| EPS-Educational Psychology |
| |
| EPS301 |
Educational Psychology for Teachers |
| The course is specially designed for the education major. Prospective teachers engage in understanding and developing a psychological view of the classroom. Social, emotional, and cognitive influences that shape the educational experiences of both students and the teacher are examined in light of recent research. Individual perspective is emphasized through readings, written assignments, and discussions. Educational Psychology for Teachers is required for admission to National College of Education and has concurrent enrollment with ELE 200 Elementary Education: Practicum I. Prerequisite: Elementary Education major (minimum Sophomore standing) and one developmental psychology course. 3 quarter hours |
| |
| EPS500A |
Human Development with a Focus on Early Childhood |
| This course introduces development from birth through adolescence, with a special focus on early childhood development (birth through eight years old). Students examine and evolve an appreciation of the unique needs of development during early childhood. Emphasis is placed on the physical, neurological cognitive, linguistic, social, emotional, moral, spiritual, and cultural development of children, particularly the young child. Students will reflect critically on implications of early development within and across the various domains for living and learning, during and beyond early childhood. Emphasis will be on the typically developing child, however, various developmental patterns will be explored. Contemporary issues related to the care and education of young children will be critically examined relative to the developmental domains. As part of this course, students will be required to complete a case study involving 10-15 hours of observation. Please note that only one version of EPS500 may be counted toward a degree. 3 semester hours |
| |
| EPS500B |
Human Development with a Focus on Elementary and Middle Childhood |
| This course introduces human development from birth to adolescence with a special focus on development during ages 5 through 11. Emphasis is placed on the physical, intellectual, emotional/social, and cultural development of the child and the implications on living and learning. A study of learning issues commonly identified during this period will be discussed, as well as issues concerning social-emotional well-being and health issues of middle childhood. Students will also critically examine, explore, and discuss changes in the social roles of youth, including peer and family relations and school influences on learning and development. An observational component will be required of all students. Please note that only one version of EPS500 may be counted toward a degree. 2 semester hours |
| |
| EPS500C |
Human Development with a Focus on Young Adolescence (10-14) |
| This course introduces human development with a special focus on young adolescent development from 10-14 years old. Students examine and develop an appreciation of the unique needs of development during this growth. Emphasis is placed on the physical, intellectual, emotional/social, spiritual, and cultural development of the young adolescent and the implications on living and learning. An in-depth study of young adolescent health issues is also an essential part of this course. Students critically examine, explore, and discuss changes adolescents experience that might involve them in risky behaviors, possibly jeopardizing their current health status, but also possible life-long health status. Students learn the value of developing collaborative relationships with community health resources. Please note that only one version of EPS500 may be counted toward a degree. 3 semester hours |
| |
| EPS500D |
Human Development with a Focus on Adolescence |
| This course introduces human development with a special focus on adolescent development from 11-18. Students examine and develop an appreciation of the unique developmental needs of adolescents as nested within the boarder framework of human development. Emphasis is placed on the implications of physical (including adolescent health issues), cognitive, emotional/social, spiritual, and cultural development of the adolescent for living and learning. Students critically examine, explore, and discuss developmental changes adolescents experience that might lead them to become involved in risky behaviors, possibly jeopardizing them both in the present and the future. Students learn the value of developing collaborative relationships with community resources to provide comprehensive services for adolescents. Please note that only one version of EPS500 may be counted toward a degree. 2 semester hours |
| |
| EPS500F |
Contemporary Survey of Child Development |
| Explores current research and major theoretical positions in child development. Course content includes the study of childrenĘs cognitive, social, emotional, physical, language, moral, and perceptual development with special emphasis place on understanding the integration of these developmental processes in normal and exceptional child development. Includes field observations. Students learn to critique child development research and use the resources of the library and different computerized data-bases to write a review of the literature on a selected topic. Please note that only one version of EPS500 may be counted toward a degree.(This course is available only in the Early Childhood Leadership and Advocacy Program) 3 semester hours |
| |
| EPS503 |
Neuropsychology of Behavior and Learning |
