SiMON FRASER UNIVERSITY
MEMORANDUM
?
so
To
?
From
Office of the Dean of Graduate Studies
Graduate Course Proposals -
Subject
?
Faculty of Education
?
Date December 21, 1976
MOTION: ?
That Senate approve the following new courses in
the Faculty of Education:
Educ 840 (Non-credit), Educ 841-3, Educ
. 845-3,
Educ 870-5, Educ 871-5 and Educ 872-5.
.
?
These courses were approved by the Senate Graduate Studies Committee on Dec-
ember 13, 1976 and the Executive Committee of the Senate Graduate Studies
Committee on December 20, 1976.
Jon Wheatley (1k'
Dean of Gradua Studies.
mm!
[1
SiMON FRASER UNIVERSITY
?
GS. 76:26
MEMORANDUM
To
?
Dr. J. Wheatley. ?
.From ?
G. R. Eastwct3'
Director,
?
Dean of Graduate Studies
?
Faculty of Education
Subject..........
New Graduate ?
P
?
Date.............
November 26 ..
.1
LI ?
__"
New Graduate Course Proposals
?
Educ 840-0
?
Graduate Seminar
?
Educ 841-3
?
Graduate Seminar
?
Educ 845-3
?
Special Topics
The courses for which proposal forms are attached have been
formulated by the Faculty Graduate Programs Committees and approved
by the Faculty. It is requested that they be advanced to Senate
for approval and inclusion in the 1977-78 calendar.
G. R. Eastwood
GRE:mh ? .
SIMON FRASER UNIVERSITY
New Graduate Course Proposal Form
?
Form GS.8
CALENDAR INFORMATION:
Department:
?
Faculty of Education
?
Course Number:
?
_Educ8O
Title: ?
Graduate
I Seminar
Description: ?
A regular seminar for all-on campus graduate students designed
to utilize faculty and visiting scholars
Credit Hours:
?
?
0 ?
Vector:
?
- ?
Prerequisite(s) if any:
?
-
To be offered on a Satisfactory/Unsatisfactory basis.
2.
ENROLLMENT AND SCHEDULING:
Estimated Enrollment: p_p_When will the course first be offered: 77:1
How often will the course be offered: FJ1_
?
S D
-ring _vry_Year
3.
JUSTIFICATION:
This seminar is desi
g
ned to provide for graduate students
•
?
a_series_of_academic _experiencesto deepenandbroaden
their degree programs
4.
RESOURCES: ?
H
Which Faculty member will normally teach the course:Director and Faculty
What are the budgetary implications of mounting the course:
?
Nil
re there sufficient Library resources (append details):Yes
Appended: a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the cours
c)
Library resources
Approved: Departmental Graduate Studies Committee:
?
Date
____________
•
Faculty Graduate Studies Committee:
LLj
J
i1i4
Faculty: ?
Date
//
Senate Gradu e St dies Committee:
?
Date:2.2.b(..(q7
•
Senate: ?
- ?
D ate
,-'c'
1o1 /71
SIMON FRASER UNIVERSITY
New Graduate Course Proposal Form
?
Form GS.8
?
CALENDAR INFORMATION:
- 1 * Department: ?
Faculty of Education
?
Course Number:
?
Educ8141
Title:
?
Graduate Seminar
Description: A regular seminar for all on campus graduate students designed
to utilize faculty and visiting scholars
Credit Hours:
?
3
?
Vector:
?
- ?
Prerequisite(s) if any:_____________
2.
ENROLLMENT AND SCHEDULING:
Estimated Enrollment: 10
- 15 ?
When will the course first be offered:
?
77:1
How often will the course be
offered:
Fall
and Spring Pv p ry y
ea r
3. JUSTIFICATION:
This seirinar is designed to provide for graduate students
• ?
a series of academic experiences to dee
p
en and. broaden
their de
g
ree programs.
+. RESOURCES:
Which Faculty member will normally teach the course: Director and Faculty
What are the budgetary, implications of mounting the course:
Nil
Are there sufficient Library resources (append details):
?
Yes
Appended: a) Out1ineof the Course
b)
An indication of the competence of the Faculty member to give the course
c)
Libraryresources
Approved: Departmental Graduate Studies Committee:
?
_
Date____________
?
Studies Commi tee:
?
___________?
Faculty Graduate Stud es __
Date ___
it
17_
C
Date _
j
Faculty:
Senate Grad e ?
Committee:
ittee:_ ?
Date
fia
Date
Senate:
V
?
SIMON FRASER UNIVERSITY
New Graduate Course Proposal Form
?
Form GS.8
CALENDAR INFORMATION:
epartment: ?
Faculty of Education
?
Course Number:Educ845
Title: ?
Special Topics
Description:
Credit Hours:
?
3 ?
Vector:
?
- ?
Prerequisite(s) if any:-
2.
ENROLLMENT AND SCHEDULING:
Estimated Enrollment: 10-20
?
When will the course first be offered: 77:2
How often will the cours be offered: EverySummer _and
_possibly _occasionally
during the other semesters.
3. JUSTIFICATION: ?
I
The Faculty presently has two Special Topics courses
a -
4. RESOURCES:
Which Faculty member will normally teach the course:
RegnThr_
and _Visiting
_Faculty.
What are the budgetary implications of mounting the course:
?
None
Are there sufficient Library resources (append details):
?
Yes
Appended: a) Outline
of
the Course
b)
An indication of the competence of the Faculty member to give the course
c)
Library resources
Departmental Graduate Studies Committee:
?
Date
Faculty Graduate Studies Committee:
?
Date
a.4-11-7
Faculty: __Date
Senate Graduate\.$t.es Committee:
___________
________Date
2.
2-
bAc
Senate ?
Date______________
Approved:
S
I
SiMON FRASER UNIVERSITY ?
MEMORANDUM
0
Dean of GraduateStudies
?
.From .....
......
.
Director, Graduate .rograms
.Facu1t of ....
......................................................................................................................................
Subject
?
.
?
. ...................................................... ?
Date... ..... .. . . .
December
...
.
1975
The attached set of new course proposals has been approved by
the Faculty Graduate Programs Committee and the Faculty of Education.
A ratonale and justification for each course is included in
the form and
1
the attached documents.
Our Shool Counselling Program has been in operation since
September, 1975 and has been carefully reviewed. The courses proposed
herein have been offered previously on an experimental basis and have
now been revised.
Will you please advance these to the Senate Committee and Senate.
1G. Eas woo
CRE:mh
Attachments;
S
g
SiMON FRASER UNIVERSITY
?
MEMORANDUM
Dr Gordon Eastwood
?
Barry Cooke
To ---------------
-- ---- -------
- ------------- -
------------------------
-
----------
-----------
--------------
-
From
------------- -- ------- -----------
----------------------
New Course Proposals - Educ. 870, 871,
?
1 December 1976
-
?
Subiect ---------
-- ------ - - ---------- ----------------------------------
-
Date
-
-------------- ----- --------------
----------- ----------
Educ. 872
Enclosed are three new course proposals with accompanying documenta-
tion. As you know faculty has confirmed these course proposals, Educ. 870,
871, and 872 at its special of Monday, November 29, 1976.
Your signature and the addition of faculty vitaes will, I gather,
complete the package for forwarding through appropriate channels for Senate
approval.
So that there is no question about possible course overlap with other
faculties or departments in these proposals, I have talked with Dr Marilyn
Bowman chairperson of the clinical group in the Department of Psychology
about Educ. 872 Educational Assessment. She has assured me that our course,
targeted for secondary school counsellors does not duplicate their offering
in Assessment.
I have also spoken to Dr Karl Peter of the Sociology Department who
assures me that 8ur proposal Educ. 871 Studies in Family - School Interaction
does not duplicate their offering in Sociology of the Family.
Memos from representatives of these departments indicating the above
to be true have been requested and will follow.
Educ. 870 Introduction to School Counselling Psychology is of course,
not a duplication of a presently offered course in this University. Counselling
Psychology is in fact a separate subject from clinical psychology and that is
reflected, for instance, in the divisional grouping of the American Psychological
Association and the Canadian Psychological Association.
A
T.MON FRASER iN J.V1 TY
Nc
?
raduate Course Proposal Form
?
-sm ?
N1AR INFORMATION:
0
)
E
, at ,
t I [Ie I I L
Education ?
Course Numbir :Ed.87O
litie:
?
