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School Psychology Doctor of Psychology

Harold Abel School of Psychology

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Residency Requirement(s): 

Eight face-to-face residencies. See university policy 3.04.05 Attendance at Residencies,the Residencies page on Campus for more information. Also see the PsyD in School Psychology Residency section, below.

PSY-R6591
Assessment

Learners in this residency observe testing sessions, score test results, take notes from faculty presentations, and engage in mock testing sessions. Learners develop skills in conducting standardized academic and intellectual assessments and scoring and interpreting test results. Learners also study the ethical principles associated with the practice of school psychology. For PsyD in School Psychology learners only. Prerequisite(s): PSY7610, completion of or concurrent registration in PSY8233.

non-credit
PSY-R6592
Interventions and Response to Interventions

This residency introduces learners to The Individuals with Disabilities Education Act (IDEA 2004), which introduced Response To Intervention (RTI) as an authority in the identification of specific learning disabilities. This residency builds capacity among learners to implement the RTI framework in local and state education agencies. Learners examine the RTI components of screening of students, monitoring student progress, providing evidence-based interventions, and identifying students with special learning needs in a collaborative approach. Learners have the opportunity to practice response to intervention skills within a collaborative framework utilizing various case studies.  For PsyD in School Psychology learners only. Prerequisite(s): PSY-R6591, PSY-R6593, PSY-R6594, PSY-R6595.

non-credit
PSY-R6593
Assessments: Nonverbal

In this residency, learners continue to develop skills in administeringstandardized assessment instruments necessary for practicing school psychologists. Learners review previously taught test batteries and report writing skills; engage in supervised observation, mock testing, and scoring activities; study the ethical principles associated with the practice of school psychology; and receive feedback from experienced professional school psychologists and peers. Throughout the residency, learners demonstrate the ability to follow the administration procedures as given in each test manual, to handle the test materials appropriately, to maintain a neutral test environment, and toencourage full "testee" cooperation during a testing session. Learners are also introduced to, and practice through oral presentation, the basic skills needed for interpreting and communicatingassessment results to parents, teachers, and other professionals.  For PsyD in School Psychology learners only. Prerequisite(s): Completion of or concurrent registration in PSY-R6591.

non-credit
PSY-R6594
Counseling

Learners in this residency engage in demonstration and role-play activities to develop and strengthen the skills needed to effectively counsel P–12 children and adolescents, including listening empathically, asking clear and relevant questions, responding in a non-judgmental manner, appropriately summarizing issues, maintaining appropriate records, and establishing and guiding individual and group counseling sessions. Learners also explore ways to determine a child’s level of risk for harming himself or others, appropriately identify parties (e.g., parents, fellow educators) should disclosure be necessary, and respond to various crisis situations. This course includes a review of the ethical implications of providing school psychology services from federal and professional perspectives, with emphasis on ensuring respect for both the child and the parent as the child’s consenting authority. For PsyD in School Psychology learners only. Prerequisite(s): Completion of or concurrent registration in PSY8212, PSY-R6591 and PSY-R6593.

non-credit
PSY-R6595
Functional Behavioral Assessment and Assessment Reviews

In this residency, learners recognize appropriate circumstances and steps for conducting a functional behavioral assessment (FBA), developing the behavior intervention plan (BIP) and identifying the individual components of an FBA and BIP. Learners also review important standardized assessment measures administered to children and adolescents. Working in pairs, learners complete functional behavioral assessment and behavior intervention plan forms. Learners gain skills in synthesizing and interpreting case study data, and integrate and summarize—orally and in writing—this data to provide important feedback to school personnel about a student's challenging behaviors. In addition, learners review the administration and scoring procedures for the most recent versions of the Wechsler Intelligence Scale for Children (WISC), Woodcock-Johnson Tests of Cognitive Abilities (WJ COG), and Woodcock-Johnson Tests of Achievement (WJ ACH).  For PsyD in School Psychology learners only.

