School Psychology (PSYD)

This is a field-based course that introduces school psychology students to the K-12 school context via in-school observations and brief clinical experiences. Students complete 45 hours of field experience.

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This is the first half of a year-long practicum placement in which students engage in a wide variety of professional school psychology practices under the supervision of a licensed practicing school psychologist. Students complete 160 hours of field experience.

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This is a continuation of PSYC 750. Students complete an additional 160 hours of field experience in school psychology.

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Doctoral students engage in supervised clinical experiences in a placement that will further their preferred areas of professional expertise related to school psychology. Students complete 80 hours of field experience.

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This is a continuation of PSYC 760. Students complete an additional 80 hours of field experience in school psychology.

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This 1500-hour internship is a culminating experience for the school psychology Psy.D. program. Students are placed at a site where they engage in a wide range of school psychology services under the supervision of a doctoral-level school or licensed psychologist.

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This class will be a comprehensive overview of the cultural, socioeconomic, and ethnic competencies needed by school psychologists entering today's diverse educational setting. Students will learn about services that respond to culture and context to facilitate family and school collaborations.

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An in-depth examination of social psychological research in laboratory and field settings.

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Advanced Cognitive Psychology introduces students to key research papers in the field of human cognition. Through reading, writing, and the study of experimental design, students will advance their understanding of cognitive psychology and develop their ability to critically review and evaluate research.

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This course trains students in the diagnosis of child psychological disorders using DSM classification procedures. Case conceptualization from a developmental psychopathology perspective is emphasized.

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Details the principles and standards put forth by the APA to guide the profession of psychology. The course is oriented towards those going into either a career in therapy (i.e., clinical, counseling, or school psychology), research or teaching.

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This course will introduce school psychology doctoral students to the wide range of professional issues relevant to school psychology and provide a context for their training at Minnesota State Mankato.

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Pediatric Neuropsychology will focus on diagnostics, referrals and common neurological problems encountered by School Psychologists in field or hospital settings. It is designed to train skills used in recognizing, assessing, and treating complex neurological disorders commonly seen in school-aged populations.

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This course provides an overview of the procedures and process of behavior change in applied contexts as well as the research methods that support the evaluation of behavior change. Topics covered include the behavioral model, single subject research designs, behavioral assessment, intervention planning, prevention of behavior problems, behavioral acceleration procedures, and behavioral deceleration procedures. Several methods will be used to attain course goals including class discussion, lecture, assigned readings, and student projects.

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This course focuses on the role that standardized tests and measures play in educational decision-making. Students also learn how to evaluate the psychometric quality of tests.

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The basic skills required to professionally administer intelligence tests are covered. Students develop initial fluency in the administration of at least two tests and are exposed to several others.

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The instructor will support students in developing knowledge of the social, emotional, and behavioral health of children and youth. Students will develop an understanding of biological, cultural, developmental, and social impacts on social, emotional, and behavioral health. Students will evaluate evidence-based methods for assessment within these domains at the individual, group, and systems levels. This includes screening assessments, progress monitoring, diagnostic assessments, and threat assessment. Students will apply these assessments within a problem-solving and hypothesis-testing framework to evaluate social, emotional, and behavioral health at the individual, group, and systems levels, and identify appropriate supports and interventions, including crisis response.

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Students focus on learning a data-based approach to problem solving academic problems for individual children. Focus is on assessment leading to intervention.

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Topics include models of consultation, the development of school and parent consultation skills, and providing educational and mental health services across all levels of prevention.

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School psychologists are responsible for the uptake and sustained implementation of evidence-based interventions in schools. This course addresses the science of implementation and its practical application to systems-level issues and individual student intervention issues.

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This class focuses on the development and implementation of specific psychological interventions in school settings following the assessment and diagnosis of specific mental health problems.

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