Courses:15 week long courses
(This is a sample course sequence, if you are a current student please contact your advisor regarding course sequence and availability)
Certification in School Psychology Curriculum Minimum 75 credits
APSY615 Introduction to School Psychology
APSY625 Collaborative Consultation in Educational Settings
APSY720 Learning Theories
APSY721 Cultural, Social, and Biological Bases of Personality
APSY722 Individual Psychological Assessment I
APSY723 Individual Psychological Assessment II
APSY724 Psychoeducational Assessment of Behavioral and Developmental Disabilities
APSY725 Clinical Practicum in School Psychology
APSY727 Psychoeducational Counseling and Interviewing
APSY735 Advanced Clinical Practicum in School Psychology
APSY789 Research II: Seminar in Educational and Psychological Research
APSY796 Crisis Management and Violence Prevention
APSY790 Seminar in School Psychology
APSY795 Internship in School Psychology
COUN740 Individual Development through Adolescence
EDUC781 Statistics in Education
EDUC788 Research in Education
SPED710 Seminar in Special Education and Exceptionalities
SPED725 Seminar on Mild to Moderate Disabilities
READ706 Foundations of Literacy
Note: Students who are not teacher certified must also successfully complete the required PAPA exam; and all students completing the school psychology program must successfully complete the required PDE exam (School Psychologist) before a state certification may be awarded. Also, only international students with immigrant status, who submit a form of intent to become a citizen, are eligible to apply for Pennsylvania Department of Education (PDE) certification.
APSY 615 Introduction to School Psychology (3 credit hours)
This course offers students an introductory overview of the roles and functions of the school psychologist. The historical and legal foundations of the field as well as contemporary demographics and issues of professional identity are reviewed in detail.
APSY 625 Collaborative Consultation in Educational Settings (3 credit hours)
This course prepares the student to participate in collaborative consultation services for students experiencing learning and/or behavior problems. It emphasizes enhancing communications skills, interactive teaming, problem solving, case management skills, systems level consultation, and implementation with culturally diverse students. It also reviews multi-tiered service delivery systems, including response-to-intervention.
APSY 720 Learning Theories (3 credit hours)
This course examines classic and contemporary theories of learning, particularly in regard to the learning and behavior of children and adolescents. It explores the research base of the major theoretical models and examines the implications of those models for the education and treatment of children and adolescents.
APSY 721 Cultural, Social, and Biological Bases of Personality Development (3 credit hours)
Reviews theories on how social and cultural factors influence personality development in children and adolescents. Additionally, drugs commonly prescribed to school-aged children are reviewed. Information on intended effects, side-effects, and monitoring procedures of these medications are discussed in-depth.
APSY 722 Individual Psychological Assessment I (3 credit hours)
Develops competence in administering, scoring, and interpreting an intellectual/achievement assessment system and the use of informal assessment to include curriculum-based measurement and curriculum-based assessment. The statistical and psychometric underpinnings of the instruments are examined. The course emphasizes practical application of the results in school settings including report writing, definitional guidelines, progress monitoring, program evaluation, and legal provisions. Closed to non-majors.
APSY 723 Individual Psychological Assessment II (3 credit hours)
Develops competence in administering, scoring, and interpreting a variety of norm-referenced and informal psychological and educational assessment instruments. Integrating data from the Wechsler Scales into psychoeducational reports is central. Test construction theory is emphasized. Alternatives to classic psychometric theory and emerging trends are discussed. Guidelines for ethically sound and culturally fair testing are reviewed in detail. Prerequisite: APSY722.
APSY 724 Psychoeducational Assessment of Behavioral and Developmental Disabilities (3 credit hours)
Presents an overview of individual psychoeducational instruments commonly used in school settings. These include behavior rating scales, observation systems, measures of adaptive behavior, interview procedures, and some projective techniques. Students will develop skills for the administration and interpretation of these techniques as well as incorporation of obtained information into written reports.
