Individual problems or research topics designed to place emphasis on selected areas of study. May be repeated for additional credit at the discretion of the department chair.
This is an experiential course that focuses upon the acquisition of skills for conducting interviews, counseling, consulting, and collaborating with children, adolescents, and adults. The emphasis is upon the development of basic communication skills that can be applied by the school psychologist in a variety of multicultural contexts.
The practicum will provide the student with experience in supervising practicum or intern students as well as in integrating the theoretical foundations and current issues of professional supervision. Emphasis is placed on current ethical, multicultural, gender, age, and lifestyle concerns in the supervisory relationship. The course meets the academic requirements for the supervisory status for the Licensed Professional Counselor in the State of Texas and prepares Licensed Specialists in School Psychology to assume supervisor duties. Graded on a credit (CR), no credit (F) basis.
Administration, scoring, and interpretation of individually administered standardized tests of intelligence, special abilities, and achievement. The theoretical and statistical bases of the tests used, integrative report writing, and description of learning are also covered. Prerequisites: Enrollment in a graduate program and consent of the instructor.
Investigation into the evaluation of personality, mental status, role expectation, and behavior. The theoretical bases, construction, administration, scoring, and interpretation of structured and projective personality tests with integrative report writing emphasizing the assessment of emotional disturbance and behavior disorders. Prerequisites: PSY 5376 or its equivalent, graduate standing, and consent of the instructor.
Individual problems not related to thesis or research problems. Designed to place emphasis on selected areas of study. May be repeated for credit.
Advanced investigation into assessment of personality dynamics and diagnosis of psychopathology as defined by the current edition of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders. Integration of advanced projective techniques and structured instruments into comprehensive reports emphasizing intervention recommendations. Prerequisites: PSY 5376 and 5377, or the equivalents, graduate standing, and consent of the instructor.
Acquisition and practice of techniques used in counseling interventions with children and adolescents in school settings. Individual and group counseling techniques will be emphasized, along with a review and refinement of techniques for interviewing and consulting with parents. Prerequisites: COUN 5207, 5307, PSY 5300, and COUN 5368.
Presentation of historical foundations, role and functions, and procedures used by psychologists in the school setting. Emphasis upon ethical and legal issues, professional standards, state and federal law, and organization and operation of the schools as applied to the mental health and education of exceptional learners.
Models of consultation as they apply to the professional development and ethical position of the school psychologist are included. The course emphasizes the consultative role in relation to school administrators, guidance and counseling personnel, teachers, parents, students, and referral sources. Prerequisites: Completion of most of the course work in the School Psychology program, including at least one practicum, and consent of the instructor.
Students learn advanced techniques for assessment of special populations, including early childhood, and apply advanced techniques for utilizing information from a variety of sources for the development of educational interventions. A problem-solving approach that focuses on linking evaluation and intervention processes will be utilized throughout the course. Prerequisite: EDP 5376.
Three practicum experiences occur in a school or agency setting with supervision by on-site and university supervisor. Emphasis is on assessment, orientation to the role of the school psychologist, evaluation of learning, emotional, behavioral difficulties; consultation with school or agency staff, parents and community resources; and direct counseling interventions with individual and/or group techniques. Must be repeated for a total of nine credit hours. Graded on a credit (CR), no credit (F) basis. Prerequisites: Completion of PSY 5385, and PSY 5376, graduate standing in the School Psychology Program, and consent of the instructor.
Research, measurement, and design procedures for addressing issues in school psychology, counseling, and education. A research project is required of each student.
This course will provide an overview of the teaching/learning process. The course will examine how the rapidly changing cultural diversity of the nations as a whole affects our classrooms and schools. Students will be provided with an understanding of normal language development, emergent literacy issues, second language acquisition, and the principles of assessment and instruction in reading, writing, and math. Alternative assessment procedures will be discussed.
Investigation and assessment of disorders that involve abnormal or atypical brain development or function, particularly those disorders likely to be encountered in the practice of school psychology. Includes an overview of neuropsychological and other tests with emphasis on development of a comprehensive assessment and intervention model through interpretation and critique or case studies. Prerequisite: Completion of PSY 5376, PSY 5377, graduate standing, and consent of the instructor.
This course introduces students to the practice of curriculum based assessment in the context of a problem solving model of psychological services in the schools. Lectures, assignments, and activities aim to develop competencies in the areas of non-traditional assessment, development of academic interventions, and the evaluation of student outcomes.
This course represents a student’s initial thesis enrollment. No thesis credit is awarded until student has completed the thesis in Educational Psychology 5399B. Graded on a credit (CR), progress (PR), no-credit (F) basis.
This course represents a student’s continuing thesis enrollments. The student continues to enroll in this course until the thesis is submitted for binding. Graded on a credit (CR), progress (PR), no-credit (F) basis.
The professional internship occurs near the end of formal training in school psychology. The first semester of internship requires a full time (minimum 600 clock hours) supervised experience in a school setting. Interns are considered full members of the interdisciplinary team and serve with regular and special education staff. Graded on a credit (CR), no credit (F) basis.
Professional Internship may be a continuation of the supervised school based experience or a placement in an appropriate alternative setting (e.g., child guidance clinic, counseling center, etc.). A minimum of 600 clock hours of experience is required and usually takes place in one academic semester. Graded on a credit (CR), no credit (F) basis.
This seminar is intended to prepare graduate teaching and instructional assistants in the EAPS Department to function effectively in various instructional and instructional support roles. Required for first-year teaching assistants and GIAs. This course does not earn graduate degree credit. Repeatable with different emphasis. Graded on a credit (CR), no-credit (F) basis.