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| PSYC 601 Psychology of Learning and Cognition (3) |
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This course teaches theories of cognition and learning. The implications of these theories as they relate to intellectual functioning are presented. |
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PSYC 602 The Psychology of Personality (3) |
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The significance of different personality theories and their relation to practice in the mental health disciplines are studied. The implications for personality assessment and intervention procedures are emphasized.
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| PSYC 603 Developmental Psychology (3) |
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Theories and processes of human development are evaluated with emphasis on the relationships between physical, intellectual, social, and emotional aspects. This course integrates concepts derived from learning, clinical, cultural, and sociological studies with general behavior theory.
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| PSYC 604 Tests and Measurements (3) |
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This course trains students in the principles of educational and psychological testing. Opportunities for studying the administration, scoring, and evaluation of group tests of intelligence, achievement, aptitude, and personality are provided. Emphasis is placed on the interpretation of psychological and educational tests and the implications of their findings.
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| PSYC 605 Introduction to Counseling (3) |
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The work of the counselor in a variety of settings is examined. The history, philosophy, principles, and systems of individual and group counseling are explored. Local resources and community agencies are identified. Selected counseling theories and intervention strategies are discussed with reference to actual case material.
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| PSYC 606 Research Methodology I (3) |
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This is an introductory course in both descriptive and inferential statistics. Topics discussed include: measures of central tendency and variability; minimal and normal probability models; elementary correlational techniques; sampling distribution theory and tests of significance, chi square and other introductory nonparametric techniques; and introduction to analysis of variance.
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| PSYC 607 Role and Function of the School Psychologist (3) |
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This course is intended as an entry-level introductin to the profession for students admitted to the school psy chology program. Students will gain an understanding of the role and functions of the school psychologist, education law, special education regulations, and issues related to multiculturalism and diversity. This course serves as prerequisite to the PSYC 705: Practicum in the Evaluation of the Special Needs Child. Students will gain up to 45 hours of experiences as participant/observers to school psychology practices.
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| PSYC 608 Interviewing and Counseling (3) |
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In this course students develop interviewing and counseling skills which enable them to identify an individual's needs within a broad, life-history framework. Its aim is to show how such skills can help establish an atmosphere conducive to productive counseling.
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| PSYC 609 Personality Maladjustments of Children and Adolescents (3) |
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This course studies the major topics of abnormal psychology with special reference to school-age children and youth. It covers the broad areas of identification, causation, treatment, and the educational problems of the emotionally and socially maladjusted child.
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| PSYC 611 Psychology of Human Relations (3) |
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An in-depth examination of the dynamic forces which affect group relationships is offered. Historic, psychological and sociological factors are considered. In a seminar atmosphere, students are helped to examine their own attitudes as well as to study forces operating in inter-group relations in their own communities today.
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| PSYC 612 Principles of Behavior Modification (3) |
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This course offers a study of the basic concepts of behavior modification systems, which apply the principles of learning theory to behavioral problems. Prerequisite: PSYC 601 Psychology of Learning and Cognition
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| PSYC 614 Techniques of Group Dynamics (3) |
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This course introduces the principles and practices of group process experience and techniques with particular application to the educational and clinical setting.
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| PSYC 615 Therapeutic Intervention Techniques I: Alcohol and Substance Abuse (3) |
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This course provides an advanced survey of the methods, interventions, and treatment paradigms currently employed in the counseling of children, adolescents, and their families with alcohol and/or substance abuse-related problems.
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| PSYC 616 Therapeutic Intervention Techniques II: Educational Settings (3) |
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This course enables students to explore the various techniques and pragmatic approaches employed by psychologists in educational settings. This course includes parameters of various consultation models in reference to groups and cognitive behavioral areas as they relate to school environs, administrative issues, and practice-related concerns applicable to students, teachers, interdisciplinary child study team members and parents.
The organization and culture of a school are addressed as the context for pragmatic approaches within the practitioner scientist model of service intervention. Applied psychotherapeutic techniques, cognitive-behavioral approaches, and classroom practice are reviewed. In terms of the Reflective Urban Practitioner Model, students acquire knowledge to enable them to refine their pragmatic intervention skills.
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| PSYC 617 Poverty and Human Development (3) |
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In this course students investigate the impact of poverty on the psychological aspects of development. Particular attention is given to the development of self esteem, intelligence, and attitudes toward parenting.
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| PSYC 618 Adolescent Development (3) |
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This course offers a study of the physical, intellectual, and cultural backgrounds of adolescent behavior. Adolescent attitudes, character and morals, and motivations are analyzed in relation to their implications for learning.
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| PSYC 621 Applied Social Psychology (3) |
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This course serves as an introduction to the field of applied social psychology. Special attention is paid to the methods of social research and how they have been used in the design and evaluation of programs which have been implemented to facilitate productive changes in various types of groups.
