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Professor Rodney W. Roth, Department Head
Office: 315 Carmichael Hall
Professor S. Allen Wilcoxon III, Community Counseling and Counselor Education
Office: 318 Graves Hall
Three study options in counselor education lead to the M.A. and Ed.S. degree and provide the professional preparation necessary for work in schools, colleges, rehabilitation, and other agency and community settings. The Ed.D. and Ph.D. are also offered in counselor education. Certification programs for school counselors are available at the Class A and Class AA levels. Students who earned initial credit toward Class AA professional certification during the fall semester of 1992 or later must enroll in and complete the Ed.S. degree program. Courses used to qualify for a lower-level supporting certificate may not be used again in a higher-level certification program.
Because of the necessarily heavy emphasis at the entry level upon practicum and internship experiences, the M.A. programs in school counseling and rehabilitation counseling require a minimum of 48 semester hours of study. The community counseling master's option requires a minimum of 60 semester hours. No thesis is required in any of the M.A. programs.
The Council for Accreditation of Counseling and Related Programs (CACREP), a specialized accrediting body recognized by the Commission on Higher Education Accreditation (CHEA), has conferred accreditation on the following: community counseling (M.A.), school counseling (M.A.), and counselor education (Ed.D. and Ph.D.). The Council on Rehabilitation Education, also recognized by CHEA, has conferred accreditation for rehabilitation counseling (M.A.).
Admission and degree requirements for the Graduate School and for the College of Education are detailed in an earlier section of this catalog. Cohort admission decisions are made twice annually (November and April). Admission and degree requirements specific to the program and in addition to those of the Graduate School, College, and department include the following:
Admission for master's degrees. Admission to pursue a master's degree in any track within the program in counselor education is based upon success in admission for graduate study with the Graduate School. No additional program requirements are expected beyond these minimum standards.
Admission for educational specialist degree. Admission to pursue an educational specialist degree in counselor education is based upon success in admission for graduate study with the Graduate School as well as the following requirements: (a) completion of a master's degree in counseling, and (b) two years of experience in the school setting.
Admission for doctoral degrees. Admission to pursue a doctoral degree in counselor education is a two-step procedure. Unconditional admission by the Graduate School is only the initial step for those seeking the doctoral degree. Within this step, students are engaged in post-master's study and are subject to scrutiny and review by program faculty for their suitability for doctoral study. An applicant for doctoral study must (a) possess a completed master's degree in counselor education; (b) when necessary, complete supplemental master's-equivalency courses to comply with the CACREP-accredited course of study for the master's degree; and (c) successfully complete the doctoral screening interview for formal pursuit of the doctoral degree in counselor education. Course credit in post-master's study prior to the screening interview may be used to fulfill doctoral degree requirements only after supplemental master's-equivalency study is completed and a successful screening interview is conducted.
Degree requirements. Degree requirements are noted on the official program planning record for the various degrees/tracks. These documents are available from the chairperson or administrative staff for the department.
Professor Rodney Roth
Office: 315 Carmichael Hall
The educational psychology program is designed to provide the highest-quality graduate education for exemplary professional development in the field of educational psychology. The program is ideal for individuals aspiring to develop expertise in theory, research, application, and practice related to learning, development, motivation, and reflective problem solving for functional well being of people of all ages. The student-centered program views educational psychology not as a static body of pre-existing knowledge to be internalized by the students, but as an evolving system of problems and solutions, a scientific system of problem solving, a living system of communication, and an ethical system for personal and professional conduct. Students are encouraged to uncover their own hidden potentials, interests, and strengths and to develop these maximally by participating in all aspects of the program. The program invites applications from all potential students, especially those in underrepresented populations.
Four educational psychology degrees are offered: M.A., Ed.S., Ed.D., and Ph.D. in educational psychology. The M.A. has thesis and nonthesis options and a focus on general educational psychology. There is also an option for an M.A. focus on program evaluation (no thesis), in collaboration with the program in educational research. Ph.D. students may choose specializations in (a) learning, motivation, and instruction or (b) interdisciplinary educational science. The educational psychology program offers a third specialization in (c) human development, through a collaborative arrangement with the Department of Human Development and Family Studies in the College of Human Environmental Sciences.
The program offers several options for doctoral minors for Ph.D. students in the College of Education and other divisions.
