This program leads to a provisional New York State certification in school psychology.
Total Credits:  60 (Bilingual Specialization: 66 Credits) (Early Childhood Specialization: 66 Credits)
Psychological Foundations:  15 Credits
HDL 633	Developmental Psychology I	3 credits
HDL 634	Developmental Psychology II	3 credits
TAL 865	Psycholinguistics	3 credits
HDL 704	Educational and Psychological Testing	3 credits
HDL 732	Research Methods	3 credits
Diagnosis:  9 Credits HDL 650 Developmental Psychopathology 3 credits HDL 651 Neuropsychology 3 credits HDL 702 Diagnosis of Learning Problems 3 credits
Assessment:  12 Credits HDL 721A Cognitive Assessment I 3 credits HDL 721B Cognitive Assessment II 3 credits HDL 722A Personality Assessment I 3 credits HDL 722B Personality Assessment II 3 credits
Intervention:  15 Credits HDL 655 Behavior Management 3 credits HDL 757 or HDL 654 or HDL 656 Individual Counseling in Multicultural Settings Counseling Process and Applications I Counseling Process and Applications II 3 credits HDL 657 or HDL 660A or HDL 660B Group Counseling in Multicultural School Settings Practicum in Group Work I, II Practicum in Group Work I, II 3 credits HDL 703 Therapeutic Interventions with Students 3 credits HDL 714 Consultation in Multicultural School Settings 3 credits
Professional Practica:  9 Credits HDL 680A Fieldwork 3 credits HDL 781 (A,B,C) Internship I 3 credits HDL 782 (A,B,C) Internship II 3 credits         Bilingual Specialization:  6 Credits TAL 823 Bilingual Education 3 credits HDL 724 Bilingual Assessment 3 credits   Early Childhood Specialization:  6 Credits HDL 733 Development in Infancy and Early Childhood 3 credits HDL 723 Infant, Toddler, Preschooler Assessment 3 credits

Course Descriptions -

Human Development and Leadership 633  Developmental Psychology I. (Open only to School Psychology majors) Offered every Fall
A review of different stages of human development from birth to age 21. The course includes a review of different perceptions and conceptions of development and an exploration of the historical evolution of such perspectives. The course emphasizes early development, with a particular focus on cognitive issues. Piagetian, Eriksonian, and current theories and research findings on brain development are also reviewed. Three credits. back

Human Development and Leadership 634  Developmental Psychology II. (Open only to School Psychology majors) Prerequisite: Human Development and Leadership 633. Offered every Spring
A continuation of Human Development and Leadership 633 that reviews theories of personality development, attachment, and identity formation within a sociocultural context. The course covers the historical movement from theories of phase-specific development to current intersubjective theories, which locate childhood disturbances in the child’s relational and sociocultural context. The emphasis is on the influence of social, environmental and experiential factors on the child’s personality, learning and adjustment. Three credits. back

Human Development and Leadership 650  Developmental Psychopathology (Open only to School Psychology majors) Prerequisite: Undergraduate or graduate course in Personality. Offered every Spring
An overview of the major diagnostic categories of psychopathology in children and adolescents. Case studies are used to illustrate disorders such as pervasive developmental disorders, depression, anxiety, conduct disorders, and attention deficit and hyperactivity disorder. Consideration is given to cultural and social factors in the areas of diagnosis and therapeutic intervention. Psychopharmacology and the use of the DSM IV are discussed. Three credits. back

Human Development and Leadership 651  Neuropsychological Factors in Cognition and Behavior. (Open only to School Psychology majors) Offered every Fall
An examination of neural anatomy and mechanisms involved in cognition, behavior, language, reading and the acquisition of other academic skills. Particular attention is paid to biological aspects of learning and behavioral disorders. Developmental neuropsychological research are examined for principles that could enhance psychoeducational assessment and remedial practices. Neurological disorders are discussed in relationship to modifications in educational placement and practice. Three credits. back

Human Development and Leadership 657  Group Counseling in Multicultural School Settings. (Open only to School Psychology majors) Prerequisite: Admission to Professional Stage. Offered every Fall
A presentation of contemporary theories and historical perspectives pertaining to group counseling. Students identify factors in group processes that promote growth and development in multicultural school and family environments. Students also examine and practice techniques appropriate for the resolution of personal, social and academic conflicts. Additional laboratory hours are required for students to participate in a group and analyze its dynamics. Three credits. back

Human Development and Leadership  657A  Family Counseling in an Urban Setting. Prerequisite: Admission to Professional Stage. Offered every semester
An overview of theories of family therapy and a study of patterns of family interaction. Techniques for improving family functioning are discussed as well as techniques for dealing with the family in group counseling. Marital counseling and parent counseling are studied. Attention is given to government and private agencies that deal with the emotional problems faced by urban families. Three credits. back

