Psychological and Educational Consultation

The Department of Psychological and Educational Consultation offers concentrations in studies that prepare candidates for careers in a variety of human service and consultative areas. The department has, as its primary objective, a collaborative approach to contributing to the quality of life in our changing schools, organizations, and society. The department is dedicated to making significant contributions to the:

  • Enhancement of self-awareness and self-understanding
  • Promotion of self care to develop optimal well-being and prevent burnout
  • Improvement of service delivery options to children, adolescents, and adults
  • Resolution of problems through effective consultation skills
  • Promotion of effective communication skills and working relationships
  • Increased effectiveness of interventions in schools, organizations, and community support agencies
  • Leadership in schools and community agencies in the areas of theory, assessment, and understanding of differences among children, youth, adults, and those with disabilities, with special emphasis on differentiating typical cultural characteristics from pathology
  • Development of effective strategies in curricular, behavioral, technological, therapeutic, and organizational interventions
  • Enhancement of human potential, facilitation of healthy development, and primary prevention of problems in school, at home, in organizations, and in the community
  • Development and implementation of a wide and effective range of instructional and telecommunication technologies

Candidates may choose from one of several sequences of study. They may pursue certification preparation in school psychology; elect a program in psychology that finds application in the promotion of organizational effectiveness and work productivity; select courses that enrich competencies required in human services and community work; or strengthen their knowledge of psychology in preparation for further graduate study. All of the programs provide for the development of a basic foundation of knowledge in psychology and related fields, as well as emphasize the application of knowledge in assessment, problem-solving and understanding others.

To supplement course work, the faculty has established working relationships within settings where psychological skills are applied. These settings include schools, child and family mental health and rehabilitation services, corporate training and development settings, and organizations in the private sector. These relationships provide for the coordination of real life experiences with academic training and serve dual purposes. First, candidates have the opportunity to practice newly acquired skills in real settings with experienced supervisors supported by university faculty. Second, the addition of graduate candidates to established staff enhances the resources available in the community.

  • Applied Psychology
    • Foundations of Advanced Psychology
    • Industrial/Organizational Psychology (Master of Arts or 5-Year Integrated Bachelor and Master of Arts)
  • School Psychology

PY 0098 Comprehensive Exam in Applied Psychology0 Credits

The comprehensive examination in applied psychology requires candidates to demonstrate understanding and mastery of a broad body of relevant knowledge in psychology, as well as the ability to synthesize this knowledge in the creation of sophisticated essays. Candidates are eligible to take the master's comprehensive examination after successful completion of 24 credits, 18 of which must be specifically in psychology. Cumulative GPA of 3.0 required to sit for the exam.

PY 0099 Comprehensive Examination in School Psychology0 Credits

Prerequisites: PY 0430, PY 0433, PY 0435, PY 0436, PY 0438, PY 0446.

The comprehensive examination in school psychology requires candidates to demonstrate understanding and mastery of a broad body of relevant knowledge in psychology, as well as the ability to synthesize this knowledge in the creation of sophisticated essays. Before candidates take the comprehensive examination, they must have completed, or be in the process of completing, 24 credits.

PY 0401 Special Topics in Psychology (Shell)1-3 Credits

The special topic course varies in content, as needed, in order to provide timely opportunity to explore time sensitive, new and emerging topics and foci on a one-time basis, or to offer a pilot section of a new course in development. Each special topic course will have a unique focus, clearly identified in the course title after the colon. Candidates may take a special topic course more than once, as long as the course content and foci are distinctly identified.

PY 0403 Introduction to Play Therapy3 Credits

This course provides candidates with instruction in client-centered play therapy. Course objectives include enhancing sensitivity to children's issues, developing an awareness of the world as viewed by children, increasing the ability to communicate effectively with children using play techniques, understanding children's behavior, communicating effectively with parents, and developing basic play therapy skills. Candidates also view demonstrations of actual play therapy sessions and gain experience applying play therapy strategies with children. This course is available to candidates enrolled in a certification program or those who are already certified.

