COUN595: Multicultural Counseling and Development

Exploration and development of the necessary personal awareness, knowledge and skills for culturally competent counseling practice. Emphasis on historical and current issues and trends associated with race/ethnicity, gender, age, socioeconomic status, religion, sexual orientation, and ability and how they affect counseling practice. 3 sh.

Prerequisites: Graduate students with majors in the CNEL department only, COUN 552 and COUN 577. Start Spring 2010: Matriculation in Graduate Counseling Program.

CURR523: Education in the Inner City

The urban school through the eyes of city youngsters, teachers and other educational personnel. Influences of social and economic forces: poverty, family patterns, ghetto mores, urban unrest, emergent minority leadership, school funding patterns, community agencies and school traditions. Evaluation of federal and other projects, innovative teaching and local action. Student prepares a proposal for improvement of an urban school situation. 3 sh.

CURR537: The Study of Teaching and Curriculum

The teaching process, the varieties of teaching models and metaphors, underlying philosophical considerations and the relationship between teaching and learning outcomes. 3 sh.

PSYC510: Research Methods in Psychology

This course provides the essentials needed to read, understand and critically evaluate research reports. Students will also learn how to carry out the entire research process, starting with identifying the research problem and ending with a thesis or research report. Factorial analysis of variance and the major multiple correlational designs are explained. 3 sh.

Prerequisites: Undergraduate laboratory course in experimental psychology.

PSYC550: Quantitative and Statistical Methods

This course presents the theory and use of simple and factorial anova, regression, and covariance to analyze representative psychological data. The use of computer packages for analysis is included. 3 sh.

Prerequisites: An undergraduate psychology statistics course or equivalent.

PSYC551: Mental Health Issues of Hispanics

This course will familiarize the student with the personal, social, cultural and institutional forces that affect the mental health of Hispanics and Hispanic Americans and how these impact on treatment issues. The course will explore the heterogeneity of the Hispanic groups in the United States and how these groups respond in unique ways to the various services offered in community mental health settings. 3 sh.

PSYC561: Developmental Psychology

Philosophical, conceptual, theoretical and research issues pertinent to human development from prenatal life to adulthood are presented. The core conceptual issues of development, such as the nature-nurture controversy, the continuity-discontinuity issue, and the issue of stability-instability, are discussed, and their relationships to the major theories in developmental psychology are examined. 3 sh.

PSYC563: Theories of Learning

The aim of this course is to provide the student with an understanding of modern learning theory, its historical context, theoretical ideas, research, and applications. To this end, the theoretical ideas of the major schools of learning--behaviorism, gestalt, cognitivism, and information-processing--are reviewed. 3 sh.

PSYC565: Child and Adolescent Psychopathology

This course emphasizes the diagnosis of psychological disorders usually first evident in infancy, childhood or adolescence. Topics to be covered include, but are not limited to, affective disorders, anxiety disorders, conduct disorders, substance abuse, sexuality/gender identity disorders, pervasive developmental disorder and behavioral aspects of developmental disabilities. Students will be expected to understand DSM-IV categories. Each student is expected to be familiar with developmental psychology and personality development. Issues associated with evaluation, classification and diagnosis will be discussed extensively. Guidelines for appropriate interventions will be provided. 3 sh.

Prerequisites: Matriculation in the Child/Adolescent Clinical program or permission of the department.

PSYC573: Behavioral Neuroscience

The physiological bases of normal and abnormal behavior with emphasis on the anatomy, physiology, and pathology of the human nervous system are discussed. Starting with the nerve cell, the course progresses through the receptors, spinal cord, cortical and subcortical structures, psychosurgery, biofeedback, and other topics. 3 sh.

PSYC574: Individual Intelligence Testing

Students learn how to administer, score and interpret individual intelligence tests. Theories of intelligence and the appropriateness of the tests to specific populations are discussed. Students administer and report on the three Wechsler Intelligence Scales and the Stanford-Binet(4th Edition), Development Achievement Scales, Adaptive Behavior Scales, and other cognitive assessment techniques. 3 sh.

Prerequisites: Departmental approval and approved certification candidacy in the School Psychology program, the Bilingual Clinical concentration, or the Child/Adolescent Clinical programs.

PSYC575: Projective Techniques I

The basic instruments of projective testing, particularly the Bender Visual Motor Gestalt Test, DAP, HTP, TAT, TEMAS, and Sentence Completion Tests are studied. Students will also understand how cultural diversity impacts on assessment. Instruments are reviewed from the standpoints of basic research and the mechanics of administration and scoring. 3 sh.

Prerequisites: Departmental approval and approved certification candidacy in the School Psychology Program, the Bilingual Clinical concentration or the Child/Adolescent Clinical programs.

