Counseling, Educational Psychology, and Foundations
Department Head: Dr. Daniel Gadke
Graduate Coordinator (COE): Dr. Charles Palmer
Graduate Coordinator (EPY): Dr. Daniel Gadke
Meridian Campus Division: Dr. Jeffrey Leffler
508 Allen Hall
Box 9727
Mississippi State, MS 39762
Telephone: 662-325-3426
E-mail (Starkville): dgadke@colled.msstate.edu
E-mail (Meridian): jleffler@meridian.msstate.edu
Website: http://www.cep.msstate.edu
Department Programs in Counseling
The Department of Counseling, Educational Psychology, and Foundations offers graduate programs in clinical mental health counseling, rehabilitation counseling, and school counseling.
The Master of Science degree programs in clinical mental health counseling, rehabilitation counseling, and school counseling are planned programs consisting of 60 semester hours. The concentration in rehabilitation counseling prepares graduates for certification as a Certified Rehabilitation Counselor in all fifty states, as well as a Licensed Professional Counselor (LPC) in the state of Mississippi.
Counseling doctoral applications are due February 1. Applications for master's and educational specialist programs are due March 1. Applications will be considered until full enrollment is attained. Applications may be reviewed at other times for general educational psychology. For further information, write to the Graduate Coordinator.
The department prepares students for careers as school counselors, student affairs professionals in higher education, and as counselors in rehabilitation, college counseling centers, and other mental health community agencies. Teaching and research assistantships are available.
Counseling Program Accreditation
The M.S. programs in Counseling are Clinical Mental Health, Rehabilitation, and School and are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
The doctoral level Counselor Education and Supervision program is also accredited by CACREP. The school counseling program is also accredited by the National Council for Accreditation of Teacher Education (NCATE).
Graduate study in counseling offers preparation in counseling at three degree levels.
- The Master of Science (M.S.) degree in Counselor Education with concentrations in clinical mental health counseling; rehabilitation counseling; student affairs; college counseling; and school counseling
- The Educational Specialist (Ed.S.) degree in Education with concentrations in counseling and school psychology provide advanced coursework sought by students seeking licensure or higher levels of certification
- The Doctor of Philosophy (Ph.D.) degree in Counselor Education and Supervision
Admission Criteria for Counseling Programs
Applications for master's and educational specialist programs are due by March 1. Counseling doctoral applications are due by February 1. Applications will be considered until full enrollment is attained. Applications may be reviewed at other times for general educational psychology. For further information, write to the Graduate Coordinator.
A student accepted into the M.S. degree program in counseling must hold a baccalaureate degree and a minimum GPA of 3.00 on the last 60 hours of undergraduate work. Satisfactory Graduate Record Examination (GRE) scores (verbal, quantitative, and analytic writing) taken within the past five years must be submitted.
A student accepted into the Ed.S. degree program with a concentration in counseling must hold a master’s degree in counseling or related field (as determined by program concentration), a minimum GPA of 3.30 on all graduate work, and satisfactory GRE scores (verbal, quantitative, and analytical writing).
A student accepted into a Ph.D. program must hold a master’s degree from a CACREP- or CORE-accredited program in counseling or meet CACREP curriculum requirements as part of the doctoral program of study. Satisfactory results of the Graduate record Examination (GRE) taken with the past five years must be submitted.
Applicants for all counseling degree programs must also produce all other application requirements detailed by the Graduate School (e.g., letters of recommendation, statement of purpose).
Students admitted to a counseling program must maintain continuous enrollment. A student who is not enrolled or is inactive for one calendar year must be re-screened for readmission into the department prior to re-enrollment in the University (see the Readmission section under General Requirements for Admission in this publication).
Provisional Admission for Counseling Programs
An applicant who has not fully met the GPA requirement stipulated by the University may be admitted on a provisional basis. The provisionally-admitted student is eligible for a change to regular admission status after receiving a 3.00 GPA on the first 9 hours of graduate courses at Mississippi State University (with no grade lower than a C). These graduate courses must be within the student's program of study. Courses with an S grade, transfer credits, or credits earned while in Unclassified status cannot be used to satisfy this requirement. If a 3.00 is not attained, the provisional student shall be dismissed from the graduate program. Academic departments may set higher standards for students to fulfill provisional requirements; a student admitted with provisional status should contact the graduate coordinator for the program’s specific requirements. While in the provisional status, a student is not eligible to hold a graduate assistantship.
Satisfactory Academic Performance
In addition to the requirements of Mississippi State University for graduate students, a student in any of the counseling programs is required to earn a grade of B or better in each skills course before being permitted to progress to the next course in the sequence. These "gatekeeper" courses include:
| COE 8023 | Counseling Theory | 3 |
| COE 8013 | Counseling Skills Development | 3 |
| COE 8053 | Practicum | 3 |
| COE 8150 | Academic School Year Field Experience Practicum | 1-9 |
| COE 8730 | Internship | 6 |
Unsatisfactory performance in graduate-level coursework is defined as a grade of U, D, or F in any course and/or more than two grades below a B after admission to the program. The grade of C, while not considered a failing grade, is seen as indicative of minimal academic performance. Only two grades of C are allowed during a student's work on a degree. Unsatisfactory performance also includes failing the master’s comprehensive examination twice, failing the written doctoral preliminary/comprehensive examination twice, failing the oral doctoral preliminary/comprehensive examination twice, or failing the doctoral dissertation defense twice. Any of these or a combination of these failures will result in termination of the student’s graduate program in counseling.
Department Programs in Educational Psychology
The department prepares students for careers as behavioral science researchers and evaluators, school psychologists, and faculty positions in behavioral science of school psychology training programs. Teacher, service, and research assistantships are available.
Educational Psychology Program Accreditations
The school psychology program degrees (Ed.S., Ph.D.) are approved by the National Association of School Psychologists (NASP). The Ph.D. degree is accredited by the American Psychological Association (APA).
There are two concentrations in Educational Psychology, general educational psychology and school psychology, with the following degree options:
- The Master of Science (M.S.) degree with concentrations in general educational psychology, school psychometry (non-terminal), or applied behavior analysis.
- The Educational Specialist (Ed.S.) degree with a major in Education and concentration in school psychology. The Ed.S. degree is the minimum requirement to work as a school psychologist.
- Doctor of Philosophy (Ph.D.) degree with concentrations in general educational psychology and school psychology.
General Educational Psychology Concentration
The concentration in General Educational Psychology is designed to prepare an individual for employment in research, teaching, and service settings. The four-year doctoral program involves coursework in psychological foundations, learning, motivational processes as well as research, statistics, and measurement.
The M.S. in Educational Psychology with a concentration in General Educational Psychology is a planned program consisting of 35 hours.
The Ph.D. degree in Educational Psychology with a concentration in General Educational Psychology requires a minimum of 91 hours of coursework beyond the baccalaureate degree.
Applications are due March 1 each year. For further information, please contact the Graduate Coordinator.