Admission requirements. Statement of purpose and letters of recommendation consistent with goals of the program, scores above the 50th percentile on the GRE or MAT, and a GPA of 3.0 on a 4.0 scale are needed for unconditional admission. Conditional admission will be granted in some circumstances. Prospective students are encouraged to complete their applications by January 15 for admission the following fall.
Degree requirements. Master's degrees require 30-33 graduate credit hours. Ed.S. degrees require 30-33 hours beyond the master's. Doctoral degrees require 60 or more hours beyond the master's.
Professor Rodney W. Roth
Office: 315 Carmichael Hall
The program in educational research offers the Ph.D. in educational research and Ed.S. in educational psychology: educational research. The degrees require coursework in educational statistics, assessment/measurement, program evaluation, and qualitative research. A student may choose to specialize in educational statistics, program evaluation, assessment/measurement, research methodology, or qualitative research. Practical experience is a required part of the program. A doctoral minor is also offered in educational research. Admission and degree requirements for the Graduate School and for the College of Education are detailed in an earlier section of this catalog.
Professor Patti Harrison
Office: 306 Carmichael Hall
The school psychology program is designed to provide exemplary graduate training in research, application, and practice related to learning, development, and mental health of people of all ages. The program also serves graduate students and faculty throughout the College of Education and other colleges by providing coursework, consultation, and doctoral minors.
The degrees from the school psychology program may lead to state and national credentials. The M.A. degree in educational psychology: school psychometry is approved for Alabama A Certification in School Psychometry if the following prerequisites are met: (a) certification in a teaching field and (b) two years of appropriate teaching experience, at least one of which must be in teaching. The Ed.S. in educational psychology: school psychology and the Ph.D. and Ed.D. degrees in school psychology are approved for the Alabama AA Certification in School Psychology if (a) the graduate obtains the National Certification in School Psychology (NCSP), (b) the graduate has been certified as a school psychologist in another state, or (c) the following prerequisites are met: completion of a basic program in teacher education, eligibility for certification as a school psychometrist, and two years of appropriate teaching experience, at least one of which must be in teaching. The Ed.S. and doctoral degrees are approved by the National Association of School Psychologists. Students who obtain these degrees are eligible for the NCSP, following successful completion of the national school psychology examination. Requirements for certification and licensure in school psychology vary from state to state. Students are expected to determine the requirements in the state or states in which they are interested in practicing before beginning the program. The student's program may then be designed to meet any particular requirements of specific states.
For a student handbook and specific degree requirements, call or write: Chairperson, School Psychology, The University of Alabama, College of Education, Box 870231, Tuscaloosa, AL 35487-0231; phone (205) 348-7575; fax (205) 348-0683; program office, 306 Carmichael Hall.
BCE 411 Guidance for Teachers. Three hours.
Prerequisite: Junior standing or higher.
No credit to majors in the program. The sociological, psychological, and philosophical bases for guidance in schools. Appropriate for both elementary and secondary teachers. Offered only through the Office of Independent Study.
BCE 510 Elementary School Guidance. Three hours.
Providing an overview of counseling and guidance activities in the elementary school, this is the basic introductory course for individuals seeking to become elementary counselors. Various aspects of individual and group counseling, consultation, and program management are examined.
BCE 511 Principles of Guidance. Three hours.
Explores the rationale for guidance by examining human development and sociological, psychological, and philosophical bases for guidance. Provides awareness of services by surveying components of guidance programs.
BCE 512 Counseling: Theory and Process. Three hours.
Introduction to counseling, counseling theories, and the counseling relationship; and an overview of the counseling process.
BCE 513 Career Development. Three hours.
An introduction for counselors and teachers to career development concepts, labor force information, and other resources needed to help persons with career planning and decision making.
BCE 514 Prepracticum in Counseling. Three hours.
An experiential course involving applied elements of theoretical models and customary helping skills to orient and prepare students for their initial supervised work with counseling clients. Offered fall and spring semesters.
BCE 515 Practicum in Counseling I. Three hours.
Prerequisite: BCE 514 and permission of the faculty.
Laboratory training in attending, listening, and influencing skills. Supervised experience in counseling. Offered fall and spring semesters.
BCE 516 Practicum in Counseling II. Three hours.
Prerequisites: BCE 515 and permission of the faculty.
Supervised practice in counseling. Offered fall and spring semesters.
BCE 518 Introduction to Community Counseling. Three hours.
