Courses numbered 1000-1999 are open to freshmen; 2000-2999 to sophomores; 3000-3999 to juniors; 4000-4999 to seniors. It is recommended that students elect courses in the years for which they are listed. Freshmen will be admitted to courses above the 2000 level only with the consent of the instructor and the student’s advisor. Juniors and seniors taking freshman courses may be expected to do additional work. Any course above 4999 is a graduate course.
The number in parentheses following the course title indicates the semester hours of credit assigned to the course.
An H following the course number indicates an honors level course.
Clinical Foundations of Intervention [Course] (3)
This interactive course focuses on the training and practice of interpersonal skills, which are vital to functioning as a professional psychologist or counselor. The course will be centered on a three- stage helping model which assists individuals in exploring their problems, gaining insights, and taking action. In developing this helping model, three counseling theories will be explored: person-centered therapy, psychodynamic therapy, and behavior therapy. The course will largely focus on the skill development necessary to initiate helping relationships with diverse populations.
Clinical Foundations of Intervention II [Course] (3)
This course is designed to build upon the basic interpersonal and counseling skills developed in GPSY 5030. Emphasis will be placed on the development of further enhancement of challenging and guidance skills requisite for therapeutic intervention in established counseling relationships. In addition, several psychotherapy approaches and their intervention techniques will be presented and analyzed. Theoretical applications will be considered for both adults and children. The focus will be on developing interpersonal and therapeutic interventions which will foster change and growth in individual clients.
Professional, Legal, and Ethical Practice in School Psychology [Course] (3)
This course is introductory in nature and will review the evolution of School Psychology and explore the current and future demands that school psychologists are likely to encounter. The lens of social justice is used to examine principles for practice regarding ethics and law, advocacy and cultural responsiveness. Students will cover the broad history of the profession and special education law, examine primary roles, functions and responsibilities, look at models of practice, review credentialing requirements, and consider different models of practice. Key aspects of education law will be reviewed including the Individuals with Disabilities Act (2004), Section 504 of the Rehabilitation Act (2008), the Americans with Disabilities Act, as well as Part 200 of the NYS Regulations. Students will also learn to use a problem-solving model with which to identify and assess ethical dilemmas in professional practice.
Practicum I - School Psychology [Practicum] (2)
This practicum experience is designed as a transition from formal coursework to learning experiences within a school setting, under the direct supervision by a licensed or certified school psychologist. Through this practicum, students are provided with the opportunity to apply their knowledge of child development, learning theory, assessment, direct and indirect interventions, and to experientially apply the theories and techniques learned in Interpersonal Effectiveness I and II (PSY 503 & 504) while working with children, teachers, and parents in a public school setting. Under the supervision of the professor, each student will be placed in a school district for two full days each week to practice testing skills, develop observation skills, further develop counseling skills and to become oriented to working with children in the schools as a psychologist. This placement serves to acclimate students to the culture of the public schools, to regular and special education and the specific role and function of a psychologist in the delivery of psychological and mental health services. Students are required to attend weekly meetings with other practicum students for case review, further supervision, topic presentations and sharing of case studies to be examined in light of theoretical and professional issues, ethics and intervention strategies.
Assessment I:Psychological Measurement [Course] (3)
This course is designed as an introduction to testing and measurement. Primary emphasis will be placed on building a general understanding of elementary statistics and analysis of test scores in relation to the normal curve. An understanding of reliability, validity, and normative samples will be explored through an application process using a variety of standardized instruments, which are currently used. Students will gain a general understanding of both the purpose and practice of assessment through exposure to a wide variety instruments and procedures which are both traditional and non-traditional methods. It is important to note that this course only serves as an introduction to testing and assessment and that further courses/skills training are needed for students interested in specializing in assessment.
Integrative Assessment II: Individual Differences [Course] (3)
This course is the second assessment course in a series of assessment courses, and addresses the measurement of cognitive process and Learning. Additional norm referenced instruments will be taught in areas of achievement and processing to provide some experience with integrative report writing and case study analysis. A philosophical and theoretical basis for measuring intelligence will be discussed with special attention given to historical issues around cultural bias and issues of diversity. Students will be exposed to and achieve competency in the administration, scoring, and interpretation practices of the most widely accepted instruments of today. Use and abuse issues will be discussed along with their level of sensitivity and validity with special populations (i.e. developmentally disabled & gifted). The most widely accepted Theoretical Model of Intelligence within the context of CHC Theory will be reviewed and discussed.
