| |
Clinical Psy.D. - all Concentrations and Certificate |
| |
-
PY 665 - Half-Time Internship VI
Prerequisite(s): Internship eligibility (see detailed Internship information under “The Department” section). Students must register for internship during each semester while on internship. Students completing a half-time internship, register for six semesters of half-time internship in lieu of registering for Internship I-III. (Pass/Fail) (0 credits)
|
| |
-
PY 700 - Human Sexuality
This course provided foundational knowledge concerning biophysical and psychological aspects of human sexual functioning. Issues related to sexual diseases, sexual variance, and sexual dysfunction are explored. Students receive an overview of basic sex therapy techniques. Ethical and legal issues involved in sex therapy are discussed. (2 credits)
|
| |
-
PY 701 - Alcohol and Chemical Substance Abuse and Dependency
This course is designed to increase the individual’s understanding of etiology, assessment, diagnosis, treatment, and prevention of alcohol and chemical substance abuse and dependence. DSM and other frequently used diagnostic systems are explored. Effective treatment modalities are explored. Ethical and legal prevention strategies are considered. (2 credits)
|
| |
-
PY 702 - Child Abuse Assessment and Reporting
This course makes explicit the ethical and legal issues and dilemmas involved in child abuse assessment and reporting. The various forms of child abuse, models of abuse, and characteristics of both the victim and perpetrator of abuse are discussed. Specific attention is given to treatment. (2 credits)
|
| |
-
PY 703 - Spouse/Partner Abuse Assessment and Reporting
This course emphasizes the dynamics of domestic violence in intimate relationships. Assessment, treatment, and prevention strategies for both the victim and perpetrator of domestic violence are examined. Ethical and legal concerns related to reporting of domestic violence are made explicit. (2 credits)
|
| |
-
PY 704 - Working with Transference Countertransference
Prerequisite(s): PY 491 This course is designed to provide understanding of the evolving concepts of transference and countertransference in the psychoanalytic literature, with special emphasis on recognizing and using transference and countertransference to inform therapeutic interventions. The course will be open to advanced students and will have a seminar/role play format. Discussions will focus on tracking the client’s experience of the therapist, steps in the analysis of transference, and recognition and usage of countertransference experiences. Classroom role playing and /or reviewing of student therapy tapes will provide hands-on experience with responding to intersubjective experiences, and also provide classmates with experience in the clinical observation and feedback processes involved in consultation and supervision. (2 credits)
|
| |
-
PY 710 - Gender and Global Human Rights
Prerequisite(s): This course examines gender and human rights within the context of the international human rights system and in the context of global feminist, civil, liberation, and human rights movements. This course will provide a foundation for understanding the human rights system and examine how gendered human rights violations, particularly those against women around the world impede the actualization of human rights, justice, and wellness for all. The interdependency of political, civil, social, economic, and cultural systems will be utilized in understanding issues of gender justice and human rights in general. The course will focus on several thematic issues such as domestic violence, trafficking, genocide and gender, and genital mutilation/cutting (FGM/C) by utilizing a number of historical and current cases from countries in numerous world regions. Corequisite(s): (2 credits)
|
| |
-
PY 711 - Refugee Issues and Trauma
Prerequisite(s): PY 464 and PY 468 and PY 462 and PY 466 . The course will explore best practices in international psychosocial responses in the context of domestic, communal, natural and human made catastrophes and traumatic events. In addition to trauma theory and intervention, this course intertwines the psychosocial, political, ethical, and human rights dimensions of traumatic suffering and humanitarian intervention into the curriculum. Utilizing a multidisciplinary curriculum that also includes the healing arts and indigenous practices, this course seeks to introduce students to clinical and social interventions based upon trauma research. (2 credits)
|
| |
-
PY 712 - Psychosocial Perspectives of Genocide, Democide, and Politicide
Prerequisite(s): PY 443 and PY 446 and PY 451 . This course explores the theory, history, and psychosocial consequences of genocide, democide, politicide, and mass violence. The course further assesses the conditions for, and limitations to, achieving justice in domestic politics and international affairs with a particular emphasis on critical exploration of the role of U.S. and international peace keeping organizations (e.g. United Nations). Utilizing historic and current cases from countries in numerous world regions, students will become familiar with relevant psychological and social methods of prevention and intervention with the myriad psychosocial sequelae following mass violence and trauma. (2 credits)
|
| |
-
PY 713 - Psychosocial Considerations of Domestic and International Terrorism
Prerequisite(s): PY 464 and PY 451 and PY 468 and PY 462 and PY 466 . Acts of war and terrorism are unparalleled in their deleterious effects on community wellness and psychological stability. War and terror are substantial public health issues with significant health consequences, of which mental health issues are a principal component. Psychologists must be prepared to understand and meet the needs of populations with acute and chronic exposure to terror and conflict. This course will explore the psychological and social consequences of war and terrorism, including state-sanctioned terror with an emphasis on individual, familial, and community coping, resilience, and rebuilding. (1 credit)
|
| |
-
PY 714 - International Psychology and Human Rights
