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AGS Courses & Course Descriptions

Below is a complete listing of courses offered at AGS with links to view short course descriptions. To view more course information (when available), including syllabus and required reading, click on "Course Webpage " in the short course description.

Course Descriptions

500. Principles of Research | Course Webpage
This course provides an introduction to the principles and process of research. It provides to learners tools for asking good empirical questions, including hypotheses building, website tools, scientific writing, and critical thinking analysis. The final outcome is a paper which encompasses the research process for thesis development.  3 credits

501. Psychological Statistics & Psychometrics
This course covers the basics of statistical theory and process. Areas covered include reliability and validity as well as the difference between qualitative and quantitative methods and applications. Students should leave with an understanding of how to construct a basic research design and how statistics impacts that design. Students will also be able to approach all scholarly work with a critical eye for its strengths and limitations due to the statistics presented. 3 credits

504. Abnormal Psychology & DSM-IV-TR | Course Webpage
The course covers the development, symptoms, and patterns of maladjusted behavior. Areas presented include the onset and progression of the neuroses, psychoses, personality disorders, sexual disorders and the structural and chemical disorders of the mental processes. Students are introduced to DSM categorization and classification of psychological phenomena. The goals of the course are for students to look at abnormal behavior from a multidisciplinary framework in order to better understand deviant behavior as well as human behavior in general. 3 Credits.

505. Developmental Psychology | Course Webpage
This course is an examination of selected theories of human growth and development over the life span, with attention to the research methods which support them. Recognizing that Developmental Psychology is a dynamic field in the forefront of social interest, timely attention will be paid to developing changes and challenges as they apply to ethical application in practice. Students will be assigned additional work appropriate to their Program.  3 Credits.

506. Psychopharmacology
Prerequisite: 504
This course addresses the uses and limitations of psychotropic drugs commonly used as part of the psychotherapy regimen. It not only includes the major psychotropic drugs used, but their clinical applications and side effects in the management and treatment of psychological and behavioral disorders.  3 Credits.

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511. Introduction to Adlerian Psychology
This course will introduce students to the history, philosophy, and essential concepts of Adlerian Psychology. Students will read and discuss Alfred Adler's original works as well as study modern interpretations and uses of Adlerian ideas. Special emphasis will be placed on the application of Adlerian concepts in the practice of individual psychotherapy, family therapy, parent effectiveness training, and teaching in schools. 3 Credits.

513. Comparative Theories of Personality & Psychotherapy | Course Webpage
Prerequisite: 511
This course introduces students to various perspectives on personality development and psychotherapy. The course provides an overview of the key theories of personality that arose during the 20 th and 21 st centuries and the accompanying systems of psychotherapy that evolved to help individuals and families heal and change. In particular, specific approaches to personality development and psychotherapy from different time periods will be studied in detail. These include Adlerian Therapy, Bowen Therapy, Narrative Therapy, and Person-Centered Therapy. These systems of personality development and psychotherapy, each vibrant and in use in today's mental health fields, illuminate change and growth in the application of psychotherapy during the past 50 years.  3 Credits.

514. Psychodynamics of Psychopathology
Prerequisites: 504, 511
This course offers students an in-depth examination of the Adlerian view of psychopathology and subsequent mental disorders. Based on Adler's explanation of the development of, in his words, neurotic behavior and neuroses, this course will lead students through an understanding of the Adlerian view of the most frequently diagnosed mental disorders (i.e., anxiety, chemical dependence, depression, eating disorders). In addition, students will gain an understanding of diagnosis and treatment plan development based on Adlerian theory and they will explore Adlerian-based psychotherapeutic approaches to addressing the most common neuroses.  3 Credits.

515. Lifestyle Analysis | Course Webpage
Prerequisite: 511
This course will introduce students to the history, philosophy and essential concepts of the lifestyle assessment. Students will be introduced to the In-depth process of Lifestyle Assessment, including data collection and analysis through an experiential process. The course covers four major areas of the Life Style Assessment: Family Constellation; Physical and Sexual Development; Dream Analysis; and Early Recollections Analysis.  3 Credits.

518. ICASSI Summer Study Option
Prerequisites:  Successful completion of 12 AGS credits.
Class offerings may change each year.  All courses are two weeks long, and participants elect course(s) for the entire two weeks.   Enrollment restrictions apply to some courses, and registration for these courses is based on application date.  3 Credits.

