ACADEMICS

  • CAGS School Psychology Courses

    EP 901 Introduction to School Psychology: Ethical Standards, Legal Issues and Professional Topics
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    Historical foundations and current status of education, introduction to special education, basic legal and ethical issues, professional roles, and the relationship of school psychologists to other educational and mental health team members are addressed. Attention is focused on federal and
    state legislation, special and regular education case law, psychological practice case law, and ethical standards, reasoning processes, and conduct in applied settings. Consideration is given to the ethical standards of practice as they relate to legal mandates and court decisions concerning psychological practice in the schools.
    3 credits
     
    EP 902 Introduction to Counseling Theory, Practice and Psychotherapy
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    The study and critical analysis of the major counseling theories and elements of effective psychotherapy as they apply to the counseling process. An introduction to counseling skills with focus on the various techniques used with individuals, groups and families. Essentials of interviewing, note taking and report writing, and the role of diagnosis will be examined. Tapes and role plays may be utilized.
    3 credits
     
    EP 903 Principles of Cognitive and Psycho-Educational Assessment and Intervention I
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program director. Laboratory fee.
    This course is one of two required courses designed to introduce testing and assessment in psychology and education. Students in School Psychology will develop expertise in individual test administration, scoring, interpretation, and report writing. Contemporary issues pertinent to the assessment of intelligence are covered. Emphasis is placed on synthesizing and integrating
    information from cognitive and achievement assessment with other sources to generate effective educational recommendations. Registration in separate lab required.
    3 credits
     
    EP 903L Assessment/Intervention I LAB
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program director. Laboratory fee.
    Assessment/Intervention I: Basic Processes Lab
    0 credits

    EP 904 Principles of Cognitive and Psycho-Educational Assessment and Intervention II
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director. Laboratory fee.
    The second (of 2) required course sequence designed for Students in School Psychology to develop expertise in individual test administration, scoring, interpretation, and report writing with an emphasis on linking assessment and intervention. Contemporary issues pertinent to the assessment of intelligence are covered. Emphasis is placed on synthesizing and integrating information from cognitive and achievement assessment with other sources to produce effective educational recommendations. Registration in separate lab required.
    3 credits
     
    EP 904L Assessment/Intervention II: Special Populations LAB
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director. Laboratory fee.
    Assessment/Intervention II: Special Populations Lab
    0 credits
     
    EP 905 Assessment for Intervention: Social, Emotions and Behavior
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    This course is a supervised experience in administration and interpretation of ecologically valid psychological data including personality, social-emotional and behavioral measures. Various approaches include the collecting of data which may include history taking, direct observation, behavior rating scales, interviews, self-report inventories, and select projective techniques.
    3 credits
     
    EP 906 Personality Assessment
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    Administration, scoring and interpreting projective tests and personality tests that pertain to the assessment of personality in children and adolescents. Advanced level in integrating results from different measures in report writing.
    3 credits
     
    EP 907 Child and Adolescent Psychopathology
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    Covers DSM-IV and major forms of psychopathology with focus on those disorders first diagnosed in Infancy, Childhood and Adolescence. Acquire understanding of developmental and behavioral disorders of childhood through adolescents including psychosomatic, conduct disorders, organic
    disorders, among others. Thorough knowledge of specific pathologies and conditions through intensive reading and research. Reviews the relationship between categories of special education disabilities and DSM-IV.
    3 credits
     
    EP 908 Community Psychology
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program
    Various models for psychological interventions as they relate to community needs are reviewed. Cultural and linguistic diversity, poverty, and various contemporary issues will be explored for impact on the school, local, state and national community.
    3 credits

    EP 920 Research, Design and Evaluation
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program
    This course introduces qualitative and quantitative research methods, acceptable research designs, clinical applications and interpretation of findings and critical evaluation. Course introduces qualitative and quantitative research methods. Course coverage includes acceptable methods of
    research design, clinical applications, interpretation of findings, critical evaluation and statistical data analysis. Students will be encouraged to pursue areas of particular interest.
    3 credits
     