non-credit
PSY-R6596
Personality and Behavior Assessment

In this residency, learners administer and score individual personality and behavior tests, focusing on the most recent versions ofthe Behavior Assessment System for Children (BASC); Achenbach System of Empirically Based Assessment (ASEBA), including the Child Behavior Checklist (CBCL) and the Teacher Report Form (TRF); Conners (Conners); Kinetic Drawing System for Family and School (KDSFS), House-Tree-Person (H-T-P); Roberts; the Thematic Apperception Test (TAT); and sentence completion tests.Learners work individually and in small groups to provide written interpretation and oral case study presentations of the results gathered. Learners also gain skills in conducting clinical interviews;synthesizing and interpreting data from teacher, parent, and self-report behavior rating scales, as well as objective and projective techniques; and in scoring, interpreting, and integrating test results in order to make recommendations and write psychological reports.  For PsyD in School Psychology learners only. Prerequisite(s): PSY8220, PSY-R6591, PSY-R6593, PSY-R6594, PSY-R6595, completion of or concurrent registration in PSY-R6597 and PSY-R6599.

non-credit
PSY-R6597
Report Writing and Behavior Interventions

The focus of this residency is report writing, assessment review, and behavior intervention and includes an analysis of Individualized Education Programs (IEPs) and special education identifications. Learners explore the various sections and characteristics of psychological/ psycho-educational reports; examine the principles and skills used to write reports; and engage in report writing practice sessions, individually with the instructor and in small groups. Learners gain experience developing interventions for students with internalizing and externalizing disorders, social skills training programs for preschool and adolescent students, and a training curriculum designed to assist parents in managing their children’s problem behavior. Learners also study the ethical principles associated with the practice of school psychology. For PsyD in School Psychology learners only. Prerequisite(s): PSY-R6591, PSY-R6593, PSY-R6594, PSY-R6595.

non-credit
PSY-R6599
Treatment Planning and Recommendations

In this residency, learners discuss treatment plan formats and case examples in groups and work on cases individually. Learners examine and practice school-appropriate supervision skills and develop the communication and assertiveness skills needed to facilitate efficient resolution of individual (i.e., student), group (i.e., class), and school challenges. Learners also explore Individualized Education Programs (IEPs) and 504 Plans and special education identifications. For PsyD in School Psychology learners only. Prerequisite(s): PSY-R6591, PSY-R6593, PSY-R6594, PSY-R6595.

non-credit
 
Practicum and Internship:

Minimum of 400 hours for practicum and 1500 hours for internship. See the practicum and internship course descriptions for more information. 

 

 

Twenty-Nine Required Courses

 

 

145 quarter credits

Required courses:

PSY8001
Orientation to Professional Psychology

In this course, learners improve their ability to navigate the virtual campus and become familiar with library, career center, and writing center resources. Learners identify the educational steps necessary for successfully completing the doctoral degree program; review their specialization’s requirements, associated professional roles and organizations, and ethics and professional standards; and articulate a professional identity based on doctoral-level psychology training. For PsyD Clinical Psychology and PsyD School Psychology learners only. Must be taken during the learner’s first quarter. Cannot be fulfilled by transfer.

5 quarter credits
PSY7320 *
Advanced Biological Psychology

Learners in this course examine the biological factors related to psychopathology. The course emphasizes research problems and methods currently being explored in biological psychology. Topics include the role of genetic factors in psychopathology, the influence of physical and emotional trauma on brain function, biological considerations in treatment planning, addictive phenomena, and other clinically relevant subjects. Prerequisite(s): PSY7310. Learners in the PsyD in School Psychology degree program are exempt from this prerequisite. Cannot be fulfilled by transfer.

5 quarter credits
PSY7421
Cognitive/Affective Psychology

Learners in this course apply their knowledge of theoretical foundations and the basic principles and models of cognitive/affective psychology to mental processes, such as how individuals acquire, process, and store information; how they think, perceive, remember, and learn; and how they experience feelings, moods, and emotions. Learners also demonstrate the ways in which the integration of cognition and affect influence an individual’s behavior.

5 quarter credits
PSY7540
Multicultural Perspectives in Human Behavior

This course is an examination of substantive and theoretical issues concerning the cultural differences of individuals and groups and their influence on the practice of professional psychology. Learners explore the role of culture-specific programming, the needs and values of cultural subgroups, and approaches to providing psychological services to culturally diverse populations. Learners also critically analyze the interactions of multiple dimensions of diversity to better understand the ways in which individual differences contribute to professional psychological practice.

