Is everything in psychology research crumbling? We'll talk about why the answer is yes, and then about ways to fix it.
- Teacher: Jesse Niebaum
Category: Psychology
Lewis & Clark Moodle
Search results: 769
What are the brain mechanisms that help us to form meaningful social relationships, to overcome adversity, to create, or to be brave and optimistic during challenging times? In this course, we will explore foundational and contemporary issues in Positive Neuroscience, an emerging field that examines the neurobiological and neurocognitive correlates of healthy, proactive behaviors and traits that allow individuals to flourish. We will primarily focus on research employing event-related potential and functional neuroimaging methodology, but students’ individual backgrounds and interests will also shape what we discuss. This seminar-style course has an investigative learning component designed to give participants experience with virtually all aspects of the research process.
- Teacher: Todd Watson
Category: Spring 2019
What are the brain mechanisms that help us to form meaningful social relationships, to overcome adversity, to create, or to be brave and optimistic during challenging times? In this course, we will explore foundational and contemporary issues in Positive Neuroscience, an emerging field that examines the neurobiological and neurocognitive correlates of healthy, proactive behaviors and traits that allow individuals to flourish. We will primarily focus on research employing event-related potential and functional neuroimaging methodology, but your interests will also shape what we discuss. This seminar-style course has an investigative learning component designed to give participants experience with virtually all aspects of the research process.
- Teacher: Todd Watson
Category: Psychology
- Teacher: Todd Watson
Category: Psychology
Application of psychological theories and
principles to real-world problems and issues in
sustainability resilience. In-depth examination of
topics such as health, child development,
environmental philosophy, social cognition,
environmental morality, environmental justice,
activism, and climate resilience studied from a
psychological perspective. Intensive 400-level
capstone course with an applied psychological
focus. Exploration of how local concerns can be
addressed with practical and achievable solutions.
principles to real-world problems and issues in
sustainability resilience. In-depth examination of
topics such as health, child development,
environmental philosophy, social cognition,
environmental morality, environmental justice,
activism, and climate resilience studied from a
psychological perspective. Intensive 400-level
capstone course with an applied psychological
focus. Exploration of how local concerns can be
addressed with practical and achievable solutions.
- Teacher: Jolina Ruckert
Category: Psychology
Application of psychological theories and, principles to real-world problems and issues in, sustainability resilience. In-depth examination of, topics such as health, child development, environmental philosophy, social cognition,, environmental morality, environmental justice, activism, and climate resilience studied from a, psychological perspective. Intensive 400-level, capstone course with an applied psychological, focus. Exploration of how local concerns can be, addressed with practical and achievable solutions.
- Teacher: Jolina Ruckert
Category: Psychology
Application of psychological theories and, principles to real-world problems and issues in, sustainability resilience. In-depth examination of, topics such as health, child development,, environmental philosophy, social cognition,, environmental morality, environmental justice,, activism, and climate resilience studied from a, psychological perspective. Intensive 400-level, capstone course with an applied psychological, focus. Exploration of how local concerns can be, addressed with practical and achievable solutions.
- Teacher: Jolina Ruckert
Category: Psychology
Broad survey of human-computer interaction (HCI).
Project-based exploration of the processes for
creating technologies that expand human capability
(functionality) while adapting to the abilities of
users (usability). HCI topics including cognition,
perception, personality, learning, and motivation,
as well as social, developmental, abnormal, and
educational psychology studied from a
psychological perspective. Primary source
materials from the fields of psychology, computer
science, and allied disciplines.
Project-based exploration of the processes for
creating technologies that expand human capability
(functionality) while adapting to the abilities of
users (usability). HCI topics including cognition,
perception, personality, learning, and motivation,
as well as social, developmental, abnormal, and
educational psychology studied from a
psychological perspective. Primary source
materials from the fields of psychology, computer
science, and allied disciplines.
- Teacher: Erik Nilsen
Category: Psychology
Broad survey of human-computer interaction (HCI)., Project-based exploration of the processes for, creating technologies that expand human capability, (functionality) while adapting to the abilities of, users (usability). HCI topics including cognition,, perception, personality, learning, and motivation,, as well as social, developmental, abnormal, and, educational psychology studied from a, psychological perspective. Primary source, materials from the fields of psychology, computer, science, and allied disciplines.
- Teacher: Erik Nilsen
Category: Psychology
Broad survey of human-computer interaction (HCI)., Project-based exploration of the processes for, creating technologies that expand human capability, (functionality) while adapting to the abilities of, users (usability). HCI topics including cognition,, perception, personality, learning, and motivation,, as well as social, developmental, abnormal, and, educational psychology studied from a, psychological perspective. Primary source, materials from the fields of psychology, computer, science, and allied disciplines.
- Teacher: Erik Nilsen
Category: Psychology
Applied field learning experience and exposure to
psychologically oriented occupations. Building
human relations skills; becoming acquainted with
important human service institutions and their
social impact. Theoretical and practical
frameworks for intervention.
psychologically oriented occupations. Building
human relations skills; becoming acquainted with
important human service institutions and their
social impact. Theoretical and practical
frameworks for intervention.
