EDUCATION SPECIALIST, SCHOOL PSYCHOLOGY

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1 EDUCATION SPECIALIST, SCHOOL PSYCHOLOGY ADMISSION REQUIREMENTS 2 TOEFL OR IELTS, INTERNATIONAL CREDENTIALS, AND INTERNATIONAL STUDENTS 2 APPLICANT NOTIFICATION 2 POLICIES 3 TRANSFER OF CREDIT 3 WAIVER OF COURSES 3 RESIDENCY REQUIREMENT 3 SATISFACTORY PROGRESS 3 GRADUATION REQUIREMENTS 3 THE PROGRAM 4 PHILOSOPHY 4 PROGRAM OBJECTIVES 4 ETHICS 4 PROGRAM COMPETENCIES 4 CERTIFICATION/LICENSURE 5 PRACTICUM AND INTERNSHIP 6 SCHOOL PSYCHOLOGY EXIT CRITERIA 6 THE EDUCATION SPECIALIST, SCHOOL PSYCHOLOGY CURRICULUM 7 PROGRAM REQUIREMENTS 7 COURSES 7 COURSE DESCRIPTIONS 8 APPENDIX 11 FULL-TIME SCHEDULE: CHICAGO CAMPUS 12 PART-TIME SCHEDULE: CHICAGO AND GRAYSLAKE CAMPUSES

2 Education Specialist, School Psychology The Educational Specialist (Ed.S.) in School Psychology will educate well-rounded specialist-level graduates who will fill the increasingly varied roles of today s school psychologist. The school psychologist is called upon to help students, teachers, administrators, and parents overcome obstacles to learning and personal development which include, but are not limited to, family disruptions, mental health problems and disabilities, inadequate exposure to instruction (i.e., medical illness, poor attendance, etc.), and academic difficulties. Nationally, there is a great need for professionals trained in school psychology. Recent national projections indicate that nearly 38 percent of all school psychologists are projected to retire by A survey conducted by the National Association of School Psychologists indicates that the number of school psychology graduates will not be enough to provide replacements in the near future. Recognizing that there will be a substantial shortfall in the number of available school psychologists in Illinois, The Chicago School created and gained approval to offer an Educational Specialist (Ed.S.) degree in School Psychology. The Ed.S. degree was chosen as the standard of training most congruent with the level of quality demanded by the National Association of School Psychologists (NASP) and the Illinois State Board of Education (ISBE). The Chicago School has attained the highest level of approval and accreditation for its School Psychology program through the Illinois State Board of Education (ISBE), the Higher Learning Commission (HLC), and the Illinois Board of Higher Education (IBHE). The School Psychology program is offered as a three-year full-time course of study that begins in the fall semester or as a four year part-time course of study that begins in the fall term in Grayslake, IL.. Admission Requirements Application to The Chicago School s Ed.S. program in School Psychology is open to any person who has earned a bachelor s degree from an accredited institution and who meets other entrance requirements. Applicants will be judged on their overall ability to do graduate work. Factors that are considered in admission are: GPA from undergraduate and any graduate schools, successful work history after completion of the baccalaureate degree, an admission essay, and three letters of recommendation from academic professors or professional or volunteer supervisors. Generally, an undergraduate GPA of a 3.2 or higher on a 4.0 scale is required for admission. The School Psychology program requires two undergraduate courses (a course in psychology and a course in either statistics or research methods) that must be completed prior to enrollment, with a grade earned of C or better (please see the application for admission for detailed requirements). The Graduate Record Examination (GRE) is not required, however it strongly encouraged that students who have taken the exam submit their scores to enhance their application. Scores should be sent directly to the school (GRE School Code: 1119) for consideration. Please see the application for detailed instructions and information regarding application requirements, application deadlines, and letters of recommendation. Applications must be submitted with the $50.00 (USD) application fee in order to be evaluated. TOEFL or IELTS, International Credentials, and International Students TOEFL or IELTS: If English is not your primary language, you must submit official TOEFL or IELTS scores with your application (TOEFL School Code: 7161). International students who received a bachelor s degree from an accredited United States institution are exempt from this requirement. The minimum scores are: TOEFL 550 paper based, 213 computer based, 79 internet based; IELTS 6.5. International credentials: Applicants with international credentials must obtain and submit an official course-by-course evaluation through an evaluation agency such as World Education Services (www.wes.org) or Educational Credential Evaluators Inc. (www.ece.org). In addition to the agency evaluation, all official graduate and undergraduate transcripts must be submitted. International students: International students must have a completed application by the general consideration deadline. This will allow sufficient time to obtain the additional documentation required to study in the United States. In addition, once accepted, international students must submit the International Student Information form, A copy of their passport, and financial documentation