| *See Education section for TED courses. If comparable TED courses
are not available for TAL courses, students may have to take courses
at the Brooklyn campus.
Course Descriptions
HDL 633 Developmental Psychology I
The focus of this course will be on children from birth to age 6.
Students will study the cognitive, social, emotional and physical
aspects of development and their interrelationships within biological
and cultural contexts. Historical and contemporary theories of development
will be considered. Implications for teaching and curriculum will
be addressed. Three credits.
HDL 634 Developmental Psychology II
The focus of this course will be on children from age 6 to young
adulthood. Students will study the cognitive, social, emotional
and physical aspects of development and their interrelationships
within biological and cultural contexts. Historical and contemporary
theories of development will be considered. Issues stemming from
the individuals expanding relationships and the emergence of adult
roles and demands as well as implications for learning and curriculum
will be addressed. Prerequisite: HDL 633 Three credits.
HDL 650 Developmental Psychopathology
Students will understand the major diagnostic categories of
psychopathology in children and adolescents. Case studies will be
used to illustrate disorders such as pervasive developmental disorders,
depression, anxiety, conduct disorders, attention deficit and hyperactivity
disorder. Consideration will be given to cultural and social factors
in the areas of diagnosis and therapeutic intervention. Psychopharmacology
and the use of the DSM IV will be discussed. Prerequisite: Undergraduate
or graduate course in Personality. Three credits.
HDL 651 Neuropsychological Factors in Cognition and Behavior
Neural anatomy and mechanisms involved in cognition, behavior,
language, reading and the acquisition of other academic skills will
be examined. Particular attention will be paid to biological aspects
of learning and behavioral disorders. Developmental neuropsychological
research will be examined for principles which could enhance psychoeducational
assessment and remedial practices. Neurological disorders will be
discussed in relationship to modifications in educational placement
and practice. Three credits.
HDL 652 Understanding Human Development
Theories and research in various analytic schools of counseling.
In addition, analytic theories of personality dynamics and development
are studied. Emphasis on understanding the individuals and their
values in the context of their particular reaction mechanisms and
experiences. Experiences related to socio-cultural environment.
Unconscious phenomena considered. Transference and countertransference
reactions studied. Importance of childhood reactions and experiences
in the life of the individual. Three credits.
HDL 657 Group Counseling in Multicultural School Settings
Contemporary theories and historical perspectives pertaining
to group counseling will be presented. Students will identify factors
in group processes which promote growth and development in multicultural
school and family environments. Students will also examine and practice
techniques appropriate for the resolution of personal, social and
academic conflicts. Additional laboratory hours will be required
for students to participate in a group and analyze its dynamics.
Prerequisite: Admission to Professional Stage. Three credits.
HDL 680 Fieldwork: Observation in School Settings
680A for General Program
680B for Bilingual Education
Students will observe children, their parents and teachers in a
variety of general and special educational settings. They will learn
informal assessment techniques including interviews, observations
and work sample analyses. Students will distinguish between typical
and atypical patterns of behavior taking into consideration cultural,
social and other factors. Informal assessment data will be integrated
into a broader framework of developmental and educational theory.
Attitudes toward and expectations of individuals with special needs
will be discussed. The various roles of the school psychologist
will be examined. Additional hours in school settings will be required.
Prerequisite: Admission to Professional Stage. Three credits.
HDL 704 Educational and Psychological Testing and Measurement
Basic statistical and measurement concepts such as central tendency,
variability, correlation and factor analysis will be presented and
used to interpret test scores and understand test construction.
Concepts of validity, reliability and the use of derived scores
will be presented. Problems of test administration and evaluation
related to social, cultural, legal and ethical issues will be considered.
Pre or corequisite: Undergraduate or graduate course in Statistics.
Three credits.
HDL 714 Consultation in Multicultural School Settings
Students will study theories of mental health consultation and
organizational change as they apply to instructional settings. They
will learn to analyze a schoolÕs culture and organization
in order to act as a positive change agent. They will study ways
of developing consultative relationships with colleagues, parents
and community agency personnel in order to develop intervention
plans for children in schools. Skills crucial to effective consultation
and ethical guidelines for practice will be identified and used.
Students will learn about issues pertaining to consultation in multicultural
settings. This course will be taken concurrently with the internship.
Prerequisite: Admission to Professional Stage. Corequisite: HDL
781. Three credits.
HDL 721A Individual Assessment: Cognitive I
Students will learn to administer, score and interpret standardized
intelligence tests as part of the cognitive assessment process.
This course will focus on the three Wechsler Intelligence Scales.
