105 courses with the subject SPCL, 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.
SPCL 3000LGBTQ Youth in Educational Contexts
3 hours (2 lecture, 1 conference); 3 credits Critical and comprehensive study of the social, cultural, and community factors that contribute to the psychological, sociocultural, educational, and holistic well-being, mental health, and resiliency in LGBTQ youth, from birth to emerging adulthood. Examination of the role of counseling, psychology, and educational fields in promoting resiliency and well-being of LGBTQ youth within educational and community contexts. Consideration of special challenges, risk and protective factors, and coping resources relevant to this population in education and community contexts. Satisfies Pathways Flexible Core US Experience in Its Diversity requirement.
SPCL 3100Understanding Disability in Cultural, Social
and Educational Contexts 3 hours, 3 credits Introduction to understanding disability as a category of diversity and identity in comparison with other categories of diversity and identity, such as race, class, gender and ethnicity, as well as on diversity within disability. Emphasis on looking at disability as a culture, disability as a multi-faceted concept through a culturally sustaining framework, bringing together a multitude of perspectives, methodologies and experiences. The disability rights movement, eugenics, issues related to inclusion such as disproportionality and linguistically diverse students; the value of universal design, System of Support, the idea of inclusion beyond placements and service delivery.
SPCL 3250Instructional Design for Inclusive Education
3 hours; 3 credits Focus on evidence-based design, delivery, and adaption of instruction for students in reading, writing, mathematics. The course includes content covering a range of abilities and needs (mild to severe disability, Emergent bilinguals). Content addresses direct and explicit instruction, self-regulated learning, modifications and accommodations for learners, and hierarchy of types of learning (taxonomy of learning). Course content is focused on the New York State Learning standards and the educational experiences of children and youth from diverse cultural and linguistic backgrounds.
3 hours; 3 credits Understanding basic principles of behavior management. Development and implementation of behavior management strategies. Instruction in principles of behaviors including ways to strengthen desired behaviors, shape new behaviors, and reduce undesired behaviors. Connections are made between behavior intervention and instruction. Focus on writing measurable objectives and connecting teacher interactions to student learning in a natural non-prescribed way. Cultural and sociological factors impacting behavior will be addressed. 10 hours of field experiences
3 hours; 3 credits Overall introduction to research, policies, and practices related to reading assessments and interventions for students. Focus on translating theories of reading into practice of designing targeted interventions for students with varying abilities in core reading components. All components follow recommendations by the National Reading Panel and current evidence-based research. Activities allow application of underlying principles of diagnostic reading instruction and field-based practice administering, scoring, and introduction of interpreting reading assessments. After collecting assessment data, practice making data-based decisions about instruction in literacy.
Inclusive and Multilingual Settings 3 hours; 3 credits Introduction to communication and language acquisition including childhood bilingualism and speech, hearing, communication issues of mono/multilingual students with disabilities through a culturally sustaining framework. Focus on assessment and identification of speech and language issues in multilingual students, influence of group membership and culture on development of communication skills, instructional modifications, advocacy and partnership with parents. 10 hours of field experience.
3 hours; 3 credits Introduction to assessment and evaluation of students with special needs with an emphasis on use of formal and informal strategies. Attention will be given to understanding cultural, linguistic, and societal factors involved in identification throug a culturally sustaining framework, placement and the academic and behavioral performance of students. Focus on curriculum- based assessment, empirically-valid assessments, and the use of assessment results to inform practice and collaboration with other professionals and parents. 10 hours of field experiences.
Interventions with Children and Youth 3 hours; 3 credits This course integrates academic and experiential learning to assist students in identifying career options that focus on clinical interventions for children and youth. The course orients undergraduate students to applied professions serving children in education, psychological, and medical health contexts. Focus on disciplines that promote child and adolescent development, well-being, and physical and socio-emotional health, and that are located in and out of school settings.
People: Professional Orientation and Exploration 3 hours; 3 credits Introduction to career possibilities relating to major topic areas in children’s studies. Exploration of current professional markets, including their historic and future developments. Emphasis on increasing student interest in diverse fields and preparing personal plans of study, tailored to individual career interests. This course is the same as Children and Youth Studies 3700. the program director. Approval of Program Coordinator is required. h SPCL 3800 Introduction to Counseling Professions 3 hours; 3 credits This course introduces students to the practice of various counseling professions including school counseling, school psychology, clinical mental health counseling, clinical social work, substance abuse counseling, and clinical psychology. Foundations of these professions are explored including job descriptions, typical duties, education requirements, and licensure. The role of these various professions and settings will be explored.