5 quarter credits
PSY7610
Tests and Measurements

This course focuses on essential concepts, principles, applications, and social and theoretical issues of psychological testing. Learners gain understanding in the construction of tests; analyze the development and use of tests in measuring aptitudes, achievement, attitudes, interests, and personality; and identify underlying theories of various tests. Learners analyze the characteristics desired in psychological and educational tests, with particular emphasis on reliability and validity, and examine best practices and professional standards for educational and psychological testing, including test bias and fairness. In addition, learners study the role of technology in delivery, administration, scoring, and interpretation of tests.

5 quarter credits
PSY8212
Childhood Mental Health, Counseling, and Crisis Intervention/Prevention

This course introduces learners to the diagnostic schema used with children and adolescents in mental health and school psychology professions. Learners examine the DSM-5, focusing on developing mastery of diagnostic criteria for childhood disorders and applying this criteria to case studies, methodology, research, historical, and political aspects of diagnosis. Learners consider alternatives to the current diagnostic system in order to develop comprehensive counseling plans, and identify crisis prevention and intervention models used within the educational setting.

5 quarter credits
PSY8220 *
Advanced Psychopathology

In this course, learners examine theory and research associated with major psychological disorders, from the most common diagnostic concerns to dual diagnoses, comorbidity, and psycho-medical issues. Learners examine the concepts of psychopathology throughout the lifespan, then transition from studying DSM-5 concepts and terminology to evaluating clinical assessment and treatment situations. In particular, learners familiarize themselves with ways to apply theoretical concepts in a professional clinical setting while displaying sensitivity to ethical and diversity issues. Other course topics include the issues of “empirically validated” versus “evidence based” practice, the interaction of social and biological factors in etiology and treatment, and the interaction between complex Axis I and II disorders. For PsyD, MS Clinical Psychology, and MS Counseling Psychology learners only. There is a residency requirement associated with this course for PsyD Clinical Psychology learners. Prerequisite(s): PSY6210. Learners in the PsyD in School Psychology degree program are exempt from this prerequisite.

5 quarter credits
PSY8230 *
Psychological Testing

Learners in this course apply theories and models of psychological testing to assessment of intelligence, achievement, and adaptive functioning. Learners use clinical interviews and mental status exams; administer, score, and interpret tests of intelligence, achievement, and adaptive functioning; and develop integrated assessment reports. Learners also examine issues of diversity and ethics in intelligence, achievement, and adaptive functioning assessment. Test kits are required and are available for loan at psytestkits@capella. edu. There is a residency requirement associated with this course for PsyD Clinical Psychology learners. Prerequisite(s): PSY7610.

5 quarter credits
PSY8233 *
Psychological Assessments for School Psychologists 1

In this course, learners develop the skills needed to correctly administer, score, and interpret norm referenced intelligence tests (verbal and non-verbal) while simultaneously considering various diagnostic issues present within multiculturally diverse school populations and reflecting the established standards of educational and psychological testing. Learners examine measurement and measurement tools, including instruments used to assess cognitive function and intelligence; synthesize norm-referenced assessments with observational assessments to develop recommendations for research-supported interventions; and create audience-appropriate psychological reports. For PsyD in School Psychology and MS School Psychology learners only. Test kits are required and are available for loan at psytestkits@capella.edu. Prerequisite(s): PSY7610.

5 quarter credits
PSY8234 *
Psychological Assessments for School Psychologists 2

In this course, learners further develop the skills needed to correctly administer, score, and interpret norm-referenced intelligence tests (verbal and non-verbal), achievement tests, and adaptive functioning while simultaneously considering various diagnostic issues present within multiculturally diverse school populations and reflecting the established standards of educational and psychological testing. Learners examine measurement and measurement tools, including instruments used to assess cognitive function and intelligence, achievement, and adaptive functioning; synthesize normreferenced assessments with observational assessments to develop recommendations for research-supported interventions; and create audience-appropriate psychological reports. For PsyD in School Psychology and MS School Psychology learners only. Test kits are required and are available for loan at psytestkits@capella.edu. Prerequisite(s): PSY8233.

