(3 crs.) Students in this course will learn about contemporary issues of human development, family systems, and cultural diversity based on the television show, This is Us. (Online) Pre: Freshmen or sophomore standing, or permission of instructor. (C3) (GC)

(3 crs.) Cross-listed as (NUR), HDF 150. Interdisciplinary approach to the study of individual and societal determinants in the development, integration, and expression of human sexuality and a code of sexual behavior. (Lec. 3/Online) (A2) (C3)

(1 cr.) Exploration of skills and interests related to career development. Seminar for human service career opportunities. Understanding of short and long term goal process emphasized. (Seminar/Online) HDF students only.

(3 crs.) Leadership development course focusing on leadership theories, personal and academic adjustment issues, civic leadership and community service and basic communication skills. Core requirement for the minor in leadership studies (Lec. 3) Pre: permission of instructor.

(3 crs.) Physical, social, cognitive, and emotional growth and development of young children within the family and varied cultural settings. Review of contemporary issues and their relevance for social policy. (Online) (A2) (C3)

(3 crs.) Physical, social, cognitive, and emotional growth and development of young children within the family and varied cultural settings. Review of contemporary issues and their relevance for social policy. (Accelerated Online Program) (A2) (C3)

(3 crs.) Physical, social, cognitive, and emotional growth and development from adolescence to senescence. Attention to varied cultural settings and relevant social policy. (Lec. 3/Online)

(3 crs.) Introduction to research processes in human development and family studies. Emphasis on reading and evaluating the research literature and preparing and presenting literature reviews. (Lec. 3/Online) Pre: admission to the HDF or BIS program.

(3 crs.) An interdisciplinary framework to review important personal financial issues and to offer applicable tools to help students make good financial choices on earning, spending, borrowing, protecting, investing and saving money.(Lec. 3/Online) (A2) (B4) (GC)

(3 crs.) An interdisciplinary framework to review important personal financial issues and to offer applicable tools to help students make good financial choices on earning, spending, borrowing, protecting, investing and saving money. (Lec. 3/Online) (A2) (B4) (GC) Pre: HDF major, or by permission of instructor

(3 crs.) Prepares individuals working with young children to establish an environment that promotes a positive state of health and well-being so that children can thrive. The course will focus on planning safe environments, promoting physical activity, and establishing routines and positive experiences in the areas of health, safety, and nutrition. (Lec. 3) (A2)

(3 crs.) Prepares individuals working with young children to establish an environment that promotes a positive state of health and well-being so that children can thrive. The course will focus on planning safe environments, promoting physical activity, and establishing routines and positive experiences in the areas of health, safety, and nutrition. (Lec. 3/Online/Accelerated Online) (A2)

(3 crs.) Application of basic economic principles to consumer problems in a complex marketplace, buyer-seller relationships, effective consumer decision making, effects of government policies on consumers. (Lec. 3/Online) (A2) (B4)

(3 crs.) Intimate romantic and family relationships are explored across the life span. An emphasis is placed on understanding how personal, cultural, and economic factors impact the quality of family life. (Lec. 3/Online) Pre: HDF major or permission of instructor.

(3 crs.) Introductory leadership class. Topics include basic leadership theories, international goverance/economic systems, critical thinking, and leadership in U.S. education; community service organizations; families; diverse workplaces. Core option for the leadership studies minor. (Lec. 3/Online) Pre: permission of instructor.

(3 crs.) Explores cultural identity, adult development, leadership, body image and the media, issues relevant to women of color, community engagement and mentoring. Elective for leadership minors. (Lec. 3) Pre: permission of instructor.

(3 crs.) Examination of the professional behaviors for establishing and maintaining positive, ongoing, effective reciprocal relationships with diverse families in various early childhood settings. (Lec. 3) Pre: HDF 230 or acceptance into the Early Childhood Education Teacher Certification Program.

(4 crs.) Study of development in the first three years including family interaction and early education. Emphasis is on cultural differences in parenting. Supervised observation/participation working with infants and toddlers three hours a week included. (Lec. 3, Practicum 1) Pre: HDF major and HDF 200 or permission of instructor.

