SPYA - School Psychology

The course examines cultural, socioeconomic, and ethnic variables that impact interventions in schools with multicultural students. Through readings, discussions, inquiry, and field activities, candidates examine cultural factors that foster understanding of learners, deepen cultural awareness of self and others, and increase cultural competence necessary for performing ethical school psychological practices. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course provides beginning School Psychology students an introduction to the field from historical and contemporary perspectives. The class explore topics/issues seminal to the field including the role of school psychologists in promoting positive development and early intervention using research-based practices and the interaction of law, ethics, and culture in assessment and decision making and intervention. Students take this course concurrently with SPY 560, School Psychology Practices and Principles Practicum to link class topics to real life practice in schools. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program. Co-requisite(s): None. 2 semester hours

School psychology candidates will engage in readings, and observations of evidence- based interventions for working with families in schools and within the community. Candidates will learn and gain experience in observing families, interviewing parents, and obtaining strategies for conducting parenting programs. Emphasis is placed on integrating theory and concepts from a developmental perspective of social, emotional, behavioral, cognitive, and academic domains into effective family programs. Issues of working with families of diverse cultural, linguistic, and socio- economic status are explored. Pre-requisite(s): Admission to the Ed.S. or Ed.D School Psychology Program. Co-requisite(s): None. 3 semester hours

Candidates will learn about the theoretical and practical basis for evaluating and using the wide range of test and measurement data in educational research. The purposes of assessment and decision making will be covered and psychometrics of various published norm-referenced tests will be analyzed. This is a residency class where the candidate is expected to come to a three-day weekend at the Tampa Campus in order to receive an introduction to cognitive and academic standardized tests and supervised guided practice in testing principles and techniques. Candidates will be introduced to the four assessment methods: Review, Interview, Observe, Test (RIOT) and the four assessment domains: Instruction, Curriculum, Environment, and Learner (ICEL) in an ecological approach to evaluation. Pre-requisite(s): Admission to the Ed. S. School Psychology Program or permission of program director. Undergraduate introduction to statistics course recommended. Co-requisite(s): None. 3 semester hours

This is the first of a two-course series in prevention and intervention for behavioral health in the schools. The course is designed to examine the need for social and emotional learning (SEL) and school-wide positive behavior support (SWPBS) and implement empirically-based SEL and positive behavioral interventions and supports (PBIS) within the whole school and classroom climates. The course is sensitive to diverse cultural and economic environments promoting early promotion and school-wide mastery of SEL and PBIS skills. There is a field experience connected with this course. Pre- requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program or permission of program coordinator. Co-requisite(s): None. 3 semester hours

Students will learn an ecological assessment approach designed to prevent and remediate learning problems in a multi-tiered service delivery model. Building on basic psychometric practices, students will learn educational assessment practices within a Review, Interview, Observe, and Test (RIOT) approach for basic skills screening, progress monitoring, and intervention planning. School Psychology students must take this course concurrently with SPYA 561, Educational Assessment for Tiered Services Practicum. Pre-requisite(s): Admission to the Ed. S. or Ed.D. School Psychology Program; and SPYA 508 or equivalent or permission of program coordinator. Co-requisite(s): SPYA 561. If not admitted to the School Psychology Program, permission of the School Psychology program coordinator. 2 semester hours

Candidates will learn and apply research-based instruction with diverse learners across grades and content areas. Clear guidelines for identifying key concepts, strategies, skills, and routines to differentiate instruction and ensure a positive learning environment will be explored. Candidates will learn how to design and deliver effective lessons. Candidates will analyze the relationship between research-based principles and contemporary curricula, instructional practices, and assessment tools. Application of diagnostic assessment and research-based instruction will be required in a school setting. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program or permission of program coordinator. Co-requisite(s): None. 3 semester hours

Candidates will learn and apply research-based reading, math , and writing interventions across grades. Analysis of intervention materials used as part of a tiered service will be conducted. Candidates will assess students for instructional planning prior to beginning instruction and monitor progress while teaching their intervention groups. Candidates will be required to apply course content at a school-based practicum site. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program; SPYA 541 or permission of program coordinator. Co-requisite(s): None. 3 semester hours

