school for those completing the Pupil Personnel Services Credential/School Psychologist Authorization. Course objectives require vigorous application of diagnostic prescriptive and consultative skills. Students complete a total of 6 units. Actual number of units per semester is determined by instructor and student. Normally, students enroll in EPC 659GC and EPC 659HC for two, 3-unit semesters. (Credit/No Credit only)
EPC 659JC. Fieldwork in College Counseling and Student Services (3-3)
Prerequisites: EPC 620, EPC 659A/EPC 659B. Intensive supervised fieldwork experience in an organized program for those specializing in college counseling and student services. Students are required to develop a comprehensive learning plan and spend at least 2 hours per week in individual and/or group supervision. Actual number of units per semester is determined by instructor and student. Normally, students will enroll in EPC 659JC/EPC 659KC for two, 3-unit semester. (Credit/No Credit only)
EPC 659KC. Fieldwork in College Counseling and Student Services (3-3)
Prerequisites: EPC 620, EPC 659A/EPC 659B. Intensive supervised fieldwork experience in an organized program for those specializing in college counseling and student services. Students are required to develop a comprehensive learning plan and spend at least 2 hours per week in individual and/or group supervision. Actual number of units per semester is determined by instructor and student. Normally, students will enroll in EPC 659JC/EPC 659KC for two, 3-unit semester. (Credit/No Credit only)
EPC 659P. Fieldwork in Marriage and Family Therapy/Counseling (3-3-3)
Prerequisites: EPC 655, EPC 659B, EPC 670A, EPC 671, EPC 672; Approval of advisor. Supervised training at an approved field site for those specializing in Marriage and Family Therapy/Counseling. Students must apply for and locate a community placement prior to enrolling. Course covers applied skills in progress notes, clinical assessment, treatment planning, working with supervisors, managing and crisis issues, as well as self care and affect regulation techniques. Students must complete a minimum of 50 face-to-face hours to receive credit for the course. Course may be taken up to 3 times.
EPC 659Q. Fieldwork in Marriage and Family Therapy/Counseling (3)
Prerequisites: EPC 655, EPC 659B, EPC 659P, EPC 670A, EPC 671, EPC 672; Approval of advisor. Supervised training at an approved field site for those specializing in marriage and family therapy/counseling. Students must apply for and locate a community placement prior to enrolling. Course covers applied skills in case conceptualization and use of theories with clients. Students must complete an additional 100 face-to-face hours beyond the 50 required for EPC 659P. To graduate, students must complete a 600-hour internship. Students seeing clients after completing this course must register for EPC 690 each semester during which clients are seen.
EPC 659R. Fieldwork in Marriage and Family Therapy (1-1-1-1-1-1)
Prerequisites: EPC 655; EPC 659A; EPC 659B; EPC 670A; EPC 671M; EPC 672; approval of instructor. This course involves supervised training at an approved field site for those specializing in Marriage and Family Therapy. Students must apply for and locate a community placement prior to enrolling. The course covers applied skills in progress notes, clinical assessment, treatment planning, working with supervisors, managing and crisis issues as well as self-care and affect regulation techniques. The course may be taken up to six times.
EPC 660. Counseling for Career Adjustment and Change (3)
Prerequisite: EPC 657A. Seminar to develop career counseling competencies uniquely related to the needs of adult clients who are faced with problems of career adjustment and change. Includes theoretical constructs and models to prepare career counseling professionals for work in business and industry, adult schools and higher education and various private settings.
EPC 661. Multi-Systemic Behavioral Interventions (3)
Provides school psychology students with comprehensive research-based information and best practices on how to assess children with behavioral disabilities and develop interventions. A multi-systemic behavioral approach to intervention is emphasized. Use of functional assessment, behavior intervention and prevention programs for students with behavioral disabilities is discussed. Additionally, students learn single-case methodology and begin learning about behavior consultation.
EPC 662. Current Issues in Career Education and Counseling (3)
Prerequisite: EPC 657A. Seminar to investigate current and emerging issues that affect the nature of career education and counseling. Focus is on the implications of the counseling needs of special populations, job market shifts and the availability of work, changing work patterns, and longitudinal career development research for career counseling practices.
