Unformatted text preview:

COURSE SYLLABUS OUTLINECNS 688 Professional School PsychologySpring 2012Department: Educational Studies, Leadership and CounselingCourse Number: CNS 688 Professional School PsychologyCredit Hours: 3 hoursInstructor: Mardis Dunham, Ph.D., 3217 Alexander Hall, 809-6466 Email: [email protected] Times: Mondays 5 – 8, 2213 Alexander HallOffice Hours: Monday through Thursday 8 am to 2 pm; before and after class as needed, or by appointmentDEPARTMENT: EDUCATIONAL STUDEIES, LEADERSHIP, & COUNSELINGCOURSE PREFIX: CNS COURSE NUMBER: 688 CREDIT HOUR: 3I. TITLE Professional School PsychologyII. COURSE DESCRIPTION AND PREREQUISITES: This course provides an overview of school psychology and integrates theory and practice in all areas of the field. The course includes the historical evolution of school psychology, learning theories, psychoeducational assessment, psychotherapeutic theory, legal and ethical issues, and the role and function of school psychologists.III. COURSE OBJECTIVES: (NASP 2010 training standards/domains are in parentheses). New counselor standards are in brackets. EPSB standards are in italics. Experienced Teacher Standards are underlined. Students will gain knowledge of:1. The evolution and role/function of school psychology (2.10) Leadership2. Best practice in contingency management (2.4) [C] 83. The legal, ethical, and professional issues influencing school psych. (2.10) Ethics 14. Consultation theory as it applies to school & family systems (2.2)[2,5] Leadership 65. Best practices in providing intervention services (2.3, 2.4) [C,5] 86. Crises intervention (2.6) [C,5] LeadershipIn addition to the NASP training domains, this course specifically addresses Category V, Subsections A and B (Ethical and Legal Considerations) in the School Psychology Specialty Exam (PRAXIS #400) This course requires a great amount of reading, is communication intensive, and focuses on the mastery of both oral and written skills. Toward this focus, assignments have been designed to emphasize written and oral communication development as measured through class assignments,oral and written product development, and portfolio entries.The COE Conceptual Framework and the Theme of the Educator as a Reflective Decision Makerare addressed in this course by urging students to reflect upon their professional development throughout the course in the form of specific assignments.The Theme of Diversity is explored in this course through lecture, selected readings, and review of the ethical code. Technology is addressed through the provision of current web resources related to professional school psychology. Additionally, students will be required to search the web for pertinent resources as described in Section V.IV. CONTENT OUTLINE: See attachedV. INSTRUCTIONAL ACTIVITIES Lecture, discussion format; current issues research and presentation; on-demand tasksVI. FIELD, CLINICAL AND/OR LABORATORY EXPERIENCES: Students are required to interview a school psychologist.VII. TEST(S) AND RESOURCES: Students will utilize the MSU library holdings, instructor-provided resources, websites (www.nasponline.org and www.kde.ky.us), Fagan & Wise (2000) School Psychology: Past, Present, and Future (2nd Edition), Best Practices in School Psychology, (5th Edition), and WrightsLawA. Texts: Best Practices in School Psychology-5 (2008). A. Thomas and J. Grimes (Eds.). National Association of School Psychologists. Washington, DC: NASPFagan, T. & Wise, P. (2000). School psychology: Past, present and future (2nd ed.), White Plains, NY: LongmanB. References: nasponline.org (must be a student member)VIII. GRADING PROCEDURES: Task PointsSummary of school psychologist interview 10 Final Notebook of Current Issues 100 Legal Issues Paper 50Mid-Term and Final 100 eachChapter Questions (7 sets) 10 each (70 pts)430 total pts.387 = A 344 = BNote: Grades Lower than a B are unacceptable for the school psychology program. Grades below B will automatically be flagged and prompt a faculty review of the student’s progress in the program. Assignments have specific due dates. Late assignments will be penalized 25% for each week it is late. No incompletes will be given in this class.IX. ATTENDANCE POLICY:Students are expected to adhere to the MSU attendance Policy outlined in the current MSU Bulletins.X. ACADEMIC HONESTY POLICY Cheating, plagiarism (submitting another person’s materials as one’s own), or doing work for another person, which will receive academic credit, are all impermissible. This includes the use of unauthorized books, notebooks, or other sources in order to secure or give help during an examination, the unauthorized copying of examinations, assignments, reports, or term papers, or the presentation of unacknowledged materials as if it were the student’s own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place. Note: Faculty reserve the right to invalidate any examination or other evaluative measures if substantial evidence exists that the integrity of the examination has been compromised. XI. NON-DISCRIMINATION POLICY STATEMENT:Murray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions, or the provision or services and provides, up[on request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities. For more information, contact, Director of Equal Opportunity, Murray State University, 103 Wells Hall, Murray, KY 42071-3318. Telephone: 270-809-3155 (voice), 270-809-3361 (TDD). Tentative Content OutlineDate Topic1/23 Introduction; syllabus reviewHistory of School Psychology; Employment Contexts1/30 Role and Function; Preparation of Sch.Psy.2/6 Domains of training; supervision; legal issues2/13 Legal issues cont.; Ethical issuesQuestions due (Ch. 1, 2, 5)2/20 Ethical issues cont.Questions due (Ch. 8, 11, 14)2/27 Paradigm shift and RTIQuestions (Ch. 39, 40, 41)3/5 Problem solving; consultation modelsEffective special educational practicesEffective schoolsQuestions


View Full Document

Murray CNS 688 - CNS 688 SYLLABUS

Documents in this Course
Load more
Download CNS 688 SYLLABUS
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view CNS 688 SYLLABUS and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view CNS 688 SYLLABUS 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?