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| PSYC 623 Research Thesis (3) |
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Scientific projects (empirical and/or case studies) are customarily required for this course. Students are assigned a thesis advisor with expertise in research methodology and the area under study.
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| PSYC 624 Counseling in the Elementary School (3) |
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Philosophy, functions, research, and organization of counseling in elementary education are studied. The specific role of the elementary school specialist as counselor, consultant, and coordinator in elementary school guidance is developed. Special emphasis is given to the team approach. Case studies are utilized to illustrate theoretical background and practical application. Concepts, dimensions and current practices are investigated through relevant and current research.
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| PSYC 625 Group Process and Procedures: Group Counseling (3) |
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This course increases students' understanding of growth processes which occur in different types of group settings, particularly in group counseling. Group procedures are part of the course and the goal is to enable students to function as group counselors. Emphasis is placed on the dynamics in dealing with students at all levels of school settings. Prerequisite: Permission of instructor.
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| PSYC 626 Seminar in Ethics, Law and the Profession |
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This course focuses on the Ethical Principles of Psychologists of the American Psychological Association, as well as standard providers of psychological services and codes of ethics from other mental health professionals. State and federal laws as well as case law affecting the work of psychological service providers are considered. Considerations of social justice, equity, and human diversity (central to the Ethical Principles of Psychologists) are given special emphasis. In addition, this course teaches the process of ethical decision-making, taking into consideration real-life situations faced by psychologists. Students become aware of the nature of the ethical dilemmas they face; integrate a knowledge of laws and ethical codes; develop an awareness of issues faced by psychologists in treatment settings; and advance their skills in ethical decision making.
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| PSYC 627 Role and Function of the School Psychologist (3) |
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This course is an entry-level introduction to the profession for students admitted to the School Psychology program. Students gain an understanding of the role and functions of the school psychologist, education law, special education regulations, and issues related to multiculturalism and diversity. Students gain up to 45 hours of practicum experience as participant/observers in school psychology practice.
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| PSYC 628 Psychology of Learning for the Helping Professions (3) |
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Basic, generally accepted principles and concepts from the broad field of learning theory are studied with emphasis on their usefulness as a guide to planning, teaching, and educational counseling.
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| PSYC 629 Multicultural Counseling (3) |
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This course introduces counselor trainees and practicing counselors to issues related to working with a culturally diverse clientele. In this course, students discuss the sociopolitical issues related to cross-cultural counseling and gain knowledge of the theory and skills that are needed to be effective cross-cultural counselors.
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| PSYC 632 Principles of Family Therapy |
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This course introduces the student to the historical development of family systems therapy, its concept and practice. Specific techniques and family/system assessment and intervention are discussed and practiced. Special problems of family therapy are considered. Other concerns include feminist and multicultural issues, AIDS counseling, and family therapy with stepfamilies.
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| PSYC 633 Consultation and Program Evaluation (3) |
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This course is intended to: 1) develop instructional, behavioral, and organizational consultation skills in educational and human service settings; 2) develop research and statistical evaluation tools; and 3) apply these tools to program evaluation in educational and human service settings. Students gain experience in using consultation and evaluation skills in applied settings with up to 35 hours of practicum experience. Pre-requisites: PSYC 606: Research Methods I; ACI 668: Research in Urban Education, or SPEC 691: Research Seminar in Special Education.
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| PSYC 638 Career Education and Career Development (3) |
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This course discusses the introduction, growth, and spread of career education and its ramifications. It also includes the contributions of psychology, sociology, and economics to the understanding of the processes and determinants of vocational choice and adjustments. Emphasis is placed on life stages and career patterns in personal and vocational development.
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| PSYC 650 Psychology of Alcohol and Substance Abuse (3) |
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This course provides an introductory level survey of the concepts, issues, and research on prevention, diagnosis, and treatment of alcohol and substance abuse-related issues.
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| PSYC 663 Sources of Information in Counseling (3) |
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This course familiarizes the potential counselor with the reference materials, resources, and procedures needed to guide students in educational and vocational decision making. The wide range of possibilities from which students at all levels must make their choices is explored. Techniques for helping individuals assess their own potential and make realistic decisions are studied. Theories of career development and choice are examined in detail. Various methods of motivating students to become involved in career selection are studied.
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| PSYC 675 Statistics (3) |
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This course describes the statistical tools used in psychological research and their application in experimental design. The course reviews basic statistical concepts, including probability, variance, and standard deviation in sample distributions, as well as the application of basic analytical tools, such as correlation, Chi square and t-tests. Students also learn about factorial design, analysis of variance, post hoc tests, analysis of covariance, multiple regression, and factor analysis, which are regularly used in empirical studies. Stunts will learn how to organize data using statistical software for efficient and comprehensive analysis of variables.