EPC 663A/L. Assessment of Cognitive Abilities for Intervention and Lab (3/2)
Prerequisites: EPC 601; SPED 610. Recommended Corequisite: EPC 659EC. History, theory and practice of individual assessment. Emphasis on cognitive-intellectual abilities testing as it relates to learning and adequate functioning. Supervised practice in test administration, interpretation of data from multiple sources and communication of results for program planning. (Limited to students accepted into the School Psychologist Credential Program.) Lab fee required.
EPC 663B/L. Assessment of Social Emotional Development and Adaptive Skills for Intervention (3/2)
Prerequisite: EPC 663A/L. Recommended Corequisite: EPC 659FC. Emphasis on assessment of socio-emotional abilities, personality, adaptive and life skills related to learning and adjustment. Supervised practice in test administration, interpretation of data from multiple sources and communication of results for program planning. (Limited to students accepted into the School Psychologist Credential Program.) Lab fee required.
EPC 664. Neuro-developmental, Emotional and Behavior Disorders (3)
The course provides a knowledge base of the etiology and characteristics of major neuro-developmental, emotional and behavior disorders in children and youth, as well as an understanding of current evidence-based interventions in the schools. Students will be introduced to the ecological factors in the development of common disorders, including biological bases, and family, school, peer, community and school influences. Information learned will be used as guidelines for identifying children in the schools who need treatment. Lab fee required.
EPC 665. Individual and Group Counseling of Children in the Schools (3)
Prerequisites: EPC 659A, EPC 659B. The course addresses individual and group counseling techniques to assist students with adjustment, social emotional functioning and mental health in the schools. Research and theory are aligned to best practices in wellness promotion, resiliency, crisis intervention and individual and group counseling. Application of developmental, diversity, and legal and ethical principles is stressed. Application of relevant research based theories and outcome based practice with children is emphasized.
EPC 667. Law and Ethics and Professional Practice for School Psychologists in the Schools and in Private Practice (3)
Prerequisite: Admission into the School Psychology Program. Corequisite: EPC 659A. This course provides a description and discussion of current roles and functions of school psychologists as guided by the history of the profession, law and ethics in the schools and in private practice, and current and future trends.
EPC 668. Partnerships for Excellence in Early Childhood Education (3)
Prerequisites: EPC 639C; Formal application to enroll in the course or permission of instructor prior to the beginning of the semester. Students meet with mentors and faculty to study, design, implement and evaluate outcomes of quality improvement consultation/collaboration in center-based early care and learning programs. Field-based experience and weekly attendance in faculty-led seminar sessions are included. Students are required to submit a course application and be approved for enrollment prior to the beginning of the semester. The course may be taken up to three times with the approval of the course instructor and/or M.A. Program Coordinator(s).
EPC 670A. Systemic Family Therapy Theories and Their Evidence Base (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling. Case conceptualization and treatment planning using systemic marriage and family therapy/counseling theories, including structural, strategic, experiential and intergenerational theories. Addresses the associated evidence base, common factors research, and epistemological foundations of systemic theories. Applications with diverse clients, children and the severely mentally ill are emphasized.
EPC 670B. Postmodern and Cognitive Therapy Theories and Their Evidence Base (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling. Case conceptualization and treatment planning using postmodern and cognitive-behavioral marriage and family therapy/counseling theories, including solution-focused, narrative, collaborative, cognitive-behavioral, and behavioral approaches. Addresses postmodern epistemological and philosophical foundations, the associated evidence base, behavioral parent education, common factors research and common factors of MFT supervision models. Applications with diverse clients, children and the severely mentally ill are emphasized.
EPC 670C. Psychoeducational and Process Groups in Family Therapy (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling. Prepares students to develop and lead psychoeducational and process groups for children and adults diagnosed with a mental health issue as well as multi-family and multi-couple groups for families with members diagnosed with severe mental illness. Emphasis on evidence-based group treatments and diversity issues. Practice guidelines also covered, including confidentiality in group settings, screening members, and mandated group treatment.
EPC 671. Laws, Ethics and Professional Issues in Counseling (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling. Laws, ethical decision-making, professional identity, professional advocacy, mandated reporting, and licensing requirements that relate to marriage and family therapists and counselors in California. Emphasis on differing ethical standards across practice contexts as well as ethical issues related to working with and advocating for diverse clients and collaborating with other professionals. Students must take the section of the course designated for their program. Students enrolled in more than one program may be required and/or allowed to retake the course designated for each program. The ethics codes of AAMFT, ACA, and/or CAMFT will be contrasted and compared.