    EP 921 Human Development: Lifespan
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program
    This course provides an overview of development from conception until death. A comprehensive view of life span development with special attention to the physical, cognitive, and social-emotional changes that occur during infancy, toddlerhood, childhood, adolescence, and adulthood. Theories of development will be reviewed from an interdisciplinary, culturally informed perspective and related to implications for learning.
    3 credits
     
    EP 922 Child & Adolescent Psychotherapy
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    This course provides students with counseling theory and practice strategies related to contemporary, empirically validated approaches to improve interpersonal, emotional and social functioning in young children to adolescents. Students review and develop skills necessary to conduct professional, developmentally informed and theoretically driven individual mental health intervention in school and community settings.
    3 credits
     
    EP 923 Learning: Principles, Theories and Applications
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    This course is focused on current theories of learning and how to link theory and intervention. Students will review standardized, curriculum- based and informal measures aligning intervention with instructional objectives that match a learner’s strengths and needs.
    3 credits
     
    EP 924 Principles of Neuropsychology
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    The principles of human Neuropsychology and Survey of functional neuroanatomy and neurophysiology. Emphasis will be placed on Sensory-Motor Functions, Attention Executive Functions, Language, Visual-Spatial Processing and Speed and Efficiency of Cognitive Processing with specific emphasis on the neuropsychological basis of memory and learning as well as changes in physiological structures and psychological processes.
    3 credits

    EP 925 Advanced Counseling Theory, Practice and Psychotherapy
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    This course is designed to provide students with continued experience in counseling and psychotherapy. Counseling in a multicultural society will be a focus as well as professional communication skills with a variety of populations. Such populations might include clients, families, teachers, physicians, and other professionals.
    3 credits
     
    EP 926 Family Systems: Theory and Practice
    Pre-req: Full Time Status in the School Psychology Program, EP 902 or permission of School Psychology Program Director.
    This introductory graduate level course in family counseling and collaboration examines theories of the family as a system within an ecological context, an understanding of the theories and research on families and with the theories and practices of systematic family counseling. The course covers parent counseling and education, the school and family as interactive systems and school-parent collaboration. In addition, families in early intervention, and other family-community interventions are covered. Some role plays, assignments, and readings will be tailored to the needs of student working in school systems, and to those in mental health settings.
    3 credits
     
    EP 927 Exceptionalities: Developmental Processes, Identification and Intervention
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    A broad survey of the field of exceptionality and special education with emphasis on the study physical, cognitive, perceptual and psychological aspects of the atypical developmental patterns of children and adolescents. Included are discussions of current issues and controversies in the field,
    characteristics, classification, diagnosis, and educational interventions for school-aged children with high-incidence and low-incidence disabilities who have exceptional educational needs. Includes attention to special education legislation and current service delivery programs.
    3 credits
     
    EP 928 Applied Neuropsychology in the Schools
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology
    This course will provide students with analytical tools to assist in diagnostic formulation as students become familiar with neurological conditions of childhood and adolescence. Approaches to common neuropsychological assessment measures used to assess those will be reviewed with treatment planning, and the development of interventions to address areas of difficulty in children and adolescents suspected of acquired neuropsychological involvement with learning, behavioral problems. Relevant Pediatric Neuropsychiatric Disorders will also be covered.
    3 credits
     
    EP 929 Fundamental of Consulting: Theory and Practice
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    The purpose of this course is to promote general knowledge of behavioral, mental health and organizational theories of consultation. Each participant will develop a conceptual understanding of effective consultation and its relevance to intervention using a pragmatic approach to client centered
    consultation and professional reflection for increased efficacy in assessment, intervention, and evaluation of special needs students/clients The course utilizes models from school consultation, group process, systems theory, family therapy and organizational conceptual framework for discussion. School Psychology students are expected to carry out the consultation with a classroom teacher.
    3 credits