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| PSYC 686 Assessment: DSM-IV-Child, Adolescent and Adult |
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This course introduces the students to the multiaxial assessment and diagnostic techniques associated with the DSM-IV. Special emphasis is placed on biological and psychological disorders from the section on Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence.
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| PSYC 694 Supervised Practicum in Counseling I (3) |
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Students are placed in a wide range of counseling internships with respect to stated interests and career options. The practicum provides students with a realistic assessment of the work of a counselor. Students are expected to integrate the various components of the M.A. in Counseling program and to demonstrate skill through a host of assessment techniques. Experiences include: planning, placement and follow-up; counseling on many different levels; career and educational counseling; self assessment; program assessment; and professional development.
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| PSYC 695 Supervised Practicum in Counseling II (3) |
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This practicum includes experience in planning, placement and follow-up; counseling on many different levels; career and educational counseling; self assessment; program assessment; and professional development. Also, the practicum includes includes a requirement that students complete a community resources survey indigenous to their geographical placement. Prerequisite: PSYC 694 Supervised Practicum in Counseling I
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| PSYC 702 Advanced Research Methods in Psychology (3) |
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In this course, students explore the tools and techniques of research, as well as descriptive and experimental methods of research. A portion of the course is also devoted to the pragmatic application of research theory to a broad range of topics in the area of psychology. A scientific project is required for this course.
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| PSYC 703 Independent Study in Psychology (1-3) |
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This is a specialization and research course. Prerequisite: Matriculation and membership in the School Psychology Program.
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| PSYC 704 Individual Intelligence Testing (3) |
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This is a clinical course in the administration, scoring, and interpretation of individual intelligence tests, which includes demonstration and participation. Each student is required to demonstrate competence in the use of the Stanford-Binet, the Wechsler Intelligence Scale for Children-revised, and the Wechsler Adult Intelligence Scale-revised. Prerequisite: Advanced standing in the Professional Diploma in School Psychology program.
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| PSYC 705 Practicum in the Psychological Evaluation of the Special Needs Child (3) |
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This course presents various methods of evaluating the intellectual functioning of the blind, the deaf, and the neuorologically impaired. It also includes methods of evaluating the intellectual functioning of the non-English speaking individual and measures of adaptive behavior. Laboratory experiences form an integral part of the course. Prerequisite: Advanced standing in the Professional Diploma in School Psychology program and PSYC 704 Individual Intelligence Testing.
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| PSYC 706 Personality Assessment (3) |
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This course covers the theories underlying personality assessment and gives an overview of some of the more commonly used objectives and projective techniques. Prerequisite: Advanced standing in the Professional Diploma in School Psychology program.
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| PSYC 708 Seminar in School Psychology Externship I (3) |
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In this sequence of externship/seminar courses, students learn how to integrate testing, interviewing, and counseling skills learned in preceding courses. Students work under supervision with children and adolescents. In addition to developing diagnostic skills, students learn how to relate diagnostic findings to educational recommendations, counseling with parents, and remedial procedures. They are guided in an appropriate selection of tests, write clinical reports, and attend child study team conferences with other professionals. In conjunction with this sequence, students are placed in approved school settings. Prerequisite: Advanced standing in the Professional Diploma in School Psychology program.
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| PSYC 709 Seminar in School Psychology Externship II (3) |
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In this sequence of externship/seminar courses, students learn how to integrate testing, interviewing, and counseling skills learned in preceding courses. Students work under supervision with children and adolescents. In addition to developing diagnostic skills, students learn how to relate diagnostic findings to educational recommendations, counseling with parents, and remedial procedures. They are guided in an appropriate selection of tests, write clinical reports, and attend child study team conferences with other professionals. In conjunction with this sequence, students are placed in approved school settings. Prerequisite: Advanced standing in the Professional Diploma in School Psychology program.
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| PSYC 710 Clinical Externship I (3) |
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Students work during the summer in an approved hospital or other clinical facility. Two separate settings are required: an infant stimulation program servicing children 0-3 years of age and a substance abuse program servicing adolescents and/or young adults. Prerequisite: Advanced standing in the Professional Diploma in School Psychology program.
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| PSYC 715 Consultation and Program Evaluation |
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This course will prepare students to (a.) develop instructional, behavioral, and organizational consultation skills in educational and human service settings, (b.) utilize research and statistical evaluation tools, (c.) apply these tools to program evaluation in educational and human service settings. Students will gain experience in using consultation and evaluation skills in applied settings, with up to 35 clock hours of practicum experience.
The prerequisite for this course is PSYC 606: Research Methods I, or EDLD 668: Research in Urban Education, or SPEC 691: Research Seminar in Special Education. |
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