SPCL 3850Cultural Humility in Working with Children
and Families 3 hours; 3 credits This course introduces and reviews the literature on cultural humility and multicultural competence, with a focus on intersectionality, privilege, and systemic oppression. This course interrogates the influence of racist, nativist, Eurocentric, individualist, heterosexual, patriarchal, cisgender, ableist, and sizeist dominant discourses on the emotional, social, and behavioral development of persons living within the United States. Experiential activities and assignments, e-journaling, discussions, and videos will foster development of cultural humility, critical consciousness, and ability to apply course constructs to case material. Starting spring 2025 satisfies Pathways Flexible Core Individual and Society requirement. y SPCL 3900 Introduction to School Psychology 3 hours; 3 credits This course introduces students to the practice and profession of school psychology. Foundations of school psychology practice, including historical, legal, ethical, and multicultural foundations, are explored. Career pathways in school psychology and training, credentialing, and employment contexts are reviewed. The role of the school psychologist in special education classification, assessment and intervention in relation to domains of academic skills, social and emotional development, inter-personal and intra-personal behavior of children and youth are explored. Systems-level reform, special topics and future directions for the profession are provided.
45 hours; 3 credits Introduction to mental health assessment, counseling and psychotherapy; counseling and psychotherapy research; professional, ethical, and multicultural issues. This course is the same as PSYC 7410X.
45 hours; 3 credits A term (at least 300 hours, including at least 120 direct service counseling hours) of supervised internship in a mental health work setting similar to that in which the student expects to work as a counselor. Interns are expected to perform a full range of mental health counseling functions supervised by college and site personnel. For SPCL 7591X and 7592X, interns must complete the two terms of internship at the same site for both courses or, if this is not possible, no fewer than 7 consecutive months and 450 hours, including 180 direct service counseling hours, at a single (either the original or a new) site in conformity with procedures adopted by the department.
45 hours; 3 credits A term (at least 300 hours, including at least 120 direct service counseling hours) of supervised internship in a mental health work setting similar to that in which the student expects to work as a counselor. Interns are expected to perform a full range of mental health counseling functions supervised by college and site personnel. For SPCL 7591X and 7592X, interns must complete the two terms of internship at the same site for both courses or, if this is not possible, no fewer than 7 consecutive months and 450 hours, including 180 direct service counseling hours, at a single (either the original or a new) site in conformity with procedures adopted by the department.
3 hours; 3 credits A foundational course on LGBTQ+ topics in P-12 education that spans grade levels, roles, and issues. This course explores the experiences of LGBTQ+ populations in schools, including youth, families, and educators, and examines key issues, combining historical and contemporary perspectives. The course surveys LGBTQ+ education topics in the context of leadership, health and well-being, curriculum and pedagogy, and law and policy. Integrating theory, research, personal reflection, and real-world application, the course will equip students to think critically about the changing landscape and thoughtfully apply effective practices. Students will customize certain assignments to their own specific focus, including grade level and educational role, allowing them to delve deeper into the areas that are most relevant. School Psychology, Counseling & Leadership 283
30 hours plus conference; 3 credits Role of the educational leader in fostering effective and responsive relations between school and community. Practical problems are drawn from the field for analysis and study. This course satisfies the requirement for the human relations course that all New York City teachers must take and is approved as such by the New York City Board of Education. leadership program.
Development, Innovation, and Evaluation 30 hours plus conference; 3 credits School Psychology, Counseling & Leadership 281 Principles underlying present instructional and curriculum practice and ways of changing instruction and the curriculum. Design and evaluation of instructional and curriculum research. leadership program.
Equity, Diversity and Inclusion 30 hours plus conference; 3 credits Topics include leading to ensure equitable outcomes for all personnel and students in educational systems, interrupt inequitable educational practices, examine biases, create inclusive multicultural school environments for all members of the community, and meet the academic and social-emotional needs of diverse learners.
30 hours plus conference ; 3 credits School law and ethics as they affect the policies, organization, and administration of public and private schools. leadership program.
SPCL 7777XConsiderations for Interviewing Children
and Youth with Disabilities 15 hours, 1 credit Approaches for interviewing children and youth with disabilities for various purposes, including forensic and clinical contexts. Special focus on knowledge and skills needed for enhanced interviewing success across three areas: Pre-interview data gathering phase; interview preparation; and conducting the interview. Emphasis is placed on assessing personal beliefs, experience and comfort level in relation to engaging with individuals with disabilities. Identification of needed environmental supports and further skill development, including alternative and augmentative communication methods. Analysis of case studies.
and Practice 30 hours lecture, 30 hours laboratory plus conference; 3 credits Social processes in groups and their impact on individual behavior. Lecture/discussion and membership in an experiential group designed to provide opportunities for learning about group dynamics through an examination of power, authority, leadership, intergroup and interpersonal processes. Application of learning to the practice of effective group leadership and membership in schools.