Introduction topSchool Counselling Psycholo
Description: The course will focus on philosophical and historical foundations of school
counselling, developmental stages In the context of formal schooling, effective
qounselling
?
in school behavior problems, theories of motivation, readiness
and competency in educational counselling.
Credit flours:
?
5
?
I ?
Vector: ?
Prerequisite(s) if any: admission
to the Counselling Program or permission of Instructor
?
-
2.
ENROLLMENT AND SCHEDULING:
Estimated Enrollment: ?
I
15 ?
When will the course first he offered: 1977-3
How often will the course be offered:
?
Once a year Fall Semester
3. JUSTIFICATION:
School counsellors should, in the context of their school counselling interventions,
be familiar with the theoretical foundations in human growth and development. As
well, they should be familiar with various counselling styles and their theoretical
.
underpinnings in order to broaden their repertoire of strategies to deal with the
adolescent student in the school.
4. RESOURCES:
Which Faculty member will normally teach the course:
?
Cooke, Martin, Marx
Wh0t are the budgetary implications of mounting the course:none
By and large, with addition of some
Are there sufficient Library resources (append details): ten volumes not held b
y
library
currently, or missing.
Appended: a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the course,
c)
Library resources
Approved: Departmental Graduate Studies Committee:
?
Date
0
?
Faculty Graduate Studies Committee
?
Date
Faculty:
?
Date
Senate Gradiate Studies Commit
?
?
ate
?
Date
I.
NEW COURSE PROPOSAL
Title:
?
Educ. 870-5 Introduction to School Counselling Psychology
Credit: ?
5 hours
Commencement: 1977-3-First year - Fall Semester
(Cooke, Martin, Marx)
Rationale:
?
School1 .counsellors should, in the context of their school
counselling interventions, be familiar with the theoretical foundations in
human growth and development. As well, they should be familiar with various
counselling styles and their theoretical underpinnings in order to broaden
their repertoire of strategies to deal with the adolescent student in the school.
Description: ?
The ccurse will deal with issues such as:
Unit I
?
1. Philosophical and historical foundations of school counselling.
2.
Sources (cognitive, behavioral, phenomenological) of counselling
models.
3.
Steps in the counselling process - setting goals
- interviewing procedures, etc.
- evaluation
Unit II
?
1. Developmental life stages and appropriate counselling intervention
in the school..
2.
Diagnostic information processing
3.
Skills in counselling persons with specific difficulties in
the school. e.g. depressed, unmotivated, excessively aggressive
or delinquent behavior.
Unit III
?
1. Counselling in the institutional (school) context.
- constraints from the standpoint of administration
- opportunities from the standpoint of administration
2.
Counselling in conjunction with teaching.
- couhsellor-teacher interaction
- referral procedures
3.
Compohents of a personal comprehensive theory of counselling.
- humn growth and development
- general function, motivational constructs
- health and pathology
- theories of readiness, change and competency
- the counsellors own mental health.
Unit IV
?
Microcounselling Laboratory. Video-based program. Basic Attending
Skills: An Introduction to Microcounselling and Helping.
(Allen E.' Ivey, Norma, B. Gluckstern. Microtraining Associates,
Inc. Amhest, Mass.)
Procedures: ?
Lecture followed by discussion. Preparation of response paper by
students. Reading for each session will be done in advance by all students.
Videotape and film demonstrations of school counselling will be used.
Educ. ?
870
?
Introduction to School Counselling Psychology
?
2.
Bibliography:
1.
Allen, T.W. & Whiteley, J.M. Dimensions of Effective Counselling. ?
Columbus,
Ohio: ?
Merrill,
?
1968.
2.
Angyal, A.
?
Neurosis and Treatment. ?
New York: ?
Wiley, 1973.
3.
Auld, W.H. & Stein, H.L.
?
The Guidance Worker. ?
W.J. Gage , Toronto,
?
1965.
4. Avila, D.
?
(ed.) The Helping Relationship Sourcebook. ?
Boston:
?
Allyn &
Bacon,
?
1971.
5. Bandura, A.
?
Principles of Behavior Modification. ?
New York: ?
Holt, Rinehart,.
1969.
6.
Barclay, J.R.
?
Counselling and Philosophy:
?
A Theoretical Exposition.
Boston: ?
Houghton, Mifflin, ?
1968.
7. Barclay, J.R. iFoundations of Counselling Strategies. ?
New York: ?
Wiley, ?
1971.
8. Beck, Carlton P. ?
Philosophical Foundations of Guidance. ?
Englewood Cliffs,
New Jersey:. ?
Prentice-Hall, ?
1963.
9. Belkin, G.S. Practical Counselling in the Schools. ?
Iowa: ?
W.C. ?
Brown, ?
1975.
10. Blocher, Donald
?
Developmental Counselling.
?
New York:
?
Ronald Press, 1966.
11.
Bordin, E.S. Psychological Counselling (2 Ed.) New York: Appleton-Century-
.
Crofts, ?
1968.
12. Brammer, L.M.
?
The He1ping . RelationshipProcess and Skills. ?
Englewood
Cliffs, New Jersey: ?
Prentice-Hall, ?
1973.
13.
Brammer, L.M. and Shostrom, E.L. ?
Therapeutic Psychology. ?
Englewood
Cliffs, New Jersey: ?
Prentice-Hall, ?
1973.
14. Bry, A.
?
Inside Psychotherapy. ?
New York: ?
Basic Books, 1973.
15. Bugental, S.
?
Challenges of Humanistic Psychology.
?
New York:
?
McCraw-Hill,
1967.
16. Burck, H.D.
?
(t al.) ?
Counselling and Accountability: ?
Methods and Critique.
New York:
?
Peigamon Press, 1973.
17.
Campbell, David P.
?
The Results of Counselling: ?
Twenty-five Years
Later.
Philadelphia:, ?
Saunders, 1965.
18.
Carkhuff, R.R!. Helping and Human Relations: A Primer for Lay and ProfessiOnal
Helpers.
?
New, York: ?
Holt, Rinehart, 1969.
19. Christiansen, H.D.
?
Ethics in Counselling. ?
Tueson: ?
University of Arizona
Press,
?
1972.
20.
Corsini, R.J.' Critical Incidents in School Counselling.
?
Englewood Cliffs,
New Jersey: ?
Prentice-Hall, 1971.
21. Corsini, R.
?
Current Psychothe rapies. ?
Peacock, 1973.
22.
Cottle W.C. and Downie N.M.
?
Procedures and Preparation for Counsellin
g .
.
Englewood Cliffs. N.J., Prentice-Hall Inc.
?
1968.
23.
Cubberley Conference. ?
Revolution in Counselling. ?
Boston:
?
Houghton
Mifflin, ?
1966.
.
.
Educ. 870 Introduction
?
_
School
_Counsellipg_Psychology
?
3.
24.
Cull, J.G. and Hardy, R.E. Counselling High School Students: Special
Problems and Approaches. Springfield, Ill.: C.C. Thomas, 1974
25.
Cze, W.C. The Human Life Cycle. New York: Jason Aronson, 1975.
26.
Dustin, Richard. Action Counselling for Behavior Chang. New York:
Intext Ed. Publishers, 1973.
27.
English, U.S. & Pearson, G.H. Emotional Problems of
Livin&:
Avoiding
the Neurotic Pattern. (3 Ed.) New York: W.W. Norton, 1963.
28.
Evraiff, W. Helping Counsellorsgwprofessional1. Englewood Cliffs,
New Jersey: Prentice-Hall, 1965.
29. Farwell., Gail F. (ed.) The Counsellor's Handbook. New York: lntext Ed.
Publishers, 1974.
30.
Franki, Victor '
. Man's Search for Meaning: An Introduction to Logotherapy.
New York: Washington Square Press, 1959.
31.
Fullmer, D..& Bernard, H.W. The School Counsellor-Consultant. Boston:
Houghton Mifflin,- 1972.
32.
Gaudry, E. & Spielberger, C.D., Anxiety and Educational Achievement.
Sydney, Aust. John Wiley and Sons Australasia Pty Ltd, 1971.
33.
Hackney, H. and Nye, S. Counselling Strategies and Objectives. Englewood
Cliffs, New Jersey: Prentice-Hall, 1973.
34.
Hansen, J.C. (et al.) Counselling: Theory and Process. Boston: Allyn
and Bacon, Inc., 1972
35.
