Outcome Research will be teaching the class, School Counseling Curriculum:Development and Implementation from July 7-11. This class is about the development,implementation and evaluation of school counseling curriculum in a comprehensive,developmental guidance program. The course focuses on evidence-based practices in school counseling curriculum practices and covers brain-based theories of learning,educational assessment, effective classroom management, instructional practices,motivation, development of learning objectives and class plans, use of evaluation todetermine effective educational and psychosocial interventions, use of technology topromote learning, web-based resources, and integration of academic, career, and social/emotional content with local, state, and national curriculum standards.

MSL 402 explores the dynamics of leading in the complex situations of current military operations in the contemporary operating environment (COE). You will examine differences in customs and courtesies, military law, principles of war, and rules of engagement in the face of international terrorism. You also explore aspects of interacting with non-government organizations, civilians on the battlefield, and host nation support. The course places significant emphasis on preparing you for BOLC II and III, and your first unit of assignment. It uses case studies, scenarios, and “What Now, Lieutenant?” exercises to prepare you to face the complex ethical and practical demands of leading as a commissioned officer in the United States Army. This semester, you will: ？ Explore Military Professional Ethics and ethical decision making facing an Officer ？ Gain practical experience in Cadet Battalion Leadership roles ？ Demonstrate personal skills in operations and communications ？ Evaluate and develop MSL III small unit leaders and examine issues of force protection in the COE ？ Prepare for the transition to a career as an Army Officer

Each of you will likely have lead responsibility for one case and secondary responsibility for another through your pairing with a student partner. The cases involve three primary subject areas: Social Security disability appeals; housing disputes which often involve habitability issues; and de novo trials of wage and hour (W&H) claims after the state labor commissioner finds for the employee against her or his former employer. The Social Security cases involve administrative proceedings, the housing cases involve the spectrum of approaches from informal negotiation to arbitrations before the San Francisco Rent Board, while the wage & hour cases involve negotiated settlements or formal trials in Superior Court. We try to schedule trials, hearings and mediation/arbitration sessions for November whenever possible, but we do not have perfect control over initial settings and postponements, and thus some may happen earlier or later. We expect you to retain responsibility for your cases through the end of the examination period (i.e., December 18, 2007).

This course will provide supervised experiences in psychosocial assessment andinterventions within school, clinic, and home settings. Students will work with casesreferred to the Psychological Services Center (PSC) through a variety of channels.Specifically, referrals are accepted from families, school systems, professionals, andcommunity agencies.The primary goal of this course is for students to develop competency and confidence inbasic psychosocial assessment and intervention skills. These skills will be learned andrefined through direct experience with clients, didactic instruction, individual supervision,and group supervision. Students are expected to work closely with their clients’ parents,teachers, and other school personnel when appropriate (e.g., consulting with theteacher to help develop a school-based treatment plan).

This course provides students with an overview of thetheories, current research findings, and key practice issues related to discussinghuman sexual behavior within the counseling relationship. Integrated into thecoursework, per standards in the field, is guided personal exploration of thevalues, attitudes, beliefs, and feelings students hold pertaining to human sexualbehavior. The course provides an overview of sexual wellness approaches tocounseling, as well as standard remedial approaches. Delivery of instructionoccurs in a small group format in which students discuss their reflections on oneor all of: previous personal experiences, professional experiences, previouscoursework, or readings assigned for this course

This course explores the adult experience using developmental and interdisciplinary perspectives. We will focus on characteristics arising through the adult life cycle. The many complex issues of change and continuity facing adults at different points in their lives include marital and familial dynamics, physical and occupational transitions, identity, attachment, existential and life style concerns. We will examine these and other adult life-span issues within the context of the self, interpersonal relationships, and the life course. Significantly, contextual, gender and cultural considerations will be integrated throughout the course. The course provides awareness, knowledge and skills, all of which can be applied in various professional roles, including as counselor, educator and administrator. Current diagnostic and assessment issues will be examined from the constructivist-developmental counseling point of view. The DSM-IV will be reviewed and assessed for its value in providing assessment information and developing creative counseling interventions. Specific strategies for assessing and treating adult transitional stress will be studied. All along, we will be comparing and contrasting notions of development and transition, and the inherent stress and stressors that accompany natural changes. We will critique notions of psychopathology, attempting to ‘normalize’ or ‘depathologize’ a number of symptom patterns. The counselor as developmentalist establishes a unique place for the professional counselor among the helping, educational, and health professions.

This course extends the concepts and methods of epidemiology from PHC 6001 (Principles of Epidemiology). Research design and analytic reasoning are emphasized throughout the class. Because epidemiology methods and causal inference are the most complex in observational studies, the course uses examples and methods primarily from this kind of research. Randomized trials and community experiments are included as aspects of methods issues, however. The course provides an understanding of the methods of epidemiological study designs and their analyses including issues of bias, confounding, and effect-modification. The goal of this class is to provide a strong background in analytic reasoning and research design, study execution, analysis, and research interpretation

This course meets the following standards for School Counselor Certification set forth by the Texas Education Association: Field 152-School Counselors: Domain I Understanding Students- Competencies under 001, 002, 003; Domain II Planning and Implementing the Developmental Guidance and Counseling Program- Competencies under 004, 005, 006, 007; Domain III Collaboration, Consultation and Professionalism- Competencies under 008, 009, and 010 (See Appendix I); American Psychological Association (APA) Learner-Centered Psychological Principles: Cognitive and Metacognitive Factors 1,2,3,4,5,6, Motivational and Affective Factors 1,2,3, Developmental and Social 1,2 Individual Differences 1,2,3 (See Appendix II); and the International Society for Technology in Education (ISTE) Standards: 1.2.1, 1.2.3, 1.2.4, 2.2.1, 2.3.2 (See Appendix III). In addition, this course is designed to satisfy the practicum requirements for the Licensed Professional Counselor Act in Texas

Effectiveness and Diversity in Groups The conference begins on Thursday, Feb 21 with an opening session featuring Dr. Michael Garrett’s presentation “Bringing the natural elements of relation to life in group work: A Native American Perspective.” This will be followed by the ASGW Living Genogram and a dessert reception. ASGW is 35 years old and to celebrate, an activity will be conducted to illustrate the connections and generations and mentoring of past and future group workers. Supporting the conference theme of Diversity in Groups, the keynote address presented by Dr. Niloufer Merchant is entitled, “Types of multicultural group work: A closer look.” She will also present an intensive experiential multicultural training workshop. Opportunities to learn about multicultural groups will be offered throughout the conference, including Dr. Valerie Thomas’ presentation focusing on the “Best Practice Guidelines: Examining the role of diversity in group work.” With 3 hour intensive workshops, 90 minute skill building sessions, and panel discussions, there will be scheduled events from 8 am to 8pm Friday and Saturday and until noon on Sunday, including time to connect with colleagues and make new friends at lunch events on Friday and Saturday. Check back in November for updates to the conference schedule! Certifications for Continuing Education will be available

Counseling is a vibrant, growing field that offers myriad opportunities to those interested in professionallyassisting others with academic, developmental, psychological, grief, substance abuse, and career issues. In the past thirty years, the counseling field has become increasingly recognized and respected through state and national licensing and certification requirements. Both the school counselor and the community counselor enjoythe luxury of working with many different types of clients in many professional venues, including school systems, community colleges, private practice settings, and mental health agencies