PY 0406 Organizational Development3 Credits

Prerequisites: PY 0420, PY 0435, PY 0545.

This course explores and analyzes the various methods and techniques for effective organizational development in contemporary organizations. The course focuses on models, case studies, and candidate examination of organizations with which they are affiliated. Candidates identify and study key success factors such as organizational culture, leadership, and history.

PY 0420 Introduction to Industrial and Organizational Psychology3 Credits

This course introduces the application of psychological concepts, principles, and methods to process issues and problems in the work environment. Topics include personnel selection, training and development, work motivation, job satisfaction and effectiveness, work design, and organizational theory. For students interested in the 5-year Integrated Bachelor's/Master's degree in Industrial/Organizational Psychology permission of the instructor is required. May be used by Psychology majors as a Psychology elective towards the undergraduate degree if PY 0124 has not been taken.

PY 0430 Issues in Professional Practice in School Psychology3 Credits

Among the first courses that should be taken in the School Psychology program, this course presents a realistic view of school psychology, permitting participants to interview school psychologists and other school personnel in the field about the role of the school psychologist. It serves as a vehicle to affect the future of school psychology by empowering future school psychologists, and it introduces the issues primary to the profession and practice of school psychology. Topics include special education law; professional ethics; the history of school psychology; a tripartite model of service delivery; the "scientific practitioner" approach; consultation; child development and system theory as a basis for practice; advocacy for and education about the school psychologist's role; and an introduction to federal and state educational systems within which the profession operates.

PY 0433 Behavioral Statistics3 Credits

Participants study descriptive and inferential statistics with an emphasis on methodological and technological applications in the behavioral sciences. Topics range from measures of central tendency to parametric and nonparametric tests of significance. Applied Psychology students must earn at least a B in the course for the course to count toward their degree. Candidates with a prior course in statistics may try to test out of PY 0433 before the first class. Contact the instructor well in advance of the first class to make arrangements. Candidates who successfully test out of this course will substitute another approved three-credit course appropriate to their program.

PY 0435 Psychology of Personality3 Credits

This course takes a comprehensive approach to understanding theories of personality formation through an in-depth survey and critique of major and minor theories of personality. The course emphasizes developing a critical understanding of the similarities and differences among the theories and the contribution of each theory to conceptualizations of normal and abnormal behavior, with application to the understanding of current research in personality psychology. Cross-cultural issues are addressed. Applied Psychology students must earn at least a B in this course for the course to count toward their degree.

PY 0436 Psychopathology and Classification I3 Credits

This course introduces candidates to advanced child and adolescent psychopathology. It provides the necessary foundation for undertaking subsequent courses or supervised practical training focused on the actual practice of formulating diagnoses and treating children and adolescents who are experiencing mental disorders. The course includes in-depth exposure to and discussion of the DSM-V and current research in psychopathology, and emphasizes understanding and identifying mental disorder symptoms and syndromes.

PY 0437 Psychopathology and Classification II3 Credits

This course introduces candidates to advanced adult psychopathology. It provides the necessary foundation for undertaking subsequent courses or supervised practical training focused on the actual practice of formulating diagnoses and treating people who are experiencing mental disorders. The course includes in-depth exposure to and discussion of the DSM-V and current research in psychopathology, and emphasizes understanding and identifying mental disorder symptoms and syndromes.

PY 0438 Treatment Models for School-Age Youth3 Credits

Prerequisites: PY 0435, PY 0436*.

In this course, candidates learn to develop treatment plans for children and adolescents in schools. Various psychotherapy models bridge the gap between theory and practice. Case studies serve as the primary learning vehicle. Given that children and adolescents frequently demonstrate emotional difficulties in the school setting, the course highlights theoretically informed therapeutic interventions that are pragmatic for use in the school setting, and emphasizes the importance of recognizing individual differences (cognitive, cultural, etc.) when designing interventions. (*indicates concurrency allowed)

PY 0446 Developmental Psychology I: Theory and Application in Professional Practice3 Credits

Candidates study human development from birth through adolescence. Designed for graduate candidates pursuing careers as clinical practitioners, this course helps participants develop the basic skills necessary to understand their clients in the context of the various domains of human development. Candidates learn to identify deviations in development and craft corresponding intervention plans. The course also emphasizes cultural competence, providing candidates with an understanding of individuals and families within a cultural context.

