147 courses with the subject PSY, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
In this course, students acquire the ability to navigate the Capella courseroom and use the resources that support academic success, including the library and writing center. Students i
In this course, students acquire the ability to navigate the Capella courseroom and use the resources that support academic success, including the library and writing center. Students
Students gain an understanding of the professions of clinical counseling and health service psychology. Students develop their professio
Students in this course critically evaluate research in order to gain an understanding of the scientific methods of inquiry and the e
Students analyze a range of human perspectives and factors and their influences on the et
This course is an exploration of sexuality within the larger context of human experience and developm
This course provides an overview of how behavior is shaped and influenced within a social context. Within this framework, students a
Students in this course gain an understanding of common sexuality concerns including low sexua
This course presents a survey of the history of career counseling, the development of career counseling theory, and the basic ten
This course presents current addiction research, clinical trends, and substantive field-related issues. Students use evidence-based pra
This course provides an examination of the theories, techniques, methods, and processes
In this course, students demonstrate knowledge, scholarship, and research proficiency in their chosen psychology specialization. As they engage with a faculty mentor in the preparation of a five-chapter integrative project, students develop and demonstrate academic and professional competency in proposing new and original research, writing and applying for grants, adhering to ethical standards, addressing individual differences in psychology, and explaining psychology concepts. For MS in Psychology students only. Must be taken during the student's final quarter. Cannot be fulfilled by transfer.
In this course, students gain an understanding of the basic foundations, philosophy, and concepts underlying
Students further examine the concepts underlying the science of behavior analysis. Students discern the d
In this course, students investigate the experimental analysis of behavior by analyzing seminal and innov
Credits: 5
Students in this course explore the historical and contemporary schools of psychology and gain an un
This course is an examination of substantive and theoretical issues concerning individual and group differences and their influence o
In this course, students critically analyze the ways the psychology profession relates to and is influenced by ethical principles and codes of conduct and the ways psychologists deliver various aspects of professional services, including psychot
In this graduate-level course, students gain a comprehensive introduction to the field of school psychology aligned with National Association of School Psychologists standard
Graduate students gain the skills necessary to apply foundational models of brief psychological intervention to support the emotional and behavioral well-being of children and adolescents. With an emphasis on ethical practice, developmental sensit
Students in this course gain an overview of prenatal and postnatal development through the first three months of life. Students analyze genetic and reproducti
Students investigate stages of lifespan development from prenatal development through late adulthood. S
Students in this course critically evaluate and apply theory and research to child and adolescent development issues and current topics. Students analyze the impact of policy and legislation in areas such as education, health, mental health, the military, media, and the economy on child and adolescent developmental outcomes and advocate for issues related to policy and legislation that improve the lives of children and adolescents.
Students gain and apply knowledge of the developmental stages of children from the prenatal period to adolescence.
In this course, students gain and apply knowledge of the developmental stages from early adolescence to emerging adulthood. Stude
In this course, students explore group counseling theories and techniques, the dynamics of group facilitation and
This course provides an introduction to the fundamental skills and core con
This course provides an overview of foundational counseling and psychotherapy theories and research-bas
Students in this course identify and describe the principles of learning, motivation, and assessment necessary to teach educational psychology. Throughout the course, students examine specific strategies used to enhance pedagogy, curriculum design and adaptation, and student performance.
Students analyze psychological and learning theories and their principles and concepts and identify h
In this course, students examine the assessment, diagnosis, and treatment of various forms of psychopathology throughout t
In this course, students identify diagnostic criteria related to autism spectrum disorder (ASD). Students explore research, tre
In this course, students assess a variety of strengths and challenges associated with autism spectrum diso
In this course, students advance their knowledge in the field of organizational behavior management. Students use sy
In this course, students assess best practices for consulting in schools. Students evaluate school-based consultativ
This is the first course in a sequence of two required courses during which students fulfill 600 required hours. Students receive supervised master's-level trainin
The master's internship series is a series of courses students take to continue fulfilling the minimum of 600 on-site hours of clinical training required of students in the MS Clinical Counseling specialization. Student
Students develop an understanding of family psychology focused on theory and research. St
In this course, students identify and confirm theories and research of industrial/organizational psychology. Students examine
Students gain a comprehensive review of leadership theories and factors, including leader development, leadership styles, and societal iss
Students in this course evaluate current theories of psychological consultation and analyze the variety of roles and interventions that engage psychologi
Students apply psychological theories to explain and improve sport performance. Students evaluate the implications of new
Students in this course examine the mechanisms athletes use to exceed their perceived physical and mental limitations. In addition, students apply performance enhancement theories and Course Descriptions | 479 techniques to help clients improve athletic performance. Topics include strategies such as visualization, meditation, hypnosis, autogenic training, biofeedback, and progressive relaxation.