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521. Values, Ethics and Legalities | Course Webpage
This course is designed as a means of providing an overview of issues and ethics affecting professional practice in counseling fields, i.e., Licensed Marriage and Family Therapist, Licensed Professional Counselor, Licensed School Counselor. This overview will presumably stimulate further study in specialized areas of practice, as well as a desire to stay abreast of contemporary adaptations and the general evolution of our professional standards.

Students will be provided with opportunities to examine issues and apply ethical principles through lecture, discussion, experiential exercises and written assignments. This integrative approach suggests that effective clinical and counseling behavior depends as much on continuous practice in managing professional standards as on continuous practice with various intervention strategies and techniques. That is, despite clear legalistic ethics (e.g., codes of ethics, rules of conduct, laws and organization-specific policies), the application of professional standards often engenders questions due to the "gray area" often associated with unique situations. As such, this course also offers an opportunity to develop complementary aspirational ethics and a systematic strategy for making complicated ethical decisions.

Professional maturation based on an understanding of both legalistic and aspirational ethics, combined with an awareness of one's own personal values can result in an increasingly stable and consolidated professional persona; an identity that will be relatively unique-but consistent in its ethical application. Without a doubt, it is incumbent upon each of us to engage in this integrative growth process if we are to responsibly accepty the clinical challenges presented to us as members of a fledgling clinical and counseling professions.  3 Credits.

523. Multi-Cultural Counseling | Course Webpage
This course provides a comprehensive overview of the psychology of multicultural counseling. Developmental, social and cultural contributions of ethnic and minority groups are explored. Ethnocentrism, acculturation, communication patterns and racial conditioning are discussed. Emphasis is placed on implications for counseling in a culturally diverse society.

The cultural and clinical examples presented in this course are intended to widen the lens through which students view other ethnic cultures and to provide the student with a series of hypotheses and accept or discard them according to his or her own experience.

Knowledge about is a flexible hypothesis and not a rigidly held thesis. It is ultimately the counselor's ability to use him/herself and to connect on a human level with culturally diverse families that will make all of the difference in the treatment outcome.

Teaching methods used in the course of study will include lectures and discussions, viewing culturally specific media, examining cultural patterns, social relationships and guest speakers. The course is designed to increase the students' cultural awareness through challenging culturally biased assumptions; knowledge, through presenting factual knowledge and information about a particular method, population or problem; and skill through identifying right actions based on appropriate awareness and accurate knowledge.  3 Credits.

525. Essential Interviewing Skills
This course is designed to provide students an opportunity to use a systematic and developmental counseling theory with skills including Stage 1: Compassionate Joining (basic communication skills and processes, physical and psychological attending, concreteness, primary accurate empathy, genuineness and respect). The course will also include Stage II: Challenging Skills and Stage III: Co-Active Contracting. Students will learn and practice skills through role play (using real issues), lecture, video tape evaluation and written exercises.  3 Credits.

528. Individual Didactic Instruction
Prerequisite: 515
The indivdiual didactic provides students with a first-hand experience with the process of Adlerian psychotherapy.  Students select a didactic instructor from a recommended list.  No Credit.

529. Group Didactic Instruction (Psychodrama or Group Therapy)
Prerequisite: 515, 528 (or concurrent)
An experiential class that provides students with an opportunity to increase understanding and skills in the areas of personal, interpersonal and small group communication, and professional development in a setting where constructive feedback may be obtained.  No Credit.

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532. Group Psychotherapy and Counseling
Prerequisite: 511
This course is designed to teach students the dynamics of and the skills to lead groups. Lecture, discussion, video, participation in and facilitation/co-facilitation of classroom training groups will be used. A TASK Project will give students an opportunity to apply their knowledge to a specific area of group work (counseling, therapy, schools, business). Upon completion of the course, students will be able to use basic group facilitation/co-facilitation skills and demonstrate practical application of theory to the group process.

Class as a Group: All classes will be held in group format, and include a lecture by the instructor, and will include a discussion/training group component led by a student. Each group member, as well as the facilitator(s) will keep a written record of the class/group as a journal of their experience. The group/class will agree upon group rules/expectations in the second class (including a reference to confidentiality). 3 Credits.

533. Clinical Assessment | Course Webpage
Prerequisites: 511, 515
Introduces student to purposes, issues, types, and the process of clinical assessment. Techniques for understanding non-verbal behavior, speech and language, and interpersonal transactions are presented. Students are introduced to situational assessment and psychological inference.  3 Credits.