- Teacher: Jolina Ruckert
Category: Psychology
Applied field learning experience and exposure to, psychologically oriented occupations. Building, human relations skills; becoming acquainted with, important human service institutions and their, social impact. Theoretical and practical, frameworks for intervention.
- Teacher: Jennifer Labounty
Category: Psychology
Applied field learning experience and exposure to, psychologically oriented occupations. Building, human relations skills; becoming acquainted with, important human service institutions and their, social impact. Theoretical and practical, frameworks for intervention.
- Teacher: Jolina Ruckert
Category: Psychology
Applied field learning experience and exposure to, psychologically oriented occupations. Building, human relations skills; becoming acquainted with, important human service institutions and their, social impact. Theoretical and practical, frameworks for intervention.
- Teacher: Jolina Ruckert
Category: Psychology
Advanced undergraduate seminar examining current, theoretical and empirical advances in social, psychology. Extensive reading and discussion of, primary sources focusing on three selected topics:, social cognition, social influence, and group, relations. Topics may include emotion, social, judgment, the self, nonverbal communication,, attitude change, advertising and marketing,, stereotyping and prejudice, conflict resolution,, interpersonal relationships, group dynamics.
- Teacher: Diana Leonard
Category: Psychology
Advanced undergraduate seminar examining current, theoretical and empirical advances in social, psychology. Extensive reading and discussion of, primary sources focusing on three selected topics:, social cognition, social influence, and group, relations. Topics may include emotion, social, judgment, the self, nonverbal communication,, attitude change, advertising and marketing,, stereotyping and prejudice, conflict resolution,, interpersonal relationships, group dynamics.
- Teacher: Diana Leonard
Category: Psychology
The study of forensic psychology is an endeavor to understand the intersection of mental health practice and the law. This course will focus on what clinical forensic psychology has to offer legal processes and the criminal justice system, the assessment and treatment of individuals who interact with the legal system, and how the law may dictate the interests and activities of practicing psychologists. This course will cover the following: understanding the legal system and clinical psychology; issues in defining forensic psychology; forensic assessment, treatment, and consultation; forensic expert testimony; ethics in forensic practice; psychopathy; violence risk assessment and management; sexual offenders; behavioral threat assessment and management; intimate partner and domestic violence, stalking, and other topics in targeted violence; civil commitment; competence to stand trial and competency for other criminal and civil matters; insanity defense and criminal responsibility; and other topics in working with law enforcement. As a 400-level capstone course, there will also be an emphasis on writing for psychology, completing a full literature review project, and presenting.
- Teacher: Kate Schoeneman
Category: Psychology
- Teacher: Janet Davidson
- Teacher: Brian Detweiler-Bedell
- Teacher: Jerusha Detweiler-Bedell
- Teacher: Jennifer Labounty
- Teacher: Diana Leonard
- Teacher: Erik Nilsen
- Teacher: Thomas Schoeneman
- Teacher: Todd Watson
- Teacher: Yueping Zhang
Category: Ongoing Courses
History of the field. Psychological, literary,
anthropological, sociological, and historical
approaches to the study of religion. Readings by
major theorists. Should normally be taken no later
than the junior year.
anthropological, sociological, and historical
approaches to the study of religion. Readings by
major theorists. Should normally be taken no later
than the junior year.
- Teacher: Paul Powers
Category: Religious Studies
History of the field. Psychological, literary, anthropological, sociological, and historical, approaches to the study of religion. Readings by major theorists.
- Teacher: Jessica Starling
Category: Fall 2018
History of the field. Psychological, literary, anthropological, sociological and historical, approaches to the study of religion. Readings by major theorists. Should normally be taken no later than the junior year.
- Teacher: Jessica Starling
Category: Fall 2019
History of the field. Psychological, literary,, anthropological, sociological, and historical, approaches to the study of religion. Readings by, major theorists. Should normally be taken no later than the junior year.
- Teacher: Paul Powers
Category: Religious Studies
History of the field. Psychological, literary,, anthropological, sociological, and historical, approaches to the study of religion. Readings by, major theorists. Should normally be taken no later, than the junior year.
- Teacher: Susanna Morrill
Category: Religious Studies
History of the field. Psychological, literary,, anthropological, sociological, and historical, approaches to the study of religion. Readings by, major theorists. Should normally be taken no later, than the junior year.
- Teacher: Susanna Morrill
Category: Religious Studies
History of the field. Psychological, literary,, anthropological, sociological, and historical, approaches to the study of religion. Readings by, major theorists. Should normally be taken no later, than the junior year.
- Teacher: Paul Powers
Category: Religious Studies
A comparative and theoretical exploration of the, various manifestations of mysticism and religious, experience in different contexts and traditions., Includes classical and current theories of the, nature of mysticism and its relation to asceticism, and other aspects of religious belief and, practice, drawing on sociology, anthropology,, psychology, philosophy, and cognitive science., Interrogation of the nature and epistemological, status of experience. Numerous case studies,, including sustained attention to Sufism, the, Islamic mystical tradition. This course is, cross-listed with RELS 458. Students taking the, 300-level version of this course will complete a, guided research project, identifying and mastering, the range of scholarly positions on a theme,, critical issue, or essential primary text, and, will produce a technically sound research paper., The course can only be taken once and cannot be, repeated at the 400 level.
