Coursework
Degree Plan
Master of Arts | Degree Plan 2022-2023 |
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School Psychology (MA) |
Below are the School Psychology course descriptions:
A survey of prominent theories in psychotherapy and counseling. Specialized approaches such as group therapy, play therapy and family therapy will be studied.
Prerequisites: COUN 6310, 6313.
Primary focus is on techniques and interviewing skills utilized during counseling sessions. In addition, this course addresses how these techniques are applied to special topics and issues such as career counseling, group counseling and family counseling.
Prerequisites: COUN 6310, 6313
This course develops an understanding of how socio‐cultural forces and emerging issues impact the school leader’s role in creating culturally responsive learning environments. Attention will be given to leadership strategies and best practices essential for addressing diverse learners. Future leaders learn to promote the success of all students and shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the full community. Applicable laws, policies, and regulations will be emphasized.
This course provides a study of the delivery of differentiated instruction for diverse learners to include Bilingual Education/ESL, Gifted & Talented, Migrant, Special Education, 504, Career & Technology Education (CATE), and other special programs. Emphasis is placed on the principal’s role of elementary and secondary school programs. Applicable laws, policies, and regulations will be emphasized.
Course addresses DSM classification to discuss major emotional and behavioral disorders experienced by non‐adult populations. Current state of knowledge with regard to the characteristics, etiological factors, and developmental outcomes of psychological disorders of childhood and adolescence will be considered.
History of professional psychology with emphasis on school psychology; legal, ethical and credentialing issues in psychology; scholarly writing; models of providing clinical child and special educational services.
Examines educational and clinical applications of individual achievement assessment within the context of response‐to‐intervention; specific diagnostic measures of academic skills, including curriculum‐based assessment; supervised instruction in administration, scoring, and interpretation; and using academic assessment results to inform intervention.
Prerequisite: EPSY 6370.
This course examines behavioral learning theory and operant conditioning principles; overview of behavioral assessment and classroom management strategies with an emphasis on systematic observations of behavior and interviews; functional behavior assessment and applied behavior analysis as systematic assessment‐intervention approaches to behavior modification; and specific behavior therapy approaches for use with children and adolescents of diverse backgrounds.
This course will include theory, techniques and research concerns in home‐school‐agency‐system based consultation services or indirect service delivery models for individuals or clients who are from a society which is linguistically, socioeconomically, and socio‐culturally pluralistic. There will be an emphasis on knowledge and concepts related to consultation with special and general education teachers, parents and families, community agencies and systems who deliver services to individuals and clients.
Prerequisite: Admission to Graduate College.
This course will cover selected psychotherapeutic and comprehensive intervention approaches for treating childhood and adolescent emotional and behavioral disorders that interfere with learning. Topics include play therapy, solution‐focused strategies, cognitive‐behavioral techniques, group and individual therapies, case management, involvement of the family and other service providers, and crisis response. Emphasis will be placed on empirically‐ supported services within a school systemic framework.
Prerequisites: COUN 6327, 6328.
The content of this course will include central tendency; variance; exploratory data analysis; normal, t, chi square and F distributions; bivariate correlation and regression analysis, t‐ test between means, goodness of fit and test of independence of chi square; one‐way, two‐way, and three‐way factorial ANOVA. There will be an emphasis on hypothesis testing; Type I and II errors; and understanding of statistical significance, and practical or functional significance/effect size.
The content of this course will include general linear model; partial, semi‐partial, and multiple correlation and regression analysis; discriminant analysis; experimental design Models I, II, III; ANOVA: repeated measures, higher‐order factorial crossed and nested analysis, analysis of covariance; methods of multiple comparisons; MANOVA; Hotelling’s T‐squared, Wilk’s lambda, Lawley‐Hotelling Trace, Roy’s GCR. There will be an emphasis on the blending of research design and statistical analysis.
The content of this course will include exploratory and confirmatory factor analysis; principal component theory; number of factor extracted; path analysis; canonical analysis; and analysis of covariance structures; and nested hierarchical/nested multilevel data structures.
