800

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