45 hours; 3 credits Critical and comprehensive investigation of counseling theories and practices for school counselors working with diverse children and adolescents in school settings. Consideration of issues and strategies important to work with English language learners and students with special needs.
30 hours lecture, 30 hours laboratory; 3 credits Introductory course in counseling skills development designed to increase the qualities of self-awareness and mindfulness. Approaches to intervention. Exploration of specific methods and procedures of individual appraisal. Lecture, demonstration, written assignments, videotape analysis and group practice.
45 hours; 3 credits Factors relevant to human growth and development. Theories of child, adolescent, and family development and transitions across the life-span in diverse urban school settings. Consideration of social, cultural, and linguistic contexts. Study of gender identity and sexual orientation. Focus on application of life-span developmental theory in school counseling practice for facilitating optimal development for all students. Attention to issues of students with special needs. Required projects in school or community settings.
45 hours; 3 credits Interdisciplinary study of relations between schools and communities and their impact on the quality of education in schools. Theories of community and institutional organization, power relationships, and power structures. The role of the counselor in developing relations between schools and communities. Required projects in school or community settings.
30 hours lecture, 15 hours supervision, 100 hours fieldwork; 3 credits Planned program of supervised fieldwork in a setting similar to that in which the student expects to work. Application of individual and group theory to individuals and groups in schools. Students co-lead groups and conduct individual counseling sessions in school setting; group seminar/supervision, case conference, and triadic supervision. One hundred hours of practicum at an approved school: 40 hours of direct counseling services and 60 hours of indirect / collateral services.
45 hours; 3 credits Utility and use of career and educational counseling interventions by professional school counselors working with elementary, middle, and high school students. Various career theories and their application in counseling diverse student populations.
300 hours fieldwork, plus 45 hours on campus; 3 credits A term of supervised internship in a work setting similar to that in which the student expects to work as a counselor. This course is the first of two required supervised internships in urban school counseling. Counseling interns are required to provide 120 hours of direct counseling/consultation service with clients and 180 hours of indirect collateral service (including staff meetings and on-site supervision) at an approved internship site. Students also participate in weekly group supervision devoted to evaluation of counseling, consultation, advocacy, and leadership drawing on journals, audio or videotapes of counseling sessions, and selected advanced counseling topics.
45 hours; 3 credits Discussion of changing nature of families, family systems dynamics and development, and culturally and economically diverse families in urban school context. Working in schools with families, parents, and guardians in the educational and emotional lives of children through family assessments, brief short-term family counseling, parenting workshops, and educational workshops. Consideration of issues and dynamics for the family and child with special needs. Experiential component.
45 hours; 3 credits In depth exploration of theories and practices related to the professional school counselors’ role as a leader, advocate, consultant and collaborator in the urban school environment. Programs and Courses of Instruction
300 hours fieldwork, plus 45 hours on campus; 3 credits Continuation of SPCL 7811T [701.03T]. This course is the second of two required supervised internships in urban school counseling. Counseling interns are required to provide 120 hours of direct counseling/consultation service with clients and 180 hours of indirect collateral service (including staff meetings and on-site supervision) at an approved internship site. Students also participate in weekly group supervision devoted d to evaluation of counseling, consultation, advocacy, and leadership drawing on self-report, journals, audiotapes of counseling sessions, and selected advanced counseling topics.
45 hours; 3 credits Critical and historical perspectives on community counseling. General principles of community intervention, consultation, education, and outreach. Current methods of practice, including assessment and diagnosis in social context. Role of school counselor in making referrals. Survey of community agencies and organizations. Required projects in school or community setting.
Hours to be arranged; 3 credits each term Independent study and research supervised by a faculty member. Written report. Prerequisite: matriculation in the School Counseling Program and permission of the program coordinator.
45 hours; 3 credits Critical introduction to mindfulness and contemplative practices with an emphasis on practices for student mindfulness programs and their relevance to urban school goals including academic success and social-emotional learning. Review and critique of program assumptions, research, methods, risks, and ethics. Consideration of emerging programs that account for emotional, social, moral, developmental, political, and cultural factors.
45 hours; 3 credits Patterns of child and adolescent adjustment and maladjustment in school environments. Focus on multifaceted assessment and contextually relevant intervention approaches. Intensive study of illustrative and case material.