Human Development and Leadership 657B, 657C  Practicum in Family Counseling. Prerequisites: Admission to Professional Stage; Human Development and Leadership 657. Offered every semester
A practicum that allows for experience in working with clients under supervision in an agency. Pass/Fail only. Three credits per semester. back

Human Development and Leadership 680  Fieldwork: Observation in School Settings. 680A for General Program. 680B for Bilingual Education. 680C for Early Childhood. Open only to School Psychology majors. Prerequisite: Admission to Professional Stage. Offered every semester
Observations of children, their parents and teachers in a variety of general and special educational settings. Students 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 are integrated into a broader framework of developmental and educational theory. Attitudes toward and expectations of individuals with special needs are discussed. The various roles of the school psychologist are examined. Additional hours in school settings will be required. Three credits. back

Human Development and Leadership 702  Diagnosis of the Learning Problems of Students. Prerequisites: Human Development and Leadership 634, 650, 652. (Students without an Education background must take 6 credits: Teaching and Learning 622, 624, and/or 663) Offered on occasion
A review of the major developmental disorders among the school-age population. Particular emphasis is given to the diagnostic and learning issues of students with learning disabilities, pervasive developmental disorders, mental retardation, as well as to emotional problems and conduct disorder. Profiles, testing batteries, differential diagnosis and research findings are discussed, along with theoretical and etiological issues. Three credits. back

Human Development and Leadership 703  Therapeutic Interventions with Students. Prerequisites: Human Development and Leadership 702, 714, 757. Offered on occasion
A continuation of Human Development and Leadership 702 that focuses on classroom intervention issues as well as therapeutic modalities in working with children with developmental and learning disorders. Particular emphasis is given to the treatment of children with pervasive developmental disorders, learning disabilities, emotional disorders and attention defecits. Individual, family consultation and in-classroom intervention techniques are reviewed. Three credits. back

Human Development and Leadership 704  Educational and Psychological Testing and Measurement. Open only to School Psychology majors. Pre- or corequisite: Undergraduate or graduate course in statistics. Offered every Fall
A presentation of basic statistical and measurement concepts such as central tendency, variability, correlation and factor analysis used to interpret test scores and understand test construction. Concepts of validity, reliability and the use of derived scores is presented. Problems of test administration and evaluation related to social, cultural, legal and ethical issues are considered. Three credits. back

Human Development and Leadership 714  Principles of Psychodynamic Therapy. Prerequisites: Human Development and Leadership 655, 757. Offered on occcasion
A review of the theory, major principles and techniques of psychodynamic psychotherapy.  The four major theoretical models—classical/ego, relational, object relational and intersubjective are reviewed. The therapeutic encounter is explored along with concepts of therapeutic alliance, transference and countertransference, personality defenses, and so on. Cases and articles from the literature, as well as research and comparative studies, are used to familiarize students with different theoretical modalities and current controversies. Three credits. back

Human Development and Leadership 721A  Individual Assessment: Cognitive I. Open only to School Psychology majors. Prerequisite: Human Development and Leadership 704. Offered every Fall
A course designed to teach students to administer, score and interpret standardized intelligence tests as part of the cognitive assessment process. This course focuses on the three Wechsler Intelligence Scales. Psychometric properties of those instruments are related to issues of interpretation. Psychological issues in intelligence testing as well as ethical and legal considerations are reviewed. Students are required to administer tests and write assessment reports based on the results. Additional laboratory hours are required. Three credits. back

Human Development and Leadership 721B  Individual Assessment: Cognitive II. Open only to School Psychology majors. Prerequisites: Human Development and Leadership 721A and admission to Professional Stage. Offered every Spring
A continuation of Human Development and Leadership 721A in which students 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 is examined so that individual education plans can be developed. Students are required to administer tests, write assessment reports, and make case presentations. Additional laboratory hours are required. Three credits. back

Human Development and Leadership 722A  Individual Assessment: Personality I. Open only to School Psychology majors. Prerequisites: Admission to Professional Stage; Human Development and Leadership 721A. Offered every Fall
A course in which students administer and interpret measures of personality and examine their relationship to cognitive functioning as part of the entire assessment process. The course focuses on clinical interviews, figure drawings, sentence completion, apperception tests and the Bender-Gesttitle. Students are required to administer those personality measures, make class presentations, and write reports. The interpretation of assessment data is based on theories of personality presented in the course. Cultural, ethical and legal issues are explored. Additional laboratory hours are required. Three credits. back