    EP 930 Groups Processes: Theory and Practice
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    This course provides a study of the group processes and dynamics. Various approaches, theories, and techniques of group psychotherapy are examined. The group process of the class will provide experience of group membership. Readings and lectures build on a cognitive base for experiential learning.
    3 credits
     
    EP 931 Psychology of Choice: Career
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    Various theoretical and empirical issues related to personal satisfaction in the choice of work and career are examined. The theoretical and empirical issues related to personal satisfaction in the choice of work and career are examined. Specific areas to be analyzed include developmental models of behavior; goal setting and the planning process; the assessment of values, interests,
    abilities, and personality characteristics; decision making.
    3 credits
     
    EP 932 Seminar: Neuropsychology in Schools
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    The purpose of this course is to promote general knowledge of behavioral, mental health and organizational theories of consultation. Each participant will develop a conceptual understanding of effective consultation and its relevance to intervention using a pragmatic approach to client centered
    consultation and professional reflection for increased efficacy in assessment, intervention, and evaluation of special needs students/clients The course utilizes models from school consultation, group process, systems theory, family therapy and organizational conceptual framework for discussion. School Psychology students are expected to carry out the consultation with a classroom teacher.
    3 credits
     
    EP 990 Seminar & Practicum in School Psychology I
    Pre-req: Full Time Status in the School Psychology Program, cleared for Practicum or permission of School Psychology Program Director.
    The Professional Seminar is taught concurrently with a year long practicum in school psychology with students under the supervision of both a credentialed school psychologist in the schools and a university supervisor. The Seminar will provide a forum, an important part of school psychology training, in which students will link theories and course work to practice and will examine professional, legal & ethical issues and service delivery models in school psychology. The seminar environment will afford students the opportunity to discuss complex cases that they have encountered including cross-cultural considerations, diagnostic issues, recommendations and interventions.
    3 credits
     
    EP 991 Seminar & Practicum in School Psychology II
    Pre-req: Full Time Status in the School Psychology Program or permission of School Psychology Program Director.
    The Professional Seminar is taught concurrently with a year long practicum in school psychology with students under the supervision of both a credentialed school psychologist in the schools and a university supervisor. The Seminar will provide a forum, an important part of school psychology training, in which students will link theories and course work to practice and will examine professional, legal & ethical issues and service delivery models in school psychology. The seminar environment will afford students the opportunity to discuss complex cases that they have encountered including cross-cultural considerations, diagnostic issues, recommendations and interventions.
    3 credits

    EP 992 Seminar & Internship in School Psychology I
    Pre-req: Full Time Status in the School Psychology Program, cleared for Internship or permission of School Psychology Program Director.
    School Psychology Internship Seminar I is the first of the two-part culminating component of school psychology education conducted under the joint supervision of a credentialed school psychologist and university faculty. Professional experiences students are expected to discuss include counseling
    with individuals and groups, psychological assessment, report writing and participation in team meetings, consultation with teachers, parents and other school staff, ethical, and legal issues in school psychology and service to diverse ethnic, cultural, disability, gender and sexual orientation groups. Additional relevant experiences include participation in the Pre-referral activities and review of building and/or district Crisis Response plans. It is expected that at the completion of the internship year (minimum 1200 hours), students will be prepared to function independently as school psychologists.
     
    EP 993 Seminar & Internship in School Psychology II
    Pre-req: Full Time Status in the School Psychology Program, cleared for Internship or permission of School Psychology Program Director.
    School Psychology Internship Seminar II is the second of the two-part culminating component of school psychology education conducted under the joint supervision of a credentialed school psychologist and university faculty. Professional experiences students are expected to discuss include counseling in individuals and groups, psychological assessment, report writing and
    participation in team meetings, consultation with teachers, parents and other school staff, ethical, and legal issues in school psychology and service to diverse ethnic, cultural, disability, gender and sexual orientation groups. Additional relevant experiences include participation in the Pre-referral
    activities and review of building and/or district Crisis Response plans. It is expected that at the completion of the internship year (minimum 1200 hours), students will be prepared to function independently as school psychologists.