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Clinical Psy.D. - all Concentrations and Certificate |
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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)
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PY 740 - Applications of Neuroimaging Techniques for Clinicians
(2 credits)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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PY 4241 - Advanced Psychopathology
Prerequisite(s): PY 420 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)
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PY 4271 - Statistics I Lab
This course is designed to teach students basic statistical techniques at both the conceptual and applied levels. Emphasis will be placed on learning to choose the appropriate statistical technique for a given research question, computation of statistics, and the interpretation of statistics with reference to research hypotheses. Topics covered include central tendency (e.g., mean, median), variance (e.g., standard deviation), z-scores and the normal curve, hypothesis testing, t-tests, correlation, simple regression, analysis of variance, power analytic, and nonparametric techniques (e.g., Chi-Square). (0 credits)
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PY 4361 - Personality Assessment Lab
This course introduces models of objective and projective personality assessment. The goal is to leave this course with a foundational conceptual and practical knowledge of personality assessment techniques. Students learn the administration, scoring, and interpretation of major personality instruments in both objective and projective realms such as MMPI-2/A, Rorschach (Exner system and content analysis), and the Thematic Apperception Test. Throughout the “lecture” and “lab” portions of the course, students learn quantitative and qualitative methods of interpretation. Students learn to understand the construction and psychometric properties of the instruments, and the standardization process and the appropriateness of generalizing interpretively from that sample. Students will also be introduced to clinical and actuarial approaches to diagnosis and treatment planning. (0 credits)
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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)
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PY 4871 - Assessment Practicum Seminar IV
Prerequisite(s): PY 409 . 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 409 , 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)
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PY 4872 - Assessment Practicum Seminar V
Prerequisite(s): PY 409 . 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 409 /PY 409 , 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)
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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)
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PY 4921 - Advanced Intervention: Cognitive-Children
Prerequisite(s): . 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)
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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)
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PY 4931 - Advanced Intervention: CBT- Behavioral Approaches for Children
Prerequisite(s): . 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)
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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)
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PY 4932 - Advanced Intervention: CBT Group
(3 Credits)
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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)
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PY 4961 - Advanced Intervention: Community Psychology
Prerequisite(s): , , . 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)
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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)
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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)
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PY 5071 - Therapy Practicum Seminar IV
Prerequisite(s): PY 501 . Students needing to extend their Intermediate Practicum seminar may, with special permission from the Department, register for this additional seminar experience. Like PC 501 /PY 501 , 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)
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PY 5072 - Therapy Practicum Seminar V
Prerequisite(s): PY 501 . 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)
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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)
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PY 5882 - Learning to Teach Seminar II
(1 credit)
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PY 6003 - Functional Neuroanatomy
This course will provide a detailed review of the structural and functional organization of the human nervous system. Students will become familiar with common imaging techniques, be able to indentify neuroanatomical structures and their related functions, and understand sensory-motor pathways and systems, as well as cortical connections and the neural basis of behavior and higher functioning. (2 credits)
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Education Specialist |
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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)
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SP 410 - Consulting in Schools
This course focuses on the application of consultation theory to school-based consultation. The course emphasizes understanding of the various stages of successful consultation and applying these skills to solving school and home problems. (3 credits)
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SP 415 - Professional Development I
