EDS SCHOOL PSYCHOLOGY (EDSS)

This course is designed to promote knowledge related to preventing school crises and responding appropriately if a school crisis occurs. It emphasizes current research to help inform school psychological practices and promotes recovery efforts to regain school stability. In addition, it examines risk and resilient factors necessary for safe and healthy schools.

Independent Study requires completion of a form, and department permission and cannot be registered for via ZAGWEB.

This course provides candidates with an overview of special education. Etiology, characteristics, assessment, and treatment of major disabling conditions are covered. Philosophical, political, and pedagogical implications of past, current, and future services are analyzed. The link between these conditions with regard to educational placement decisions and least restrictive environments is emphasized.

This course provides a framework for examining the historical, philosophical, and theoretical progressions in the field of psychology. This course addresses the fundamentals of scientific thinking and how it has influenced modern psychology. Emphasis is placed on how scientific thinking has influenced different views of human nature, the self, and social contexts.

This course is designed to promote knowledge related to preventing school crises and responding appropriately if a school crisis occurs. It emphasizes current research to help inform school psychological practices and promotes recovery efforts to regain school stability. In addition, it examines risk and resilient factors necessary for safe and healthy schools.

This course presents the various procedures used for school-based research. Candidates are taught bow to evaluate research based 011 social validity, statistical outcomes, research ethics, and practical application. In addition, candidates learn how to evaluate individual student outcomes using single subject design methodology. The course is intended to provide candidates with the ability to be critical consumers of research in the field of school psychology, to enable them to think scientifically, and apply this mindset to the evaluation of clinical interventions and educational programs.

Candidates will examine issues concerning accepting, respecting, appreciating, and accommodating all members of society who are entitled to enjoy the benefits of education, regardless of their race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, sexual orientation, religions perspective, or ability level. Candidates will explore diversity from local and global perspective.

This course is an introduction to the theory and practice of group counseling. Students gain experience in developing and refining group leadership techniques with emphasis on group process and dynamics. This course focuses on historical and current literature regarding the theoretical and experiential understandings of group purpose, developmental stages, dynamics such as roles, norms, and therapeutic factor’s, leadership orientations and styles, process, counseling theories, group counseling methods, and skills. Students refine their theory and skills, and they integrate the theoretical and experiential understandings of group theory and practice.

This course covers various assessment procedures such as psychometric testing, professional-constructed tests, achievement tests, and observational methods. Emphasis is placed on using assessments to identify instructional interventions that can be carried out in the classroom setting to remediate learning and behavior problems. Candidates are introduced to the emerging assessment procedures used in schools including universal screening and progress monitoring procedures.

This course Instructs candidates on the use and Interpretation of descriptive and basic inferential statistics. Topics include frequency distributions, hypothesis testing, measures of central tendency, measures of variability, shapes of distributions, standard scores, scattergrams, correlatlonal analysis, t-tests, Chi-square, and one-way ANOVA. Candidates also learn how to apply probability to Interpret the fidelity of group design research.

This course provides an advanced introduction to the basic principles of learning and effective/practical procedures based upon those principles. Candidates conduct an applied research study using a single subject design. The course is designed to teach candidates how fo assess the variables responsible for maintaining problem behavior. Indirect and direct functional behavioral assessments are taught, and candidates learn how to use the results of functional behavioral assessment to develop prevention, antecedent, and consequence-based interventions. Lastly, candidates learn how to develop intervention plans that do not utilize an aversive stimulus.

The provision of effective educational programs and related services for students with disabilities requires school-based professionals to partner with each other, community-based professionals, parents, and the students themselves using a whole-school, data-driven, prevention-based framework for improving learning outcomes for EVERY student through a layered continuum of evidence-based practices and systems. This course addresses the knowledge, skills, and dispositions required of school psychologists together with significant professional others, in program and/or service delivery. Topics include models of collaborative assessment, skills required for effective intervention planning and implementation, progress monitoring, conflict management, and strategies to address obstacles encountered in collaboration.