Harms, E. & Schreiber, P. (eds) Handbook of Counselling Techniques.
Oxford: Pergammon Press, 1963.
36.
Harvey,
O.J.,FHunt,
D.E. and Schroeder, H.M. Conceptual Systems and
Personality Organization. New York: John Wiley and Sons, 1961.
37.
Havighurst R.J., Human Development and_Education. New York: David McKay
Co. Inc. 1953.
38.
Hughes, P.M. Guidance & Counselling in Schools: A Response to Change.
New York: Pegammon Press, 1971.
39.
Johnson, David W. Reaching Out: Interpersonal Effectiveness and Self-
Actualization. Engiwood Cliffs, New Jersey: Prentice-Hall, 1972.
40.
Kahn, R.L. and Carnell C.F. The Dynamics of Interview4g. New York:
John Wiley and Sons Inc., 1957.
41.
Keat, Donald B. Fundamentals of Child Counselling. Boston: Houghton
Mifflin, 1970.
.0
42.
Kell, B.
' and Burow, J. Developmental Counselling and Therapy. Boston:
Houghton Mifflin, 1970.
43.
Kell, B. & Mueller, W.J. Impact and Change: a Study of Counselling
Relationships. New York: Appleton-Century-Crofts, 1966.
44. Kemp, Clarenàe, G. Intangibles in Counselling. Boston: Houghton
Mifflin, 1970.
45.
King, P.T. &Neal, Robert. Ego Psychology in
Counsellini.
Boston:
Houghton Mifflin, 1968.
.
.
Educ. 870 Introduction to School Counselling Ps
y cholo gy ?
4.
46.
Kopp, S. Guru: Metaphors from a Psychotherapist. Palo Alto, Calif:
Science and Behavior Books, 1971.
47.
Krause, F.H. and Hendrickson, D.E. Counselling Techn i
ques With Youth
Columbus, Ohio: Merrill, 1972.
48.
Kroth, Jerome A. counselling Psycholo g y and Guidance. Springfield, Ill.:
Charles C. Thoms, 1973.
49. Krumboltz, J.D. and Thoreson, C.E. (eds) Behavioral Counselli
ng : Cases
and Techniques., New York: Holt, Rinehart, 1969.
50.
Krumboltz J.W.
I
and Thoreson C.E. Counselling Methods. New York: Holt
Rinehart and Winston, 1976.
51. Lazarus, A. Behavior Therapy and Beyond. New York: McGraw-Hill, 1971.
52. Lewis, E.C.
Psychology
of
Counsellin&.
New York: Holt Rinehart, 1970.
53. Mahoney, S.C. The Art of Helping People Effectiy. New York:
Association Prdss, 1967.
54.
Mancuso, J.C. Readings for a Cognitive Theory of Personality. New York:
Holt Rinehart and Winston, 1970.
55.
Nikelly, Arthur C. (ed.) Techniques for Behavior Chang. Springfield,
Ill.: Charles C. Thomas, 1971.
56.
Ohlsen, Merle M. Guidance Services in the Modern School. New York:
Harcourt-Brace 1974.
57.
Patterson, Cecil H. An Introduction to Counselling in the School. New
York: Harper & Row, 1971.
58.
Patterson, Cecil H. Theories of Counselling and Psychotherapy. (2 Ed.)
New York: Harper & Row, 1973.
59.
Pepinsky, Harold B. Counselling: Theory and Practice. N.Y.: Ronald Press, 1954.
60.
Perez, Joseph F. Counselling: Theory and Practice. Reading, Mass.:
Addison-Wesley, 1965.
61.
Perez, Joseph F. The Initial Counselling Contact. Boston: Houghton
Mifflin, 1968.,
62. Pens, Frederick Gestalt Therapy Verbatim. Lafayette, Cal.: Real People
Press, 1969.
63. Peterson, James A. Counselling and Values: A Philosophical Examination.
Scranton, PA: International Textbook Co., 1970.
64. Porter. E.H.
i
Therapeutic Counselling. Boston: Houghton-Mifflin, 1950.
65. Purkey, William W. Self-Concept and School Achievement. N.Y. Prentice-
Hall, 1970.
66.
Rich, John. Interviewing Children and Adolescents. London: MacMillan, 1968.
67.
Rogers, Carl R. Counselling and Psychotherapy. Boston: Houghton Mifflin,
1942.
68.
Rogers, Carl R. Client-Centered Therapy. Boston: Houghton Mifflin, 1951.
69.
Runkel, P.J. & McGrath J. Research on Human Behaviour. N.Y.: Holt, Rinehart
and Winston, 1972.
Educ. 870 Introduction to School Counsel
-
ling
-
Psychology ?
5.
70.
Rychlak, J.F. '
Introduction to Personality and Psychotherapj. New York:
Houghton Mifflin, 1973.
71. Saulnier, Maurice. Counselling: Selected Definitions and References.
Ottawa: Dept. of Regional Economic Expansion, 1971.
72.
Schneider, A.A. Counselling the Adolescent. San Francisco: Chandler, 1967.
73.
Semmons, J.P. and Krantz, E.K. (eds.) The Adolescent Experience: A
Counsellor's Guide to Social and Sexual Behavior. New York: Macmillan,
1970.
74.
Shertzer, B. and Stone, S. Fundamentals of Counselling. (2 Ed.) Boston:
Houghton Mifflin, 1974.
75.
Simons, JosephB. and Reidy, Jeanne. The Human Art of Counselling.
New York: Helder & Heider, 1971.
76.
Stefflre, B. and Matheny, K.B. The Function of Counselling Theory.
Boston: Houghton Mifflin, 1968.
77.
Steffire, B. and Grant, W.H. Theories of Counselling. New York: McGraw-
Hill, 1972.
78.
Strongman, K.T.The Psychology of Emotion. New York: John Wiley, 1973.
. ?
79. Tang, A.J. and
1 Jakubowski P. Responsible Assertive Behavior. Ill. Research
Press, 1976.
80.
Tyler, Leona E. The Work of the Counsellor. (3 Ed.) New York:
Appleton-Centurey-Crofts, 1969.
81.
Van Kaam, Adrian L. The Art of Existential Counselling. Wilkes: Barre,
Pa.: Dimension Books, 1966.
82. Voisky, T.C. (
1
ed) The Outcomes of Counselling and Psychotherapy:
Theory and Research. Minneapolis: University of Minnisota Press, 1965.
83.
Weitz, Henry. Behavior Change Through Guidance. N.Y.: Wiley, 1964.
84.
Woody, Robert 8. Psychobehavioral Counselling and Therapy. N.Y.:
Appleton-Century Crofts, 1971.
1.10NFRAL'R ___N1vi;R ITY
?
J-t
-
No,, raduate Course Proposal Form
LNIAk_JNIORMATION:
utmerit: ?
Education
? --
?
Course Number:
?
Educ. 871
Title: ?
Studies in Family - School Interaction
The course will focus on the history of family development, parental
Description: expectations of formal schooling, the family in the community school move-
ment, methods of initiating parent-teacher interaction in curriculum development,
consulting practices to resolve parent-teenager disagreements in course choice academic
goals and career plans s well as behavioral norms and values.
Credit Hours: ?
5 ?
Vector:
?
Prerequisite(s) if an
y
: Admission
to the Counselling Program or permission of Instructor
2. ENROLLMENT AND SCHEDULING:
Estimated Enrollment: ?
15 ?
When will.the course first he offered: 1978-3
How often will the course be offered: Once a
y ear ?
Fall Semesters
3. JUSTIFICATION:
The course is based on two phenomena currently observable in our culture. First, family
disturbance and d
y sfunction seriousl y
affects some pupils academic or school performance.
Second, counsellors are often asked to consult with one or both parents when teachers and/or
.
school administrators uspect that a pupil's poor performance
is
directly
Attrihiltah1
p
to
home difficulties. It is important that the counsellor has some understanding of family
structures, communication patterns between parents and children and methods of assisting
in the resolution of communicational conflict. He/She should also know when and how to
refer families where more intensive ps
y
chotherapeutic intervention is necessary.
4. RESOURCES:
Which Faculty member will normally teach the course:
?
Cooke, Wyatt
Whct are the budgetary implications of mounting the course:
?
none
In process, several volumes and
Are there sufficient Library resources (append details):
one journal now on orr
Appended: a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the course
c)
Library resources
Approved: Departmental Graduate Studies Committee:
?
