Evidence-based approaches to treating eating, disorders, including Cognitive Behavioral, Therapy, Dialectical Behavior Therapy, Radically, Open Dialectical Behavior Therapy, Acceptance and, Commitment Therapy, Interpersonal Psychotherapy, and more.
In this shared community space students are encouraged to support one another, post questions, learn about upcoming events, and access important information about the program.
Supervised practice bridging theoretical and, clinical skills. Students engage in art therapy, and related professional activities in community, settings. Students prepare art therapy, assessments, submit clinical samples for, supervisory review, and present case findings.
Supervised practice bridging theoretical and
clinical skills. Students engage in art therapy
and related professional activities in community
settings. Students prepare art therapy
assessments, submit clinical samples for
supervisory review, and present case findings.
Evidence-based approaches to treating eating
disorders, including Cognitive Behavioral
Therapy, Dialectical Behavior Therapy, Radically
Open Dialectical Behavior Therapy, Acceptance and
Commitment Therapy, Interpersonal Psychotherapy
and more.
Evidence-based approaches to treating eating
disorders, including Cognitive Behavioral
Therapy, Dialectical Behavior Therapy, Radically
Open Dialectical Behavior Therapy, Acceptance and
Commitment Therapy, Interpersonal Psychotherapy
and more.
Evidence-based approaches to treating eating, disorders, including Cognitive Behavioral, Therapy, Dialectical Behavior Therapy, Radically, Open Dialectical Behavior Therapy, Acceptance and, Commitment Therapy, Interpersonal Psychotherapy, and more.
DISABILITY STUDIES AND UNIVERSAL DESIGN:
Every educator will encounter students who meet the criteria for disability within public education and grapple with how to successfully foster learning, equity and inclusion in diverse classrooms and schools. This online course, introduces Disability Studies in Education-- a liberation movement discipline distinct from Special Education-- that offers unique insight into these endeavors and proposes Universal Design as a guiding principle.
Disability Studies proposes that "disability" is contextualized within particular social, cultural and political environments according to the acceptable limits of human variability in those environments. This contrasts with the "medical, model," which positions disability as a deficit inherent to an individual, to be rehabilitated, remediated or cured. Contrasting these two different theoretical models helps us to explore the ideology that may underlie ableism, stigma and privilege. Our inquiry will include lived experience and counter culture narratives associated with various disability groups. We will conclude by investigating how we may employ the principle of Universal Design to create embracive learning environments where all students feel valued and empowered, as well as how we may work to dismantle systemic barriers to equity and inclusion within Education.
Disability Studies intersects with other critical disciplines such as Critical Race Studies, Feminist Studies and Gender Studies, all of which foreground lived experience and de-center dominant narratives that cast particular individuals or groups as the "Other." These intersections are also considered in the course, shedding light on the persistent over-representation of minorities in Special Education and exploring whether disablement may function as a mechanism of marginalization for various groups.
Through assigned readings and communal online discussion among professional peers, we will investigate the philosophical, pedagogical, and pragmatic approaches to dis/ability, equity, and, inclusion in education. Teachers, counselors, administrators, psychologists, specialists and academics should all emerge from this course with the historical context, intellectual framework, and practical skills to deepen their professional practice and help promote social justice-both within the sphere of education and in the wider world.
Considers the relationship between body and power, in global consumer cultures, the gendering and, objectification of bodies, and the, commodification of bodies in looksist societies., Raising awareness of body politics in the, counseling process is reviewed to promote, individual and relational wellbeing.
Considers the relationship between body and power, in global consumer cultures, the gendering and, objectification of bodies, and the, commodification of bodies in looksist societies., Raising awareness of body politics in the, counseling process is reviewed to promote, individual and relational wellbeing.
Evidence-based approaches to treating eating, disorders, including Cognitive Behavioral, Therapy, Dialectical Behavior Therapy, Radically, Open Dialectical Behavior Therapy, Acceptance and, Commitment Therapy, Interpersonal Psychotherapy, and more.
Explores the interdisciplinary field of
scholarship that explores best practices in
working with transgender and gender diverse
clients (TGDCs) experiencing eating disorders
and/or disordered eating (Eds/DE). This course
will also include an introduction to understanding
the intersections of TGDCs, neurodivergence and
EDs/DE. Ultimately, this course will explore the
prevalence of EDs/DE in transgender communities,
address gaps in current models based on cisgender
populations, and provide TGD and neurodivergent
affirming considerations that reduce barriers to
care, and increase and provide ethical, competent,
and gender-affirming care for all gender diverse
clients.
This course is about how to help people change what they experience and how they live their lives. We will examine core strategies, interventions, and counselor skills for the common issues clients bring to counselors and therapists. Learn from your own experience with a personal change experiment; practice helping a classmate; practice planning to help clients via cases examples; learn to research strategies useful with clients and problems of special interest to you; watch master therapists demonstrate their approaches to key elements of effective work with clients; learn how to help clients engage their best values and goals; learn to individualize your approach within a wholistic framework of social, cultural and spiritual relevance to your clients.
Overview and application of qualitative research, methods. Through course readings, discussion, and, practical application, candidates explore: (1), different approaches in qualitative research and, epistemologies and common theoretical perspectives, that undergird qualitative inquiry, and (2), various methods and techniques for gathering,, interpreting, and making meaning of in-depth and, rich information about things as they occur in, their natural settings. Candidates gain the skills, necessary to review and critique qualitative, research and to design and undertake their own, qualitative research.
Introduction to the major schools of thought
regarding group therapy and the common factors
associated with positive outcomes. Covers group
dynamics, obstacles to success in group therapy,
and the stages of group process. Role-playing,
outside group membership, and demonstrations
illustrate principles of effective group
leadership.