30 hours plus conference; 2 credits Introduction to research design in school psychology. Quantitative and qualitative methods are studied by surveying representative articles in the literature. Critical perspectives o social science research. Students formulate and discuss a research design. permission of the program head/coordinator.
Evaluation in School Psychology and Counseling 30 hours plus conference; 2 credits Continuation of the study of psychological/educational research and methodology culminating in completion of an independent research project related to an area of school psychology and counseling. psychologist program, and permission of the program head.
45 hours; 3 credits Policies regulating the delivery of instruction and interventions. School-based curriculum and instructional evaluations and models of curriculum-based assessment. Differentiation of School Psychology, Counseling & Leadership 277 instruction and other curriculum modifications for all students, including students with special needs and English Language Learners. Learning strategies and approaches to literacy and behavioral interventions. Single-case design methodology. and SPCL 7900X [721.1X] and permission of the program head.
30 hours plus conference; 3 credits This course is designed to review the neurophysiological and neuropsychological bases of behavior as it pertains to developmental disorders. Students will identify functional neuroanatomy, neuroimaging techniques, medications, and various neurological and neuropsychological disorders. Students will apply findings and research to contemporary problems and issues facing school psychologists. SPCL 7900X, and permission of the program head/coordinator.
30 hours plus 30 hours lab; 3 credits Theories and research findings regarding children who have difficulty learning in school. Diagnosis, etiology and interventions for children with learning difficulties. Evaluation and interpretation of assessment and contextual factors in learning difficulties. n Prerequisite: matriculation in the school psychologist program,
Assessment of Individuals and Groups 45 hours plus 30 hours lab; 4 credits Administration, scoring, and interpretation of measures of personality and behavior designed for individuals and groups. Representative projective techniques, objective personality and behavior assessments, and adaptive behavior measures are introduced and administered. Research findings and critiques pertaining to the most commonly used personality and behavioral assessments are discussed throughout. Field-based assignments are required. SPCL 7910X with a grade of B- or better, 7911X with a grade of B- or better, and permission of the program head/coordinator
Linguistically Diverse Students 45 hours; 3 credits Psychoeducational assessment of English language learners (ELL) and culturally diverse children and adolescents. Approaches to nonbiased assessment, including testing in the child’s native language, bilingual testing, adaptation of standardized instruments and techniques, and dynamic assessment. Students will assess language proficiency and administer psychoeducational assessment batteries to English language learners, interpret test data, and write reports. Field- based assignments. and SPCL 7910X, 7911X and 7912X, and permission of the program head/coordinator.
30 hours plus conference; 3 credits This course is designed to provide students with knowledge and understanding of behavioral assessment and intervention strategies. Students will learn and review the fundamentals of human learning, according to behavioral and learning theorists. Students will then apply principles of learning to the classroom, for assessment, intervention, and evaluation purposes. This course prepares students to use collaborative problem solving in the application of behavioral techniques. and permission of the program head.
60 hours; 4 credits Approaches to the theory and practice of mental health counseling in schools. Counseling functions and other mental health practices of the school psychologist. Supervised experiential in-class counseling skills exercises. Field-based experiences are required. school psychologist program and permission of the program head. Corequisite: SPCL 7931T.
matriculation in and completion of 15 credits in the
Corequisite
SPCL 7931T [704.1T].
SPCL 7921XGroup Dynamics and Counseling
60 hours; 4 credits This course prepares school psychology candidates to counsel youth, groups, and families. Topics to be addressed include: approaches to counseling and intervention modalities, play therapy, group counseling, mental health counseling, and counseling children with special needs; family systems approaches, school-parent interactions, cultural and community factors. Analysis and exploration of diverse family structures. Teacher-parent/s, parent/s-child, sibling-child relations, collaboration, and community resources for the child. Emphasis on urban and cultural perspectives, development of school- Programs and Courses of Instruction parent-community partnerships. Supervised experiential in- class counseling skills exercises. Field-based experiences are required. 15 credits in the school psychologist program, and permission of the program head. Corequisite: SPCL 7932T.
SPCL 7922TMulticultural Counseling and Consultation
45 hours; 3 credits Critical examination of diversity issues related to intersectionality, privilege, and systemic oppression. This course interrogates the influence of racist, nativist, Eurocentric individualist, heterosexual, patriarchal, cisgender, ableist, and sizeist dominant discourses on the emotional, social, and behavioral development of persons living within the United States. In-class exercises, Blackboard exercises, videos, discussions, and experiential activities will foster development of cultural humility, critical consciousness, and ability to implement social justice-oriented counseling and consultation strategies.