- Teacher: Paul Powers
Category: Religious Studies
A comparative and theoretical exploration of the
various manifestations of mysticism and religious
experience in different contexts and traditions.
Includes classical and current theories of the
nature of mysticism and its relation to asceticism
and other aspects of religious belief and
practice, drawing on sociology, anthropology,
psychology, philosophy, and cognitive science.
Interrogation of the nature and epistemological
status of experience. Numerous case studies,
including sustained attention to Sufism, the
Islamic mystical tradition. This course is
cross-listed with RELS 458. Students taking the
300-level version of this course will complete a
guided research project, identifying and mastering
the range of scholarly positions on a theme,
critical issue, or essential primary text, and
will produce a technically sound research paper.
The course can only be taken once and cannot be
repeated at the 400 level.
various manifestations of mysticism and religious
experience in different contexts and traditions.
Includes classical and current theories of the
nature of mysticism and its relation to asceticism
and other aspects of religious belief and
practice, drawing on sociology, anthropology,
psychology, philosophy, and cognitive science.
Interrogation of the nature and epistemological
status of experience. Numerous case studies,
including sustained attention to Sufism, the
Islamic mystical tradition. This course is
cross-listed with RELS 458. Students taking the
300-level version of this course will complete a
guided research project, identifying and mastering
the range of scholarly positions on a theme,
critical issue, or essential primary text, and
will produce a technically sound research paper.
The course can only be taken once and cannot be
repeated at the 400 level.
- Teacher: Paul Powers
Category: Religious Studies
A comparative and theoretical exploration of the
various manifestations of mysticism and religious
experience in different contexts and traditions.
Includes classical and current theories of the
nature of mysticism and its relation to asceticism
and other aspects of religious belief and
practice, drawing on sociology, anthropology,
psychology, philosophy, and cognitive science.
Interrogation of the nature and epistemological
status of experience. Numerous case studies,
including sustained attention to Sufism, the
Islamic mystical tradition. This course is
cross-listed with RELS 358. Students taking the
400-level version of this course will complete a
more comprehensive research paper, defending an
original thesis and offering critical judgments of
relevant arguments and evidence. The course can
only be taken once and cannot be repeated at the
300 level.
various manifestations of mysticism and religious
experience in different contexts and traditions.
Includes classical and current theories of the
nature of mysticism and its relation to asceticism
and other aspects of religious belief and
practice, drawing on sociology, anthropology,
psychology, philosophy, and cognitive science.
Interrogation of the nature and epistemological
status of experience. Numerous case studies,
including sustained attention to Sufism, the
Islamic mystical tradition. This course is
cross-listed with RELS 358. Students taking the
400-level version of this course will complete a
more comprehensive research paper, defending an
original thesis and offering critical judgments of
relevant arguments and evidence. The course can
only be taken once and cannot be repeated at the
300 level.
- Teacher: Paul Powers
Category: Religious Studies
Application of major theories from media, film,
and cultural studies (e.g., psychoanalysis, genre
study, formalism, auteur study, national cinemas)
to a given set of media texts. Close analysis of
media texts in context, taking into consideration
technological, aesthetic, and industrial shifts.
and cultural studies (e.g., psychoanalysis, genre
study, formalism, auteur study, national cinemas)
to a given set of media texts. Close analysis of
media texts in context, taking into consideration
technological, aesthetic, and industrial shifts.
- Teacher: Bryan Sebok
Category: Rhetoric and Media Studies
Application of major theories from media, film,, and cultural studies (e.g., psychoanalysis, genre, study, formalism, auteur study, national cinemas), to a given set of media texts. Close analysis of, media texts in context, taking into consideration, technological, aesthetic, and industrial shifts.
- Teacher: Bryan Sebok
Category: Rhetoric and Media Studies
Application of major theories from media, film,, and cultural studies (e.g., psychoanalysis, genre, study, formalism, auteur study, national cinemas), to a given set of media texts. Close analysis of, media texts in context, taking into consideration, technological, aesthetic, and industrial shifts.
- Teacher: Bryan Sebok
Category: Rhetoric and Media Studies
Application of major theories from media, film,, and cultural studies (e.g., psychoanalysis, genre, study, formalism, auteur study, national cinemas), to a given set of media texts. Close analysis of, media texts in context, taking into consideration, technological, aesthetic, and industrial shifts.
- Teacher: Bryan Sebok
Category: Rhetoric and Media Studies
This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.
- Teacher: Danielle Torres
Category: Graduate Fall 2015
This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.
- Teacher: Danielle Torres
Category: Graduate School Spring 2017
This course will address various clinical issues frequently encountered by school counselors in a K-12 setting. Conducted as a seminar, the course is an overview primer of mental health issues affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior, behavioral disorders, PTSD). Clinical issues will be discussed in terms of etiological factors, symptomotology, bio-psycho-social factors, treatment issues, and cultural and diversity perspectives. The use and limitations of the DSM-5 diagnostic system will be addressed. The school counselor's role in referral and long term treatment for clinical issues will be addressed in the context of the ASCA National Model.
- Teacher: Danielle Torres
Category: Graduate School Spring 2018
This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.