Date____________
S
Faculty
Faculty ?
Graduate
s Committee.
e.ZLu.4_e.&Da t e
?
t ?
Date
Senate GradGraduate
Studies Committee:
_________________________
_______________Date
?
?
_____________
(17(a
Senate ?
Date
Ic,
NEW COURSE PROPOSAL
Title:
?
Educ. 871-5 Studies in Family - School Interaction
Credit:
?
5 hours
Commencement: 1978-3 Second Year - Fall Semester
Cooke
Wyatt
Rationale:
?
The course is based on two phenomena currently observable in
our culture. First, family disturbance and dysfunction seriously affects some
pupils academic or school performance. Second, counsellors are often asked
to consult with one or both parents when teachers and/or school administrators
suspect that a pupil's poor performance is directly attributable to home
difficulties. It is important that the counsellor has some understanding of
family structures, communication patterns between parents and children and
methods of assisting in the resolution of communicational conflict. They
should also know when and how to refer families where more intensive psycho-
therapeutic intervention is necessary.
Description: ?
The course, will focus on the history of family development,
parental expectations of formal schooling, the family in the community school
movement, methods ofinitiating parent-teacher interaction in curriculum
development, consulting practices to resolve parent-teenager disagreements in
course choice, academic goals and career plans as well as behavioral norms and
values. By use of simulation, students will practice parent and family
interviewing, will read in the areas of family interviewing and Family Life
Education. Studentswil1 also do a case history on. their own natal families
in the interest of uhderstanding their own values and beliefs with regard to
"ideal" family life.1
Evaluation: A major paper on one of several prescribed aspects of family
structure and process will be required. In addition students will audio or
video tape two counselling sessions; one with a parent and son or daughter,
one with a full family.
Bibliography:
• Cooper D., The Death of the Family. New York: Vintage Books, Random House.
Dreikers R. et al., Family Council. Chicago: Henry Regency Co., 1974
Egan G., The Skilled Helper. Monterey: Brooks-Cole, 1975.
Ericson and Hogan, Family Therapy: Introduction to Theory. Monterey Brooks-
Cole, 1972.
Studies in Family -School Interaction
?
2.
Family Process: A Journal on Marriage and the Family (Selected readings.)
!iayley J., Strategies of Psychotherapy. New York: Grure and Stralton, 1963.
Knox D., Marriage Hppiness: A Behavioral Approach to Counselling. Champaign,
Ill.: Research Press, 1971.
Laing R.D., The Politics of the Family. Massey Lectures 1968 (Available from
C.B.C. Box 500, Toronto.)
Mash E.J., (ed) Behavior Modification and Families. New York: Brunner
Mazel, 1976.
Meiklejohn P.J., People and Change: Family Management selected sources.
Toronto: McClelland 1 and Stewart, 1973.
Minuchin, S., Families and Family Therapy. Cambridge, Mass.: Harvard
University Press, 1974.
Penetar M.P., Education and the Family. Buffalo: ?
Boncraft, 1971.
Rodman H., Teaching about Families; textbook evaluations and recommendations
for secondary schools. Cambridge, Mass.: !I.A. Doyle Publishing Co., 1970.
Satir V. and Jackson D., Conjoint Family Therapy. Palo Alto: Science and
Behavior Books, 1967,
Satir V. Peoplemaking. Palo Alto: Science and Behavior Books, 1976.
Toman W. Family Constellations. Springer Publishing Co., 1974.
. ?
Faculty
Faculty:
Senate C
Date
Date
Date
Date
:IMON FRASER UNIVER.I TV
New
r'aduate Course Proposal Form
?
lorn (.B
L.I:r)AR INFORMATION:
9
)Ppdrtmeflt: Education
?
Course Number: Educ. 872
Title:
?
Educational Assessment
The course will include chronological development of the educational testing
Description:movemeflt, test quality assessment, classification of tests (rationale for use
and restrictions) application of statistics in test construction, reading reports and assessing
test manuals, examination of specific tests of interest, achievement intelligence and aptitude.
ttentiiwill be given to communication ot test results to pupils, report writing and reterral
Credit Hours: 5
? Vector: ?
Prerequisite(s) if any:
?
processes.
Admission to the Counselling Program or permission of the Instructor
2.
ENROLLMENT AND SCHEDULING:
Estimated Enrollment:
?
15 ?
When will the course first he offered: 1979-1
How often will the course be offered: Once a year Spring Semester
3.
JUSTIFICATION:
School Counsellors are normally required to assess individual students in the context
,
of
their academic potential and achievement, course choices and career aspirations. While
•
interviewing is the foundational method of securing information, tests can add signifi-
cantly to the pupils information upon which they may make ultimate career decisions.
Tests are also valuable in adding to pupil's understanding of their own personality
characteristics, cognitive style, self concept, etc., - areas related to the advisable
consistency between life style and vocational choice.
4.
RESOURCES:
Which Faculty member will normally teach the course: Marx, Martin. Shapson
Wht are the budgetary; implications of mounting the course:none
Are there sufficient Library resources (append details): Yes
Appended: a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the course
c)
Library resources
Approved: Departmental Graduate Studies Committee:
?
Date
NEW COURSE PROPOSAL
Title: ?
872-5 Educational Assessment
Credit: ?
5 hours
Commencement: 1979-r1 Second year - Spring Semester
(Marx, Martin, Shapson)
Rationale: School counsellors are normally required to assess individual
students in the context of their academic potential and achievement, course
choices and career aspirations. While interviewing is the foundational
method of securing Information, tests can add significantly to the pupils
information upon which they may make ultimate career decisions. Tests are
also valuable in adding to pupil's understanding of their own personality
characteristics, cognitive style, self concept, etc., - areas related to the
advisable consistency between life style and vocational choice.
Description: The course will include chronological development of the educational
testing movement, test quality assessment, classification of tests (rationale
for use and restrictions) application of statistics in test construction,
reading reports and
!
assessing test manuals.
Specific tess of general ability, intelligence, interest achievement
and personality will be examined and some tests will be taken by course members
to establish their own test profiles.
Attention will be given to methods of communicating results in a helpful
way to pupils.
Report writing style, content, and comprehensiveness will be included
in the course.
Attention will be given to guidance practices, and the referral process
in which students may be assessed by agencies outside the school. (e.g. Manpower,
The K Centre, School District Special Services.)
Evaluation: Students will be expected to be able to administer and score
some tests. They will also be expected to demonstrate expertise in test
interpretation and personality profile report writing and referral procedures.
Final examination.
r
Bibliograpy:
1.
?
Ahman, J.S.& Clock, M.D
?
Evaluating Pupil Growth. (5 Ed.)
Allyn and Bacon, 1975.
.
Educ. 872 ?
Educational Assessment ?
2
2.
Anastasi, A.
?
Psychological Test
?
(3 Ed.)
?
MacMillan, ?
1968.
3.
Baker, E.L. & Popham,W.J. ?
Expanding Dimensions of Instructional
Objectives. ?
Prentice-Hall, ?
1973.
4.
Bloom, B.S., Hastings, J.T., ?
& Madaus, ?
G.F.
?
Handbook on Formative
and Summatie Evaluation of Student Learning. ?
McGraw-Hill, 1971.
5.
Bracht, ?
G.E.', ?
Hopkins,
?
K.D.,
?
& Stanley, ?
J.C. ?
(eds) ?
Perspectives ?
in
Educational and Psychological Measurement. ?
Prentice-Hall, 1972.
6. Cronbach, L.'J.
?
Essentials of Psychological Testing. ?
Harper and
Row, ?
1970.
?
I
7.
Ebel, R.L. ?
Essentials of Educational Measurement.
?
Prentice-Hall,
1972.
8.
ETS Kit
?
(curriculum collection).
9. Goodwin, D.L, & Coates, T.J. ?
Helping Students Help Themselves.
Prentice-Hall, ?
1976.
10.
Measurementand Evaluation in Guidance (Journal) Selected Readings
11.
Mehrens, W.A. & Lehmann, ?
I.J. ?
Measurement and Evaluation in
.
Education and Psychology. ?
Bolt, Rinehart, and Winston, 1973.
12. Payne, D.A.
?
The Specification and Measurement of Learning Outcomes.
Blaisdell Publishing Co., ?
1968.
13. Payne, D.A.'
?
The Assessment of Learning:
?
Cognitive and Affective.
D.C. ?
Heath,' 1974.
14.