This is the second of a two-course series in prevention and intervention for behavioral health in the schools. This course examines psychopathology in childhood and adolescence as it impacts cognitive and social -emotional and behavioral functioning in school, family and community contexts. Candidates will critically examine evidence-based knowledge about etiology, essential features, and effective prevention and intervention strategies for psychopathologies from an integrated diversity, genetic, neurophysiological, and social perspective. Medical, psychosocial, and multi-tiered systems of support models of prevention and intervention will be addressed with an emphasis on treatment applications in school settings. There is a field experience connected with this course. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program; and SPYA 508 and SPYA 518 or equivalent or permission of program coordinator. Co-requisite(s): None. 3 semester hours

Candidates apply research tools and strategies of problem investigation to the formulation of original small-scale research proposals and plans for program evaluation relevant to Educational and School Psychology that embody acceptable standards of reliability, validity, and ethics. Candidates develop sound and testable research questions and hypotheses conduct an abbreviated literature review, and use quantitative and qualitative data collection and analysis techniques. These techniques may include measures of central tendency and dispersion, measurement error, correlation, t-tests, analysis of variance, factor analysis, chi-square, meta-analysis, observation, interviewing, case study, and questionnaire construction. Pre-requisite(s): SPYA 524 or equivalent course consent of program coordinator. Co-requisite(s): None. 2 semester hours

Candidates learn to administer, score, and interpret cognitive tests in the context of accumulated research on their utility in educational decision making, especially as part of special education eligibility. In addition to technical skills, candidates review the psychometric limitations in many elements of cognitive test use, including an ill-defined construct, reliability of difference scores, and consequential validity. Pre- requisite(s): SPY 524 or equivalent. Admission to the School Psychology Program. Co-requisite(s): None. 3 semester hours

This course introduces candidates to the conceptual and empirical issues underlying the science of behavior. Candidates will learn basic concepts in science and behavior, selecting, defining and measuring behavior, evaluating and analyzing behavior change. This course will allow candidates to practice interpreting articles from the behavior analytic literature. Candidates in the School Psychology Program must take this course concurrently with SPYA 562, Applied Behavior Analysis Practicum I. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program or permission of program coordinator. Co-requisite(s): SPYA 562. 2 semester hours

The purpose of this course is to provide the opportunity to explore professional school psychology practice issues from the perspective of three sources of influence, (a) the law, (b) professional ethics, and (c) evidence-based practices. These sources of influence will be examined from the perspective of schools with diverse needs and resources. Pre-requisite(s): Admission to the School Psychology Program; SPYA 508, SPYA 520, SPYA 534, SPYA 538, SPYA 560 or equivalent. Co-requisite(s): Concurrent enrollment in SPYA 565 (Year 2 School Psychology Practicum). 1-3 semester hours

This is the first course in a three-term sequence examining theories and practices of school-based consultation. Over the course of three terms, candidates explore school based consultation models, the role of consultation in prevention, intervention, social justice, and problem solving. Through lectures and field activities, candidates will acquire and practice consultation skills in a school setting. In the first course of the sequence, the focus will be on collaborative problem-identification and the beginning stages of problem solving. Candidates will exit this course with a thorough understanding of the problem solving process, and, more importantly, how this process can be used to successfully address student concerns through consultation with teachers, parents, and administrators. Candidates are expected to participate in ongoing group and individual university-based supervision in conjunction with this course. Pre-requisite(s): Admission to the Ed.S. or Ed. D. School Psychology Program. Co-requisite(s): This course must be taken concurrently with SPYA 565. 3 semester hours

The purpose of this course is to facilitate the development of assessment skills and techniques focused on the social-emotional and behavioral functioning of children and adolescents. An emphasis will be placed on assessment of children in the school setting as well as an introduction to linking assessment to intervention. Developmental, diversity, and urban issues related to assessment with children will also be addressed. There is a field experience connected with this course. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program; and SPYA 518, SPYA 528, and SPY 562 or equivalent or permission of program coordinator. Co-requisite(s): None. 3 semester hours