541. Family Systems: Theoretical Foundations, Theories, Practical Application | Course Webpage
This course provides basic information about theory and the earlier history of the various theories which have impacted the study of Family as a discipline. The conceptual framework such as family systems theory (via general systems theory), family development, symbolic interaction, communication, human ecology, feminist and the biosocial theories are reviewed. Key concepts and basic assumptions will be identified in order to assist the student to understand and conceptualize core components of the Family Science discipline.

This course is designed to teach how to integrate Adlerian Individual Psychology with Family Systems Therapy. This course will present a broad overview of this approach and information about key concepts, theorists, and practitioners in the field. By comparing and contrasting some of the theory practice styles, the student will be better able to know this information and practice more effectively with clients. 3 Credits.

542. Couples & Family Therapy
This course provides an overview of various approaches to family counseling and parent education, with primary emphasis on Adlerian and Family Systems models. Students will learn how Adlerian principles and concepts can be used alone or integrated with the Family Systems model. Students will be exposed to a variety of tools that can be utilized in the assessment, treatment and education of families. Students will also engage in examination of ethical issues in family therapy and parent education.  3 Credits.

544. Counseling Children and Adolescents
This course provides the student with a theoretical perspective for understanding children and adolescents; recognizes the developmental influences challenging children and adolescents; and supports the theoretical and developmental understanding with practical therapeutic strategies. The theoretical and clinical perspectives will be examined within the context of Individual Psychology. 
3 Credits.

545. Addictions in Systems
This course is designed to help the student understand the addiction process from a variety of perspectives. Students will gain an understanding of the "continuum of care" in Minnesota as a network of resources to be used for intervention and treatment of addiction. Personal "highs" will be explored and self care plans developed. Special populations will be studied. Students will learn to use standard addiction screening techniques and family intervention processes through role play and lecture. Adlerian approaches to addiction will be discussed.  3 Credits.

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551. Foundations of Art Therapy Theory | Course Webpage
This course will introduce the theory, principles and practices of art therapy. The interface between art and various theories of psychotherapy will be explored including application to personality development. Through discussion and experiential exercises students will be encouraged to apply theory into general practice applications.

552. Art Therapy with Children and Adolescents
This course provides an overview of the theories, principles and practices of Art Therapy as an assessment and treatment modality for children and adolescents. Normal stages of child development and graphic development will be addressed, as well as strategies to enhance the social, emotional and creative development of children and adolescents through the use of art therapy.

553. Group Art Therapy
This course will offer an opportunity to learn about art therapy groups by being in a group as well as by reading and discussing theories about group art therapy. No single approach to group process is advocated; the emphasis in reading and class discussion will be rather to explore many ways of thinking about and experiencing groups. Various models of groups will be examined, including support groups, short term time limited and long term therapy groups.

554. Creativity, Spirituality, and Healing
This course will focus on the creative process, fundamental to arty therapy and healing. Because creativity opens the door to soul, and soul facilitates healing, the three components will be examined together as well as individually. Creativity is unique to each person; therefore, individual viewpoints will be encouraged. Imagery, Right and left-brain theory, as well as an overview of the history of creativity; spirituality and healing will be introduced. Through reading, lectures, videos, experimental exercises and class presentations, each student will be invited to determine for themselves the validity of this powerful form of healing.

559. Art Therapy Directed Study
Directed study provides the opportunity for students to design a real world experience in which they can incorporate creative expression. Students will facilitate art activities with individuals or community groups for creative expression or counseling. This will be based on the students identified learning plan. Faculty will provide direction and feedback individually and in small group meetings. AGS can provide options for an appropriate site or students may choose a site on their own. All directed study work sites must be approved prior to accruing volunteer hours.


