Practicum Group Supervision: School Psychology (1)
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.
Basic Therapeutic Strategies with Children and Adolescents (3)
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 and adolescents.
Human Development (3)
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.
Pediatric Behavioral Medicine (3)
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.
Introduction to School Psychology (2)
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.
Exceptional Children in the School, Family, and Community (3)
Covers trends and issues that influence exceptional citizens, such as definition and comparison of the intellectually disabled, gifted and creative, communications disabled, auditorially impaired, visually disabled, and physically disabled; implications of federal and state legislation for professional psychologists; educational, vocational, social, and mental health resources associated with exceptional children and adults; the implications of classification on behavior; and the impact of an exceptional child on the family, school, and community.
Psychoeducational Foundations of Learning Disabilities (3)
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.
Prerequisites: Successful completion of the first year of full-time study at GSAPP and high competency of administration and scoring of major cognitive assessment batteries.
Adult and Organizational Learning and Change: Effective Program Planning and Implementation (3)
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.
School-Based Psychological Intervention (3)
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.
Advanced Supervision in School Psychology (3,3)
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.
Learning and Academic Interventions: Research to Practice (3)
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.
Consultation Methods (3)
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
Program Evaluation (3)
Develops knowledge, skills, and abilities that contribute to effective planning and evaluation of programs that add value to individuals and groups in organizations (profit, nonprofit) and related community settings. Students will utilize four phases that constitute the program planning and evaluation process: clarifying the target population (individual, group) to be served, their human service needs, and the relevant context; designing a program that addresses important needs of the target population; implementing the program, making adjustments as indicated; and evaluating the merit of the program. Reading materials, strategies, methods, and techniques integrated into class sessions and the out-of-class learning activities including completion of two real-time program planning and evaluation projects each semester, under supervision of course instructor. Additionally, learn about procurement of external funds for program planning and evaluation, proposal development, marketing of professional services, and professional self-management. Extra projects and learning experiences can be made available. Students will need to carry two course projects, one with a client.
Required of all third-year school psychology students. Students are not permitted to audit this course.
Cognitive Assessment (3)
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
Required for first-year school psychology students.
Internship in School Psychology (3,3)
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.
Required of all students in the school psychology program.
School Psychology Internship Seminar (1)
Not required if students receive four hours of individual supervision and didactic
instruction with other interns from a licensed, appropriated credentialed
psychology at their internship site.
Part-Time Internship in School Psychology (BA,BA)
Part-time supervised experience in a setting determined by the internship coordinator and the student.
Part-Time Internship Seminar (BA)