EPC 671M. Law, Ethics, and Professional Issues in Family Therapy (3)
Prerequisite: Admission to master’s degree program in the Department of Educational Psychology and Counseling at CSUN. This course provides training in laws, ethical decision making, professional identity, professional advocacy, mandated reporting, and licensing requirements that relate to marriage and family therapists and counselors in California. Emphasis will be placed on differing ethical practices across contexts, including recovery-oriented public mental health, as well as ethical issues related to working with and advocating for diverse clients and collaborating with other professionals. The ethics codes of current professional organizations, including American Association for Marriage and Family Therapy (AAMFT), the California Association of Marriage and Family Therapists (CAMFT), and the American Counseling Association (ACA) will be contrasted and compared.
EPC 672. Mental Health Assessment and Diagnosis (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling. Examines clinical assessment and diagnosis of adults and children manifesting mild to severe mental disorders, and includes training in the mental status examination, use of the Diagnostic and Statistical Manual of Mental Disorders, co-occurring disorders and recovery-oriented prognosis for severe mental illness. Emphasis on diversity and socioeconomic issues, as well as evidence-based treatments and best practices.
EPC 673. Community Mental Health (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling. Examines theories and skills required in contemporary community mental health settings, including recovery-oriented treatment for severe mental illness, disaster and trauma response, services for victims of abuse and the homeless, foster care, case management, client advocacy, in-home and in-school services, bilingual client services, collaborating with other professionals, medical family therapy, and local community service resources. Provides a practical overview of public and private systems of care, and opportunities to meet with the severely mentally ill and their families.
EPC 674. Family Development Across the Lifespan (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling. This course enables students to use information about healthy functioning to help individuals, couples and families reach developmental milestones and effectively transition through stages of individual and family development. Topics covered include family life cycle issues, such as marriage, childbirth, child rearing, parenting, divorce, step-parenting, alternative family forms, aging, long-term care, and end of life and grief counseling. In addition, health, resiliency and wellness models and psychosocial developmental processes are covered, as well as the effects of diversity and socioeconomic issues on individual and family development. Emphasis on evidence-based practices.
EPC 675. Substance Abuse and Addictions Treatment (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling. Major approaches for identifying, evaluating, diagnosing and treating persons with alcohol and substance abuse or dependency, co-occurring disorders and behavioral addictions. Topics include the effects of psychoactive drug use, theories of the etiology of addiction, systemic dynamics of alcoholic and substance abusing families, legal requirements, community resources for individual teens, adults and their families, prevention of addiction, harm reduction models, evidence-based models for couple and family treatment, recovery models, peer support models and motivational interviewing.
EPC 677. Couples and Sex Therapy (3)
Prerequisites: EPC 670A; Admission to a CSUN master’s degree program in Counseling. Advanced theories and techniques for working with couples, including evidence-based treatment, research on successful marriages and divorce, premarital counseling, gay and lesbian couples, psychosexual dysfunction, integrated sex-marital therapy, co-parenting after divorce and multicultural couples. Emphasis on assessing for violence and addressing safety issues with couples experiencing domestic violence.
EPC 678. Psychopharmacology and Neurobiological Foundations (3)
Prerequisites: EPC 672; Admission to a CSUN master’s degree program in Counseling. Introduces students to the neurobiological foundations of family therapy, including an overview of sexual dysfunction, interpersonal neurobiology and effects of trauma. Covers biochemical theories of mental disorders and the various classes of psychoactive medications used to treat these disorders across the lifespan. Particular attention given to utilization patterns based on sex, socioeconomic status, ethnicity and other diversity factors. Emphasis on the role of family therapists in the assessment, referral and management of clients being treated with psychotropic medication.