showing sufficient funding for at least one year of study and all living expenses. This documentation must be submitted at least two months prior to the start of the semester in order to allow sufficient time for the school to issue an I-20 for the student to obtain an F-1 visa, if needed. An I-20 visa will not be issued without this documentation. Applicant Notification The Chicago School reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and the student is quickly notified of the admission decision. The Chicago School does not share information or provide any feedback regarding admission decisions. If a student is offered admission, in order to secure a place in the incoming class, a non-refundable tuition deposit of $500 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student s tuition upon enrollment

3 Policies Transfer of Credit Students wishing to petition for transfer credit for previous course work are required to submit a Petition for Transfer/Waiver of Credit to the Office of Academic Records for approval by the School Psychology department chair. ** The decision to accept transfer credit is solely that of the school. The school reserves the right to require satisfactory performance on an examination before awarding a transfer of credit. Satisfactory completion of a competency examination is required before transfer of credit is awarded when the course in question has been taken more than five years prior to admission. No credit will be transferred for course work that is more than 10 years old. Transfers of credit are subject to the following conditions. Transferred course credit is restricted to graduate level courses from a recognized, regionally-accredited graduate degree granting institution. Transfer of credit is awarded only for required courses. Transfer of credit is not granted for clinical practica or internships. Transfer of credit is granted only for courses in which the grade obtained was a B or higher. Pass/Fail grades are not eligible. Each hour of credit accepted for transfer will be assessed a fee of $75 per credit hour. A maximum of 15 semester hours of credit may be transferred. **The Petition for Transfer of Credit is available on the school website under Current Students, Student and Academic Services Forms. Please submit all required documentation with each petition. Any credit approved for transfer will not be added to the student s academic record until after the second week of their first semester. Waiver of Courses Any domestic or international student with previous graduate course work who has already received the maximum transfer credit may request a waiver of additional course work. Waiver of courses does not reduce the total number of hours of course work to be completed at The Chicago School; it permits students to substitute course work as approved by the department chair. Students may seek a waiver for up to a total of 12 credit hours. Those seeking both waiver and transfer of credit hours may not exceed a total of 21 credit hours. Residency Requirement It is expected that students will fulfill all degree requirements through courses offered at The Chicago School. Under unusual circumstances, and subject to the approval of the department chair, a student may be permitted to complete certain course requirements at another institution. Satisfactory Progress Matriculated students must be continuously enrolled in the program until graduation unless granted an approved leave of absence. Satisfactory progress semester hours do not include waiver or transfer credit hours. No student will be permitted to take less than three semester hours of course work in the fall and spring semesters unless that student has fewer than three semester hours of course work remaining or is on an approved leave of absence. In order to receive financial aid, however, the student must be at least half-time for the semester. Credit Hours per Year and Program Length The maximum duration of the School Psychology Ed.S Program is seven years. Students must complete, at minimum, nine semester hour credits each calendar year. Students must be enrolled for a minimum of eight semester hours during fall and spring semesters to be classified as full-time. Graduation Requirements By the end of the third week of the semester in which a student expects to meet the program requirements for the Ed.S. degree, he or she is required to submit a Petition for Program Completion to the Office of Academic Records. Students must be in good standing in their program for the Education Specialist degree to be awarded