School Psychology/Psychometry Concentration
The School Psychology/Psychometry concentrations are based on a scientist-practitioner model with a behavioral focus. In addition to training assessment, training is provided in consultation, academic interventions, behavior assessment, system-wide and individualized positive behavior interventions and supports, applied behavior analysis, and single-case research methodology so students in the program can identify, prevent, and remedy students’ academic, behavioral, and psychosocial problems.
M.S. in Educational Psychology with Concentration in School Psychometry
The M.S. in Educational Psychology with a concentration in School Psychometry is a non-terminal degree designed to begin in the fall semester and be completed in three years. The concentration in School Psychometry leads to AA licensure from the Mississippi Department of Education. The degree is currently a 33-hour program with a 300-hour practicum. All students in this program must successfully pass the master’s comprehensive examination. Students in the M.S. program are expected to continue their education at MSU in pursuit of either the educational specialist or doctoral degree.
M.S. in Educational Psychology with Concentration in Applied Behavior Analysis
The M.S. in Educational Psychology with a concentration in Applied Behavior Analysis (ABA) is a terminal degree designed to begin in the fall semester and be completed in two years. The concentration in ABA leads to certification as a Board Certified Behavior Analyst (BCBA). The degree program is currently a 40-hour program. All students in the program must pass a master's comprehensive examination.
Applications are due March 1 each year. For further information, contact the Graduate Coordinator.
Ed.S. in Education with Concentration in School Psychology
The Ed.S. program in Education with a concentration in School Psychology is approved by the National Association of School Psychologists (NASP). Students accepted into the Ed.S. program in School Psychology should either hold a Master’s degree in Psychometry or earn a Master’s degree in Psychometry en route to the completion of the Ed.S. degree. For students entering the program with only an undergraduate degree, the Ed.S. concentration in School Psychology is designed to be completed in four years. A minimum of 82 semester hours beyond the baccalaureate degree is necessary to earn an educational specialist degree from the Department of Counseling, Educational Psychology and Foundations. The Ed.S. School Psychology students must also pass three examinations including the PRAXIS II in School Psychology (i.e., students must obtain a passing score as outlined by the National Association of School Psychologists), Master’s written comprehensive exam, and oral comprehensive exam. Students are also required to complete a 1200-hour internship in the P-12 school setting.
The deadline for applications to the Ed.S. program is January 15. For further information, contact the Graduate Coordinator.
Ph.D. in Educational Psychology with Concentration in School Psychology
The Ph.D. program in Educational Psychology with a concentration in School Psychology is accredited by the National Association of School Psychologists (NASP) and the American Psychological Association (APA). Students accepted into the Ph.D. program in School Psychology should either hold a master's degree in Psychometry (or related field) or will obtain a master's degree in School Psychometry or master's degree in a related field within the first 3 years in the program. For students entering the program with only an undergraduate degree, the Ph.D. concentration in School Psychology is designed to be completed in five years. A minimum of 120 semester hours beyond the baccalaureate degree is necessary to earn a doctorate from the Department of Counseling and Educational Psychology. For students entering the program with an advanced degree, the Ph.D. program with a concentration in School Psychology will require a minimum of three years of formal coursework. In addition, doctoral students in the School Psychology concentration are required to present a minimum of one refereed presentation at a regional or national conference, submit one manuscript to a refereed journal, or seek to publish one book chapter or formal test review. Doctoral School Psychology students must also pass three examinations including the PRAXIS II in School Psychology (i.e., students must obtain a passing score as outlined by the National Association of School Psychologists), doctoral written comprehensive exam, and doctoral oral comprehensive exam. Also, students are required to complete a 2000-hour internship (APA-accredited preferred).
The deadline for applications to the Ph.D. program is January 15. For further information, please contact the Graduate Coordinator.
Admission Criteria for Educational Psychology Major
The following are admission criteria for admission to the Educational Psychology degree program (additional requirements may be required).
- An overall GPA on the bachelor’s degree of at least 2.75
- Recent Graduate Record Examination (GRE) verbal, quantitative, and analytical writing scores
- External recommendations
- An interview is generally required
Students admitted to the Educational Psychology graduate degree program must maintain continuous enrollment. A student who is not enrolled or is inactive for one calendar year must be re-screened for readmission to the department prior to re-enrollment in the University.
Prerequisite Undergraduate Courses for School Psychology and Psychometry Concentrations
Students should have the following undergraduate courses before entering the concentration in either School Psychology or Psychometry:
- Psychological basis of behavior (e.g., Introductory Psychology)
- Developmental psychology (e.g., Child Development)
- Education, learning, or cognition (e.g., Theories of Learning)
A student who has not met these prerequisite course requirements may enroll in the program and take these undergraduate courses as he/she progresses through the degree program. As students move through the Ed.S. or Ph.D. program with a concentration in School Psychology, they are required to complete the requirements for the M.S. degree in Psychometry and obtain an AA license in Psychometry from the Mississippi State Department of Education.
Provisional Admission
An applicant who has not fully met the GPA requirement stipulated by the University may be admitted on a provisional basis. The provisionally-admitted student is eligible for a change to regular admission status after receiving a 3.00 GPA on the first 9 hours of graduate courses at Mississippi State University (with no grade lower than a C). These graduate courses must be within the student's program of study. Courses with an S grade, transfer credits, or credits earned while in Unclassified status cannot be used to satisfy this requirement. If a 3.00 is not attained, the provisional student shall be dismissed from the graduate program. Academic departments may set higher standards for students to fulfill provisional requirements; a student admitted with provisional status should contact the graduate coordinator for the program’s specific requirements. While in the provisional status, a student is not eligible to hold a graduate assistantship.
Satisfactory Academic Performance
A student in any of the educational or school psychology programs is required to earn a grade of B or better in core courses before he or she is permitted to progress to the next course in the sequence. Unsatisfactory performance in graduate level coursework is defined as a grade of U, D, or F in any course and/or more than two grades below a B after admission to the program. Unsatisfactory performance also includes failing the Master’s comprehensive examination twice, failing the written preliminary/comprehensive examination twice, failing the oral doctoral preliminary/comprehensive examination twice, or failing the doctoral dissertation defense twice. Any of these or combination of these failures will result in termination of the student’s graduate program in either the general educational psychology or school psychology concentration.
Graduate Degree Requirements
Requirements for each counseling-related major and major/concentration degree program offered by the department are listed below.