EPC 679. Clinical and Outcome-Based Assessment (3)
Prerequisite: Admission to a CSUN master’s degree program in Counseling. Corequisite: EPC 659P, EPC 659Q, EPC 690 or approved concurrent field site experience. Introduces students to contemporary and outcome-based assessment in marriage and family therapy. Covers commonly used assessments related to mental health diagnosis, child functioning, couple functioning, family functioning, forensics, client outcome, therapeutic alliance and therapist effectiveness. Emphasis on evidence-based practices and diversity issues. Course requires that students measure client progress and therapeutic alliance in their field settings or approved equivalent.
EPC 680. Seminar in School Psychology (3)
In-depth review of topics in educational and social psychology relevant to the school psychologist. Exploration and analysis of personal requirements necessary for competence as a school psychologist. A culminating seminar required for the School Psychologist Credential.
EPC 682. Foundations of School Counseling (3)
Overview and introductory program course in school counseling, covering the history of school counseling; academic, personal/social and career development domains of school counseling; state and national standards; the mission and philosophy of the CSUN program; social justice issues, including inequity in education and achievement; model school counseling programs; and current research and trends in the field.
EPC 683. Collaboration with Families in Educational Settings (3)
Prerequisite: EPC 314 or EPC 430 or equivalent course or instructor consent. Principles and practices of collaborating with families in educational settings from infant- and child-care programs through high school. Considerations of attachment, family systems theory, family forms, the role of culture and the ecological perspective, the impact of family on child development and student achievement, and current research.
EPC 684. Educational Program Evaluation and Assessment (3)
Prerequisite: EPC 602. Basic principles and methods of educational program evaluation and measurement within the pre-K-12 schools. Includes evaluation models, current assessments used in schools and current research in program evaluation. Addresses issues in measurement and evaluation, including bias in testing, test-based tracking, and alignment of standards and assessments.
EPC 687. Career Guidance, College Selection and Technology in School Settings (3)
Application of concepts and strategies for providing career/life planning and college-selection services using various aspects of technology. Focus is on the use of objective information in career counseling and college selection. Meets PPS course requirement in Career Education and Counseling.
EPC 688. Career Counseling in School Settings (3)
Prerequisites: EPC 600 and admission to a CSUN master’s degree program in Counseling. Investigation of standardized career assessment, with emphasis on developmental career education and exploration as facilitated by professional school counselors in P-12 educational settings.
EPC 689. Leadership in School Counseling (3)
Prerequisites: EPC 682, EPC 659A/EPC 659B. Overview of the knowledge and skills required for effective leadership in schools by school counselors, with an emphasis on organizing, implementing, managing and evaluating comprehensive school guidance and counseling programs. Topics include leadership theory and principles; current research in educational leadership, leadership skills, education reform movements, strategic planning, school climate and culture, school-based management and collaborative decision making; school counseling management systems; and team building.
EPC 690A-C. Advanced Fieldwork and Professional Development (1-3)
Prerequisites: EPC 655, EPC 659A, EPC 659B, EPC 670A, EPC 671, EPC 672; Approval of instructor. May be offered for 1-3 units. Students registering for this class must be placed in an approved fieldwork setting prior to enrolling. Course required by state licensing board for MFT and Counseling trainees each Fall, Spring and Summer semester when students are seeing clients and not enrolled in another fieldwork class. Topics covered include post-degree professional development, vitae development, internship registration, internship placement, license exam preparation, therapist self-care, private practice, supervision and career development. May be taken up to 6 times as needed to complete the degree; further enrollment requires the approval of the program coordinator. (Credit/No Credit only)
EPC 695A-Z. Seminar in Selected Studies (3)
Prerequisite: Graduate standing. Special seminars in selected topics.
EPC 696. Directed Graduate Research (3)
Students are responsible for defining and organizing their own research problems. Reports on research are expected to be made to Department faculty.
EPC 697. Directed Comprehensive Studies (3)
Prerequisite: Candidate must assemble a comprehensive exam committee prior to registration. Advanced studies of comprehensive topics. Taken during final semester of program. See Department Culminating Experience Handbook for information on how to form a committee. (Credit/No Credit only)
EPC 698C. Thesis/Graduate Project (3-3)
Prerequisite: Candidate must assemble a project/thesis exam committee prior to registration. Develop a thesis or project on an advanced topic in student’s field of specialization. Typically taken during final two semesters of program. See Department Culminating Experience Handbook for information on how to form a committee. (Credit/No Credit only)
EPC 699A-C. Independent Study (1-3)
No course description.