4 The Program Philosophy The department s philosophy embraces the premise that the creation of humane and effective learning environments requires the application of professional judgment acquired through the integration of educational and psychological theory, scholarship, and professional practice. Further, the department endorses a deep commitment to understanding and respecting individual and cultural differences, while considering the systems in which the individual functions. The curriculum and training opportunities are based on the practitioner-scholar model which specifies a competency-based approach and is integrated with a standards-based approach to learning. The expected outcome of this method is consistent with the role of the master school psychologist who is able to treat and empower students, families, and communities to bring about positive change, plan preventive services, and enhance both educational and psychological problem-solving at all levels. The department s philosophy and mission flows directly from the institutional mission and uses Bronfenbrenner s ecological child development theory (1979) to create the integrative-systemic conceptual framework that guides the School Psychology Department and the Ed.S. program. A competency-based education philosophy permeates every element of The Chicago School and the School Psychology Program. Graduates of the Ed.S. program will demonstrate the knowledge, skills, and dispositions consistent with those recognized by the National Council for Accreditation of Teacher Education (NCATE), and the knowledge and performance bases defined as the critical skills for school psychology professionals by the State of Illinois and the National Association of School Psychologists (NASP). These key competencies are articulated in the 2002 NASP Domains. This philosophical approach provides empirical evidence that instruction in the program addresses all of the IL/NASP Domains, and that graduates have demonstrated their success in meeting each of the domains. The program curriculum and assessment system ensures that students will know the field of School Psychology and have a thorough understanding of the principles and concepts in the IL/NASP Standards for the School Psychologist. The original framework for the IL/NASP standards was developed in 2000, revised in 2002, and reconfirmed at the NASP Futures Conference. Program Objectives By completing the School Psychology Ed.S. Program, students will: 1. Develop essential diagnostic, therapeutic and consultative skills in order to work with a variety of school populations, and with a variety of emotional and psychological conditions. 2. Learn the theoretical frameworks and scientific bases of school psychology. 3. Learn research and program evaluation methodologies in order to make data-based decisions in school psychology.. 4. Learn the ethical and professional guidelines of school psychology. 5. Understand and appreciate the impact of diversity and cultural issues in the field of school psychology. Ethics Graduates will demonstrate commitment to the ethical guidelines adopted by the National Association of School Psychologists' Professional Conduct Manual, which contains Principles for Professional Ethics and the Standards for the Provision of School Psychological Services and those adopted by the American Psychological Association s (APA) Ethical Principles of Psychologists. For example, students shall not engage in employment beyond the scope of their training and may not use titles governed by certification and licensure statutes. Students that fail to adhere to ethical and legal guidelines appropriate for the practice of School Psychology are subject to discipline. Program Competencies The institution has identified four institutional outcomes that must be met by all graduates in all programs. All graduates of the institution must demonstrate mastery in scholarship, diversity, professional behavior, and professional practice. Graduates of the School Psychology program will demonstrate the knowledge, skills, and dispositions consistent with those recognized by NCATE and IL/NASP for professional competency. Scholarship: Graduates will be able to use scientific research and theory to inform their practices and contribute to the theoretical and practical base of professional education and psychology. The School Psychology program goals are: evidence of expertise in applied research, educational and psychology theory, consultation and education skills, and a school psychology knowledge base. Knowledge: The commitment of the department is to ensure that students have the knowledge to function in the role of a school psychologist. The School Psychology unit has adopted the IL/NASP knowledge and performance standards for training as program goals. Diversity: Graduates will be able to apply theoretical and practical knowledge about ethnic, racial, gender, sexual, cultural and religious, age, and disability differences with P-12 students, students families, school teachers and administrators, and community leaders. Further, they will attend to language barriers, exceptionalities, and ability differences in the populations they serve. School Psychology program goals: exceptionalities and individual differences and cultural diversity expertise. Professional Behavior: Graduates will be able to function in a professional and ethical manner in classroom, off-site training, and worksetting. School Psychology program goals: legal and ethical behavior, professional practice, and dispositions as they relate to P-12 education

