Page 265 of Boston College 2003-2004 Catalog by Boston College University

EDUCATION The Boston College Catalog 2003-2004 263 are applied in constructing counseling and psychotherapy models. Students will focus on humanistic, behavioral, and cognitive personality theories and how they become operationalized person-centered, behavioral, and cognitive counseling models, respectively. In addition to examining the theoretical foundations, client and counselor dimensions, techniques, and the active ingredients of change for these major models of personality and counseling, students examine how socio-cultural context contributes to client presenting concerns and may be addressed in counseling. The Department PY 445 Clinical Child Psychology (Fall: 3) This course is an introduction to the theory and research that provide the context for understanding the socio-emotional problems of children. Particular emphasis will be placed on the role of risk and protective factors as they contribute to childrens resilience and vulnerability to childhood problems. Implications for clinical practice and work in school settings will be considered. The Department PY 446 Theories of Counseling and Personality II (Spring: 3) Prerequisite: PY 444 Second part of a year-long sequence examining personality and counseling theories. Continues introduction to major theories of personality in the field of psychology and how those theories are applied in constructing counseling and psychotherapy models. Focuses on psychoanalytic personality and counseling models as well as critical theory as manifested in the psychology of gender and counseling models that integrate gender into working with clients. Specifically, for each model, students will examine the theoretical foundations developed in its theory of personality, relevant client and counselor dimensions, counseling techniques, and the active ingredients of change that each model uses in bringing about change. The Department ED 447 Literacy and Assessment in the Secondary School (Fall/Summer: 3) Designed to address the subject of teaching reading in the content areas of secondary schools. Demonstrates effective teaching strategies appropriate for all students, including those with special needs. Focuses extensively on concepts, strategies and issues related to assessment. The Department PY 447 Applied Developmental Psychology: Emphasis on Adolescent (Fall/Summer: 3) Helps teachers understand principles of learning and cognitive, linguistic, social, and affective development as they apply to classroom practices. Focuses on the acquisition of strategies that enable teachers to assess and understand how they and their students are constructors of meaning. Half of each semester is devoted to analysis of case studies. Designed for individuals beginning their professional development in education who plan to work with adolescents. The Department PY 448 Career Development (Fall/Spring: 3) This course is an introduction to the psychology and sociology of work and career choice, and career development theory. Special attention will be devoted to issues specific to persons of color, women, gays, lesbians, people with disabilities and non-college youth. The Department ED 451 Human Resources Administration (Spring/Summer: 3) Addresses fundamental school personnel functions such as hiring, retention, socialization, rewards and sanctions, and performance appraisal. These functions, however, are situated in a broader approach to the human and professional development of school personnel in a learning organization. Situates human resource development within the larger agenda of increased quality of student learning and teacher development. The Department ED/PY 460 Interpretation and Evaluation of Research (Fall/Spring/Summer: 3) Cross listed with PY 460 Designed to improve the students understanding of the research literature in education and psychology. Concentrates on developing the understandings and skills needed by the competent reader of research reports. Emphasizes the accurate interpretation of statistical data and the evaluation of published research. Larry Ludlow ED/PY 462 Assessment and Test Construction (Fall: 3) Cross listed with PY 462 This course addresses the major problems of educational assessment, with emphasis on the characteristics, administration, scoring, and interpretation of both formal and informal assessments, including but not limited to tests of achievement. All forms of assessment are examined including observation, portfolios, performance tasks, and paper-and-pencil tests, including standardized tests. The emphasis is on practical application to classroom use. Basic techniques of test construction, item writing, and analysis are included. The Department PY 464 Intellectual Assessment (Fall: 3) For Doctoral and Masters students in Counseling Psychology; others by permission only. This course is a critical analysis of measures of intellectual functioning, with a focus on the Wechsler scales. This course is designed to develop proficiency in the administration, scoring, and interpretation of intelligence tests and communication of assessment results. In addition, critical questions regarding the use of those instruments, including theories of intelligence, ethics of assessment, and issues of bias and fairness in the assessment of culturally diverse and bilingual individuals are addressed. The Department ED 466 Models of Curriculum and Program Evaluation (Fall: 3) This is an intensive study of the leading models of program and curriculum evaluation. The strengths, weaknesses, and applications for various types of curriculum and program evaluation will be stressed. Each evaluation model will be examined in terms of the purpose, key emphasis, the role of the evaluator, relationship to objectives, relationship to decision making, criteria, and design. George Madaus ED 467 Practical Aspects of Curriculum and Program Evaluation (Spring: 3) Prerequisite: ED 466 or consent of instructor This course will cover the basic steps in planning and carrying out a program evaluation. Topics covered will include identification and selection of measurable objectives, choice of criteria, instruments, use of various scores, common problems, out-of-level testing, analysis of data, interpretation and reporting of data, and budgeting. Standards for program evaluation will also be covered. The Department ED/PY 468 Introductory Statistics (Fall/Summer: 3) Cross listed with PY 468 An introduction to descriptive statistics. Topics include methods of data summarization and presentation; measures of central tendency and variability, correlation and linear regression; the nor-

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