(4 crs.) Theory and practice in care, teaching, and guidance of preschool children. Lectures, discussion, and participation in a field setting for three hours a week. Students will be placed in practicum sites at either the Kingston or Providence URI CDC lab schools. Service Learning. (Lec., Online 3, Practicum 1). Pre: HDF or ECE major and HDF 200, or permission of instructor.

(4 crs.) Theory and practice in care, teaching, and guidance of preschool children. Lectures, discussion, and participation in a 36-hour practicum. Practicum takes place at URI CDC lab schools. Practicum placement (in either Kingston or Providence) and schedule are provided at the start of the semester. (Lec., Online 3, Practicum 1/Online). Pre: HDF or ECE major and HDF 200, or permission of instructor.

(4 crs.) Physical, psychological, social, and emotional growth and development of the individual during adolescence. Observation/participation working with adolescents three hours a week included. (Lec. 3, Prac. 1) Pre: HDF major and HDF 201 or permission of instructor.

(4 crs.) Identification of influences, processes, and forces shaping development in emerging and early adulthood. Integration of theory and research with experiential learning. (Lec. 3, Project 1) Pre: HDF major and HDF 201 or permission of instructor.

(4 crs.) Introduction to the study of aging processes: Biological, psychological, and social theories. Health, social, and other age-related problems. Lecture, discussion, and participation in a field setting. (Lec. 3, Practicum 1) Pre: HDF major and HDF 201 or permission of instructor.

(3 crs.) This course will draw from the disciplines of economics, public policy, public health, and consumer behavior to offer a comprehensive understanding of the intersection of health and wealth. (Lec. 3/Online/Accelerated Online Program) (A2) (B4) (GC)

(3 crs.) History, philosophy and goals of Family Life Education including requirements for certification. Program planning, implementation and evaluation. Current issues, trends, research and theory. Emphasis on diversity of clientele and settings. (Lec. 3) Pre: HDF 202.

(3 crs.) Orientation to Early Intervention services for families with children ages birth to three with developmental delays. The course describes various disabilities, introduces family-centered service approaches, and examines early identification methods. (Lec. 3) Pre: Sophomore standing.

(3 crs.) Orientation to Early Intervention services for families with children ages birth to three with developmental delays. The course describes various disabilities, introduces family-centered service approaches, and examines early identification methods. (Lec. 3) Pre: Sophomore or Junior standing, or by permission of instructor.

(3 crs.) Systematic, family-centered, team approach to service delivery is emphasized. Emphasis on developing and embedding learning opportunities in everyday routines, relationships, activities, and places of the families in early intervention. (Lec. 3) Pre: HDF 340 and sophomore standing.

(3 crs.) Exploration of ways to collaborate with families in home visiting and early childhood programs. Strategies used to engage families, family-centered approaches to identify strengths and needs, and coaching are emphasized. (Lec. 3) Pre: HDF 340

(3 crs.) Exploration of ways to collaborate with families in home visiting and early childhood programs. Strategies used to engage families, family-centered approaches to identify strengths and needs, and coaching are emphasized. (Lec. 3) Pre: Completed or concurrent enrollment in HDF 340

(3 crs.) Interdisciplinary child and family assessment procedures and development of Individual Family Service Plans (IFSP) are covered. Collaborating with families on goals and services developing responsive and meaningful outcomes for children birth to three and families in Early Intervention are emphasized. (Lec. 3) Pre: HDF 340.

(3 crs.) Examines being an adult in contemporary society. Explores questions related to cultural influences on sense of self, ethical reasoning, and responsible behaviors in family, work, and community contexts. (Lec. 3) Pre: Junior or senior standing. (A2) (C3) (GC)

(3 crs.) Individual, family and community health concerns throughout the lifespan. Focus on health disparities amongst groups. (Lec. 3/Online) Pre: Junior standing in HDF or permission of instructor.

(1 cr.) To prepare HDF students to identify goals and professional interests in human services before applying for Senior Field Placement. This course should be taken before HDF481. (Online) Pre: HDF major or permission of instructor. Students must pass both HDF 381 and HDF 481 to receive Gen Ed credits. (D1) (C1)

(1 cr.) To prepare HDF students to identify goals and professional interests in human services before applying for Senior Field Placement. This course should be taken before HDF481. (Online) Pre: HDF major and 75 credits. Students must pass both HDF 381 and HDF 481 to receive Gen Ed credits. (D1) (C1)

(3 crs.) Review and critique of major theories of child development. Examination of research studies and issues associated with the first decade of life. Emphasis on cultural contexts. (Lec. 3) Pre: HDF 200 or PSY 232, and HDF 202.

