Psychology and Sociology - Coopersmith Career Consulting
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Descriptions and credit recommendations for all evaluated learning experiences
Various; distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: examine the theoretical perspectives of child development; explain the influences of genes and the environmental factors in development; compare different birthing procedures and the describe the choices that are available to parents; analyze the developmental norms of an infant and child and how to interpret them; summarize how attachment affects an individual’s social competence; investigate the ways that preschool children are educated; describe the ways children grow during the school years and the factors that influence their growth; list the types of relationships and friendships that are typical of middle childhood; and analyze the factors that affect adolescent school performance during school transition times.
This course provides a chronological overview of the field of child and adolescent development, from childhood to adolescence encompassing the prenatal period, infancy and toddlerhood, the preschool years, middle childhood, and adolescence. Within these periods, instruction focuses on physical, cognitive, and social and personality development.
In the lower division baccalaureate/associate degree category, 3 semester hours in Psychology (8/18).
Various;distance learning format.
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: describe the skills that make a good teacher and how to evaluate an intentional teacher; break down how children develop cognitively, socially and emotionally; examine the impact of culture on teaching and learning; analyze the principles of behavioral and cognitive learning; determine how direct instruction, student-centered and constructivist approaches to instruction influence intentional teaching; discuss the elements of effective instruction; investigate motivation for student performance; illustrate the characteristics of effective learning environments; identify learners with exceptionalities; and assess student learning through standardized tests.
This course provides a systematic study of learners, learning, and teaching and emphasizes cognitive, social and moral development while also focusing on educational diversity. Instruction also focuses on motivating students to learn, creating effective learning environments, and assessing student learning.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education or Psychology (8/18).
Various; distance learning format.
Varies (self study, self-paced).
December 2019 – Present.
Upon successful completion of this learning experience, students will be able to: trace the history of psychological testing; identify the professional practice standards of associations and societies most relevant to psychological testing; evaluate different levels of measurement and the procedures for interpreting test scores; discuss the concept of a construct; examine the scientific approach to constructing, administering and using survey data; investigate how to develop and assess a test; and investigate using tests in educational, clinical, counseling and workplace settings.
This course introduces students to the basics of psychological testing as well as psychometrics and statistics. The material focuses on the foundational concepts and issues using real-life examples and situations. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category, 3 semester hours in Introduction to Psychological Testing (1/20).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: distinguish how stress affects people physically, emotionally, mentally, spiritually, and socially; judge the capacity for handling the demands that are part of today's world; practice how to prevent stress; discover how to reduce or cope successfully with unavoidable stress; appraise several different measures to assess personal stress; deduce that the body is designed to respond to acute stress predictably for one outcome-survival; evaluate the skills of “managing self-talk”, “stopping negative thoughts”, and “going with the flow” as mental tools to help prevent the activation of the stress response; assess values clarification to facilitate self-understanding; discover how to spend and save money to bring a lifetime of financial freedom; examine personal spiritual health; incorporate the behaviors of proper exercise, eating right, adequate sleep, and avoiding unhealthy behaviors to form a foundation of stress management; probe complementary and alternative therapies to expand roles in stress management and health promotion; formulate a plan that addresses a specific personality and the situations that determine the most effective tools to deal with stress.
This course provides students with an understanding of stress management and prevention. Using an experiential approach; this course encourages the student to personalize the information through practical applications and stress-reducing resources that includes activities and assessments. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Psychology, Health Studies, Human Development, or Social Sciences (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: investigate sociological and gerontological perspectives on aging; analyze the impact of an “aging” society through data analysis of demographic patterns and historical factors; compare sociological concepts and theories of aging through practical application; appraise cultural awareness of the aging population; evaluate conclusions from aging research through effective oral and written communication; and analyze and evaluate research related to aging.
This course provides students with the ability to explore the social aspects of aging and how aging impacts individuals as well as communities, nations, and the world. Instructional methods include: study guide, required readings, and a final exam.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Psychology, Health Studies, Human Development, or Social Sciences (4/19).
Various; distance learning format.
Varies (self-study; self-paced).
April 2019 - Present.
Upon completion of this course, students will be able to: discover coaching and the coaching process; analyze listening skills to encourage thinking; examine how questions, paraphrasing and summarizing can provide clarity to the coachee; investigate the conversational framework of the coaching process; practice tools and techniques that are the foundation of the coaching conversation; analyze how body language is used in the coaching conversation; compare different activities related to talking, drawing and playing to increase the effectiveness of the coaching session; determine the elements of the concept a “coaching way of being;” and construct a coaching contract and ethical statement.
This course provides students with coaching resources. The step-by-step style allows students to see the process and techniques to gain the critical skills needed to become a successful coach. Real-life coaching sessions provide examples to read and activities to complete to increase students’ skill levels. Instructional methods include: study guide, required readings, and a final exam.
In the certificate/associate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Psychology, Human Development, Health and Sports Studies, or Educational Studies (4/19).