This is the first of a two-course series in evidence-based mental health interventions in the schools with a small group and individual focus. The course is designed to examine the need for social and emotional learning (SEL) support in a multi-tiered system of services. This course covers the basic assumptions of cognitive-behavioral theory‚ reviews the major cognitive-behavioral theorists‚ and introduces the student to the components of intake assessment, treatment planning‚ case conceptualization‚ therapeutic techniques, intervention delivery and progress monitoring. The main emphasis is on the acquisition of a range of cognitive-behavioral assessment techniques and intervention skills. The course is sensitive to diverse cultural and economic environments promoting school-wide mastery of SEL skills. There is a field experience connected with this course. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program; SPYA 518, and SPYA 528. Co-requisite(s): None. 3 semester hours

This is the second of a two-course series in evidence-bas mental health interventions in the schools with a focus on utilizing manualized and/or modular treatments with individuals and small groups. The course is designed to examine the need for social and emotional learning (SEL) support in a multi-tiered system of services. This course builds upon and extends candidates’ foundational knowledge of cognitive-behavioral theory (CBT), assessment and case conceptualization, treatment planning‚ therapeutic techniques, and intervention delivery and progress monitoring. The course is sensitive to diverse cultural and economic environments promoting school-wide mastery of SEL skills. There is a field experience connected with this course. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program and SPYA 550 or equivalent or permission of program coordinator. Co-requisite(s): None. 3 semester hours

This is the second consultation course in a three-term sequence examining theories and practices of school-based consultation. Over the course of three terms, candidates explore school based consultation models, the role of consultation in prevention, intervention, social justice, and problem solving. In this course, candidates will continue to practice consultation skills with a specific focus on systems-level consultation, coaching, and working on school teams. Candidates are required to participate on one or more school-based teams at their practicum sites. Candidates are expected to participate in ongoing group and individual university-based supervision in conjunction with this course. Pre-requisite(s): Admission to the Ed. S. or Ed. D. School Psychology Program. Additionally; SPYA 544. Co-requisite(s): This course must be taken concurrently with SPY 565 , School Psychology Practicum II. 3 semester hours

This course is the field experience component that is paired with SPYA 508, Practices and Principles of School Psychology. An emphasis is placed upon understanding how school psychologists practice in a schools within a Multi-Tier System of Services and Supports (MTSS) and how schools and educators work to promote positive and social-emotional health. Pre-requisite(s): Admission to the Ed.S or Ed. D School Psychology Program. Co-requisite(s): None. 1 semester hour

This course is the school-based field experience component that is paired with SPYA 520, Educational Assessment for Tiered Services. Students engage in educational assessment practices using a Review, Interview, Observe, and Test (RIOT) approach for basic skills screening, progress monitoring, and intervention planning. Pre-requisite(s): Admission to the Ed.S or Ed.D. School Psychology Program; SPYA 508. Co-requisite(s): SPYA 520. 1 semester hour

This course is the school-based field experience component that is paired with SPYA 538, Applied Behavior Analysis. Candidates will learn and apply basic concepts in science and behavior, selecting, defining and measuring behavior, evaluating and analyzing behavior change. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program or permission of program coordinator. Co-requisite(s): SPYA 538. 1 semester hour

This practicum series is designed for students seeking state certification in school psychology. Over a three-quarter period, students work in schools with practicing school psychologists and other educators in a variety of experiences consistent with their future professional role. An emphasis is placed upon promoting research-based practices in a preventive approach including early intervention for those students who need it. In addition to weekly field-based supervision, students participate in weekly on-campus faculty supervision for additional understanding, feedback, and targeted applied learning. Pre-requisite(s): Admission to the Ed.S or Ed.D. School Psychology Program; SPYA 520, SPYA 534, SPYA 508, SPYA 524, SPYA 538, SPYA 560. Co-requisite(s): None. 1-3 semester hours

(Formerly PS 6010). This course introduces students to the major theories, concepts, and principles in the field of school psychology. The course examines the past, present, and future trends of school psychology, including the evolving roles and functions of school psychologists. Major goals include acquainting students with the kinds of problems with which school psychologists typically work, as well as the variety of methods they use in coping with these issues. Pre-requisite(s): None. Co-requisite(s): None, 3 semester hours