5 Dispositions: Dispositions are the third key element of professional competency within ILNASP. The dispositions have been translated into clearly delineated behaviors for students that can be monitored (for growth and development) in the department s assessment system. Professional disposition The student assumes roles with children and adolescents students, families, and communities that reflect skill areas; has developed a positive work ethic; and is curious and creative about issues that effect children and the practice of school psychology. Relationship disposition The student can display empathy and respect; establish professional relationships with students, parents and professional staff; has knowledge of the creation, maintenance and products of relationships; and an interest in forming meaningful relationships. Individual and cultural difference disposition The student creates conditions that permit the exploration of diversity issues; adjusts conceptualizations and interventions in light of diversity variables; is knowledgeable about issues pertaining to diversity; and is interested in exploring and celebrating diversity. Ethical and professional behavior disposition The student conducts himself or herself in a professional and ethical manner; appropriately seeks guidance and supervision; understands relevant ethical and legal guidelines; and is invested in behaving in a professional manner. Critical thinking disposition The student thoughtfully and appropriately challenges existing formulations; pauses and reflects before taking action; has the knowledge and experience base to permit the calculation of risks, benefits, and likelihoods; and is interested in evaluating personal assumptions and decision-making processes. Professional Practice: Graduates will be able to conduct assessments, develop appropriate interventions, and implement interventions appropriate for school and community settings. School Psychology program goals: expertise in relationship building, use of technology, assessment and intervention skills, the school environment, and school psychology program integration. Skills: Assessment competency The student gathers information through initial interviews or sessions; appropriately administers, scores, and interprets psychological instruments; conceptualizes and integrates case information in light of contextual factors; and is interested and curious to make sense of new information. Intervention competency The student uses of a variety of prevention and intervention techniques to affect positive outcomes, is attentive to interactional influences between self and others, derives intervention strategies from sound theoretical knowledge, and is interested in the betterment of others. Research and evaluation competency The student accurately appraises outcomes, uses outcome data to inform subsequent action, is knowledgeable of professional literature, and interested in consuming and producing scholarship and research. Consultation and education competency The student makes positive contributions to her or his training site, establishes positive relationships with colleagues, possesses adequate a fund of knowledge and experience base to effectively solve problems, and is interested in ongoing learning and professional development. Integrative-systemic competency The student thoughtfully considers family variables, reflects on how the school environment influences behavior; incorporates community/cultural variables in decision making, and integrates educational and psychological theory. Writing Assessment and Requirements Believing that academic preparedness is a key to success in graduate school, The Chicago School of Professional Psychology requires new students to complete its innovative program, Foundations for Scholarship and Practice. This program, offered by the Center for Academic Excellence (CAE), is designed to turbo-charge students graduate experience by offering the skills they need to achieve their dreams. Foundations is an integral part of the first semester s curriculum and all students are required to complete the program successfully and in a timely manner. Foundations for Scholarship and Practice consists of three elements: 1. Writing Assessment Process Each student writes an essay in response to a question and submits it to CAE for scoring. Based on the student s performance, the school may waive the Academic Writing Course requirement (#2, below). Essay submission by the given date is considered successful completion of this element of Foundations. 2. Academic Writing Course This course is taken before or during the first semester at The Chicago School. A final grade of pass is considered successful completion of this element. 3. Academic Focus An online, tutorial-driven orientation to graduate academics. A final grade of pass is considered successful completion of this element. Certification/Licensure The School Psychology program will prepare one to take the Nationally Certified School Psychologist (NCSP) examination and the Illinois School Psychologist content area examination