Seminar and fieldwork designed to acquaint the student with the functions and roles of the counselor in various community and agency settings. Offered fall semester.
BCE 519 Student Personnel Work in Higher Education I. Three hours.
Historical, philosophical, and practical aspects of personnel services for colleges; services are reviewed in relation to each other and to the overall educational endeavor. Offered fall semester.
BCE 520 Student Personnel Work in Higher Education II. Three hours.
Prerequisite: BCE 519.
An expansion of the experiential base of the introductory course through in-depth exploration of typical student personnel programs.
BCE 521 Group Procedures in Counseling and Guidance. Three hours.
Prerequisite: Permission of the faculty.
Background in group methods, including group guidance, group counseling, and group dynamics. One-half of class time is spent in a laboratory experience during which each student is provided an opportunity to function in a group. Offered fall and spring semesters and in summer school.
BCE 522 Individual and Group Appraisal. Three hours.
Prerequisite: BER 540.
An overview of measurement methods, practice in administration and interpretation of standardized tests, and evaluation of tests and testing programs for counseling and guidance. Offered spring semester and in summer school.
BCE 523 Program Development and Management. Three hours.
An examination of the organization and implementation of the guidance functions of schools and the guidance responsibilities of counselors, teachers, and administrators. Offered in spring semester and in summer school.
BCE 525 Internship in School Counseling and Community Counseling. Three to twelve hours.
Prerequisite: Permission of the faculty.
Supervised field experience in an appropriate job setting.
BCE 528 Advanced Seminar in Community Counseling. Three hours.
Prerequisite: BCE 518.
Advanced study and discussion of a variety of agency-specific issues and topics. Offered summer semester.
BCE 540 Introduction to Rehabilitation Counseling. Three hours.
Philosophical, social, psychological, and legislative bases of rehabilitation; the nature and scope of the rehabilitation process and the functions of the rehabilitation counselor; and study of the individual. Offered fall semester.
BCE 541 Principles and Practices of Rehabilitation Counseling. Three hours.
Prerequisite for nonmajors: Permission of the instructor.
Supervised experiences in selected rehabilitation and agency settings to provide an opportunity to integrate theory and practice early and to do selected independent field studies. Offered spring semester.
BCE 542 Medical Aspects of Rehabilitation. Three hours.
Orientation to the medical profession and related rehabilitation professions. Survey of body systems, their functions and malfunctions, and the most common diagnostic and treatment procedures. Implications for educational, social, and vocational development. Offered fall semester.
BCE 543 Psychological and Sociological Aspects of Disability. Three hours.
Psychological and sociological attitudes, adjustment problems, sexuality, rehabilitation techniques, placement, family and social systems implications, programs, and facilities; emphasis on severely disabled individuals. Offered spring semester.
BCE 544 Job Development/Placement in Rehabilitation Counseling. Three hours.
Provides an overview of job development and placement, as well as theories of work adjustment. Emphasizes the development of job placement techniques and strategies to enhance employment outcomes for people with disabilities.
BCE 545 Seminar in Rehabilitation Counseling. Three to six hours.
Helps integrate prior course and field experiences and serves as a forum to cover evolving legislation, practices, and consumer populations. Offered fall semester.
BCE 546 Practicum in Rehabilitation Counseling. Three to six hours.
Prerequisite: Permission of the faculty.
Supervised practice in rehabilitation counseling. Offered fall and spring semesters.
BCE 547 Internship in Rehabilitation Counseling. Three to twelve hours.
Prerequisite: Permission of the faculty.
Supervised field experience in a rehabilitation setting.
BCE 548 Cognitive Disabilities in Rehabilitation. Three hours.
A study of medical, psychosocial, and rehabilitation considerations surrounding cognitive disabilities arising from brain trauma, mental illness, and addictions.
BCE 615 Field Experiences in Counselor Education. Three hours.
Prerequisite: BCE 512, admission to specialist/doctoral study, and/or permission of the faculty; for majors only.
Supervised field experiences in counseling to supplement accredited, advanced-level internships. Offered annually.
BCE 616 Internship in Counseling. Three to nine hours.
Prerequisites: Six hours from BCE 515, BCE 516, BCE 610, and BCE 546, and permission of the faculty.
Supervised practice in counseling for advanced majors. Offered fall and spring semesters.
BCE 617 Internship in Group Counseling and Guidance. Three hours.
Prerequisites: BCE 521 and permission of the faculty.