PSYC576: Projective Techniques II

This course involves advanced theoretical aspects and practical application of projective tests. Students are required to administer and score tests, and to analyze individual cases, including supervised cases at the University Psychoeducational Center. An introduction to report writing is provided. The major emphasis is on the Rorschach, the Thematic Apperception Test, and projective drawings. Other assessment instruments are also included. 3 sh.

Prerequisites: PSYC 574, and 575, and departmental approval, and approved certification candidacy in the School Psychology Program, the Bilingual Clinical concentration or Child/Adolescent Clinical programs.

PSYC577: Practicum I - Projective Techniques I

This course represents the first in a series of three 1-credit semester practicum experiences at MSU's Psychoeducational Center for School Psychology students. This initial practicum for School Psychology students is taken in conjunction with PSYC 575 (Projective Techniques I). It is a supervised observation of the practicum work of advanced students from the School Psychology program and Learning Disabilities Teacher Consultant program. Students in Practicum I will be observing advanced students who are involved in planning administration of evaluation procedures and assessing clients; analyzing results; making decisions regarding eligibility for special education; and collaborating as members of the Child Study Team for clients referred to MSU's Psychoeducational Center. Students will observe assessments via a one-way mirror and meet with the professor to discuss and process their observations. In this way students will directly observe the role and function of the School Psychologist, will come to appreciate the importance of collaboration by interdisciplinary and transdisciplinary teams, and will develop a sense of ethical practice in the profession. 1 sh.

PSYC578: Psychological Tests and Measurements

This course surveys the theory, construction and application of psychological tests. Topics include the statistical concepts underlying measurement; reliability and validity; critical analyses of selected intelligence, ability and personality tests; evaluation and interpretation of test data in practical situations; and the role of testing in clinical, educational and remedial settings. 3 sh.

Prerequisites: Departmental approval, and an undergraduate Psychology statistics course or equivalent.

PSYC579: Practicum II - Projective Techniques II

This course is the second in a series of three 1-credit semester practicum experiences at MSU's Psychoeducational Center for School Psychology students. During this course, which is offered in conjunction with PSYC 576 (Projective Techniques II), students function as intern members of Child Study Teams conducting assessments of children, adolescents, and their families. Close supervision is provided by university faculty while these practicum students conduct intakes, assessments, observations, interviews, consultations with teachers and parents as well as writing reports. These assessments will yield a decision regarding the client's eligibility for special education. Students meet with their supervisors after each stage of the process and meet on a regular basis with their teammates from MSU's Learning Disabilities Teacher Consultant Program. Students will be required to interpret and communicate the results of their assessment in a culturally sensitive manner to families and school personnel who are clients at MSU's Psychoeducational Center. 1 sh.

PSYC582: Behavior Modification

This course reviews applications of conditioning principles to changing human behavior in clinical, educational, occupational and community settings. Selected topics include operant and classical conditioning, social learning theory, token economies, experimental design, cognitive behavior modification, aversive control, cognitive restructuring, biofeedback, and ethical issues in behavior modification. The course is designed to enable students to construct and implement behavior modification programs. 3 sh.

Prerequisites: Departmental approval, and an undergraduate course in learning or the equivalent.

PSYC594: Therapeutic Interventions in the Schools

This course is designed to assist students in developing skills in planning and implementing school based psychotherapeutic interventions for children, adolescents and their families. The course will present theory and techniques to intervene effectively with children, adolescents and their families in the context of the overall school and classroom settings. The course will focus on interview techniques, treatment strategies for depression, anxiety, trauma (including abuse, exposure to violence, and bereavement), and anger/aggression. Various theoretical models and their treatments strategies will be discussed, including psychodynamic, cognitive and cognitive-behavioral therapy, family systems therapy, play therapy, and interpersonal therapy. Cultural factors involved in diagnosis and treatment will be addressed throughout the semester. 3 sh.

Prerequisites: Permission of instructor required.

PSYC609: Practicum III - Diagnostic Case Studies

This course is the final of the three practicum experiences offered at MSU's Psychoeducational Center and is offered in conjunction with PSYC 610, Diagnostic Case Studies. In this experience students are assigned more complex cases and given expanded responsibilities such as case management and parent-teacher consultation. Students are expected to perform more independently with less intensive faculty supervision. Students may also conduct play therapy and serve as consultants to teachers at MSU's Psychoeducational Center Demonstration School. 1 sh.