This course explores the individual and community consequences of global events and introduces the basic principles of human rights. Specifically, students will explore the relationship between human rights and global events on psychological health and well-being. This course will explore the meaning of human rights and their challenge to cultural traditions and state sovereignty. Students will be introduced to the international and regional conventions that encode and monitor human rights violations. Specific case studies will be utilized to illuminate both the challenges and potential in effecting psychological health through the promotion of human rights and development. Students will gain the knowledge and skills to utilize a human rights based approach to improve the psychological health of individuals and communities. (2 credits)
|
| |
-
PY 720 - Foundations in Psychology and Spirituality: Comparative Histories and Issues
Prerequisite(s): PY 426 . This course is the basic foundation course for the psychology and spirituality concentration. We will explore the history of issues in theory and practice among multiple cultures. We will include in our survey the history of healing, the history of contemplative psychology, the phenomenology of religious experience, the history and practice of pastoral care and counseling among various traditions, comparative inter-religious dialogue, as well as historical and contemporary topics addressed such as the problem of evil, conversion, forgiveness, the numinous, pathos and suffering, mysticism and consciousness studies, among other topics. (2 credits)
|
| |
-
PY 721 - Discernment: Diagnostics, Assessment, and Research in Psychology and Spirituality
Prerequisite(s): PY 720 . This course will address both assessment and research in the field of psychology and spirituality. We will begin with the origins of the history of assessment and diagnosis in the “discernment of the spirits” among various traditions. We will explore both formal instruments used to assess spirituality and significance in individual lives, as well as explore the un-thematized spiritual aspects of more commonly used instruments in administrating psychological batteries. We will also explore various kinds of diagnostic discourse used in spiritual assessment (i.e., DSM, Pastoral Diagnoses, etc.), as well as critique the presumptions and practices of diagnosis and assessment by way of various pastoral traditions. As this concentration understands research to also be an activity of assessment, we will also explore various research methodologies and topics in the field of psychology and spirituality in order to facilitate more clarity and options for future projects, including but not limited to the student’s dissertation. (2 credits)
|
| |
-
PY 722 - Social Psychology and Spirituality: Contemporary Issues in Culture and Society
Prerequisite(s): PY 451 and PY 720 . This course will address the presence and purposes of spirituality within current issues in social-political-economic-cultural context, both nationally and internationally, and explore the role of the professional psychologist as assessor and intervener in these matters. The course will survey the centrality of spirituality in war, allocations of resources, technology, conflict mediation, among other issues. The course will then proceed to an exploration of a current issue in world politics to address in academic and practical ways. The contemporary topic of concern may vary each time the course is taught. (2 credits)
|
| |
-
PY 723 - Neuro-Biology and Spirituality
Prerequisite(s): PY 449 and PY 479 . This course will explore various topics in the field of neuro-science (e.g., imaging, psychophysiology, pharmacology, etc.) and spirituality. The topics in the course will include the biology of belief, the theology of the body, neurobiological understandings and measurements of various states of consciousness (i.e., altered, meditative, etc.), neurobiological understandings of spiritual, transcendent, and paranormal experiences, and spirituality among individuals with various brain pathologies, among other topics. (2 credits)
|
| |
-
PY 724 - Special Topics in Psychology and Spirituality Weekend Intensive Seminar
(1 credit)
|
| |
-
PY 739 - Psychology of Aging
Prerequisite(s): PY 437 . This course explores developmental issues from early adulthood through advanced age. Topics considered include the process of consolidation of the middle years and the psychological, social, and biological issues surrounding late life adjustment, long-term aging and care. Current clinical approaches are examined from diverse theoretical viewpoints and in view of research findings. Cultural diversity and individual differences are integral to this course. (2 credits)
|
| |
-
PY 740 - Applications of Neuroimaging Techniques for Clinicians
(2 credits)
|
| |
-
PY 741 - Introduction to Clinical Neuroscience
The field of human behavioral studies is entering a new age of inquiry. Developments in human psychophysiology, endocrinology and imaging provide opportunities to study human behaviors based on objective physiological and neurophysiologic presentations. This course will provide an overview of our current understanding of brain anatomy and physiology, as related to normal and abnormal behaviors. In this course students will learn the basic layout of the human brain, as well as central and peripheral nervous systems that will lead to an understanding of basic functional pathways of perception as integrated into the concept of self. The emphasis will be on the understanding of the cellular events that lead to complex behavioral presentations that are commonly observed in clients/patients presenting with psychological diagnoses. Students will begin to explore how the integration of the sensory inputs, in light of personal history/experience, and the presentation of situational choices result in observable decisions that are expressed in the activation of neuronal networks. Examples of normal and abnormal behaviors will also be discussed in respect to central and peripheral nervous system functions. (2 credits)
|
| |
-
PY 742 - Biofeedback I