6 Practicum and Internship The Chicago School requirements for school placements exceed the NASP Standards for Training and Field Placement Programs in School Psychology. Three field experiences are required and earn a total of 10 academic credits: First year service learning project: 120 hours (imbedded in professional development seminar) Second year practicum: 480 hours total (4 credits) Third year internship experience: 1200 hours, full-time (6 credits) School Psychology service learning and practicum placements are developed by the School Psychology department chair in collaboration with the directors of field based training.. All fieldwork is completed under the supervision of an experienced, certified school psychologist in a school setting. Students receive academic credits for off-site training experiences. First and second year field placements have specific objectives that require the application of competencies appropriate to the students year in the program. These objectives, however, do not incorporate the level of integration required of students on internship. Upon qualifying for an internship placement, the student may seek placement with field sites already developed by the Directors of University School Psychology Training Programs (DUSPP) in the State of Illinois. Students may apply for internship placement outside of Illinois with the approval of the department chair. Our School Psychology Internship Accomplishment Form is a 20 page assessment instrument that includes all of the knowledge and performance indicators identified by the institution and by IL/NASP. At the beginning of internship, the form is completed by the student with the site supervisor. Midterm and cumulative evaluations are completed by the supervising psychologist. School Psychology Exit Criteria Transitions points represent key assessments of knowledge, skills, and dispositions for each year of the school psychology training. Students may not proceed to the next level of training until proficiency is demonstrated in the knowledge, skills, and dispositions at each point. Only then is a student permitted to transition to the next level. Note that all years of training require students to demonstrate proficiency through capstone activities submitted in via an electronic portfolio. Capstone activities are summative assignments that require the student to demonstrate knowledge, comprehension, application, integration, and synthesis in the content areas studied. Prior to beginning any field placement, each student s progress is reviewed by a committee of program faculty through the Performance Appraisal System. First year review determines which students meet the requirements to qualify for a practicum. Following the completion of the majority of practicum hours, students attend an internship qualifying review, using a similar format and process. At the midway point and at completion of field placements, student performance is evaluated on all dimensions of the NASP and Illinois standards by a committee including the School Psychology faculty and the Office of Placement and Training. A remediation plan may be designed, if needed, to help any student reach the required standards of performance. Students who are unsuccessful with remediation plans may be discharged from the program. To complete the program of study, the student must pass practicum and achieve overall supervisor rating of competency on the Internship Accomplishment Form-Final. Students are required to complete the Illinois Psychology Basic Skills and Content Area Examination as a condition for graduation. While students are required to complete the basic skills examination in their first semester of study, most will successfully complete the content examination during their final year in the program

7 The Education Specialist, School Psychology Curriculum Program Requirements The School Psychology program requires 66 semester credits, including 56 credits of classroom-based course work and 10 credits of practicum/field based learning. The School Psychology field placement requires 600 clock hours of training (includes service learning and practicum) and 1,200 hours of full-time internship in a school setting. Generally, the School Psychology program is a three-year full-time sequence (9 semesters). A four year (12 semesters) sequence is available. Courses Required Courses Course Title Credit Hours SP 400 Introduction to Applied Behavioral Analysis 3 SP 401 Theories of Counseling and Psychotherapy 2 SP 404 Analysis and Treatment of Developmental Disabilities 3 SP 405 Observation and Measurement 3 SP 410 Consulting in Schools 3 SP 415 Professional Development Group I 1 SP 416 Professional Development Group II 1 SP 421 Best Practices in School Psychology 3 SP 423 Psychopathology I 3 SP 425 Intellectual Assessment 3 SP 429 Clinical and Diagnostic Skills 2 SP 431 Effective Educational Models and Literacy 3 SP 437 Psychology of the Child and Adolescent 3 SP 443 Diversity in Clinical Practice 2 SP 446 Ethics and Law in School Psychology 2 SP 449 Biological Bases of Behavior 3 SP 456 Statistical and Program Evaluation Methods 3 SP 469 Systems Theory and Practice 2 SP 498 Practicum and Seminar I 2 SP 499 Practicum and Seminar II 2 SP 523 Group Processes of Therapy 2 SP 567 Prevention and Crisis Intervention in Schools 2 SP 572 Infant to Preschool Assessment 2 SP 578 Assessment of Children and Adolescents 3 SP 579 Psychotherapy with Children and Adolescents 2 SP 620 Internship I 2 SP 621 Internship II 2 SP 622 Internship III 2 Total Ed.S. School Psychology credits

