27 courses with the subject SCHP, 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.
Theory and application of behavior modification methods in classroom and clinical settings. Topics include behavior analysis, outcome research, task utilization, and single case research.
This course is designed to provide students with an introduction to the profession of school psychology. The course discusses professional, ethical, and legal issues currently facing psychologists who work in schools and other clinical settings. Topics also encompass the historical development, current status, ongoing professional debates, and future opportunities and challenges related to the profession.
This course is designed to provide skills in the use and application of research methodologies and in the conceptualizing and writing of research proposals. Specifically, the course is focused on developing conceptual knowledge of specific research methods, interpreting data using specific methods of analysis, and developing independent research skills focused around one’s own research project. The course is primarily designed for doctoral students in School Psychology and Special Education. Permission of instructor is required.
This course is designed to provide students with knowledge and skills related to crisis preparedness and intervention in the schools. Relevant theories and research literature will be explored as well as practical elements of crisis response that are applicable to all school systems. In addition, intervention strategies and protocols will be examined and discussed. Permission of instructor is required.
The primary purpose of this course is to guide students in their independent research endeavors. Students will learn about the complexities of planning and initiating independent research, focusing on the writing process, methodological issues, and the management of time and data. Knowledge and competencies obtained in this seminar will be applied as students prepare their dissertation proposals.
Observational methodology utilized in consultation; rationale, theory and methods of consultation; individual, group and parent consulting. Study of research on the consultation process.
This course provides an advanced, theoretical basis for understanding various contextual influences on children's health, development, and learning. Fundamental to the course is application of ecological systems theory. A specific objective of this course is to develop students' cultural competence for implementing psychological and educational services to children of all ages and backgrounds.
This course provides training in administration and interpretation of individual tests of cognition and achievement used in school evaluations. Preparation of educational and psychological reports is also covered. Consent of instructor required.
This course provides instruction in assessment methods (direct observation, interviews, checklists, rating scales) and data-based decision making for social-emotional and behavioral concerns in educational settings. Strategies and interventions to support social-emotional and behavioral well-being are reviewed also. Consent of instructor required.
This course provides instruction in academic assessment methods (e.g., curriculum based assessment, classroom observation, and teacher interviews) and data-based decision making in educational settings. Strategies and interventions to support academic achievement are reviewed also. Consent of instructor required.
Overview of school-based and family-based intervention strategies for children and adolescents presenting interpersonal, emotional, developmental or behavioral challenges. Examples of topics covered include crisis intervention, peer-mediated interventions, self-management interventions, behavioral parent training, interventions for child abuse/neglect and computer-assisted instruction. Prerequisites: SCHP 402
Repeat Status: Course may be repeated.
Supervised experience in the administration and interpretation of cognitive and achievement tests. Corequisites: SCHP 422
Designing and conducting research projects in applied settings.
Supervised experience in the provision of school psychological services including assessment, intervention, and consultation. Repeat Status: Course may be repeated.
Supervised field experience in school psychology with a specific population or setting. Permission of instructor required. Repeat Status: Course may be repeated.
Advanced training in the definition, classification, etiology, long-term outcome, and treatment of children and adolescents with various psychopathological disorders. Emphasis is placed upon the assessment and treatment of child and adolescent psychopathology in school settings. Must have admission to doctoral program or consent of instructor.
Introduction to training in the definition, etiology and behavioral/academic characteristics of children and adolescents with medical disorders. Emphasis is placed on the assessment and treatment of educational and behavioral sequelae of medical disorders in both school and health settings. Must have admission to doctoral program in school psychology or consent of instructor.
Examination of school-wide programs designed to address health care needs of children and adolescents in school settings. Focus is on development of primary prevention and integration of educational, medical, social and community resources. Permission of instructor required.
Focus on further development of students’ knowledge and application of pediatric school psychology. The etiology and developmental course of pediatric medical conditions will be examined, emphasizing the impact on school, family and community environments. Prerequisites: SCHP 438 or SCHP 439
Field-based experience in providing psychological services in school and/or clinical settings. Must have admission to doctoral program. Repeat Status: Course may be repeated.
Full-time experience in clinical/educational settings. Student must complete a minimum of 1,200 clock hours under joint supervision of faculty and field supervisor. Repeat Status: Course may be repeated.
Full-time experience in clinical/educational settings. Student must complete a minimum of 1,500 clock hours under joint supervision of faculty and field supervisor. Repeat Status: Course may be repeated.
Mentored and guided co-teaching focused on the design, organization, pedagogy and assessment of university courses in School Psychology. Students in this course will work with a faculty member to apply best practices in university teaching with feedback while co-teaching students in a course in the College of Education. Students taking the course must meet the college standards for participation and be approved by the program director and department chair. May be repeated for credit. Repeat Status: Course may be repeated.
This doctoral level course is designed as an overview of the history of psychology in the Western world. The historical approaches to this task will include a historical developmental approach to the origins and changes of ideas over time, the study of great persons and schools of thought, and a look at the Zeitgeist of each. This course will examine the nature of psychology as a whole, and the influence of philosophical worldviews in areas such as epistemology, ontology, teleology, and axiology. Part of this study regards the nature of science, and its power and limitations as applied to the understanding of human beings.
Selected topics in school psychology (titles will vary) including professional issues, assessment and intervention in school settings, and supervision of school psychology services. Must have admission to doctoral program. Repeat Status: Course may be repeated.
Repeat Status: Course may be repeated.
Source: Lehigh University's catalog, linked per course · table learning_unit · CourseShelf publish 59
