2020 Spring Term
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LEARNING IN EDUCATIONAL CONTEXTS
A survey of theories of and empirical research on learning as it takes place within educational contexts. Problems that may hinder learning and ways in which school psychologists can foster learning within educational contexts will be studied.
ASSESSMENT III: INTELLECTUAL FUNCTIONING
This course examines the nature of intelligence and basic characteristics of tests of cognitive functioning. Intensive study of the Wechsler Scales, the Differential Ability Scales, and other standardized assessments of cognitive functioning with a particular emphasis on practice in administration, scoring, and appropriate interpretation of scores is required. The course will also examine the construct of adaptive behavior and its relationship to intelligence and culturally competent assessment. Students will also receive training in written and oral communication of psychological information. Field work is required.
COGNITIVE-BEHAVIORAL THERAPY WITH CHILDREN AND ADOLESCENTS
An introductory course in direct cognitive-behavioral interventions in the school setting for advanced School Psychology Program students. Legal issues, ethical conduct, efficacy research, and theoretical foundations of cognitive-behavioral therapy will be discussed. Students will learn selected individual and group intervention procedures and apply them with children and/or adolescents in supervised school-based settings
ASSESSMENT II: BEHAVIOR AND PERSONALITY
The non-biased assessment of behavior, emotional functioning, and personality in the integrated context of measurable treatment procedures is stressed. Emphasis is placed on hypothesis development and construct measurement. Course examines multi-axial assessment formats which include child-teacher-parent rating scales, interview and history taking, behavioral observation, and projective techniques.
SOCIAL CONTEXT AND DIVERSITY IN THE SCHOOL SETTING
This course examines current theory and research related to understanding human social behavior and diversity within the school setting. Readings and discussions will cover both quantitative and qualitative research and represent psychological, anthropological, and sociological perspectives on social behavior relevant to education. Public policy issues relevant to social behavior within educational contexts will also be addressed.
FIELD PLACEMENT IN SCHOOL PSYCHOLOGY
Support for field experiences for School Psychology Program students. Includes a supporting seminar.
PRACTICUM IN SCHOOL PSYCHOLOGY
A two and one-half hour weekly seminar includes school psychological services involving the role, issues, ethics, laws and regulations pertaining to school psychology. Two days per week in a public school setting are required along with a minimum of one hour of supervision of the field placement experience.
INTERNSHIP IN SCHOOL PSYCHOLOGY
The internship in School Psychology is a full-time placement experience (at least half of which takes place in a public school setting) providing the student with the opportunity to acquire proficiency in the area of School Psychology. Internship supervision is on campus and in work setting. Grading is on a pass/fail basis. Repeatable to 12 credits.
SPECIALIST PROJECT RESEARCH
Students, under faculty supervision, propose, design, and carry out an app;ied project within the field of School psychology. Approved quantitative and qualitative studies, comprehensive reviews, school-based program evaluations, or student designed assessment or intervention procedures receive faculty support and guidance. Students meet individually with faculty project advisors. Repeatable.
Study of a selected topic or topics under the direction of a faculty member.