Advanced Developmental Psychology [Course] (3)
This course provides a broad understanding of individual development from a lifespan perspective. Study will focus on the major themes and issues of physical, cognitive, social, emotional, and moral development, with particular emphasis placed on foundational research and theory in these areas. Course content will reflect the contemporary view that life span development is a developmental process deeply intertwined and indistinguishable from the familial, societal, and cultural contexts. Developmental theories and research highlighted in the course will be discussed in relation to the useful application of the concepts for individuals working in the helping professions including school counselors, school psychologists, and clinicians. The course is designed to show how presented information can be translated into professional best practice applications.
Cognitive-Affective Bases of Behavior [Course] (3)
This course will focus on two primary areas: Learning theory and behavioral analysis, and the psychology of emotion. Students will spend half the course focused on the psychology of learning, as well as the practical applications of behavioral/learning theory in clinical settings. The second half of the course will focus on the psychology of emotion, including such topics as the development of emotion in children, emotional regulation, and emotional intelligence. A portion of the course will also focus on integrating emotional theories with learning/behavioral principles. Special considerations will be given in applying these theories to work with children and adolescents.
Biological Bases of Behavior/Pharmacology [Course] (3)
This course will cover neuroanatomy, neural communication, and neural systems. In addition students will learn about commonly administered psychotropic drugs, their effects on the nervous system and the changes they produce in mood, consciousness, perception and behavior. Students will gain an understanding of the relationship between nervous system function and perception, cognition, emotion and behavior. They will emerge from this course with an understanding of the neurobiology of everyday functioning including such tasks as multitasking, paying attention, learning and remembering, seeing, hearing, speaking and socializing with others.
Psychopathology:Adult [Course] (3)
This course contributes to the core knowledge necessary for the science and practice of clinical psychology. The goal of this course is to present a conceptual framework for understanding the science of psychopathology in order to inform clinical practice. Toward this end, the course will focus on central concepts important in the description, classification, and treatment of psychopathology, including relevant aspects of the historical and cultural context of these concepts. We will explore etiological issues, the application of a biopsychosocial conceptual framework to case conceptualization, and skill development in the diagnosis of psychopathology. Issues related to socioeconomic status, gender, age, culture and comorbidity will be addressed across the course.
Child & Adolescent Psychopathology [Course] (3)
This course is designed to explore the complexities of child and adolescent psychopathology, with a specific emphasis on the school setting. The content will focus on the epidemiology, symptomatology, etiology, comorbidity, and treatment of different psychopathologies experienced by children and adolescents. Common assessment strategies and classification systems, such as the DSM-IV, will be examined, along with their strengths and weaknesses. Intervention and prevention approaches for specific disorders will be discussed, including a particular focus on school-based intervention programs.
Research Methods and Statistics I [Course] (3)
This course is designed to help students gain an understanding of and appreciation for the use of research as a tool for professional evidence-based practice with and on behalf of school populations and to evaluate educational programs and practices. Students in this course are introduced to the concepts and skills underlying a systematic approach to educational research, including basic research terminology, the scientific method in education, the value of research in education, research ethics, problem formulation and conceptualization, measurement, research designs, sampling, and alternative quantitative and qualitative data gathering techniques.
Multicultural Diversity & Professional Practice [Course] (3)
This course is designed to develop multicultural competency in professional mental health practice. The focus will be on increasing students’ awareness of their cultural values and biases, while also developing knowledge about how race, ethnicity, gender, religion, sexual orientation, and social class have an impact on self and the counseling relationship. Additional emphasis will be placed on surveying culturally responsive skills that are necessary to evaluate and intervene with diverse client systems.
Evidence-Based Treatments & Interventions [Course] (3)
This course is designed to foster the integration of clinical science and practice by examining the history, nature, and process of evidence-based practice. The course will emphasize evidence-based intervention strategies and programs designed to improve the emotional, behavioral, and social functioning of children, adolescents, and adults. Service delivery at the individual, group, and systems level will be addressed. Implementation issues specific to school and clinical settings will be examined.
Practicum II - School Psychology [Practicum] (2)
This course serves as an extention of PSY 516. The student will work in a school system one day per week and continue practicing assessment techniques. In addition, the student will be required to work directly with special needs children in a classroom setting under teacher supervision. Students will be expected to complete a project of intervention within this classroom setting, which measures student progress throughout the semester.
