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Ph.D. School Psychology Courses

School psychologist working with student drawing

Consistent with the scientist-practitioner model of training, students are involved in a systematic sequence of didactic courses, applied courses, field experiences, and research requirements. The sequential plan of study is designed to prepare students for the professional practice of school psychology by developing foundational knowledge, skills, and professional dispositions and behavior required for independent practice and the ability to conduct original research to address unanswered questions within the scientific literature.

Course NumberCourse TitleCredits
CESD 805

Counselor Education and Supervision in a Diverse Society

This course provides doctoral students with the awareness, knowledge, and skills required of counselors, counselor educators, and counseling supervisors if they are to be effective leaders in a pluralistic and diverse society. This course prepares students to continue developing multicultural competencies. Diversity and identity issues, multicultural models and frameworks, and ethical implications are explored in relation to their impact on therapeutic, instructional, consultative, and supervisory relationships. Also emphasized are issues regarding spirituality, religion, sexual orientation, race, ethnicity, age, gender, advocacy, social justice, and related trauma, crisis, and disaster issues.

3
CESD 815

Instructional Methods Seminar and Practice

This course provides doctoral students with the opportunity to examine historic and current theories and practices of teaching and learning. Students will examine instructional methods that are based on individual, environmental and psychological processes that determine knowledge and behavior change. The course offers an opportunity to examine processes that affect learning, e.g., perception, cognition, memory motivation, modeling, decision-making, and emotions, in a counselor education program.

3
GCNE 572

Child and Adolescent Counseling

This course is designed to increase students’ understanding of conducting psychotherapy with children. The students will examine the theory and application of child and play therapeutic interventions. In addition, intervention strategies for helping adults for whom childhood issues continue will also be developed.

3
GESL 501

Helping English Language Learners in Mainstream Classes

English as a Second Language (ESL) instruction aims to provide English Language Learner (ELLs) with social, cultural and basic and academic language skills to improve their academic achievement. Granted that the developmental goals of ELL’s language and academic skills are inseparably interdependent, ESL instruction cannot be perceived as the sole responsibility of ESL specialists. This course aims to support pre-service content area teachers in developing adequate level of competency in addressing the special needs of linguistically and culturally diverse learners in their classes. It also prepares pre-service content area teachers to work with ESL professionals on various levels. The course provides them with basic knowledge and skills appropriate and effective instructional experience for the ELL population. It also focuses on how content area teachers can make accommodations, adaptations and modifications in their instructional planning and implementation to create an inclusive instructional environment for all learners. In light of PDE requirements, the course covers content related to the five TESOL standards, including language, culture, instructiona, assessment, and professionalism.

3
GPSY 505

Role and Function of School Psychologists

This course is designed to introduce prospective school psychologists to the field of school psychology. Subjects and experiences include role and function of the school psychologist; legal, ethical, and professional issues in school psychology; field work experiences; research methods in school psychology; and emerging technologies in school psychology.

3
GPSY 511

Psychology of Learning

Several theoretical mechanisms of learning and cognitive processing are examined. The goal of the course is to establish the practical utility of operant conditioning theory, social learning theory, and information processing theory.

3
GPSY 512

Psychological Testing

Introduction to basic principles of test theory, construction and measurement. Topics include reliability, validity, item analysis as well as other test construction considerations. Test interpretation focuses on standardized test scores and factor analysis. Survey of general ability tests, achievement tests, personality tests and interest inventories.

3
GPSY 612

Social Psychology

Social psychology is the scientific study of humankind as social beings. The social psychologist is interested in how individuals think about others, influence, and are influenced by others, and how they interact with others. The course is designed to give you a detailed overview of the major topics currently important in the discipline, as well as some of the history and methodology that form the basis of our present understanding. This course has as its cornerstone the scientific method and the use of empirical research as the means of understanding social behavior.

3
GPSY 614

Organizational Consultation and Supervision for School Psychologists

An in-depth study of change processes for schools and organizations serving youth and their families. Topics will include organizational assessment, program evaluation, strategic planning, change management, problem-solving, and process improvement. Specific examples covered will include the development of organization level crisis plans and techniques in organizational recovery.

3
GPSY 618

Personal Assessment for Intervention

Following examination of some of the theoretical concepts behind projective techniques, the students will be supervised in implementation. Emphasis will be on projective interpretation of intelligence tests as well as exposure to other projective techniques. Restricted to students enrolled in the School Psychology Program.

3
GPSY 619

Child and Adolescent Development

This course explores child development from conception through adolescence, surveying growth, adaptations, and developmental patterns in infancy, childhood, and adolescence with implications for academic, emotional, and social learning.

3
GPSY 623

Behavior Interventions

The purpose of this course is to teach students to design, implement, and evaluate interventions through progress monitoring for common behavioral problems. The course will also cover single subject design and applied, functional and experimental behavioral assessment. Spring.

