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School Psychology 826

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School Psychology 826

  • 18:826:506 - Practicum Group Supervision: School Psychology

    Biweekly group supervision addressing issues that arise in practicum settings.

    Required of all first-year nonadvanced school psychology students during their first semester of practicum.

  • 18:826:532 - Basic Therapeutic Strategies with Children and Adolescents

    This course is designed to introduce first-year graduate students to the therapeutic interview and to basic attending and communication skills that are essential to both the initial visit and the ongoing therapeutic process with children, adolescents, and adults.

    Formerly 18:820:532.

  • 18:826:543 - Human Development

    Overview of norms, transitions, and crisis in the life structure from birth to old age to provide
    students with an understanding of life span development that will be useful in their clinical work. Topics covered include developmental milestones for infancy; childhood; adolescence; early, middle, and late adulthood; effect of divorce on children; developmental trajectories; gender differences and cultural/ethnic variation in life span development; "successful" aging; etc. Life span interview and report required, as well as one semester paper.

    Required for school psychology students; elective for all others.

  • 18:826:544 - Pediatric Behavioral Medicine

    Behavioral health care to children and adolescents with chronic or acute medical illness and/or developmental-behavioral concerns in a variety of child-serving settings including the medical clinic or school. Students will be introduced to evidence-based assessment and treatment practices for commonly occurring pediatric conditions. Students will also be introduced to the pediatric medical and health culture and be exposed to various methods of interdisciplinary collaboration.

  • 18:826:550 - Introduction to School Psychology

    This course provides an introduction to the profession and practice of school psychology. Topics to be discussed include the historical confluences of school psychology and psychological services in schools and the roles and functions of school psychologists. Current legal, ethical, and professional issues, in addition to relevant educational laws and the cultures of schools, will be discussed.

  • 18:826:555 - Exceptional Children in the School, Family, and Community

    This course is designed to introduce the student to the topics of human disability and exceptionality. The areas emphasized are normalization, stigma, inclusion, intellectual disability, intellectual superiority, sensory disability, physical disability, special education services, and personal and family impact. Through class discussions, visitations, debating, and readings students will consider the impact of exceptionality on the individual and the society. Students will become knowledgeable about federal, state, and local laws, regulations and practices as they pertain to individuals with disabilities.  Students will also examine their thoughts and feelings about disability and exceptionality.

  • 18:826:557 - Psychoeducational Foundations of Learning Disabilities

    Focuses on the administration, scoring, and interpretation of major standardized assessment approaches (e.g., cognitive, achievement), and assessing various child learning difficulties. The roles of RTI, CHC theory, and cross-battery assessment approaches for the identification and monitoring of learning difficulties and disabilities are presented. Under faculty supervision, the completion of two comprehensive clinic-based cases is required.

  • 18:826:558 - Adult And Organizational Learning And Change:Effective Program Planning and Implementation

    Examines theory, research, and practice of adult and organizational learning and change. Emphasizes bringing evidence-based practices and programs to schools and other human service settings through understanding the process of innovation implementation. Focuses on how to incorporate a new practice or program in the functioning of an individual, group, or organization in systems change efforts.

  • 18:826:602 - School-Based Psychological Intervention

    This course will provide an overview of evidence-based interventions that can be used in schools to improve the emotional, social, and behavioral functioning of children and adolescents. The course will address theory and research related to behavioral and cognitive behavioral interventions and will examine common practice elements of these interventions.  Students will be introduced to several manualized interventions used in practice. Implementation issues specific to school settings will be examined.

    Prerequisites: 18:820:502, 503, 504, 635, 636; 18:826:605,606.

  • 18:826:605 - Advanced Supervision in School Psychology

    Provides for personal and professional growth and development through small group supervision by faculty and peer group. Focuses on the integration of coursework with the professional, ethical, and legal issues encountered in school practicum placements.

    Required of all school psychology students for two years, starting with the second year.

  • 18:826:606 - Advanced Supervision in School Psychology

    Provides for personal and professional growth and development through small group supervision by faculty and peer group. Focuses on the integration of coursework with the professional, ethical, and legal issues encountered in school practicum placements.

    Required of all school psychology students for two years, starting with the second year.

  • 18:826:609 - Learning And Academic Interventions: Research To Practice

    Provides students with a comprehensive theoretical and research foundation in human learning as well as the key characteristics and features of common academic intervention strategies targeting academic skills (e.g., reading, writing, math) and academic behaviors (e.g., studying, homework completion). A self-regulated theoretical framework will also be used to help conceptualize the development and implementation of academic interventions in school contexts.

  • 18:826:612 - Consultation Methods

    Overview of theory, research, and practice of school-based consultation. Indirect models of delivering educational and mental health services. Methods of improving services for clients by increasing consultee capacities. Behavioral consultation, conjoint behavioral consultation, mental health consultation, and instructional consultation approaches addressed. Course requires a school-based consultation project.

  • 18:826:616 - Program Evaluation

    This course aims to develop students' knowledge, skills, and abilities that contribute to effective evaluation of programs that add value to individuals and groups in organizations (profit, nonprofit) and related community settings. Students will learn a range of evaluation models, methods, and approaches used in the field. They will develop an in-depth understanding of program theory and program process while considering how to be culturally responsive. Students will develop skills in communicating findings, selecting measures, and analyzing quantitative and qualitative program data. Students will hone their abilities to communicate using formal, professional writing and presentations.

    Required of all third-year school psychology students. Prior courses in statistics are a prerequisite. Students are not permitted to audit this course.

  • 18:826:630 - Cognitive Assessment

    The purpose of this course is to attain knowledge on cognitive assessment and skills in administering measures of cognitive abilities. The course integrates administration and scoring of major cognitive assessment instruments in the context of theory, research, and best practices. Students will be introduced to interpretation of cognitive assessment results, as well as communication of findings through written reports. The course will reinforce basic issues of measurement such as reliability and validity, address the assessment of persons representing various stages of development, and introduce a wide variety of measures. Issues of assessing children and adolescents from a diverse set of populations are integrated throughout the course in addition to specified lectures. Upon completion, students will be qualified to administer the measures on which they have been trained, and to monitor themselves in obtaining competence to administer, score, and interpret a wide range of cognitive assessment measures.

    Required for first-year school psychology students.

     

  • 18:826:631 - Internship in School Psychology

    Supervised experience of 1,500 hours (departmental requirement), or 1,750 hours (predoctoral licensing requirement) in a setting determined by the internship coordinator and the student.

  • 18:826:632 - Internship in School Psychology

    Supervised experience of 1,500 hours (departmental requirement), or 1,750 hours (predoctoral licensing requirement) in a setting determined by the internship coordinator and the student.

  • 18:826:633 - School Psychology Internship Semimar

    Required by school students on non-appic internships.

  • 18:826:635 - Part-Time Internship in School Psychology

    Part-time supervised experience in a setting determined by the internship coordinator and the student.

  • 18:826:636 - Part-Time Internship in School Psychology

    Part-time supervised experience in a setting determined by the internship coordinator and the student.