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Home » Educational Psychology and Counseling

Information for Students Registering for CFS-Prefix Classes

Information for Students Registering for CFS-Prefix Classes

Information for Students Registering for CFS-Prefix Classes

March 21, 2024 by Alyssa Seisser

Information for Students Registering for CFS-Prefix Classes

Beginning August 1, 2024, the Department of Child and Family Studies will become the Department of Counseling, Human Development, and Family Science (CHDFS).

  • The current undergraduate and graduate programs and courses will either be moved to an existing department (TPTE – IEC Interdisciplinary Early Childhood) or the newly-formed Counseling, Human Development, and Family Science (CHDFS) department.
  • In preparation for these program changes, all CFS-prefix classes will be discontinued, beginning in Fall 2024.
  • However, current students’ academic plans and degree plans WILL be honored, and the actual content of our courses will remain the same.
  • For Fall 2024, students should register for courses with either the HDFS-prefix or the IEC-prefix.
  • Here are two tables that give more details about the course prefix changes.
Old Prefix

& Number

Course TitleNew Prefix

& Number

CFS 210Human DevelopmentHDFS 210
CFS 211Development in Infancy and ChildhoodHDFS 211
CFS 213Development in Adolescence and AdulthoodHDFS 213
CFS 220Marriage and Family: Roles and RelationshipsHDFS 220
CFS 240Human SexualityHDFS 240
CFS 320Family InteractionHDFS 320
CFS 345Life DesignHDFS 345
CFS 360Family StressHDFS 360
CFS 385Diversity among Children and FamiliesHDFS 385
CFS 395Introduction to Research Methods and StatisticsHDFS 395
CFS 405Development of Professional SkillsHDFS 405
CFS 440Family Life and Parent EducationHDFS 440
CFS 460Directed Study in (was CFS) (now HDFS)HDFS 460
CFS 480Practicum: Community PlacementHDFS 480
CFS 481Research in (was CFS) (now HDFS)HDFS 481
CFS 485Special Topics in (was CFS) (now HDFS)HDFS 485
CFS 490Practicum: ResearchHDFS 490
CFS 497Honors: (was CFS) (now HDFS)HDFS 497

 

Old Prefix

& Number

Course TitleNew Prefix

& Number

CFS 210Human DevelopmentHDFS 210
CFS 211Development in Infancy and ChildhoodHDFS 211
CFS 213Development in Adolescence and AdulthoodHDFS 213
CFS 220Marriage and Family: Roles and RelationshipsHDFS 220
CFS 240Human SexualityHDFS 240
CFS 320Family InteractionHDFS 320
CFS 345Life DesignHDFS 345
CFS 360Family StressHDFS 360
CFS 385Diversity among Children and FamiliesHDFS 385
CFS 395Introduction to Research Methods and StatisticsHDFS 395
CFS 405Development of Professional SkillsHDFS 405
CFS 440Family Life and Parent EducationHDFS 440
CFS 460Directed Study in (was CFS) (now HDFS)HDFS 460
CFS 480Practicum: Community PlacementHDFS 480
CFS 481Research in (was CFS) (now HDFS)HDFS 481
CFS 485Special Topics in (was CFS) (now HDFS)HDFS 485
CFS 490Practicum: ResearchHDFS 490
CFS 497Honors: (was CFS) (now HDFS)HDFS 497

 

 

Filed Under: CEHHS, Child and Family Studies, Departments, Educational Psychology and Counseling

Three Educational Psychology and Counseling Masters Students Selected for NBCC Fellowships

Three Educational Psychology and Counseling Masters Students Selected for NBCC Fellowships

January 29, 2024 by Alyssa Seisser

Three Educational Psychology and Counseling Masters Students Selected for NBCC Fellowships

Three masters students in the department of Educational Psychology and Counseling (EPC) at the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) are the recipients of a prestigious fellowship award. Abigail Gomez, Ulika Scout, and Tyler Ricks are part of the latest cohort in the National Board for Certified Counselors (NBCC) Minority Fellowship Program (MFP).