PY 0449 Introduction to Clinical Child Neuropsychology3 Credits

Prerequisites: PY 0538, PY 0540.

This course introduces candidates to brain structure, development, and function as the child grows to adulthood. Discussion topics include cognitive, academic, and behavioral sequelae of commonly encountered neuropathologies of childhood and adolescence, with case illustrations. Because of the emphasis placed on educational outcomes of neuropathology, the course addresses dyslexia, attention deficit disorder, and non-verbal learning disability.

PY 0471 Effective Interviewing3 Credits

This course trains individuals whose work requires a high skill level in communication. The course emphasizes defining the goals of the interview and the best means for achieving these goals, attending to overt and covert language and non-language messages, and dealing with the emotional dimensions of the interview. Candidates learn and experiment with a variety of interviews in different contexts.

PY 0475 Program Evaluation3 Credits

Prerequisites: PY 0201; or PY 0433, PY 0571.

This course focuses on concepts and principles in performing evaluations of psychological and social programs. Evaluations are an amalgam of political and scientific perspectives that require numerous skills and talents. A number of topics and models of evaluation are presented. However, no two evaluations are alike. Therefore, solid training in methodology and technical techniques is imperative for performing evaluations. The objectives of this course are to develop skills in designing evaluations, to develop survey instruments, to develop proposals, and to communicate evaluation results. In each of these areas, ethical issues are addressed. Quantitative methods are emphasized, but qualitative approaches are presented.

PY 0480 Consulting Theory and Practice3 Credits

Prerequisite: PY 0420 or matriculation in the Clinical Mental Health Counseling program.

This course is designed to assist candidates in developing an understanding of and skills in the practice of consultation in both internal and external roles. The core psychological principles and techniques apply equally well in business, non-profit, and educational settings. The course focuses upon the psychological concepts, models, and principles for effective consultation. A variety of contemporary models are examined. Candidates are expected to develop insight into their own consultation approaches and their strengths and needs.

PY 0485 Performance Coaching3 Credits

This course focuses upon the models, strategies and techniques for coaching and mentoring managers and employees in contemporary organizations. Students are introduced to research on interpersonal and leadership style issues that have been shown to play key roles in leadership success or failure. Students are also introduced to research related to leadership "derailment," or failure patterns observed in managers and employees who have been previously assessed as being moderate to high-potential leaders. Within this course, students learn about the most common performance coaching challenges and practice conducting performance coaching sessions.

PY 0501 Fundamentals of Survey Design3 Credits

Prerequisite: PY 0201 or PY 0433.

This course covers the important basics of measurement and the fundamentals of un-normed survey and questionnaire design. It also will provide training in entry-level survey/questionnaire skills for those who may be required to develop simple surveys/questionnaires in their work.

PY 0534 Theories of Learning3 Credits

This course considers, in detail, the conditions of human learning found in the principal schools of psychology on the contemporary scene. Candidates investigate other theories for individual reports. Crosslisted with ED 0534.

PY 0535 Collaborative Consultation3 Credits

Prerequisites: PY 0430, PY 0548.

Designed to give candidates knowledge and consultation skills, this course presents consultation as a collaborative problem-solving process that is empowering and prevention-oriented. The course focuses on mental health consultation as described by Gerald Caplan. Candidates learn the major models of consultation, the generic stages of consultation, and four levels of consultation service. The course also addresses practice issues, such as consultee resistance, consultee perspective, and consultant self-awareness. The course includes a practicum component in which candidates consult with a teacher at a school site once a week for approximately 10 weeks.