(Formerly PS 6012). This course focuses on different stages of development from the prenatal stage through young adulthood, including aspects of physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are emphasized. Applications to the practice of school psychology will be considered throughout the course. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course emphasizes aspects of human neuroscience as they relate to how the brain’s normal and abnormal functioning affect human experience and behavior. Particular emphasis is placed on those aspects of anatomy, neurochemistry, and physiology, which directly influence an organism’s human experience, motivation, language, thought, and learning. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course examines the construction of psychological and educational instruments and their use in research and evaluation. Students gain the requisite knowledge to select, use, and evaluate available psychometric instruments. Specifically, students study common theories related to the constructs assessed (e.g., intelligence, achievement, personality) in addition to learning how to interpret assessment results. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 6018). This course presents concepts and theories from experimental social psychology for the understanding of social influence on personality, human interaction, and behavior. Applications of social psychology to clinical and school-based settings are emphasized as well as issues of gender, class, culture and ethnicity. Students learn to expand their approach to counseling and assessment through the inclusion of various social psychology concepts, with an emphasis on those that emphasize the social and cultural context within which an individual exists. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course introduces students to current research and theory on the cognitive and affective basis of behavior. Elements of cognition, including memory, attention perception, problem solving, language, emotion, and motivation are reviewed. Applications of this information relevant to children and school psychology practice are emphasized throughout the course. The influence of cultural factors on cognitions and behaviors will be addressed where pertinent. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 6022). This course addresses research methodologies used to investigate learning, education, and school psychology. Students gain a broad overview of various research methods, basic concepts in descriptive and inferential statistics, and types of research studies, including qualitative, descriptive, correlational, causal-comparative, and quantitative research. In addition, students will acquire knowledge and skills in program evaluation methodology. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 6024). This course introduces students to the major approaches and techniques for intellectual assessment in children and adolescents. The course covers principles of test construction and psychometrics, the history of intellectual assessment, theories of intelligence, and methods of intellectual assessment. Students are trained to administer and interpret the Wechsler intelligence and other major measures of intellectual assessments. Alternative methods of intellectual assessment are also considered. The class includes a laboratory in which students develop skills in administration and interpretation. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course examines cultural differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. Students learn to identify and implement culturally relevant assessments and treatments. The course provides information about the unique mental health needs and cultural worldviews of African American, Asians, Hispanics, Native Americans, and gay, lesbian, bisexual, and transgender populations. Relevant cultural concepts such as cultural identity and acculturation are reviewed. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 6028). This course introduces students to the assessment of academic and learning problems experienced by children and adolescents. Students address the use of assessment instruments and the issues involved in making a differential diagnosis for children and adolescents with learning difficulties. The course includes a review of a wide range of assessment tools, as well as an introduction to the assessment and diagnosis of ethnic minorities with linguistic differences. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 8646). This course provides an introduction to the assessment of brain-behavior relationships. A variety of neuropsychological tests will be introduced, covering the major cognitive domains in neuropsychology, with an emphasis on the process by which such tests are interpreted, in light of all of the data available, including historical, interview, observational, and test data. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 8515). The School Psychology Dissertation is the final step in the completion of requirements for the Doctor of Psychology in School Psychology degree program. It is an extended written treatment of a topic, chosen by the student in consultation with the doctoral faculty, which is relevant to school psychology and which espouses and defends a proposition developed by the student in the course of his/her research. As an important step in the student’s continuing educational process, the School Psychology Dissertation embodies the spirit of thoughtful, systematic inquiry that is the essence of scholarly activity in school psychology at the doctoral level. As such, it should reflect (a) mastery of the theoretical, clinical, and empirical literature in an area relevant to professional school psychology; (b) the ability to frame and appropriately address a problem in a scholarly/scientific fashion; and (c) the ability to communicate with the professional community clearly and directly in the writing style adopted by the profession. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

(Formerly PS 8516). The School Psychology Dissertation is the final step in the completion of requirements for the Doctor of Psychology in School Psychology degree program. It is an extended written treatment of a topic, chosen by the student in consultation with the doctoral faculty, which is relevant to school psychology and which espouses and defends a proposition developed by the student in the course of his/her research. As an important step in the student’s continuing educational process, the School Psychology Dissertation embodies the spirit of thoughtful, systematic inquiry that is the essence of scholarly activity in school psychology at the doctoral level. As such, it should reflect (a) mastery of the theoretical, clinical, and empirical literature in an area relevant to professional school psychology; (b) the ability to frame and appropriately address a problem in a scholarly/scientific fashion; and (c) the ability to communicate with the professional community clearly and directly in the writing style adopted by the profession. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