As part of the NBCC, the MFP is a prestigious, rigorous, and highly effective program designed to enhance the workforce of professional counselors who have specialized skills to meet the unique needs of underserved communities. According to the organization’s website, the NBCC is the premier credentialing body for counselors. Once nationally certified, NBCC credentialed counselors have achieved the highest standard of practice through education, examination, supervision, experience, and ethical guidelines. As of today, there are over 69,000 national certified counselors in more than 40 countries.

Meet the NBCC MFP Fellows

Abby Gomez

Abby Gomez is a master’s student who wants to work with underserved populations to provide much-needed quality mental health care.

“I am thrilled to be a part of such a prestigious organization aimed at equipping counselors to support underserved communities, said Gomez. “Not only do I believe that this will profoundly impact my professional development, but that it will also strengthen and equip me to provide quality mental health care to the Hispanic population.”

 

Tyler Ricks

Tyler Ricks will work with the Minority Fellowship Program for mental health counselors.

“Receiving the NBCC Minority Fellowship opens doors that Black women like myself can’t always access. Unparalleled mentorship, networking opportunities, and financial support are just a few of the ways being an NBCC fellow will advance my career in the counseling field,” stated Ricks.

 

Ulika Scout

Ulika (Ulli) Scout master’s studies focus on how counselors may play a role in helping others in facing the challenges of addiction and recovery.

“I am honored by the recognition and investment from NBCC in my current studies and my future as an addiction counselor. I see the previous recipients and those within my new cohort and feel as though I am right where I need to be,” said Scout.

A Program for Professional and Personal Development

“Unmet mental health needs have a significant impact on the wellbeing of our communities in Tennessee and beyond,” said Casey Barrio, department head in EPC. “Sometimes, mental health need goes unmet because there are simply not enough accessible providers. At other times, mental health need goes unmet because community members do not perceive the help that is available help as responsive to their beliefs, values, or context. This unique program targets both areas, equipping participants with unique skills for providing accessible, culturally sustaining counseling services in their communities.”

Jamian Coleman is a previous NBCC Minority Fellow and is an assistant professor in EPC. He credits the fellowship with having a transformative impact on his professional and personal growth and development.

“The NBCC fellowship provided me with invaluable support, mentorship, and numerous opportunities for professional development,” said Coleman. “It significantly influenced my career path, and I am thrilled and proud that three of our outstanding master’s counseling students have been chosen for this fellowship. This reflects the fellowship program’s commitment to nurturing counselors to serve historically marginalized communities. My involvement in theNBCC community has been truly enriching, and I look forward with enthusiasm to witness the ongoing positive transformations it brings about for our students selected for this upcoming NBCC fellowship cohort.”

Established in 1982, NBCC’s original and primary purposes have broadened, and its divisions and affiliates have taken on additional responsibilities to advance the counseling profession and enhance mental health worldwide.

“Our scholars have demonstrated strong potential to optimize mental health care in East Tennessee and beyond. We are proud of the achievements and grateful for the meaningful differences they will make in their communities,” said Barrio.

Filed Under: CEHHS, Departments, Educational Psychology and Counseling, Informative, Recognition

Teaching Positive Psychology Skills at School May be One Way to Help Student Mental Health and Happiness

Teaching Positive Psychology Skills at School May be One Way to Help Student Mental Health and Happiness

January 2, 2024 by Alyssa Seisser

Teaching Positive Psychology Skills at School May be One Way to Help Student Mental Health and Happiness

Gratitude, Kindness and Optimistic Thinking Can Help Kids Feel a Bit Better

By Kai Zhuang Shum, Assistant Professor in the Department of Educational Psychology and Counseling

Youth mental health has worsened significantly over the past decade, but new interventions that teach positive psychology concepts in school may help.

American young people are reporting historically high levels of hopelessness, sadness and loneliness. According to the most recent data from the U.S. Centers for Disease Control and Prevention, more than 20% of adolescents have seriously considered suicide – and suicide is the second-leading cause of death for childrenages 10-14.

Perhaps even more alarming than the prevalence of youth mental health problems is the inaccessibility of mental health support for the many children who need it. About 60% of depressed adolescents do not receive any treatment – and around 950,000 children do not have health insurance that covers mental health services.