PSYC610: Diagnostic Case Studies

This course provides integration of assessment and diagnostic skills within the context of school psychological services. Theoretical and practical issues of differential diagnosis are reviewed in depth. Communication of findings through written reports and oral feedback to significant parties is stressed. The development of intervention plans, including the individual educational program, are reviewed. Instructional design, consultation techniques, counseling, intervention linked assessment, and functional assessment will be integrated into the course content. In addition to other assignments, students work as supervised members of child study teams at the University Psychoeducational Center. 3 sh.

Prerequisites: PSYC 574, PSYC 575, PSYC 576, Departmental approval, and approved certification candidacy in the School Psychology Program.

PSYC661: Practicum in School Psychology

The student receives supervised experience in assessment, counseling and consultation procedures. The course is designed to increase the student's competence in psychological skills required in school settings. 3 sh.

Prerequisites: Departmenal approval, and approved certification candidacy in the School Psychology Program, and permission of graduate program coordinator.

PSYC662: School Psychology Externship

Students serve as apprentice psychologists in cooperating school districts. A certified school psychologist, employed in the cooperating district, serves as the student's on-site supervisor. Students meet weekly with the University supervisor who teaches the course. Full-year course. 3 sh.

Prerequisites: Students must have completed all course work prior to entering externship. Students need permission of the graduate program coordinator to register for this course. Departmental approval and approved certification candicacy in the School Psychology Program is required.

PSYC667: Abnormal Psychology

This course focuses on theoretical models and selected research in psychopathology. Topics include contemporary nosology, diagnostic problems, schizophrenia, anxiety and affective disorders, social deviance, somatoform and psychophysiological syndromes, and therapeutic intervention. 3 sh.

Prerequisites: PSYC 561.

PSYC668: Consultation Methods in Psychoeducational Settings

This course is designed to provide students with theory and practice about the consultation process. The course will identify a collaborative, problem-solving model of consultation in psychoeducational settings and define the intrapersonal, interpersonal and systemic factors associated with successful consultation. Students will locate consultation cases and function under direct supervision and monitoring. Cross listed with Curriculum and Teaching, SPED 668. 3 sh.

Prerequisites: Departmental approval.

READ500: The Nature of Reading

Examines the foundations of reading: the nature of the reading process, readiness, beginning instruction, current practices in the teaching of reading in early childhood and elementary education, a reappraisal of the role of reading in a technological society. 3 sh.

READ507: Understanding Reading Comprehension

Provides an understanding of the processing of visible language, particularly the types found in written texts used in educational settings. The instructor will explore with the participants the affective, cognitive, linguistic, pragmatic, and textual variables pertaining to the formulation of meaning in reading. Students will create a conceptual framework for the comprehensibility of written materials in terms of the interaction among the reader, the text, and other pragmatic variables. 3 sh.

READ508: Critical Thinking and Literacy

Offers a critical thinking framework for the communication arts with an emphasis on reading comprehension, writing, and discussion. Relevant psychological, sociological, and philosophical theories will be studied and applied to texts that are representative of diverse genres and cultures and that challenge conventional beliefs. 3 sh.

SPED567: Instructional Planning for Students with Disabilities in Inclusive Settings I

This course is designed to provide educators with the skills necessary to meet the needs of students with disabilities in K-5 inclusive classrooms. Educators will learn how to use developmentally appropriate practice and universal design curriculum to enhance the learning of students who display competencies across a wide range. The major focus will be on practical techniques and strategies that can be used to provide quality instruction in inclusive settings. 3 sh.

Prerequisites: SPED 579.

SPED568: Instructional Planning for Students with Disabilities in Inclusive Settings II

This course will enhance the ability of future educators to provide effective planning and instruction for students with disabilities in 6-12 inclusive classrooms. Educators will learn how to apply developmentally appropriate practice and curriculum design to improve the learning of students who exhibit competencies across a wide range. The emphasis will be on practical techniques and strategies that can be utilized in an inclusive setting. 3 sh.

Prerequisites: SPED 579.

SPED579: Special Education for Students with Disabilities

An overview of instruction for students with special needs; characteristics of special populations, federal and state legislation, educational implications of disabling conditions, principles for instruction and planning for inclusion are presented; community resources and special issues related to the education of students with disabilities are discussed. 3 sh.

SPED587: Advanced Instructional Techniques for Students with Learning Problems

The Learning Strategies Model for assisting students with learning problems to become independent will be used as framework; techniques for inclusion in regular educational settings, collaboration, strategies for planning instruction to meet diverse needs of students with mild disabilities, and special issues related to instruction will be presented. 3 sh.

Prerequisites: SPED 567, SPED 568 and SPED 581.

SPED595: Medical and Physical Bases of Disabilities

Critical dimensions of the neurological and biological growth in the context of developmental disabilities are discussed. The relevance of the pediatric and neurological examinations for understanding disabilities is provided. The medical treatment of disabilities is presented. 3 sh.