A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline.
Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge of methodologies.
Supervised experience providing interventions to children, adolescents, and their families; includes counseling and play techniques, review of digital recordings, group and individual supervision, and course seminars. S/U graded.
Special Notes
Consent of instructor required
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Addresses the dynamic nature of individual and family functioning and the interaction of biology and environments. Emphasis on integration of theory and research in developing programs that foster healthy development.
Overview of concepts and principles related to applied behavior analysis, including application of behavioral principles with children and adolescents in school and home settings.
Provides conceptual and practical knowledge and skills in the design, implementation, and interpretation of single case experimental designs. Application to education stressed.
This course covers understanding and use of functional behavioral assessment, functional assessment of academics, and functional analysis procedures. Addresses selecting and prioritizing target behaviors, and developing behavior intervention plans to support youth in home and school settings.
Addresses the practice of psychological consultation with school personnel and families. Includes coverage of major consultation theories, school culture, and how consultation is applied to service delivery systems in schools.
Supervised experience using a problem-solving approach to assess, plan, and monitor child, adolescent, and adult functioning in the areas of cognitive processing and academic achievement in school and community settings.
Concurrent Prerequisite
SPSY 670 with a minimum grade of C
Application of major strategies and techniques for behavior and personality assessment of children (K-12) and young adults, with an emphasis on integrating behavioral, cognitive and academic assessment results for effective intervention.
Special Notes
Consent of instructor required.
Understand and implement techniques for assessing social and behavioral functioning in children and adolescents for the purpose of designing effective interventions in home and school settings.
This course is designed to introduce students to some of the cultural, socioeconomic, and ethnic variables that influence service delivery in school psychology. Students will develop an understanding and appreciation of cultural and ethnic differences among individuals, groups, and families. Students will be equipped to advocate for and implement socially just practices within their professional work.
This course provides an advanced understanding of theory, research, and interventions, as applied to individuals, families, schools, and social systems.
This course prepares students to design and implement programs that promote children's mental health, academic success, and social competence. Students will become familiar with implementation science, systems theory, and models of service delivery.
Build research skills and knowledge serving under the mentorship (research apprentice) of a faculty member. Must complete three credit hours over three semesters.
Examination of theories of trauma and crisis for use in school settings. Emphasis is given to developing systems that support individuals who have experienced trauma and on strategies for preventing, responding to, and recovering from crisis.
Understanding psychological testing through an overview of measurement principles, the psychological assessment process, data management, test construction and development and use of test results in individual psychoeducational evaluations and intervention planning.
Addresses applied psychological aspects of curriculum, instruction, and learning environment in relation to the development, implementation, and monitoring of academic interventions in the areas of reading, math, and written language.
Seminar and applied practice in providing supervision in assessment, counseling, and/or school-based practice to students who are at the early stages of their preparation as school psychologists.
This course is designed to introduce contemporary developmental and diagnostic frameworks for understanding mental disorders, particularly for childhood and adolescence. The course will review the theoretical and empirical bases for psychopathology.
Professional issues and problems concerning the school psychologist, including certification and licensure requirements, confidentiality, legal and ethical issues, roles and responsibilities.
Provides an overview of the theories and practice of school psychology supervision. Additionally, under faculty supervision, students participate and apply their skills in in the instruction and supervision of students in testing courses.
This course provides students the opportunity to refine their skills (e.g., assessment, counseling) through supervised experience in a hospital, clinic, and/or school setting under the supervision from a licensed psychologist. Must complete a total of 2 credits. S/U graded.
Supervised practice in administering and interpreting neuropsychological tests and qualitative procedures for children, adolescents, and adults. Emphasizes case conceptualization and intervention development from a neuropsychological perspective.
Supervised experience in the provision of comprehensive psychological services to children/adolescents within a school setting. Must complete 6 credits over the academic year.
Learn the theory and practice of psychological program evaluation. Use technology and measurement skills to promote systems change by evaluating the effectiveness of consultation, therapy, guidance, academic interventions, and placement.
Supervised experience in the practice of school psychology with children and adolescents in a school or clinic setting. (See Ph.D./Ed.S. Internship Guidelines for a complete description.)
Required for all doctoral students. Student must earn a maximum of 4 hours of credit in this course in partial fulfillment of requirements for all doctoral degrees, before admission to candidacy. S/U graded.
Required of all doctoral candidates. A student must earn a minimum of 12 hours of credit for the dissertation in partial fulfillment of requirements for all doctoral degrees. S/U graded.