8 Course Descriptions A grade of B or higher must be obtained in any class mark with an asterisk *. Grades of C or below will require a retake. SP 400 Introduction to Applied Behavioral Analysis This course focuses on behavioral principles and their applications to diverse populations. Both classical and operant conditioning are reviewed, with a heavy emphasis on the operant. Students will learn behavioral principles and procedures to increase, reduce, or promote (e.g., PBIS) the generalization and maintenance of behavior. Although no official prerequisites, an undergraduate course in behavior analysis or related work experience will be helpful. (3 credits) SP 401 Theories of Counseling and Psychotherapy This course will cover the basic theories, principles, and techniques of counseling and psychotherapy, with a focus on short-term models. This course also focuses on personal theory construction, bias embedded in theory, and cultural diversity. (2 credits) SP 404 Analysis and Treatment of Developmental Disabilities * This course builds upon basic principles of learning and applied behavior analysis. The course will offer advanced coverage of special topics and will include behavior analysis in school settings; focus on parent training; assessment and treatment procedures for improving functional communication skills of individuals with developmental disabilities; impact of DD on families; managing problem behaviors such as self-injury or mutilation, food refusal, and noncompliance; and working with special populations such as children with autism. (3 credits) SP 405 Observation and Measurement* This course addresses data collection, inter-observer agreement, social validity, treatment integrity, functional assessment, and stimulus preference assessment. The course content is based on current state-of-the-art procedures in applied behavior analysis. This course includes methods of classroom data collection, such as precision teaching and curriculum based measures, and basic issues in data-driven decision-making and measurement-guided education. (3 credits) SP 410 Consulting in Schools* This course focuses on the application of consultation theory. The course emphasizes understanding the various stages of successful consultation, identifying potential problems that may arise during the consultation process, and overcoming those problems. School-based consulting is a major focus. (3 credits) SP 415 Professional Development Group I The Professional Development Group is a two-course series (fall and spring semester) in which students explore issues of professional and career development in school psychology; become orientated to The Chicago School and the field of psychology as a whole; review policies and procedures of the program; learn and demonstrate mastery of program technology requirements; discuss the implementation of APA and NASP ethical guidelines; plan for progression through the program; develop skills in self-evaluation and reflection; and begin their first shadowing field experience (120 hours total). The student s goals and intended use of the electronic portfolio are introduced and its implementation is planned during these courses. (Lab Fee) (1 credit) SP 416 Professional Development Group II Prerequisite: SP 415 A continuation of SP 415. (1 credit) SP 421 Best Practices in School Psychology * This course provides a review and capstone for the School Psychology program student prior to the internship experience. The student s electronic portfolio is reviewed systematically using all applicable standards, including NASP, Illinois, and APA Ethics, and the goals of the program. Students complete and arrange the portfolio, and present it as a class exercise. The course also addresses current best practices in school psychology, and students review field placement experiences. (3 credits) SP 423 Psychopathology I * This course surveys the major theories of the etiology of mental disorders emphasizing a biopsychosocial approach and familiarizes students with the DSM approach to diagnosis and classification. Disorders of childhood and adolescence are covered, as well as, schizophrenia, mood disorders, and substance abuse. Cultural and developmental factors related to mental illnesses are emphasized. (3 credits) SP 425 Intellectual Assessment * Prerequisite: SP 456. This course introduces students to models of intellectual assessment and explains the administration, scoring, and interpretation of the most widely used intellectual assessment instruments. Specific emphasis is placed on interpretation and report writing using the Wechsler scales. (Lab Fee) (3 credits) SP 429 Clinical and Diagnostic Skills * Techniques of clinical and diagnostic interviewing will be presented. Students will learn several techniques for interviewing, including listening skills, aids for giving and receiving feedback, and establishing a relationship with clients. Students will also learn ways of incorporating these techniques into models of diagnostic interviewing and parent conferencing. Consideration of issues of diversity in establishing a relationship and conducting an interview is integral to this course. (2 credits) - 8 -