Students acquire and demonstrate the knowledge, skills, and abilities needed to apply fundamental sport ps
In this course, students critically analyze the research, theories, and practices of s
Students investigate the fundamental theoretical, empirical, and ethical bases of forensic psychology and prepares students for the advanced prac
Students gain an understanding of the mechanics of forensic psychology practice, concentrating on practical applications fo
logy | 6000 ocal.json son and Human Resource Management
Students build advanced skills in psychoeducational report writing, assessment interpretation, and treatment planning within a school psychology framework
Students improve their ability to navigate the virtual campus and become familiar with library, career center, and writing center resources. Students identify
Students in this supervised practicum course complete 300 documented hours in a school-based setting during one academic quarter. Under a credentialed school psycholo
Students in this supervised internship course complete 1,200 documented hours in a school-based setting during three academic quarters. Under a credentialed school psyc
In this course, students develop the skills needed to correctly administer, score, and interpret norm-referenced intelligence tests (verbal and non-verbal) while simultaneously considering variou
Students gain an understanding of standardized and ethical administration, scoring, and interpretation of norm-referenced cognitive assessments and academic achievement measures in school setti
Students in this course analyze major contemporary theories and research on continuity and change from late adolescence th
In this course, students describe the field of organizational behavior management and its relationship to the science of behav
In this course, students evaluate the theories of behavior analysis and how they influence teaching and education
This course is an introduction to physiological psychology and associated topics, including genetics, functional neuroanatomy,
Students in this course examine the biological factors related to psychopathology. The course emphasizes research pro
Students in this course explore the behavioral and therapeutic effects of psychoactive drugs. Course topics include synaptic transmission, behavioral role of specific neuromodulatory systems, pharmaco
This course is an examination of the history and practice of school psychology and its current and evolving t
Students in this course focus on mastering the general education, special education, and other educational and re
Students in this course apply their knowledge of theoretical foundations and the basic principles and models of cogn
Students identify major motivation theories, principles, and research findings to understand the complexi
This course is an examination of personality development from the perspective of several theoretical orienta
This course provides a foundational understanding of group development, processes, and behaviors. Students eval
Students investigate focuses on essential concepts, principles, applications, and social and theoretical issues of psychological testing. Students gain understanding in the construction of tests; analyze the development and use of tests in measuring aptitudes, achievement, attitudes, interests, and personality; and identify underlying theories of various tests. Students analyze the characteristics desired in psychological and educational tests, with particular emphasis on reliability and validity, and evaluate best Course Descriptions | 483 practices and professional standards for educational and psychological testing. In addition, students assess the role of technology in delivery, administration, scoring, and interpretation of tests.
Students in this course explore the conceptual and applied aspects of survey construction and administration processes. Course topics include comparative study designs (cross-sections versus panels); sampling techniques; data collection procedures and methods (face-to-face, telephone, paper, and Internet); survey question design that accurately measures behavior, attitude, and personality; data processing and analysis; results reporting; ethics of surveys; causal inference; and survey critiques.
