ESSPSY 7028: Cultural Diversity: Developing a Multicultural Awareness
The purpose of this course is to help participants gain a better understanding of the dynamics of urban schools and the relationship between minority status and poverty, and educational achievement in urban schools. The focus of this course will be on urban issues in the schools from a sociocultural framework. Students will be provided an overview of research related to urban schools. This overview will include characteristics of urban schools, work in the area of urban psychology (effects of poverty and violence on children and families, resiliency research), as well as work in the area of urban education (full service schools, effective teaching in urban settings). The course will also focus on how this information can be applied to the practice of school psychology as well as other disciplines in education in order to enhance services provided for students in urban schools. Using a model of resiliency, discussion of psychological practice in this area will center around enhancing skills that aid children in coping with their environmental stressors and reducing the risk factors so prominent in urban settings. This framework for urban school psychology guides effective practice in assessment, prevention, intervention, and consultation.
ESSPSY 8082: School Based Consultation: Implementing Behavioral Interventions
The purpose of this course is for participants to develop a conceptual understanding of school-based consultation including the process, models, roles, skills, and outcomes for school based personnel while also using the ecological consultation model as the foundation for the implementation of behavioral interventions both individual and group. Participants will demonstrate the knowledge and skills necessary to deliver effective consultative services within the school setting. The second half of the course will be focused on assisting students to understand and evaluate the full range of non-disruptive and disruptive behaviors and how education personnel can best manage them. Exploration of the best empirically based intervention strategies will also take place.
ESSPSY 7029: Urban Issues in Education
The purpose of this course is to help participants gain a better understanding of the dynamics of urban schools and the relationship between minority status and poverty, and educational achievement in urban schools. The focus of this course will be on urban issues in the schools from a sociocultural framework. Students will be provided an overview of research related to urban schools. This overview will include characteristics of urban schools, work in the area of urban psychology (effects of poverty and violence on children and families, resiliency research), as well as work in the area of urban education (full service schools, effective teaching in urban settings). The course will also focus on how this information can be applied to the practice of school psychology as well as other disciplines in education in order to enhance services provided for students in urban schools. Using a model of resiliency, discussion of psychological practice in this area will center around enhancing skills that aid children in coping with their environmental stressors and reducing the risk factors so prominent in urban settings. This framework for urban school psychology guides effective practice in assessment, prevention, intervention, and consultation.
ESSPSY 8189: Advanced Practicum in School Psychology II
Students are expected to complete the supervision course prior to the supervision practicum. The seminar for Advanced Practicum II will have commensurate assignments related to supervision and teaching. Doctoral students will be assigned to supervise 2-3 third year students as they complete their work in the urban partnership schools. They will also supervise 2-3 second year students who are completing their school-based practicum throughout the academic year. Doctoral students will also assist with teaching activities such as editing and creating syllabi, creating and facilitating class lectures, and grading assignments. The students will receive supervision from the faculty while completing these activities. Students must complete a total of 4 semester credit hours across fall and spring semesters within the fourth year of their doctoral program. Students will also continue to be engaged in clinical practice in the urban partnership schools providing school-wide mental health services. It is expected that students will provide supervision 2 hours a week and engage in clinical practice 4 hours a week. Additionally, students will participate in the 2 hour seminar (conjoint with Advanced Practicum I students) for university supervision and professional development activities. We will meet roughly every other week. Please note that we will occasionally meet more often as necessary. In total, students need to complete a minimum of 216 hours for the year.
EDUCST 5880.01: Interprofessional Education: Seminar on Interprofessional Care
The Seminar on Interprofessional Care provides students an opportunity to develop their skills for Interprofessional practice. A faculty team from the participating academic units teaches this course using a variety of tools and educational methodologies. Students meet in both discipline-specific “professional groups” with the faculty member from the college through which they are enrolled and “Interprofessional groups” with one faculty member from the faculty team. In their professional groups, students identify professional issues and resources for addressing the complex problems presented in the cases. In the Interprofessional groups, students develop an Interprofessional plan to resolve the case as well as explore the dynamics of their developing Interprofessional team. Students and faculty deepen and expand their professional and Interprofessional group discussions through secure, internet-based discussion groups. Throughout the course, emphasis is placed on the Interprofessional analysis of the client or client group’s problems.