| EPD-Educational Psychology, Doctorate |
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| EPD647 |
Advanced Human Development |
| This course is designed to enhance doctoral students and advanced school psychology students understanding of current developmental theories and research and the implications of these to psychological and educational practice. The course focuses on selected key theories and research related to the interaction of biological, cognitive, social, educational, familial and cultural factors influencing development during infancy, early childhood, middle childhood, adolescence and adulthood. Students explore an area or topic of their choice in depth through selected readings, class discussions, oral presentation, and integrative paper. 3 semester hours |
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| EPD648 |
Human Development: Adulthood |
| Through this course students explore theory and research in human development from early adulthood through all adult years. An emphasis is placed upon the examination of sequences of life tasks inherent in a pluralistic society. Topics may include: history and research; biological, physical, and health issues; theories of adult development; cognitive functioning; social relationships; marriage; parenthood; and occupations and careers. Prerequisites: EPS500 or equivalent. 3 semester hours |
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| EPD649 |
Human Development: Adolescence |
| Through this course students explore current research on the emotional, physical, social, and intellectual development of adolescents in pluralistic societies. Students are encouraged to critically examine literature on developmental challenges to youth at middle school and secondary school levels such as establishing an integrated identity, sex-role identification, peer group involvement, family relationships, values orientation, achievement motivation and career-vocational planning. Prerequisites: EPS500 or equivalent. 3 semester hours |
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| EPD650 |
Human Development: Infancy and Early Childhood |
| The course involves an in-depth study of selected current topics in the areas of biological, cognitive, emotional, and social development in the early years of life. The latest trends in quantitative and qualitative research will be explored and the implications for educational intervention will also be considered. An emphasis will be placed on the development of children within the context of their family and diverse cultural communities. Prerequisites: EPS500 or equivalent. 3 semester hours |
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| EPD651 |
Applied Clinical Neuropsychology |
| Designed to review neuropsychological theory and function with particular emphasis on higher cortical processes. Attention will be given to a wide range of formal and informal nondiscriminatory assessment tools and their relationship to school-related problems. The neuropsychology of reading, language, and learning disabilities will also be discussed. Prerequisite: EPS503, or consent of instructor. 2 semester hours |
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| EPD652 |
Advanced Clinical Neuropsychology |
| Designed to review neuropsychological theory and function as it relates to LuriaÆs model. Emphasis will be placed on the administration, scoring, interpretation, and clinical utility of the Luria Neuropsychological Battery and its screener. Issues of assessment bias will be addressed. Prerequisites: EPS503, EPD651. 2 semester hours |
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| EPD653 |
Personality Assessment II: Uses of the Rorschach Test |
| Students will gain supervised experience in administering, scoring, and interpreting the Rorschach test. Theoretical, developmental, and multicultural issues applied to personality assessment are covered. Rorschach data will be integrated with other types of test data in report writing. Prerequisites: EPS517 and EPS531, or consent of instructor. 3 semester hours |
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| EPD655 |
Child and Adolescent Psychopathology |
| This course covers psychopathology in children and adolescents. It includes current knowledge and issues about etiology, symptomatology, classification, and intervention from a variety of theoretical perspectives. Multicultural aspects of disorders are addressed. Prerequisites: EPS507 or equivalent, or consent of instructor. 3 semester hours |
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| EPD656 |
Communication and Personality Change |
| This course is an introduction to Neurolinguistic Programming. Neurolinguistic Programming is based on principles derived from neuropsychology, psycholinguistics, communication theory, and computer theory. It elicits strategies of information processing and facilitates rapport, information gathering, and learning more effective communications skills and change techniques. Prerequisite: Consent of instructor. 3 semester hours |
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| EPD657 |
Psychopharmacology for School Personnel |
| Designed to review the most current models of the biochemical, pharmacological, and medical insights relevant to usage of the most widely used prescription drugs that school personnel encounter and should understand. This course will place emphasis on the critical review of literature, related use of drugs as well as their side effects, and alternative natural forms of therapy. It is not intended to be a medical course. Ethical issues relevant to school personnel will be emphasized. Prerequisites: EPS503, EPD651, EPD652, or consent of instructor. 2 semester hours |
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| EPD658 |
Brief Therapy and Interventions in Educational Settings |
| In this course students examine forms of brief therapeutic interventions which can be applied in educational settings. Students explore theories, research, and applications of short-term therapeutic methodologies. Topics include different cognitive therapies, neurolinguistic programming, and solution-focused therapy. Students apply these therapies for interventions with students, teachers, and families within educational systems. Prerequisites: admitted school psychology student, EPS520, EPS562D,E,F, or consent of instructor. |
| 3 semester hours |
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| EPD659 |
Studies in Family-School Partnerships and Relationship-Building |