(Formerly PS 8517). The School Psychology Dissertation is the final step in the completion of requirements for the Doctor of Psychology in School Psychology degree program. It is an extended written treatment of a topic, chosen by the student in consultation with the doctoral faculty, which is relevant to school psychology and which espouses and defends a proposition developed by the student in the course of his/her research. As an important step in the student’s continuing educational process, the School Psychology Dissertation embodies the spirit of thoughtful, systematic inquiry that is the essence of scholarly activity in school psychology at the doctoral level. As such, it should reflect (a) mastery of the theoretical, clinical, and empirical literature in an area relevant to professional school psychology; (b) the ability to frame and appropriately address a problem in a scholarly/scientific fashion; and (c) the ability to communicate with the professional community clearly and directly in the writing style adopted by the profession. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

(Formerly PS 8519). The School Psychology Dissertation is the final step in the completion of requirements for the Doctor of Psychology in School Psychology degree program. It is an extended written treatment of a topic, chosen by the student in consultation with the doctoral faculty, which is relevant to school psychology and which espouses and defends a proposition developed by the student in the course of his/her research. As an important step in the student’s continuing educational process, the School Psychology Dissertation embodies the spirit of thoughtful, systematic inquiry that is the essence of scholarly activity in school psychology at the doctoral level. As such, it should reflect (a) mastery of the theoretical, clinical, and empirical literature in an area relevant to professional school psychology; (b) the ability to frame and appropriately address a problem in a scholarly/scientific fashion; and (c) the ability to communicate with the professional community clearly and directly in the writing style adopted by the profession. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

This course provides the means for doctoral candidates to continuously register for dissertation credit after 12 semester hours of dissertation have been completed and through the term in which candidates successfully defend their dissertation. Pre-requisite(s): None. Co-requisite(s): None. 0 semester hours

(Formerly PS 7012). This course explores ethical and legal issues related to professional conduct as a school psychologist. Students also learn about government laws, regulations, and guidelines dealing with the education and evaluation of students with disabilities, including examination of multiple sources of special education law. Students explore ethical reasoning, APA ethical principles, state regulations with respect to licensure/credentialing, complain resolution and confidentiality procedures. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 7012). This course explores ethical and legal issues related to professional conduct as a school psychologist. Students also learn about government laws, regulations, and guidelines dealing with the education and evaluation and evaluation of students with disabilities, including examination of multiple sources of special education law. Students explore ethical reasoning, APA ethical principles, state regulations with respect to licensure/credentialing, complain resolution and confidentiality procedures. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 7014). This course enables students to apply various models and methods of social-emotional assessment to identify children and adolescents’ strengths and needs in social emotional functioning. Students use theoretical foundations to the application of models and methods of systematic data collection commonly used in the school psychology field. Students integrate data from various sources in making empirically based decisions, determining, planning, and in evaluating services. Students’ ability to assist school personnel with computer based test scoring, and the interpretation and applicability of the data collected are reinforced. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 7016). This course provides students with consultation training in educational, clinical, and agency settings. Students learn various models of consultation with a major emphasis on behavioral consultation and team decision-making. Students directly apply their knowledge in a consultation experience. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 7021). This course is designed to teach students to identify common learning problems, design evidence-based intervention skills, implement the intervention(s), and progress monitor intervention effectiveness using curriculum based assessment (CBA) and curriculum based measurement (CBM). Students become familiar with a school-based intervention team model and their role on the team, the Problem Solving/Response to Intervention (RtI) model, and how to design reports based on their data collection. Pre-requisite(s): None. Co-requisite(s): None. 2-3 semester hours