Through this course, students develop a working knowledge of the systematic and collaborative approaches to consultation. As such, several consultation models are introduced. Skills needed to engage school personnel, community professionals, and the family as a team in developing evidence-based interventions which are designed to enhance the mental health, behavioral, and learning competencies of children and adolescents are emphasized.

This course provides practice in administering and processing the outcomes of neuropsychological batteries and major cognitive tests. Students are expected to score test records, interpret outcomes, write reports, and communicate results in order to demonstrate the knowledge and skills needed to make ethical and evidence-supported decisions, using reliable and valid assessments appropriate for use with individuals from diverse backgrounds, and in collaboration with others.

Students learn assessment techniques to examine social, emotional and behavioral functioning in children and adolescents. A problem solving approach is utilized with training in reviewing, interviewing, observing and testing children and adolescents. Major tests considered and applied within this course include rating scales and formal assessments used to diagnose more specific disorders.

This assessment course prepares students to conduct diagnosis and classification in accordance with multiple theories existing in the clinical and educational research. Students utilize cognitive, academic, and social/emotional data in developing hypotheses regarding the presence of learning and social-emotional disorders and in planning for intervention delivery. The course emphasizes the complex variables of culture, environment and language in making inferences regarding the presence of a disability.

Topics Determined by department

The purpose of this seminar is twofold: 1) to crystalize learnings over the course of the semester accomplished through observations and reflections, and 2) to document how these curricular experiences apply to professional practice using NASP Domains as a frame of reference. In overall perspective, the development of a School Psychology Portfolio serves as evidence students’ knowledge and competence in the NASP standards for training and practice and to demonstrate their readiness for the Internship in School Psychology. In the final semester of the program, students provide a formal presentation to faculty as a culminating academic experience.

The purpose of this seminar is twofold: 1) to crystalize learnings over the course of the semester accomplished through observations and reflections, and 2) to document how these curricular experiences apply to professional practice using NASP Domains as a frame of reference. In overall perspective, the development of a School Psychology Portfolio serves as evidence students’ knowledge and competence in the NASP standards for training and practice and to demonstrate their readiness for the Internship in School Psychology. In the final semester of the program, students provide a formal presentation to faculty as a culminating academic experience.

Supervised school psychological practicum in a school setting (pre-K to 12). School psychology students’ engage in direct services (e.g., psychoeducational testing) and indirect services (e.g., consultation and collaboration) under supervision. Includes Practicum seminar which entails group supervision, review, and discussion of field experiences and current professional issues.

Supervised school psychological practicum in a school setting (pre-K to 12). School psychology students’ engage in direct services (e.g., psychoeducational testing) and indirect services (e.g., consultation and collaboration) under supervision. Includes Practicum seminar which entails group supervision, review, and discussion of field experiences and current professional issues.

Full-time one-semester (or part-time two semester) placement in a school or educational agency. A minimum of 600 hours are required for this internship. Prerequisites: completion of all required courses and related laboratory experiences, presentation of professional portfolio prospectus, completion of a pre-internship review, and approval of the School Psychology Program Director. Clinical experiences are designed to ensure that students have the opportunities to demonstrate mastery of NASP field experience competencies. Grading is on a Satisfactory/Unsatisfactory basis. Includes supervisory seminar which provides an opportunity for all school psychology interns to learn from each other's clinical experiences. This course also serves as a means for tracking and providing feedback regarding mastery of program competencies. Readings and learning activities may be assigned, with selected topics presented by the instructors to prepare interns for program completion, graduation, certification, and eventual employment.

Full-time one-semester (or part-time two semester) placement in a school or educational agency. A minimum of 600 hours are required for this internship. Prerequisites: completion of all required courses and related laboratory experiences, presentation of professional portfolio prospectus, completion of a pre-internship review, and approval of the School Psychology Program Director. Clinical experiences are designed to ensure that students have the opportunities to demonstrate mastery of NASP field experience competencies. Grading is on a Satisfactory/Unsatisfactory basis. Includes supervisory seminar which provides an opportunity for all school psychology interns to learn from each other's clinical experiences. This course also serves as a means for tracking and providing feedback regarding mastery of program competencies. Readings and learning activities may be assigned, with selected topics presented by the instructors to prepare interns for program completion, graduation, certification, and eventual employment.