In this course, students gain knowledge about the Professional and Ethical Compliance Code for Behavio
In this course, students gain knowledge on measurement, data display, and experimental methods commonly used in applie
Students apply and gain knowledge of the full range of assessment-based approaches in behavior analysis. Students g
In this course, students apply techniques of behavior change to behaviors of social significance. Students gai
In this course, students demonstrate knowledge, scholarship, and research proficiency in applied behavior analysis. Students demonstrate their
Psychology | 7000 alog-local.json alog.json exPath opics in Psychology ention/Prevention
In this course, students improve their ability to navigate the virtual campus and become familiar with library, career center, and writing center resources. St
In this course, students improve their ability to navigate the virtual campus and become familiar with library, career center, and writing center resources.
This course is an examination of current issues, theories, models, and research design methods
Students analyze the psychological basis of post-secondary instruction in psychology and other social sciences through the application of psychological and learning theories and research findin
This course is a critical appraisal of the theories, research, and fundamental tenets associated with the education of adult students. In partic
In this course, students examine different disabling conditions in children and adolescents and st
Students in this course gain an understanding of core instructional design concepts by applying research-based learning science t
In this course, students examine theory and research associated with major psychological disorders, from the most common diagnostic concerns to dual diagnoses, comorbidity, and psycho-medical issues. Students
This evaluation course marks the progression from pre-practicum training to practicum readiness and includes the Cli
Students in this course apply theories and models of psychological testing to assessment of intelligence, achievement, and adaptive functioning. Students use clin
Students in this course demonstrate mastery of the diagnostic skills needed to assess the social-emotional functioning and personality of school-age children. St
Students analyze current theories, research, and methods used in the neuropsychological assessment of various mental disorders in adults, children, and adolescents. Students review various neuropsychological screening a
In this course, students expand their foundational knowledge about the basic methods of research used in sin
Students in this course examine the basic theories and misconceptions of behaviorism and princip
In this course, students investigate the history of, and synthesize the research in, the ex
Students in this course expand their knowledge of Skinner's analysis of verbal behavior, and
In this course, students develop advanced skills in the design and analysis of single-subject research. Students evaluate the use of single-subject
In this course, students examine historical issues and controversies surrounding the development of evidence-based practice in psychology. Students locate and critically evaluate research defining evidence-based practices, including review of best available research, clinical expertise, and patient preferences and values to identify and adopt effective psychological treatments and are introduced to various research designs and methods in psychotherapy research. Students then explore the ways in which these strategies are incorporated in case conceptualization, treatment planning, and ongoing assessment. Students also study ethical, legal, and financial issues associated with evidence-based practice. Other course topics include individual differences, special populations, and socially sensitive psychotherapies. There is a residency requirement associated with this course for PsyD in Clinical Psychology students.
Students explore the multitude of ways in which school psychologists work with teachers, students, and families. Throughout the course, students analyze the role of school psychologists in enhancing school-family partnerships and examine state and federal laws governing school psychology practice, including the Individuals with Disabilities Education Act (IDEA). Students identify the criteria established by IDEA for how to appropriately diagnose, classify, and develop effective programming for students with disabilities; analyze the 13 disability categories identified by IDEA; and discuss the classification of students presented for diagnosis. For PsyD in School Psychology and Specialist Certificate in School Psychology students only.
In this 5-credit graduate level course, students gain a comprehensive overview of consultation theory, research, and practice in school psychology and educational settings. Students investi
Students apply professional codes of conduct to the practice of school psychology. Students analyze federal laws governing school psychology practice and examine legal and ethical considerations of psycho-educational assessments, school-related interventions, and testing. Students gain an understanding of
Students investigate the development of children and adolescents from infancy through adolescence. Students apply a developmental frame
In this course, students advance their knowledge of all aspects of respondent and operant conditioni
In this course, students deepen their understanding of ethical principles related to compass
In this course, students distinguish the basic concepts and explore research in the areas of verbal behavior, rule-governed behavior, language dev
In this course, students advance their knowledge of behavior-analytic teaching
This course provides an overview of the theories, functions, and methods of clinical supervision, consultation, and advocacy. In particular, students examine v
In this course, students develop the professional development and supervision skills needed to successfully supervise other school psychologists. Students evaluate models of supervision and consultation, learn how to assess supervisees' practice to ensure it falls within the profession's ethical and legal standards, identify supervisees' awareness of individual issues and promote the need to engage in competent practice, develop a method to observe and evaluate supervisees, and promote ongoing professional development for supervisees to improve and update their skills. Cannot be fulfilled by transfer.