| This class will examine characteristics and interactive dynamics of families and schools leading to collaborative family/school partnerships that enhance children's and adolescents' cognitive and social-emotional skills. It will explore the influence of family composition, cultural/ ethnic/religious beliefs and values, economic status, language, and special needs, as well as the effects of school resources, beliefs and attitudes towards diverse learners, and school culture on building collaborative home/school relationships. THeoretical models such as Bronfenbrenner's ecological model, Getzel's social systems approach, and Epstein's typology of parental involvement will frame this inquiry. Evidence-based approaches that promote successful family-school collaboration and meaningful involvement will be investigated. Prerequisite(s): Doctoral standing or permission of instructor. 3 semester hours |
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| EPD660 |
Advanced Studies in Cognition: Learning and Knowledge as Social Practices |
| Students in this seminar deepen their understanding of social processes that contribute to learning in diverse settings; a dynamic view of knowledge as a result of participating in communities of practice; and understanding of identity development as an aspect of socially relevant learning. The applicability of these ideas is considered when students analyze and critique learning in their chosen learning environment, and identify connections between the learning/teaching practices in diverse instructional settings and the nature and distribution of the knowledge acquired by the participants. This course requires a minimum of 15 hours of field work. Prerequisite(s): Advance standing; a graduate level course on learning in instructional settings (EPS541 or EPS511). 3 semester hours |
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| Educational Psychology Doctoral Courses |
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| EPD662A |
Doctoral Seminar I: History and Systems of Psychology |
| This seminar focuses on the evolution of psychology as a field of study. Students read both foundational and contemporary theory and research to understand the historical progression of major schools of thought in psychology. Students examine the interrelationship between theory and research as it relates to human growth and development and those practices that promote healthful human functioning. This seminar is first in a sequence of seminars for Educational Psychology doctoral students, and is open to other students with advanced standing. 2 semester hours |
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| EPD662B |
Doctoral Seminar I: Views of Self and Self Development |
| This doctoral seminar focuses on healthy human functioning, development, and learning through theory and research on the self. Students read, discuss, and critically reflect upon foundational literature and contemporary theory and research on the topic. An emphasis is placed on developmental and contextual processes promoting healthy individual functioning and the prevention of mental health problems. This seminar is required for Educational Psychology doctoral students, and is open to other students with advanced standing. 2 semester hours |
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| EPD662C |
Doctoral Seminar I: Views of Relationships and Relational Development |
| The purpose of this doctoral seminar is to provide students with a forum for studying relationships and the role of relationships in human development and learning. Students critically examine theory and research on different types of relationships in order to understand the significance of a relational frame for conceptualizing individual needs and educational practices and problems. An emphasis is placed on relational issues to schooling and mental health. This seminar is required for Educational Psychology doctoral students, and is open to others with advanced standing. 2 semester hours |
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| EPD662D |
Doctoral Seminar I: Views of Community and Community Development |
| The doctoral seminar focuses on healthy human functioning, development, and learning using a contextual systems framework. An emphasis is placed upon culture and community as a context for individual development and adaptation. Students read, discuss, and critically reflect upon contemporary literature on developmental systems theory and cultural psychology. This seminar is required for Educational Psychology doctoral students, and is open to other students with advanced standing. 2 semester hours |
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| EPD663A |
Doctoral Seminar II: Prevention Models and Community Development |
| The doctoral seminar focuses on community-based programs and practices for promoting healthy adaptation, learning, and development. Students investigate psychological and educational practice models promoting resiliency and healthy development in individuals, families, and community. Students also explore models of early intervention and risk reduction. This seminar must be taken in conjunction with the Educational Psychology Advanced Practicum (EPD664). This seminar is required for School Psychology doctoral students and is open to other students with advanced standing. 1 semester hour |
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| EPD663B |
Doctoral Seminar II: Prevention Models and Relational Development |
| This doctoral seminar focuses on psychological and educational practices for promoting healthy relationships among children, youth, educators and parents. Students explore a variety of intervention and prevention approaches for helping individuals understand and manage the challenges of initiating and maintaining relationships. An emphasis is placed on preventive interventions designed to promote a pro-social orientation among children and youth in educational settings. This seminar must be taken in conjunction with the Educational Psychology Advanced Practicum (EPD664). This seminar is required for School Psychology doctoral students and open to other students with advanced standing. 1 semester hour |
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| EPD663C |
Doctoral Seminar II: Prevention Models and Individual Development |
| This doctoral seminar focuses on psychological and educational practices designed to promote healthy adaptation and coping in individuals. Students explore a variety of intervention and prevention approaches within educational contexts. An emphasis is placed on preventive interventions that use a developmental/systems framework and that promote resiliency and a pro-social orientation for children and youth at risk. This seminar must be taken in conjunction with the Educational Psychology Advanced Practicum (EPD664). This seminar is required for School Psychology doctoral students and is open to other students with advanced standing. 1 semester hour |
