An introductory survey of abnormal psychology covering the clinical syndromes included in the diagnostic classification system of the American Psychiatric Association. Current research regarding causal factors, treatment, and outcomes supplement descriptions of maladaptive patterns of behavior.
Coreq: PSYCH-304 or graduate standing
Students, under faculty supervision, participate in some of all phases of research projects, literature search, design, data collection and analysis, and preparation of research reports. Topics vary from term to term.
Prereq: Consent of instructor.
An examination of the history, foundations, legal/ ethical, and role and function issues in school psychology. Particular attention will be focused on the exploration of specific models of school psychological service delivery, including direct intervention and school-based consultation with education and agency professionals.
Prereq: Admission to the School Psychology Program or consent of instructor.
A survey of findings and theoretical analyses of how people acquire, forget, and transfer verbal information. The structures (sensory, short-term, and long-term memory) and processes (attention, encoding, storage, and retrieval) of human memory will be studied and related to the current theories of human information processing.
Prereq: PSYCH-303 or equivalent with consent of instructor.
A survey of the various methods used in behavior modification programs. The background and theory of specific techniques will be carefully considered. The variables to be reviewed in establishing a sound program will be presented and evaluated.
Prereq: PSYCH-211 and junior standing.
A survey course designed to acquaint the student with the types of behavior, personality problems with which the clinical psychologist deals, the use of diagnostic methods including projective techniques, and to provide an orientation to the various methods of psychotherapy.
Prereq: PSYCH-304 or PSYCH-345/545, or consent of instructor.
Advanced undergraduates and graduate students who have professional and/or scholarly interests in gaining a greater understanding of the variables associated violence and crisis management in the public school setting. Emphasis on: Psychological, developmental, and risk correlates of childhood aggression; critical examination of the prevention and intervention models considered most effective and useful in the school setting; in depth understanding crisis prevention and response models.
A review of the literature on interview techniques as a method of assessment and as a method of helping. Students will observe and discuss demonstrations conducted by faculty members. In addition, students will conduct, role-play, tape and analyze interviews themselves.
Prereq: PSYCH-304 or PSYCH-345/545 or consent of instructor.
May be repeated with permission of department.
Prereq: 12 psychology credits or consent of the instructor.
Repeatable to 9 credits.
Students, under faculty supervision, participate in some or all phases of research projects, literature search, design, data collection and analysis, and preparation of research reports. May be repeated as desired, but no more than six credits may count toward psychology major or minor requirements. Topics vary from term to term.
Prereq: PSYCH-315 and/or permission of instructor.
Several research strategies will be investigated. These will include using questionnaires, attitude and personality research, and interview research. Some of the statistical techniques covered will be: t-tests, chi- square, and various correlational techniques. A thorough discussion of numerous analysis of variance techniques will constitute a major portion of this course.
Prereq: PSYCH-215 or equivalent with consent of instructor.
Demonstrates the principles of psychological measurement. Demonstrates contents and uses of specific tests of mental ability, achievement, personality, interests, and special abilities. Field work: Group examination of regional schools' testing program - analysis of tests of this program.
A survey of research design issues and analysis methods as they pertain to the practice of School Psychology. Topics include descriptive statistics, correlational and regression analyses, within- and between-subjects designs and analyses, single subject and small N research strategies, and program assessment in educational settings.
Prereq: Admission to the School Psychology graduate program.
A survey of theories of and empirical research on learning as it takes place within educational contexts. Problems that may hinder learning and ways in which school psychologists can foster learning within educational contexts will be studied.
Prereq: Admission to the MSE or EdS-School Psychology program OR consent of instructor.
The introductory assessment course for graduate students in the School Psychology Program. Content will cover principles of psychological measurement, including test reliability, validity, scores and item construction. Substantial content will address assessment of academic achievement via traditional testing and curriculum based assessment methods. Field work required.
Prereq: Admission to School Psychology Program.
This course examines the nature of intelligence and basic characteristics of tests of cognitive functioning. Intensive study of the Wechsler Scales, the Differential Ability Scales, and other standardized assessments of cognitive functioning with a particular emphasis on practice in administration, scoring, and appropriate interpretation of scores is required. The course will also examine the construct of adaptive behavior and its relationship to intelligence and culturally competent assessment. Students will also receive training in written and oral communication of psychological information. Field Work is Required.