5 quarter credits
PSY8235 *
Psychological Assessments for School Psychologists 3

Learners in this course demonstrate mastery of the diagnostic skills needed to assess the social emotional functioning and personality of a multiculturally diverse population of school-age children. Learners conduct clinical interviews and behavioral observations; assess data from teachers, students, and parents; score and interpret assessment results into synthesized, written intervention recommendations and psychological reports; and self-report behavior rating scales and objective and projective techniques. For PsyD in School Psychology learners only. Test kits are required and are available for loan at psytestkits@capella. edu. Prerequisite(s): PSY8234.

5 quarter credits
PSY8251 *
Neuropsychological Assessment

In this course, learners study current theories, research, and methods used in the neuropsychological assessment of various mental disorders in adults, children, and adolescents. Learners review various neuropsychological screening and assessment instruments, clinical interviewing methods, and neuropsychological test batteries that are commonly used in the evaluation and assessment of neuropsychological disorders. Learners are introduced to functional neuroanatomy and neurophysiology, as well as to common syndromes and disease processes that can impair the human brain and central nervous system functioning. In addition, learners investigate the role of emotional functioning and effort within the context of the overall neuropsychological assessment process and gain an understanding of how to write a neuropsychological report. For PsyD learners only. Prerequisite(s): PSY8230. Cannot be fulfilled by transfer.

5 quarter credits
PSY8331
Principles of School Psychology

This course is an examination of the history and practice of school psychology and its current and evolving trends. Learners review the roles and functions of school psychologists, employment contexts, and professional evaluation and accountability. Learners also explore the practice of school psychology from an international perspective and examine the laws and regulations guiding the future of the profession.

5 quarter credits
PSY8332
Advanced Methods in School Psychology

Learners in this course explore the multitude of ways in which school psychologists work with teachers, students, and families. Throughout the course, learners study the role of school psychologists in enhancing school-family partnerships and examine state and federal laws governing school psychology practice, including the Individuals with Disabilities Education Act (IDEA). In particular, learners study the criteria established by IDEA for how to appropriately diagnose, classify, and develop effective programming for students with disabilities. Learners also evaluate the disability categories identified by IDEA and the classification of students presented for diagnosis. For PsyD in School Psychology and Specialist Certificate in School Psychology learners only.

5 quarter credits
PSY8335
Consultation and Collaboration in the School

This course provides an overview of consultation theory, research, and practice in psychology and education. In this course, learners study the rationale and techniques used in consultation and collaboration with teachers, parents, administrators, and other school personnel for the purpose of preventing and remediating the learning and adjustment problems of school-aged children. Learners familiarize themselves with the history and status of consultation, conceptual foundations and models, processes, intervention and evaluation considerations, practice and ethical issues, and training approaches to consultation.

5 quarter credits
PSY8337
Legal and Ethical Issues in the School

In this course, learners apply professional codes of conduct to the practice of school psychology. Learners study federal laws governing school psychology practice and examine legal and ethical considerations of psycho-educational assessments, school-related interventions, and testing. Course topics include privacy, confidentiality, informed consent, duty to inform, and record keeping.

5 quarter credits
PSY8338
Child and Adolescent Development for School Psychologists

This course focuses on the development of children and adolescents from infancy through adolescence. Learners apply a developmental framework to the process of designing, evaluating, and monitoring interventions to address complex school needs and apply information about developmental skills to evidence-based school- and district-level interventions. In addition, learners analyze the impact of multiple complex and challenging family issues on student development and apply an understanding of types of diversity along a developmental continuum to student needs at the school and district level.

5 quarter credits
PSY8371
Strategies of Clinical Supervision and Consultation

This course provides an overview of the theories, functions, and methods of clinical supervision, consultation, and advocacy. In particular, learners examine various styles of supervision, consultation, and advocacy; supervisory, consultative, and advocacy relationships; contractual issues; and ethical and legal issues associated with providing these services. Learners also review supervision, consultation, and advocacy research; apply their findings to relevant service delivery topics; and develop their own theories and approaches to clinical supervision. For PsyD Clinical Psychology and PsyD School Psychology learners only. There is a residency requirement associated with this course for PsyD Clinical Psychology learners.