3
GPSY 625

Academic Interventions

The purpose of this course is to develop student competencies regarding academic assessment for intervention, evidence-based intervention, and response-to-intervention (RTI) procedures in general. This will be done by taking a holistic view of the student that includes the student’s academic environment and the student’s pattern of academic performance compared to himself/herself and others. Knowledge of these leads to the selection of evidence-based interventions that must be implemented with fidelity, appropriate progress monitoring techniques, and procedures to gauge RTI. Data-based decision making is the goal of this process. Students will complete an academic intervention project to demonstrate academic assessment, intervention selection, treatment integrity monitoring, progress monitoring, and data-based decision making competencies.

3
GPSY 680

Consulting and Program Evaluation- Special Education

Students will develop a knowledge base of behavioral, mental health, collaborative and system level consultation. Students will develop the skills to collaborate with school personnel and the family as a system for the design and implementation of evidence-based interventions and programs. Students will learn to conduct program evaluation to evaluate outcomes. Specific topics will include organizational assessment, problem-solving, and process improvement. This course provides an emphasis on working with families, culturally and linguistically diverse populations as well as regular and special education populations.

3
GPSY 690

Child and Adolescent Psychopathology

This course provides students the opportunity to intensively study the etiology, assessment, and evidence-based intervention of major categories of behavior disorders seen in childhood. The importance of early detection, accurate diagnosis, and evidence-based intervention will be emphasized. This course is also designed to cultivate an appreciation of all children’s strengths and the belief that with the proper supports, the outcomes of all children may be positively impacted. Field-based experiences (Integrated Practicum) will be supported via group supervision.

3
GPSY 691

Pyschotherapy With Children and Adolescents

Exploration of methods and techniques of therapy with school-age children to familiarize the prospective school psychologist with techniques for dealing with school-age children who have adjustment problems. Designed to meet the needs of School Psychology majors; others may enroll with permission of a member of the School Psychology staff.

3
GPSY 691L

Psychotherapy: Consultation Practicum

A supervised counseling practicum designed to accompany: 691 Psychotherapy with Children and Adolescents.

1
GPSY 692

Individual Testing

One of the primary roles of the school psychologist is to conduct psycho-educational assessments for children who are experiencing unusual difficulties in school. Generally, the purpose of these assessments is twofold: (1) to understand the dynamics underlying school failure for a specific student such that effective interventions can be implemented, and (2) to determine if a student meets diagnostic criteria for a disability as defined by the Individual’s with Disabilities Education Improvement Act (IDEIA). Though psycho-educational assessments are comprehensive in nature, cognitive ability is often a primary functional domain to be examined. This course will provide students with knowledge of the techniques necessary to conduct clinical assessments of cognitive as well as academic functioning in children, adolescents, and adults. The class will include lectures, class discussions, practice administrations, and written assignments designed to train students in the appropriate administration and interpretation of each instrument covered.

3
GPSY 693L

Integrated Practicum

Integrated practicum requires school psychology graduate students to apply knowledge and skills learned thus far in the Program in an applied setting. To accomplish this, you will be assigned a school-based practicum supervisor who will help facilitate completion of course requirements. You are expected to spend at least one-half day per week in the school setting.

1
GPSY 695

Child Neuropsychology

This course provides an in-depth study of the brain-behavior relationships in children and adolescents. Course content includes functional developmental neuroanatomy, neuropsychological assessment methods and tests, descriptions of specific brain-related disorders, and linking neuropsychological assessment with intervention and rehabilitation. This course does not cover adult neuropsychological functioning nor does it cover forensic neuropsychology.

3
GPSY 705

Single Subject Methods in School Psychology

This course will introduce students to methods of conducting single subject designs for school psychology research and practice. Students will learn the salient features of common single subject designs as well as the advantages and disadvantages of these methodologies. Students will learn to analyze and critique published research based on single subject methods and will have opportunities to explore how these methods can be used to answer research applied and basic science questions pertaining to school psychology.

3
GPSY 808

Early Childhood: Assessment and Intervention

Provides an overview of the current models of assessment and intervention for low incidence disorders and developmental delays, which are typically identified before age five. Course content will explore current definitions and diagnostic criteria, assessment techniques, behavioral, therapeutic, and educational strategies, effective support services, and family, school, and community systems issues.

3
GPSY 810

Directed Research

Students engage in research projects directed by faculty members. Provides students with ongoing research experience and the opportunity to publish and present self-generated or collaborative research projects.

1
GPSY 811

Biological Basis of Behavior

This course is designed to familiarize future school psychologists to the neurological and neuropsychological bases of behavior, as well as psychopharmacological interventions currently available to treat a variety of neuropsychiatric disorders. In the first part of the course, students will learn principles of neuroanatomy, the major structures of the brain, and the associated functions of key brain structures. Each class period will be comprised of lecture, class discussion, an activity (e.g., video, guest, interactive computer activity), and two students’ reviews of a research article related to that session’s topic (2 per class period). The second section of the course will focus on psychopharmacological intervention of disorders/conditions commonly seen in childhood. Again, class sessions within this portion of the course will be comprised class lecture and class discussion. This section of the class will additionally include individual student presentations regarding the pharmacological intervention of child and adolescent psychiatric disorders/behavior problems (2 each class period). A midterm and a final exam will be completed.

