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
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.
|
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.
|
18:826:609
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.
|
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.
|
18:826:616
Program Evaluation (3)
Required of all third year school psychology students. Students are not permitted to audit this course.
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.
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. Utilize four phases of the program planning and evaluation process: (a) clarifying the target population to be served, their human service needs, and the relevant context; (b) designing a program that addresses important needs of the target population; implementing the program, making adjustments as indicated; and (d) evaluating the merit of the program.Reading materials, strategies, methods, and techniques integrated into class sessions, and the out-of-class learning activities which include completion of two "real time" program planning and evaluation projects each semester, under supervision of course instructor. Discusses 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 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.
|
18:826:631,632
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.
|
18:826:633
School Psychology Internship Semimar (3)
Required by school students on non-appic internships.
|
18:826:635,636
Part-Time Internship in School Psychology (E-BA,E-BA)
Part-time supervised experience in a setting determined by the internship coordinator and the student.
|
18:820:637
Part Time Internship Seminar (BA)
|