(Formerly PS 7023). This course is designed to present major models of behavioral theories, including variables relevant to the acquisition and retention of behavioral skills. Students examine ethnic and cultural variables in addition to the philosophical, theoretical and empirical aspects of behavior. The course presents empirically validated intervention and prevention techniques for behavior problems in the classroom Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course is designed to give students the knowledge to develop and implement effective research based prevention and intervention programs in their schools. This course focuses on the study of the origins and course of development of violent and aggressive behavior in children and adolescents. Students develop the knowledge and skills necessary to assist in the aftermath of a crisis situation. Students learn the theories behind recommended programming designed for crisis intervention with children. Pre-requisite(s): None. Co-requisite(s): None. 2-3 semester hours

Since school psychologists work within the P-12 environment, it is important that they understand how to navigate a school’s systems and structures to effectively serve students. They must be able to identify sources and types of data found within a school and to use such data for assessment and program planning to meet students’ needs. In this course school psychologists should be prepared to conduct a program evaluation in conjunction with other school staff. Pre-requisite(s): None. Co-requisite(s): None. 2-3 semester hours

This course focuses on models of psychotherapy with children and adolescents. Students learn to develop, implement, and apply counseling strategies and interventions with children adolescents to facilitate development and optimize their learning capacity, social emotional functioning, and instructional environment. Students learn to identify behaviors that are precursors to academic, behavioral, and personal difficulties and use crisis prevention and intervention skills to assist children, school personnel, and parents will also be reinforced. Additionally, students’ ability to collaborate with community health care professionals to promote mental health and learning will be strengthened. The course reinforces student’s skills in working with diverse populations. Pre-requisite(s): None, Co-requisite(s): None. 3 semester hours

This course involves an examination of the major psychopathologies of childhood. Various theories for the etiologies of child psychopathology are considered, and the implications for diagnosis, consultation, and treatment are also addressed. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 7018). This practicum provides students with field experience working under the supervision of school psychologists to help prepare for future professional practice. Students work on-site applying skills in areas such as: assessment, clinical case conceptualization, intervention, and consultation. Students gain experience in professional conduct, role and ethics. The practicum meets state and national certifications requirements for field experience and is the first in a two-semester sequence that requires the student to work at the assigned training site for a total of 500 hours (cumulative over two semesters). During practicum seminar, students prepare for case studies, program exams, and/or portfolios to demonstrate their increasing skills and competencies. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This practicum is a continuation of SPYA 780 Practicum I. Students continues development of personal and professional skills and practice in higher-level responsibilities related to the field of school psychology. Pre-requisite(s): SPYA 780. Co-requisite(s): None. 3 semester hours

(Formerly PS 7030). The internship experience is designed to provide students with an opportunity to gain additional skills on a variety of professional issues in preparation for a career in psychology. This internship experience provides supervised school psychology field experience at sites that help prepare the student for future careers. At the internship site, the students working with their qualified site supervisor, gain additional skills in areas such as: assessment, case conceptualization, interviewing skills, diagnosis appropriate to the setting, treatment and interventions, consultations, and collaboration, prevention and crisis intervention practices. The student additionally learns about professional practices and ethics. The internship experience provides the student with field experiences to meet state and national certification requirements (e.g., at least 1200 hours for EdS students with at least 600 hours in a school). Pre-requisite(s): None, Co-requisite(s): None. 3 semester hours

The internship experience is designed to provide students with an opportunity to gain additional skills on a variety of professional issues in preparation for a career in psychology. This internship experience provides supervised school psychology field experience at sites that help prepare the student for future careers. At the internship site, the students working with their qualified site supervisor, gain additional skills in areas interviewing skills, diagnosis appropriate to the setting, treatment and interventions, consultations, and collaboration, prevention and crisis intervention practices. The student additionally learns about professional practices and ethics. The internship experience provides the student with field experiences to meet state and national certification requirements (e.g., at least 1200 hours for EdS students with at least 600 hours in a school). Pre-requisite(s): SPYA 790. Co-requisite(s): None. 3 semester hours