Human Development and Leadership 722B  Individual Assessment: Personality II. Open only to School Psychology majors. Prerequisites: Human Development and Leadership 722A and admission to Professional Stage. Offered every Spring.
A continuation of Human Development and Leadership 722A in which students continue to develop their skills in personality assessment. Emphasis is on the use of the Rorschach as well as self-reports and behavior rating scales. Students administer and interpret complete psychological evaluations and present their findings in case presentations and written reports. Interpretation of data focuses on integrating clinical findings so that specific educational plans can be developed. Cultural, legal and ethical issues are further explored. Additional laboratory hours are required. Three credits. back

Human Development and Leadership 723  Assessing Infants, Toddlers and Preschoolers (Required course for Early Childhood Specialization) Open only to School Psychology majors. Prerequisites: Admission to Professional Stage; Human Development and Leadership 721B. Offered on occasion
A course in which students learn to administer, score and interpret the tests used to assess development in infants, toddlers and preschoolers. The focus is on the psychometric properties and the use of the Bailey Scales II and the McCarthy Scales of Children’s Abilities. The use of the Stanford-Binet—Fourth Edition and the Vineland Adaptive Behavior Scales is reviewed. Play assessment and observational techniques for such age groups is presented. Techniques for assessing children with vision and hearing impairments are also addressed. Students administer tests, make case presentations, and write reports. Interpretation of data focuses on integrating clinical findings so that specific intervention plans can be developed. Additional laboratory hours are required. Three credits. back

Human Development and Leadership 724  Assessing the Bilingual Child. Open only to School Psychology majors. (Required course for Bilingual Extension Certificate) Prerequisites: Admission to Professional Stage; Human Development and Leadership 721B. Offered every Spring
An examination of issues in the assessment of bilingual children, including the appropriate use of standardized measures, nondiscriminatory assessment, titleernative approaches to the assessment of cognitive functioning,s and social adaptive behavior of linguistically diverse children. Students learn when and how to conduct evaluations in the child’s first or second language (or both). Students administer tests, make case presentations, and write reports. Interpretation of data focuses on integrating clinical findings so that individual educational plans can be developed. Additional laboratory hours are required. Three credits. back

Human Development and Leadership 732  Research Methods. (Open only to School Psychology majors) Offered every Spring
An intense look at how to analyze research in psychology and education. Major statistical and measurement concepts are applied in order to understand how research problems are systematically investigated using experimental and quasi-experimental designs. Surveys and qualitative research are also discussed. Students evaluate professional literature, discuss its implications for the practice of school psychology, and design research proposals. Three credits. back

Human Development and Leadership 733  Development in Infancy and Early Childhood. Open only to School Psychology majors (Required for Early Childhood Specialization) Prerequisite: Admission to Professional Stage. Offered on occasion
An in-depth review of current research and theory in perceptual, cognitive, social, emotional and physical aspects of development from birth to age 3. Particular attention is paid to the influence of culture and environment on early development. Implications of developmental theories for assessment and early intervention practices are included. Three credits. back

Human Development and Leadership 757  Individual Counseling in Multicultural School Settings. Open only to School Psychology majors. (Prerequisite: Admission to Professional Stage) Offered every Spring
An introduction to major theories of individual counseling as they pertain to school settings. Individual techniques, other than psychotherapy, used to enhance self-esteem, self-awareness and social skill and to reduce adjustment problems are practiced. Crisis intervention is discussed. Issues pertaining to the counseling of culturally and linguistically diverse individuals and their families are examined. Additional laboratory hours are required. Three credits. back

Human Development and Leadership 781  Internship in School Psychology. (I781A for General Program. 781B for Bilingual Education. 781C for Early Childhood) Prerequisites: admission to Professional Stage; approval of the Department, 42 credits, including all required testing courses. Offered every Fall
An internship in which students spend a minimum of 1,200 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 the 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 evaluate children, write reports, and practice short-term counseling and consultation under the supervision of the on-site psychologist. Students 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 are discussed. Students must apply for the internship in the semester before registration. See the placement officer for applications. Pass/Fail. Three credits. back

Human Development and Leadership 782  Internship in School Psychology II (782A for General Program. 782B for Bilingual Education. 782C for Early Childhood. Prerequisite: Human Development and Leadership 781. Offered every Spring
Continuation of internship in Human Development and Leadership 781. Students spend a minimum of 600 hours in a University-approved setting. Pass/Fail. Three credits. back

Teaching and Learning 865
Psycholinguistics and Second Language Acquisition
Prerequisite or corequisite: TAL 830
Offered Fall and Spring

An analysis of issues in second language acquistion against the background of theories of first language acquistion and cognitve development. Behavorist, constructivist, and non-constructivist perspectives on language acquistion are considered. Questions related to the development of bilingualism and first and second language acquistion among learners with disabilities are explored along with issues related to assessment of verbal skills. Three credits. back

Brooklyn Campus