Human Development & Psycho-Edu

Examinees elementary principles involved in conducting educational and behavioral research.

Covers the principles of growth and development, with the individual seen as an energy system having physiological and psychosocial aspects.

Deals with descriptive and inferential techniques, including central tendency, variability, correlation, and tests based on sampling distributions.

The purpose of this course is to familiarize the student with the various methods of inquiry, terminologies, and theoretical systems that comprise the history of psychology. A broader view is used to introduce the modern era of psychology and its use. These include structuralism, functionalism, Gestalt, behaviorism, psychoanalysis, and phenomenological/existential approaches.

The course will focus on psychological, biological, and evolutionary explanations of perception, cognition, and behavior.

Examines the social problems of the aged and their coping mechanisms.

Discussion of educational and psychological theories and empirical research that are the bases of school psychology.

Application of testing theory to measurement and evaluation with emphasis on group tests.

Survey of major personality theories, with emphasis on life cycle and the development of an eclectic theory of the culturally different.

Involves the application of projective techniques to the assessment and evaluation of personality.

Review and discuss the basic theories, techniques, basic research and scholarly literature as related to the professional field of counseling.

Thesis guidance for M.A. students. This course is charged tuition per credit hour. Students can take 1, 2, 3, or 4 credit hours each semester. The scheme suggests the total number of hours that can be used for degree requirements. See note on page 577 related to dissertation and research hours.

Thesis guidance for M.A. students. This course is charged tuition per credit hour. Students can take 1, 2, or 3 credit hours each semester. The scheme suggests the total number of hours that can be used for degree requirements. See note on page 577 related to dissertation and research hours.

Review and discuss the basic theories, techniques, basic research and scholarly literature as related to the professional field of counseling.

General learning theory, with emphasis on research and issues in human learning, including verbal learning, conceptual learning, and memory.

Administration and interpretation of such individual tests the WISC-R and Stanford-Binet.

Surveys the major theories, principles and research findings on achievement motivation in education.

This course is a survey of the broad field of cognitive development from the perspective of education and the learning sciences. Understanding cognitive development is essential for curriculum development, teacher preparation and professional development, effective instruction, and good education policy. While the course will focus mainly on readings from basic topics in cognitive development, discussion will assume that the student is interested in its educational applications. The course also expects students to have familiarity with basic concepts and issues in psychology and its related research methodologies.

Focuses on the serious behavior disturbances of childhood in relationship to the child in an educational setting.

Offers an opportunity for advanced or specialized study of a selected problem with individual assistance.

Treats professional issued and research on the performance of school psychologist as resource agents and consultants.

Investigate the social / personality / cognitive development of Black children and their socio-cultural differences.

Application of principles of psychoeducational studies in school, clinics, colleges, and government settings.

Discusses background knowledge, issues, trends and problems of the counseling psychology profession

Examines the nature and dynamics of group counseling and psychotherapy; provides a group practicum in the form of a growth group experience.

Practical application of guidance and counseling theories and techniques in an institution.

In this course, students engage in an in-depth examination of current theory and research associated with major psychological disorders and their diagnoses. ... Students engage in practical assignments, focusing on applications of the diagnostic criteria in terms of case conceptualization.

Study of inferential techniques including estimation, hypothesis testing, and regression analysis; selected computer concepts.

Involves use of specific models for educational programs and system evaluation, methods of providing data for formative evaluation, and goal validation.

The purpose of this course is to present students with an overview of basic approaches used to understand and assess public programs. The course will look at public program evaluation from a conceptual and analytical point of view and review the numerous ways of understanding and assessing program effectiveness.

DSM-IV and Eligibility Decisions with Urban Youth - Training on the assessment of social-emotional disorders and other disorders of childhood.

Treats reinforcement theory, techniques in classroom management, and behavior modification.

Treats reinforcement theory, techniques in classroom management, and behavior modification.

Develops skills in advanced analysis and integration of data from the major personality assessment instruments including writing complete psychological reports.

Meets the professional training needs of graduate students in School Psychology

Covers issues in the use and application of consultation theories and techniques in an educational setting.

Advanced study of research on the techniques and reporting procedures for the psychological assessment of children.

