Rutgers, The State University of New Jersey
The Graduate School of Applied and Professional Psychology
 
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GSAPP Courses
Professional Psychology 820
Certification Courses
Clinical Psychology 821
School Psychology 826
Organizational Psychology 829
Graduate School-New Brunswick, Graduate School of Education, and School of Management and Labor Relations Courses
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Camden Newark New Brunswick/Piscataway
Catalogs
  Graduate School of Applied and Professional Psychology 2007-2009 Course Listing GSAPP Courses School Psychology 826  

School Psychology 826

18:826:506 Practicum Group Supervision: School Psychology (E1) 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.
18:826:550 Introduction to School Psychology (2)  
Historical confluences of school psychology and psychological services in schools. Topics include roles and functions of school psychologists; current practices, ethical guidelines, models, and relevant educational laws; and the cultures of schools. Class presentations by practicing school psychologists help familiarize students with the roles of school psychologists.
18:826:555 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.
18:826:557 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.
18:826:558 Implementing Innovations in Educational and Human Service Organizations: Research to Practice Examines theory, research, and practice of innovation implementation in schools and other organizational settings. Emphasizes the process of bringing psychological research to professional practice. Examines case studies of attempts to implement new practices and programs within organizational contexts.
18:826:602 School-Based Psychological Intervention (3)
Overview of school-based psychological intervention procedures and programs designed to improve the emotional, behavioral, and social functioning of children and adolescents. Emphasis on evidence-based interventions. Service delivery at the individual, group, and systems level, as well as intensive, targeted, and universal prevention programs are addressed. Implementation issues specific to school settings are examined. Course requires implementation of an evidence-based procedure or program. 
Prerequisites: 18:820:502, 503, 504, 635, 636; 18:826:605-606.
18:826:605-606 Advanced Supervision in School Psychology (E3,E3)
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.
18:826:612 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 project.
18:826:615,616 Program Planning and Evaluation (3,3)
Develops knowledge, skills, and abilities that contribute to effective planning and evaluation of programs, services, and systems that add value to individuals and groups in organizations (profit, nonprofit) and related community settings. Reading materials, strategies, methods, and techniques integrated into class sessions while the out-of-class learning activities include completion of two "real-time" program planning and evaluation projects each semester, one of which is with a client, under supervision of course instructor. Procurement of funds for program planning and evaluation, proposal development, marketing of professional services, and professional self-management are covered. Extra projects and learning experiences are available.
This is a yearlong course required of all third-year school psychology students. Clinical psychology students who wish to assume leadership roles in human services are welcome. Students are not permitted to audit this course.
18:826:617 Assessment and Intervention in Sport Psychology (3)
Provides students with opportunities to become knowledgeable about and skilled in frameworks, methods, and procedures for assessment and intervention with athletes, coaches, teams, parents, and administrators. Assessment is considered as a process of gathering information about individual athletes and teams, and as a basis for intervening to provide quality sport psychology services. Intervention is considered as the process of designing, implementing, and evaluating programs and services for athletes and others, based on trustworthy assessment information. Students complete one project that involves supervised experience in assisting an athlete or coach in personal development or performance enhancement and another project in which they construct a business plan for development of a sport psychology practice.
18:826:618 Sport Psychology: Theory, Research, Practice (3)
An overview of sport psychology along theoretical, research, and practice dimensions. Focus is on the place of sport psychology in the history of sports worldwide at youth, competitive, and elite levels; reviewing diverse theories, concepts, and frameworks that have contributed to the advancement of sport psychology, including those that are social learning, cognitive behavioral, social psychological, and informational in nature and scope; the current status of empirical research that forms the structure of sport psychology; and the practice of sport psychology as demonstrated and illustrated in a range of settings, with diverse populations. Students complete two projects: designing a sport psychology service and describing the practice of a sport psychology professional.
18:826:631,632 Internship in School Psychology (E3,E3)
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.
18:826:635,636 Part-Time Internship in School Psychology (E-BA,E-BA)
Half time of supervised experience in a setting determined by the internship coordinator and the student.
 
 
For additional information, contact RU-info at 732/932-info (4636) or colonel.henry@rutgers.edu.
Comments and corrections to: Campus Information Services.

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