Prereq: PSYCH-715 and PSYCH-740; admission to graduate study in the Psychology Department or consent of instructor.
A survey of the mental disorders of childhood and adolescence with an emphasis on diagnosis and treatment. Theoretical approaches and current research are also included.
Prereq: PSYCH-345/545 or equivalent with consent of instructor.
A introductory course in direct cognitive-behavioral interventions in the school setting for advanced School Psychology Program students. Legal issues, ethical conduct, efficacy research, and theoretical foundations of cognitive-behavioral therapy will be discussed. Students will learn selected individual and group intervention procedures and apply them with children and/or adolescents in supervised school-based settings
Prereq: PSYCH-746 or concurrent enrollment; admission to graduate study in the Psychology Department or consent of instructor.
This course is designed to provide students with competencies in understanding the principles of behavior therapy and their applications to academic and behavioral issues in school settings. The course focuses on the theoretical and practical aspects of behavior therapy for children and adolescents. Particular emphasis is placed on ecobehavioral assessment and intervention.
Prereq: Admission to School Psychology Graduate Program or consent of instructor.
The study of indirect intervention procedures for use with children and adolescents. Emphasis will be placed on understanding the history, theoretical variations, implementation issues, and practical application of psychological consultation in the school setting. Additional emphasis will be placed on the consultant's role in the planning and development of primary prevention procedures with school-age populations. In-school practicum is required.
Prereq: Admission to graduate study in the School Psychology Program or consent of instructor.
The non-biased assessment of behavior, emotional functioning, and personality in the integrated context of measurable treatment procedures is stressed. Emphasis is placed on hypothesis development and construct measurement. Course examines multi-axial assessment formats which include child-teacher-parent rating scales, interview and history taking, behavioral observation, and projective techniques.
Prereq: Admission to the School Psychology Program or consent of instructor.
This course examines the dynamics of child development as they relate to school and family settings. The course focuses on applying theory, methods, and research findings in child development to the practice of school psychology. Topics include physical, cognitive, and social development from conception through adolescence.
Prereq: Admission to the graduate program in School Psychology or consent of instructor.
Students will be introduced to the pharmacological treatment of psychological disorders of childhood and adolescence. The course presents basic principles of pharmacology, psychoactive drug classifications, and rationales behind the pharmacological treatment of psychological disorders. Applied components will relate the theoretical aspects of the course material to mental health serevice delivery in the schools.
Prereq: Admission to MSE or Ed.S. School Psychology Graduate program.
This course examines current theory and research related to understanding human social behavior and diversity within the school setting. Readings and discussions will cover both quantitative and qualitative research and represent psychological, anthropological, and sociological perspectives on social behavior relevant to education.
Public policy issues relevant to social behavior within educational contexts will also be addressed.
Prereq: Admission to the MSE or EdS School Psychology Program.
Support for field experiences for School Psychology Program Students. Includes a supporting seminar.
Prereq: Admission to MSE-School Psychology
A two and one-half hour weekly seminar includes school psychological services involving the role, issues, ethics, laws and regulations pertaining to school psychology. Two days per week in a public school setting are required along with a minimum of one hour of supervision of the field placement experience.
Prereq: PSYCH-745; PSYCH-770; admission to graduate study in the School Psychology Program or consent of instructor. Repeatable to 15 credits.
The internship in School Psychology is a full-time placement experience (at least half of which takes place in a public school setting) providing the student with the opportunity to acquire proficiency in the area of School Psychology. Internship supervision is on campus and in work setting. Grading is on a pass/fail basis.
Prereq: The M.S.E. - School Psychology Degree, PSYCH-793, and sixty credits defined by the SDPI (Wisconsin) toward Provisional School Psychology Certification. Repeatable to 12 credits.
Students, under faculty supervision, propose, design, and carry out an applied project within the field of School Psychology. Approved quantitative and qualitative studies, comprehensive reviews, school-based program evaluations, or student designed assessment or intervention procedures receive faculty support and guidance. Students meet individually with faculty project advisors. Repeatable.
Prereq: PSYCH-715 or equivalant and admission to the Educational Specialist degree program in School Psychology.
Students must complete a Thesis Proposal Form in the Graduate Studies Office before registering for this course.