The content of this course will include various advanced topics in statistical analysis. This course may be repeated once for credit.
This course will provide an overview of research methods used in educational settings. Both quantitative and qualitative methods will be covered. Ethical and legal issues associated with conducting research will be addressed. Students will demonstrate their knowledge and skills by completing a project.
The content of this course will include scaling; variance; scores derived through linear and nonlinear transformations; traditional item analysis and item response theory (IRT/ICC) models; partitioning true and measurement error variance, and measurement error variance into its different source; validity; content, predictive, concurrent/diagnostic, and construct/theoretical; models of unbiased assessment. These topics will be related to the construction and interpretation of norm and criterion reference measures; survey, and observational scales.
Examines educational and clinical applications of individual assessment; specific diagnostic measures of intelligence and academic achievement; and supervised instruction in administration, scoring, and interpretation. Practica is required. Prerequisites: EPSY 6370 or EPSY 6316.
Theory and application of specific instruments and techniques, including administration and scoring. Emphasis on analysis, interpretation, and integration of intelligence, achievement, and other developmental measures; report‐ writing is emphasized; results for diagnostics as well as treatment planning. Practica is required.
Prerequisite: EPSY 6380.
In this course students will be presented with the psychometric theories, issues and strategies to consider in assessing children and adolescents from various cultural, ethnic and linguistic backgrounds, including nondiscriminatory assessment. Students will have an opportunity to administer and score a variety of assessments, including utilizing techniques that are useful with these populations. Emphasis on analysis, interpretation, and integration of language assessment and cultural data and its potential effects on intelligence and achievement. Report‐writing is emphasized; results for diagnostics as well as treatment planning. Practica required.
Prerequisite: EPSY 6380 and EPSY 6381.
This course covers the evaluation of personality, mental status, and behavior. This includes the theoretical bases, construction, administration, scoring, and interpretation of structured and projective personality tests with integrative report writing emphasizing the assessment of emotional disturbance and behavior disorders. Practica required.
Prerequisite: EPSY 6370, 6380, 6381, and 6301.
Supervised field‐based experience in approved public school and mental health settings in school psychology. Supervision provided by on‐ site supervisors and university faculty. Emphasis is on orientation to school settings; learning the role of the school psychologist within the larger context; evaluation of psychological and academic difficulties; consultation with parents and teachers; and direct counseling interventions with students. May be repeated for up to 6 hours credit.
Prerequisite: Completion of Practicum Form indicating required coursework has been completed, consent of instructor.
Full‐time, supervised field‐based experience in approved professional employment settings in school psychology. Supervision provided by on‐ site supervisors and university faculty. Students will complete a minimum of 600 clock hours of clinical work per semester, during which they will integrate and apply knowledge gained through coursework and begin to develop a professional identity. Can be taken only when all other required coursework in the School Psychology program has been completed. This is a Fall Semester course only.
Prerequisite: Completion of Internship Form indicating required coursework has been completed, consent of instructor.
Full‐time, supervised field‐based experience in approved professional employment settings in school psychology. Supervision provided by on‐ site supervisors and university faculty. Students will complete a minimum of 600 clock hours of clinical work per semester, during which they will integrate and apply knowledge gained through coursework and begin to develop a professional identity. Can be taken only when all other required coursework in the School Psychology program has been completed. This is a Spring semester course only.
Prerequisite: Consent of instructor.
In‐depth study of the relationship between the human brain and behavior. Emphasis is on how neurological disorders change behavior.
A study of the principles of laws of respondent and operant conditioning in determining behavior. Emphasis will be placed on the experimental analysis of behavior with attention to other learning theories that have been extensively studied in the laboratory and productively applied to problems of human behavior.
Prerequisites: PSYC 3405, PSYC 4318, or with consent of instructor.
The study of growth and development processes throughout the life cycle. Physical, social and psychological factors involved in life change are addressed. An overview, as well as selected current special topics within lifespan human development are addressed.