School Psychology (SY)

Focuses on developing competency in a variety of areas surrounding parenting education including the following: understanding of parental issues and concerns within diverse family systems, understanding the dimensions of parenting from birth to adolescence, family, literacy, and knowledge of multicultural perspectives in parenting. This course addresses U.N. resolutions A/52/13 A Culture of Peace and A/53/243 A Program of Action for a Culture of Peace.

Students will learn about foundational neurological and cognitive development in children and adolescents, with focus specifically on learning. Students will learn how to critically evaluate teaching practices and curriculum that align/misalign with neuro-developmental profiles, and students will spend substantial time investigating how aspects of neurodiversity impact classrooms, families, and communities.

This survey course will introduce students to the role and function of the school psychologist. Historical events will be reviewed with an emphasis on future directions of the profession. Prevention and intervention as a part of a data based problem-solving model to address learning, behavior, and social/emotional issues in school age children will be introduced. Legal issues and professional ethics will be discussed. Students will become familiar with the educational environment and the role of the school psychologist within the educational system. The Mahara e-portfolio will be introduced. Students will address New Hampshire state standards for school psychology with the National Association of School Psychologist Domains of Practice (2010). There is a 25-hour pre-practicum to the course.

Students will learn about the history and theories of intelligence testing. They will develop the skill to administer common norm-referenced intelligence tests, interpret the results, and write and present cogent results of their findings as they relate to K-12 learners. This course prepares school psychology candidates for internship where they will gain proficiency in assessing cognitive ability. Prerequisites/

Corequisite(s): SY6010 Foundation of School Psychology and admittance to the School Psychology Program.

This course is designed to provide students with a clear, balanced presentation of the behavioral technology including theoretical paradigms, assessment methods, intervention planning and techniques, and the application of behavioral methodologies designed to increase prosocial effective behaviors and decrease and/or eliminate socially ineffective behaviors within the school setting. Prerequisite SY 6010. Springs.

This course is designed to provide students with a clear and balanced understanding of how to assess K-12 learners’ social and emotional wellbeing. The course emphasizes evidence-informed practices useful for identifying emotional and behavioral disorders in children and adolescents. Students will learn how to administer and interpret a variety of objective methodologies, and projective techniques will also be introduced.

Prerequisite(s): SY6010 Foundations of School Psychology, CO 5770 Psychopathology, SY6100 Cognitive Ability Assessment

School psychology candidates will acquire skills in academic assessment, consultation, and intervention strategies through an interdisciplinary lens involving practical application. In collaboration with special education students, candidates will learn how to consult with K-12 educators as well as how to administer and interpret assessment measures to address learning difficulties in K-12 students. A 25-hour fieldwork component accompanies this course.

Prerequisite(s): SY 6010 Foundations of School Psychology, SY 6100 Cognitive Ability Assessment and admittance to the School Psychology program.

This three-credit practicum involves 150 clock hours at a field-site under the supervision of a certified school psychologist and to participate in a weekly seminar. This provides the candidate an opportunity to practice skills in assessment, consultation, counseling, prevention, intervention and preparing case studies. Pass/No Pass. Pass/No Pass.

This three-credit practicum involves 150 clock hours at a field-site under the supervision of a certified school psychologist and to participate in a weekly seminar. This provides the candidate an opportunity to develop skills in assessment, consultation, and counseling. The candidate will complete a behavioral and an academic case study. Pass/No Pass. Pass/No Pass. Instructor permission required.

Prerequisite(s): Completion of all required courses and permission of School Psychology Program Coordinator.

The school psychology candidate will learn to integrate all components required for comprehensive psychoeducational assessment in K-12 schools. Utilizing skills learned in prior assessment courses, candidates will gain proficiency integrating data gleaned from behavioral assessments, neuropsychological assessments, social/emotional assessments, and educational assessments to intervene with individuals presenting with complex learning needs. Springs.

Prerequisite(s): SY6000 Cognition and Learning; SY6100 Cognitive Ability Assessment; SY6200 Behavior Assessment; SY6300 Social/Emotional Assessment; SY6500 Educational Assessment

As the culminating component in the school psychology program, this field experience will be done in a public school setting under the supervision of a certified school psychologist. Students will also attend a seminar on campus to discuss their experiences, present psychological evaluations and interventions, and engage in mutual problem solving relative to dilemmas and issues encountered in the field experience. Prerequisites include completion of all required courses and permission of the internship instructor. Students are required to take the Praxis II exam. Pass/No Pass. Pass/No Pass.

Enrichment of the background of students in school psychology through the pursuit of a special topic pertinent to their interests and abilities. An opportunity for an in-depth study of a technique or problem in the field. Consent of a faculty supervisor and the department chair is required.

This course is designed to provide students with a clear, balanced presentation of the behavioral technology including theoretical paradigms, assessment methods, intervention planning and techniques, and the application of behavioral methodologies designed to increase prosocial effective behaviors and decrease and/or eliminate socially ineffective behaviors within the school setting. Springs.

Prerequisite(s): SY 6010, and admittance to the school psychology program.

Students will learn about the history and theories of intelligence testing. They will develop the skill to administer two norm-referenced intelligence tests (Child and Adult Editions of Wechsler Scales), interpret the results, and write and present cogent results of their findings as it relates to the child adolescent and their learning. This course prepares school psychology candidates for the internship where they will gain proficiency in assessing cognitive ability. Falls.

Prerequisite(s): Admittance to the School Psychology Program, and it may be taken concurrently with SY 6010.

This course prepares the school psychology student to become proficient in educational assessment, instructional interventions, and consultation. School psychology candidates will acquire skills in academic assessment, consultation, and prevention and intervention strategies. Students will learn to administer and interpret normative and criterion measures; prepare comprehensive case studies, which include the assessment, interpretation, intervention, and program monitoring of school-age children; conduct an evaluation of published curricula and utilize curriculum-based measurement techniques. Students will also become knowledgeable about ethical standards and principles related to assessment. Springs.

Prerequisite(s): Admittance to the School Psychology Program, SY 6010, and SY 7200.

The school psychology candidate will learn to integrate principles of school neuropsychology. Topics will include brain development, neurodevelopmental learning theory, cognition, and subtypes of dyslexia. Students will become skilled in selecting and administering measures to assess these areas. Candidates will learn to assess individuals with traumatic brain injuries, learning disabilities, and executive functioning disorders. Candidates will learn to use this assessment data to inform evidence-based interventions. Springs.

Prerequisite(s): Admittance to the school psychology program, SY 7200, SY 7300, and SY 7400.

This three-credit practicum involves 150 clock hours at a field-site under the supervision of a certified school psychologist and to participate in a weekly seminar. This provides the candidate an opportunity to develop skills in assessment, consultation, and counseling. The candidate will complete a behavioral and an academic case study. Pass/No Pass. Falls and Springs. Instructor permission required.

Prerequisite(s): Permission of program coordinator and SY 7600.

As the culminating component in the school psychology program, this field experience will be done in a public school setting under the supervision of a certified school psychologist. Students will also attend a seminar on campus to discuss their experiences, present psychological evaluations and interventions, and engage in mutual problem solving relative to dilemmas and issues encountered in the field experience. Prerequisites include completion of all required courses and permission of the internship instructor. Students are required to take the Praxis II exam. Pass/No Pass. Falls and Springs. Instructor permission required.

Prerequisite(s): Completion of all required courses and permission of program coordinator.