3
GPSY 812L

Advanced Doctoral Practicum

Students will choose an area of specialization in which they will complete a supervised practicum.

1
GPSY 813

Professional Seminar: Dissertation

This seminar is offered to students in the third and fourth years of the School Psychology PhD Program to assist with dissertation preparation and completion, and development of a professional identity.

1
GPSY 815

Ethics in School Psychology

Exposes students to NASP and APA ethical guidelines through lectures, class discussions, and role-playing activities. Ethical codes, ethical conduct and professional standards of practice will also be included.

3
GPSY 850

History and Systems of Psychology

This course focuses on the history of psychology, its theoretical systems, and their relations to contemporary psychology. Pertinent issues in the history and philosophy of science are addressed, as are current trends in the discipline of psychology.

3
GPSY 890

Advanced Doctoral Practicum Seminar I and II

Advanced Doctoral Practicum I & II require school psychology doctoral students to display in an applied setting the knowledge and skills learned thus far in the Program. Advanced Doctoral Practicum Seminar I & II is a mechanism for all advanced doctoral students to convene and learn from each other’s advanced doctoral practicum experiences. This course is also a means for the Program to track and provide feedback regarding program competencies.

1
GPSY 891

Advanced Doctoral Practicum Seminar I and II

Advanced Doctoral Practicum I & II require school psychology doctoral students to display in an applied setting the knowledge and skills learned thus far in the Program. Advanced Doctoral Practicum Seminar I & II is a mechanism for all advanced doctoral students to convene and learn from each other’s advanced doctoral practicum experiences. This course is also a means for the Program to track and provide feedback regarding program competencies.

1
GPSY 901

School Psychology Doctoral Internship- Full Time

Supervised practice of school psychology in a school or educational setting. Requires 1,500-clock hours experience.

1
GPSY 902

School Psychology Doctoral Internship- Full Time

Supervised practice of school psychology in a school or educational setting. Requires 1,500-clock hours experience.

1
GPSY 903

School Psychology Doctoral Internship Seminar

Internship Seminar is a mechanism for all school psychology interns to convene and learn from each other’s internship experiences. This course is also a means for the University to track and provide feedback regarding program competencies. I will facilitate the learning environment through the use of blogs and discussion boards, and prompting the critical analysis of the presented cases and topics of discussion. Readings and learning activities may be assigned if gaps in knowledge/skills are identified. Select topics will be presented by the instructors to prepare interns for graduation, certification, and PA employment procedures.

3
GPSY 904

School Psychology Doctoral Internship Seminar

Internship Seminar is a mechanism for all school psychology interns to convene and learn from each other’s internship experiences. This course is also a means for the University to track and provide feedback regarding program competencies. I will facilitate the learning environment through the use of blogs and discussion boards, and prompting the critical analysis of the presented cases and topics of discussion. Readings and learning activities may be assigned if gaps in knowledge/skills are identified. Select topics will be presented by the instructors to prepare interns for graduation, certification, and PA employment procedures.

3
GPSY 906

Dissertation- Full Time

Successful completion, written and oral presentation of the student's doctoral research are required. Completion of the experience requires also meeting all graduation requirements.

3
GREV 610

Educational Statistics II

This course is the second in a sequence of three statistics courses. The major topics focused upon are analysis of variance and multiple regression. Specific areas include: one-way ANOVA, factorial ANOVA, post-hoc analysis, evaluation of model assumptions, repeated measures analysis, analysis of covariance, and bivariate and multiple regression procedures.

3
GREV 611

Statistics III

This course is the third in a sequence of three statistics courses. Students are introduced to the multivariate normal distribution. Topics include multiple regression analysis, multivariate analysis of variance and covariance, factor analysis, canonical correlation, discriminant function analysis and logistic regression. Class sessions will consist of direct instruction and whole- class discussion of the statistical concepts and underlying foundations, in- class team work to solve problems and interpret results, and a lab component designed to illustrate and practice the use of statistical software to conduct analyses.

3
GREV 612

Statistics IV Statistical Modeling

This course is a general treatment of a class of techniques that have come to be known as structural equation modeling procedures. Structural Equation Modeling (SEM) is a general class of multivariate modeling techniques that allows the estimation of relationships between latent (unobserved) variables. It is also a regression based technique that combines both confirmatory factor analysis and path analysis. The overall goal of this course is to provide students with the conceptual aspects, statistical underpinnings, and applications of this method. It is not meant to be a tutorial on how to use a specific software. The course is intended to be very applied in the sense of how to estimate models, evaluate them, revise them, and report the results. At the same time, the course will provide a rigorous treatment of the theory underlying SEM, including discussions of causality and inference, model assumptions and consequences of their violation, and limitations.

3
GREV 701

Research Methods & Design

This course provides an introduction to qualitative and quantitative approaches to research design and methodology. Through the use of specific research cases, students will analyze the practical problems faced by a researcher and the solution he or she selected. Students will also learn to evaluate the researcher's solutions and consider alternatives.

3