Supervised practice in group guidance techniques with clients in a variety of settings.
BCE 618 Advanced Theories of Counseling. Three hours.
Historical and current approaches to individual counseling, and the theories of personality structure and individual behavior from which these approaches are derived. Offered fall semester.
BCE 619 Internship in Supervision of Counseling. Three to six hours.
Prerequisite: Permission of the faculty.
Supervision of practicum students.
BCE 625 Advanced Internship in Counselor Education. Six to twelve hours.
Prerequisite: Permission of the faculty.
Supervised field experiences in counseling and counselor education for advanced students.
BCE 626 Readings in Counseling. Three hours.
Prerequisite: Permission of the faculty.
Review of selected writings in the fields of counseling, guidance, and student personnel services.
BCE 630 Individual Testing in the Educational Program. Three hours.
Prerequisite: Permission of the faculty.
Principles of psychological evaluation and skills in administering, scoring, and interpreting selected psychological tests. Offered spring semester.
BCE 631 Consultation in Educational and Agency Settings. Three hours.
Prerequisite: BCE 512.
Study of consultation with teachers, administrators, parents, and various community agencies, emphasizing behavioral, ecological, mental health, and organized models and appropriate interventions to be planned with consultees.
BCE 632 Advanced Seminar in Testing. Three hours.
Prerequisites: BCE 522, BCE 630, BEP 565, a minimum of 6 hours of counseling practicum, and permission of the faculty.
Application of the dynamic approach to individual assessment; study and practice in the use of assessment materials as structured interviews with children, adolescents, and adults. Offered alternate fall semesters.
BCE 633 Advanced Seminar in Counselor Education. Three hours.
Prerequisite: Permission of the faculty.
Individual readings, conferences, group discussions, and reports focusing on areas of interest in counseling and guidance.
BCE 650 Counseling Strategies for Family Relationships. Three hours.
Prerequisite: BCE 512 or permission of the instructor.
Examination of theoretical and applied elements of systemic intervention with troubled families. Offered fall semester only.
BCE 651 Counseling Strategies for Couple Relationships. Three hours.
Prerequisite: BCE 512 or permission of the instructor.
Examination of theoretical and applied elements of intervention with distressed couples. Offered spring semester only.
BCE 652 Counseling Strategies for Adult-Child Relationships. Three hours.
Prerequisite: BCE 512 or permission of the instructor.
Examination of theoretical and applied elements of intervention with discordant relationships between adults and children. Offered summer session only.
BCE 653 Introduction to Play Therapy. Three hours.
Prerequisite: BCE 512 or permission of the instructor.
Lecture/laboratory experience focusing on an overview of play therapy, including history, theories, beginning skills, and practicum experience.
BCE 654 Advanced Play Therapy. Three hours.
Prerequisite: BCE 512, BCE 653, or permission of the instructor.
Individual readings, conferences, group discussions, lecture and reports focusing on techniques/methods, applications to special settings or populations, ethics, and professional responsibilities with an extended practicum experience.
BCE 699 Dissertation Research. Variable credit. Three-hour minimum.
BEP 500 Advanced Educational Psychology. Three hours.
Prerequisite: Graduate standing.
Principles of educational psychology for teaching and for educational services in schools and colleges.
BEP 505 Development of Self-Regulation. Three hours.
Investigates the development of self-regulatory processes and the match between those processes and educational practice. Transitions from home to school, elementary to secondary, and high school to college/work are considered in depth.
BEP 541 Authentic School Learning and Teaching. Three hours.
Prerequisite: Admission to the Graduate School.
Cognitive approaches to learning/teaching with focus on what constitutes authentic learning and on role of the intuitive knowledge base. Topics/themes include nature of preschool learning, sources contributing to learning, constructivism, and holistic perspectives.
BEP 550 Life-Span Development. Three hours.
Prerequisite: Admission to the Graduate School.
A study of principles and concepts of physical, cognitive, personality, and social development from conception through death.
BEP 554 Developmental Neuroscience of School-Age Learners. Three hours.
Thorough examination of physical, cognitive, and emotional development of children from biological and psychological perspectives. Relevant cutting-edge research in neuroscience and implications for formative postnatal development of school-age learners are examined.
BEP 561 Social and Cultural Foundations of Behavior. Three hours.
Prerequisite: Admission to the Graduate School.
