SACP Courses

The emphasis of the course is on current empirical and theoretical to disorders of children, youth, and adults, including issues in their classification, etiology, and developmental course. Emphasis will be placed on thinking about the most commonly encountered disorders within a developmental psychopathology framework as well as looking to increase acquisition of in-depth knowledge regarding the incidence, prevalence of specific disorders that are most commonly observed in psychopathology.

The emphasis of the course is on current empirical and theoretical approaches to childhood disorders, including issues in their classification, etiology, and developmental course. Emphasis will be placed on thinking about childhood disorders within a developmental psychopathology framework rather than acquisition of in-depth.

This course will focus on direct assessment and intervention of academic problems within a response-to-intervention framework of service delivery.  Emphasis will be placed the application of data-based problem-solving to determine present levels of performance, select appropriate interventions, monitor intervention effectiveness, and modify interventions based on student response.

Administration, scoring, and interpretation of both formal (standardized) and informal approaches to academic assessment for children and youth are reviewed as well the domains assessed (i.e. oral language, reading, written language, math). Emphasis will be placed on selection of measures within a problem-solving model and appropriate use for educational decision-making, as well as linking assessment results to intervention. Prerequisite: EPSE 528 or equivalent preparation in psychometrics.

Measures and techniques for the assessment of social and emotional functioning in children and adolescents, as well as the linking of assessment information to the development and evaluation of interventions. Prerequisite: EPSE 528 or equivalent.

This course focuses on the study of fundamental concepts and issues of professional school psychology. The course will examine the ethical and legal responsibilities of the School Psychologist professional, investigate major practical and professional issues in school psychology, and develop a theoretical foundation and orientation for professional training and practice of school psychology.

Not the same as CNPS 551. This course will provide students with the opportunity to engage in the critical investigation of major theoretical and applied issues relevant to consultation in school settings, and indirect psychological service delivery, particularly in school settings. Additionally, the course is designed to provide students with skills in consultation and the development and application of appropriate experimental designs for research in consultation and the evaluation of treatment effects in applied settings.

Critical investigation of issues relevant to social-emotional functioning and mental health and wellbeing for students in schools within a context of health-promotion, prevention, and intervention. Students will gain knowledge and skills relevant to the identification, translation, design, implementation, and evaluation of universal, targeted and intensive interventions and primary, secondary and tertiary prevention activities that support and promote student mental health and wellbeing. The course will focus on current research and professional literature relevant to the application of empirically validated intervention and prevention procedures, including methods of knowledge translation, program design, implementation science and evaluation.

Theoretical foundations and issues concerning the nature, measurement and understanding of cognitive abilities throughout the lifespan.

Administration, scoring and interpretation of measures of cognitive ability for children and youth. Prerequisite: EPSE 528 or equivalent preparation in psychometrics. Registration typically restricted to students in the SCPS program.

This course covers formal and informal methods of assessing academic achievement and social and emotional functioning. Students in this course will gain competency in the selection, administration, and interpretation of commonly utilized assessment tools as well as how to apply assessment rules in making recommendations regarding intervention/prevention efforts and/or designations and diagnoses.

In this course, the student will be exposed to the administration and interpretation of individually administered measures of cognitive abilities and academic achievement. A focus will be on individually administered tests of cognitive abilities commonly used with school age and adults. In addition to the theoretical foundation needed to interpret formal cognitive and academic assessments, skills in test administration, scoring, interpretation, and report writing will be developed.

 Pre-requisites: Admission to the School and Applied Child or Counselling Psychology programs; EPSE 553

This course will introduce evidence-based approaches to social and emotional interventions with children and youth across school, family, and community settings. Individuals in this course will gain foundations of and introductory skills in using evidence-based approaches to intervention with children and youth, while learning how to apply using these approaches in future supervised practicum and internship experiences. Prerequisite: All of CNPS 362, EPSE 552 and one of EPSE 506, CNPS 535.

Practicum with focus on student area of interest. Letters after EPSE 561 indicate which focus area is taught.

EPSE 561F School Psychology Masters Practicum. An integrated school-based experience in psychological assessment and intervention for school-aged youth. The course is intended to provide opportunities for students to integrate and apply knowledge and skills acquired through previous coursework in the context of general school and applied child psychology practice. The primary goal is for students to develop competency and confidence in addressing the psychological and educational needs of children and youth.

Prerequisites: Admission to the School and Applied Child Psychology Program.

Cross-listed with CNPS 568. Study of brain-behavior relationships across the lifespan with special emphasis on neurodevelopment. A review of recent concepts, problems, and methods in the field. Issues from neuroanatomy to higher mental processes and rehabilitation and its applications to individuals with neuropsychological dysfunctions.

This course provides students in counseling psychology and school psychology with a foundational perspective on social psychological theory and research and its application to applied research and practice. Traditional content areas within social psychology such as the self, social cognition, attitudes and persuasion, group influence, prosocial behavior, aggression and conflict, and close relationships will be considered for their relevance to the practice domains of counseling and school psychology.

The culminating training experience to prepare school psychologists at the master’s level. A 1200 hour internship in a school-based setting.

Prerequisite: Admission to the School Psychology M.Ed. Program and completion of all required coursework.

EPSE 598 Field Experiences Advanced Masters Practicum in School and Applied Child Psychology. This practicum is for master’s students in School and Applied Child Psychology taking additional advanced practicum beyond the core masters practicum experiences.

Prerequisite: Admission to the School Psychology MA or MEd Program

Credits: 6

This course is designed to provide foundational knowledge on systems change and an introduction to the empirical literature and available resources on the promotion and adoption of classroom, school, and systems level approaches to prevention and intervention. The course is designed for advanced graduate students who are interested in working directly with systems, policy makers, and important stakeholders to facilitate lasting change.

This doctoral level seminar is designed to provide an introduction to the historical, theoretical and empirical underpinnings and applications of community psychology. An emphasis will be placed on understanding community based systems outside of the school including but not limited to health and mental health services in the community, the role of community, and how professionals working with children, youth and their families can make change at a community level.

This course will focus on different special advanced topics in assessment including neuropsychological assessment, early childhood assessment, bilingual assessment, etc..

Pre-requisites: EPSE 528; EPSE 554 or 556; Admission to the School and Applied Child Psychology or Counselling Psychology programs.

Credits: 6

A 250-hour doctoral level practicum. Students are typically placed in a school or agency setting and develop individual goals and objectives in areas of assessment, intervention, consultation, etc.

A practicum designed to provide advanced doctoral students in School and Applied Child Psychology instruction and practice in the supervision of school psychology practice.

Prerequisite: Admission to the School and Applied Child Psychology PhD program.

The Pre-Doctoral Internship in School and Applied Child Psychology is the culminating field experience of the PhD program in School Psychology. Students complete a 1600-hour internship in a school or other agency setting under the supervision of a registered psychologist.

Prerequisite: Admission to the School and Applied Child Psychology PhD Program, Completion of all required coursework, comprehensive examinations, and admission to candidacy.