Direct instruction and support for the process of, preparing a thesis and/or other research or grant, proposals. Includes both a colloquium and, individual consultations with a thesis chair (or,, if not writing a thesis, another faculty member)., The colloquium will focus on the refinement of, research questions, the specifics of research, design, and the Human Subjects in Research, application process. Consultations with thesis, committee chair or other faculty member will focus, on the development of a manuscript that clearly, details the purpose of the research, summarizes, relevant literature, and identifies the proposed, design and methodology for the research project.
Direct instruction and support for the process of
preparing a thesis and/or other research or grant
proposals. Includes both a colloquium and
individual consultations with a thesis chair (or,
if not writing a thesis, another faculty member).
The colloquium will focus on the refinement of
research questions, the specifics of research
design, and the Human Subjects in Research
application process. Consultations with thesis
committee chair or other faculty member will focus
on the development of a manuscript that clearly
details the purpose of the research, summarizes
relevant literature, and identifies the proposed
design and methodology for the research project.
Completion of thesis research project under the direction of the chair of the candidate's thesis committee. Two semester hours, which can be taken in 1-semester hour increments, are required for degree. Grades are deferred until the candidate has successfully defended his/her/their thesis.
Common library for Environmental & Eco-Counseling Courses taught by Thomas Doherty
Creating a community of support in the classroom., Emphasizes understanding students' personal needs,, creating positive teacher-student and peer, relationships, creating classroom rules and, procedures within a democratic learning community,, and responding to minor behavior problems.
Leaders are responsible for fostering an inclusive
school and district culture where each and every
child is a valued and fundamental member and
participant in classrooms and the community. This
course will address how disability is socially
constructed, and how assumptions about a student's
perceived ability can be reinforced by
exclusionary school and district practices. This
course will provide opportunities for
administrators to use current, relevant research
to increase their understanding of leadership
practices that foster an inclusive school culture
for students with Special Education and TAG
designations, as well as developing and supporting
students in need of 504 plans. Additionally,
students in this class will develop the knowledge
and skills to enact high leverage practices in the
areas of effective collaboration and
communication, assessment and accountability,
social, emotional, and behavior supports,
instruction, program/service support, and
supervision and legal requirements.
In the past, school-wide zero-tolerance policies, have focused mainly on reacting to specific, student misbehavior by implementing, punishment-based strategies. Research during the, past 20 years has shown that school-wide behavior, systems that are positively focused on desired, behaviors can result in a substantive lifestyle, impact for all members of a school community. This, course will examine the systems-based approach for, implementing culturally proficient, multi-tiered,, school-wide behavior supports, and the critical, role that school leaders have in building positive, learning environments for each student.
This foundational course is designed to introduce
the theories, practices, core responsibilities,
and issues associated with leadership and social
justice in educational organizations. Aspiring
principals and other educational practitioners
move toward acquiring and affirming requisites and
capacities to engage in social justice praxis
(critical reflection and action) towards improving
conditions and culture in schools in authentic and
collaborative ways. Candidates learn about
instructional, organizational, community, ethical,
and sociopolitical functions of leadership. Using
research and reflection, candidates analyze and
clarify internal and external conceptions of and
attitudes toward leadership at the intersection of
social injustice including but not limited to:
systemic racism, whiteness as privilege and power,
gender and class biases, ableism, and deficit
minded decision-making to guide them in leadership
work.
Development of research and analytical skills in environmental studies as preparation for upper-division work by majors and minors. Emphasis on formulation, practice, and communication of research. Skills span full range of allied fields, including descriptive and inferential statistics, geographic information systems, survey and interview techniques, qualitative data analysis, and bibliographic research. Lectures, individual and small-group assignments, and course projects. Accompanying lab provides opportunity for students to build analytical skills via real-world research projects. Prospective majors develop concentrations as a central activity in 220.
Understanding the student within the context of
his or her environment. The first part of the
course focuses on cultural factors that influence
learning and their implications for instruction.
The latter part of the course examines the
involvement of significant individuals in a
child's academic programs and explores barriers to
family involvement. Introduces cross-cultural
pre-referral screening tools for gifted and
special-needs English-language learners.
Participants develop strategies for establishing
positive school, family, and community
partnerships and explore tools for combating
racism and bias in schools.
Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.
Welcome to your program community. This is your communication portal with the Overseas & Off-Campus Programs Department.
A space for non-exempt staff discussion and projects
The Lewis & Clark Community Counseling Center is a clinical training facility for graduate students completing degree programs in the Department of Counseling Psychology. Student-trainees work under faculty supervision to provide therapy services to clients from Oregon and Washington area. Lewis & Clark faculty instructs and supervises trainees in practicum and internship courses at the Center.
The Center offers individual, couples, family, and group therapy to address a broad range of mental health, addiction/substance use, and relational concerns. Additionally, the center offers outreach and consultation services including workshops and seminars. Clients are generally from the community at large.
Exploration of life span development through the, lenses of social, cultural, cognitive, biological,, and learning theories and research. Emphasis is on, gaining better conceptual understanding of healthy, development and better practical understanding of, how to help children, adolescents, and adults, address the developmental challenges they face, across the life span. Particular focus placed on, understanding our own developmental processes as, well as the role of cultural difference and, commonality in the developmental process.
Internship in a community setting. Participants, engage in counseling and related professional, activities under supervision. Students write, reports, prepare case histories, and submit work, samples for supervisory review.
Internship in a community setting. Participants, engage in counseling and related professional, activities under supervision. Students write, reports, prepare case histories, and submit work, samples for supervisory review.
This group is a Forum for communication between student-athletes and mentors.
