School Psychology (MEd/CAGS; CAGS) — Courses

SPY G 601
Issues and Ethics in School Psychology

This course addresses the professional identity and function of the psychologist in the public school setting. An intensive analysis of philosophical, technical, and administrative issues is conducted. The organization and operation of schools, federal and state educational laws, ethical issues and dilemmas, APA standards, and nondiscriminatory assessments are explored in depth. The course also examines contemporary educational issues that go beyond the role of the individual psychologist. The most current issues in the field are discussed. A pre-practicum field component is required.
3 Lect Hrs, 3 Credits

SPY G 602
Cognitive and Educational Assessment and Intervention I

This course focuses on skills in the administration and interpretation of individual cognitive measures. Students master the correct administration of the Wechsler scales and the Woodcock-Johnson III Tests of Cognitive Ability. Topics include ethical, professional, and legal aspects of psychoeducational assessment, as well as issues in cross-cultural assessment and cultural bias in testing.
Prerequisite: Matriculation in School Psychology Program.
3 Lect Hrs, 3 Credits

SPY G 603
Cognitive and Educational Assessment and Intervention II

Building on the background provided in SPY 602 in administration of the cognitive batteries of standardized tests, this course shifts focus to educational assessment and curriculum-based measurement procedures. Emphasis is also given to interpretation and reporting of assessment results, with additional work on assessment selection to address referral questions and the gathering of evidence to support test findings. Students are expected to demonstrate proficiency in the administration and interpretation of tests, in the integration of cognitive and educational data, and in reporting findings both orally and in writing.
Prerequisites: SPY G 602 and matriculation in School Psychology Program.
3 Lect Hrs, 3 Credits

SPY G 604
Social, Emotional, and Behavioral Assessment and Intervention

This course develops competence in administering and scoring selected personality, behavioral, social/emotional, and adaptive behavior measures, and in preparing meaningful interpretations of those test results. Topics include psychological theory and practical issues involved in clinical assessment. Close attention is paid to the psychometric adequacy of various assessment methods, ethical aspects of assessment, and issues of clinical judgment. Emphasis is placed on multi-method, multi-source strategies using approaches such as direct observation, interviewing techniques, rating scales, and self-report measures. The projective hypothesis and projective methods are reviewed, including storytelling and drawing techniques. Special issues in cross-cultural assessment and in assessing minority students and students with disabilities are considered. Links between assessment results and intervention recommendations are stressed.
Prerequisite: Matriculation in School Psychology Program.
3 Lect Hrs, 3 Credits

SPY G 607
Remedial and Preventive Individual and Systems Intervention

This course focuses on the academic, social, emotional, behavioral, and physical needs of children with an emphasis on direct and indirect, evidence-based interventions (EBI) applied in the context of educational reform initiatives. The focus is consistent with shifts in current school psychology service delivery and best practices addressed in the National Association of School Psychology standards for leadership and functioning. School psychologists are considered problem-solvers—professionals with expertise in psychology and education—who can apply their knowledge to issues of child development and systems change. From a problem-solving perspective, assessment is linked to interventions, preferably interventions that integrate special and general education as well as home and community services. Evidence-based remedial and preventive individual and system-level interventions are considered. Case studies are used to develop problem-solving skills.
Prerequisites: SPY G 602, SPY G 604, COUNSL 614.
3 Lect Hrs, 3 Credits

SPY G 610
Neuropsychological Theory and Practice in Education

This course examines neuropsychology, the study of the brain and of nervous-system functions, in relation to adaptive behavior and learning, from a developmental viewpoint. The course looks at organismic versus specific localization theories about normal and dysfunctional conditions that affect moving, sensing, perceiving, assimilating, recalling, and expressing through diagnostic-prescriptive studies. Participants study learning abilities and disabilities from a neuropsychological perspective, allowing them to apply the analysis of learning styles to the implementation of individual instruction methods and education plans.
Prerequisites: COUNSL 608 and SPY G 602.
3 Lect Hrs, 3 Credits

SPY 680
Effective Supervision in School Psychology

This advanced course reviews the state of the art in the supervision of school psychologists. It is designed for individuals who currently supervise school psychologists or school psychology interns. The course explores the context, philosophy, relationship, and pragmatics of supervision. Major topics are leadership, administrative supervision, supervision of professional practice, and evaluation. Issues of race, class, gender, school change, and technology in supervision are addressed.
3 Lect Hrs, 3 Credits

SPY G 685
Practicum in School Psychology

The Practicum in School Psychology provides students with supervised school psychology training in a school setting. It includes the opportunity to apply a range of assessment, consultation, and intervention techniques. A seminar complements the 100-clock-hour field experience, completed under the supervision of a certified school psychologist. Practicum students are matched to placements by the program coordinator. The University of Massachusetts Boston has partnerships with several school districts that provide sites for the practicum. Students who are employed in other schools may petition the program coordinator to use activities in their place of employment to fulfill some practicum requirements. By permission only.
Prerequisites: SPY 601, SPY 602, COUNSL 614.

SPY G 688
Internship in School Psychology

This full-time practicum/internship placement consists of at least 600 clock hours of full-time fieldwork experience at both the elementary and secondary school levels, under the supervision of a practicing certified school psychologist. The two required repetitions of this course provide the 1,200 clock hours of supervised fieldwork required for state and national certification. The first internship must be in an approved school setting. The second may be in a school setting or a clinical setting (under the supervision of a licensed or certified psychologist). University supervision and the approval of the program coordinator are required. May be taken twice for credit.
3 Lect Hrs, 3 Credits

SPY G 691
Seminar in School Psychology

This seminar is taken in conjunction with the Internship in School Psychology (SPY G 688). It includes lectures and discussions about state and national certification requirements, case studies, assessments and multidisciplinary evaluations, legal and ethical concerns, cultural diversity factors, and general topics related to the internship experience. Capstone portfolio and daily log required. May be taken twice for credit.
3 Lect Hrs, 3 Credits

SPY G 696
Independent Study in School Psychology

Research and reading in an area of school psychology chosen by the student and approved by the instructor. Open only to matriculants in the School Psychology program. A detailed proposal must be submitted to and approved by the program coordinator before registration for this course.
Prerequisite: Permission of the program coordinator.
3 Credits each semester

SPY G 697
Special Topics in School Psychology

This course focuses on research and reading in a particular topic in school psychology. Course content varies according to the topic and will be announced prior to the pre-registration period.
Prerequisites: Permission of the departmental curriculum committee and approval of the program coordinator.
3 Lect Hrs, 3 Credits