Provides fundamental knowledge regarding the methods in which social and cultural interactions and histories influence human behavior. Focuses on application of social psychology principles and multicultural issues to increase awareness and improve skills across a variety of social settings, including schools and human-service agencies.
BEP 565 Personality and Social-Emotional Factors. Three hours.
Prerequisite: Admission to the Graduate School.
Examines the major theories of personality and social-emotional factors as they impact on the learning process and educational practice.
BEP 598 Nonthesis Research. Variable credit.
Prerequisite: Permission of the instructor.
BEP 599 Thesis Research. Variable credit.
BEP 600 Contemporary Educational Problems and Educational Psychology. Three hours.
Thorough exploration of current problem areas in education and the impact and perspectives of educational psychology.
BEP 640 Behavioral Learning Theories. Three hours.
Examines behavioral theories and research with a focus on their impact on educational practice.
BEP 641 Authentic School Learning and Teaching. Three hours.
Cognitive approaches to learning/teaching with focus on what constitutes authentic learning and on role of the intuitive knowledge base. Topics/themes include nature of preschool learning, sources contributing to learning, constructivism, and holistic perspectives.
BEP 642 Cognitive Psychology in Education. Three hours.
Examines theory and research in cognitive psychology from the perspective of educational practice. Topics include remembering, knowledge, representations, problem solving, language comprehension, development of expertise, and nature of intelligence.
BEP 661 Psychological Study of Learners. Three hours.
Thorough study of intervention, remediation, and training strategies in cases of educational and learning problems. Focus on individual differences in cognitive processing, biological factors, cognitive style, intelligence, self-regulation, motivation, and psychological processes of reading, writing, math, and science.
BEP 665 Motivation and Emotion in Education. Three hours.
Exploration into processes of human motivation and emotion with a focus on educational settings.
BEP 672 Teaching Educational Psychology in College. Three to twelve hours.
Prerequisite: Permission of the instructor.
Seminar for graduate student instructors. Students must be GTAs in educational/school psychology. Designed to help GTAs use reflective decision making and knowledge of educational psychology to teach undergraduates.
BEP 673 Doctoral Research and Ethics Seminar. One to six hours.
Prerequisite: Permission of the instructor.
Critical study of current issues in educational psychology.
BEP 686 Observation of Development, Teaching, and Learning. Three hours.
Discussion of contemporary methods of observing children, teachers, parents, and learners of all ages for purposes of research and the evaluation/assessment of teaching and learning. Provides hands-on field experience in observational techniques.
BEP 688 Internship in Educational Psychology. Three to twelve hours.
Prerequisite: Permission of the instructor.
Supervised internship experiences, with educational psychology course content related to the experience.
BEP 689 Practicum in Educational Psychology. Three to twelve hours.
Prerequisite: Permission of the instructor.
Seminar for graduate students to support their cooperative faculty-student research projects and their development as members of the community of educational
psychologists.
BEP 690 Readings in Educational Psychology. Three hours.
Prerequisite: Permission of the instructor.
An opportunity for the student to study intensively a topic in educational psychology, covering a sizable body of literature (the topic chosen should nevertheless be narrower than that subsumed under the name of a course).
BEP 698 Nondissertation Research. Variable credit.
Prerequisite: Permission of the instructor.
Participation in a research project relating to educational psychology.
BEP 699 Dissertation Research. Variable credit. Three-hour minimum.
BER 500 Introduction to Educational Research. Three hours.
An overview of the research process, primarily for master's students. Offered fall and spring semesters and in summer school.
BER 540 Statistical Methods in Education. Three hours.
Descriptive and basic inferential statistics, including graphs, frequency distributions, central tendency, dispersion, correlation, and hypothesis testing. Computer applications are included. Offered fall and spring semesters and in summer school.
BER 545 Analysis of Variance in Education. Three hours.
Prerequisite: BER 540 or equivalent.
Topics include sampling, review of elementary statistics, one-way and two-way analysis of variance, multiple comparison procedures, and nonparametric procedures. Offered fall and spring semesters.
BER 546 Regression Methods in Education. Three hours.
Prerequisite: BER 540 or equivalent.
Topics include simple regression and multiple regression. Offered fall and spring semesters.
BER 550 Evaluation of Classroom Learning. Three hours.
A comprehensive approach to the development and application of objectives, teacher-made tests, published tests, and other measures used in the evaluation of teaching and learning in the classroom. Offered fall and spring semesters.