9 SP 431 Effective Educational Models and Literacy This course will address such topics as current educational issues, educational mandates, schooling in a changing pluralistic society, human relations and discrimination issues in education, and legal and political forces influencing American education and the teacher s professional roles and responsibilities. By examining the child as an individual and as part of a larger community, this course will cover topics to promote interventions such as the child as learner, the psychology of human learning, cognitive/social development, psychology of the exceptional child, and cross-cultural human relation perspectives in psychology and education. Literacy theories, literacy programs, model classrooms, and the evaluation of curriculum will be explored. (3 credits) SP 437 Psychology of the Child and Adolescent This class examines normal development from infancy to early adulthood. Areas of study include the development of perceptual and cognitive processes, psychosexual roles, and familial interpersonal processes. Current clinical approaches are examined from diverse theoretical viewpoints and in view of recent research findings. Diversity and individual differences (e.g., exceptionalities) are integral to this course. (3 credits) SP 443 Diversity in Clinical Practice This course provides a basic framework to help students understand how individual differences, abilities, and disabilities in development and learning are affected by social, cultural, ethnic, experiential, biological, socioeconomic, gender, and linguistic factors. The framework enables the student to have greater sensitivity in working with diverse students and how intervention strategies can be selected and implemented based on individual characteristics, strengths, and needs. Another equally important focus is an understanding of the mechanisms used to maintain privilege and the balance of power, as well as the methods used to limit, oppress and restrict members of less privileged groups. The course specifically addresses the psychological, socio-political, and economic impact that power and privilege has on our understanding of culture, diversity, gender, ethnicity, religion, class, race, immigrant status, language, geographic issues, and sexual orientation. (2 credits) SP 446 Ethics and Law in School Psychology * Prerequisites or co-requisites: SP 415, SP 416. Professional, ethical, and legal issues related to the practice of school psychology and the psychologist as clinician, consultant, educator, and researcher are critically examined in this course. Issues considered include privacy, privilege, confidentiality and its limitations, HIPAA rules, informed consent, patients rights, malpractice, student-professional relationships, collegial relationships, and other regulations influencing the practice of school psychology. (2 credits) SP 449 Biological Bases of Behavior This course introduces students to the structure and functions of the central nervous system, the autonomic nervous system, and the endocrine system. Areas covered include sensory and perceptual processes, physiological regulation of the sleep and waking cycles, motivation, and affect. The etiology of exceptionalities and developmental psychopathology will be considered from a biological perspective. The field of neuropsychology and its affect on school practice in terms of assessment of exceptionalities and brain injury, rehabilitation strategies, and working with families of children with disabilities is explored. (3 credits) SP 456 Statistical and Program Evaluation Methodology * This course is designed to teach students basic statistics and applied research designs. Areas of emphasis include descriptive methods, variability, validity, reliability, sampling, correlational research, qualitative research, single subject designs, independent group designs, and evaluation theory and methods. Students will learn how to generate evaluative research designs, select variables for study, and conduct an evaluation research study. Learning to think critically about published psychological research and evaluative research in the schools is stressed. (3 credits) SP 469 Systems Theory and Practice This course introduces students to the major models of systems theory and general systems theory as applied to schools (e.g., good behavior game) and families. Structural, communicative, analytic, and behavioral approaches to family therapy will be examined, as well as ethics, legal issues, and current research. An integrated, systemic perspective will be the contextual base of the course. (2 credits) SP 498 Practicum and Seminar I Prerequisites: SP 425. Registration for practicum includes group consultation provided by Chicago School faculty through a professional practicum seminar. Students must complete a minimum of 480 hours of practicum; 200 to 300 hours in SP 498. (2 credits) SP 499 Practicum and Seminar II Prerequisites: SP 498. A continuation of SP hours in the two courses combined. (2 credits) SP 523 Group Processes of Therapy The course surveys current approaches to group therapy and the application of group models (e.g. conflict resolution) in school settings. Students are exposed to various models and processes for conducting group therapy with diverse clients in a school environment. (2 credits) SP 567 Prevention and Crisis Intervention in Schools The history and theoretical models of prevention will be examined. Crisis intervention theory and strategies in school settings will be the focus of secondary intervention strategies. Emphasis on a prevention and crisis application to child-centered issues such as abuse, divorce, family violence, loss, school-based violence, and suicide is stressed. (2 credits) - 9 -

