This course will explore the history and development of the profession of school psychology. Best practices dealing with current professional issues, advocacy and future trends will be examined as well as multicultural, diversity and bilingual issues. Students are expected to further develop their critical thinking, problem solving, speaking, writing, and research skills in order to learn and apply the concepts presented. Students will become familiar with the School Psychology program’s theoretical framework as they begin to view problems and solutions from a strength-based, systems perspective. Various issues and topics relating to school psychology will be addressed, including assessment, intervention, consultation and collaboration. A minimum of 12 hours of fieldwork will accompany this course. Fall.
$150 materials fee.
Graduate Courses
Course Delivery DEFINITIONS:
- Online Courses: In online teaching, 100% of instruction takes place online via Canvas and with supplemental platforms like Zoom. There are two types of online courses: asynchronous and synchronous.
- Asynchronous online: Course is fully online, with lessons, assignments, and activities posted in Canvas with due dates. Students complete coursework, engage in discussions, etc., based upon their own schedules, but are required to meet posted deadlines.
- Synchronous online: Online course that includes real-time class meetings using technology (e.g. Zoom). The number of required meetings varies based upon the particular class, but meetings take place during the scheduled class times. Faculty will inform students of the schedule for real-time meetings in their courses.
- Hybrid Courses: Hybrid courses combine both in-person, on-campus meetings with online instruction. All face-to-face activities take place during the regularly-scheduled meeting times in the rooms assigned on the course listing. The number of people in classrooms is limited by social distancing requirements, and the number of in-person meetings varies by course. Faculty will notify students of the exact meeting schedule for their courses.
If your class is not listed as online or hybrid, it will meet fully face-to-face with proper social distancing following the noted class schedule.
The course emphasis will be on the administration, analysis, and interpretation of the major individually administered cognitive assessment batteries. An introduction to cross-battery assessment based on the Cattell-Horn-Carrol (CHC) theory of cognition will be provided. Students will develop competency in written and oral communication of test findings to families and school personnel. Prerequisites: EPY 500, EPY 529, SED 501, SPY 500, SPY 503, SPY 531, Co-requisite SPY 510. Fall.
$150 materials fee. Lally Clinic Room 036.
The course emphasis will be on the administration, analysis, and interpretation of the major individually administered cognitive assessment batteries. An introduction to cross-battery assessment based on the Cattell-Horn-Carrol (CHC) theory of cognition will be provided. Students will develop competency in written and oral communication of test findings to families and school personnel. Prerequisites: EPY 500, EPY 529, SED 501, SPY 500, SPY 503, SPY 531, Co-requisite SPY 510. Fall.
$150 materials fee.
This course provides an overview of personality theory and psychopathology with an emphasis on interpretation/understanding, diagnosis and treatment of various issues and conditions common among school-age children. Students will become familiar with diagnostic criteria and methods of assessment for the problems school professionals often face in working with children in school settings. Students will learn case formulation and treatment planning strategies. Consultative strategies for working with other school professionals, family members and community resources will be reviewed; collaboration with other school professionals is highlighted. Fall.
This course provides intensive training with additional diagnostic instruments. There will be emphasis on assessment of children from diverse cultural and linguistic backgrounds, as well as assessment of low incidence disabilities. Prerequisites: EPY 500, EPY 529, SED 501, SPY 501, SPY 500, SPY 503, SPY 531. SPY 502 is either prerequisite or co-requisite. Fall.
$150 materials fee. HYBRID.
This course provides intensive training with additional diagnostic instruments. There will be emphasis on assessment of children from diverse cultural and linguistic backgrounds, as well as assessment of low incidence disabilities. Prerequisites: EPY 500, EPY 529, SED 501, SPY 501, SPY 500, SPY 503, SPY 531. SPY 502 is either prerequisite or co-requisite. Fall.
$150 Materials Fee.
Advanced Developmental Psychology: An in-depth study of the area of human developmental psychology, including a focus on the critical processes and contexts that support typical development from infancy through adolescence. A wide range of topics will be covered including biological, cognitive, social-emotional, moral, language and the development of self from an ecological perspective. Students will view developmental trajectories in light of attachment, resiliency and cultural influences. Students will study and apply developmental theory and empirical research to gain a stronger understanding of the critical developmental processes in typical development and will build a frame of reference for utilizing these ideas when problem-solving in educational settings. Field observations required. Fall. Prerequisites: One undergraduate or graduate course in developmental psychology. Co-requisite: SPY 500.
This is the first semester of the two-semester, full-year internship sequence. Students complete 600 hours of field work under the direct supervision of a permanently certified school psychologist to successfully complete a series of intended learning outcomes that are designed to validate students' proficiency in applying the course content of the School Psychology program. Students will also participate in on-campus seminars to discuss their internship experiences. Prerequisites: completion of all courses and permission of the instructor. Fall.
HYBRID.
This is the first semester of the two-semester, full-year internship sequence. Students complete 600 hours of field work under the direct supervision of a permanently certified school psychologist to successfully complete a series of intended learning outcomes that are designed to validate students' proficiency in applying the course content of the School Psychology program. Students will also participate in on-campus seminars to discuss their internship experiences. Prerequisites: completion of all courses and permission of the instructor. Fall.
HYBRID.
Students who wish the opportunity to work on a topic with a School Psychology faculty member should contact the faculty member directly to arrange course requirements.
Independent Study Application Required.
This course prepares students for the National Exam in School Psychology. Content addresses each of the four main Content Categories on the exam: I) Professional Practices, Practices that Permeate all Aspects of Service Delivery, II) Direct and Indirect Services for Children, Families, and Schools, III) Systems-Level Services, and IV) Foundations of School Psychological Service Delivery. The course consists of 6 sessions, two hours per session. For students enrolled in the School Psychology Program at the College of Saint Rose the course is taken in conjunction with SPY 590 - School Psychology Internship, in fall of their third year. The course is open to others who seek preparation for the exam.
3rd - 9th week of the semester. Dates subject to change.