- Teacher: Danielle Torres
Category: Graduate School Spring 2019
This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.
- Teacher: Danielle Torres
Category: Educational Leadership
This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.
- Teacher: Danielle Torres
Category: Educational Leadership
This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.
- Teacher: Danielle Torres
Category: Graduate School Summer 2018
This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.
- Teacher: Danielle Torres
Category: Graduate School Summer 2019
This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.
- Teacher: Danielle Torres
Category: Educational Leadership
This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.
- Teacher: Danielle Torres
Category: Educational Leadership
This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.
- Teacher: Danielle Torres
Category: Graduate School Spring 2016
This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.
- Teacher: Danielle Torres
Category: Graduate School Summer 2017
Teaching and learning science in middle-level and, high school classrooms. Emphasizes the design of, investigations, safety, and the role of using a, wide variety of science activities in science, teaching. Includes planning, organization, and, assessment of science teaching and learning,, using the tenets of backward design. Pays, attention to differentiation of instruction for, student needs, articulation of objectives, and, their link to teaching, standards, and, assessment. Introduces participants to the, importance of science as the work of a particular, cultural community with shared values and, linguistic norms, while examining literature, about the challenge students may face in making a, "cultural border crossing" into science. Special, attention is given to diversity and social, justice issues. Materials draw upon research from, the history and philosophy of science as well as, research about the psychology of learning, science, with particular attention to the "human, constructivist" views and adolescent development., Candidates write the teaching plan for their, December teaching.
- Teacher: Liza Finkel
Category: Graduate School Fall 2018
Teaching and learning science in middle-level and, high school classrooms. Emphasizes the design of, investigations, safety, and the role of using a, wide variety of science activities in science, teaching. Includes planning, organization, and, assessment of science teaching and learning,, using the tenets of backward design. Pays, attention to differentiation of instruction for, student needs, articulation of objectives, and, their link to teaching, standards, and, assessment. Introduces participants to the, importance of science as the work of a particular, cultural community with shared values and, linguistic norms, while examining literature, about the challenge students may face in making a, "cultural border crossing" into science. Special, attention is given to diversity and social, justice issues. Materials draw upon research from, the history and philosophy of science as well as, research about the psychology of learning, science, with particular attention to the "human, constructivist" views and adolescent development., Candidates write the teaching plan for their, December teaching.
- Teacher: Liza Finkel
Category: Graduate School Fall 2017
Teaching and learning science in middle-level and, high school classrooms. Emphasizes the design of, investigations, safety, and the role of using a, wide variety of science activities in science, teaching. Includes planning, organization, and, assessment of science teaching and learning,, using the tenets of backward design. Pays, attention to differentiation of instruction for, student needs, articulation of objectives, and, their link to teaching, standards, and, assessment. Introduces participants to the, importance of science as the work of a particular, cultural community with shared values and, linguistic norms, while examining literature, about the challenge students may face in making a, "cultural border crossing" into science. Special, attention is given to diversity and social, justice issues. Materials draw upon research from, the history and philosophy of science as well as, research about the psychology of learning, science, with particular attention to the "human, constructivist" views and adolescent development., Candidates write the teaching plan for their, December teaching.
- Teacher: Liza Finkel
Category: Graduate School Fall 2019
Teaching and learning science in middle-level and, high school classrooms. Emphasizes the design of, investigations, safety, and the role of using a, wide variety of science activities in science, teaching. Includes planning, organization, and, assessment of science teaching and learning,, using the tenets of backward design. Pays, attention to differentiation of instruction for, student needs, articulation of objectives, and, their link to teaching, standards, and, assessment. Introduces participants to the, importance of science as the work of a particular, cultural community with shared values and, linguistic norms, while examining literature, about the challenge students may face in making a, "cultural border crossing" into science. Special, attention is given to diversity and social, justice issues. Materials draw upon research from, the history and philosophy of science as well as, research about the psychology of learning, science, with particular attention to the "human, constructivist" views and adolescent development., Candidates write the teaching plan for their, December teaching.
- Teacher: Alfonso Garcia Arriola
- Teacher: Daniel Robinette
Category: Tchng, Schl Counslg and Leadrshp
Overview of the history, systems, roles and, functions of school psychologists. Readings in, contemporary issues and historical events provide, the foundation for graduate preparation in school, psychology. Students observe the work of school, psychologists and discuss the profession in a, seminar format. This course is a practicum in, school-based systems, and includes overviews of, the theories and practices for school-based, emotional, behavioral, social, and academic, change.
- Teacher: Jesse Erwin
Category: Fall 2018
Overview of the history, systems, roles and, functions of school psychologists. Readings in, contemporary issues and historical events provide, the foundation for graduate preparation in school, psychology. Students observe the work of school, psychologists and discuss the profession in a, seminar format. This course is a practicum in, school-based systems, and includes overviews of, the theories and practices for school-based, emotional, behavioral, social, and academic, change.