This course teaches the student how to use biofeedback and applied psychophysiology in clinical settings. This course’s training structure is modeled after the certification requirement of the Biofeedback Certification Institute of America. In addition to learning the basic anatomy, students will learn the physiology and pharmacology related to biofeedback. Also, students will learn how to define individualized patient treatments. Students will show proficiency in determining a treatment modality, selecting equipment, and designing treatment plans. The following biofeedback modalities will be covered and practiced in the classroom and lab: galvanic skin response (GSR), electromyography (EMG), heart rate variability (HRV), and respiration rate. Lab required. (3 credits)
|
| |
-
PY 743 - Neurobiofeedback II
Prerequisite(s): PY 742 . This course teaches the student how to use biofeedback techniques in the very specialized field of neurobiofeedback. Neurobiofeedback requires an understanding of brain dysfunctions as defined by quantitative EEG findings; generally, the therapeutic goals will be defined by these features. The training structure of this course is modeled after the Biofeedback Certification Institute of America’s certification requirements. In addition to basic neuroanatomy, physiology, and pharmacology, the students will learn how to use the equipment and conduct therapeutic sessions. Students will learn how to develop individualized patient treatment plans based on clinical data. They will also study the enhancement and suppression of brain frequencies in different brain locations. Lab required. (3 credits)
|
| |
-
PY 744 - Disabilities
This course examines genetic, developmental, and acquired disabilities. The most current data will be examined to understand the mechanisms of disorders and new advances in therapeutics. Students will examine disabilities based on the bio-psycho-social-spiritual approach. (2 credits)
|
| |
-
PY 745 - Advanced Psychopharmacology and Therapeutics
This course is case based. Throughout the course, students will present individual cases. The students will present cases and design therapies basing their decisions on validated, published data. This course will require solid knowledge of neurophysiology, pharmacology, neuropsychology, imaging, and clinical interventions such as cognitive behavioral therapy and biofeedback. Students will learn how to integrate their knowledge of psychopharmacology into the bio-psycho-social-spiritual prospectiv. (2 credits)
|
| |
-
PY 746 - Research Methods in Clinical Neuroscience
This course serves as an overview of imaging techniques, where there will be an emphasis on defining the structural vs. functional imaging modalities. Students will develop a proficiency in utilizing CT and MRI structural imaging techniques as they will be able to identify the principles behind the process and type of data. Clinical significance of the methods will be illustrated by applicable examples. Additional focus will be on EEG and EPs basic principles that are the foundations behind the acquisition process and data analysis. Further focus will be placed on nuclear medicine techniques, such as SPECT and PET, along with identifying the basic principles behind the acquisition process and data analysis. Students will learn to make decisions on how to apply multimodality imaging data in clinical settings. (2 credits)
|
| |
-
PY 760 - Sexual Minority Clients: Cultural Considerations
This course will provide a contextual framework for clinical work with gay, lesbian, bisexual, transgender, intersex and queer identified clients. Starting with the conceptual development of “sexual orientation,” a historical overview of psychology’s treatment of sexual minorities will be provided. The course will include examination of the evolution of DSM definitions, and existing d barriers to affirmative treatment.
Students will examine the process of coming-out , and explore the impact of homophobia, heterosexism and heterocentric perspectives. Sexual minority experiences of prejudice and oppression, and multiple discriminations, will be illuminated as diversity within the LGBT community is explored. Students will examine the current socio-political climate sexual minority clients must navigate, and consider how this impacts their functioning as psychologists. (2 credits)
|
| |
-
PY 761 - Gender Identity: Development, Expression and Clinical Considerations
This course begins with an overview of the biological and physiological underpinnings of gender. Students will then examine the development of gender identity expectations and the systems that reinforce traditional presentations. Social contexts and issues impacting the gender roles of females, males, and transgender and intersex individuals will be explored. Gender development theories will be examined and integrated with clinical perspectives. The unique challenges encountered when working with clients for whom gender identity and/or gender expression do not fit into a binary system will be discussed. (2 credits)
|
| |
-
PY 762 - Life Course Development for Sexual Minorities
Prerequisite(s): PY 760 . In this course students will compare and contrast lifespan development issues between sexual minority and majority-identified clients. Classes will focus on the milestones of lesbian, gay, bisexual and queer development. The impact of non-heterosexual orientation awareness on normative life course development will be explored. Students will gain an appreciation for additional developmental tasks sexual minority individuals must navigate, and how these shape clinical presentations. (1 credit)
|
| |
-
PY 763 - Relational Lives of Sexual Minorities
Prerequisite(s): PY 760 . This course focuses on the relational lives of lesbian, gay, bisexual, transgender, intersex and queer identified clients. Students will examine the effects of oppression and stigma on the formation and development of same-sex relationships. The commonalities and differences of opposite-sex, lesbian, gay male, and couples with bisexual and transgender partners will explored. The impact of gender transition and gender nonconformity on individuals’ partners and families will be considered.