This course provides an intensive study of the design and analysis of experimental and correlational research. The course reviews and builds on the basic concepts and statistical techniques introduced in the Methods of Educational Research course and emphasize the appropriate selection, use, and interpretation of these techniques with respect to research data. This course provides a survey of advanced techniques to support doctoral research using hands-on applications with SPSS. Students identify a substantive area of interest, conduct a review of the relevant theoretical and empirical literature, formulate a specific research and develop a detailed research plan, culminating in a written research proposal. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This is an introduction to psychotropic drugs commonly used with children and adolescents, their neurochemical basis, mode of action, toxicities, and clinical application. Principles of use and current status of psychopharmacology are discussed. In addition, this course presents an overview of major drugs of abuse, and specific social, psychological, and political issues surrounding these drugs. Diagnostic and treatment approaches are included. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 8016). This course provides an overview of major theories of personality and therapy in psychology, and their relationship to current professional practice. Various theoretical perspectives on psychotherapy will be critically compared. The impact of historical and cultural context on both the theory and practice of school and professional psychology will be considered throughout the course. The course provides an examination of the principles of organizational and systems theory as it relates to professional psychology. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course provides an overview of theory and techniques in child and adolescent counseling psychotherapy. While the overall orientation views child and adolescent problems within a context of the family system, the course focuses on a range of interventions and approaches, including play therapy, problem-focused cognitive and behavioral techniques, brief solution focused techniques, and the interface of group work, individual strategies as well as the cultural frameworks that impact interventions. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 8018). Major cognitive-behavioral therapies, as well as their theoretical foundations, are reviewed in this course. There is an emphasis on developing skills in cognitive behavioral analysis and treatment, with special attention to the treatment of selected disorders and personality styles. An integrated, multimodal approach to psychopathology, assessment, and intervention utilizing both cognitive and behavioral methods is presented. Skill development in cognitive and behavior therapy is stressed via demonstrations, role-playing, and videotapes. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course provides an introduction to the basic principles of group psychotherapy operations. Emphasis is on gaining both firsthand experiences and a conceptual grasp of membership issues in group therapy; therefore, this course consists of both an experiential and didactic component. The course is designed to facilitate learning via thoughtful study of process and is structured to aid students in integrating their thoughts and feelings with their experience. Additionally, theories of group development and relevant research are addressed. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 8026). This course introduces the student to the major approaches and assessment techniques related to the assessment of children and adolescents with special needs. The student will learn about the administration, scoring, and interpretation of tests, assessment methods, and alternative assessment methods used in professional practice. Particular attention will be given to assessment for children with low incident characteristics such as mental retardation, autism, asperger’s disorder. Students learn about assessment practices for special populations and translating knowledge from the assessment process into interventions. Special purposes into interventions. Special purposes assessments are emphasized in this course with opportunities for on hands-on training and practice with the with the presented tools. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 8034). This course examines the use of various therapeutic intervention and counseling modalities with diverse populations. Theories and factors impacting bicultural and multicultural personality development are reviewed and analyzed. The relationship between the cultural worldview and intervention effectiveness is explored, studied, and assessed. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course provides an introduction to the assessment of brain-behavior relationships. A variety of neuropsychological tests will be introduced, covering the major cognitive domains in neuropsychology, with an emphasis on the process by which such tests are interpreted, in light of all of the data available, including historical, interview, observational, and test data. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 8512). The internship experience is designed to provide students with an opportunity to gain additional skills on a variety of professional issues in preparation for employment in the psychology field. This internship experience provides supervised school psychology field experience at sites that help prepare the student to seek employment. At the internship site, the students working with their qualified site supervisor, gain additional skills in areas such as: assessment, case conceptualization, interviewing skills, diagnosis appropriate to the setting, treatment and interventions, consultations, and collaboration, prevention and crisis intervention practices. The student additionally learn about professional practices and ethics. The internship experience provides the student with field experiences to meet state and national certification requirements (e.g., at least 1500 hours for EdS students with at least 600 hours in a school). Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The internship experience is designed to provide students with an opportunity to gain additional skills on a variety of professional issues in preparation for employment in the psychology field. This internship experience provides supervised school psychology field experience at sites that help prepare the student to seek employment. At the internship site, the students with their qualified site supervisor, gain additional skills in areas such as: assessment, case conceptualization, interviewing skills, diagnosis appropriate to the setting, treatment and interventions, consultations, and collaboration, prevention and crisis intervention practices. The student additionally learn about professional practices and ethics. The internship experience provides the student with field experiences to meet state and national certification requirements (e.g., at least 1500 hours for EdS students with at least 600 hours in a school). Pre-requisite(s): SPYA 850. Co-requisite(s): None. 3 semester hours