- Teacher: Jennifer Twyford
Category: Graduate Fall 2021
Overview of the history, systems, roles and
functions of school psychologists. Readings in
contemporary issues and historical events provide
the foundation for graduate preparation in school
psychology. Students observe the work of school
psychologists and discuss the profession in a
seminar format. This course is a practicum in
school-based systems, and includes overviews of
the theories and practices for school-based
emotional, behavioral, social, and academic
change.
functions of school psychologists. Readings in
contemporary issues and historical events provide
the foundation for graduate preparation in school
psychology. Students observe the work of school
psychologists and discuss the profession in a
seminar format. This course is a practicum in
school-based systems, and includes overviews of
the theories and practices for school-based
emotional, behavioral, social, and academic
change.
- Teacher: Jennifer Twyford
Category: Graduate School Fall 2024
Overview of the history, systems, roles and, functions of school psychologists. Readings in, contemporary issues and historical events provide, the foundation for graduate preparation in school, psychology. Students observe the work of school, psychologists and discuss the profession in a, seminar format. This course is a practicum in, school-based systems, and includes overviews of, the theories and practices for school-based, emotional, behavioral, social, and academic, change. Admission to School Psychology Program, required.
- Teacher: Jennifer Twyford
Category: Couns, Therapy and School Pych
This course focuses on developmental theory and
research as applied to the process of learning
and education, age birth to twenty-one. Emphasis
will be placed in the following areas: candidates
gaining knowledge to both differentiate and
integrate multiple theoretical views on
development; candidates gaining a better
conceptual understanding of commonalities and
differences in development; and, candidates
gaining a better practical understanding of how
to help children and adolescents address the
developmental challenges they face, particularly
in schools. In this course, child and adolescent
development will be viewed through theories and
research in the areas of interpersonal,
emotional, cultural, cognitive, and physical
development.
research as applied to the process of learning
and education, age birth to twenty-one. Emphasis
will be placed in the following areas: candidates
gaining knowledge to both differentiate and
integrate multiple theoretical views on
development; candidates gaining a better
conceptual understanding of commonalities and
differences in development; and, candidates
gaining a better practical understanding of how
to help children and adolescents address the
developmental challenges they face, particularly
in schools. In this course, child and adolescent
development will be viewed through theories and
research in the areas of interpersonal,
emotional, cultural, cognitive, and physical
development.
- Teacher: Andrea Dennison
Category: Couns, Therapy and School Pych
This course focuses on developmental theory and, research as applied to the process of learning, and education, age three to twenty-one. Emphasis, will be placed in the following areas: candidates, gaining knowledge to both differentiate and, integrate multiple theoretical views on, development; candidates gaining a better, conceptual understanding of commonalities and, differences in development; and, candidates, gaining a better practical understanding of how, to help children and adolescents address the, developmental challenges they face, particularly, in schools. In this course, child and adolescent, development will be viewed through theories and, research in the areas of interpersonal, emotional, cultural, cognitive, and physical, development.
- Teacher: Bich Do
Category: Couns, Therapy and School Pych
Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.
- Teacher: Elena Diamond
Category: Graduate School Fall 2017
Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.
- Teacher: Elena Diamond
Category: Fall 2018
Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.
- Teacher: Elena Diamond
Category: Graduate Fall 2021
Consideration of the applicable ethical and legal
issues for school psychologists in mental health
and school settings. Students develop skills in
counseling, consultation, assessment, and
intervention planning.
issues for school psychologists in mental health
and school settings. Students develop skills in
counseling, consultation, assessment, and
intervention planning.
- Teacher: Elena Diamond
Category: Graduate School Fall 2024
Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.
- Teacher: Elena Diamond
Category: Couns, Therapy and School Pych
Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.
- Teacher: Elena Diamond
Category: Graduate School Spring 2017
Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.
- Teacher: Elena Diamond
Category: Graduate School Summer 2020
Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.
- Teacher: Elena Diamond
Category: Graduate School Summer 2022
Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.
- Teacher: Elena Diamond
Category: Graduate School Spring 2016
Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.
- Teacher: Elena Diamond
Category: Graduate Summer 2021
This course will address the social-emotional and, behavioral needs of students in schools, and, strategies to support student well-being. Content, will include identification, diagnosis, treatment, planning, intervention, and progress monitoring;, developmental, social, and cultural influences on, diagnoses and interventions; and an ecological and, social-justice-oriented approach to case, conceptualization and intervention.
- Teacher: Mason Rivers
- Teacher: Jennifer Twyford
Category: Graduate School Fall 2020
This course will address the social-emotional and, behavioral needs of students in schools, and, strategies to support student well-being. Content, will include identification, diagnosis, treatment, planning, intervention, and progress monitoring;, developmental, social, and cultural influences on, diagnoses and interventions; and an ecological and, social-justice-oriented approach to case, conceptualization and intervention.
- Teacher: Mason Rivers
- Teacher: Jennifer Twyford
Category: Graduate Fall 2021
This course will address the social-emotional and
behavioral needs of students in schools, and
strategies to support student well-being. Content
will include identification, diagnosis, treatment
planning, intervention, and progress monitoring;
developmental, social, and cultural influences on
diagnoses and interventions; and an ecological and
social-justice-oriented approach to case
conceptualization and intervention.