(4 crs.) Cross-listed as (PSC), HDF 405. Analysis of U.S. social policy and programs related to issues of health and aging. Topics include: health care, long term care, retirement, and social services. (Seminar 4) Pre: PSC 310 or HDF 202 or permission of the instructor. (D1) (B3)

(4 crs.) Cross-listed as (PSC), HDF 405H. Honors Section of PSC/HDF 405: Policy Issues in Health and Aging. Analysis of U.S. social policy and programs related to issues of health and aging. Topics include: health care, long term care, retirement, and social services. (Seminar 4) Pre: 3.40 overall GPA and PSC 310 or HDF 202 or permission of the instructor. (D1) (B3)

(3 crs.) Examines issues of cultural anthropology, critical thinking, theories of inclusion, and crisis leadership. Capstone requirement for leadership minors. (Lec. 3) Pre: permission of instructor and HDF 190 or 290 and junior or senior standing. Not for graduate credit. (C3) (D1)

(3 crs.) Examines experiential education, organizational development, facilitation techniques, and ethical issues of peer leadership. Elective for leadership minors. (Lec. 3) Pre: permission of instructor and HDF 190 or HDF 290. Not for graduate credit.

(3 crs.) Explores issues related to social change, power and privilege, coalition building, non-violence, civic engagement and activist movements. Elective for leadership minors. (Lec. 3) Pre: permission of instructor and HDF 190 or HDF 290. Not for graduate credit. (D1) (C1)

(3 crs.) Explores mentoring strategies, leadership and identity development models, leadership style, and community involvement. Elective for leadership minors. (Lec. 2, Lab. 2) Pre: Permission of instructor and HDF 190 or HDF 290. Not for graduate credit.

(3 crs.) Topics include leadership theory and style, experiential learning, peer mentoring, critical thinking, quality improvement, and organizational development. (Lec. 3) Elective for leadership minors. Pre: HDF 290 or 190 and permission of instructor. Not for graduate credit.

(3 crs.) Supervised internship experience for leadership studies minors. A core requirement for the minor in leadership studies. (Practicum) Pre: permission of instructor and HDF 190 or HDF 290 and enrollment in leadership minor. Not for graduate credit.

(3 crs.) Personal financial planning and decisions for attaining individual and family goals. Factors that affect, protect, and enhance financial security. (Lec. 3/Online) Pre: completion of 24 or more credits and HDF 202.

(3 crs.) Cross-listed as (HDF), EDC 421. Theoretical foundations of language and literacy development from birth through age 5. Examines practical applications of multi-modal language and literacy in diverse populations, including dual language learners. (Lec. 3) Pre: For HDF: HDF 200 and either HDF 202 or PSY 301; For ECE: admission into the Early Childhood Education Teacher Certification Program; or permission of instructor.

(3 crs.) Cross-listed as (HDF), THN 421. Exploration of human death, dying and bereavement. Focus on biomedical, psychological, social and multicultural dimensions. Implications for social policy. (Lec. 3) Pre: junior standing or above.

(3 crs.) Explanation and evaluation of financial information needed for effective retirement planning, including defining goals, estimating expenses, and analyzing resources. (Lec. 3/Online) Pre: HDF 418 or permission of instructor.

(3 crs.) Interdisciplinary approach to the dynamics of intrafamily relationships, interactions of family units and family members within the sociocultural environment. Implications for social policy. (Lec. 3) Pre: HDF 202 and 230.

(3 crs.) Cross-listed as (HDF), SOC 431. An analysis of families and interpersonal relationships of older adults. With attention to social, psychological, cultural, economic, and political factors. (Lec. 3) Pre: HDF 202 or SOC 440.

(3 crs.) Historic examination of childhood and parenting philosophies and comparison of practices among different cultures. Attention to contemporary social policy and practices surrounding parenting. (Lec. 3) Pre: HDF 200 or PSY 232, and HDF 202.