Stanley, J. C.
?
Measurement in Today's Schools. ?
(4 Ed.) Prentice-Hall,
1964.
15.
Thorndike, R.L. ?
(ed.)
?
Educational Measurement.
?
(2 Ed.) American
Council onEducation, Washington, D.C., ?
1971.
16.
Thorndike, 'R.L. & Hagen, E. ?
Measurement and Evaluation in Psychology,
and Education. ?
(3 Ed.), John Wiley and Sons,
?
1969.
CURF([Cl I.UM VITAE
•
?I
Barry'H Cooke
1251 Riverside irive, North
Vancouver, B.C.
(Phone 929-2842, 879-5188)
AGE:
?
43
RrrAL srA'Ws:
?
3 children,
Sharyl 16, Jennifer 14, Jill l
B.A. ?
Victoria College University of Toronto
l"4-157 ?
B.D. ?
Esrinanuel College, University of Toronto
1957-1958 &
?
brdjnation United Church of Canada
1959-196() ?
S.T.M.
?
Counselling
Boston
University Master's Degree in
Psychology
and
1
9
67-1073
?
Ph.
D.
?
University of
Tot onto (Ontario Institute for Studies
Major:
in Education)
Co
unselling
Ap1ied
Psychology
Psychology: Counsellor Education
Minor: EducatjonjI Psychology
Second Minor: Sociology of Education
Thesis: Comparison of movement and verbalization
in
facilitation of intimacy between group members.
C1.LICAL AND
C1Y
JNSELLING
TRAINING -
full ?
time
is1957
1959
6
weeks
H
-
a
milton Sanitarium
?
(McMaster
University
Program)
1 q 60
3
l!
months
years
- Boston State
Hospital (Boston
University
Program)
(Council
Medical
for
-
Clinca1
College
T
raining,
of Virginia
?
U.S.A.)
Hospital
-
Richmond
(
I
LI:1CAL
TRAINING
- ?
part!
time
1951-1-ISA
8
8
monthsmonths
-
- Boston
Boston
State
State
Hospital.
Hospital
?
?
(Boston
(Boston
UniversityUniversity
Program)
Programs)
PA:TRAL EXPERIENCE
1)51-j956
?
Lawrence Park Ccimunity Church, Toronto
Fred Victor Mission, Toronto
i.aton Memorial Church, Toronto
Hay River, Northwest Territories
1
1)5/
1
0
, 1_19
-198
6 1
??
Jiajualca
Federated
Plains
Church,
C(.ruiunl
Ayer,
ly
Massachusetts
Church, Boston, Massachusetts
Blue Ridge Episcopil Parish,
V
irginia, U.S.A.'
111631065
?
W0jt0
United Church, Toronto
(detached youth pruject - downtown Toronto)
0 (.
?
• ?
2. ?
•1'•'
ErLEXPERIENCE'
,uER
/ ?
-.-
-
/
1959-1960
Danielsen Fellow,
?
Boston University - project in rehabil-
throug h
local churches and
itation of rcl
.
caed prisoners
social ?
service ?
a.enCi.eS.
1951-1957
University Naval Training Division
(Chaplaincy)
University
Frontier College
Air Force
- Laborer
Training
teacher
- Northern Ontario Lumber
Camps (teaching Canadian history and English to new Canadians)
Mission Fields -
Alberta and Hay River,
?
Northwest Territories
1967-1970
The Ontario Institute for Studies in Ed u cation
(summer internship)
Clarke institute of
Psychiatry
Child
and Family Outpatients Dept.,
?
child assessment
and
family
therapy, ?
iesting
for bran damage associated
with
learning disabilities
ADMINISTRATIVE
EXPERIENCE
1Q62
Chairman,
?
Department of
Pastoral Service,
?
San Francisco.
for emotionally
Council of Churches
?
-
treatment planning
disturbed
children and teenagers
for Pastoral Training - Director of
1465-1970
lToronto Institute
Training
and then Executive Director
pEACHING
SUPFRVISIONAL
I
?
LLIHG
AND RESEARCH EXPERIENCE
CLINICAL,
1958-1959
Unit, ?
England,
assessment of prisoners
recidivist research,
?
psychological
remanded for "slate of mind" reports
1959.1961
Medical College
of
VirginiaHospital, ?
Richmond,
?
Va.
supervision
of
clinical ?
training
clinical
?
internship and
of
?
theological ?
and social work students
1961-14163
litial
Treatmen
t
Centre,
?
San Francisco,
?
Cal.
for emotionally
chaplain and
nwmber of treatment staff
and disfunctioflal
disturbed and delinquent
teen-agers
families
19631965
d!' ?
Toronto
with specific
?
responsibility for a
assistant
?
mini;t.(!r ?
super-
detached or
alienated
you
street
?
project
with
working in
the
street project
visi
vision on of
?
studots
1964-1967
I ?
Brown Clinic,
?
Mimic')
leadership for young
part-tin"
?
chaplaincy and group therapy
of
fenders
LeadershiP of psychotherapy
?
workshops and ongoing group
I965-970
'
therapy
cC5SiOIS
?
in ?
association with
?
psychiatrists
?
and
(hcr ?
ci inlet
;o
.
Di
l -rctor ?
of ?
:'
-
?
rdini ?
in ci inical
?
pastoral
pat
lc ?
t ?
car', ?
,HFVt
;iun ?
of ?
5tudcnts
seminars
?
for other helping pro-
raining,c oil
?
ti ?
of
work ers
?
,
?
etc .
f&sjoi'l,
?
I ?
.
?
d0ctorS,
?
social
P ?
l)69 •1)7 I
?
the
_
'
)ntarioInstftute for Studies in Fducatf on
Prac tic
?
sup'rvisf()n of H. Ed. candidates in counsIIing
•jcsycholoy. Supervision of this praClicum involved my
clilse contact
Willi
the schools
to ulitch students
were
iss i;nvd as
coun:.cllors . .
Negot iating field placements
th school
authuri
ties and ongoing maintenance of
Iip1rnaiic relations between our departient and school
administrations t,ere vital parts of mysupervisional
ork.
1)69-1970
Lecturer,
?
course In "Small Group Processes" and "Theories
and Styles of Counselling and Psychotherapy".
1969-1970
Faculty of Education, ?
University of Toronto
Summer,
?
1'.)73
Supervisor
1
tipervisor of
?
school
?
counselling ?
practicurns
group
leader
Lecturer,
?
course ?
in "Child and Adolescent
?
Development"
1
1
)69-172
Innis College,
?
U!iIvvrsity of
Toronto
o-ordinator of course:
?
"Cointemporary Social
Issues"
(In-
iependent ?
study program for Arts students)
1971-t972
lPrivate Practice __(part-time)
?
Personal and Family Counselling
. August, 1972 - 74 ?
The ?
Pastoral Institute of British Columbia
Director of Pastoral Counselling and Counsellor Education
2950 Laurel Street, ?
Vancouver,
?
B.C. VSZ 3T3
July 1, 1974 -
Associate Professor, Counselling and Human Relations, Simon
Fraser University. Faculty of Education, Burnaby 2, B.C.,
V5A 1S6.
4
•:
.
Curri::uluifl vitae
1ck irnk1in irti
Horn: October 18,
•950 at
Ponok , Alberta
1.
1;i.
:'cfli}1] p:
i.rrid - no
childrr1
:uuc:•tion: B.A. 'ith oistin'ti-o - University of Alberta
11.Ed. - University o[
Alberta
Ph.D. in Social
?
yc1toiogy - Uriiersity of Alberta
'revious j\ppofltri1efltS
1(372-1974:
1973-1975:
ReseirC}
Assintar.t
Associate
to the
- University
Editor
of Alberta
Journil of
EdUc-tiCr1l
Research
1974-1975: Lecture' in Educational Psychology - University
•I ?
of Alberta
•
?
1974-1975: Director of Remedial Education -
Child
Development Centre,
Edmonton,
Alberta
'ubl i cat ions:
Re1:i.tiqr1shi p
bet w
een ncurotiCism arid acderniC attainment.
172, i8,
259-26b.
Alberta; Journal of 1:(lucationa-1 Research,
Verbal'hehu.ViOr
?
An experimental an:lysiS. iournz
Geniera12s y
ChOlO,
1975, in press.
Controlled versus ntura1' settings
?
Some imn1icui.OnS
for behavioral analysis and change in classroom
situtiOflS.