Students will gain an appreciation for the multiple meanings of “family,” and the differentiations between of family of origin, family of choice and intimate partner family relationships. Students will explore how to modify and apply models of family and couples therapy to work competently with sexual minority clients. (2 credits)
|
| |
-
PY 4231 - Basic Psychopathology
This course surveys major mental disorders and theories of their etiology from a biopsychosocial approach. Mood, anxiety, personality, adjustment, substance, and childhood and adolescent disorders are covered, as well as dementias, schizophrenia, and sexual dysfunctions. Cognitive/behavioral, psychodynamic, humanistic/existential, and systems approaches will be introduced, so as to provide the foundation for a broad understanding of psychopathology. Students in Basic Psychopathology will learn the DSM approach to diagnosis and classification. Cultural [and developmental] factors related to mental illness are emphasized. (3 credits)
|
| |
-
PY 4241 - Advanced Psychopathology
Prerequisite(s): PY 423 or PY 4231 . Advanced Psychopathology builds on students’ understanding of concepts and diagnostic issues presented in Basic Psychopathology as they have gained clinical and training experiences throughout their first year and a half of doctoral studies. Advanced Psychopathology will explore psychopathology and diagnostic issues from applied, multi-dimensional perspectives, adding layers of treatment planning and critical considerations to clinical case material. Students in Advanced Psychopathology will be expected to discuss diagnostic and treatment planning aspects of cases introduced by the instructor (e.g., via written material, oral presentation and other media) and by students themselves. Students will also learn to conceptualize client’s concerns from biopsychological, empirically supported, and theory-specific approaches, with particular attention to the theory students identify as their curricular track. (2 credits)
|
| |
-
PY 4841 - Basic Practicum Seminar I
Prerequisite(s): . This is the first course in the Basic Practicum Sequence. This course provides a small consultation group in which students examine relevant clinical and professional development issues that arise as a result of participation in the Basic Practicum. Case conceptualizations consider rapport development, broad system issues (e.g., family, school, community, court, political, other treatment professionals/programs), and areas of diversity and difference (e.g., race, ethnicity, gender, age, sexual orientation, disability. socioeconomic status) as contextual variables). (2 credits)
|
| |
-
PY 4871 - Assessment Practicum Seminar IV
Prerequisite(s): PY 484 . Students needing to extend their Basic Practicum seminar may, with special permission from the Department Chair, register for one or both additional seminar experiences. Like PY 484 , this course provides a small consultation group in which students examine relevant clinical and professional development issues that arise as the result of participation in the Basic Practicum. (Pass/Fail) (2 credits)
|
| |
-
PY 4872 - Assessment Practicum Seminar V
Prerequisite(s): PY 484 . Students needing to extend their Basic Practicum seminar may, with special permission from the Department Chair, register for one or both additional seminar experiences. Like PC 484 /PY 484 , this course provides a small consultation group in which students examine relevant clinical and professional development issues that arise as the result of participation in the Basic Practicum. (Pass/Fail) (2 credits)
|
| |
-
PY 4921 - Advanced Intervention: Cognitive-Children
Prerequisite(s): PY 464 . This course provides an overview of contemporary cognitive models and therapy techniques as applied to children and adolescents. It presents major cognitive modalities and their theoretical and research foundations from a developmental perspective. Emphasis is on case conceptualization and the further development of a broad range of cognitive assessment and intervention specifically for children and adolescents. (2 credits)
|
| |
-
PY 4931 - Advanced Intervention: CBT- Behavioral Approaches for Children
Prerequisite(s): PY 464 . This course provides an overview of contemporary behavioral models and therapy techniques as applied to children and adolescents. It presents major behavioral modalities and their theoretical and research foundations from a developmental perspective. Emphasis is on the acquisition of a broad range of behavioral assessment, intervention skills, and case conceptualization as it applies to children and adolescents. (2 credits)
|
| |
-
PY 4932 - Advanced Intervention - CBT Group
Students will be familiarized with the overarching functional contextual philosophy of science and its impact on 3rd generation Cognitive Behavioral Therapies. Throughout this course, students will learn about and begin to apply acceptance/mindfulness base strategies towards private experience (thoughts and feelings) in the context of change oriented technologies (values assessments and committed action). Students will learn about Dialectical Behavior Therapy (DBT) and Acceptance and Commitment Therapy (ACT) and their application to adult and adolescent multi-problem (chronic and persistent) populations. This class emphasizes experiential group learning (e.g. learning by doing) and will make use of both didactic (as common in DBT) and experiential oriented technologies (as typical of ACT training). (3 credits)
|
| |
-
PY 4961 - Advanced Intervention: Community Psychology
Prerequisite(s): PY 468 and PY 443 and PY 446 . Community psychology is concerned with the promotion of wellness at the personal, interpersonal, organizational and community levels. A preventive and strength-based philosophy is utilized within community psychology in an effort to understand the ecological context of human experiences, initiate action research, and implement social change. Community psychologists combine psychological techniques with flexible research design and concrete measures to find and document the most effective solutions to various sociopolitical and cultural issues. In this course, students will be introduced to the theories, historical and philosophical foundations, and methodologies of community psychology. (2 credits)
|
| |
-
PY 4991 - Advanced Intervention: HE: Weekend Intensive Seminar
This course is a weekend intensive, one hour credit course that varies in its focal topic according to the nature of the seminar, but would include concentrated seminars held at The Chicago School with invited guests within and outside of the institution on various topics in the Humanistic-Existential psychology and psychotherapy. Topics would include Logotherapy, Daseinsanalysis, Human Science Approaches to Diagnosis and Assessment, and collaborative telepresencing dialogues with students and faculty from various institutions in London, Vancouver, Vienna, Zurich, Prague, and Belgium, just to name a few collegial possibilities. (1 credit)