(3 crs.) Interdisciplinary approach to understanding the effects of poverty with attention to cultural, political and policy issues and implications. (Lec. 3) Service learning. Pre: junior standing in the major or permission of instructor and HDF 202.

(3 crs.) Honors Section of HDF 434: Children and Families in Poverty. (Lec. 3) Pre: 3.40 overall GPA, HDF 202, and senior standing in HDF major or permission of instructor.

(3 crs.) Cross-listed as (HDF), SOC 437. Seminar to investigate family roles, relationships, rights, and responsibilities as defined by the law. Emphasis on explicit and implicit family policy revealed in the various branches of law. (Seminar) Pre: HDF 200 and 230 or SOC 212.

(3 crs.) Study of normal aging related changes as design determinants of the physical environment. Identifies theories and models of person-environment interaction and environment-behavior issues and procedures for post-occupancy evaluation studies. (Lec. 3) Pre: HDF 202. (C1) (A2)

(3 crs.) Introduces students in human sciences to interviewing and counseling skills in both professional and paraprofessional settings. Integrates theory, practice, and application by didactic and experiential learning. (Lec. 3) Pre: HDF 230 and junior standing in HDF; or graduate standing, or permission of instructor.

(3 crs.) Examination of debt and budgeting problems affecting families. Utilization of a problem-solving approach and inclusion of financial counseling strategies for coping with financial issues and becoming proactive in family financial management. (Lec. 3/Online)

(3 crs.) Supervised experience in completing cognitive, affective, and psychomotor assessments of young children. (Practicum) Pre: credit or concurrent enrollment in HDF 455. In alternate years.

(3 crs.) Overview of the principles of therapeutic play for children and youth, including theories, technique, application and the skills within a family systems framework. (Lec. 3) Pre: HDF 200 and HDF 202, or permission of instructor

(3 crs.) Cross-listed as (HDF), THN 471. Examines conceptual, psychosocial, somatic and pragmatic issues faced when grieving and how to cope or assist others accommodating imminent or realized loss due to death. (Lec. 3) Pre: HDF 421, or prior thanatology course, or permission of instructor.

(3 crs.) Cross-listed as (HDF) 572. This course reviews information on psychological trauma and its impact on individuals and families. Responses to trauma, family stress theories, PTSD , and principles for working with trauma-exposed populations are covered. (Lec. 3) Not for graduate credit.

(3 crs.) This course reviews information on psychological trauma and its impact on individuals and families. Responses to trauma, family stress theories, PTSD , and principles for working with trauma-exposed populations are covered. (Lec. 3) Not for graduate credit.

(6-12 crs.) Senior field experience in community agencies (Practicum) Service learning. Pre: HDF 381 and concurrent enrollment in HDF 481; senior standing and permission of instructor. Registration occurs in the semester preceding the internship. Not for graduate credit. S/U only.

(2 crs.) Group discussion of field experience in community agencies and related academic assignments. Includes service learning, reflections and discussions (Seminar) Not for graduate credit. Pre: HDF381, concurrent enrollment in HDF 480, senior standing in the major, and permission of instructor. Students must pass both HDF 381 and 481 to obtain general education credit. (D1) (C1)

(1 cr.) Preparation of portfolios required for graduation with minor in leadership studies. (Seminar) Pre: enrollment in leadership studies minor. Not for graduate credit.

(1-3 crs.) Literature, laboratory work, and/or individual research under the direction of a departmental family member. (Independent Study) Pre: Sophomore standing and permission of instructor. Not for graduate credit.

(1-3 crs.) Open to qualified seniors who wish to do advanced work primarily consisting of lab or field experiences. Students must obtain written approval from proposed faculty supervisor prior to registration. Pre: senior standing and permission of chairperson. May be repeated for no more than 9 credits. Not for graduate credit. S/U only.

(1-3 crs.) Open to qualified seniors who wish to do advanced work. Conducted as a seminar or supervised individual project. Students must obtain written approval from proposed faculty supervisor prior to registration. Pre: senior standing and permission of chairperson. May be repeated for no more than 9 credits. Not for graduate credit.

(3 crs.) Critical analysis of developmental science theories and related contemporary research. Using a lifespan perspective, the course will examine individual and family theories of development, and consider relevant practice and research implications. (Lec. 3) Pre: Graduate standing or permission of instructor.