Integrative Assessment IV - Social/Emotional Personality [Course] (3)
This course provides information and training in the assessment of mental status and emotional well being in children, adolescents and adults. The course will cover more traditional projective measures as well as more recent norm-referenced thematic tools and techniques, which assess a broad range of social functioning areas. Students will be required to use these techniques both for administration and scoring, and begin interpreting results as a continuation of refining report writing skills. A major component of the course is learning to integrate assessment results from different instruments into clear and concise written reports.
Integrative Assessment V:Neuropsychological Concentration [Course] (3)
This course provides knowledge and training in fundamental concepts of child and adolescent assessment guided by an understanding of brain-behavior correlates and child development. Students are instructed in the use of an integrated neuropsychological model with relevance for applied psychological practice. A special focus is placed on the assessment of neuropsychological factors that impact cognitive, academic and social-emotional functioning. Students will learn how to select appropriate evaluation techniques to answer referral questions, administer and score those instruments, interpret the results, integrate information across sources, and communicate their findings orally and in writing. Prerequisites: GPSY 5220 and GPSY 5420
Consultation for Prevention & Intervention [Course] (3)
Students will be exposed to the theory behind and practice of consultation as an indirect service delivery model for children, families, and schools. Although the class will utilize a lecture format, applied work will be provided via the students field and internship placements. Thus, as a pre-requisite, all students must also be enrolled in a Field or Internship class as well.
Group Dynamics and Group Counseling [Course] (2)
This course explores the rationale, goals, and fundamental dynamics of the individual in group situations. Group process will be explored in its entirety including initiation, maintenance, and termination of therapeutic group interactions. Methods of group leadership with people from diverse backgrounds, and both facilitative and non-facilitative roles will be explored.
Exceptionality & Diversity [Course] (3)
Inclusion of exceptional children and youth in unrestricted learning environments, and their academic success and social adjustment, requires school personnel to develop expertise in the recognition of special needs and a broad knowledge of appropriate school-based strategies for ensuring academic success and social development. This course is designed as a graduate-level introduction to the history, major issues, and contemporary practices defining exceptionalities, their categorization, and demographic characteristics.
Internship in School Psychology I [Practicum] (6)
The internship represents the culminating experience in the Specialist and Doctoral program in School Psychology at Roberts Wesleyan College. Its purpose is to provide intensive, supervised experience in the roles and functions of the school psychologist, as well as to provide a broad exposure to the educational and community environment of the internship site. The internship may occur on a full-time basis over a period of one academic year or on a half-time basis over a period of two consecutive academic years for students in the Masters Program and part time (600 hours) for students in the Doctoral program. The intern will learn to apply skills, knowledge and attitudes learned in classes, field and practicum experiences in daily professional practice. The internship will provide the necessary opportunities for students to integrate their knowledge and applied skills in working with children, families, and school personnel under the supervision of a professional school psychologist.
Internship in School Psychology II [Practicum] (6 - 9)
This is a continuation of the field-based experience described in GPSY 7200.
Play Therapy [Course] (3)
This course is a practice elective. The purpose of this course is to provide students with exposure to and an opportunity to develop knowledge and skills in using play therapy with individuals, families and groups in diverse settings. Students will become familiar with various theoretical practice models and learn to apply those models with children experiencing a variety of problems across diverse populations. This course will expose the student to basic knowledge about play therapy as a component of services to children, including in mental health, child welfare, health and community based settings.
Conflict Management & Trauma-Informed Approaches to Intervention [Course] (3)
This course explores the rapidly expanding literature in the field of trauma and delineates its common concerns and practice guidelines. This course will provide students an overview of adverse childhood experiences and school-based trauma-informed approaches to interventions that treat trauma using the social ecological model. In this course, the causes and dynamics of conflict as well as ways to transform conflict into a constructive force in a school setting will be explored. In this interactive course students will demonstrate trauma-informed school mental heath treatment interventions on the development of school-based conflict transformation skills, with primary emphasis given to mediation, restorative practices and Life Space Crisis Intervention.
Independent Study [Course] (1 - 3)
This course is an elective in the curriculum that allows students the opportunity to expand their knowledge and/or skills in an in-depth and individualized manner. The independent study is arranged with and supervised by a graduate faculty member. No prerequisites.