18:826:506
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.
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18:826:532
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, adolescents, and
adults.
Formerly 18:820:532.
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18:826:543
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.
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18:826:544
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.
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18:826:550
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.
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18:826:555
Exceptional Children in the School, Family, and Community (3)
This
course is designed to introduce the student to the topics of human disability
and exceptionality. The areas emphasized are normalization, stigma,
inclusion, intellectual disability, intellectual superiority, sensory
disability, physical disability, special education services, and personal and
family impact. Through class discussions, visitations, debating, and
readings students will consider the impact of exceptionality on the individual
and the society. Students will become knowledgeable about federal, state,
and local laws, regulations, and practices as they pertain to individuals with
disabilities. Students will also examine their thoughts and feelings about
disability and exceptionality.
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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.
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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.
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18:826:602
School-Based Psychological Intervention (3)
This
course is designed to introduce doctoral students to the research, theory, and
practice of implementing evidence-based practices in schools to improve the
emotional, social, and behavioral functioning of children and adolescents. The
course will address theory, case conceptualization, and research related to
behavioral and cognitive behavioral interventions and will expose students to
direct and indirect common practice elements along with manualized interventions
to address internalizing and externalizing behaviors in school-aged children.
The course is also designed to expose students to specific issues related to
delivering tiered interventions in schools including fidelity, adaptation,
cultural competence, and the integration of the best available research with clinical expertise in the context of student characteristics, culture, and preferences.
Prerequisites: 18:820:502, 503, 504, and 635; 18:826:605, 606.
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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.
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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.
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18:826:612
Consultation Methods (3)
Overview of theory, research, and practice of
school-based consultation methods. Indirect models of delivering educational
and mental health services by consultants in schools and school-related
settings serving diverse populations and communities. Consultants learn
research-based, data-driven methods for improving consultee(s) capacities
(e.g., educators, parents) that lead to improved client(s) outcomes. Behavioral
consultation, conjoint behavioral consultation, mental health consultation, and
instructional consultation approaches addressed. Course requires a school-based
consultation project.
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18:826:616
Program Evaluation (3)
This course aims to develop students' knowledge, skills, and abilities that contribute to
effective evaluation of programs that add value to individuals and groups in
organizations (profit, nonprofit) and related community settings. Students will
learn a range of evaluation models, methods, and approaches used in the
field. They will develop an in-depth understanding of program theory and
program process while considering how to be culturally responsive. Students
will develop skills in communicating findings, selecting measures, and
analyzing quantitative and qualitative program data. Students will hone their
abilities to communicate using formal, professional writing and presentations.
Required of all third-year school psychology students. Prerequisites: Prior courses in statistics. Students are not permitted to audit this course.
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18:826:630
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 measures.
Required for first-year school psychology students.
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18:826:631,632
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.
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18:826:633
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
psychologist at their internship site.
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18:826:635,636
Part-Time Internship in School Psychology (BA,BA)
Part-time supervised experience in a setting determined by the internship coordinator and the student.
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18:820:637
Part-Time Internship Seminar (BA)
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Course Listing 