In this course, students expand their knowledge of quantitative research design and methodology by studying the foundations, strategies, and practices of ethical research in the field of
In this course, students continue to acquire the knowledge and skills necessary to integrate science and theory into the practice of professional psychology through the study of advanced qualitative research methods, applied theory research, and
Students in this course examine behavioral and biomedical theory and research in order to gain an understanding of the contributions of psychological factors to the prevention, diagnosis, and treatment of disease and i
Students identify business practices for starting, operating, and maintaining a viable consulting business. Students develop an understa
Students assess ethical and legal responsibilities in the workplace. Students analyze ethical dilemmas, apply r
This course is a comprehensive review of the major concepts, issues, and practices involved with work analysis and p
Students review relevant theories and research methods of workplace psychology, coaching, and consultation assessment. St
Students in this course study the psychological underpinnings, theoretical framework, and foundational elemen
In this course, students explore various psychological theories, concepts, and principles of motivati
The doctoral practicum is a repeating course students take to fulfill 1,000 required practicum hours. Students work with their mentors and the director of clinical training to develop goals for the practicum experience that may include
The doctoral practicum series is a series of courses students take to fulfill 1,000 required practicum hours. Students work with their mentors and the director of clinical training to develop goals for the practicum experience that may i
The School Psychology Practicum for PsyD students is the first clinical training experience in their program of studies. Students complete 400 hours of service in the schools, working 20 hours per week for two 10-week quarters. Students receive one hour of individual, face-to-face supervision from their on-site supervisor(s) each week. Supervisors and sites are approved by the university through the application process before students are allowed to begin on-site services. During practicum, students engage in many school psychologist roles, including conducting assessments (standardized, norm-referenced, curriculum based, and functional behavioral); assisting in the development, implementation, monitoring, and evaluation of interventions designed to address concerns with academics, mental health, and behavioral/social skills; participating in the school's data-based decision making process through collaboration and consultation; and write reports related to cases. School psychology practicum students engage in services related to the NASP standards and CAEP expectations. Students complete practicum ready to engage in internship, which is the next phase of training. PsyD in School Psychology students who have previously completed a master's- or specialist- level practicum and internship course in School Psychology are not required to register for this course. All courses and residencies must be completed prior to enrollment for clinical training. Students should anticipate meeting all course requirements in two quarters of practicum. If there are any outstanding requirements in either artifacts or service delivery hours, students will be required to enroll in a third quarter of internship to ensure completion of course requirements. Cannot be fulfilled by transfer. Course Descriptions | 491
The School Psychology Internship for PsyD students is the final clinical training experience in their specialization. Students in internship complete 1500 hours of service. While 750 hours of internship must be completed within a school setting, the remaining 750 hours can be completed in a setting other than a school system if approval is granted by the clinical training department. Hours obtained in a setting other than a public school environment must be consistent with the skills and training of the intern. Students in internship work 40 hours per week for each 10-week quarter of training. Students are also granted the option of working between quarters if the site and supervisor are available. Supervisors and sites must be approved by the university through the application process before students are allowed to begin on-site services. Each week, students receive two hours of individual, face-to-face supervision from their on-site supervisors and during internship engage in face-to-face supervision from their on-site primary supervisor and participate in both direct and indirect services as prescribed by NASP and CAEP standards. Students exhibit leadership skills; demonstrate a positive impact on students; write comprehensive psychoeducational reports integrating various forms of data collected from many sources, such as assessment instruments, assessment interviews, and observations; engage in developing, implementing, monitoring, and evaluating interventions to be applied school- and district-wide; interact with school system leaders, families, and community members; and actively lead the school system's data-based decision making process. Upon successful completion of internship, students are ready to engage in independent practice as a leader in a system designed to meet the psycho-educational needs of students. who have not previously completed a master's- or specialist-level practicum and internship course in School Psychology must take PSY8961.