Albert. Journal of ]ducatiofls1_ec, 1975
9
21, in press.
Current Writing:
An
ex
p
lanation of vcrbnl behcviOr in terms of contingencies
of reinforcement. (paper)
Thou
r
ht operants: The perspective of radical behaviorism.
(paper)
The scientific content of psychoanalysis. (book)
Additional 1nformtiofl:
In the course of my work on structure, orocess
and
learn-
ing oitcomes in the classroom, I heve delivered papers
at sceral academic meetings including a paper entitled
"Defensive behavior in small groups." at the, ninth
annu1
ineetiris of the Candien Sociological and uithrOPOi01C1
Associati.Ofl held in
Toronto,
1974.
•
•
'j 1..': ?
tc:::Ld
\i Li
5.t ?
d Cc'1. •. I or llcscarcl. njd
i)cv' J
?
t ?
i ?
le:: in
(Oil
St '((1(i, (:t!.
Liolilia ?
9IL3ft.
(/15)
1:orn Cc t
?
I
f.
1 f
i 5 • Dot:
?
, Michigan
ti1 n.1 StatJus
Marrjed,OUC
chil (I
j
oh
3.960
19(:3 Ila rfx High
?
1i1 Los Angeles:, C1iforuia
1JC4i9(7 (1J forni a State ln: \'c'.rsity , NorLli:idge
1
)EaJa lYni \'c'ri1
Y,
Up);:a1a, Scden
?
(Cai.i'.:iui
?
t;it ?
InLcrnat.i oaI. )?rogran)
l9(5••-.1
¶1
. 11 ?
:iici:ni.n ?
tt:e ?
a:ivc:rity , ,Nort.hridge
10/I.•
?
tnaioid Tin .vr::
iforn:La tte UnJ
\'rsity,
Northrl dge
?
Experinien t
?
P y
chology
?
B. A.
1971
?
palifornia Statc Un:J.vcrs:Lty, Northridge
Schooi.
?
P\'].o
1 v
M.A.
?
(1975)
?
Stzini(jrd UnivcI
?
ty ?
4
):duct:i.onoI. 'syc.1ogv and
Child i)(!v
.lO))flflt
?
1'.h • D
Clerl j
State o• C:lif orn:ia
Life (lrodc.n t : al
It
Pupil ici:.;onnei Services
SC].
P;ycLoI
Coon it v College Teac i.
?
Credential
:
Py chol o
.i:r.,•::'si'
1
9
6 ?
Ci ?
d Care T:ach i, e; Angles City Sc[ioo1.
i9()1 97i ?
Ciduate Teacl:ii •, A:
.i.;t;n1L ,
De1z
tm?flL
of J1;yco.I.oy
(; . i :1. tori: ?
La ?
1•1:p.v(r•1.I:v ,
?
i
?
CIih:Ofl t.fl
?
I:
cidc'gy
' I
)
(I ?
':\ i:((t() ?
!1)
.
?
1:
Lit
i I
?
I
?
I ?
I):i ?
Li::i.c I: ,
?
S I ,ai ?
.1 •1
ii1Iit
?
o)/ ()
?
• ?
•. ?
i :1
?
I.
?
t
?
'•' ?
•.•
Ii ?
hHtV, ?
•.
1WI:
I
/ ?
:• •
?
•. ?
•: •. .1
? •
?
i' ?
•'• ?
• •
(. ?
:(J)
?
1 ?
•; ?
•: ?
liii i
?
j I
y
?
Nu
1
1 Ii
S
.1.971
( suoo_
3:)
197
197-i 9/
1.975
.i]ti1t
Psychol oyl cal. Assi an L, . Ie1iav or Therapy Consultants
'l'arzana, Cj.l :1.1
t
rn
in
Resvn
y
cli Assi tant. St wford Center for Re;earch and Je\el.O
.mI
.10 TCacLi fl,
?
.1)Ui
of L(!llCatl.Ofl
Stnniord Uni v'
?
;i.t '
Ln:;LricIoi
Of I yc.il.flY/,
Coil ee of Sno :tco, San
(fljIOI(tsarcl)
If ?
tHit
?
,
Stfl[ord
Yl
Cntiir [or
?
lle:;onv
h
and
Deve1opmCflt :i:
I
'I'.:ndh:Lng, School. of
Ed((:aticm, Stififord
University
Teach n and Resu r
y
.li Assistant, Far \et L,boratOrY for Edi
I:
?
Research and
I)evel.Opmeflt, San FrancihCO, Cal.ffoi iii a
,'une ri
en
In; LILUtOS
for Resea roll, Palo Alto, Californ.i a. Planni
of an
eva.t uation prograut for
the American Institute for Cht -
a( tr
e ?
Educatio
?
n's
?
c,le.m1 vy school our
r.
Spectra iedicl System, Palo ,\lt:o,
California. Evalu;tiOfl. of a
tr ml rui of a computeri od nurses' station. Rc1ort entiti:d
"The AttitudCs
and Epcc
I
at:i.ons of a Sample 01 Ic Nary'
S 11C.11)
Staff to the in
coduction of an Automated Records
i1ospita1
Sys Icm.
Cytaflo\'ici
l
Ruadin; Center, Pa
l
o Alto, California. Psycho_cdUCati0mai
di agnosi's
Fremont Unifiled School Distrit, Fremont, California. Stull Act
evaluation.
NaL:i ona]. List
?
'Planning
of
Educat: n.
Conference on Studies in
Teachi.rlI.. Assistant to the Chairperson for Panel on Teach:in as
Cilni cal Information rr(ccss.Lng.
Acad eiiic ' Ilono is
Student Body President, Cali crnia State Int.ernatiofl;11 Program
ln Sweden, 1967-1 8
Cuni L..ude sradita t e (1 . A.)
Delmar Nick Award for Acde ic hxcellanCe Out
.stfldJ
n
ng Graduate
Student, Depar1.me
?
of Psycholo
g
y, California State
University, North' idrc, 1971.
Cuneo Vol low3hip, School of
Vducation,
Stanford Un.LversitY, 1973.
Psi Cli . , Nat: Ion al
honor Soc! ty I
t
PsycholOgy
.
?
St ud.! n
t: I n
'I'sychio
I ogy : Amc ri ni 'sy
chuiogiCal.
Asso ci
at ion
Americ;ii Ld
u
na t ional
Res rH
?
i.atiefl
Societ ?
I or Research in Ch iii l)L\t' lopetuilt
N; t ioii.tl. 5I
?
et.v I or
the study
?
f LdU(ilt..iofl
• ?
H
• ?
l'iih 1.
?
:it I OW,(hy
year)
H
•
?
Sith P. A. , &
?
irX, p. \.
?
iii( factor
;tiiiCttrC
of the rcvid
(dt
On
ö
?
I
1'
?
IU .inoL:;
Tc4I.
of 1',Ch('1
?
I(. ?
)j3.iLi.
]y(1'OiOY.J)LLi2_. ;,.1971, 8, 3L9-356.
?
A. , &
?
tr:, P.
?
CflItU)fl
o ?
of
?
thC
t1:
?
the
V ?
;1
L;
I c I
?
A f
?
I 0) ?
fl
I1V
t
J
?
'lY
?
JUUln ii
otic
il1Jfl ?
Dis 1 1
i ?
Juiic/J uJ
1
y, 1972.
Whitmore, 3. P.,
Marx, P. W. An expr:Lireittl
teicw c
educ;tt :1 on
pr
?
;m fur
d istr( sed e1eiu t
ry school;.
(Stmfoid Ci:mter for
(,earC11
and Dcv 1opient
J:
Teachiflg
?
Cct(l
and Pv elopmn t Mc'mor audom No. 117) , Stanford Univ ctrs ity, 1)
1.
(ED O/ 777)
Njrx,
P.
U.
?
J • 1. Ef
eCI1VC
re1rLforceIne
&
Cu s t,
?
1t
for
acCV(''L
h ehav:i
Ofl J.11
minotity Hdidrcfl: Summary of
reeai(l1.
?
( t- mi
to
iii
Contr for esearch no
1
0velopmClt in Teachlflg Res(:arCli wd
1)eVelOPI11Cflt
Memorandum) , Stanford Univcr.tY, in
press.
Pai:x, P. \1.
?
& inrui, P. 11. self-conccp
t
in lo SES hI ack Chmi.1
(1
rn
ons for
cduc
Lioflal
progranis.
in prrhs, 1975.
