SPC 633 Developmental Psychology I
The focus of this course will be on children from birth to age 6. Students will study the cognitive, social, emotional and physical aspects of development and their interrelationships within biological and cultural contexts. Historical and contemporary theories of development will be considered. Implications for teaching and curriculum will be addressed.
SPC 634 Developmental Psychology II
The focus of this course will be on children from age 6 to young adulthood. Students will study the cognitive, social, emotional and physical aspects of development and their interrelationships within biological and cultural contexts. Historical and contemporary theories of development will be considered. Issues stemming from the individual’s expanding relationships and the emergence of adult roles and demands as well as implications for learning and curriculum will be addressed.
Prerequisite: SPC 633.
SPC 650 Developmental Psychopathology
Students will understand the major diagnostic categories of psychopathology in children and adolescents. Case studies will be used to illustrate disorders such as pervasive developmental disorders, depression, anxiety, conduct disorders, attention deficit and hyperactivity disorder. Consideration will be given to cultural and social factors in the areas of diagnosis and therapeutic intervention. Psychopharmacology and the use of the DSM IV will be discussed. Prerequisite: Undergraduate or graduate course in Personality.
SPC 651 Neuropsychological Factors in Cognition and Behavior
Neural anatomy and mechanisms involved in cognition, behavior, language, reading and the acquisition of other academic skills will be examined. Particular attention will be paid to biological aspects of learning and behavioral disorders. Developmental neuropsychological research will be examined for principles which could enhance psychoeducational assessment and remedial practices. Neurological disorders will be discussed in relationship to modifications in educational placement and practice.
SPC 652 Understanding Human Development
Theories and research in various analytic schools of counseling. In addition, analytic theories of personality dynamics and development are studied. Emphasis on understanding the individuals and their values in the context of their particular reaction mechanisms and experiences. Experiences related to socio-cultural environment. Unconscious phenomena considered. Transference and countertransference reactions studied. Importance of childhood reactions and experiences in the life of the individual.
SPC 657 Group Counseling in Multicultural School Settings
Contemporary theories and historical perspectives pertaining to group counseling will be presented. Students will identify factors in group processes which promote growth and development in multicultural school and family environments. Students will also examine and practice techniques appropriate for the resolution of personal, social and academic conflicts. A portion of the class time will involve participation in a group and analyzing its dynamics.
Prerequisite: Admission to Professional Stage.
SPC 680 Fieldwork: Observation in School Settings
SPC 680A for General Program
SPC 680B for Bilingual Education
Students will observe children, their parents and teachers in a variety of general and special educational settings. They will learn informal assessment techniques including interviews, observations and work sample analyses. Students will distinguish between typical and atypical patterns of behavior, taking into consideration cultural, social and other factors. Informal assessment data will be integrated into a broader framework of developmental and educational theory. Attitudes toward and expectations of individuals with special needs will be discussed. The various roles of the school psychologist will be examined. Additional hours in school settings will be required.
Prerequisite: Admission to Professional Stage.
SPC 704 Educational and Psychological Testing and Measurement
Basic statistical and measurement concepts such as central tendency, variability, correlation and factor analysis will be presented and used to interpret test scores and understand test construction. Concepts of validity, reliability and the use of derived scores will be presented. Problems of test administration and evaluation related to social, cultural, legal and ethical issues will be considered.
Pre- or corequisite: Undergraduate or graduate course in Statistics.
SPC 714 Consultation in Multicultural School Settings
Students will study theories of mental health consultation and organizational change as they apply to instructional settings. They will learn to analyze a school’s culture and organization in order to act as a positive change agent. They will study ways of developing consultative relationships with colleagues, parents and community agency personnel in order to develop intervention plans for children in schools. Skills crucial to effective consultation and ethical guidelines for practice will be identified and used. Students will learn about issues pertaining to consultation in multicultural settings. This course will be taken concurrently with the internship when possible.
Prerequisite: Admission to Professional Stage. Corequisite: SPC 781.
SPC 721A Individual Assessment: Cognitive I
Students will learn to administer, score and interpret standardized intelligence tests as part of the cognitive assessment process. This course will focus on the three Wechsler Intelligence Scales. Psychometric properties of these instruments will be related to issues of interpretation. Psychological issues in intelligence testing as well as ethical and legal considerations will be reviewed. Students will be required to administer tests and write assessment reports based on the results. Additional laboratory hours will be required.
Prerequisite: SPC 704.