- Teacher: Elena Diamond
Category: Graduate School Fall 2024
This course will address the social-emotional and, behavioral needs of students in schools, and, strategies to support student well-being. Content, will include identification, diagnosis, treatment, planning, intervention, and progress monitoring;, developmental, social, and cultural influences on, diagnoses and interventions; and an ecological and, social-justice-oriented approach to case, conceptualization and intervention.
- Teacher: Elena Diamond
- Teacher: Jennifer Twyford
Category: College of Arts and Science
This course will address the social-emotional and, behavioral needs of students in schools, and, strategies to support student well-being. Content, will include identification, diagnosis, treatment, planning, intervention, and progress monitoring;, developmental, social, and cultural influences on, diagnoses and interventions; and an ecological and, social-justice-oriented approach to case, conceptualization and intervention.
- Teacher: Mason Rivers
Category: Graduate Fall 2021
Study of practices to help students develop more, productive behaviors. Emphasis on behavior change, procedures, procedures for completing a functional, behavior assessment (FBA) and a behavior, intervention plan (BIP), and research-based, interventions for behavior change in schools.
- Teacher: Allison Watkins
Category: Couns, Therapy and School Pych
Study of practices to help students develop more, productive behaviors. Emphasis on behavior change, procedures, procedures for completing a functional, behavior assessment (FBA) and a behavior, intervention plan (BIP), and research-based, interventions for behavior change in schools.
Category: Graduate Summer 2021
Study of practices to help students develop more, productive behaviors. Emphasis on behavior change, procedures, procedures for completing a functional, behavior assessment (FBA) and a behavior, intervention plan (BIP), and research-based, interventions for behavior change in schools.
- Teacher: Allison Watkins
Category: Couns, Therapy and School Pych
Study of practices to help students develop more, productive behaviors. Emphasis on behavior change, procedures, procedures for completing a functional, behavior assessment (FBA) and a behavior, intervention plan (BIP), and research-based, interventions for behavior change in schools.
Category: Graduate School Summer 2022
Study of practices designed to help students effectively problem solve to support functional behavior change in schools. Emphasizing foundational behavior science principles and procedures, the process of completing functional behavior assessments (FBAs) and research-based strategies to develop behavior intervention plans (BIPs).
- Teacher: Camille Silva
Category: Graduate School Summer 2024
Overview of theory and procedures to prevent and
remediate academic skills deficits of school-age
children. Topics include intervention in reading,
writing, math, and general academic interventions,
and direct assessment for academic skills via
curriculum-based measurement.
remediate academic skills deficits of school-age
children. Topics include intervention in reading,
writing, math, and general academic interventions,
and direct assessment for academic skills via
curriculum-based measurement.
- Teacher: Madeline Hall
Category: Graduate School Fall 2024
Overview of theory and procedures to prevent and, remediate academic skills deficits of school-age, children. Topics include intervention in reading,, writing, math, and general academic interventions,, and direct assessment for academic skills via, curriculum-based measurement.
Category: Graduate Fall 2021
- Teacher: Allison Watkins
Category: Couns, Therapy and School Pych
School Safety and Crisis Preparedness is an
intensive, interactive and practice-dominated
course that utilizes the evidence-based PREPaRE
(Prevent, Reaffirm, Evaluate, Provide and Respond,
Examine) curriculum to help school psychologists
improve and strengthen their school safety and
crisis management plans, respond effectively to
emergency situations, and identify appropriate
evidence-based intervention strategies.
intensive, interactive and practice-dominated
course that utilizes the evidence-based PREPaRE
(Prevent, Reaffirm, Evaluate, Provide and Respond,
Examine) curriculum to help school psychologists
improve and strengthen their school safety and
crisis management plans, respond effectively to
emergency situations, and identify appropriate
evidence-based intervention strategies.
- Teacher: Pamela Vohnson
Category: Graduate School Fall 2024
School Safety and Crisis Preparedness is an
intensive, interactive and practice-dominated
course that utilizes the evidence-based PREPaRE
(Prevent, Reaffirm, Evaluate, Provide and Respond,
Examine) curriculum to help school psychologists
improve and strengthen their school safety and
crisis management plans, respond effectively to
emergency situations, and identify appropriate
evidence-based intervention strategies.
intensive, interactive and practice-dominated
course that utilizes the evidence-based PREPaRE
(Prevent, Reaffirm, Evaluate, Provide and Respond,
Examine) curriculum to help school psychologists
improve and strengthen their school safety and
crisis management plans, respond effectively to
emergency situations, and identify appropriate
evidence-based intervention strategies.
- Teacher: Pamela Vohnson
Category: Graduate School Summer 2024
This course is the first of a three-part, assessment sequence that addresses, psycho-educational, social, emotional, and, behavioral assessment of children and adolescents, from birth through age 21. In this course, the, focus is on gaining competency with the skills and, tools needed to collect, interpret, and present, data using observation, interviews, behavior, rating scales, functional behavioral assessments,, response to intervention, and assessments for, children with pervasive developmental, disabilities.
- Teacher: Martha Gutierrez
Category: Graduate School Summer 2017
The second of a three-part assessment sequence, that addresses psycho-educational, social,, emotional, and behavioral assessment of children, and adolescents from birth through age 21. In this, course, the focus is on gaining competency with, the skills and tools needed to collect, interpret, and present data using psycho-educational, assessments involving cognitive, academic, and, adaptive measures.