10 SP 572 Infant to Preschool Assessment * Prerequisite: SP 425. This course covers theory and psychological services for infants, toddlers, and preschoolers. It includes play-based assessment, early intervention techniques, legal issues, typical and atypical development, multicultural issues, and intervention services. The course provides practice in assessment with an emphasis on nontraditional methods. (2 credits) SP 578 Assessment of Children and Adolescents * Prerequisite: SP 425. This course covers the selection, administration, scoring, and interpretation of cognitive, personality, and educational tests, as well as behavior rating scales, commonly used in the psychological assessment of children and adolescents. Integration of information from diverse tests into a written report is also covered. Special considerations that arise in assessing these age groups are emphasized throughout the course, including interpretation within a normative-development framework. (Lab Fee) (3 credits) SP 579 Psychotherapy with Children and Adolescents * Prerequisites: SP 401, SP 437. This course examines the relevant therapeutic and developmental considerations encountered in psychotherapy with children and adolescents. In addition to a survey of the basic techniques of child and adolescent psychotherapy, topics considered include: brief therapy, psychological triage, working with parents and schools, the importance of the context of referral and treatment and the relationship between a child s developmental stage and therapeutic activities and goals (2 credits). SP 620 Internship I Prerequisite: Internship eligibility (see Student Handbook). Students must register for internship during each semester while on internship. Internship standards that are consistent with IL/NASP standards need to be addressed during the internship experience. Full-time students must complete a minimum of 1200 clock hours of internship in a school year; a part-time experience will be considered, yet the student must complete the minimum 1200 hours in two years. (2 credits) SP 621 Internship II Prerequisite: Completion of SP 620. A continuation of SP 620. (2 credits) SP 622 Internship III Prerequisite: Completion of SP 621. A continuation of SP 621. (2 credits) * A grade of B or higher must be obtained is these classes. A grade of C or below will require a retake

11 Appendix Ed.S. in School Psychology, Full-Time, Chicago Ed.S. in School Psychology, Part-Time, Chicago and Grayslake

12 Appendix A Full-Time Schedule: Chicago Campus Full-time (66 credit hours) Ed.S. in School Psychology Year 1 SP 400 Intro. Applied Behavior Analys. 3 SP 401 Theories of Coun. and Psychoth. 2 SP 446 Ethics and Law in School Psych. 2 SP 415 Professional Devel. Group I 1 SP 405 Observation and Measurement 3 SP 578 Assessment of Children and Adol. 3 SP 437 Psychology of the Child & Adolescent 3 SP 416 Professional Devel. Group II 1 SP 456 Stat. and Program Eval. Meths. 3 SP 425 Intellectual Assessment 3 SP 429 Clinical and Diagnostic Skills 2 SP 443 Diversity in Clinical Practice 2 SP 567 Prevention & Crisis Intervention 2 Total fall credits 12 Total spring credits 13 Total summer credits 5 Year 1 total credits - 30 Year 2 SP 404 Analys. of Developmental Dis. 3 SP 410 Consulting in Schools 3 SP 449 Biological Bases of Behavior 3 SP 431 Effective Ed. Models and Literacy 3 SP 423 Psychopathology I 3 SP 421 Best Practices in School Psych. 3 SP 498 Practicum and Seminar I 2 SP 499 Practicum and Seminar II 2 SP 572 Infant to Preschool Assessment 2 SP 523 Group Processes of Therapy 2 SP 579 Psythera. w/ Children & Adolescents 2 SP 469 Systems Theory and Practice 2 Total fall credits 12 Total spring credits 12 Total summer credits 6 Year 2 total credits - 30 Year 3 SP 620 Internship I 2 SP 621 Internship II 2 SP 622 Internship III 2 Total fall credits 2 Total spring credits 2 Total summer credits 2 Year 3 total credits - 6 Total Ed.S. School Psychology Credits 66 credits

13 Appendix B Part-Time Schedule: Chicago and Grayslake Campuses Part-Time (66 credit hours) Ed.S. in School Psychology Year 1 SP 400 Intro. Applied Behavior Analys. 3 SP 437 Psychology of the Child & Adolescent 3 SP 405 Observation and Measurement 3 SP 401 Theories of Coun. & Psychoth. 2 SP 443 Diversity in Clinical Practice 2 SP 416 Professional Devel. Group II 1 SP 415 Professional Devel. Group I 1 SP 456 Statistical & Program Eval. Meths. 3 SP 429 Clinical and Diagnostic Skills 2 Total fall credits 8 Total spring credits 8 Total summer credits 4 Year 1 total credits 20 Year 2 SP 404 Analys. Of Developmental Dis. 3 SP 449 Biological Bases of Behavior 3 SP 523 Group Processes of Therapy 2 SP 425 Intellectual Assessment 3 SP 446 Ethics and Law in School Psych. 2 SP 579 Psythera. with Children & Adol. 2 SP 567 Prevention & Crisis Intervention 2 SP 578 Assessment of Children and Adol. 3 Year 3 Total fall credits 8 Total spring credits 8 Total summer credits 4 Year 2 total credits 20 SP 423 Psychopathology I 3 SP 410 Consulting in Schools 3 SP 469 Systems Theory and Practice 2 SP 431 Effective Ed. Models & Literacy 3 SP 421 Best Practices in School Psych. 3 SP 572 Infant to Preschool Assessment 2 SP 498 Practicum and Seminar I 2 SP 499 Practicum and Seminar II 2 Year 4 Total fall credits 8 Total spring credits 8 Total summer credits 4 Year 3 total credits 20 SP 620 Internship I 2 SP 621 Internship II 2 SP 622 Internship III 2 Year 4 total credits 6 Ed.S. in School Psychology credits 66 credits

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