BER 558 Introduction to Psychometrics. Three hours.
Prerequisite: BER 540 or equivalent.
An introduction to classical and current theories and practices in psychometrics. Theory is presented together with exposure to many of the popular assessment procedures. Offered fall semester.
BER 600 Quantitative Research Methods in Education. Three hours.
An overview of research methods and procedures in education, primarily for doctoral students.
BER 603 Survey Research in Education. Three hours.
Prerequisite: BER 540.
Comprehensive introduction to using survey instruments for research purposes. Survey development, construction, validation scaling, sampling, and research methods as they apply to matching the survey to research questions are covered.
BER 630 Case Study Research Methods. Three hours.
Examines the production of case studies of individual practices, discrete institutions and organizations, and state-level policies. Explores the research methods that can inform the production of case study representations of human experience, as well as the different styles of case study writing.
BER 631 Inquiry as Interpretation: Qualitative I. Three hours.
Examines the history and philosophy of naturalistic studies of human experience. Concentrates on post-positivistic, phenomenological, structuralist, and post-structuralist theory and modes of analysis. Course assignments provide practice with rudimentary qualitative research skills.
BER 632 Reflexiveness and Resistance in Research Representation: Qualitative II. Three hours.
Prerequisite: BER 631.
Examines the irony and ideology of naturalistic studies of human experience. Examines the epistemic limits of any method of research representation, and the political and ethical implications of those limits for researchers. Course assignments provide practice with intermediate qualitative research skills.
BER 633 Ethics and Aesthetics of Meaning Making: Qualitative III. Three hours.
Prerequisites: BER 631 and BER 632.
Examines the ethics, aesthetics, and opportunities for advocacy in naturalistic studies of human experience. Explores feminist, afrocentric, critical theoretic, artistic, and journalistic conceptions of data collection and a variety of styles and formulas for research writing.
BER 640 Multivariate Dependence Methods. Three hours.
Prerequisites: BER 540, BER 545, and BER 546.
Covers the following statistical procedures: discriminant analysis, Hotelling's T2, multivariate analysis of variance, multivariate regression, and other dependence methods.
BER 641 Multivariate for Interdependence Methods. Three hours.
Prerequisites: BER 540, BER 545, and BER 546.
Covers the following statistical procedures: principal component analysis, factor analysis, cluster analysis, multidimensional scaling, canonical correlation, and hierarchical linear modeling (HLM).
BER 646 Structional Equation Modeling. Three hours.
Prerequisites: BER 540, BER 545, and BER 546.
Includes an introduction to the basic concepts of structional equational modeling, including approaches to regression, path analysis, confirmatory factor analysis, and model building with dependent and independent variables.
BER 650 Advanced Topics in Instrument Development. Three hours.
Prerequisite: BER 558 or permission of the instructor.
Emphasis on theory and methods of scaling used for instrument construction in the behavioral sciences. Topics include Thurstone, Likert, and Gutman scales, semantic differential, Q-sort, paired comparisons, and IRT. Computer applications are presented.
BER 658 Psychometric Theory and Practice. Three hours.
Prerequisite: BER 558.
Major topics include reliability, validity, classical true score theory, generalizability theory, item response theory, item/test bias, and equating. Includes computer applications.
BER 660 Evaluation I: Evaluation Theory and Practice. Three hours.
Prerequisite: Graduate standing.
Concepts and techniques for evaluating education programs, projects, materials, curriculum, and personnel.
BER 661 Evaluation II: Advanced Theories and Application. Three hours.
Prerequisites: BER 660.
Advanced study of evaluation theories, their utilization, and political implications for the practice of program evaluation in education programs. Offered fall semester.
BER 672 Teaching Educational Research in College. Three hours.
Prerequisite: Permission of the instructor.
Seminar for graduate teaching assistants. Offered each semester.
BER 673 Seminar in Educational Research. Three hours.
Prerequisite: Permission of the instructor.
A course designed to help majors in educational research prepare for the profession.
BER 687 Fieldwork in Educational Research. Three to six hours.
Prerequisite: Approval of adviser.
Faculty-supervised participation in research and other educational projects. Offered fall and spring semesters and in summer school.
BER 689 Practicum in Educational Research. Three to six hours.
Prerequisite: Approval of adviser.
Practicum is a student-initiated research project done with faculty supervision. Offered fall and spring semesters and in summer school.