PY 0537 Psychoeducational Assessment I: Behavioral Approaches3 Credits

Designed for school psychology candidates, this course is the first in a four-course sequence in the psycho-educational evaluation of school-aged children. It covers the key concepts and procedures used in the behavioral assessment of individuals with a dual emphasis on functional behavioral assessment and progress monitoring within a response-to-intervention model. Topics covered include direct observation procedures, indirect assessment procedures, data collection and progress monitoring, functional analysis, reinforcer assessment, social validity assessment, direct behavior ratings, inter-observer reliability, and linking assessment results to behavior intervention and support plans. Applications at all three tiers of a response-to-intervention model will be discussed. This course is also the first course in the three course program: Advanced Training in Applied Behavior Analysis.

PY 0538 Psychoeducational Assessment II: Standardized Approaches3 Credits

Fee: $60 GSEAP Lab Fee

Corequisite: PY 0540.

Prerequisite: Completion of all MA degree requirements.

For school psychology candidates, this course is designed to advance their knowledge and skills of standardized assessment instruments commonly used by school psychologists in practice. This course will include review of psychometric constructs relevant to the measurement of intelligence and achievement, review of cross-battery assessment, (c) practice in the administration and scoring of standardized measures of intelligence, achievement and behavior, and (d) practice in the interpretation of test scores, (e) practice in the preparation of written reports summarizing test results, (f) exploration of multicultural issues related to assessment, and (g) review of the application of intelligence testing in school and clinical settings.

PY 0540 Psychoeducational Assessment III: Clinical Approaches3 Credits

Fee: $60 GSEAP Lab Fee

Corequisite: PY 0538.

Prerequisite: Completion of all MA degree requirements.

This course provides an introduction to clinical approaches to assessment for candidates in the school psychology program. A variety of assessment techniques will be presented and critically reviewed, including clinical interview, clinical observation, and projective techniques commonly used by school psychologists to assess students in school settings. Candidates will gain practice in the administration and interpretation of clinical assessments as well as basic report-writing.

PY 0541 Behavior Change Procedures3 Credits

Prerequisite: PY 0537.

This course will present behavior change procedures for use with individual and group clients. Antecedent, consequence, and alternative behavior interventions will be discussed. Procedures to learn include the use of: reinforcement and punishment (including differential reinforcement), modeling, shaping, chaining, etc. Specific topics will include discrimination training, contingency contracting, and group contingencies, among others. Basics of working with verbal behavior also will be introduced. This course is the second course in the three-course Applied Behavior Analysis Advanced Training Certificate program.

PY 0542 Measurement, Data Analysis, and Experimental Design in Applied Behavior Analysis3 Credits

Prerequisites: PY 0537, PY 0541.

This course will present the concepts, principles, and tools of measurement used for assessment and intervention within applied behavior analysis. Topics covered will include defining target behaviors, choosing measurement strategies and procedures for various dimensions of behavior, single-case design, graphical presentation of data, and applications within a response-to-intervention framework. This course is the final course in the three course program: Advanced Training in Applied Behavior Analysis.

PY 0544 Psychoeducational Assessment IV: Integrated Assessment3 Credits

Prerequisites: PY 0538, PY 0540.

For school psychology majors only, this is the fourth and final course in the advanced study of applied psychoeducational assessment. Designed for graduate candidates who are in the final stages of preparing for on-site professional assessment, this course focuses on continuing instruction in the administration and interpretation of various assessment techniques, emphasizing cognitive measures, academic assessment, academic achievement tests, and projective techniques, as well as psychological report-writing that integrates all assessment data into clear, accurate, written psychological reports. The course also stresses cultural and ethical competence in order to meet the need to synthesize and integrate assessment data into comprehensive, non-biased psychological evaluations of children and youth. Candidates administer comprehensive psychoeducational batteries within a school or agency in preparation for their internship in school psychology. Formerly "Integrated Assessment."

PY 0545 Designing and Developing Training Programs3 Credits

Prerequisites: Matriculation in the IOPE program; PY 0420.

Designed for prospective trainers, training specialists, personnel generalists, or line personnel in business and industry, this course focuses on designing and developing training programs for administrative professionals, management employees, and school personnel. Course assignments provide individualization and allow content to be tailored to participant needs and working environments. Crosslisted with MD 0545.