Master of Science in Counselor Education with Clinical Mental Health Counseling Concentration
| Prerequisites and Core Courses | ||
| EPY 8263 | Psychological Testing in Educational and Related Settings | 3 |
| COE 8013 | Counseling Skills Development | 3 |
| COE 8023 | Counseling Theory | 3 |
| COE 8043 | Group Techniques and Procedures | 3 |
| COE 8053/8150 | Practicum (requires a 100/600-clock hour practicum) | 3 |
| COE 8063 | Research Techniques for Counselors | 3 |
| COE 8730/8740 | Internship (requires a 600-clock hour internship) | 6 |
| Concentration Requirements | ||
| COE 6903 | Developmental Counseling and Mental Health | 3 |
| COE 8073 | Cultural Foundations in Counseling | 3 |
| COE 8203 | Placement and Career Development Counseling | 3 |
| COE 8303 | Family Counseling Theory | 3 |
| COE 8633 | Psychosocial Rehabilitation | 3 |
| COE 8703 | Principles of Clinical Mental Health Counseling | 3 |
| COE 8773 | Counseling the Chemically Dependent Client | 3 |
| or COE 8783 | Counseling the Chemically Dependent Family | |
| COE 8803 | Crisis Response in Counseling | 3 |
| Approved electives | 12 | |
| Total Hours | 60 | |
Master of Science in Counselor Education with Rehabilitation Counseling Concentration
| Prerequisites and Core Courses | ||
| EPY 8263 | Psychological Testing in Educational and Related Settings | 3 |
| COE 8013 | Counseling Skills Development | 3 |
| COE 8023 | Counseling Theory | 3 |
| COE 8043 | Group Techniques and Procedures | 3 |
| COE 8053/8150 | Practicum (requires a 100/600-clock hour practicum) | 3 |
| COE 8063 | Research Techniques for Counselors | 3 |
| COE 8730/8740 | Internship (requires a 600-clock hour internship) | 6 |
| Concentration Requirements | ||
| COE 6373 | Vocational Assessment of Special Needs Persons | 3 |
| COE 8073 | Cultural Foundations in Counseling | 3 |
| COE 6903 | Developmental Counseling and Mental Health | 3 |
| COE 8303 | Family Counseling Theory | 3 |
| COE 8633 | Psychosocial Rehabilitation | 3 |
| COE 8703 | Principles of Clinical Mental Health Counseling | 3 |
| COE 8353 | Vocational Rehabilitation Counseling | 3 |
| COE 8363 | Psychological Aspects of Disability | 3 |
| COE 8373 | Medical Aspects of Disability | 3 |
| COE 8383 | Job Placement in Rehabilitation | 3 |
| Approved electives | 6 | |
| Total Hours | 60 | |
Master of Science in Counselor Education with School Counseling Concentration
| Prerequisites and Core Courses 1 | 42 | |
| Psychological Testing in Educational and Related Settings | ||
| Counseling Skills Development | ||
| Counseling Theory | ||
| Placement and Career Development Counseling | ||
| Group Techniques and Procedures | ||
| Research Techniques for Counselors | ||
| Developmental Counseling and Mental Health | ||
| Cultural Foundations in Counseling | ||
| Family Counseling Theory | ||
| Psychosocial Rehabilitation | ||
| Principles of Clinical Mental Health Counseling | ||
| Field Experience: | ||
| Practicum (requires a 100/600-clock hour practicum) | ||
| Internship (requires a 600-clock hour internship) | ||
| OR | ||
| Academic School Year Field Experience Practicum | ||
| Academic Year Field Experience Semester II-Internship | ||
| Concentration Requirements | 9 | |
| School Counseling Services | ||
| Seminar in School Counseling | ||
| One of the following: | ||
| Counseling Children | ||
| Principles of Behavior Analysis | ||
| Child & Adolescent Development & Psychopathology | ||
| Approved Electives 1 | 9 | |
| Total Hours | 60 | |
| 1 | If 45 credit hours of Prerequisite and Core Courses are taken, the student will take 6 hours of electives. |
Master of Science in Counselor Education with College Counseling Concentration
| Prerequisites and Core Courses | ||
| EPY 8263 | Psychological Testing in Educational and Related Settings | 3 |
| COE 8013 | Counseling Skills Development | 3 |
| COE 8023 | Counseling Theory | 3 |
| COE 8043 | Group Techniques and Procedures | 3 |
| COE 8053/8150 | Practicum (requires a 100/600-clock hour practicum) | 3 |
| COE 8063 | Research Techniques for Counselors | 3 |
| COE 8730/8740 | Internship (requires a 600-clock hour internship) | 9 |
| Concentration Requirements | ||
| COE 8203 | Placement and Career Development Counseling | 3 |
| COE 8073 | Cultural Foundations in Counseling | 3 |
| COE 8303 | Family Counseling Theory | 3 |
| COE 8633 | Psychosocial Rehabilitation | 3 |
| HED 8523 | Student Development Theory | 3 |
| COE 8533 | Literature of Student Affairs | 3 |
| HED 8543 | Legal Issues in Student Affairs | 3 |
| COE 8573 | College Counseling Services | 3 |
| HED 8113 | Administrative Leadership in Student Affairs & Higher Education | 3 |
| Approved electives | 6 | |
| Total Hours | 60 | |
Educational Specialist Requirements
In the Ed.S. degree program, all counseling students from a non-CACREP program will be required to complete all coursework that is required by MSU’s CACREP master’s program in counseling. These courses may be included in the student’s Ed.S. program of study. Students from an academic discipline that was not counseling in nature may be required to complete the equivalent of a master’s degree as part of the Ed.S. program of study.
For additional information about the Ed.S. degree with an concentration in counseling, see the departmental handbook.
Educational Specialist in Education with Counselor Education Concentration - Thesis
| EPY 6214 | Educational and Psychological Statistics (or equivalent statistics course) | 4 |
| COE 8000 | Thesis Research/ Thesis in Counselor Education & Educational Psychology | 6 |
| Other graduate-level coursework required by concentration area | 20 | |
| Total Hours | 30 | |
Educational Specialist in Education with Counselor Education Concentration - Non-Thesis
| EPY 6214 | Educational and Psychological Statistics (or equivalent statistics course) | 4 |
| COE 7000 | Directed Individual Study in Counselor Education & Educational Psychology | 6 |
| Other graduate-level coursework required by concentration area | 20 | |
| Total Hours | 30 | |
Doctor of Philosophy in Counselor Education
| COE 8063 | Research Techniques for Counselors | 3 |
| EPY 8214 | Intermediate Educational and Psychological Statistics | 4 |
| EPY 9213 | Multivariate Analysis in Educational Research | 3 |
| EPY 9263 | Applied Research Seminar | 3 |
| HED 8133 | Curriculum and Instruction in Higher Education | 3 |
| COE 9013 | Counseling Supervision | 3 |
| COE 9023 | Advanced Counseling Theory | 3 |
| COE 9033 | Advanced Seminar | 3 |
| COE 9043 | Advanced Group Work and Systems | 3 |
| COE 9053 | Advanced Multicultural Counseling | 3 |
| COE 9083 | Advanced Assessment Techniques for Counseling | 3 |
| COE 9000 | Dissertation Research/ Dissertation in Counselor Education & Educational Psychology | 20 |
| COE 9740 | Advanced Doctoral Practicum (300 clock hours) | 3 |
| COE 9750 | Internship (600 clock hours) | 6 |
| Select one of the following: | 3 | |
| Single-Subject Research Designs for Education | ||
| Introduction to Qualitative Research in Education | ||
| Historiography and Historical Method | ||
| Approved electives | 3-15 | |
| Total Hours | 81 | |
Ph.D. students in counseling may also complete 12-18 hours in a minor area which would be considered elective hours. For additional information about the Ph.D. degrees in counseling and in school counseling, see the departmental handbook.