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570. Foundations of 21st Century School Counseling
This course will provide an overview of the field of school counseling and the competencies required by the Minnesota Department of Education for licensure in school counseling. Students will study the history of school counseling, professional organizations, the role of the school counselor, introduction to developmental guidance programs, the use of various techniques in school counseling, consultation and collaboration, the use of technology, and future trends in professional school counseling. 3 Credits

572. Counseling Exceptional Children
This course will provide an overview of the role of the school counselor in the education of exceptional children. For the purpose of this course, exceptional children will encompass the following domains: special educational, alternative and at-risk, gifted and talented, and English language learners. 3 Credits

573. Development of School Counseling Programs
This course focuses on the development, delivery, and evaluation of developmental school counseling programs. Components of a comprehensive developmental counseling program to be studied include a guidance curriculum, individual planning, responsive services and system support. 3 Credits

574. Career Development | Course Webpage
The primary emphasis of this fast-paced and highly interactive course, delivered almost exclusively through student teams supported by academic coaching, will be on understanding the history and various theories of career development. That understanding will be manifested in the design, and evaluation of career development programs and services for individuals in school and community settings. Additional emphasis will be placed on developing the professional so that s/he can deliver career development programs effectively and with accountability.

Note: this is a coached course, rather than a traditionally lectured course. Working primarily in teams and supported by a coach, students will be viewed as resourceful and creative as they organize and complete their assigned projects in a responsible manner and at graduate-level quality. These projects are designed to facilitate mastery of the Learner Outcomes for the course. 3 Credits

577. School Counseling Practicum
The School Counseling practicum provides an opportunity for students to observe and begin performing activities that are typical of a school counselor. Students will complete 200 hours of practicum, 50 hours in each of the following settings: elementary, middle/ junior high, high school, and alternative/ special education. Forty of the practicum hours will be spent in direct client contact. Class discussions will include a review of the observations and experiences in the educational settings and a discussion of current issues in the school counseling field. 3 Credits

578. School Counseling Internship
The Internship provides an opportunity to observe and perform a variety of counseling and related activities that are typical of a school counselor.

Students will complete 600 hours of supervised internship in a combination of elementary, middle/ junior high, and high school settings. The student will choose one of the three grade levels in which to focus and will complete 300 hours of internship at that level. The student will complete 150 hours of internship at each of the remaining two levels.

The intern will provide counseling services in the following four areas: guidance curriculum, individual planning, responsive services, and system support. The intern will be supervised by both a licensed school counselor and a member of the Adler Graduate School faculty. 3 Credits

580. Integrative Portfolio
This course involves the development of two portfolios (working and presentation), an integrative analysis of the student's experiences in relation to the Minnesota Standards for School Counselors, and an oral presentation of their portfolio and preparation for professional licensure. 1 Credit

591,2,3,4. Internship Experience | 591-2 Course Webpage | 593-4 Course Webpage
This series of courses prepares students for therapy by observation of case presentations, competency training, role-playing and discussions of cases and Life Styles with more advanced students. As student advance in skills at the Internship site and begin therapy, they will present cases to the Group before moving to the next level of supervision. .5 Credit each.

597. Small Group Supervision | Course Webpage
Students are expected to be actively counseling clients and to make case presentations to the class. Emphasis is on the development of clinical skills, techniques, attitudes and values. It is recommended that students be exposed to different instructors in this series to obtain a variety of role models. 3 required. 1 Credit each (refer to Internship Manual) over a three-month period for theoretical discussion, and once a month in small coaching groups at arranged times. 1 Credit

598. Graduate Internship (Direct Supervision)
Students must complete supervised hours of counseling in a clinical or human services setting. This requires supervision by an approved AGS supervisor. 1 Credit

599. Masters Project
Final written project based on student research and internship experience.

Students with a School Counseling emphasis will complete a project on an aspect of school counseling theory, practice and/or research. In the practice of Alfred Adler, the Research Paper must serve some form of Social Interest , that is it must address an issue of importance to an actual school or district. The project will provide the student with an opportunity to 1) identify an area of interest in school counseling; 2) review academic research related to the issue; 3) interpret and evaluate the material; and 4) report the findings in writing using a professional format, and 5) provide recommendations or suggestions concerning the identified issue.

For either the Thesis or Integrative Paper, the student selects a chairperson who serves as the primary advisor during the writing, editing, and revising of the paper.  The student also selects a reader who reviews the completed paper as a "Reader-Only".  Both the chairperson and the reader conduct the Oral Exam.

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600. Principles of Research-MCOL
This course provides an introduction to the principles and process of research. It provides  learners with skills, including asking good empirical questions, hypothesis building, website development, scientific writing and critical analysis. It emphasizes both qualitative and quantitative methodologies.  The final project is a paper which involves the research process necessary for the development of students’ Masters Projects.  3 Credits

605. Coaching Skills in the Business Environment
This course will explore the foundational principles of coaching in the business environment. This course will provide practical and useful concepts to help consultants and coaches improve their awareness and understanding of how various processes and structures can influence organizational and executive behavior and performance. 3 Credits.