|
| |
-
PY 4993 - Advanced Intervention: Humanistic-Existential Weekend Intensive Seminar: Phenomenology. Spirituality, and the Paranormal
This course is a weekend intensive, one-hour credit course that entails an overnight experience investigating paranormal phenomena. The experience will provide students with an experiential education of researching what the existential psychiatrist, Karl Jasper, called “boundary situations,” address afterlife issues related to death, dying, and trauma, and exploring how one moves through situations of potential fear, stress, and facing the unknown - experiences that are shared by others seen in therapeutic encounters faced with their own boundary situations. We will also explore the comportment of “critical openness” to such boundary situations, and critically explore our positions on long-standing traditions regarding the existence of, and consultation with, the spirit world of surviving entities among various religious and cultural traditions. Throughout our discussions, we will explore the relationship of the paranormal to transpersonal psychology, psychology and spirituality, trauma, loss, and mourning, and existential-phenomenological psychology. (1 credit)
|
| |
-
PY 5071 - Therapy Practicum Seminar IV
Prerequisite(s): PY 504 . Students needing to extend their Intermediate Practicum seminar may, with special permission from the Department, register for this additional seminar experience. Like PC 504 /PY 504 , this course provides a small consultation group in which students examine relevant clinical and professional development issues that arise as the result of participation in Intermediate Practicum. (Pass/Fail) (3 credits)
|
| |
-
PY 5072 - Therapy Practicum Seminar V
Prerequisite(s): PY 504 . Students needing to extend their Intermediate Practicum seminar may, with special permission from the Department, register for this additional seminar experience. Where the student has not successfully completed their Clinical Competency Exam, successful completion of the CCE is required to receive credit for this course. (Pass/Fail) (3 credits)
|
| |
-
PY 5881 - Learning to Teach Seminar I
Prerequisite(s): PY 588 . This course follows the PY 588 course by offering students a small group seminar experience in which to examine and improve their teaching skills. Students consult with each other on instructional issues and the application of pedagogical theory and research to their own teaching experiences, and may be observed teaching in the classroom and receive instructor and peer feedback. The course functions as a practicum seminar companion when students complete a teaching practicum. (1 credit)
|
| |
-
PY 5882 - Learning to Teach Seminar II
(1 credit)
|
Education Specialist |
| |
-
SP 400 - Introduction to Applied Behavior Analysis
This course focuses on behavioral principles and their applications to diverse populations. Both classical and operant conditioning are reviewed, with a heavy emphasis on the operant. Students will learn behavioral principles and procedures to increase, reduce, or promote (e.g., PBIS) the generalization and maintenance of behavior. Although no official prerequisites, an undergraduate course in behavior analysis or related work experience will be helpful. (3 credits)
|
| |
-
SP 401 - Theories of Counseling and Psychotherapy
This course will cover the basic theories, principles, and techniques of counseling and psychotherapy, with a focus on short-term models. This course also focuses on personal theory construction, bias embedded in theory, and cultural diversity. (2 credits)
|
| |
-
SP 404 - Analysis and Treatment of Developmental Disabilities
This course builds upon basic principles of learning and applied behavior analysis. The course will offer advanced coverage of special topics and will include behavior analysis in school settings; focus on parent training; assessment and treatment procedures for improving functional communication skills of individuals with developmental disabilities; impact of DD on families; managing problem behaviors such as self-injury or mutilation, food refusal, and noncompliance; and working with special populations such as children with autism. (3 credits)
|
| |
-
SP 405 - Observation and Measurement
This course addresses data collection, inter-observer agreement, social validity, treatment integrity, functional assessment, and stimulus preference assessment. The course content is based on current state-of-the-art procedures in applied behavior analysis. This course includes methods of classroom data collection, such as precision teaching and curriculum based measures, and basic issues in data-driven decision-making and measurement-guided education. (3 credits)
|
| |
-
SP 410 - Consulting in Schools
This course focuses on the application of consultation theory. The course emphasizes understanding the various stages of successful consultation, identifying potential problems that may arise during the consultation process, and overcoming those problems. School-based consulting is a major focus. (3 credits)
|
| |
-
SP 415 - Professional Development I
The Professional Development Group is a two-course series (fall and spring semester) in which students explore issues of professional and career development in school psychology; become orientated to The Chicago School and the field of psychology as a whole; review policies and procedures of the program; learn and demonstrate mastery of program technology requirements; discuss the implementation of APA and NASP ethical guidelines; plan for progression through the program; develop skills in self-evaluation and reflection; and begin their first shadowing field experience (120 hours total). The student’s goals and intended use of the electronic portfolio are introduced and its implementation is planned during these courses. (Lab Fee) (Pass/Fail) (1 credit)
|
| |
-
SP 416 - Professional Development II
Prerequisite(s): SP 415 . A continuation of SP 415 . (Pass/Fail) (1 credit)
|
| |
-
SP 421 - Best Practices in School Psychology
This course provides a review and capstone for the School Psychology program student prior to the internship experience. The student’s electronic portfolio is reviewed systematically using all applicable standards, including NASP, Illinois, and APA Ethics, and the goals of the program. Students complete and arrange the portfolio, and present it as a class exercise. The course also addresses current best practices in school psychology, and students review field placement experiences. (3 credits)
|
| |
-
SP 423 - Psychopathology I