PY 0548 Psychotherapeutic Techniques for School-Age Youth3 Credits

Prerequisites: PY 0430, PY 0435, PY 0438, PY 0446.

This course provides school psychology, school counselor, and social work candidates with a first exposure to psychotherapeutic techniques. Topics include the purposes and rationale for such techniques, selection of appropriate methodologies, ethical considerations, and practice skills.

PY 0571 Research in Psychology3 Credits

Prerequisite: PY 0433.

This course emphasizes developing a critical understanding of the essential issues involved in designing, conducting, and reporting the results of psychological research. It provides the foundation necessary for more advanced courses in research design and data analysis or for developing a master's thesis proposal.

PY 0576 Practicum I: Assessment and Group Process3 Credits

Corequisite: PY 0544.

This course provides support and university supervision for candidates in their semester long school-based practicum. This course primarily provides opportunities to gain practice and facility in testing and report writing. Additionally, the course provides students with an in-class opportunity to experientially learn group process from the perspective of a group member, as well as group facilitator. Candidates also learn how to develop lesson plans and conduct whole class lessons. Enrollment by permission only.

PY 0577 Practicum II: Counseling and Group Process3 Credits

Prerequisite: PY 0576.

This course provides support and university supervision for candidates in their eight-week long mental health practicum. The primary purpose of this course is to provide opportunities to gain practice and facility in individual and group counseling, behavior modification, and interviewing in a mental health setting. Candidates typically work with challenging cases, which enables them to act as better liaisons to acute care facilities when in the schools. Additionally, the course provides students an in-class opportunity to experientially learn group process from the perspective of a group member, as well as group facilitator. Candidates take this course the summer before internship.

PY 0578 Field Work in Applied Psychology3 Credits

Prerequisites: Completion of 21 credits in psychology, including PY 0406, PY 0420, PY 0433, PY 0435, PY 0545, PY 0571; B or better cumulative GPA.

Advanced candidates matriculated in the industrial/organizational/personnel track undertake approved, supervised fieldwork in an area related to their professional interests and program content. Course requirements include a site supervisor and a faculty supervisor for each candidate, and a fieldwork placement that involves at least 13 full days of on-site experience. Enrollment by permission only.

PY 0595 Independent Study3 Credits

Candidates conduct individual projects in consultation with a faculty member from the Department of Psychological and Educational Consultation. Enrollment by approval of faculty advisor.

PY 0596 Master's Thesis3 Credits

Prerequisites: PY 0433, PY 0571.

Part-time candidates matriculated in school psychology may engage in a master's thesis project. The candidate's project must demonstrate an advanced, sophisticated knowledge of psychology and be considered a contribution to the field. Activities in the development of the thesis include an initial outline of the project, proposal (including a review of the related literature and proposed thesis), and final report. Candidates submit proposals in the semester preceding registration for this thesis course and may register only during the normal registration period preceding each semester. Enrollment by permission only.

PY 0598 Internship in School Psychology I3 Credits

Prerequisite: All course work and approval of program coordinator.

This course provides weekly supervision and support at the University for candidates during the fall semester of the school psychology internship. This internship allows candidates to integrate the skills they have acquired in the program, build confidence using those skills, and develop a sense of professional identity. The course stresses a tripartite approach to school psychology, with equal emphasis on assessment, direct intervention, and consultation.

PY 0598P Internship in School Psychology I3 Credits

See PY 0598.

PY 0599 Internship in School Psychology II3 Credits

Prerequisite: PY 0598.

This course provides weekly supervision and support at the University for candidates during the spring semester of the school psychology internship.

PY 0599P Internship in School Psychology II3 Credits

See PY 0599.


Dohm, Director, Applied Psychology

Associate Professor

Campbell, Certification and Accreditation Officer; Director, TESOL, World Languages, and Bilingual Programs
Gill Lopez, Department Chair and Director, School Psychology

Associate Professor of the Practice

McCombes-Tolis, Director, Reading and Language Development

Assistant Professor of the Practice