School Psychology - Courses

The School Psychology program has been designed for full-time or part-time enrollment. Careful adherence to course sequencing and course prerequisites is essential for part-time students.

Courses

GPSY 5020 | Foundations of Education | 3 credits

This course is a survey of the growth of education in the United States from its beginning to the present system. The philosophical, historical, and sociological backgrounds of education are reviewed. The course also emphasizes the relationship of the counselor or school psychologist to the school, to society, and to the profession.

GPSY 5030 | Clinical Foundations of Intervention | 3 credits

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.

GPSY 5040 | Clinical Foundations of Intervention II | 3 credits

This course is designed to build upon the basic counseling skills and knowledge developed in Clinical Foundations of Intervention I (GPSY 5030), in order to promote foundational competencies in evidence-based intervention. The content of the course includes: common factors and the therapeutic alliance; transtheoretical case formulation; selected theoretical models of therapy; and therapy process and outcome assessment. The practicum portion of the course focuses on the application of this material to clients, and the further development of counseling skills and competencies.

GPSY 5080 | Systems Theory | 3 credits

An in-depth exploration of systems theory and research will be explored as a means for understanding individual challenges and problems. Systems theory will be applied within the contexts of family, school, community, and religion for the diagnostic techniques and eventual treatment procedures used within the professional helping relationship.

GPSY 5090 | Contemporary Issues in Counseling | 3 credits

This course provides students with a broad understanding of the contemporary issues and problems that may be brought into the counseling setting. Religiosity/spirituality, parenting/family/divorce, child abuse, sexual abuse, sexuality, substance abuse, alcoholism, teen pregnancy/abortion, school violence, and grief will be some of the issues presented as part of this course. The role of values, belief systems (including religious/spiritual beliefs), and cultural factors as they interface with these issues will be explored and discussed. Emphasis will be on identifying important considerations and initial strategies for therapeutic intervention.

GPSY 5130 | Professional Practice in School Psychology | 2 credits

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.

GPSY 5160 | Practicum 1 - School Psychology | 2 credits

Each student will be placed in a school district two days per week to practice skills in observation, counseling and individual assessment, as well as become oriented to school systems and profession as a school psychologist. Supervision will be provided by an on-site supervisor in addition to a faculty member within the program. Field will be graded Pass/Fail.

GPSY 5200 | Foundations of Measurement: Assessment Core I | 3 credits

Basic theory of psychological and educational measurements and the elementary statistics of test score analysis including reliability, validity, item analysis, and scales of measurement. Current standardized measures will be explored which include some of the most widely used instruments. Some alternative ways of assessment will be explored which are more curriculum and performance based. Special attention will be given to cross-cultural assessment and inherent bias in assessment.

PSY 5220 | Integrative Assessment II - Individual Differences | 3 credits

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.

GPSY 5300 | Advanced Developmental Psychology | 3 credits

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.

GPSY 5650 | Child & Adolescent Psychopathology | 3 credits

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-5, 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.

GPSY 6010 | Research Methods and Statistics 1 | 3 credit

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.

GPSY 6160 | Practicum II - School Psychology | 2 credits

This course serves as an extension of GPSY 5160. The student will work in a school system two days 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.

GPSY 6200 | Integrative Assessment III - Achievement Concentration | 3 credits

This course closely examines the reading, writing, and mathematical learning processes in addition to defining current ways for assessment of skill development in these areas. Both traditional and contemporary means of assessing these skill areas will be explored including; norm-referenced, curriculum-based approaches; direct observation; child portfolios; performance-based assessment; and teacher-made criteria. Approaches for educational intervention will be based on linking assessment with remedial practices.

GPSY 6210| Integrative Assessment IV - Social/Emotional Concentration | 3 credits

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.

GPSY 6220 | Integrative Assessment V: Neuropsychological Concentration

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

GPSY 6550 | Consultation for Prevention & Intervention | 3 credits

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.

GPSY 6640 | Group Dynamics and Group Counseling | 2 credits

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.

GPSY 7160 | Exceptionality and Diversity | 3 credits

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.

GPSY 6030 | Mulit-Cultural Diversity and Professional Practices | 3 credits

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 helper-student or helper-client relationship. Additional emphasis will be placed on surveying culturally responsive skills that are necessary to evaluate and intervene with diverse client systems.

GPSY 7200 | Internship in School Psychology I | 9 credits

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.

GPSY 7210 | Internship in School Psychology II | 9 credits

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.

GPSY 7340 | Play Therapy | 3 credits

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.

GPSY 7350 | Conflict Management | 3 credits

Conflict is an inevitable and ubiquitous phenomenon that can be either constructive or destructive. 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. This interactive course focuses on the development of school-based conflict transformation skills, with primary emphasis given to mediation and Life Space Crisis Intervention.

Related Majors

Psy.D. Clinical/School Psychology - Earn your Doctorate in Psychology at Roberts. We prepare YOU to become an effective psychologist who can deliver evidence-based psychological services in a variety of settings.
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