Doctor of Philosophy in Student Counseling and Guidance
| COE 8063 | Research Techniques for Counselors | 3 |
| EPY 8214 | Intermediate Educational and Psychological Statistics | 4 |
| EPY 9213 | Multivariate Analysis in Educational Research | 3 |
| EPY 9263 | Applied Research Seminar | 3 |
| HED 8133 | Curriculum and Instruction in Higher Education | 3 |
| COE 9013 | Counseling Supervision | 3 |
| COE 9023 | Advanced Counseling Theory | 3 |
| COE 9033 | Advanced Seminar | 3 |
| COE 9043 | Advanced Group Work and Systems | 3 |
| COE 9053 | Advanced Multicultural Counseling | 3 |
| COE 9083 | Advanced Assessment Techniques for Counseling | 3 |
| COE 9000 | Dissertation Research/ Dissertation in Counselor Education & Educational Psychology | 20 |
| COE 9740 | Advanced Doctoral Practicum (300 clock hours) | 3 |
| COE 9750 | Internship (600 clock hours) | 6 |
| Select one of the following: | 3 | |
| Single-Subject Research Designs for Education | ||
| Introduction to Qualitative Research in Education | ||
| Historiography and Historical Method | ||
| Approved electives | 3-15 | |
| Total Hours | 81 | |
Ph.D. students in counseling may also complete 12-18 hours in a minor area which would be considered elective hours. For additional information about the Ph.D. degrees in counseling and in school counseling, see the departmental handbook.
Doctoral Minor in Counseling
| Counseling theory course | 3 | |
| Cultural foundations in counseling course | 3 | |
| Environmental specialty course | 3 | |
| Counseling course | 3 | |
| Total Hours | 12 | |
A doctoral student will meet with the intended minor professor for an interview. The minor professor will determine specific courses to be included in the minor program of study.
Master of Science in Educational Psychology with General Educational Psychology Concentration
| Major Core | ||
| EPY 6214 | Educational and Psychological Statistics | 4 |
| EPY 8253 | Child & Adolescent Development & Psychopathology (or related elective) | 3 |
| EPY 8263 | Psychological Testing in Educational and Related Settings | 3 |
| Concentration Requirements | ||
| EPY 8293 | Cognitive and Affective Development | 3 |
| EPY 8223 | Psychological Foundations of Education | 3 |
| EDF 8363 | Function and Methods of Research in Education | 3 |
| or PSY 8513 | Psychological Research | |
| EPY 6033 | Application of Learning Theories | 3 |
| EPY 8214 | Intermediate Educational and Psychological Statistics | 4 |
| EPY 6073 | Personal and Motivational Factors in Education | 3 |
| Related Electives or Thesis Hours | 6 | |
| If thesis option is chosen, student must take 6 hours of: | ||
| Thesis Research/ Thesis in Educational Psychology | ||
| If non-thesis option is chosen, student must take: | ||
| Introduction to Qualitative Research in Education | ||
| and ONE course from the list below: | ||
| Creativity/Innovation | ||
| Practicum in Teaching Educational Psychology | ||
| Education Evaluation Methods | ||
| Seminar in Contemporary Educational/School Psychology | ||
| Developmental Psychology | ||
| Psychology of Aging | ||
| Language and Thought | ||
| Biological Psychology (Other courses with advisor approval) | ||
| Total Hours | 35 | |
Master of Science in Educational Psychology with Psychometry Concentration
| Major Core | ||
| EPY 6214 | Educational and Psychological Statistics | 4 |
| EPY 8263 | Psychological Testing in Educational and Related Settings | 3 |
| EPY 8253 | Child & Adolescent Development & Psychopathology | 3 |
| Concentration Requirements | ||
| EPY 6113 | Principles of Behavior Analysis | 3 |
| EPY 6123 | Applications of School Psychology | 3 |
| EPY 6133 | Data-based Decision Making for Interventions in the School Setting | 3 |
| EPY 8493 | Social-Emotional and Behavioral Assessment | 3 |
| EPY 8690 | Supervised Experiences in School Psychology I | 3 |
| EPY 8703 | School Psychology | 3 |
| EPY 8723 | Individual Assessment for Educational and Related Settings | 3 |
| EPY 8773 | Assessment and Interventions for Academic Skills Deficits | 3 |
| EPY 8933 | Integrated Psycho-Educational Assessment | 3 |
| EPY 9703 | Contemporary, Legal, Ethical, and Professional Issues in School and Educational Psychology | 3 |
| EPY 9713 | Advanced Psychological Consulting: Theory and Practice | 3 |
| Total Hours | 43 | |
Master of Science in Educational Psychology with Applied Behavior Analysis Concentration
| Major Core | ||
| EPY 6214 | Educational and Psychological Statistics | 4 |
| EPY 8263 | Psychological Testing in Educational and Related Settings | 3 |
| EPY 8253 | Child & Adolescent Development & Psychopathology | 3 |
| Concentration Requirements | ||
| EPY 6113 | Principles of Behavior Analysis | 3 |
| EPY 6223 | Applications of Applied Behavior Analysis | 3 |
| EPY 8493 | Social-Emotional and Behavioral Assessment | 3 |
| EPY 8763 | Advanced Applied Behavior Analysis | 3 |
| EPY 9603 | Legal, Ethical, and Professional Issues in Behavior Analysis | 3 |
| EPY 9443 | Single Subject Research Designs in Education | 3 |
| EPY 9613 | Consultation, Supervision, & Personnel Management in Applied Behavior Analysis | 3 |
| EPY 8390 | Applied Behavior Analysis Practicum | 6 |
| EPY 8713 | Experimental Analysis of Behavior | 3 |
| Total Hours | 40 | |
Doctor of Philosophy in Educational Psychology with General Educational Psychology Concentration
| Major Core | 46 | |
| Educational and Psychological Statistics | ||
| Intermediate Educational and Psychological Statistics | ||
| Psychological Testing in Educational and Related Settings | ||
| Cognitive and Affective Development | ||
| Psychometric Theory | ||
| Dissertation Research /Dissertation in Educational Psychology | ||
| Multivariate Analysis in Educational Research | ||
| Seminar in Contemporary Educational/School Psychology | ||
| Educational Research Design | ||
| General Educational Psychology Concentration Reqirements | ||
| Choose one Education course: EDF or EDX or EDE course in consult with advisor | 3 | |
| EPY 6033 | Application of Learning Theories | 3 |
| EPY 6073 | Personal and Motivational Factors in Education | 3 |
| EPY 8223 | Psychological Foundations of Education | 3 |
| EDF 8363 | Function and Methods of Research in Education | 3 |
| or PSY 8513 | Psychological Research | |
| EDF 9453 | Introduction to Qualitative Research in Education | 3 |
| EDF 9463 | Qualitative Data Collection in Education | 3 |
| EPY 8533 | Practicum in Teaching Educational Psychology | 3 |
| EPY 9263 | Applied Research Seminar | 3 |
| EDF 9473 | Qualitative Data Analysis and Presentation in Education | 3 |
| Choose any two courses in PSY in consultation with advisor. Some recommended courses include: | 6 | |
| Psychology of Aging | ||
| Language and Thought | ||
| Biological Psychology (or equivalent) | ||
| Advanced Social Psychology (or equivalent) | ||
| Developmental Psychology | ||
| Choose any two EPY courses in consult with advisor. Recommended ones include: | 6 | |
| Creativity/Innovation | ||