The Professional Development Group is a three-course series in which candidates explore issues of professional and career development in school psychology; become orientated to the organization of school systems; gain understanding in curriculum and instruction; gain understanding and practice in classroom and behavior management; become oriented to school-based data systems and analysis; gain understanding of social emotional learning and development; 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 field experience. (1 credit)
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SP 416 - Professional Development II
Prerequisite(s): SP 415 . The Professional Development Group is a three-course series in which candidates explore issues of professional and career development in school psychology; become orientated to the organization of school systems; gain understanding in curriculum and instruction; gain understanding and practice in classroom and behavior management; become oriented to school-based data systems and analysis; gain understanding of social emotional learning and development; 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 field experience. (1 credit)
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SP 417 - Professional Development III
This course provides a framework for developing effective presentations for school staff. Candidates will understand the role of the school psychologist in providing professional development and learn how to create professional development sessions that match intended outcomes. Principles in presentation preparation, design, and delivery will be discussed. (2 credits)
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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)
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SP 446 - Ethics and Law in School Psychology
Prerequisite(s): SP 415 and SP 416 . Professional, ethical, and legal issues related to the practice of school psychology and the psychologist as clinician, consultant, educator, and researcher are critically examined in this course. Issues considered include privacy, privilege, confidentiality, and its limitations, informed consent, patients; rights, malpractice, client-therapist relationships, collegial relationships and other regulations influencing the practice of school psychology. (2 credits)
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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)
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SP 447 - Nondiscriminatory Psychoeducational Assessment for Intervention with ELL Students
(3 credits)
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SP 449 - Biological Bases of Behavior
Prerequisite(s): and This is a seminar course on cognitive neuropsychological foundations in school psychology. This course provides an overview of neuropsychological processes as they apply to the academic, social, emotional, and behavior disorders in school-aged children. Psychopharmacology is also addressed on an introductory level. The cognitive neuropsychological basis of educational theories and practices are studied and critically examined using current research. (3 credits)
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SP 501 - Behavioral Assessment
The purpose of this course is to introduce candidates to behavioral principles and their application to diverse populations. The roots of applied behavior analysis and procedures to promote the generalization of functional behaviors will be discussed. Candidates will learn functional behavioral assessment procedures and apply behavior analysis techniques to individual and group behavior plans. (3 credits)
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SP 505 - Exceptional Child
This introductory course surveys the range of exceptionalities of individuals birth through 21. Particular focus is allocated to school-age students and their special education needs. Course content is organized in four areas: (a) foundation and context of education for individuals with disabilities, (b) characteristics, definitions, and educational considerations for individuals with disabilities, (c) issues and trends in special education, and (d) role of individualized education plan in the provision of special education services. Individual disabilities will be examined from within- and cross-categorical perspectives. (3 credits)
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SP 509 - Educational Assessment
This course addresses collecting information to address both academic and behavioral classroom issues. The course applies the information and important concepts learned in SP TBD to conduct functional academic assessments of the academic environment and to develop effective data-driven interventions. (3 credits)
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SP 517 - Psychopathology and Intervention I
Prerequisite(s): .
This course introduces the candidates to the major theories and models of psychotherapy and examines psychopathology behind the social-emotional-behavioral disorders typically found in schools. This course familiarizes candidates with the DSM and Special Education approach to diagnosis and classification. The student will learn the diagnosis, etiology, evidence-based interventions, and appropriate psychopharmacological treatments for various disorders. (3 credits)
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SP 521 - Principles of Tests and Measurement
An introduction to basic concepts and methods of measurement as applied to psychological and educational testing. Practical and statistical aspects of measurement will be discussed and illustrated. Topics include validity, reliability, item selection, and referencing (both norm and criterion); interpreting test scores; base rates; using tests in decisions; social and ethical issues in testing. (3 credits)
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SP 524 - School Based Interventions