607. Executive Leadership Coaching 
Explore concrete methods for using coaching concepts to change the behavior of executives and to help them develop and apply more human wisdom to their work. Coaches will learn to facilitate executives’ abilities to manage oneself and others in conditions of environmental and organizational turbulence, crisis and conflict. 3 Credits.

609. Team Coaching in Organizations 
Team-Based Coaching finds a coach working with executives and their staffs in the context of the team building. Team-Based Coaching includes two modes of coaching; coaching the whole team, including the executive, and coaching the executive in a team context.  One mode allows team strengths to be emphasized and the other mode emphasizes the executives effectiveness in a team setting.  3 Credits.

611. Adlerian Principles & Applications
This course integrates the principles and philosophy of Adlerian or Individual Psychology into the world of the workplace and organizations. The course requires that students understand and apply these principles and philosophy at the individual, team and organization level. Dynamics like perception and private logic, goal orientation, patterns of striving, compensation, mistaken convictions and purpose of behavior will be applied at the individual, team and organization levels. Philosophical elements like Social Interest, contribution, cooperation, belonging, safety, significance and encouragement will be integrated at all three levels. These understandings are meant to create a foundation for grounding human and organization development to insights and/or a knowledge base that create meaningful action and success.  3 Credits

615. Organizational Life Style
Organizational Life Style will be studied at the individual, team and organization levels.  Aspects of individual, team and organizational identity will be reviewed as they  relate to creating cultural dynamics that foster health and well-being. A consultant must evaluate organizations through the lenses of leadership, interpersonal and group activities; in their cultural, historical, political and environmental contexts. 3 Credits

621. Organizational Development and Ethics
This course requires students to grasp the nature and methods of organization development, as well as the values, ethics and legalities associated with organization development and consulting.  Students will review the history of Organization Development and the use of the Action Research Model of organization assessment.  Students will review applicable values, ethics and legalities and be able to practically apply these concepts within the parameters of acceptable professional conduct.   3 Credits

623. Multicultural Diversity in Organizations 
Teaching methods used in this course will include lectures and discussions, viewing of culturally specific media, examination of cultural patterns and social relationships and appearances by guest speakers. The course is designed to increase students’ cultural awareness by challenging culturally biased assumptions; by increasing knowledge  through factual information concerning a particular population or problem; and by increasing skills in identifying effective actions based on appropriate awareness and accurate knowledge. 3 Credits.

625. Organizational Communications  and Cultural Integration Skills
This course will help learners make presentations to teams and companies and to be more successful in their communications and integration skills, generally. This course will discuss strategies and methods for culture to culture integration among teams.  As more companies are becoming global, more collaboration methods are needed to work effectively and efficiently.  Many methods of cultural integration and intervention will be discussed using case examples. This course is distinguished from course 623 in that it focuses on team culture and forming collaborative relationships.  Course 623 focuses more on individual diversity. 3 credits

633. Organizational and Financial Assessment
This course addresses assessment strategies (e.g. behavioral, organizational, ethical) used in  organizational settings.  This course emphasizes working with executives to help them develop wisdom as they learn from mistakes and grow in their roles. The legal and financial characteristics of companies will also be reviewed.  This course will help learners understand the processes of advising, assessing and running companies, so as to facilitate financial success and sound decision-making. Competencies include understanding budgets, customer profitability analysis, management control systems and multinational considerations. 3 credits

642. Leadership Dynamics and Decision-making 
The democratic and collaborative nature of Adlerian leadership is reviewed, along with a variety of other leadership styles such as transactional, transformational and servant leadership. These styles are discussed in terms of both positive and negative implications.  Group projects help students to understand their leadership styles and relative influence within organizations. Movement and results related to decision-making and decision-making methods will be studied at individual, team and organization levels.  3 Credits

643. Intervention, Change, & Transformation
This course differentiates change and transformation as dynamics; explores historical and phenomenological aspects of change and transformation; reviews major intervention strategies for change and transformation; and focuses on the practical applications of interventions at the individual, team and organization levels. The development of an effective action plan will be described, emphasizing team development, strategic planning and conflict resolution.  Training based on an adult learning model is reviewed and applied as a “culture-changing“ intervention.  Adlerian principles and philosophy will be integrated into this course.  3 Credits