In this course, students will learn how to reflect on your own experiences, use structured assessments to explore your clients� culture, determine cultural implications for counseling, consider the importance of language including using person-first versus identity-first language, and survey your clients� satisfaction with services provided with an emphasis on their cultural experiences

Includes career choice development, theories, issues, and research, with emphasis on counseling and special populations.

Examination of the problems of research in counseling and critique of current research in counseling and psychology.

Didactic seminar which treats the history of group work, the different approaches to group psychotherapy, and participation in a process group.

This course will focus on the Ethical Principals of Psychologist and the Standards for Providers of Psychological Services.

Addresses professional issues and trends, examines testing and assessment issues, and survey and evaluation research literature with regard to multiculturalism and cultural diversity in psychological practice.

Designed to engage students in critical thought about African Psychology and the historical legacy of traditional healers/healing within African People.

Advanced study of measurement theory together with the appraisal of measurement issues and trends in terms of their theoretical implications.

Provides supervised practice in facilities offering psychological services to clients; precedes the internship.

Continuation of HUDE-400, with emphasis on ANOVA individual comparisons of means, power, probability, modal distributions, and multiple regression.

Provides practical and theoretical research considerations and examines balancing, locking, repeated measures, and mixed models.

Study of advanced topics such as multiple regressional analysis, factor analysis, multivariate design, and ATI-type designs.

Allows the student to explore a topic of interest under the close supervision of a faculty member. The course may include directed readings, applied work, assisting a faculty member with a research project, carrying out an independent research project, or other activities deemed appropriate. See page 577 for additional information related to courses with a range of hours.

This course is designed to teach students to systematically evaluate the outcomes of clinical practice using single-case experimental designs.

Dissertation guidance for doctoral students. See pg. 577 for more information on dissertation hours.

Theories of research on social, psychological and biological dimensions of learning, cognition, affect, memory and motivation (e.g., culture, self-concept, perception, cognition, emotion, genotype and maturation).

This course will address the use of formal and informal assessment procedures used to design and evaluate robust reading instruction and intervention for children in preschool through high school.

Intensive field experience in a supervised setting, emphasizing research, clinical practice, or college teaching. See page 577 for additional information related to courses with a range of hours.

Intensive field experience in a supervised setting, emphasizing research, clinical practice, or college teaching. See page 577 for additional information related to courses with a range of hours.

Intensive field experience in a supervised setting, emphasizing research, clinical practice, or college teaching. See page 577 for additional information related to courses with a range of hours.

Focuses on the theory and procedures of school consultation, assisting with problems interfering with learning and adjustments.

Introduces students to society's most complex problems-violence, abuse, neglect and trauma.

Involves the advanced doctoral student's supervision of beginning master's level practicum; students focus on the development of skills in supervision, group leadership, and counselor training.

This is a graduate-level course for students interested in learning psychodynamic therapy principles with adult clients (although the conceptualization can also more broadly be applied to understanding assessments and clients in general). The psychodynamic approach taught in the course focuses on contemporary psychodynamic theories and therapies with an emphasis on techniques most supported in the empirical literature.

This course is designed to introduce doctoral students to the research, theory, and practice of implementing evidence-based interventions in schools to improve the emotional, social, and behavioral functioning of children and adolescents. The course will address theory and research related to behavioral and cognitive behavioral interventions and will expose students to direct and consultation-based common practice elements along with manualized treatments to address internalizing and externalizing behaviors in school-aged children.

Teaches the principles of cognitive-behavioral theory, conceptualization and psychotherapy techniques for psychological problems with adults. Supervision of cognitive-behavioral therapy with adults.

A study of major theories and perspectives on personality. The goal is to explain and evaluate major concepts in personality. Topics include trait, psychodynamic, behavioral, and humanistic theories. Methods of personality research and relevant findings are also introduced.

This course facilitates the transition from a student role to one of a beginning professional. The course explores skills and knowledge needed by the PsyD and PhD professional psychologist including consultation, program development, teaching and administration. Professional issues (ethics, licensing, law, professional organizations) are also examined. A substantial part of the course is a practicum in supervision. Experiential exploration of self concept as it relates to developing a professional identity is encouraged.

This is a clinical skills course emphasizing the acquisition of therapeutic helping relationship skills and interviewing through role playing and modeling. Video and audio feedback as well as direct supervision is provided.