One solution is to provide mental health care in schools, where kids are. This is already happening. School counselors, psychologists and social workers provide support, teach coping strategies and work with caregivers to help students overcome mental health challenges. Such vital care is essential, but clearly more help is needed.

Research shows that students who have a positive outlook regarding their lives outperform other students academically and emotionally. You might wonder, can positive thinking be taught?

I study school-based positive psychology interventions. My colleagues have found that students who’ve been introduced to science-based ideas about happiness feel more satisfied with life, experience more positive than negative emotions and have fewer emotional and behavioral problems.

Science of happiness

Psychologists began to study the science of happiness in the late 1990s. Prior to that time, most psychology researchers studied misery.

A man in a suit speaks behind a podium with the United Nations logo on it.
Founder of the field of positive psychology Martin Seligman speaks after being honored at the United Nations in 2016. J. Countess/Contributor/via Getty Images Entertainment

 

Psychologist Martin Seligman was such a scientist, having pioneered the concept of “learned helplessness.” But a conversation with his young daughter, in which she demanded to know why he couldn’t “stop being such a grouch,” inspired him to start studying what makes people happy instead.

Initial studies were conceptual in nature. But before long, researchers started to identify what makes people happy, the benefits of happiness and interventions to improve happiness.

Scientists identified three main predictors of happiness – genetics, life circumstances and purposeful activities – and potentially others, depending on one’s culture. Of the big three, the first two are often out of an individual’s control. But science has shown that people can adopt strategies to feel happier.

Achieving a state of flourishing – or feeling good and doing good – is the goal of positive psychology interventions. It can evoke positive feelings, increase engagement with life, strengthen positive relationships, move people toward purpose and help people achieve meaningful goals.

Positive psychology in schools

Positive psychology is now taught in some schools around the world, including in the U.S., Australia, Denmark, Israel, New Zealand, China and South Africa. Most interventions educate students about mindfulness and positive psychology concepts such as gratitude, kindness, optimistic thinking, utilizing character strengths and hope. The idea is not just to teach students about positive psychology as a school subject but help them practice the skills that research suggests will help them flourish.

A classroom of kids hold up their handmade gratitude journals showing words like 'freedom,' 'love' and 'brother.'
A Toronto teacher encourages his class to write in a gratitude journal every day. Colin McConnell/Toronto Star via Getting images

 

In typical programs, students first learn positive psychology concepts, then practice using them in real life with the help of trusted adults. For example, students discuss what gratitude means to them, then practice writing down three things they are thankful for every night before bed with the help of their caregivers. After a week, students discuss with adults at school how practicing gratitude affected their level of happiness.

A 2020 review of 57 school-based positive psychology programs showed more than half resulted in positive outcomes, including less stress, lower depression, less anxiety, fewer behavioral issues, better self-image, higher life satisfaction and stronger social functioning.

‘Nice inside’

One intervention currently being studied by the U.S. Department of Education is a 10-week, small-group intervention aimed at helping middle schoolers. I coach the mental health providers implementing this program.

Like other programs of its kind, it teaches youth about positive concepts, including gratitude, kindness, character strengths, optimism and hope. Early findings, presented at the 2023 National Association of School Psychologyconference, show the program is being well received both by students and providers.

We’ve found students tend to favor activities that fit with their culture or values. For example, one student shared that performing acts of kindness was their favorite program-based activity, because it helped them spend more time with family and pets – the two most important things in their life. Another student said being able to share the strategies with their mother helped them both feel happier. This student was also proud to be able to help their family.

We also found that some students believed the program helped them build positive relationships with others. One student shared, “It’s really fun to see how others react when I’m being nice, such as giving a compliment,” and that doing so helped them feel “nice inside.” Another student agreed, saying making others feel good helped them feel happier.

Positive psychology training is only one piece of the solution for improving youth mental health. Children with severe issues need comprehensive treatment, which can include mental health counseling and medication.

Even though many important factors are out of a person’s control, everyone has room for growth in happiness. My colleagues and I hope teaching positive psychology in schools will become a common practice in the future.

Reposted from The Conversation

Filed Under: Departments, Educational Psychology and Counseling, Featured, Informative

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