| Psychology of the Gifted | ||
| Education Evaluation Methods | ||
| Child & Adolescent Development & Psychopathology (or equivalent) | ||
| History and Systems of Psychology | ||
| Elective in consult with advisor | 3 | |
| Total Hours | 91 | |
Doctor of Philosophy in Education Psychology with School Psychology Concentration
| Major Core | 46 | |
| Educational and Psychological Statistics | ||
| Intermediate Educational and Psychological Statistics | ||
| Psychological Testing in Educational and Related Settings | ||
| Cognitive and Affective Development (or equivalent) | ||
| Psychometric Theory | ||
| Dissertation Research /Dissertation in Educational Psychology | ||
| Multivariate Analysis in Educational Research | ||
| Seminar in Contemporary Educational/School Psychology | ||
| Educational Research Design | ||
| School Psychology Concentration Requirements | ||
| EPY 6113 | Principles of Behavior Analysis | 3 |
| EPY 6123 | Applications of School Psychology | 3 |
| EPY 6133 | Data-based Decision Making for Interventions in the School Setting | 3 |
| EPY 8123 | Assessment of Infants, Toddlers, and Special Populations | 3 |
| EPY 8133 | Crisis Prevention and Intervention in Schools and Related Settings | 3 |
| EPY 8493 | Social-Emotional and Behavioral Assessment | 3 |
| EPY 8690 | Supervised Experiences in School Psychology I | 9 |
| EPY 8703 | School Psychology | 3 |
| EPY 8723 | Individual Assessment for Educational and Related Settings | 3 |
| EPY 8763 | Advanced Applied Behavior Analysis | 3 |
| EPY 8773 | Assessment and Interventions for Academic Skills Deficits | 3 |
| EPY 8790 | Supervised Experiences in School Psychology II | 9 |
| EPY 8890 | Supervised Experiences in School Psychology: III | 3 |
| EPY 8933 | Integrated Psycho-Educational Assessment | 3 |
| EPY 9443 | Single Subject Research Designs in Education | 3 |
| or EDF 9443 | Single-Subject Research Designs for Education | |
| EPY 9703 | Contemporary, Legal, Ethical, and Professional Issues in School and Educational Psychology | 3 |
| EPY 9713 | Advanced Psychological Consulting: Theory and Practice | 3 |
| EPY 9730 | Doctoral Internship in School Psychology | 18 |
| COE 8073 | Cultural Foundations in Counseling | 3 |
| EPY 8113 | History and Systems of Psychology | 3 |
| EPY 8253 | Child & Adolescent Development & Psychopathology | 3 |
| PSY 6403 | Biological Psychology (or equivalent) | 3 |
| PSY 8613 | Advanced Social Psychology (or equivalent) | 3 |
| Total Hours | 142 | |
Educational Specialist Concentration in School Psychology
| EPY 7000 | Directed Individual Study in Educational Psychology | 3 |
| EPY 8763 | Advanced Applied Behavior Analysis | 3 |
| EPY 8690 | Supervised Experiences in School Psychology I | 3 |
| EPY 8790 | Supervised Experiences in School Psychology II | 6 |
| EPY 8780 | Internship in School Psychology | 12 |
| EPY 9443 | Single Subject Research Designs in Education | 3 |
| EPY 8133 | Crisis Prevention and Intervention in Schools and Related Settings | 3 |
| COE 8073 | Cultural Foundations in Counseling | 3 |
| Select one of the following: | 3 | |
| Assessment of Infants, Toddlers, and Special Populations | ||
| Supervised Experiences in School Psychology: III | ||
| Total Hours | 39 | |
Doctoral Minor in School Psychology
| Introduction to school psychology course | 3 | |
| Behavior and personality assessment of children and youth course | 3 | |
| Typical and atypical development of children and youth course | 3 | |
| School-based and psychological interventions for children and youth course | 3 | |
| Total Hours | 12 | |
The doctoral student will meet with the intended minor professor for an interview and to obtain approval from the School Psychology faculty for enrolling in the School Psychology minor coursework. The minor professor will determine specific courses to be included in the minor program of study.
Students with a minor in School Psychology will be required to pass a minor examination. The School Psychology faculty will determine the content of the written minor examination. The minor examination is completed during a four-hour examination period. A student who fails the minor examination cannot apply to take another examination until four months have elapsed from the date of the original examination. Two failures of the minor examination will result in the student’s dismissal from further consideration as a student with a minor in School Psychology.
Counselor Education
COE 6013 Facilitative Skills Development: 3 hours.
Three hours lecture. Introduction to the theory and practice of helping with emphasis on the development of basic communication skills. Applicable to a variety of settings
COE 6023 Introduction to Counseling: 3 hours.
Three hours lecture. Overview of counseling as a profession including specialty areas. Theories and techniques used in counseling. This course is not for Counselor Education majors
COE 6050 Seminar for Guidance Counselors: 1-6 hours.
Three hours lecture. Hour to be arranged. A study of current issues and trends in the field of guidance
COE 6303 Rehabilitation of Visually Impaired Persons: 3 hours.
COE 6313 Resources for Visually Impaired Persons: 3 hours.
Three hours lecture. Survey of issues, techniques, and resources for independent living, orientation and mobility, and communication of visually impaired persons
COE 6323 Sensory Aid Technology: 3 hours.
Three hours lecture. Survey of sensory devices. Includes practice with computer assistive devices designed to enhance employment and communication skills of persons with visual impairments
COE 6353 Assistive Technology in the Rehabilitation Process: 3 hours.
(Prerequisites: Undergraduates: COE 3313. Graduates: COE 6393, COE 8373 or permission of the instructor). Three hours lecture. Diverse applications of technologies are reviewed for potential impact with all forms of disability. Examines various roles played by technology in total rehabilitiation process
COE 6363 Introduction to Sign Language: 3 hours.
Development of basic sign language skills, study of special needs of deaf persons, and understanding use of interpreters. (Same as EDX 4953/6953)
COE 6373 Vocational Assessment of Special Needs Persons: 3 hours.
Two hours lecture. Two hours laboratory. (Prerequisite: EPY 8263 or equivalent). Comprehensive vocational assessment, counseling, and individual planning for special needs persons. Job/training analysis, vocational interest/aptitude tests, work samples, and situational assessment. (Same as TKT 8653)
COE 6513 Paraprofessionals in Student Affairs: 3 hours.
(Prerequisite: Consent of instructor). Three hours lecture. Fundamental concepts and philosophies underlying the paraprofessional's role in college student affairs. Includes supervised and paraprofessional experience
COE 6713 Issues in Aging: 3 hours.
Three hours lecture. An examination and integration of gerontological issues related to mental health of the elderly
COE 6743 Gender Issues in Counseling: 3 hours.