649. CCO Directed Study
Directed Study will focus on integrating course experiences for personal and professional development and identifying community issues related to emphasis areas. Faculty will guide certificate learners in understanding organizational structures and dynamics, and the consultation process of managing change and interventions in organizations. 3 Credits

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650 Foundations of Professional Life Coaching
This course is designed to introduce students to one of the fastest growing professions in the field of human development. What is life coaching? Why has it become such a popular means of support in achieving one's goals? What are the differences between coaching and consulting, therapy, mentoring, or educating. What is the impact of life coaching on human development? This Course provides an overview of the Adlerian principles which serve as the life coaching foundation. Students begin learning and practicing the skills of life coaching based on the Core Competencies as outlined by the International Coaches Federation.

Students will experience directly what it is like to be the coach and what it is like to be the client. Students complete field projects that will provide practical research and applications in learning the skills of coaching and creating a coaching practice. Assignments are in coaching outside of class, professional development, specialties research, workshop and teleclass creation and marketing options. 3 credits

651 Designing the Coaching Relationship
Prerequisite: 650
Students will familiarize themselves with more key coaching skills, including conducting the initial session, time management, forming agreements, creating trust and safety, utilizing several types of accountabilities, and goal setting and planning. This course provides the "nuts and bolts" needed co-design and conduct the coaching relationship with the client. This includes, how to meet clients, what brings clients to coaching, who is ready for coaching, how to choose who you want to serve, when to refer, how to create the coaching partnership with the client, how to create an effective and safe environment for coaching, creating your tool set and materials, how to elicit compelling goals, ways to discover vision and motivation, and managing progress.

Students will experience directly what it is like to be the coach and what it is like to be the client. This course includes field projects that will provide practical research and applications in learning the skills of coaching and creating a coaching practice. 3 credits

653. Relationship Coaching
This course is designed to provide students an introduction to relationship coaching . Students will learn techniques for helping clients to live their relationships more deliberately, with vision, courage, clarity of values, and social interest. This includes how to coach an individual in the area of relationships and how to coach all participants in a relationship. Most tools are presented in the context of working with couples but are applicable to other settings that call for coaching more than one person at a time.

658. Mentor Coaching
Students hire a certified coach for a period of 3 months during the training series. This is a pass/fail requirement.

Credentials : Selected mentor coaches must hold a graduate degree and be a certified coach.

Specialties : Mentor coaching may be used as an opportunity to pair yourself with a coach who currently works in a specialty area in which you have an interest.

Objectives of the Mentor Coaching process :

• Students learn about the process of hiring a coach and negotiating the alliance.
• Students may use the coaching as a source of encouragement and motivation as they perform the requirements of the directed study, such as doing complimentary coaching sessions, getting clients, and getting clear about who they want to serve.
• Students learn to set their own goals for their coaching that will serve them best.
• Students experience the skill level of a seasoned coach.
• Students have the opportunity to hire a coach with a specialty area the student may want to pursue.

Fees: AGS suggests a student rate of $750 for 4 months of coaching. (No Credit)

659. Applied Coaching Experience (Directed Study)
Students gain valuable experience applying coaching skills over the telephone or in a client setting. The focus is on field based, applied learning Students receive individual supervision of client sessions, group supervisions, skills practice labs, peer support, mentor coaching, practice in the technology of coaching, and a proficiency exam. ACE provides students with an opportunity to design a coaching experience that is aligned with their interests and will start their practice. 3 credits

660. Parent Coaching Foundations
This course is an examination of parent coaching, its history, its theories, and its applications. Available research will be used to strengthen the course of study. Timely
attention is paid to the distinction between parent coaching, personal and professional coaching, and therapy, with an emphasis on the benefits of parent coaching as a discreet
field. The goal of parent coaching in light of the coaches’ own life experience will be examined, as it pertains to his or her ideals in parenting. From there, professional
applications will be formulated, with students applying their unique and thoughtfully prepared approaches.

661. Applied Parent Coaching
This course builds on Parent Coaching Foundations, using the concepts described in 660 to learn  techniques for listening to and accepting parents where they are in their learning process, and coaching them on a variety of topics, particularly challenging child behavior.  Students coach each other and move on to coach parents as a part of this course.  They bring their questions back to the group for feedback and discussion.  Guest speakers cover a variety of topics, including sensory integration disorder and use of alternatives to psychotropic medication in children. 

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