The School Psychology Internship for PsyD students is the final clinical training experience in their specialization. Students in internship complete 1500 hours of service. While 750 hours of internship must be completed within a school setting, the remaining 750 hours can be completed in a setting other than a school system if approval is granted by the clinical training department. Hours obtained in a setting other than a public school environment must be consistent with the skills and training of the intern. Students in internship work 40 hours per week for each 10-week quarter of training. Students are also granted the option of working between quarters if the site and supervisor are available. Supervisors and sites must be approved by the university through the application process before students are allowed to begin on-site services. Each week, students receive two hours of individual, face-to-face supervision from their on-site supervisors and during internship engage in face-to-face supervision from their on-site primary supervisor and participate in both direct and indirect services as prescribed by NASP and CAEP standards. Students exhibit leadership skills; demonstrate a positive impact on students; write comprehensive psychoeducational reports integrating various forms of data collected from many sources, such as assessment instruments, assessment interviews, and observations; engage in developing, implementing, monitoring, and evaluating interventions to be applied school- and district-wide; interact with school system leaders, families and community members; and actively lead the school system's data-based decision making process. Upon successful completion of internship, students are ready to engage in independent practice as a leader in system designed to meet the psycho-educational needs of students.
The School Psychology Internship for PsyD students is the final clinical training experience in their specialization. Students in internship complete 1500 hours of service. While 750 hours of internship must be completed within a school 26 University Catalog setting, the remaining 750 hours can be completed in a setting other than a school system if approval is granted by the clinical training department. Hours obtained in a setting other than a public school environment must be consistent with the skills and training of the intern. Students in internship work 40 hours per week for each 10-week quarter of training. Students are also granted the option of working between quarters if the site and supervisor are available. Supervisors and sites must be approved by the university through the application process before students are allowed to begin on-site services. Each week, students receive two hours of individual, face-to-face supervision from their on-site supervisors, and during internship engage in face-to-face supervision from their on-site primary supervisor and participate in both direct and indirect services as prescribed by standards. Students exhibit leadership skills; demonstrate a positive impact on students; write comprehensive psychoeducational reports integrating various forms of data collected from many sources, such as assessment instruments, assessment interviews, and observations; engage in developing, implementing, monitoring, and evaluating interventions to be applied school- and district-wide; interact with school system leaders, families and community members; and actively lead the school system's data-based decision making process. Upon successful completion of internship, students are ready to engage in independent practice as a leader in a system designed to meet the psycho-educational needs of students. Cannot be fulfilled by transfer.
The School Psychology Internship for PsyD students is the final clinical training experience in their specialization. Students in internship complete 1500 hours of service. While 750 hours of internship must be completed within a school setting, the remaining 750 hours can be completed in a setting other than a school system if approval is granted by the clinical training department. Hours obtained in a setting other than a public school environment must be consistent with the skills and training of the intern. Students are also granted the option of working between quarters if the site and
This course is a continuation in the series of the final clinical training experience for the PsyD in School Psychology program. This course is required for students who are unable to fully complete and satisfy the required 1500 total hours of internship during the PSY8962-8965 course series. Throughout internship, students exhibit leadership skills; demonstrate a positive impact on students; write comprehensive psycho- educational reports integrating various forms of data collected from many sources such as assessment instruments, assessment interviews, and observations; engage in developing, implementing, monitoring, and evaluating interventions to be applied school- and district- wide; interact with school system leaders, families, and community members; and actively lead the school system's data-based decision making process. Upon successful completion, students are ready to engage in independent practice as a leader in a system designed to meet the psycho-educational needs of students. Course Descriptions | 493 Students must complete a total of 1500 hours of service over their internship. Of this total, at least 750 hours must be completed within a school setting and the remaining 750 hours may be completed in a setting other than a school system with department approval. Supervisors and sites must be approved by the university. Any hours obtained in a setting other than a public school environment must be consistent with the skills and training of the intern. Each week, students receive two hours of individual, face-to-face supervision from their on-site supervisors and participate in both direct and indirect services as prescribed by NASP and CAEP standards.