Eff ?
:k
Crist , .1. L.
?
N;rx, P. U.
?
\flh: InUre,
J. P., f: Scaim, P. 5.
ref
ie(mnL for nclii .vc;nL behaviors in
1
in(.,r1ty chi I
The ('ond
and
third \ ar;.
?
(Stanford Center for
PcscarCll
flfl( ?
DeveldPlflLmt: In Teach'ii , Technical Peport) ,
Stanford Univeis
i
ty,
iortheumi.flt;
Mar
y
, P. W.,
&
PctcrIofl, P. L. Test wanual
?
Seats Sclf*COflC1)t.
?
Inventory. (Stanford CeLcr for Research and
DevCi.0Pi1) I
In
Teachi n, Research an
Dovclopifleflt Mcinorandum)
StCnf0t(1
Uriivcrflf
ty,
.
fort1lcom:L.
4
I l -.
r; ?
(b year)
i.er-;:ifl, ?
I s
..
?
•1)6 ?
. ?
:irx, ?
J. ?
U.
hetuem ?
1ie
?
uni. ?
or!
JJLJ ?
.1
't.ri gl
it
5t
?
tnal.es. ?
Paper
?
rend ?
at
symposid
?
on the. Social
A-;rcL; ?
of
?
humor: ?
con1 ?
iiic1'
and ?
I'}I(:(fry. ?
\'csteii1 ?
I;
'i.:hoi ng:Leai. Asoci
?
Lion ?
;cetin.
June ,
19B,
?
\ ! ancoi.lVer ,
i::i 1.1 ,1i
?
Columbia
?
Marx,
?
E.
?
\1.
?
CottfircbL, ?
1.
?. , ?
Uelcl, ?
C. ?
A., ?
& ?
mi.L
.
b,
?
P ?
. ?
A. ?
Th .
devel
a4
not and Use. of
'lie
Student ?
Self
EV1UOI
ion ?
Scale.
r'd
at
?
the ?
Ca l
I tm.'
a State Psycho.IMgical. .Associ aLl no
ig,
.1 aii'anJ: ?
, ?
197.1 ,
Cc,ranaclo ,
?
California.
Cot tfnrcht ?
1.
?
\:!. .
?
N? t
rx, ?
P.
''. ,
?
Weld, ?
C.
?
A.
?
¶: ?
SoI..li,
?
P.
?
A.
A studuliv
?
scif evalu; ti
a neale for use in afiect:i.vC educ. Lion
programs.
?
Paper rendz y
the California Ascoci aLlan of Sc
1
oai.
Psycho] ogi; 1:
?
and P'i
;eL ri.nts Meeting.
?
March,
?
1971,
?
San
J'rnflc1CO,
?
Califorui:.
smith,
?
P. ?
A
?
,
?
Marx,
?
R. ?
U.
\ factor analytic look at the new
Till ooJ r
?
fc•;t of Psych
Linnuistic i\hi1±tie;.
?
Paper read
at
1
the Cni:i fomola State P
..'chol.ogical Association Mecting.
.Januar ',
?
1.
0
11, Corond'',
California.
Siii:i
th,
?
P. ?
A. ?
&
Marx, ?
R. ?
U.
Training in field research at
the
fl'\ 1(2 vol.
,
Paper read at the Syinp'
niu;ii
on Research Training for School
Psy chni ogi
?
t s:
?
What
?
P i a
Ce
In
the
Graduate Curriculum?
?
Nation ni.
Associat
Ion of School.
nychiologist s Meeting.
?
March, ?
1971, ?
San
FranciHCO ,
?
California.
Smith, ?
P. ?
i'. ,
?
Marx, ?
R.
?
1j,,
Stewart, A.
4
Sources of learning
In Lemon L Loril
disability:
?
A factor
;u3l
ytic study. ?
Paper iad
a t
?
the
Sympoi urn of Learning
I.i onb
?
lities IV.
?
October,
?
1973, ?
San
?
Di ego,
Calif
?
rnia.
& U] une,
?
P.
?
11.
A \T.11'1.datiofl
study of
?
,,clf-conccl)L ?
in
S ES ?
i a"!' ?
r1
'
ii dren ?
''1 t
:!"1Lt:LOfl
?
for
?
e. L ioul
?
pro. -nn;.
1aI')ef ?
rend ?
at
?
the Amer
can
tducat onal Research Assoclati on Mecti.ag,
Ap ri l,
197
L
i ,
?
Chicago,
.L .1 i nois
Ocluber
0
22-3
a
- ?
.J:niury. ?
i
Y • ?
. ?
1?.
?
•
?
1'
?
:-;( ?
fl , ?
P. ?
1.. ?
'I
i ?
Ul'? ?
01 ?
t('.JC1 ?
pi.:i ?
0 i.I) ?
ind
.1
?
1 ?
I ?
',. ?
P:1
1
?
r ?
to ?
1
;&n1.ed ?
;i ?
tic. ?
moot .1
?
cj ?
tilL'
/ori
?
on ?
1duc:oL:i
.
wni
?
F.;cor
A;oc:iation,
?
April, ?
1M7,
1
1
.
?
A.
?
Ft.irt
r ?
(vLdenc('
?
on
?
tho ?
;ing°lc ?
inrt:or ?
not ?
i'
)oycho3.o,.i
I 1c
?
)'ioot.i ?
y1
toL.
?
Ao)c.i;ttiofl,
?
Paper ?
to
?
/ W,pi.c;entc:d
?
1975, ?
?
SacranlontO,
at ?
the
?
T ?
etni',
?
C;,]if:.
?
of ?
th
1'.
?
H.. ?
&
?
1ix, I.
?
W. ?
SOnIpie ?
;pec:l. ?
.L(1 1 Y ?
of
cunecpt ?
in:;tiiont ?
. ?
Paper
lie ?
prefleotod ?
t:
?
t1c.
?
U ?
it ?
fly
,
c ?
of
?
L1
)ucJ ?
Ioi: ?
coureb ?
in ?
GiLl I ?
D:voiopnlCflt,
?
April,
?
1375,
?
Denver, ?
(OJ in
P
nIm rs
?
1Lft Ji.
P. ?
U.
?
& Na rx ,
?
R. ?
W.
1 models relating self-concept and
nciuvëincnt: :
?
A
?
note ?
on
?
Ali(]-
ncii ?
and ?
Evans.
Ui onc:
?
P.
?
II. ?
& ?
11i>, ?
1. ?
U.
?
Co p s rucr ?
validation of ?
jclf--con'.'opt
?
Lfl,trl'..1-!t r
,
Ji:ohicm;
?
(i ?
lmplLfl;
?
alit1 ?
io
•
:ITIetflt:i0n.
4
CURFU CULIJ4 VITAE
Stanley Fl. Shapson
P".-t)n: ?
!Icseerch Assciatc,
The Pord of EJuction for the City of Toronto,
155
College trcct,
Toronto, Ontrio. 1-15T 1P6
Phone -
1-41( -362-4931
?
Address: ?
416 Castleficld
Ave.,
Toronto, Oat
rio. 1
,
15N 1L5
phone -
1-416-1384--9414
?
Dnt nf fli.rth:
?
March
29, 190,
Montreal, Quebec.
•
it'i
ti1 St'tusd
?
Mnrried, one child
duc r
tt5.on: ?
1966, D. S. (1tthurnatics-Psyehology)
McGill Univrsity, Montreal, Quebec.
1969,
M.A. (Ivelopmental Psychology)
?
York Univeiity, Toronto, Ontario.
1973,
Ph.D. (Developmental Psychology) ?
York Univority, Toronto, Ontario.
Ir
.
ofcssional
.
Exuerierice:
1968-1969 -
IseLlrch Assistant (for Dr. II. Doan)
I partrnent of Psycho 1oi, York Univer ity.
• ?
J;eorch on strategies usud in dis-
crimination lcrning by (retarded &
?
I ?
rgu1ar school) children.
1969
(May - Piychological Intern,
to Sept.)
?
ntt1 Retardation Centre, Toronto, Ontario.
D veloping and carrying out behaviour
L
dfjcation
c1tr3om
project for
rtarded children.
1969-1970 -
T ach irig Assistant,
& ?
Dp;trtmeut of Psychology, York Univcri.ty.
1970-1971 ?
IJtiuctorfor course:
?
erch Desljj
a d
?