Three hours lecture. Overview of gender issues and their relationship to the counseling process
COE 6903 Developmental Counseling and Mental Health: 3 hours.
Three hours lecture. One hour laboratory. Methods of identifying and meeting normal emotional and social needs of children and adults. Emphasis on maintaining better mental health conditions in the schools
COE 6990 Special Topics in Counselor Education & Educational Psychology: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
COE 7000 Directed Individual Study in Counselor Education & Educational Psychology: 1-6 hours.
Hours and credits to be arranged
COE 8000 Thesis Research/ Thesis in Counselor Education & Educational Psychology: 1-13 hours.
Hours and credits to be arranged
COE 8013 Counseling Skills Development: 3 hours.
(Prerequisite: COE 6013 and COE 8023). Three hours lecture. Theory and practice of counseling with emphasis on development of advanced skills required for assisting clients
COE 8023 Counseling Theory: 3 hours.
Three hours lecture. Study of the major counseling theories and their applications to the counseling process
COE 8043 Group Techniques and Procedures: 3 hours.
(Prerequisite: COE 8013). Three hours lecture. Group counseling theory, dynamics, processes, and leadership functions
COE 8053 Practicum: 3 hours.
(Prerequisites: COE 8013, 8023, and consent of department). Seminar and supervised field experience
COE 8063 Research Techniques for Counselors: 3 hours.
Three hours lecture. Methods of research and evaluation in counseling
COE 8073 Cultural Foundations in Counseling: 3 hours.
Three hours lecture. Examination of individual differences due to socialization acquired in distinct cultural and socioeconomic environments. Implications for counseling
COE 8083 Assessment Tech Coun.: 3 hours.
Three hours lecture. Principles and techniques involved in selecting, administering, scoring and interpreting tests of personality, interest, vocational aptitude, achievement, and intelligence
COE 8093 Seminar in Counseling: 3 hours.
(Prerequisite: COE 8123 or equivalent). Seminar in counseling trends and approaches with application to various settings and problems
COE 8143 Grief Counseling for Loss and Bereavement: 3 hours.
Three hours lecture. This course is designed to provide students with understanding of grief and loss responses, and counseling approaches for working with bereaved and grieving individuals
COE 8150 Academic School Year Field Experience Practicum: 1-9 hours.
Prerequisite: COE 8043, COE 8903, and EPY 8263). First semester of the supervised academic year field experience in school counseling. (Variable credit)
COE 8163 Spirituality in Counseling: 3 hours.
Three hours lecture. Didactic instruction of developmental models and clinical interventions related to the interface of spirituality and counseling
COE 8173 Counseling Gifted Students: 3 hours.
Three hours lecture. Counseling functions that relate to the total development of gifted students. Directed Individual Study and utilization of resources necessary for optimal growth
COE 8183 Utilizing Art and Art Therapy in Counseling: 3 hours.
Three hours lecture. Didactic instruction of development models, theoretical approaches and practical intervention related to the interface of creative arts and counseling practice
COE 8203 Placement and Career Development Counseling: 3 hours.
Three hours lecture. Studies of career development and academic/job placement; occupational classification schemes; trends in the world of work; compiling and utilizing career information in counseling
COE 8293 Supervised Project: 3 hours.
(Prerequisite: Consent of department). Study of a topic in counseling or student development
COE 8303 Family Counseling Theory: 3 hours.
Three hours lecture. (Prerequisite: COE 8023). Study of the theory and practice of family counseling
COE 8353 Vocational Rehabilitation Counseling: 3 hours.
Three hours lecture. Rehabilitation legislation and the rehabilitation counseling process
COE 8363 Psychological Aspects of Disability: 3 hours.
Three hours lecture. Psychological and social factors influencing adjustment of disabled persons
COE 8373 Medical Aspects of Disability: 3 hours.
Three hours lecture. Involves a detailed survey of physical disabilities, their resulting functional limitations and rehabilitation implications. Also includes discussion of appropriate rehabilitation technology
COE 8383 Job Placement in Rehabilitation: 3 hours.
Three hours lecture. Process of job placement for disabled persons
COE 8533 Literature of Student Affairs: 3 hours.
Three hours lecture. Provides an overview of student affairs in higher education through extensive reading in the field and individual study of specific aspects
COE 8573 College Counseling Services: 3 hours.
Three hours lecture. Counseling, prevention and student development services on the university and community college campus
COE 8623 Advanced and Ethical Issues in Counseling: 3 hours.
(Prerequisite: COE 8023). Three hours lecture. Advanced study of professional, legal, and ethical issues in counseling
COE 8633 Psychosocial Rehabilitation: 3 hours.
Three hours lecture. Counseling techniques that assist in the community adjustment of seriously mentally ill clients
COE 8703 Principles of Clinical Mental Health Counseling: 3 hours.
Three hours lecture. Overview of the history, philosophy, trends, and practice of mental health counseling
COE 8730 Internship: 1-9 hours.
(Prerequisite: COE 8053.) Supervised field experience
COE 8740 Academic Year Field Experience Semester II-Internship: 1-9 hours.
Second semester of the supervised academic year field experience in school counseling. (Variable credit)
COE 8743 Counseling LGBTQ: Awareness, Mental Health & Advocacy: 3 hours.
Three hours lectures. This course addresses knowledge, skills, and advocacy for counselors who work with lesbian, gay, bisexual, queer, intersex, questioning, and gender-non conforming individuals and communities
COE 8750 Internship: 1-9 hours.
(Prerequisite: Consent of department). Supervised field experience for Ed.S students
COE 8753 Stress Management Counseling: 3 hours.
Three hours lecture. Course content includes cognitive behavioral assessment and application of relaxation and stress management strategies as a mental health/counseling intervention
COE 8763 Counseling the Sexually Abused Client: 3 hours.
(Prerequisite: COE 8023). Three hours lecture. Diagnosis and treatment of persons who have been sexually abused
COE 8773 Counseling the Chemically Dependent Client: 3 hours.
Three hours lecture. Information about the etiology, diagnosis, and treatment of chemical dependence
COE 8783 Counseling the Chemically Dependent Family: 3 hours.
(Prerequisite: COE 8773.) Three hours lecture. Provide information on the effects of chemical dependence on the family and counseling programs for this disorder
COE 8803 Crisis Response in Counseling: 3 hours.
(Prerequisite: COE 8013, COE 8023, or consent of instructor). Three hours lecture. Exposure to theory and practice in crisis response in counseling. Therapeutic strategies for intervening in crisis situations on an individual, group, and systems level
COE 8813 Counseling Elderly Clients: 3 hours.
Three hours lecture. Concepts, attitudes, and skills needed to provide counseling for elderly clients
COE 8903 School Counseling Services: 3 hours.
Three hours lecture. Overview of a comprehensive school counseling program
COE 8913 Counseling Children: 3 hours.
Three hours lecture. Didactic instruction and discussion of counseling techniques useful in community and school settings to work with early school-aged children
COE 8923 Seminar in School Counseling: 3 hours.