5 quarter credits
PSY8375
Professional Development and Supervision of School Psychologists

In this course, learners develop the professional development and supervision skills needed to successfully supervise other school psychologists. Learners evaluate models of supervision and consultation, learn how to assess supervisees’ practice to ensure it falls within the profession’s ethical and legal standards, identify supervisees’ awareness of multicultural issues and promote the need to engage in culturally competent practice, develop a method to observe and evaluate supervisees, and promote ongoing professional development for supervisees to improve and update their skills. Cannot be fulfilled by transfer.

5 quarter credits
PSY8501 *
Advanced Research Methods and Statistics for Professional Psychology

In this course, learners expand their knowledge of quantitative research design and methodology by studying the foundations, strategies, and practices of ethical research in the field of professional psychology. Learners engage in scholarly critical analysis and synthesis of current quantitative research and construct their own informal quantitative research proposal. Learners apply advanced statistical concepts and interpretation of statistical analyses to the evaluation and design of quantitative research and exchange critical, constructive project feedback with their peers. Research designs developed during this course may form the basis for the learner’s dissertation or School Psychology specialty topic proposal. For PsyD Clinical Psychology and PsyD School Psychology learners only. Prerequisite(s): PSY7860, PSY7864.

5 quarter credits
PSY8960 *
School Psychology PsyD Practicum 1

The School Psychology Practicum for PsyD learners is the first clinical training experience in their program of studies. Learners complete 400 hours of service in the schools, working 20 hours per week for two 10-week quarters. Learners receive one hour of individual, face-to-face supervision from their on-site supervisor(s) each week. Supervisors and sites are approved by the university through the application process before learners are allowed to begin on-site services. During practicum, learners engage in many school psychologist roles, including conducting assessments (standardized, norm-referenced, curriculum based, and functional behavioral); assisting in the development, implementation, monitoring, and evaluation of interventions designed to address concerns with academics, mental health, and behavioral/social skills; participating in the school's data based decision making process through collaboration and consultation; and writing reports related to cases. School Psychology practicum learners engage in services related to the NASP standards and CAEP expectations.  PsyD in School Psychology learners who have previously completed a master's- or specialist-level practicum and internship course in School Psychology are not required to register for this course. All courses and residencies must be completed prior to enrollment for clinical training. Learners should anticipate meeting all course requirements in two quarters of practicum. If there are any outstanding requirements in either artifacts or service delivery hours, learners will be required to enroll in a third quarter of internship to ensure completion of course requirements. Prerequisite(s): PSY8001, PSY7320, PSY7421, PSY7540, PSY7610, PSY8212, PSY8230, PSY8233, PSY8234, PSY8235,  PSY8331, PSY8332, PSY8335, PSY8337, PSY8375,  PSY8501,PSY-R6591, PSY-R6592, PSY-R6593, PSY-R6594, PSY-R6595, PSY-R6596, PSY-R6597, PSY-R6599. Cannot be fulfilled by transfer.

5 quarter credits
PSY8961 *
School Psychology PsyD Practicum 2

The School Psychology Practicum for PsyD learners is the first clinical training experience in their program of studies. Learners complete 400 hours of service in the schools, working 20 hours per week for two 10-week quarters. Learners receive one hour of individual, face-to-face supervision from their on-site supervisor(s) each week. Supervisors and sites are approved by the university through the application process before learners are allowed to begin on-site services. During practicum, learners engage in many school psychologist roles, including conducting assessments (standardized, norm-referenced, curriculum based, and functional behavioral); assisting in the development, implementation, monitoring, and evaluation of interventions designed to address concerns with academics, mental health, and behavioral/social skills; participating in the school's data based decision making process through collaboration and consultation; and writing reports related to cases. School Psychology practicum learners engage in services related to the NASP standards and CAEP expectations.  PsyD in School Psychology learners who have previously completed a master's- or specialist-level practicum and internship course in School Psychology are not required to register for this course. All courses and residencies must be completed prior to enrollment for clinical training. Learners should anticipate meeting all course requirements in two quarters of practicum. If there are any outstanding requirements in either artifacts or service delivery hours, learners will be required to enroll in a third quarter of internship to ensure completion of course requirements.  Prerequisite(s): PSY8960. Cannot be fulfilled by transfer.