| This course helps students develop an understanding of the basic structures, functions, and physiology of the central nervous system thought to underlie behavior and learning. The overall goal is to help students gain a better understanding of brain mechanisms and related physiological systems which mediate developmental, adaptive, and dysfunctional behavior. 2 semester hours |
| EPS507 |
Abnormal Psychology |
| This course discusses psychopathology and abnormal modes of human functioning throughout the lifespan. Psychopathology will be examined from an integrated cultural, genetic, neurophysiological, psychogenetic, and social perspective. Etiology, symptomatology, and therapeutic interventions related to various psychopathologies will be examined critically. The use of DSM-IV for diagnosis and understanding of psychopathology will be discussed. Prerequisites: EPS500 or EPS510 or equivalent. 3 semester hours |
| |
| EPS508 |
Foundational Studies II: Diverse Experiences of Learning and Schooling |
| This course is the second in a three part alternative core of courses that is offered in select cluster groups. This course, along with FND506 and ESR509 must be taken in sequence and no substitution is allowed. In these courses students explore educational issues from historical, social, psychological, and philosophical perspectives through this integrated interdisciplinary forum. A problem-based inquiry approach enables students to link theory and practice at multiple levels, including that of the individual, the classroom, the school community, and the larger society. Students use the literature from educational psychology and educational foundations to actively examine educational issues and to critique their own assumptions about human learning and development and a proper educational experience. Through interpretive and empirical inquiry, students further expand their understanding of these issues as well as their understanding of educational research processes. |
| |
| Drawing from the foundational framework developed in Term I, students in EPS508 explore issues of diversity and education. Students critically examine the dynamic interactions between society, community, family, classroom, and the individual as they relate to processes of schooling, learning and human development. 2 semester hours |
| |
| EPS509 |
Structure and Organization of the Educational System for School Counselors |
| Introduces students to the structure, organization and operation of the educational system with an emphasis on P-12 schools. Course is designed for School Counseling professionals who function in roles that support direct instruction and intervene with students and their families in school settings. Activities provide an open forum in which students first understand and then construct their own ideas about effective schooling in the United States. Prerequisite(s): Graduate standing or admission to the School Counseling Program and/or permission of instructor. 2 semester hours |
| |
| EPS510 |
Theories of Teaching & Learning |
| This course explores theories and current research in educational psychology as they relate to questions of teaching and learning. As they examine and discuss literature in the field, students also have an opportunity to reflect upon their own experiences and assumptions regarding teaching/learning. Questions of assessment, diversity, classroom management, and motivation will also be explored. Students will critically analyze theoretical constructs and apply them to simulated educational situations and field experiences. 2 semester hours |
| |
| EPS517 |
Theory and Research in Social Psychology and Personality |
| The purpose of this course is to provide students with a foundation in personality and social psychology. Students review major principles and research regarding the individual in a culturally diverse society. Broad topic areas include personality theory, social interaction and communication, group process, and community relations. Students also explore applications of this work to current issues in education. Prerequisites: EPS500 or equivalent. 3 semester hours |
| |
| EPS520 |
Theories and Practices of Guidance and Counseling |
| This course provides graduate students with an understanding of the role of guidance and counseling in a variety of public and private settings. An in-depth presentation of different therapeutic strategies will be explored in order to provide the student with an opportunity to understand which treatment approaches are most appropriate given the individual and family problems which are frequently presented in counseling and/or therapeutic relationships. Students will have an opportunity to practice these strategies within the context of the class. Emphasis will be placed on how the psychologist working in the schools can integrate counseling techniques to facilitate therapeutic change. The application of counseling approaches to culturally diverse populations will also be explored. 3 semester hours |
| |
| EPS521 |
Theories and Applications of Group Dynamics in Educational Settings |
| This course provides students with the opportunity to examine and apply theories of group dynamics as they affect children and adults in diverse educational and therapeutic settings. Students will be encouraged to reflect on their own group experiences and will be required to analyze and communicate how group dynamics affect the functioning of individuals and groups as a whole within various cultural contexts. Prerequisites: graduate student standing, EPS500 or equivalent, or consent of instructor. 3 semester hours |
| |
