The goal of this course is to introduce students to the profession of school psychology and to examine its contexts, clients, and issues of practice. Using a systems approach, the course will examine the practice of school psychology in relation to other parts of the ecosystem such as the school, classroom, university, community, and family contexts. In your professional development as school psychologists, it is essential to understand how the profession is grounded in historical, cultural, ethical, and legal contexts of practice.

Theory and research concerning the development of attitudes, motives, self-concept and other cognitive processes are presented and the educational implications explored.

A survey of counseling psychology, philosophy, procedures and practices. Consideration of the roles of the counselor in relation to counseling services in the community and educational settings. In-depth training in initial counseling skills, interviewing

This course is required for all entering doctoral students in Educational Psychology, School Psychology, Counseling Psychology, and Quantitative and Psychometric Methods. The fall seminar serves as an orientation to the doctoral programs and as a support for graduate student success. Specifically, this course introduces some general expectations, guidelines, and strategies for successfully completing the PhD at a research institution and provides support for self-reflection and initial engagement with a research topic of interest.

Consideration of the theoretical origins of learning within the context of education. Topics include major theories of learning, physiological bases for learning, relationships between learning theory and instruction, and major applications of learning theories in educational settings.

A study of the philosophical precursors and scientific traditions of psychology. The school of 19th and 20th century psychology are surveyed as are the major theoretical positions and content areas of contemporary psychology.

An examination of a subset of evaluation methods, topics, and problems. An introductory course in the area with minimal emphasis on quantitative methods. The course is designed to: provide a perspective from which evaluation studies may be viewed; and, to provide experiences for those who will learn from or conduct evaluations.

This course provides theoretical material and advanced laboratory practice in the measurement of intelligence by individual techniques. Lecture, two hours; laboratory, two hours. May be repeated to a maximum of six credits.

An in-depth study of the nature and measurement of human emotion, temperament and personality. Laboratory and field experience in the administration, scoring, and interpretation of tests related to personality functioning and underlying dynamics of personality. May be repeated to a maximum of six credits.

An integrative seminar in diagnosis and application of theories, techniques and assessment tools in Counseling Psychology. Special consideration of methods of classification of psychological states and characteristics including DSM-III temperment, analysis, and other research methods of integrating assessment and treatment alternatives.