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| EPD664 |
Advanced Practicum in Educational Psychology |
| This practicum offers students an opportunity to gain experience in the schools with prevention services. Students spend one half day per week in the field to develop and implement programs that promote healthy development and learning. This practicum is intended for doctoral students with advanced standing. Students enroll for one semester hour over three consecutive quarters. This practicum must be taken in conjunction with the Educational Psychology Doctoral Seminar II (EPD663A, B, C) (Students register for 1sh per quarter) 1-3 semester hours |
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| EPD665 |
School Psychology Supervision Practicum |
| This practicum is intended for advanced school psychology doctoral students and certified school psychologists interested in gaining knowledge and skills in the supervision of beginning school psychology students. Participants mentor practicum and intern school psychology students as they gain experience in their field sites and the university clinic. (Students register for 1sh per quarter) 1-3 semester hours |
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| EPD667 |
Advanced Studies in Cognition: Learning Through Design-Based Research in Schools |
| This course is devoted to the study of cognition and learning in classroom and school contexts. Students examine learning through a process of design-based research. Individuals engaged in design-based research utilize domain specific learning theory and research to outline cycles of instructional design, enactment, and analysis, and redesign in natural learning contexts. Student examine examples of published design research to derive frameworks, principles, and methods for action. Students draw from the literature to develop their own design experiments including appropriate assessment tools and evaluation processes to embed within the design. Students are expected to design and implement one research cycle during the course. Prerequisite(s): EPS541 Cognition and Instruction (or equivalent course); a graduate level research design course. 3 semester hours |
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| EPD668 |
Advanced Studies in Social Issues Relevant to Education: Interpersonal Relationship in Culturally Diverse Educational Environments |
| The social fabric of today's schools is woven with many cultures and languages. This complex fabric requires educators and students to understand individuals from cultures outside their own. To develop such understanding, students first explore and critique the vast literature on ethnic and cultural issues in conflict creation and its resolution and peace education. Students also examine theories, research, and practice related to identity development, perception of "the other," and prejudicial attitudes and behavior. Lastly, students explore the interrelations among theories, research and practice in building positive social relations and manage or resolve conflicts in diverse educational cultural settings. Prerequisite(s): Doctoral standing or permission of instructor. 3 semester hours |
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| EPD669 |
Advanced Studies in Problem-Solving: Special Education and School Psychology Service Delivery Systems |
| Students will learn about IDEIA changes that legitimize service provision in a 3-tier prevention model based on severity of educational needs and intensity of resources required to produce meaningful educational benefit. These services are delivered through a Problem-Solving model, including FLEX in Illinois. Students will learn a variety of forms of Problem-Solving that have a strong philosophical underpinning and procedural components (e.g. universal screening, progress monitoring) that distinguish it from referral-test-place special education practices. Procedural practices as implemented in schools and states across the country will be presented. Prerequisite(s): Doctoral standing or permission of instructor. 3 semester hours |
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| EPD690A |
Internship in Educational Psychology |
| Prerequisite: Consent of instructor. 1-6 semester hours |
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| EPD690B |
Doctoral Internship in School Psychology |
| The School Psychology doctoral internship is a twelve-month full time experience in broad areas of psychology, under the supervision of both university and licensed psychologists in the field. The internship goals, requirements, activities, evaluation, etc. have been developed and are delivered through the Illinois School Psychology Internship consortium (ISPIC). The experience is designed to meet all the professional associations' requirements for doctoral level School Psychology internship. Prerequisite(s): Successful completion of the relevant courses and the comprehensive examination. Consent of the Doctoral Program Director. 1-6 semester hours |
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| EPD692 |
Doctoral Practicum in School Psychology |
| This practicum is designed to broaden the applied skills of doctoral level school psychology students to include activities essential for the delivery of mental health services to children and youth in schools and other educational contexts. Practicum activities include early identification and intervention activities designed to promote mental health and resiliency. Doctoral students will work under the supervision of mental health professionals, such as a licensed doctoral level psychologist, and the university practicum instructor. A total of 600 practicum hours and 6 semester hour credits are required. Practicum seminar: Students enrolled in the practicum must attend a bi-weekly seminar. The seminar, which is associated with the field experience, will be primarily problem-based, and will involve presentation, analysis, and discussion of actual practice experiences. Students may complete the practicum in either one or two years and will participate in practicum seminars concurrently with their field experience. Students will typically register for 2 semester credits per term. A total of 6 semester hours are required. Prerequisite(s): EPS562D, EPS52E, EPS562F, Mental Health in Schools I, and Mental Health in Schools II, or equivalent. Admitted doctoral level School Psychology students. 1-6 semester hours |
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| EPD694 |
Independent Study in Educational Psychology |
| 1-3 semester hours |
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| EPD695 |
Selected Topics in Educational Psychology |
| 1-3 semester hours |
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