Prerequisite(s): This course introduces candidates to issues relevant to the implementation and evaluation of academic and social-emotional interventions for students. Emphasis is placed on linking assessment data to intervention design to identify interventions that are functionally relevant. Candidates will review evidence-based interventions to address needs at the school-wide, classroom, and individual levels. (3 credits)
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SP 528 - 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. (3 credits)
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SP 532 - Psycho-educational Assessment I
Prerequisite(s):
This course introduces candidates to theories and research regarding the development of cognitive abilities across childhood and adolescence. Models of cognitive assessment are introduced and explored through the administration, scoring, and interpretation of the most widely used cognitive ability assessment instruments. In the lab portion of the course, candidates will demonstrate their knowledge and skills in administering, scoring, and interpreting cognitive instruments in the context of a comprehensive assessment. Candidates will also be introduced to multiple major cognitive assessment batteries, nonverbal assessment batteries, and supplemental tests that assist in hypothesis testing during interpretation. (3 credits)
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SP 536 - Systems Theory and Practice
This course introduces candidates to the concepts of educational reform and systems change. Emphasis is placed on various theories of educational reform and how these shape current practices within the field of education, particularly school psychology. Candidates will understand the fundamentals of program evaluation and how to analyze data to support intervention selection and systemic implementation. (3 credits)
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SP 540 - Practicum and Seminar I
Prerequisite(s): grades of ‘B’ or above in all previous coursework. This course provides candidates with the opportunity to experience various roles frequently expected of school psychologists. Experience takes place in public schools or affiliated agencies with supervision by practicing certified school psychologists. Candidates receive instruction in field related issues, as well as individual and group supervision, through a practicum seminar. Candidates must complete a minimum of 550 hours of field experience and register for two semesters of practicum (fall and spring semesters). (3 credits)
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SP 544 - Practicum and Seminar II
Prerequisite(s): SP 540 . A continuation of SP TBD – Practicum and Seminar. 550 hours in the two courses combined. (3 credits)
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SP 548 - Applied Group and Individual Processes of Therapy
Prerequisite(s): and This course examines the relevant therapeutic and developmental considerations encountered in counseling and therapy with children and adolescents in a school environment. Students are exposed to various models and processes for conducting individual, small group, and classroom counseling with students of diverse backgrounds. Emphasis in this course will be on the application of specific evidence-based strategies and techniques of psychotherapy. (3 credits)
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SP 552 - Social-Emotional Assessment in Schools
Prerequisite(s): This course provides access to core knowledge related to preventing, preparing for, responding to, and recovering from crises impacting students and schools. Additionally, candidates will be introduced to the concepts of prevention and universal screening. A practical application of these topics will be conducted as a means of understanding how to address the social-emotional needs of children using a systems approach of behavioral support. (3 credits)
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SP 556 - Psycho-educational Assessment II
This is the second course of an assessment sequence focused on the selection, administration, scoring, and interpretation of cognitive and norm-referenced, academic assessments (reading, mathematics and writing), within the scientist-practitioner tradition. Particular emphasis will be placed on the integration of assessment data from diverse tests into a comprehensive written report. Reflection on the practice of assessment and intervention will be infused throughout the course. (3 credits)
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SP 557 - Psychopathology and Intervention II
Prerequisite(s): SP 401 and SP 437 . Psychopathology II further exposes candidates to more advanced diagnosis and classification using the DSM and Special Education guidelines. The student will learn the diagnosis, etiology, and evidence-based interventions and appropriate psychopharmacological treatment for various disorders based on the major theoretical approaches. (3 credits)
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SP 564 - Advanced Measurement Principles
This course provides students with the skills to identify, describe, and apply appropriate uses of reliability and validity research techniques to such psychometric questions in the selection, administration, scoring, and interpretation of psychological and educational tests and procedures. Candidates will also be exposed to advanced data analytic procedures given specific psychometric research questions and sample data sets using SPSS. These techniques will be explored through the application of program evaluation methodologies. (2 credits)
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SP 572 - Infant to Preschool Assessment
Prerequisite(s): SP 532 . This course covers the theoretical background and practical application of providing the psychological and/or educational services available for infants, toddlers, and preschoolers and their families. This course includes law, typical and atypical development, assessment and intervention, family collaboration and multicultural issues that affect working with children 0-5 and their families.