BER 690 Readings in Educational Research. Three hours.
Offered fall and spring semesters and in summer school.
BER 698 Nondissertation Research. Variable credit.
BER 699 Dissertation Research. Variable credit. Three-hour minimum.
BSP 500 Introduction to School Psychology. Three hours.
Prerequisite: Graduate standing.
The history, role, and ethical and legal issues of school psychology are studied. The school psychologist's role in team decision making is emphasized.
BSP 515 Individual Intelligence Testing and Case Report Writing. Three hours.
Prerequisite: Graduate standing and permission of the instructor.
Introduction to individual intelligence testing and psychological case report writing, focusing on the Wechsler, Stanford-Binet, and Kaufman scales, and other intelligence tests, and treating the topics from practical and theoretical perspectives.
BSP 516 Advanced Psychoeducational and Social-Emotional Assessment. Three hours.
Prerequisite: BSP 515.
Advanced study of intelligence, achievement, behavioral, and social-emotional assessment, emphasizing psychoeducational diagnosis and decision making for children with learning and behavioral problems; formulation of hypotheses based on test data, and development of meaningful educational recommendations are also stressed.
BSP 586 Assessment Practicum in School Psychology. Three hours.
Prerequisite: Permission of the instructor.
Requires 150 hours of supervised experience in assessment and is conducted in public schools or other agencies. Intellectual, achievement, behavioral, and social-emotional assessment of children with learning and behavioral problems and use of assessment in team decision making are emphasized.
BSP 588 Internship in School Psychometry. Three to six hours.
Prerequisite: Permission of the instructor.
The student performs the duties of a school psychometrist in a school system, under supervision.
BSP 601 Applied Pediatric Neuropsychology. Three hours.
Study of applied brain-behavior relationship in the areas of academics, behavior, and social/emotional skills. Various disorders, assessment techniques, interventions, and preventions will be examined and discussed.
BSP 625 Cognitive and Behavioral Interventions. Three hours.
Study of applied behavioral analysis, cognitive behavior modification, motivation techniques, aptitude-treatment interaction, social problem-solving training, study-skills training, peer-influenced academic interventions, prevention, and other interventions.
BSP 635 Consultation in Educational and Agency Settings. Three hours.
Study of consultation with teachers, administrators, parents, and various community agencies, emphasizing behavioral, ecological, mental health, and organized models and appropriate interventions to be planned with consultees.
BSP 660 Psychopathology. Three hours.
Thorough examination of the history, scope, and understanding of abnormal behavior through the life span, with emphasis on educational and clinical implications. The most recent classification system is used to structure topics and issues in the course.
BSP 661 Social and Cultural Foundations of Behavior. Three hours.
Provides fundamental knowledge regarding the methods in which social and cultural interactions and histories influence human behavior. Focuses on application of social psychology principles and multicultural issues to increase awareness and improve skills across a variety of social settings, including schools and human-service agencies.
BSP 673 Doctoral Research and Ethics Seminar. Three hours.
Prerequisite: Permission of the instructor.
Covers topics of current interest to school psychologists.
BSP 686 Consultation and Intervention Practicum in School Psychology. Three hours.
Prerequisite: Permission of the instructor.
Requires 150 hours of supervised experience in conducting consultation and intervention (within a team-decision-making framework) with children, parents, teachers, and administrators in public schools and other agencies.
BSP 687 Specialist Internship in School Psychology. Three to six hours.
Prerequisite: Permission of the instructor.
The student performs the activities of a school psychologist in an educational or other agency, under supervision.
BSP 688 Doctoral Internship in School Psychology. Three to six hours.
Prerequisite: Permission of the instructor.
The student performs the duties of a school psychologist in an educational agency, under supervision.
BSP 689 Research Practicum in School Psychology. Three to six hours.
Prerequisite: Permission of the instructor.
Participation in cooperative faculty/student research on some aspect of school psychology.
BSP 690 Readings in School Psychology. Three hours.
Prerequisite: Permission of the instructor.
An opportunity for the student to study intensively a topic in school psychology, covering a sizable body of literature (the topic chosen should nevertheless be narrower than that subsumed under the name of a course).
BSP 698 Nondissertation Research. Three hours.
Prerequisite: Permission of the instructor.
Participation in a research project relating to school psychology.
BSP 699 Dissertation Research. Variable credit. Three-hour minimum.
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