(3 crs.) Historical, cultural, and developmental issues in human sexuality and counseling. Implications for self and client understanding through personal exploration and desensitization to sensitive topics. (Lec. 3) Pre: graduate standing or permission of instructor.

(3 crs.) Examines trajectories, theories and research associated with child development from infancy through childhood. Topics include early brain development, culturally sensitive caregiving, health, education, behavior, and the impact of public policy on this developmental stage. (Seminar) Pre: graduate standing or permission of instructor

(3 crs.) In this graduate-level course, students will learn about the biopsychosocial development of children and adolescents, the contexts in which they develop (homes, schools, neighborhoods), and the implications for intervention and prevention science. (Accelerated Online Program) Pre: Graduate standing or by permission of instructor

(3 crs.) In this graduate-level course, students will learn about the biopsychosocial development of children and adolescents, the contexts in which they develop (homes, schools, neighborhoods), and the implications for intervention and prevention science. (Lec. 3/Accelerated Online Program) Pre: Graduate standing or by permission of instructor

(3 crs.) Examine theories and research associated with adolescence and young adulthood. Topics include transitions, risky behaviors, health issues, work-family tensions, and the impact of public policy on this developmental stage. (Seminar) Pre: Graduate standing or permission of instructor.

(3 crs.) This graduate-level course is designed to cover: (a) the relationship between biopsychosocial factors and healthy aging, and (b) risk, resilience, and protective factors for physical and mental health in adulthood and later life. (Accelerated Online Program)

(3 crs.) This graduate-level course is designed to cover: (a) the relationship between biopsychosocial factors and healthy aging, and (b) risk, resilience, and protective factors for physical and mental health in adulthood and later life. (Lec. 3/Online/Accelerated Online Program) Pre: Graduate standing, or by permission of instructor.

(3 crs.) Survey and critical examination of research on life-span financial issues. Implications for diverse populations and human service settings will be drawn. (Independent Study) Pre: HDF 418 or permission of instructor.

(3 crs.) Development of policy frameworks and their application for understanding current major health care policy issues across lifespan, including economic, political, and ethical dimensions. Exploration of the experiences of other countries. (Seminar) Pre: graduate standing or permission of instructor.

(3 crs.) In this graduate-level course, students will examine the political, socio-economic and cultural forces influencing development and implementation of national and local policies that impact families in the United States. (Accelerated Online Program) Pre: Graduate standing or permission of instructor

(3 crs.) In this graduate-level course, students will examine the political, socio-economic and cultural forces influencing development and implementation of national and local policies that impact families in the United States. (Lec. 3/Online/Accelerated Online Program) Pre: Graduate standing or permission of instructor

(3 crs.) Students will learn to improve the health and well-being of individuals and families through evidence-based approaches to prevention and intervention. Fundamental concepts include the biopsychosocial model, health disparities and risk/resilience factors in families and across the lifespan. (Accelerated Online Program)

(3 crs.) Students will learn to improve the health and well-being of individuals and families through evidence-based approaches to prevention and intervention. Fundamental concepts include the biopsychosocial model, health disparities and risk/resilience factors in families and across the lifespan. (Lec. 3/Online 3/Accelerated Online Program)

(3 crs.) Basic principles of interdisciplinary teamwork in health care, human service, and education professions. Practice in promoting effective communication, conflict resolution, and leadership in teams. Focus on social and experiential learning. (Lec. 3) Pre: permission of instructor.

(3 crs.) Students are introduced to mediation principles, phases of mediation, mediator�s role, and standards of the profession. The practice of mediation is illustrated via role plays, with a special emphasis on family and interpersonal conflict resolution. (Lec. 3) Pre: graduate standing or permission of instructor.

(3 crs.) Theoretical foundation and practice of counseling with diverse adult populations. (Lec. 3) Pre: graduate standing and permission of instructor.

(3 crs.) Systemic integration of multicultural and contextual frameworks for service delivery and scholarly work in a diverse world. Emphasis on the development of multicultural competence, awareness, practical applications, and evaluation in family settings. (Seminar) Pre: HDF 450 or equivalent and graduate standing or permission of instructor.