(Prerequisites: COE 8903). Three hours lecture. Overview of effective, comprehensive school counseling programs, program accountability, and best practice models in school counseling
COE 8990 Special Topics in Counselor Education & Educational Psychology: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
COE 9000 Dissertation Research/ Dissertation in Counselor Education & Educational Psychology: 1-13 hours.
Hours and credits to be arranged
COE 9013 Counseling Supervision: 3 hours.
Three hours lecture. (Prerequisite: COE 8730 and 8013). The theory and practice of providing counseling supervision for practicing counselors and student development professionals
COE 9023 Advanced Counseling Theory: 3 hours.
(Prerequisite: COE 8023). Three hours lecture. Study of selected counseling strategies. Development of a personal approach to counseling
COE 9033 Advanced Seminar: 3 hours.
Three hours lecture. Advanced study of a topic in counseling
COE 9043 Advanced Group Work and Systems: 3 hours.
(Prerequisites: COE 8023,COE 8013,COE 8043 and Educational Specialist or Doctoral Standing , or consent of instructor). One hour lecture. Four hours laboratory. Advanced studies in group counseling theory, systems theory, group leadership, and standards of training and practice for group workers
COE 9053 Advanced Multicultural Counseling: 3 hours.
(Prerequisites:COE 8013,COE 8023,COE 8043,COE 8053,COE 8063 or an equivalent course,COE 8073 or an equivalent course, COE 8730,Educational Specialist or Doctoral standing or consent of the instructor). Three hours lecture. The course emphasizes advanced multicultural knowledge, skill development, and research competencies for counselors
COE 9063 Leadership and Advocacy in Counseling: 3 hours.
(Prerequisite: Educational Specialist or Doctoral standing or permission of the instructor). Three hours lecture. Emphasis on the development of leadership and advocacy skills in critical areas of work for counselor education doctoral students including professional identity, counseling practice and supervision, teaching and research
COE 9073 Teaching in Counselor Education: 3 hours.
(Prerequisite: Educational Specialist or Doctoral standing or consent of the instructor). Three hours lecture. Emphasis on knowledge, skills dispositions, and competencies for teaching in counselor education
COE 9083 Advanced Assessment Techniques for Counseling: 3 hours.
(Prerequisites: COE 8063 and EPY 8124 or equivalent courses; Educational Specialist or Doctoral standing or consent of instructor).Advanced knowledge, skill and practice in selecting, administering, scoring and interpreting personality, behavioral, career, and family assessments
COE 9740 Advanced Doctoral Practicum: 1-9 hours.
(Prerequisite: Consent of department). First supervised field experience for doctoral students
COE 9750 Internship: 1-9 hours.
(Prerequisite: Consent of department). Second supervised field experience for doctoral students
Educational Psychology
EPY 6033 Application of Learning Theories: 3 hours.
(Prerequisite: EPY 3513 or permission of instructor). Three hours lecture. Critical review of literature on learning in applied settings
EPY 6073 Personal and Motivational Factors in Education: 3 hours.
Three hours lecture. Theories of personality development and motivation in education settings with special attention to culture and interpersonal relations
EPY 6103 Behavior Analysis for Behavior Technicians: 3 hours.
Three hours lecture. The basics of behavior analysis, focusing on measurement, assessment, skill acquisition, behavior reduction, documentation, and professional conduct as it pertains to behavior technicians
EPY 6113 Principles of Behavior Analysis: 3 hours.
Three hours lecture. The study of basic concepts and principles of behavior analysis. Although the school setting may be discussed, emphasis is on these topics as they are applied in a non-school setting. Cannot be used for special education certification
EPY 6123 Applications of School Psychology: 3 hours.
(Prerequisite: Permission of instructor). Three hour lecture. Practical application of concepts and principles related to educational and school psychology, implementation and analysis of intervention procedures. 100 hours clinic work required
EPY 6133 Data-based Decision Making for Interventions in the School Setting: 3 hours.
(Prerequisite: Not for EPY majors)Three hour lecture. Data-based decision making and case methodology to teach theory, techniques, and procedures for educational support teams to address behavioral and academic difficulty in school-aged children
EPY 6214 Educational and Psychological Statistics: 4 hours.
Three hours lecture and three hours laboratory. A course in statistics for education and educational psychology majors. Analysis, description of and inference from various types of data
EPY 6223 Applications of Applied Behavior Analysis: 3 hours.
(Prerequisite: Permission of instructor). Three hours lecture. Practical application of concepts and principles related to educational and applied behavior analysis, implementation and analysis of intervention procedures
EPY 6313 Measurement and Evaluation: 3 hours.
EPY 6513 Ed Research: 3 hours.
Three hours lecture. (Prerequisites: EPY 4214 and 3503). An introduction to conducting educational research focusing on planning and designing research for applied education settings
EPY 6553 Creativity/Innovation: 3 hours.
(Pre-requisite: Junior or graduate standing or consent of the instructor). Three hours lecture. Introduction to creativity/innovation emphasizing uniqueness of creative individuals. Exploration of origins of creative/innovative behavior. Application of creativity/innovation enhancing techniques
EPY 6610 Sem In Education Psy: 1-6 hours.
(Prerequisite: 9 hours in Psychology and consent of instructor). Credit and title to be arranged. One to six lectures. Examination of specific topics of interest to faculty and students
EPY 6710 International and National Explorative Travel Program in Educational Psychology/Psychology: 1-3 hours.
(One to three hours lecture). Experiential learning through travel abroad or domestically within the United States focusing on specialized areas of study in Educational Psychology and/or Psychology. May be repeated two times. (Same as PSY 4710/6710)
EPY 6990 Special Topics in Educational Psychology: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
EPY 7000 Directed Individual Study in Educational Psychology: 1-6 hours.
Hours and credits to be arranged
EPY 8000 Thesis Research/ Thesis in Educational Psychology: 1-13 hours.
Hours and credits to be arranged
EPY 8113 History and Systems of Psychology: 3 hours.
Three hours lecture. Seminar class for students at the advanced level in psychology fields. Examines the history and systems in psychology
EPY 8123 Assessment of Infants, Toddlers, and Special Populations: 3 hours.
Two hours lecture and two hours practicum. Legal and professional aspects involve in assessment of young children. Administration, interpretation, and decision making in evaluation of infants, toddlers, and difficult-to-assess populations
EPY 8133 Crisis Prevention and Intervention in Schools and Related Settings: 3 hours.
Three hour seminar. Study of school crisis prevention and intervention strategies with emphasis on preventing, preparing for, responding to, and recovering from crisis impacting students and schools
EPY 8214 Intermediate Educational and Psychological Statistics: 4 hours.
(Prerequisite: EPY 4214/6214 or its equivalent.) Three hours lecture and three hours laboratory. ANOVA techniques and regression analysis are discussed with emphasis upon the design and analysis of research problems in education and psychology
EPY 8223 Psychological Foundations of Education: 3 hours.
Three hours lecture. The role of psychology in a changing context of organized education; the learner, content, structure, and management of the learning situation; studies of persistent problems
EPY 8253 Child & Adolescent Development & Psychopathology: 3 hours.