- Teacher: Elena Diamond
Category: Graduate Fall 2015
This course is the third of a three-part, assessment sequence that addresses, psycho-educational, social, emotional, and, behavioral assessment of children and adolescents, from birth through age 21. In this course, the, focus is on gaining competency with the skills and, tools required to interpret and integrate multiple, assessment measures, including reporting and, consulting on such assessment data in written and, verbal formats.
Category: Graduate School Spring 2016
This course is a 1-credit lab course designed to be taken in conjunction with SPSY 545. SPSY 545 is the first of a three-part assessment sequence. SPSY 545 focuses on cognitive and academic measures. This course is designed to prepare students to understand and learn the process of assessment. The course format stresses the formative evaluation of student progress toward a criterion of competence. Students are expected to master the administration, scoring, and basic interpretation of specific cognitive and achievement measures to a high level of mastery. Additional training and experience will be necessary, however, to further develop and refine skills and to apply them to diverse individuals in a variety of settings. Students demonstrating initial competence following this course will be ready for further training in individual intellectual assessment in supervised practicum experiences but not for unsupervised/independent practice.
- Teacher: Mason Rivers
Category: Graduate School Fall 2019
- Teacher: James Alsip
Category: Couns, Therapy and School Pych
This course is a 1-credit lab course designed to, be taken in conjunction with SPSY 545. SPSY 545 is, the first of a three-part assessment sequence., SPSY 545 focuses on cognitive and academic, measures. This course is designed to prepare, students to (a) understand and learn the process, of assessment. The course format stresses the, formative evaluation of student progress toward a, criterion of competence. Students are expected to, master the administration, scoring, and basic, interpretation of specific cognitive and, achievement measures to a high level of mastery., Additional training and experience will be, necessary, however, to further develop and refine, skills and to apply them to diverse individuals in, a variety of settings. Students demonstrating, initial competence following this course will be, ready for further training in individual, intellectual assessment in supervised practicum, experiences, but not for unsupervised/independent, practice.
- Teacher: Mason Rivers
- Teacher: Mariana Rocha
Category: Graduate Spring 2021
This course is a 1-credit lab course designed to be taken in conjunction with SPSY 545. SPSY 545 is the first of a three-part assessment sequence. SPSY 545 focuses on cognitive and academic measures. This course is designed to prepare students to understand and learn the process of assessment. The course format stresses the formative evaluation of student progress toward a criterion of competence. Students are expected to master the administration, scoring, and basic interpretation of specific cognitive and achievement measures to a high level of mastery. Additional training and experience will be necessary, however, to further develop and refine skills and to apply them to diverse individuals in a variety of settings. Students demonstrating initial competence following this course will be ready for further training in individual intellectual assessment in supervised practicum experiences but not for unsupervised/independent practice.
- Teacher: Mason Rivers
Category: Graduate School Fall 2019
This course is a 1-credit lab course designed to, be taken in conjunction with SPSY 545. SPSY 545 is, the first of a three-part assessment sequence., SPSY 545 focuses on cognitive and academic, measures. This course is designed to prepare, students to (a) understand and learn the process, of assessment. The course format stresses the, formative evaluation of student progress toward a, criterion of competence. Students are expected to, master the administration, scoring, and basic, interpretation of specific cognitive and, achievement measures to a high level of mastery., Additional training and experience will be, necessary, however, to further develop and refine, skills and to apply them to diverse individuals in, a variety of settings. Students demonstrating, initial competence following this course will be, ready for further training in individual, intellectual assessment in supervised practicum, experiences, but not for unsupervised/independent, practice.
- Teacher: Mariana Rocha
Category: Graduate Spring 2021
This course is a 1-credit lab course designed to, be taken in conjunction with SPSY 545. SPSY 545 is, the first of a three-part assessment sequence., SPSY 545 focuses on cognitive and academic, measures. This course is designed to prepare, students to (a) understand and learn the process, of assessment. The course format stresses the, formative evaluation of student progress toward a, criterion of competence. Students are expected to, master the administration, scoring, and basic, interpretation of specific cognitive and, achievement measures to a high level of mastery., Additional training and experience will be, necessary, however, to further develop and refine, skills and to apply them to diverse individuals in, a variety of settings. Students demonstrating, initial competence following this course will be, ready for further training in individual, intellectual assessment in supervised practicum, experiences, but not for unsupervised/independent, practice.
- Teacher: Mariana Rocha
Category: Graduate Spring 2021
This course is a 1-credit lab course designed to
be taken in conjunction with SPSY 545. SPSY 545 is
the first of a three-part assessment sequence.
SPSY 545 focuses on cognitive and academic
measures. This course is designed to prepare
students to (a) understand and learn the process
of assessment. The course format stresses the
formative evaluation of student progress toward a
criterion of competence. Students are expected to
master the administration, scoring, and basic
interpretation of specific cognitive and
achievement measures to a high level of mastery.