This course surveys the major theories of the etiology of mental disorders emphasizing a biopsychosocial approach and familiarizes students with the DSM approach to diagnosis and classification. Disorders of childhood and adolescence are covered, as well as, schizophrenia, mood disorders, and substance abuse. Cultural and developmental factors related to mental illnesses are emphasized. (3 credits)
|
| |
-
SP 425 - Intellectual Assessment
Prerequisite(s): SP 456 . This course introduces students to models of intellectual assessment and explains the administration, scoring, and interpretation of the most widely used intellectual assessment instruments. Specific emphasis is placed on interpretation and report writing using the Wechsler scales. (Lab Fee) (3 credits)
|
| |
-
SP 429 - Clinical and Diagnostic Skills
Techniques of clinical and diagnostic interviewing will be presented. Students will learn several techniques for interviewing, including listening skills, aids for giving and receiving feedback, and establishing a relationship with clients. Students will also learn ways of incorporating these techniques into models of diagnostic interviewing and parent conferencing. Consideration of issues of diversity in establishing a relationship and conducting an interview is integral to this course. (2 credits)
|
| |
-
SP 431 - Education Foundations
This course will address such topics as current educational issues, educational mandates, schooling in a changing pluralistic society, human relations and discrimination issues in education, and legal and political forces influencing American education and the teacher’s professional roles and responsibilities. By examining the child as an individual and as part of a larger community, this course will cover topics to promote interventions such as the child as learner, the psychology of human learning, cognitive/social development, psychology of the exceptional child, and cross-cultural human relation perspectives in psychology and education. Literacy theories, literacy programs, model classrooms, and the evaluation of curriculum will be explored. (3 credits)
|
| |
-
SP 437 - Psychology of the Child and Adolescent
This class examines normal development from infancy to early adulthood. Areas of study include the development of perceptual and cognitive processes, psychosexual roles, and familial interpersonal processes. Current clinical approaches are examined from diverse theoretical viewpoints and in view of recent research findings. Diversity and individual differences (e.g., exceptionalities) are integral to this course. (3 credits)
|
| |
-
SP 443 - Diversity in Clinical Practice
This course provides a basic framework to help students understand how individual differences, abilities, and disabilities in development and learning are affected by social, cultural, ethnic, experiential, biological, socioeconomic, gender, and linguistic factors. The framework enables the student to have greater sensitivity in working with diverse students and how intervention strategies can be selected and implemented based on individual characteristics, strengths, and needs. Another equally important focus is an understanding of the mechanisms used to maintain privilege and the balance of power, as well as the methods used to limit, oppress and restrict members of less privileged groups. The course specifically addresses the psychological, socio-political, and economic impact that power and privilege has on our understanding of culture, diversity, gender, ethnicity, religion, class, race, immigrant status, language, geographic issues, and sexual orientation. (2 credits)
|
| |
-
SP 446 - Ethics and Law in School Psychology
Prerequisite(s): SP 415 and SP 416 . ude privacy, privilege, confidentiality and its limitations, HIPAA rules, informed consent, patients’ rights, malpractice, student-professional relationships, collegial relationships, and other regulations influencing the practice of school psychology. (2 credits)
|
| |
-
SP 447 - Nondiscriminatory Psychoeducational Assessment for Intervention with ELL Students
(3 credits)
|
| |
-
SP 447 - Nondiscriminatory Psychoeducational Assessment for Intervention with ELL Students
SP 447 is an extension of exisiting assessment courses with an emphasis on the assessment of English Language Learners. Advanced issues in adminstration, scoring, theoretical interpreation, psychometric and qualitative characteristics, and comparative analysis of both contemporary cognitive and academic ability test batteries with individuals who are culturally and linguistically diverse from the major components of this course. Emphasis is placed on an intergrated approach to assessment, report writing, and interprepting data from cognitive and achievement batteries with current, research-based methose that represent best practices in nondiscrinimatory assessment and intervention. (Pass/Fail) (3 Credits)
|
| |
-
SP 449 - Biological Bases of Behavior
This course introduces students to the structure and functions of the central nervous system, the autonomic nervous system, and the endocrine system. Areas covered include sensory and perceptual processes, physiological regulation of the sleep and waking cycles, motivation, and affect. The etiology of exceptionalities and developmental psychopathology will be considered from a biological perspective. The field of neuropsychology and its affect on school practice in terms of assessment of exceptionalities and brain injury, rehabilitation strategies, and working with families of children with disabilities is explored. (3 credits)
|
| |
-
SP 456 - Statistical and Program Evaluation Methods
This course is designed to teach students basic statistics and applied research designs. Areas of emphasis include descriptive methods, variability, validity, reliability, sampling, correlational research, qualitative research, single subject designs, independent group designs, and evaluation theory and methods. Students will learn how to generate evaluative research designs, select variables for study, and conduct an evaluation research study. Learning to think critically about published psychological research and evaluative research in the schools is stressed. (3 credits)
|
| |
-
SP 469 - Systems Theory and Practice
This course introduces students to the major models of systems theory and general systems theory as applied to schools (e.g., good behavior game) and families. Structural, communicative, analytic, and behavioral approaches to family therapy will be examined, as well as ethics, legal issues, and current research. An integrated, systemic perspective will be the contextual base of the course. (2 credits)
|
| |
-
SP 498 - Practicum and Seminar I