Three hours lecture. Critical survey of recent problems, methods, and research in both the normal and abnormal psychological development of children and adolescents
EPY 8263 Psychological Testing in Educational and Related Settings: 3 hours.
Three hours lecture. Principles and techniques involved in selecting, administering, scoring and interpreting tests of personality, interest, vocational aptitude, achievement, and intelligence
EPY 8273 Neuropsychology: 3 hours.
(Prerequisite: Consent of instructor). Three hours lecture. Study of brain-based relationships with emphasis on neuroscience. Overview of assessment techniques, rehabilitation planning, and research contributions
EPY 8293 Cognitive and Affective Development: 3 hours.
Three hours lecture. The study of cognitive and affective development including the theories derived from the work of information-processing, Jean Piaget, Lev Vygotsky, and current scholarship
EPY 8390 Applied Behavior Analysis Practicum: 6 hours.
Applied supervised behavior analysis experiences in clinical, educational, and related settings utilizing behavior analytic principles and techniques to address socially significant behaviors for a variety of individuals
EPY 8473 Middle Level Assessment and Evaluation: 3 hours.
A study of middle level assessment and instructional evaluation for monitoring individual student progress, general effectiveness of instruction, and communicating assessment results
EPY 8493 Social-Emotional and Behavioral Assessment: 3 hours.
(Prerequisites: EPY 8263 or consent of the department). Three hours lecture. Theory and practice of social and behavioral assessment will be emphasized; including identification of presenting concerns, selection of assessment techniques, interpretation of data, and report writing
EPY 8513 Psychometric Theory: 3 hours.
(Prerequisites: EPY 6214, EPY 8214, and EPY 8263). Three hour lecture. Classical and modern models and their application to solving measurement problems, including developing and evaluation assessment instruments
EPY 8523 Psychology of the Gifted: 3 hours.
Three hours lecture. Characteristics, identification and evaluation of gifted individuals. Social, physical, emotional, and intellectual development of the gifted
EPY 8533 Practicum in Teaching Educational Psychology: 3 hours.
(Prerequisite: EPY 8223). One hour lecture. Two hours practicum. Establishing objectives; selecting and organizing learning experiences; guiding and evaluating learning; supervised practicum in teaching educational psychology
EPY 8690 Supervised Experiences in School Psychology I: 1-6 hours.
(1-6). Applied supervised school psychology experiences in educational and related settings utilizing psychological principles and techniques in teaching/learning problems. May be repeated 4 times for credit
EPY 8703 School Psychology: 3 hours.
Two hours lecture, two hours field experience. A course covering the history, current objectives, organization and administration of school psychology combined with appropriate field experience
EPY 8713 Experimental Analysis of Behavior: 3 hours.
Three hours lecture. This course will provide students with an overview of the discovery of the fundamental basic principles of behavior including an understanding of the basic laboratory research that has led to the development of applied behavior analytic interventions used in practice today
EPY 8723 Individual Assessment for Educational and Related Settings: 3 hours.
(Prerequisite: EPY 8263 or equivalent). Two hours lecture, two hours practicum. Training in administering individual psychometric instruments; verbal and nonverbal linguistic techniques; interpretation of scores, writing psychometric reports
EPY 8763 Advanced Applied Behavior Analysis: 3 hours.
(Prerequisite: EPY 6113). Three hours lecture. The focus will be on the identification, analysis, treatment, and evaluation of behavioral problems presented by children and youth. Emphasis on these topics as they are applied in a non-school setting
EPY 8773 Assessment and Interventions for Academic Skills Deficits: 3 hours.
Three hours lecture. Study of theories, techniques, and procedures that have been shown to prevent and remedy academic skills deficits
EPY 8780 Internship in School Psychology: 3,6 hours.
(Prerequisite: Consent of instructor). Supervised professional experience in an appropriate setting. Three hundred clock hours required for three semester hours credit. May be taken a total of 2 times
EPY 8790 Supervised Experiences in School Psychology II: 1-6 hours.
Applied supervised school psychology experiences in educational and related settings unilizing psychological principles and tecnhiques in teacahing/learning problems. May be repeated 4 times for credit
EPY 8890 Supervised Experiences in School Psychology: III: 1-6 hours.
Applied supervised school psychology experiences in educational and related settings utlizing psychological principles and techniques in teaching/learning problems.May be repeated 4 times for credit
EPY 8933 Integrated Psycho-Educational Assessment: 3 hours.
(Prerequisite: EPY 8723). Two hours lecture, two hours practicum. Development of interpretation, appraisal, and report writing skills for the WISC-R. S-B. and other psychometric instruments
EPY 8990 Special Topics in Educational Psychology: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
EPY 9000 Dissertation Research /Dissertation in Educational Psychology: 1-13 hours.
Hours and credits to be arranged
EPY 9213 Multivariate Analysis in Educational Research: 3 hours.
(Prerequisites: EPY 6214 and EPY 8214, or equivalent course work). Three hours lecture. An examination of multivariate data analytic techniques for investigating research problems in education
EPY 9263 Applied Research Seminar: 3 hours.
(Prerequisites: EPY 6214, EDF 8363, and EDF 9373). Three hours lecture. Study of advances in thought on research approaches and doing research in educational psychology
EPY 9313 Education Evaluation Methods: 3 hours.
(Prerequisites: EPY 8214; EDF 9373 or equivalent course work). Three hours lecture. Introduction to evaluation contract development procedures, and planning and management of program evaluation in education and related settings
EPY 9443 Single Subject Research Designs in Education: 3 hours.
Three hours lecture. A detailed examination of single-subject research designs and their associated research methods including data collection and data evaluation techniques
EPY 9603 Legal, Ethical, and Professional Issues in Behavior Analysis: 3 hours.
Three hours lecture. Foundations of practice, roles and functions, professional issues and standards with emphasis on legal and ethical means in behavior analysis and psychology
EPY 9613 Consultation, Supervision, & Personnel Management in Applied Behavior Analysis: 3 hours.
(Prerequisite: Consent of the instructor.) Three hours lecture. Systematic review and application of behavioral consultation, supervision, and personnel management in human service settings
EPY 9703 Contemporary, Legal, Ethical, and Professional Issues in School and Educational Psychology: 3 hours.
Three hours lecture. (Prerequisite: consent of instructor). Psychology as a profession: Foundations of practice, roles and functions, professional issues and standards with emphasis on legal and ethical means in psychology
EPY 9713 Advanced Psychological Consulting: Theory and Practice: 3 hours.
(Prerequisite: Consent of the instructor). Two hours lecture. Two hours practicum. Systematic investigation and application of psychological consultation and supervision in schools/human service settings. Consultation and supervision as applied to individuals and organizational structures
EPY 9723 Seminar in Contemporary Educational/School Psychology: 3 hours.
(Prerequisite: consent of instructor). Study of current issues and problems related to educational and school psychology
EPY 9730 Doctoral Internship in School Psychology: 3-6 hours.
(Prerequisite: consent of instructor). Supervised internship involving the theory and practice of evaluations, consultation, interventions, research, and related activities within a school, clinic, or other human service agency. May be taken a total of 3 times