30 hours plus 30 hours lab; 3 credits School-based consultation, with emphasis on a variety of models; acquisition of clinical skills; theoretical bases; exploration of skills and attitudes necessary for working with culturally diverse groups; application of consulting knowledge and skills in both laboratory and field situations; exploration of recent developments, trends, and research in consultation. SPCL 7900X and permission of the program head/coordinator.
60 hours; 4 credits Supervised experience in the educational and clinical functions of the school psychologist as a mental health consultant to school personnel and families. Students study urban, multicultural schools and deal with a wide range of typical functions of the school psychologist. Policies and procedures regulating professional practices in schools. and SPCL 7903T [715T], and permission of the program head.
600 hours fieldwork, plus 15 hours supervision on campus; 3 credits Supervised experience in the clinical and educational functions of the school psychologist in diverse settings. Field experience provides context for supervised integration of previously acquired competencies and professional approaches to the functions of school psychology.
600 hours supervised fieldwork plus 15 hours supervision on campus; 3 credits 600 hours supervised fieldwork plus 15 hours supervision on campus; 3 credits?Supervised experience in the clinical functions of the school psychologist in diverse settings. Field experience provides context for supervised integration of previously acquired competencies and professional approaches to the functions of school psychology. SPCL 7932 with a grade of B or better, SPCL 7933X with a grade of B or better, and permission of the program head/coordinator.
30 hours plus conference; 3 credits Contributions to the understanding of child development and personality including trait theory, psychoanalysis, behaviorism, and humanism. Other contemporary theoretical models and contemporary developments.
45 hours; 3 credits Theories and research on factors that facilitate and inhibit learning and literacy development. Diagnosis, etiology, and remediation of these difficulties. Principles of consultation with parents, teachers, and other professionals.
45 hours plus 30 hours conference; 4 credits Group processes in the school and classroom affecting the learning, behavior, and mental health of pupils. Role of the school psychologist in analyzing behavior in school context and effecting change. Working with groups in crisis intervention. Confronting and reducing bias in schools and classrooms. Experience in participating in and studying a group.
Hours to be arranged; 3 credits Independent study and research in a selected area of school psychology supervised by a faculty member. Research paper. and permission of the program head.
Foundations of Play Therapy 45 hours plus conference; 4 credits Overview and critical analysis of history of play therapy. Case- based approach to study of multiple theoretical and applied approaches with a diverse child population. Explore social and cultural contexts of play therapy; role of the play therapist; therapeutic relationship. Emphasis on working with families. Development of a diversity-sensitive approach to play therapy practice with children and families in school and community settings.
45 hours lecture plus conference; 4 credits Focus on developing applied skills for conducting and evaluating play therapy with diverse populations of typically developing children, and children with autism spectrum disorders in school and community settings. Overview of play therapy interventions with common presenting problems including anxiety, aggression, oppositional behavior. Working with diverse families in play therapy.
course, students will gain theoretical and practical knowledge, 45 hours, 3 credits learn skills, and develop awareness related to cross-cultural This course is an introduction to the basic concepts of child- play therapy and social justice advocacy. Students will learn centered play therapy. Students will learn the attitudes and how to conduct and evaluate play therapy practice with children skills necessary to establish and maintain facilitative with common presenting problems. relationships with children that encourage their self-expression and facilitate change. This course will examine the role of the play therapist and the critical importance of the therapeutic School psychology relationship. This course will also provide an overview and critical analysis of
SPCL 7951Multicultural and Social Justice Advocacy in Play Therapy27
Advanced certificate program: school psychologist HEGIS code 0826.02; SED program code 79597 The school psychologist graduate program comprises an MSED and an Advanced Certificate in school psychology and consists of a 60- credit curriculum in theory, research, and evidence-based practice. The program is registered with the New York State Department of Education, and has full approval from the National Association of School Psychologists (NASP). Upon completion of the 33 credit MSED and then the 27 credit Advanced Certificate, graduates are eligible to apply for certification in school psychology with New York State and to apply for the Nationally Certified School Psychologist (NCSP) credential with the National Association of School Psychologists (NASP). Students collaborate with faculty, and build professional portfolios that include publications and presentations at local and national conferences. Applicants are admitted to this program only in the fall; see application deadlines posted on the program website. Degree requirements
SPCL 7951XMulticultural and Social Justice Advocacy human identity including race, ethnicity, culture, sex and
in Play Therapy gender. 45 hours; 3 credits This advanced play therapy course introduces students to Prerequisite: matriculation in the school psychologist program,