Lrtisticd
•tVLl55.5.
?
• ?
1971-1972 - H
?
irch Aitant,
F; ?
t. ?
Ue; ?
rch Sol-vice"
1 'trd of Educa
t,
I on for thu horough of North York..
1972- ?
- U .''uch Auci
H
?
tiL DopLrt.::t,
?
I ?
T .. Ietrd of Eductt.i.on for
thu City of
TLronto
r
H
Ot1r feinted Experience:
1967-1)68 - Group Social Worker with adole5Ceflt3
(Part-time) St. Laurent Neighbourhood
Association (Red Feather)
St. Laurent,
QUCl)CC.
1965-J)6$ * (Sujners)Supervi0rY
Staff, Social
Welfare Camp, PtiL Lac Long, Quebec
Responsibilities for superviiflC
programmeS, staff
and campers.
196-J969 - Ontario
Qraduatc
Fellowship
1969-i970 - Canada Council Doctoral
Fellowship
1970-3-971 - Canada Council Doctoral Fellowship
r50cliatcfls:
Amèri;an
D1ucational
Research Association
Asociatiofl of Educational Researchers of Ontario
uh]ic'tion5:
Shapson, ?
. V1. ?
and se:
on the effecti vene23 1' v' rbni rr i
. r i
frcement combinationS
W
Mas ter
S
Thesis, York
Uni.ver3ity, 1969.
?
I3kor, I. GJ, Stanish, B.,
?
Shapson, S. N. A toka economy for
cla:;srooia
control of
retardates. Q010c12b0
h
i
5t
, 1971,
2
PP
149-159.
Crawford, P., & Virgin, A. E.
?
or 1111
?
r
*
i Li nh
?
hrtwei 'mb renot I t ionand e1
t'_Co'"flt
?
_____ ?
____-.------------
Toronto:
The Board c
Ejlucatiofl for. the Borough
01
North York,
Educational Research erviCCS, July, 1971.
Shapson, S. I's., & Crawford, P. A
further
,
exmi
,
ti
?
oL
fl
deve oned toeasur
c
:e f -esteem of slow 1erncrS at
y
nrkd
.
't Ic
in'ov or0
C
I
.
T 'ou'.o:
The Board of Education for toe
1kUO1IB
of North York, Educational Research Services, September,
1971.
?
Shupson,
S 14., Virgin,
A. ?
., &
Crawford, P. Devci:J12
i us triw.en L to men ur s'i I'-coccnt In se hee):;. Toronto : The
IktArd of Education f
'
:thc Borough of' North fork, Educatiowd
Research Services, 0 Labcr, 1971.
Shapson, S. N. North_York.
S ?
Toru La :
The
jr i rd
a
1>1 :st
Li
oi I.'o r
the lYrou gh of North York
?
>Jucationtl Research
?
ul'V
Ices, January, 1972.
?
S}aipn, 5. N.
?
Ann1iji
?
TorHtu The
Bard ?
ini::LUi.oa for
hc I
1
aro
u L; h
uL'
North York,
Educitt
lanai
hecai'ch
Sui
viceS, ?
reh, 1972.
S
on Class Siz
of' Phi. Delta
,
1973.
Presented at the re:scarch night ?
L1JJ)Uil
(University of Toronto Chapter))
A
-3-
Shapsc:i , S.
?
'Hrt,:
?
v* ?
':
r t'e ?
v.1 r'.Tot of
}
v
3ir.
S iii i rii
the •trr 1 .t/In
A:h evee t T
' t. ?
Toronto:
The ?
trd of Fiucatio. for the Borough of forth York, Educational
Research
S
erViCes,
Dcte;nbcr, 1972.
ShLipson,
S.
1. (pt
?
ci a ; Je?_Ar :
et of thitrnt'ire.
Toronto: The ibard of 1ucatiori for the City of Toronto,
I(es:arh. Dora:' tnc:it,
772
(P114). Reprinted in CntrArio
hiata,
1973, 2 ('13).
Shapsori, S.
14. ?
thesis
1 ,
11.
D. ' Dissertation,
Y
•rk Uiiivex'si.ty,
1973.
Wyman, P., P Shapson,
S. M. Dat
ri
nni1vs1; handbook. Toronto: The
l3oni'd of Education for the City of Toronto, Research Depnrtznent,
1973 (//115T).
Sha ?
po ,
n
S. 111.9
chi i
Toronto,
peoPrntrd:
The llcintionship
Paper
I
I)resent(d
Ties cii'ch Council
Rescai'ch
nice (i
Fcbr'uitry
Studies in 'rorress:
Evul4tion of an
for yung childrc
The effects of
(contract from
Individual
A follow-up
.
.
& Fur hhoo, N.
Toronto: To hoard of iucation for
the City of
Pc earchi
Del)
irtmunt
p
1974
(122).
13etw on Grade Repetition and Self -.Concept.
at th annual meeting of' the Ontario Educational
, Tor oto,
December, 1971.
expe linental transition
programme
in Italian
n.
class ;ize: a longitudinal study
the On'.ario Ministry of Education)
difference.; and French immersion programme.
utudy of
it
"crash"
reading
prograrrno.
0
A
eRef(!rences
Dr. E. U. Wright
I)jrert.or of'
Re
s
earch
Bird
of FdUc"itioll 1or tho City of Loronto
155 Col1ec Street
Tor):1 to ,
On tt rio
Dr. A. E. Virgin,
Coordinator,
Do:p rte:it of Educational
Research
.orvicos
Lird of i'ducatjon for the
Borough
of North York
15 Odkbu-: Crcent
Willowdalo, Ontario.!
)r. ?
I. Dtri
:rt.e:it of Piycho1ogy
Yt:
?
UiveriLy
470)
Ko1e Street
?
I
l)ur1vicw, Ontario.
Dr. J. Gaito
Dp:rtraent of Psychology-
York Unverity
4700 Kuele Street
?
I
Downsview, Ontario.
Dr. J. P'cuai-Leon
Dcpurtnent of Fsychlogy
York University, 1
+ 700 Keole St.
Downsview, Ontario
0
'. '--•.-
?
--
June Deborah Wyatt
Faculty of Education
Instructor
April 9
9
1946
Netv York, N.Y. ,.A.
Canadian landed inimigrant.
1"1ucct.ionl Baclround
Union Graduate Scoo1, Ph.D
*
c
?
idate,
1971-present.
brown University, all
course work
and examinations
for Th.D. 1E9.
M.A.
ir4
ntL pology, 1968.
1rooklyn College, B.A., 1966.
1'revioU ?
ployment
Eimon Fraser
UnivraitY,
Faculty of EducetiOfl, InstructOr,ePt 1973.
Uuiversity of Victoria, Facu1t.y\
of
Education, Visiting Lecturer,
Sept
1972-
Mayl973.
Nicola Valley
Iidian
History
l-roject, O.P.Y.,
Co-director,
June-
August
1972.
Nicola Valley
Indian
Educatiot
,ujnrnittee, (Hirst Citizens fund,
Merritt School Board) Conultaflt, Se pt
171-May'72.
State University of New York, College at Potsdam,, Instructor in
•
Antbropo1ogy,SePt.1970-
IuuC
1971-
Rhode I6lsu3 School of Designs Visiting Lecturer in Anthropology,
Sept
1969- June 1970-
Plinioth P1anttiO
August 1968-
Brown University,
Franconia College
i,
CurriculUla consultant (social
studies), June-
Teaching
Asjistant, Sept
1967-
June 1968.
, Instructor in AnthropplOgY
i
June-August
1966.
.
Awer4
National Defense Education Act FellowshiP, U.S. Office of Education,
1968-69
University Fellowship, Brown
University,
1966-67.
New York State RegentB'
Scho1irshiP, 1962-6.
References
Frof. Roy
Fairfield, Diredtor, Union Graduate School, Antioch College
Yellow SprinS, Ohio.
Irof. ?
R. Kingi Faculty of 1duciOfl, University of Victoria
Mr.
1.
ter1i ii
g,ACttflg
Direct.or,
indian Education Resources
Center, U.B.
31 Decem.. ?
1973
S
?
June Wyatt
Faculty of Educjtion
8.
Committee Service
October
l973
Senate
Committee on Scholarships, Awards
and Bursari.s
9.
Awards
December 1973,1
1
resideflt'S Research Grant for a study of
the Mt. Cur:rie School
•0 ?
H
LI
S