Prerequisite(s): SP 425 . Registration for practicum includes group consultation provided by Chicago School faculty through a professional practicum seminar. Students must complete a minimum of 480 hours of practicum; 200 to 300 hours in SP 498. (Pass/Fail) (2 credits)
|
| |
-
SP 499 - Practicum and Seminar II
Prerequisite(s): SP 498 . A continuation of SP 498 . 480 hours in the two courses combined. (2 credits)
|
| |
-
SP 523 - Group Processes of Therapy
The course surveys current approaches to group therapy and the application of group models (e.g. conflict resolution) in school settings. Students are exposed to various models and processes for conducting group therapy with diverse clients in a school environment. (2 credits)
|
| |
-
SP 567 - Prevention and Crisis Intervention in Schools
The history and theoretical models of prevention will be examined. Crisis intervention theory and strategies in school settings will be the focus of secondary intervention strategies. Emphasis on a prevention and crisis application to child-centered issues such as abuse, divorce, family violence, loss, school-based violence, and suicide is stressed. (2 credits)
|
| |
-
SP 572 - Infant to Preschool Assessment
Prerequisite(s): SP 425 . This course covers theory and psychological services for infants, toddlers, and preschoolers. It includes play-based assessment, early intervention techniques, legal issues, typical and atypical development, multicultural issues, and intervention services. The course provides practice in assessment with an emphasis on nontraditional methods. (2 credits)
|
| |
-
SP 578 - Assessment of Children and Adolescents
Prerequisite(s): SP 425 . This course covers the selection, administration, scoring, and interpretation of cognitive, personality, and educational tests, as well as behavior rating scales, commonly used in the psychological assessment of children and adolescents. Integration of information from diverse tests into a written report is also covered. Special considerations that arise in assessing these age groups are emphasized throughout the course, including interpretation within a normative-development framework. (Lab Fee) (3 credits)
|
| |
-
SP 579 - Psychotherapy with Children and Adolescents
Prerequisite(s): SP 401 and SP 437 . This course examines the relevant therapeutic and developmental considerations encountered in psychotherapy with children and adolescents. In addition to a survey of the basic techniques of child and adolescent psychotherapy, topics considered include: brief therapy, psychological triage, working with parents and schools, the importance of the context of referral and treatment and the relationship between a child’s developmental stage and therapeutic activities and goals. (2 credits)
|
| |
-
SP 620 - Internship I
Prerequisite(s): Internship eligibility (see Student Handbook). Students must register for internship during each semester while on internship. Internship standards that are consistent with IL/NASP standards need to be addressed during the internship experience. Full-time students must complete a minimum of 1200 clock hours of internship in a school year; a part-time experience will be considered, yet the student must complete the minimum 1200 hours in two years. (Pass/Fail) (2 credits)
|
| |
-
SP 621 - Internship II
Prerequisite(s): SP 620 . A continuation of SP 620 . (Pass/Fail) (2 credits)
|
| |
-
SP 622 - Internship III
Prerequisite(s): SP 621 . A continuation of SP 621 . (Pass/Fail) (2 credits)
|
| |
-
SP 651 - Independent Study
The independent study course is available to students only with permission from the instructor. It is designed to provide students with additional opportunities to develop skills related to the School Psychology program’s core competencies. (1 credit)
|
| |
-
SP 651 - Independent Study
The independent study course is available to students only with permission from the instructor. It is designed to provide students with additional opportunities to develop skills related to the School Psychology program’s core competencies. (1 Credit)
|
| |
-
SPD 650 - Brain and Behavior
This prerequisite course is required for students who do not pass the competency exam at the time of admission. This course provides an overview of the biological basis of behavior as it applies to academic, social, emotional and behavior disorders in school settings. The student will develop a understanding of brain-behavior relationships by examining basic brain neuroanatomy; functional brain neuroanatomy; models of neuropsychological service delivery in the schools; neuropsychological aspects of neurodevelopmental conditions such as ADHD and autism; issues about best practices regarding learning disabilities identification; management of chronic illness in the school setting; pediatric psychopharmacology and methods of monitoring medication outcomes; and research-based methods of assessment, treatment, and intervention. This course is a survey course for students who practice in school settings with children and families and consult with educational, medical, and clinical personnel. (3 credits) (Pass/Fail)
|
| |
-
SPD 651 - Statistics
This prerequisite course is required for students who do not pass the competency exam at the time of admission. This course is designed to review psychometric issues and to teach students essential concepts in planning, selecting, and conducting and interpreting statistical analysis. (3 credits) (Pass/Fail)
|
| |
-
SPD 652 - Cognitive-Affective Bases of Behavior**
This course is optional for students pursuing licensure who have not completed graduate work in this content area. This course presents an empirically-based model of the ontogenesis and functioning of psychological structures responsible for adaptation. The evolution of cognitive structures and affective processes will be discussed. The role of cognition and affective processes in the human creation of meaning and its use in clinical contexts is also explored. (3 Credits)
|
| |
|
| |
-
SPD 700 - Seminar in Professional Ethics
The Seminar will introduce students to the Houston Conference model of neuropsychological training as it relates to the practice of pediatric neuropsychology in clinical and school settings. Best practices standards for pediatric neuropsychological assessment, intervention, and follow-up will be addressed along with ethical guidelines and case studies for illustration. Students will be introduced to The Chicago School Neuropsychology Translational Model that emphasizes clinicians translating neuroscientific and neuropsychological practice to maximize children’s quality of life and academic success in the schools, home, and community. (3 Credits)
|
| |
-
SPD 701 - Pediatric Functional Neuroanatomy
Students will learn about theories of neuropsychological functioning, organization of the central nervous system, cortical organization, cortical functions, higher cortical processes, principles of plasticity, and pathology associated with pediatric and neurodevelopmental disorders. (3 Credits)