APSY 725 Clinical Practicum in School Psychology (3 credit hours)
Provides advanced school psychology students with supervised practical experiences in a university clinic and supplemental experiences in school settings. Students are given opportunities to practice assessment and intervention skills. Prerequisite: APSY722 or permission of instructor.
APSY 727 Psychoeducational Counseling and Interviewing (3 credit hours)
This course introduces the various points of view in psychological counseling and interviewing. Readings, discussion, role playing, and actual counseling and interviewing encourage students to develop a theory of therapeutic interaction which is consistent with their views of human nature and their own natural inclinations.
APSY 735 Advanced Clinical Practicum in School Psychology (3 credit hours)
This course provides advanced school psychology students with supervised practical experiences in schools and other educational and mental health settings. Students are given enhanced opportunities to practice assessment and intervention skills. Prerequisite: APSY725 or permission of instructor.
APSY 789 Research II: Seminar in Educational/Psychological Research: (3 credit hours)
This course teaches skills required for completing data collection for research, evaluating the validity of research results, and presenting research to the public. Single-case design is emphasized. Students are required to complete a manuscript of publishable quality. Pre-requisite: EDUC 788.
APSY 790 Seminar in School Psychology (3 credit hours)
Focuses primarily on current issues and problems graduate students face during the internship and the early years of their school practice. It includes legal and ethical issues, common professional problems, and the organization of psychological services in the school setting. Prerequisite: permission of instructor.
APSY 795 Internship in School Psychology (3-9 credit hours)
The internship provides advanced school psychology students with opportunities for supervised experiences delivering a broad range of school psychological services. Services include, but are not limited to, assessments and direct and indirect intervention design and implementation. Interns work with children across developmental levels from varied backgrounds that experience educational and behavioral difficulties.
APSY 796 Crisis Management and Violence Prevention (3 credit hours)
This course develops an understanding of techniques and issues related to preventing and managing crises situations in schools. It trains students in non-violent interventions for handling aggressive and disruptive school-age individuals. This course is the third and final course in the sequence of courses for the Behavior management Specialist Certificate.
COUN 740 Individual Development: Childhood Through Adolescence (3 credit hours)
This course enables significant adults (primarily persons whose professions involve them directly in formal education) to base their interactions/interventions with children, adolescents and parents on an understanding of the process of growth and development. Students have the opportunity to engage in a use-oriented project related to their individual interests/needs.
EDUC 781 Statistical Methods in Education (3 credit hours)
This course examines statistical tools used in educational and behavioral research including descriptive measures of central tendency, variation, and relationship. It also covers inferential techniques for evaluation measures and allies (test, analysis of variance, chi-square), employing the hand calculator and computer system to do computations.
EDUC 788 Research in Education
This course develops the point of view and skills which enable students to apply research procedures to professional problems. Students gain the expertise necessary to be critical consumers of research and to carry out completed research projects.
READ 706 Foundations of Literacy: Theory and Instruction (3 credit hours)
This course develops learning theory and best practice for diverse learners and striving readers at the elementary and middle level. Emphasis is given to the scope and sequence of literacy instruction, instructional strategies, materials, and assessment, used in creating a literate environment to engage students in meaningful ways. An observational field component integrates foundational knowledge for professional leaning and leadership.
SPED 710 Seminar in Exceptionalities (3 credit hours)
This course provides advanced study in the identification, prevalence, and learning characteristics of students with exceptionalities, and in legal mandates as well as models for collaborating and coordinating with professionals and families. Appropriate classroom adaptations and accommodations across academic, behavioral, and social areas are identified for each student with a disability.
SPED 725 Seminar in Mild to Moderate Disabilities (3 credit hours)
This course provides study in the identification, learning characteristics, and instructional and behavioral needs of students with mild to moderate disabilities. It allows special education teacher candidates to develop a repertoire of evidence-based individualization instructional strategies. Prerequisite: SPED710 or permission of instructor.