This course provides candidates with an overview of special education. Etiology, characteristics, assessment, and treatment of major disabling conditions are covered. Philosophical, political, and pedagogical implications of past, current, and future services are analyzed. The link between these conditions with regard to educational placement decisions and least restrictive environments is emphasized.

This course provides a framework for examining the historical, philosophical, and theoretical progressions in the field of psychology. This course addresses the fundamentals of scientific thinking and how it has influenced modern psychology. Emphasis is placed on how scientific thinking has influenced different views of human nature, the self, and social contexts.

This course is designed to promote knowledge related to preventing school crises and responding appropriately if a school crisis occurs. It emphasizes current research to help inform school psychological practices and promotes recovery efforts to regain school stability. In addition, it examines risk and resilient factors necessary for safe and healthy schools.

This course presents the various procedures used for school-based research. Candidates are taught how to evaluate research based on social validity, statistical outcomes, research ethics, and practical application. In addition, candidates learn how to evaluate individual student outcomes using single subject design methodology. The course is intended to provide candidates with the ability to be critical consumers of research in the field of school psychology, to enable them to think scientifically, and apply this mindset to the evaluation of clinical interventions and educational programs.

This course has three primary purposes: 1) to provide an orientation to the research expertise among school psychology program faculty, school of education faculty, and other scholars; 2) to foster an identity as a professional psychologist within the framework of the scientist-practitioner model; and 3) to develop an understanding of ethics as they relate to the conduct of research with human participants and the requirements of Gonzaga University's Institutional Review Board. In addition, this course provides a forum for all faculty and candidates in the program to exchange ideas about psychology and the application of scientific methods to a study of human behavior.

The dissertation proposal series of courses (I and II) includes activities necessary to conduct a literature review, design, implement, analyze/evaluate, and summarize a doctoral dissertation in school psychology. Candidates are expected to identify a research project through a literature review and/or needs assessment for successful completion of Dissertation Proposal I. Candidates are expected to determine appropriate procedures and methodology to conduct their dissertation for successful completion of Dissertation Proposal II. In addition, candidates are expected to complete a successful defense of their dissertation proposal (e.g., literature review, procedure, methods) to their dissertation committee at the end of Dissertation Proposal II.

The dissertation proposal series of courses (I and II) includes activities necessary to conduct a literature review, design, implement, analyze/evaluate, and summarize a doctoral dissertation in school psychology. Candidates are expected to identify a research project through a literature review and/or needs assessment for successful completion of Dissertation Proposal I. Candidates are expected to determine appropriate procedures and methodology to conduct their dissertation for successful completion of Dissertation Proposal II. In addition, candidates are expected to complete a successful defense of their dissertation proposal (e.g., literature review, procedure, methods) to their dissertation committee at the end of Dissertation Proposal II.

This course teaches candidates how to determine appropriate methods of analysis, documenting the results obtained, and interpreting an analysis in everyday terms. A variety of multivariate research designs, appropriate statistical techniques used with each design, and their application in experimental and clinical research settings are taught.

The purpose of this course Is to provide candidates with an introduction to the philosophical, conceptual, and practical basis of qualitative research. This course prepares candidates with the skills necessary to conduct field research using qualitative methods and perspectives. This course also introduces candidates to the development of qualitative research questions, qualitative data collection techniques, and qualitative analyses. Finally, this course provides candidates with an introduction to writing a qualitative research proposal.

Candidates will examine issues concerning accepting, respecting, appreciating, and accommodating all members of society who are entitled to enjoy the benefits of education, regardless of their race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, sexual orientation, religious perspective, or ability level. Candidates will explore diversity from a local and global perspective.

