Standard 2: Growth and Development

The program provides candidates with opportunities and experiences to acquired understanding of typical and atypical growth and development, including relevant theories, research, and other information related to pupils’ strengths and weaknesses that affect learning in school, community and family environments. The program provides candidates with an understanding of the effects of (a) health and developmental factors, (b) language, (c) cultural variables, (d) diversity,(e) socioeconomic status, and (f) factors of resiliency on pupil development.

Typical and Atypical Growth and Development

Prior to entering the program, every student is required to complete a number of prerequisite courses. Psychology 155, Developmental Psychology, covers empirical and theoretical treatment of human development throughout the lifespan: genetic, physiological, and socio-cultural influences upon development, and physical, emotional, motivation, intellectual, cognitive, and social facets of development. Students are also required to complete Psychology 166, Abnormal Psychology, which focuses on the study of origins, symptoms, and treatments of behavioral and personality disturbances from childhood through adolescence, and application of the current Diagnostic and Statistical manual.

Upon entering the School Psychology Program candidates are required to relate previously learned material to children‘s school progress. Developmental and Abnormal Psychology are both needed as bases for understanding readings and lecture sin the program. Courses that require a background in Developmental and Abnormal Psychology include:

*Psychology 205 – Seminar in Developmental Psychology
  o Outcome 1, 2, 3, 6, 9
Psychology 225T – Psychopharmacology
  o Goal 4
  o ADHD – Session 10
  o Schizophrenia – Session 12
  o Affective Disorders – Session 17
  o Affective Disorders – Session 18
Psychology 277 – Role and function of the School Psychologist
  o Cognitive Assessment – Session 10
  o Adaptive Behavior Assessment – Session 11
  o Academic Assessment – Session 13
Psychology 279 – Consultation and Supervision
  o Mental Health Consultation, Session 4
Psychology 284 – Assessment of Intellectual Abilities
  o Goal 2
  o Adaptive Behavior – Sessions 23 - 25
Psychology 285 – Assessment of Learning and Developmental Problems
  o All tests deal with typical and atypical development
  o Assessment & Development – Session 28
Psychology 286 – Instructional Consultation
  o Goal 1
  o Reading Disabilities - session 16
Psychology 267 – Internship in School Psychology
  o Goals 7, 10, 11- Fall/Spring Semesters

2. School, community, and Family Environmental Factors on Pupil Learning

Each candidate demonstrates knowledge of principles and methods to address school, community, and environmental factors on pupil learning. Candidates also help to teach pupils to learn effective ways to plan and give direction in their own learning through courses on consultation, counseling, interventions, and practicum experiences. Students are required to work with children in need to individual interventions and often must implement interventions that require self-monitoring by the child. Courses that each candidates the principals and methods to help students learn include:

*Psychology 278 – Intervention and Prevention in School Psychology
   o Goal 2
  o Consultation/Intervention Project – pg 4
  o Home-School Collaboration – Session 9
Psychology 279 – Consultation and Supervision
  o Consultation in School Settings – Session 3
  o Behavioral consultation – Session 6
  o Home-School Collaboration – Sessions 25, 26
Psychology 285 – Assessment of Learning and Developmental Problems
  o The entire course deals with factors that affect pupil learning
  o Assessment in an ecological model-Session 2
*Psychology 286 – Instructional Consultation and Intervention
  o Goals 1-6
  o Multicultural Issues in Instructional Consultation for ELL Students
- Sessions 1
  o Teacher and Student Interviews – Session 2
  o Instructional Environment – Session 3
Psychology 288 – Advanced Applied Behavior Analysis
  o Outcomes 5, 6
  o Analyzing Behavior Change – Session 9
  o Behavior Change Strategies – Session 12, 23
  o Social Validity Reading #13
  o Operant Reinforcement – Reading #16
  o Behavior Shaping – Reading #19
  o Self Management – Reading #37
Psychology 267 – Internship in School Psychology
  o Goals 10, 11
Counseling 201 - Seminar in Multicultural Aspects of Counseling
  o Entire syllabus
Counseling 240 – Seminar in Counseling of Exceptional Children and Their Families
  o Family Support – Sessions 3, 4, 5
  o Culture – Session 7
  o Family Partnership Project – pg 3; Sessions 14, 15

3. Effects of Health and Developmental Factors

Each candidate learns about potential health and developmental factors, including nutrition and fitness that can adversely affect a child‘s academic, emotional, and behavioral performance. Prerequisite courses for entrance into the program include both Developmental Psychology (Psych 155) and biological Bases of Behaviors – Psychology 36 or 125 to support their graduate work. Courses that teach about health and developmental factors include:

*Psychology 225T – Seminar in Psychobiological Bases of Behavior
  o Goal 4
  o ADHD – Session 10
  o Affective Disorders – Session 17
  o Anxiety Disorders – Session 19
Psychology 278 – Intervention and Prevention in School Psychology
  o Goal 1
  o Three-Tier Model for Health Promotion, Session 15
Psychology 284 – assessment of Intellectual Abilities
  o Adaptive Behavior – Sessions 23 - 25

4. Factors of Resiliency

Each candidate learns about the importance of resiliency in a pupil‘s life and how to encourage such influences. Courses that each about resiliency include:

*Psychology 278 – Intervention and Prevention in School Psychology
  o Goals 1, 2;
  o Resiliency Model - Session 14
Psychology 279 – Consultation and Supervision
  o Multicultural Consultation – sessions 15, 16
  o Home-School Collaboration – Sessions 25, 26

5. Peer and mentor Relationships

Each candidate learns about peer and mentor relationships and how these contribute to growth and development in the following courses:

*Psychology 278 – Intervention and Prevention in School Psychology
  o Goal 2
  o Peer mediation – Session 10
  o Social Skills Training – Session 17
Psychology 286 – Instructional Consultation and Intervention
  o Class wide Peer Tutoring - Session 21

6. Social Cultures and Influences

Each student demonstrates knowledge of a wide variety of social and cultural influences that affect pupils in a school setting by engaging in practicum experiences in the schools. Courses that provide such experience through lecture of practica include:

Psychology 205 – Seminar in Developmental Psychology
  o Developing within cultures – Session 4 & 5
  o Nature & Nurture – Sessions 6, 7
  o Wed, Mar 24, Young children and TV empirical
Psychology 255 – Seminar in Social Psychology
  o Culture – Session 4
  o Media and aggression – Session 17
  o Prejudice – Session 19
*Psychology 270T-2 – Multicultural School Psychology
  o Entire Syllabi
Psychology 277 – Role and Function of the School Psychologist
  o Demographics – Session 4, 6
  o Home-School collaboration – Session 25
  o Multicultural School Psychology – Sessions 26, 27
Psychology 278 – Intervention and Prevention in School Psychology
  o Goals 2, 3
  o Group Contingencies – Session 8
  o Peer Mediation – Session 10
  o ADHD Interventions – Session 11
  o Preschool Social Skills Interventions – Session 16
Psychology 279 – consultation and Supervision
  o Multicultural Consultation – sessions 15, 16
  o Home-School Collaboration – Sessions 25, 26
Psychology 282 – Cognitive and Behavior Therapy
  o Practicum Experience #3
  o Working with Families and Students of Diverse Backgrounds
– Session 4
Psychology 284 – Assessment of Intellectual Abilities
  o Goals 3, 4
  o Issues in assessment – Session 5
  o Ethnic Minority Students/Ell – Session 18
Psychology 285 – Assessment of Learning and Developmental Problems
  o Assessment in Ecological Model – Session 2
Psychology 286 – Instructional Consultation
  o Goals 1, 2
  o Multicultural Issues in Instructional Consultation for ELL Students - Sessions 1
  o Reading Interventions with ESL Students - Sessions 26, 27
Psychology 267 – Internship in School Psychology
  o Goals 10, 11

7. Stereotyping, Family Influences, and Socio-economic Status

Each candidate demonstrates knowledge of how stereotyping, family influences, and socio-economic status may affect the pupil‘s development through coursework and practicum experiences. Courses that provide students with knowledge in stereotyping, family influences, and socio-economic status include:

Psychology 205 – Seminar in Developmental Psychology
  o Family and attachment - Sessions 9, 10
  o Maternal employment and daycare – Session 11
  o Parenting - Session 12:
  o Language and family - Session 13, 14
*Psychology 255T –Contemporary Social Psychology
  o Outcome2
  o Mid-term on Methods, Culture, Conformity, Persuasion, and Social Cognition
  o Prejudice – Session 19, 20
Psychology 270T-2 – Working with Diverse Students and Families
  o Home-School Collaboration – Section 1, Session 3
  o Supporting Families – Section 1 – Session 4
  o Prejudice and tolerance – Section 2 – Session 1
  o Prejudice in language – Section 2- Session 4
  o Stereotypes, teacher expectations – Section 4 – Session 2
Psychology 277 – Role and function of the School Psychologist
  o Home-School collaboration – Session 25
  o Multicultural School Psychology – Sessions 26, 27
*Psychology 278 – Intervention and Prevention
  o Goals 2, 3
  o Consultation/Intervention Project pg. 4
  o Home-School Collaboration & Interventions – Session 9
  o School violence / Gangs – Session 14
Psychology 279 – Consultation and Supervision
  o Multicultural Consultation – sessions 15, 16
  o Home-School Collaboration – Sessions 25, 26
Psychology 282 – Cognitive and Behavior Therapy
  o Working with Families and Students of Diverse Backgrounds –
Session 4
*Psychology 278 – Intervention and Prevention
  o Goals 2, 3
  o Consultation/Intervention Project pg. 4
  o Home-School Collaboration & Interventions – Session 9
  o School violence / Gangs – Session 14
Psychology 279 – Consultation and Supervision
  o Multicultural Consultation – sessions 15, 16
  o Home-School Collaboration – Sessions 25, 26
Psychology 282
– Cognitive and Behavior Therapy
  o Working with Families and Students of Diverse Backgrounds –
Session 4
Psychology 284 – Assessment of Intellectual Abilities
  o Ethnic Minority Students/Ell – Session 18
Psychology 286 – Instructional Consultation
  o Goal 1
  o Multicultural Issues in Instructional Consultation for ELL Students - Sessions 1
  o Reading Interventions with ESL Students - Sessions 26, 27
Psychology 267 – Internship in School Psychology
  o Goals 10, 11

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