700

(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