Psychometric properties of these instruments will be related to
issues of interpretation. Psychological issues in intelligence testing
as well as ethical and legal considerations will be reviewed. Students
will be required to administer tests and write assessment reports
based on the results. Additional laboratory hours will be required.
Prerequisite: HDL 704. Three credits.
HDL 721B Individual Assessment: Cognitive II
Students will continue to learn how to assess the cognitive
functioning of children by administering, scoring and interpreting
intelligence tests used by school psychologists including the Stanford-Binet
Intelligence Scale-Fourth Edition. The assessment of social adaptive
behavior is studied. Integration of findings with educational and
other evaluation results will be examined so that individual education
plans can be developed. Students will be required to administer
tests, write assessment reports and make case presentations. Additional
laboratory hours will be required. Prerequisites: HDL 721A and admission
to Professional Stage. Three credits.
HDL 722A Individual Assessment: Personality I
Students will administer and interpret measures of personality
and examine their relationship to cognitive functioning as part
of the entire assessment process. This course will focus on clinical
interviews, figure drawings, sentence completion, apperception tests
and the Bender-Gestalt. Students will be required to administer
these personality measures, make class presentations and write reports.
The interpretation of assessment data will be based on theories
of personality presented in this course. Cultural, ethical and legal
issues will be explored. Additional laboratory hours will be required.
Prerequisites: HDL 721A and admission to Professional Stage. Three
credits.
HDL 722B Individual Assessment: Personality II
Students will continue to develop their skills in personality
assessment. Emphasis will be on the use of the Rorschach as well
as self-reports and behavior rating scales. Students will administer
and interpret complete psychological evaluations and present their
findings in case presentations and written reports. Interpretation
of data will focus on integrating clinical findings so that specific
educational plans can be developed. Cultural, legal and ethical
issues will be further explored. Additional laboratory hours will
be required. Prerequisites: HDL 722A and admission to Professional
Stage. Three credits.
HDL 724 Assessing the Bilingual Child
(Required course for Bilingual Extension Certificate)
The course will examine issues in the assessment of bilingual children
including the appropriate use of standardized measures, non-discriminatory
assessment, alternative approaches to the assessment of cognitive
functioning and social adaptive behavior of linguistically diverse
children. Students will learn when and how to conduct evaluations
in the childs first and/or second language. Students will administer
tests, make case presentations and write reports. Interpretation
of data will focus on integrating clinical findings so that individual
educational plans will be developed. Additional laboratory hours
will be required. Prerequisites: HDL 721B and admission to Professional
Stage.
Three credits.
HDL 725 Assessment Seminar
(Required course for students not attaining B+ average in assessment
courses)
This course will focus on enhancing students assessment skills,
as well as their ability to integrate a variety of assessment data,
write and orally communicate evaluation results and recommend intervention
strategies to other professionals and families. Students are expected
to write psychological reports, present case studies, make recommendations
and write educational objectives. Prerequisite: Admission to Professional
Stage. Three credits.
HDL 732 Research Methods
Students will learn to analyze research in psychology and education.
Major statistical and measurement concepts will be applied in order
to understand how research problems are systematically investigated
using experimental and quasi-experimental designs. Surveys and qualitative
research will also be discussed. Students will evaluate professional
literature, discuss its implications for the practice of school
psychology and design research proposals. Three credits.
HDL 781 Internship in School Psychology I
Students will spend a minimum of 1200 hours in a University-approved
setting under the dual guidance of an on-site staff psychologist
and a university-based clinical supervisor. At least half of these
hours should be in a school setting. Participation in the intake
and screening process, individual evaluations, interdisciplinary
staff conferences, parent conferences and professional meetings
is required. Students will evaluate children, write reports and
practice short-term counseling and consultation under the supervision
of the on-site psychologist. Students will also attend weekly meetings
with the university clinical supervisor in which professional and
ethical issues related to the practice of school psychology in multicultural
settings will be discussed. Students must apply for the internship
in the semester prior to registration. See the placement officer
for applications. 781A for General Program, 781B for Bilingual Education.
Prerequisites: Departmental approval, 42 credits including all required
testing courses and admission to Professional Stage. Three credits.
HDL 782 Internship in School Psychology II
Continuation of internship in HDL 781. Students will spend a
minimum of 600 hours in a university-approved setting. 782A for
General Program; 782B for Bilingual Education; Prerequisite: HDL
781.Three credits.
Special Summer Institutes
Each year the faculty identifies critical areas of interest
in HDL. One-week Summer Institutes are then planned for intensive
study related to these issues. Each institute features widely known
speakers on the topic. Graduate students may apply a maximum of
six institute credits to their degree program, if appropriate. Special
Summer Institutes carry the course number HDL 745.
|