This course is an introduction to the theory and practice of group counseling. Students gain experience in developing and refining group leadership techniques with emphasis on group process and dynamics. This course focuses on historical and current literature regarding the theoretical and experiential understandings of group purpose, developmental stages, dynamics such as roles, norms, and therapeutic factor's, leadership orientations and styles, process, counseling theories, group counseling methods, and skills. Students refine their theory and skills, and they integrate the theoretical and experiential understandings of group theory and practice.

This course covers various assessment procedures such as psychometric testing, professional-constructed tests, achievement tests, and observational methods. Emphasis is placed on using assessments to identify instructional interventions that can be carried out in the classroom setting to remediate learning and behavior problems. Candidates are introduced to the emerging assessment procedures used in schools including universal screening and progress monitoring procedures.

Students in this course will have the opportunity to examine historic and current cognitive, affective, spiritual, and behavioral theoretical orientations to counseling psychology and the application of theory to counseling service, case conceptualization, and counseling interventions. From this historical and current exploration, students will begin to develop a personal model of counseling, a general framework for understanding and practicing counseling. Additionally, students will examine the historical development of consultation, explore the stages of consultation and the major models of consultation, and apply the theoretical material to case presentations. Students will also begin to develop a personal model of consultation.

The purpose of this course is to support candidates in the completion of their dissertation. Activities include finalizing the writing of the dissertation as well as preparing an oral defense presentation for the dissertation committee. Candidates meet for class, as well as with their dissertation advisor, to facilitate the steps leading to a successful defense and final approval of their dissertation by their dissertation committee.

This course introduces candidates to the legal and ethical issues surrounding general and special education. Special attention is given to the rights of families with children who have developmental disabilities. Candidates become well versed in legal requirements laid forth in Public Law 105-17 and Public Law 99-457. Candidates come to understand the components of a well-planned individual education program. In addition, candidates respond to case scenarios that require action throughout the provision of providing a Free and Appropriate Public Education. An emphasis is made regarding disagreements that occur within the school context and how to avoid administrative/legal remedies.

The purpose of this course is to advance candidates understanding of school and community relationships by applying and promoting a culture of learning that is respectful of all stakeholders. This course will address the significant aspects of developing school and community partnerships that create supports for the academic, social, and emotional needs of students.

This course instructs candidates on the use and interpretation of descriptive and basic inferential statistics. Topics include frequency distributions, hypothesis testing, measures of central tendency, measures of variability, shapes of distributions, standard scores, scattergrams, correlational analysis, t-tests, Chi-square, and one-way ANOVA. Candidates also learn how to apply probability to interpret the fidelity of group design research.

The purpose of this course is to provide candidates with a variety of multivariate research designs in experimental and clinical research settings. Additionally, candidates are taught appropriate statistical techniques to analyze, interpret, and disseminate results of multivariate research. Emphasis for this course includes knowledge of the skills necessary to conduct research using multiple regression, factor analysis, multivariate analysis of variance. In addition, an introduction to path analysis, structural equation modeling, and other multivariate analyses is provided.

An advanced introduction to the basic principles of learning and effective and practical procedures based upon those principles. Students read seminal articles in the field of behavior analysis and conduct and write up their own applied research study, implementing some of the procedures to remediate socially significant problems of children. An emphasis is made regarding the application of these principles in individual, classroom, and school-wide intervention plans.

The provision of effective educational programs and related services for students with disabilities requires school-based professionals to partner with each other, community-based professionals, parents, and the students themselves using a whole-school, data-driven, prevention-based framework for improving learning outcomes for EVERY student through a layered continuum of evidence-based practices and systems. This course addresses the knowledge, skills, and dispositions required of school psychologists together with significant professional others, in program and/or service delivery. Topics include models of collaborative assessment, skills required for effective intervention planning and implementation, progress monitoring, conflict management, and strategies to address obstacles encountered in collaboration.

This course takes place in the Fall semester of the school psychology doctoral internship and is a continuation of Doctoral Internship I. Candidates must successfully complete the 1500-hour doctoral internship to complete the program.

