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Course Criteria
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3.00 Credits
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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3.00 Credits
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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2.00 Credits
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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2.00 Credits
Designed to review neuropsychological theory and function as it relates to Luria's 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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3.00 Credits
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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3.00 Credits
This course covers psychopathology in children and adolescents. It includes current knowledge and issues about COURSE DESCRIPTIONS 301 NATIONAL COLLEGE OF EDUCATION 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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3.00 Credits
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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2.00 Credits
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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3.00 Credits
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 shortterm therapeutic methodologies. Topics include different cognitive therapies, neurolinguistic programming, and solutionfocused 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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3.00 Credits
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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