5 quarter credits
PSY8962 *
School Psychology PsyD Internship 1

The School Psychology Internship for PsyD learners is the final clinical trainingexperience in their specialization. Learners in internship complete 1500 hours of service. While 750 hours of internship must be completed within a school setting, the remaining 750 hours can be completed in a setting other than a school system if approval is granted by the clinical training department. Hours obtained in a setting other than a public school environment must be consistent with the skills and training of the intern. Learners in internship work 40 hours per week for each 10-week quarter of training. Learners are also granted the option of working between quarters if the site and supervisor are available. Supervisors and sites must be approved by the university through the application process before learners are allowed to begin on-site services. Each week, learners receive two hours of individual, face-to-face supervision from their on-site supervisors and during internship engage in face-to-face supervision from their on-site primary supervisor and participate in both direct and indirect services as prescribed by NASP and CAEP standards. Learners exhibit leadership skills; demonstrate a positive impact on students; write comprehensive psychoeducational reports integrating various forms of data collected from many sources, such as assessment instruments, assessment interviews, and observations; engage in developing, implementing, monitoring, and evaluating interventions to be applied school- and district-wide; interact with school system leaders, families, and community members; and actively lead the school system's data-based decision making process. Upon successful completion of internship, learners are ready to engage in independent practice as a leader in a system designed to meet the psycho-educational needs of students.  Prerequisite(s): PsyD in School Psychology learners who have not previously completed a master's- or specialist-level practicum and internship course in School Psychology must take PSY8961.

5 quarter credits
PSY8963 *
School Psychology PsyD Internship 2

The School Psychology Internship for PsyD learners is the final clinical training experience in their specialization. Learners in internship complete 1500 hours of service. While 750 hours of internship must be completed within a school setting, the remaining 750 hours can be completed in a setting other than a school system if approval is granted by the clinical training department. Hours obtained in a setting other than a public school environment must be consistent with the skills and training of the intern.Learners in internship work 40 hours per week for each 10-week quarter of training. Learners are also granted the option of working between quarters if the site and supervisor are available. Supervisors and sites must be approved by the university through the application process before learners are allowed to begin on-site services. Each week, learners receive two hours of individual, face-to-face supervision from their on-site supervisors and during internship engage in face-to-face supervision from their on-site primary supervisor and participate in both direct and indirect services as prescribed by NASP and CAEP standards. Learners exhibit leadership skills; demonstrate a positive impact on students; write comprehensive psychoeducational reports integrating various forms of data collected from many sources, such as assessment instruments, assessment interviews, and observations; engage in developing, implementing, monitoring, and evaluating interventions to be applied school- and district-wide; interact with school system leaders, families, and community members; and actively lead the school system's data-based decision making process. Upon successful completion of internship, learners are ready to engage in independent practice as a leader in a system designed to meet the psycho-educational needs of students.  Prerequisite(s): PSY8962.

5 quarter credits
PSY8964 *
School Psychology PsyD Internship 3

The School Psychology Internship for PsyD learners is the final clinical training experience in their specialization. Learners in internship complete 1500 hours of service. While 750 hours of internship must be completed within a school setting, the remaining 750 hours can be completed in a setting other than a school system if approval is granted by the clinical training department. Hours obtained in a setting other than a public school environment must be consistent with the skills and training of the intern.Learners in internship work 40 hours per week for each 10-week quarter of training. Learners are also granted the option of working between quarters if the site and supervisor are available. Supervisors and sites must be approved by the university through the application process before learners are allowed to begin on-site services. Each week, learners receive two hours of individual, face-to-face supervision from their on-site supervisors and during internship engage in face-to-face supervision from their on-site primary supervisor and participate in both direct and indirect services as prescribed by NASP and CAEP standards. Learners exhibit leadership skills; demonstrate a positive impact on students; write comprehensive psychoeducational reports integrating various forms of data collected from many sources, such as assessment instruments, assessment interviews, and observations; engage in developing, implementing, monitoring, and evaluating interventions to be applied school- and district-wide; interact with school system leaders, families, and community members; and actively lead the school system's data-based decision making process. Upon successful completion of internship, learners are ready to engage in independent practice as a leader in a system designed to meet the psycho-educational needs of students.  Prerequisite(s): PSY8963. Cannot be fulfilled by transfer.

