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.
EDC/PSY 502 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.
EDC/PSY 503 Interpersonal Effectiveness (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.
EDC/PSY 504 Counseling Theory & Practicum (3 credits)
This course is designed to build upon the basic interpersonal and counseling skills developed in Interpersonal Effectiveness I (Psy 503). 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.
EDC/PSY 508 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.
EDC/PSY 509 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.
EDC 513 Professional Practice in School Psychology (2 credits)
Students will be exposed to an historical look at the profession of school psychologist as a specialty area. This course is introductory in nature and will look at history and systems, role and function, and models of practices, as well as a more contemporary look at professional practice issues. Historical change in public education will serve as the context for change in current practice models.
PSY 516 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.
EDC/PSY 520 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 522 Integrative Assessment II - Cognitive Concentration (3 credits)
This course exposes the student to the administration, scoring, and interpretation of individually administered norm-referenced tests and measures. Primary attention is given to instruments, which primarily measure cognitive abilities in children ages birth to age eighteen. Instruments will be evaluated based on their level of sensitivity to culturally diverse populations. Implications for the learning process in school-age children will be explored. Beginning report writing will be explored while expanding the students’ repertoire and mastery of these measures.
EDC/PSY 530 Advanced Developmental Psychology (3 credits)
Provides a broad understanding of individual needs which encompass the Life Span. This course incorporates all significant aspects of growth that make up human experience. The student will learn to relate development theory and research to professional practice in educational and mental health settings.
EDC/PSY 565 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-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.
EDC/PSY 601 Statistics and Research Design (3 credits)
This course is designed to introduce students to the basic principles of research and statistical analysis. Students will be exposed to the critical evaluation of research and will survey the process of research from the development of the hypotheses to the interpretation of the data. They will gain a broader understanding of descriptive and inferential statistics and various research design strategies.
EDC/PSY 610 Legal and Ethical Issues for the School Psychologist or Counselor (2 credits)
The students will review landmark court cases and judicial decisions, which are most crucial to the professions of counselor and school psychologist. Key pieces of educational law will be reviewed, such as Section 504 of the American Disabilities Act and Part 200 of IDEA, as well as ethical guidelines for school employees.
PSY 616 Practicum II - School Psychology (2 credits)
This course serves as an extension of PSY 516. 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.
PSY 620 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.
PSY 621 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.
PSY 622 Integrative Assessment V: Neuropsychological Concentration
This course provides information and training in fundamental concepts in child neuropsychology with relevance for applied school psychological practice. A special focus will be placed on the neuropsychological factors that impact cognitive and social-emotional assessment in a school setting. Case studies will be used to illustrate key concepts and procedures.
EDC/PSY 655 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.
EDC/PSY 664 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.
EDC/PSY 700 Advanced Integration of Counseling and Theology (2 credits)
A study of basic concepts of evangelical Christian theology and its relationships to counseling theory and helping within the social contexts of both individuals and families. Parallel relationships will be drawn between both disciplines with practical applications offered for the helping professional.
EDC/PSY 716 Exceptionality and Diversity (3 credits)
This course is designed as a graduate-level introduction to the history, major issues, and contemporary practices defining exceptionalities, their categorization, and demographic characteristics. Cultural differences within and outside exceptionalities will also be explored.
PSY 720 Internship in School Psychology I (9 credits)
This provides the culminating experience of the School Psychology Program. It provides intensive supervision in roles and functions of a school psychologist. This will usually be a paid position and will require a full-time work week of 40 hours plus. Prerequisite: The student must have completed four semesters of course work with satisfactory performance and achieved a satisfactory score on the qualifying examination.
PSY 721 Internship in School Psychology II (9 credits)
This is a continuation of the field-based experience described in PSY 720.
EDC/PSY 734 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.
585.594.6011 or GRADPSYCH@roberts.edu