This course is a continuation in the series of the final clinical training experience for the PsyD in School Psychology program. This course is required for students who are unable to fully complete and satisfy the required 1500 total hours of internship during the PSY8962-8966 course series. Throughout internship, students exhibit leadership skills; demonstrate a positive impact on students; write comprehensive psycho- educational reports integrating various forms of data collected from many sources such as assessment instruments, assessment interviews, and observations; engage in developing, implementing, monitoring, and evaluating interventions to be applied school- and district- wide; interact with school system leaders, families, and community members; and actively lead the school system's data-based decision making process. Upon successful completion, students are ready to engage in independent practice as a leader in a system designed to meet the psycho-educational needs of students. Students must complete a total of 1500 hours of service over their internship. Of this total, at least 750 hours must be completed within a school setting and the remaining 750 hours may be completed in a setting other than a school system with department approval. Supervisors and sites must be approved by the university. Any hours obtained in a setting other than a public school environment must be consistent with the skills and training of the intern. Each week, students receive two hours of individual, face-to-face supervision from their on-site supervisors and
The School Psychology Practicum for PsyD students is the first clinical training experience in their program of studies. Students complete 400 hours of service in the schools, working 20 hours per week for two 10-week quarters. Students receive one hour of individual, face-to-face supervision from their on-site supervisor(s) each week. Supervisors and sites are approved by the university through the application process before students are allowed to begin on-site services. During practicum, students engage in many school psychologist roles, including conducting assessments (standardized, norm-referenced, curriculum based, and functional behavioral); assisting in the development, implementation, monitoring, and evaluation of interventions designed to address concerns with academics, mental health, and behavioral/social skills; participating in the school's data based decision making process through collaboration and consultation; and writing reports related to cases. School Psychology practicum students engage in services related to the NASP standards, and CAEP expectations. PsyD in School Psychology students who have previously completed a master's- or specialist-level practicum and internship course in School Psychology are not required to register for this course. All courses and residencies must be completed prior to enrollment for clinical training. Students should anticipate meeting all course requirements in two quarters of practicum. If there are any outstanding requirements in either artifacts or service delivery hours, students will be required to enroll in a third quarter of internship to ensure completion of course requirements. Cannot be fulfilled by transfer.
The doctoral internship series is a series of courses students take to fulfill a minimum of 2,000 required post-practicum internship hours. Students receive supervised, doct
Students synthesize and integrate psychological theories and concepts with another course or discipline of the student's cho
School Psychology Practicum for PsyD students is the first clinical training experience in their program of study. Students complete 400 hours of service in the schools, working 20 hours per week for two 10-week quarters. Students receive one hour of individual, face-to-face supervision from their on-site supervisor(s) each week. Supervisors and sites are approved by the university through the application process before students are allowed to begin o
The School Psychology Internship for PsyD students is the final clinical training experience in their program of study. Students complete 1500 hours of service. While 750 hours of internship must be completed within a school setting, the remaining 750 hours can be completed in a setting other than a school system if approval is granted by the clinical training department. Hours obtained in a setting other than a public school environment must be consistent with the skills and training
Students develop the research topic for their dissertation and propose their theoretical framework and research methodolog
This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination,
This course provides students with resources, guidance, and peer and mentor support during each disser
The doctoral internship is a repeating course students take to fulfill a minimum of 2,000 required post-practicum internship hours. Students receive supervised, doctoral-
This course includes an overview of the comprehensive examination process, including the university's expectations of academic honesty and integrity, and provides PsyD in School Psychology students with the opportunity to work with a mentor to develop an applied research specialty topic paper that integrates content across all ten National Association of School Psychologists (NASP) practice domains. For PsyD in School Psychology students only. Grading for this course is S/NS.
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Credits: 5
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Credits: 3
Y-R - Psychology | 7000 -catalog-local.json -catalog.json n FlexPath og
Credits: 5
Credits: 5
Credits: 5
Credits: 5
Credits: 5
Credits: 5
Students enhance their understanding of theory, practice, and research related to the profession
Y-V - Psychology | 6000 -catalog-local.json -catalog.json n FlexPath og
Source: Capella University's catalog, linked per course · table learning_unit · CourseShelf publish 61