|
| |
-
SPD 702 - Culturally Competent Practice
This course is designed to provide students with an understanding of ways in which culture pervades and interfaces with school, society, and community services to children. Students will learn how various multiculturally-oriented theories and research are translated into programs that promote prevention and change as they relate to children, families, and communities. (3 Credits)
|
| |
-
SPD 703 - Neuropsychological Assessment in Schools
This course introduces the student to The Chicago School Translational Model of neuropsychological assessment where information from imaging; history; medical consult; response to intervention (RTI); clinical, academic, and neuropsychological test results; and plan for ongoing intervention evaluation is incorporated into a comprehensive report. (3 Credits)
|
| |
-
SPD 704 - Pediatric Psychopharmacology
Students will learn about different classes of psychoactive medications, and positive and negative neurocognitive side effects of medications for common medical conditions. Resources for student and parent education and consultation with school nurses are studied along with methods of assisting in objective evaluation of medication effectiveness. (3 Credits)
|
| |
-
SPD 705 - Pediatric Imaging Methods
This course focuses on the methodologies and application of neuroimaging for pediatric neuropsychologists as practitioners. The course will cover imaging and scanning principles, current technologies, application of imaging results, and the integration of different imaging modalities. Finally, students will learn how to relate imaging results to assessment information. (3 Credits)
|
| |
-
SPD 706 - Supervision of Psychological Services
Systems analysis of the school setting regarding prevention and treatment of neurocognitive disorders is the emphasis of this course. Students will evaluate their school system’s policies and procedures regarding early identification of chronic illness, disabilities and neurodevelopmental issues; create staff development and training programs for the optimal management of neuropsychological disorders; and create strategic plans with school personnel for systems innovation. (3 Credits)
|
| |
-
SPD 707 - Pediatric Chronic Illness
Students will learn about the neuropsychological characteristics and sequelae of common chronic illnesses such as asthma, diabetes, and seizure disorders. Special assessment modifications are noted as well as collaboration with medical and other professionals such as genetic counselors. Best practice guidelines are examined concerning the management of chronic illness in the public schools. (3 Credits)
|
| |
-
SPD 741 - Neuropsychology Intervention I
This course focuses on neuropsychological intervention with individual children. Students will be responsible for implementation of cognitive rehabilitation and habilitation interventions with children with Traumatic Brain Injury, severe cognitive disabilities, and neurodevelopmental disorders. (3 Credits)
|
| |
-
SPD 742 - Neuropsychology Intervention II
This course focuses on neuropsychological intervention with groups and families. Students will be responsible for implementation of cognitive rehabilitation and habilitation interventions with homogenous groups of children with Traumatic Brain Injury, severe cognitive disabilities, and neurodevelopmental disorders. Interventions will also be implemented with children and their families. (3 Credits)
|
| |
-
SPD 751 - Internship I
This course is optional for students pursuing licensure. Students must register for internship during each semester while on internship. A total of 3 full-time semesters of Internship are required for students who pursue the clinical license. (3 Credits)
|
| |
-
SPD 752 - Internship II
This course is optional for students pursuing licensure. Students must register for internship during each semester while on internship. A total of 3 full-time semesters of Internship are required for students who pursue the clinical license. (2 Credits)
|
| |
-
SPD 753 - Internship III
This course is optional for students pursuing licensure. Students must register for internship during each semester while on internship. A total of 3 full-time semesters of Internship are required for students who pursue the clinical license. (2 Credits)
|
| |
-
SPD 800 - Research I
Course objectives are to understand the basic research designs in clinical and school psychology as well as the methodological issues in formulating, planning, designing, implementing, analyzing and interpreting the results of research investigations. (3 Credits)
|
| |
-
SPD 801 - Research II
The course will focus on more advanced issues in research design and execution with the goal of enabling the student to develop a dissertation proposal. (3 Credits)
|
| |
-
SPD 810 - Practicum I
This practicum introduces the student to neuropsychological practice in a clinic setting. Students will learn about neuropsychological history-taking, working with imaging/clinic personnel, assisting children in the imaging setting, and consulting with neuroradiology and neuropsychiatric personnel. (3 Credits)
|
| |
-
SPD 811 - Practicum II
This practicum brings together the entire Chicago School Translational model as students work with individual cases from imaging to implementation and evaluation of interventions stemming from a comprehensive assessment. Students will follow child cases from imaging clinic setting to school setting. (3 Credits)
|
| |
-
SPD 820 - Dissertation Seminar I
This course is for Ed.D. School Psychology Students engaged in completing their doctoral dissertation. (2 Credits)
|
| |
-
SPD 821 - Dissertation Seminar II
Through weekly meetings with peers and their dissertation chair, students complete their dissertation proposal in this course. Successful completion of the course requires producing a complete proposal that meets instructor approval. (2 Credits)
|
| |
-
SPD 822 - Dissertation Maintenance I
This course is for Ed.D. School Psychology Students engaged in completing their doctoral dissertation. Students must register for Dissertation Maintenance during each semester while engaged in completing their doctoral dissertation, which is usually for at least 2 semesters (1 Credit)
|
| |
-
SPD 823 - Dissertation Maintenance II
This course is for Ed.D. School Psychology Students engaged in completing their doctoral dissertation. Students must register for Dissertation Maintenance during each semester while engaged in completing their doctoral dissertation, which is usually for at least 2 semesters. (1 Credits)
|
| |
Page: 1 <- 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
|