(2 credits)
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SP 620 - Internship I
Prerequisite(s): Internship eligibility (see Student Handbook). Internship is a two-course series where candidates engage in a full-time field experience in order to gain competency as an entry-level school psychologist. Candidates must register for Internship Seminar during two semesters (Fall and Spring) while on internship. Internship standards consistent with IL/NASP standards will be addressed during the internship experience. Candidates must complete a minimum of 1200 clock hours of internship in a school year. A part-time experience will be considered yet the candidate must complete the minimum 1200 hours in two years. (2 credits)
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SP 621 - Internship II
Prerequisite(s): SP 620 . Internship is a two-course series where candidates engage in a full-time field experience in order to gain competency as an entry-level school psychologist. Candidates must register for Internship Seminar during two semesters (Fall and Spring) while on internship. Internship standards consistent with IL/NASP standards will be addressed during the internship experience. Candidates must complete a minimum of 1200 clock hours of internship in a school year. A part-time experience will be considered yet the candidate must complete the minimum 1200 hours in two years. (2 credits)
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SP 622 - Internship III
Prerequisite(s): SP 621 . A continuation of SP 621 . (Pass/Fail) (2 credits)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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SPD 820 - Dissertation Seminar I
This course is for Ed.D. School Psychology Students engaged in completing their doctoral dissertation. (2 Credits)
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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)
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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)
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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)
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Industrial and Organizational (ExCel Track) |
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EIO 510 - Organizational Behavior
This course explores organizations at the individual and team level, examining the relationship between employees and managers, and employees and teams. It examines the factors that drive productivity and success in organizations including motivation, diversity, work stress, conflict and negotiation, decision making, personality, and attitudes. (3 credits)
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EIO 511 - Organizational Culture and Design
This course explores organizations at the organizational level, examining the relationship between culture and organization design, structure, and environment. It examines the impact of change in strategy and technology, environmental turbulence and organizational maturity, and reviews organization development as a means to advance the changing nature of organization. Supporting topics include corporate ethics, life cycle and control, organizational climate, and globalization. Students create an organizational change strategy for a company in turmoil. (3 credits)
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EIO 512 - Organizational Consulting Skills
This course provides students with the knowledge and skills to serve as internal and external consultants to business and non-profit organizations. The class reviews individual, group, and organizational assessment strategies. Through case analysis and in-class experiential exercises, students gain skills in project proposal, problem framing, contract development, client relations, and presentation of findings. Legal and ethical issues specific to the consulting role will also be addressed. At the completion of this class, students will participate in an assessment center exercise and receive feedback to prepare them for their internship requirement. (3 credits)
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EIO 522 - Performance Management
This course builds the skills of measuring and improving business performance at the individual and team level. It focuses on developing a culture of performance and rewarding that performance. Supporting topics include legal issues of performance appraisal, multi-source methods of appraisal and models for multi-year performance management. Students analyze their organization’s performance system and revise it based on theory and best practices. (3 credits)
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EIO 523 - Employee Selection
system. It addresses job analysis, fair employment practices, selection validation, and behavioral interviewing processes. Students practice analyzing a job and creating measures for the selection process. They use the right tools and processes to reduce turnover and to ensure stronger employee retention. They evaluate and revise their organization’s selection process based on theory and best practices. (3 credits)
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EIO 525 - Management and Leadership
Management and leadership is the heart of organizational life. This course examines how managers and leaders create results by empowering culture and organizational commitment. It leads with the premise that there is no ideal leadership style and that an effective style depends upon realistic assessment of the organizational life cycle, culture, and market environment. Students apply management and leadership theory to their own work environment, evaluating how specific situations can be effectively addressed. (3 credits)
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EIO 555 - Organizational Team Dynamics
This course explores organizations at the team level, examining the relationship between employees and teams and organizations and teams. Students practice assessing and facilitating team processes to maximize productivity and results for members and stakeholders. It addresses how to get things done when teams lack leadership or authority. Supporting topics include how to build teams, how to manage meetings, how to build relationships beyond the team, and how to keep teams effective over their life span. The course uses real time teams—both virtual and face-to-face. (3 credits)
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EWD 711 - Meeting the Challenges of Global Human Resource Management
Managing human resources on a global basis requires an understanding of global staffing issues, including international assignment, compensation/benefits practices and requirements across borders, and culturally influenced differences in ethical practices. This course is intended as an overview of these issues, with the focus selected by the participant using an individualized project. Learning outcomes of this course include: 1) Managing the challenge of balancing conflicting values across cultures; 2) Designing value-added expatriate programs; 3) Identifying important considerations in international staffing (3 credits)
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