This course takes place in the spring semester of the school psychology doctoral internship and is a continuation of Doctoral Internship I. Candidates must successfully complete the 1500-hour doctoral internship to complete the program.

Through this course, students develop a working knowledge of the systematic and collaborative approaches to consultation. As such, several consultation models are introduced. Skills needed to engage school personnel, community professionals, and the family as a team in developing evidence-based interventions which are designed to enhance the mental health, behavioral, and learning competencies of children and adolescents are emphasized.

This course provides practice in administering and processing the outcomes of neuropsychological batteries and major cognitive tests. Students are expected to score test records, ·interpret outcomes, write reports, and communicate results in order to demonstrate the knowledge and skills needed to make ethical and evidence-supported decisions, using reliable and valid assessments appropriate for use with individuals from diverse backgrounds, and in collaboration with others.

This course provides an in-depth study of major personality theories. In addition, candidates are taught to administer, score, and interpret projective and objective tests and assessments as part of a global assessment of social, affective, and behavioral functioning. Candidates use this information to inform diagnoses as well as use the testing and assessment results to inform intervention and instructional practices.

This course prepares candidates for professional roles as an applied behavioral consultant and/or program evaluator. The course focuses on the dynamics of working with groups in a variety of settings and on developing effective interventions at a systemic level in a culturally responsive manner. It also provides the knowledge, skills, perspectives, and reflective practice candidates need to conduct a program evaluation in human service agencies. A range of exercises are used to give each candidate an opportunity to become familiar with issues involved in consultation and program evaluation.

This course provides candidates with an understanding of the principles and practices underlying the construction, use, and interpretation of psychological and educational tests and assessments. There are two general facets to the field of psychometrics: (a) test and assessment development and (b) the theory and methods to analyze and evaluate the resulting test and assessment data. This course introduces these facets and includes instruction on classical test theory, generalizability theory, and item response theory.

Students learn assessment techniques to examine social, emotional and behavioral functioning in children and adolescents. A problem solving approach is utilized with training in reviewing, interviewing, observing and testing children and adolescents. Major tests considered and applied within this course include rating scales and formal assessments used to diagnose more specific disorders.

Students learn assessment techniques to examine social, emotional and behavioral functioning in children and adolescents. A problem solving approach is utilized with training in reviewing, interviewing, observing and testing children and adolescents. Major tests considered and applied within this course include rating scales and formal assessments used to diagnose more specific disorders.

Topics determined by instructor.

This course provides candidates with a critical examination of the multifaceted influences responsible for the diverse outcomes in human development. Emphasis is placed on contemporary views regarding genetics, contextualism, and multi-levels of development. In addition, a review of major research issues and practical application of developmental theory is provided as well as ways in which normal development differs across cultures.

This course provides candidates with current understandings of how biological functions can alter overt behavior. Course content includes the anatomy and physiology of the human brain, behavioral functions associated with the cerebral hemispheres and lobes, neurobehavioral presentations of common neurological and psychiatric conditions, and how brain functions are assessed using neuropsychological test and assessment batteries. An additional emphasis of the course is how understanding biological/behavioral interactions can be used when designing interventions for socially significant human problems.

This course provides candidates with current understandings of how cognitive functions can alter overt behavior. Course content includes how brain functions are assessed using neuropsychological test and assessment batteries. An additional emphasis of the course is how understanding cognitive/behavioral interactions can be used when designing interventions for socially significant human problems.

Supervised school psychological practicum in a school setting (pre-K to 12) or alternative clinical setting. School psychology students engage in direct services (e.g., psychoeducational testing) and indirect services (e.g., consultation and collaboration) under supervision. Includes Practicum seminar which entails group supervision, review, and discussion of field experiences and current professional issues.

Supervised school psychological practicum in a school setting (pre-K to 12) or alternative clinical setting. School psychology students engage in direct services (e.g., psychoeducational testing) and indirect services (e.g., consultation and collaboration) under supervision. Includes Practicum seminar which entails group supervision, review, and discussion of field experiences and current professional issues.