(3 crs.) Major theoretical perspectives, including system theory as related to therapy. Communication and relationship skills, negotiation and behavioral contracting, treating specific relationship problems, therapy evaluation. (Seminar) Pre: HDF 430 and permission of instructor.

(3 crs.) Major contemporary theories of family therapy and the development of family therapy as a unique intervention strategy; special consideration of issues and problems commonly confronted in conducting family therapy. (Seminar) Pre: permission of instructor.

(3 crs.) Preparation for and practice of couple and family therapy. Live supervision, student-presented case material, and review of recordings of actual counseling sessions. (Practicum 3) Pre: Admission to CFT program or permission of instructor. May be repeated for a maximum of 18 credits.

(3 crs.) Examination of major ongoing and emerging theoretical issues in family therapy. The implications of these problems in clinical practice with families. (Lec. 3) Pre: HDF 564 and graduate standing.

(3 crs.) Administration and interpretation of assessment instruments for treatment, planning, and evaluation. Ethical, legal, and theoretical issues related to family systems assessment are discussed. (Seminar) Pre: graduate standing or permission of instructor.

(3 crs.) Historical, philosophical, and procedural foundations of scientific inquiries into individuals and families. Explores the various ways to acquire information about human development and family relationships. (Lec. 3) Pre: graduate standing or permission of instructor.

(3 crs.) Students will learn how to analyze and write about research and develop a research strategy in prevention science. Students will also learn applied methods and how to conduct basic analyses. (Seminar/Accelerated Online Program) Pre: Graduate standing, or by permission of instructor.

(3 crs.) Cross-listed as (HDF) 472. This course reviews information on psychological trauma and its impact on individuals and families. Responses to trauma, family stress theories, PTSD , and principles for working with trauma-exposed populations are covered. (Lec. 3)

(3 crs.) This course reviews information on psychological trauma and its impact on individuals and families. Responses to trauma, family stress theories, PTSD , and principles for working with trauma-exposed populations are covered. (Lec. 3) Not for graduate credit.

(1-3 crs.) Recent developments and current issues in Human Development and Family Studies. May be repeated for a maximum of 6 credits. (Seminar)

(3 crs.) Ethical, legal, and professional issues encountered by family therapists in the delivery of services. These aspects of therapy practice along with systemic theory are cornerstones of competent practice. (Seminar) Pre: Graduate standing or permission of instructor.

(1-3 crs.) Emphasizes initial implementation phases of master's research requirement as well as legal, ethical, and professional issues. (Seminar) Pre: advanced standing and permission of instructor.

(1-3 crs.) Emphasizes research applications, completion of master's research requirement, and making a transition to a professional position. (Seminar) Pre: permission of instructor.

(3 or 6 crs.) Supervised field experience in various settings. Culminating experience integrates program theory and skills. (Practicum) Pre: advanced standing and permission of instructor. S/U credit.

(3 or 6 crs.) Supervised field experience in various settings. Culminating experience integrates program theory and skills. (Practicum) Pre: advanced standing and permission of instructor. S/U credit.

(1-6 crs.) Number of credits is determined each semester in consultation with the major professor. Minimum of 6 credits is required of students who have chosen the action-thesis option. (Independent Study) S/U credit.

(1-3 crs.) Survey of important research contributions significant to the understanding of human development and relationships. (Independent Study)

(1-3 crs.) Survey of important research contributions significant to the understanding of human development and relationships. (Independent Study)

(1-3 crs.) Survey of important research contributions significant to the understanding of human development and relationships. (Independent Study/Accelerated Online Program)

(1-6 crs.) Number of credits is determined each semester in consultation with the major professor or program committee. Minimum of 6 credits is required of students who have chosen the thesis option. (Independent Study) S/U credit.

(1-3 crs.) Assigned research on an advanced level. Students are required to outline the problem, conduct the necessary literature survey and experimental work, and present their observations and conclusions in a report. (Independent Study). Pre: Enrollment in the Doctoral Program in Health Sciences. May be repeated for up to 6 credits.

(1-12 credits) Number of credits is determined each semester in consultation with the major professor or program committee. (Independent Study). Pre: Enrollment in the Doctoral Program in Health Sciences. S/U credit.