5 quarter credits
PSY8965 *
School Psychology PsyD Internship 4

The School Psychology Internship for PsyD learners is the final clinical training experience in their specialization. Learners in internship complete 1500 hours of service. While 750 hours of internship must be completed within a school setting, the remaining 750 hours can be completed in a setting other than a school system if approval is granted by the clinical training department. Hours obtained in a setting other than a public school environment must be consistent with the skills and training of the intern.Learners in internship work 40 hours per week for each 10-week quarter of training.Learners are also granted the option of working between quarters if the site and supervisor are available. Supervisors and sites must be approved by the university through the application process before learners are allowed to begin on-site services. Each week, learners receive two hours of individual, face-to-face supervision from their on-site supervisors and during internship engage in face-to-face supervision from their on-site primary supervisor and participate in both direct and indirect services as prescribed by NASP and CAEP standards. Learners exhibit leadership skills; demonstrate a positive impact on students; write comprehensivepsychoeducational reports integrating various forms of data collected from many sources, such as assessment instruments, assessment interviews, and observations; engage in developing, implementing, monitoring, and evaluating interventions to be applied school- and district-wide; interact with school system leaders, families, and community members; and actively lead the school system's data-based decision making process. Upon successful completion of internship, learners are ready to engage in independent practice as a leader in a system designed to meet the psycho-educational needs of students.  Prerequisite(s): PSY8964. Cannot be fulfilled by transfer.

5 quarter credits
PSY9965 *
School Psychology Doctoral Learner Comprehensive Examination

This course includes an overview of the comprehensive examination process, including the university’s expectations of academic honesty and integrity, and provides PsyD in School Psychology learners with the opportunity to work with a mentor to develop an applied research specialty topic paper that integrates content across all ten National Association of School Psychologists (NASP) practice domains. Upon completion of the paper, learners develop an initial presentation that fulfills their Oral Specialty Topic Examination requirement. Using feedback received from their mentors, learners then refine their presentations in preparation for the Professional Presentation Examination, which takes place during the learner’s sixth residency. For PsyD in School Psychology learners only. Grading for this course is S/ NS. Prerequisite(s): PSY7421, PSY7540, PSY7610, PSY8001, PSY8501, PSY8212, PSY8230, PSY8233, PSY8234, PSY8235, PSY8332, PSY8335, PSY8337, PSY8338, PSY8375.

5 quarter credits
PSY9970 *
Doctoral School Psychology Integrative Project

The School Psychology Integrative Project is the final requirement for the PsyD in School Psychology. This course focuses on the expectations of regulators in the field, in particular the National Association of School Psychologists (NASP), and learners integrate their knowledge of interventions, supervision skills, assessment information interpretation, and problem solving. During this course, learners focus on three major projects in which they connect focus topics from their program: the development of a professional portfolio aligned with the NASP domains, a supervision plan for school psychologists in a school district, and a case study requiring several interventions. Course activities provide learners with opportunities to display a variety of skills essential for professional practice at the doctoral level. Prerequisite(s): Completion of all required coursework, with the exception of PSY8960, PSY8961, PSY8962, PSY8963, PSY8964, and PSY8965. Fulfillment of all residency requirements. Cannot be fulfilled by transfer.

5 quarter credits

In addition, choose one of the following courses:

PSY5244
Play Therapy 1: The History and Systems of Play Therapy

In this course, learners examine the historical origins of and rationale for integrating play into the practice of therapy and discuss the core systems of and approaches to play therapy. Learners also review the contributions of play to child development and well being throughout the lifespan. Cannot be fulfilled by transfer.

