410 Jerry and Vickie Moyes College of Education styles. Materials and discussions will include interpersonal communication skills and a systematic approach to more intentional coaching. Students will apply these strategies to Case Studies and field work experiences throughout the course and will participate in hands-on activities in class to apply new skills. Coaching skills will apply to any EC/ECE curriculum or model. This is course l in a three course series for the Utah Coaching Credential. CHF 4202 - Coaching EC/ECE Professionals: Connecting Awareness with Application & Deepening of Practice Credits: (3) Typically taught: Summer [Full Sem] Becoming an effective coach is a result of introspection, thoughtful planning, application of coaching skills and knowledge, and continuous self—improvement. This course will identify effective ongoing support strategies for individuals providing coaching. Participants will integrate skills with effective application in real life coaching experiences. Discussions will include self-reflective practices, self- directed action, planning and goal setting, and managing progress and accountability. Students will apply these strategies to case studies and real life experiences throughout the course. Students will be encouraged to engage in self- reflection and share ideas, successes, and challenges with other students in this course. This is course 2 in a three course series for the Utah Coaching Credential. Prerequisite: CHF 4201/MED 6201 or instructor permission. CHF 4203 - Coaching EC/ECE Professionals: Attuning for Personal and Organizational Change Credits: (3) Typically taught: Fall [Full Sem] The success of the educator coaching relationship has been based on the trusting relationship between two peers, coach, and adult learner, through a collaborative process of co-learning. The opportunity for the adult learner to self-monitor, self- analyze, and self-modify enhances the adult learner's own resourcefulness and alters his/her own personal understanding. In addition, when the act of coaching is a collaborative process, the coach is also allowed the same opportunity to reflect on self as part of their learning. This course is designed to support the coach in creating a social learning climate where a synergy of shared learning and reflective dialogue about practice are examined, analyzed and refined. Participants will integrate skills from Course 1 and 2 with opportunities to engage in conducting and constructing ongoing support strategies the coach can apply, refine and alter based on the adult learners' needs, readiness, and values about practice. Using strategies and protocols, coaching for organizational change in diverse settings (home- based programming, early care settings, classrooms, and school districts, etc.), and identifying effective ongoing personal supports will also be addressed. Students will apply these strategies to case studies and real life experiences throughout the course. This is course 3 of a three course series for the Utah Coaching Credential. Prerequisite: CHF 4201/MED 6201 and CHF 4202/MED 6202 or instructor permission. CHF 4300 - Latino Child and Family Development Credits: (3) Typically taught: Spring [Online] Summer [lst Blk] The Latino Child and Family Development course is designed as an upper division course for those who will work with, advocate for, or interact with children and families from a Latino background. The course uses a cultural constructsvist approach to understand Latino children and their families. The central focus includes the study of Latino culture, parenting practices, couple and marital practices, and other family dynamics. Additionally, a major goal is to understand and deconstruct stereotypes associated with individuals within the Latino culture. The course will simultaneously focus on Latinos living within the United States as well as cultural groups throughout North America, South America, and the Caribbean. CHF 4310 - Understanding the Modern United States Military Family Credits: (3) Typically taught: Fall [Full Sem] Spring [Full Sem] This course is designed to assist you in understanding the structure and formation of each service branch as well as the experiences of families serving in the U.S. Military focusing on both Active duty and Reserve components using Family Systems Theory, Risk and Resiliency Theory and Ambiguous Loss Theory. In recent years, many changes have taken place in the military family landscape. The knowledge gained in this course should provide you with insight into the complex experiences of today's U.S. Military Families. The information provided in this course is designed to assist students to be effective in professional settings working with military personnel and their families, and is a starting foundation for those interested in pursuing professional civilian careers working with military families in a variety of settings (e.g., nonprofit organizations, the U.S. Military, and others). This course will focus on different components of family life that specifically impact military families. The course format will include (1) readings, (2) online lectures, (3) quizzes, (4) exams, and (5) online and in class discussion. Prerequisite: CHF 1400, CHF 1500, CHF 2400. CHF 4400 - The Family in Stress Credits: (3) Typically taught: Fall [Full Sem, Online] Spring [Full Sem, Online] Summer [Online] Examining causes of stress in the family and developing strategies for coping with stress. CHF 4450 - Children and Families in the Medical Setting Credits: (3) Typically taught: Fall [Full Sem] The purpose of this course is to understand and serve children and families in the medical setting and to provide Weber State University 2015-2016 Catalog