Additional training and experience will be
necessary, however, to further develop and refine
skills and to apply them to diverse individuals in
a variety of settings. Students demonstrating
initial competence following this course will be
ready for further training in individual
intellectual assessment in supervised practicum
experiences, but not for unsupervised/independent
practice.
be taken in conjunction with SPSY 545. SPSY 545 is
the first of a three-part assessment sequence.
SPSY 545 focuses on cognitive and academic
measures. This course is designed to prepare
students to (a) understand and learn the process
of assessment. The course format stresses the
formative evaluation of student progress toward a
criterion of competence. Students are expected to
master the administration, scoring, and basic
interpretation of specific cognitive and
achievement measures to a high level of mastery.
Additional training and experience will be
necessary, however, to further develop and refine
skills and to apply them to diverse individuals in
a variety of settings. Students demonstrating
initial competence following this course will be
ready for further training in individual
intellectual assessment in supervised practicum
experiences, but not for unsupervised/independent
practice.
- Teacher: James Alsip
Category: Couns, Therapy and School Pych
This course is the first of a three-part assessment sequence that addresses psycho-educational, social emotional, and behavioral assessment of children and adolescents. In this course, the focus is on gaining competency with the skills and tools needed to collect, interpret, and present data using psycho-educational assessments involving cognitive and academic measures.
- Teacher: Elena Diamond
- Teacher: Mason Rivers
Category: Graduate School Fall 2019
This course is the first of a three-part, assessment sequence that addresses, psycho-educational, social, emotional, and, behavioral assessment of children and adolescents., In this course, the focus is on gaining competency, with the skills and tools needed to collect,, interpret, and present data using, psycho-educational assessments involving cognitive, and academic measures.
- Teacher: Mason Rivers
Category: Graduate Spring 2021
This course is the first of a three-part
assessment sequence that addresses
psycho-educational, social, emotional, and
behavioral assessment of children and adolescents.
In this course, the focus is on gaining competency
with the skills and tools needed to collect,
interpret, and present data using
psycho-educational assessments involving cognitive
and academic measures.
assessment sequence that addresses
psycho-educational, social, emotional, and
behavioral assessment of children and adolescents.
In this course, the focus is on gaining competency
with the skills and tools needed to collect,
interpret, and present data using
psycho-educational assessments involving cognitive
and academic measures.
- Teacher: James Alsip
Category: Couns, Therapy and School Pych
- Teacher: James Alsip
Category: Couns, Therapy and School Pych
This course is the first of a three-part, assessment sequence that addresses, psycho-educational, social, emotional, and, behavioral assessment of children and adolescents., In this course, the focus is on gaining competency, with the skills and tools needed to collect,, interpret, and present data using, psycho-educational assessments involving cognitive, and academic measures.
- Teacher: Mason Rivers
Category: Graduate Spring 2021
This course is the second of a three-part
assessment sequence that addresses
psycho-educational, social, emotional, and
behavioral assessment of children and adolescents.
In this course, the focus is on gaining competency
with the skills and tools needed to collect,
interpret, and present data using
psycho-educational assessments involving cognitive
and academic measures.
assessment sequence that addresses
psycho-educational, social, emotional, and
behavioral assessment of children and adolescents.
In this course, the focus is on gaining competency
with the skills and tools needed to collect,
interpret, and present data using
psycho-educational assessments involving cognitive
and academic measures.
- Teacher: Cynthia Panko
Category: Couns, Therapy and School Pych
- Teacher: Cynthia Panko
Category: Couns, Therapy and School Pych
This course is the third of a three-part, assessment sequence that addresses, psycho-educational, social, emotional, and, behavioral assessment of children and adolescents., Ethical administration and interpretation is, emphasized, including understanding the theory and, specific uses and limitations of assessment tools,, standardization procedures, properties of the, normative sample, data-based interpretation of, results, and issues of special populations and, human diversity.
- Teacher: James Alsip
Category: Graduate Spring 2021
Theory, application, design, implementation, and, evaluation of prevention and intervention programs, for school-age youth in school and community, settings. Students also examine the cultural,, social, psychological, family, and political, factors bearing on children's understanding of and, experiences with alcohol and other drugs., Prevention and intervention through enhancement of, social competence are presented from, constructivist and ecological-developmental, perspectives with application to individuals and, to small-group and classroom-based settings.
- Teacher: Jesse Erwin
- Teacher: Mason Rivers
Category: Graduate School Summer 2020
Theory, application, design, implementation, and, evaluation of prevention and intervention programs, for school-age youth in school and community, settings. Students also examine the cultural,, social, psychological, family, and political, factors bearing on children's understanding of and, experiences with alcohol and other drugs., Prevention and intervention through enhancement of, social competence are presented from, constructivist and ecological-developmental, perspectives with application to individuals and, to small-group and classroom-based settings.
- Teacher: Mason Rivers
Category: Graduate Summer 2021
Theory, application, design, implementation, and, evaluation of prevention and intervention programs, for school-age youth in school and community, settings. Students also examine the cultural,, social, psychological, family, and political, factors bearing on children's understanding of and, experiences with alcohol and other drugs., Prevention and intervention through enhancement of, social competence are presented from, constructivist and ecological-developmental, perspectives with application to individuals and, to small-group and classroom-based settings.
- Teacher: Sabrina Josephson
Category: Couns, Therapy and School Pych