SPC 721B Individual Assessment: Cognitive II
Students will continue to learn how to assess the cognitive functioning of children by administering, scoring and interpreting intelligence tests used by school psychologists including the Stanford-Binet Intelligence Scale-Fourth Edition. The assessment of social adaptive behavior is studied. Integration of findings with educational and other evaluation results will be examined so that individual education plans can be developed. Students will be required to administer tests, write assessment reports and make case presentations. Additional laboratory hours will be required.
Prerequisites: SPC 721A and admission to Professional Stage.
SPC 722A Individual Assessment: Personality I
Students will administer and interpret measures of personality and examine their relationship to cognitive functioning as part of the entire assessment process. This course will focus on clinical interviews, figure drawings, sentence completion, apperception tests and the Bender-Gestalt. Students will be required to administer these personality measures, make class presentations and write reports. The interpretation of assessment data will be based on theories of personality presented in this course. Cultural, ethical and legal issues will be explored. Additional laboratory hours will be required.
Prerequisites: SPC 704 and admission to Professional Stage.
SPC 722B Individual Assessment: Personality II
Students will continue to develop their skills in personality assessment. Emphasis will be on the use of the Rorschach as well as self-reports and behavior rating scales. Students will administer and interpret complete psychological evaluations and present their findings in case presentations and written reports. Interpretation of data will focus on integrating clinical findings so that specific educational plans can be developed. Cultural, legal and ethical issues will be further explored. Additional laboratory hours will be required.
Prerequisites: SPC 722A and admission to Professional Stage.
SPC 724 Assessing the Bilingual Child (Required course for Bilingual Extension Certificate)
The course will examine issues in the assessment of bilingual children including the appropriate use of standardized measures, non-discriminatory assessment, alternative approaches to the assessment of cognitive functioning and social adaptive behavior of linguistically diverse children. Students will learn when and how to conduct evaluations in the child’s first and/or second language. Students will administer tests, make case presentations and write reports. Interpretation of data will focus on integrating clinical findings so that individual educational plans will be developed. Additional laboratory hours will be required.
Prerequisites: SPC 721B and admission to Professional Stage.
SPC 725 Assessment Seminar
(Required course for students not attaining B+ average in assessment courses)
This course will focus on enhancing student’s assessment skills, as well as their ability to integrate a variety of assessment data, write and orally communicate evaluation results and recommend intervention strategies to other professionals and families. Students are expected to write psychological reports, present case studies, make recommendations and write educational objectives.
Prerequisite: Admission to Professional Stage.
SPC 732 Research Methods
Students will learn to analyze research in psychology and education. Major statistical and measurement concepts will be applied in order to understand how research problems are systematically investigated using experimental and quasi-experimental designs. Surveys and qualitative research will also be discussed. Students will evaluate professional literature, discuss its implications for the practice of school psychology and design research proposals.
SPC 757 Individual Counseling in Multicultural School Settings
An introduction to major theories of individual counseling as they pertain to school settings. Individual techniques other than psychotherapy, used to enhance self-esteem, self-awareness and social skill and to reduce adjustment problems are practiced. Crisis intervention is discussed. Issues pertaining to the counseling of culturally and linguistically diverse individuals and their families are examined.
SPC 781 Internship in School Psychology I
The internship requirement is equivalent to two semesters of full-time placement in a school setting under the dual guidance of an on-site staff psychologist and a university-based clinical supervisor. At least half of these hours should be in a school setting. Participation in the intake and screening process, individual evaluations, interdisciplinary staff conferences, parent conferences and professional meetings is required. Students will evaluate children, write reports and practice short-term counseling and consultation under the supervision of the on-site psychologist. Students will also attend weekly meetings with the university clinical supervisor in which professional and ethical issues related to the practice of school psychology in multicultural settings will be discussed. Students must apply for the internship in the semester prior to registration. 781A for General Program, 781B for Bilingual Education.
Prerequisites: Departmental approval, 42 credits including all required testing courses and admission to Professional Stage.
SPC 782 Internship in School Psychology II
Continuation of internship in SPC 781in either the same or another university-approved setting. 782A for General Program; 782B for Bilingual Education.
Prerequisite: SPC 781.
Special Summer Institutes
Each year critical areas of interest are identified. One-week Summer Institutes are then planned for intensive study related to these issues. Each institute features widely known speakers on the topic. Graduate students may apply a maximum of six institute credits to their degree program, if appropriate. Special Summer Institutes carry the course number SPC 745.