5 quarter credits
PSY6095
Theories of Counseling and Psychotherapy

This course provides an overview of foundational counseling and psychotherapy theories and research-based practice. Throughout the course, learners examine various schools of therapeutic intervention; their underlying theoretical assumptions; and their historical, cultural, and ethical context, with an emphasis on the application of current theory in a variety of clinical populations.

5 quarter credits
PSY7330
Psychopharmacology

Learners in this course explore the behavioral and therapeutic effects of psychoactive drugs. Course topics include synaptic transmission, behavioral role of specific neuromodulatory systems, pharmacological treatment of mental and neurological disorders, addiction, the various side effects of psychoactive drugs, and how these may interact with key characteristics such as age or general health. Drug effects on learning, creativity, memory, sleep, perception, and sexual functioning receive special attention. Learners also examine the efficacy of treating patients with a combination of psychotherapy and psychotropic medications for a number of diagnosed mental disorders including depression, bipolar disorder, anxiety, obsessive compulsive behavior, schizophrenia, and childhood disorders.

5 quarter credits
PSY7708
Basic Foundations in Applied Behavior Analysis

In this course, learners gain an understanding of the basic foundations, philosophy, and concepts underlying the science of behavior analysis. Learners differentiate between therapeutic approaches that are behavior-analytic and those that are not. Learners acquire knowledge of the basic principles and analyze behavior and environmental events surrounding the occurrence of behavior. Cannot be fulfilled by transfer.

5 quarter credits
PSY8110
The Psychology of Teaching

Learners in this course examine the psychological basis of postsecondary instruction in psychology and other social sciences. Learners study both face-to-face and online higher education learning environments for students 18 years and older. Topics include evaluation of effective teaching and assessment strategies, and consideration of classroom management practices. Learners analyze how culturally competent teaching practices and instructional decision-making impact student learning. Additionally, learners examine special student populations including adult learners. Learners also assess their own professional skills and self-efficacy.

5 quarter credits

 

 

Total

 

 

145 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Please note that some courses within this program have prerequisites that are not listed as required courses, which may increase the total number of courses needed to complete this program.

† Learners in the PsyD in School Psychology degree program are required to complete the Dispositions Self-Assessment as a condition of continued enrollment in the program.

‡ Learners are required to take the Praxis Series tests concurrently with PSY8963. Learners are responsible for any costs associated with these examinations.

Capella University cannot guarantee licensure, endorsement, other professional credential, or salary advancement. State licensing regulations and professional standards vary; learners are responsible for understanding and complying with the requirements of the state in which they intend to work. For more information, see the Licensure section for this program on Capella’s website (www.capella.edu). Teachers are advised to contact their school district to determine whether a program may qualify for salary advancement. Arkansas residents are not eligible to enroll in this program.

PsyD in School Psychology Residencies

Doctoral learners in School Psychology attend eight different School Psychology residencies offered. Each residency training results in required face-to-face hours and supports both coursework instruction and practice labs which result in subject mastery. 

What Can I Expect?

Each unit consists of readings, discussions, and other activities you will be expected to complete throughout the week. Assignments are due on Sundays, though not every course requires an assignment each week.

In each course, you will receive a detailed scoring guide that describes expectations for every graded assignment.

Grades are based on your participation in weekly reading discussions and completion of assignments. You will also be assessed on your ability to demonstrate an understanding of expected outcomes for your program or specialization. These outcomes are based on the needs and performance standards of your field or discipline.

Learn more about online learning at Capella.

Transfer Credits

There are many ways to reduce tuition costs, including transferring credits which can help save time and money. You can transfer up to 50 credits into this specialization.

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PsyD in School Psychology Online Degree Program | Courses - Capella University

Take an Individual Course

Whether you're completing additional credits for your own education, want to see if online learning is right for you, or are simply interested in a specific topic, you can enroll in many of Capella's online courses without committing to a degree program. We recommend speaking with an enrollment counselor to discuss your goals and ensure that the credits you earn now may be applicable to a Capella degree program.

Learn more about individual courses.

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