| EPS523 |
Short-Term Family Therapy |
| In this course students examine general systems theory as applied to short-term family intervention strategies. Students critically evaluate current research and theories on which various forms of therapy are based. Short-term models of therapeutic interventions applicable for educational settings will be examined. Prerequisites: admitted school psychology student, EPS520, EPS562D,E,F, or consent of instructor. 3 semester hours |
| |
| EPS524 |
Guidance Skills for the Middle School Teacher |
| Helps teachers develop practical, basic counseling skills that can be used within their own classrooms. Basic contents include: decision-making strategies, group dynamics and leadership theories, specific guidance techniques, and related literature, values clarification procedures, program design, diagnosis of individual needs, problem-solving techniques, self and peer evaluations, classroom climate development, guidance principles, and review of literature related to middle school students. Teachers in this course are asked to implement the skills in their classrooms and analyze the results. 2 semester hours |
| |
| EPS526 |
Organizational Theory, Group Dynamics, and Leadership Applications |
| An analysis of social interaction in groups. Using Systems Theory as an integrating paradigm, this course is designed to deepen the studentĘs awareness of how s/he affects and is affected by others in different group situations. Personal assessment is continuous throughout the course as students examine different ways of working effectively in groups as both leader and group member. Includes an analysis of leadership style and principles of organizational climate as they relate to the organizational context of early childhood education. Provides opportunities for students to apply the concepts of group dynamics and models of leadership in their respective educational settings. (This course is also offered in the Early Childhood Leadership and Advocacy Program, EPS526F.) 3 semester hours |
| |
| EPS527 |
Group Theory and Classroom Applications |
| Students explore ways of working effectively in groups as a member and as a facilitator. Building on theoretical bases of social psychology and group dynamics, participants examine the functioning of groups in classrooms, schools and their own M.Ed. groups. A purpose is to deepen students' self-awareness, how they affect and are affected by others in group situations, and how member and leader roles interconnect. Participants explore issues of diversity within their M.Ed. groups, within their schools and classrooms. Even with groups that appear homogeneous, differences are acknowledged and processed. Forming and sustaining group life are enhanced through on-line interactions. Prerequisite(s): Admission to the M.Ed. graduate field-based program. 3 semester hours |
| |
| EPS528 |
Human Development and Learning |
| The purpose of this course is to encourage participants to bring a critical perspective to the study of major theories of human development and learning with particular attention paid to how such theories help teachers understand the contemporary issues and problems facing their students. Participants will use field experiences and classroom application to sharpen their critical understanding of the place of such theories in their professional work. Prerequisites: Admission to the M.Ed field-based program. 3 semester hours |
| |
| EPS529 |
Human Development and Learning II: Contemporary Issues |
| An analysis of contemporary issues and concepts in human development and learning. Students will conduct a project that investigates the impact of these issues and concepts on classrooms, schools, and community. (Offered in the Interdisciplinary Studies program only). 3 semester hours |
| |
| EPS530 |
Diagnostic Testing/Individual Educational Assessment |
| This is an introductory course in the theories of psychological and educational assessment. Students critically examine the psychometric properties of a variety of assessment practices and procedures. Particular emphasis is placed on discussion of issues such as: bias in assessment, cultural and ethnic differences in test use and interpretation, ethical practices, reliability, validity, and test norms. Additional topics include: trends in assessment, such as portfolio and curriculum-based assessment; teacher-made tests; and classification of tests by purpose and by data collection means. Prerequisites: graduate student standing or consent of instructor. 3 semester hours |
| |
| EPS531 |
Assessment of Personality I |
| This course is an introduction to personality assessment where students learn personality assessment practices used in school settings. These include projective tests, rating scales, and checklists. Students learn to write reports incorporating assessment data. Issues of diversity and bias in assessment will be explored. Prerequisites: admitted school psychology student, EPS517, EPS530, or consent of instructor. 3 semester hours |
| |
| EPS532 |
Assessment of Cognitive Abilities |
| This course examines diverse models and methods of assessing cognitive abilities. Students practice and develop skills in the administration and scoring of the better developed and most commonly used cognitive ability measures. Non-discriminatory use and interpretation of intelligence measures, report writing, and the integration of information from multiple sources will be emphasized. Applications for special populations will be explored. Prerequisites: admitted school psychology student and EPS530, or consent of instructor. 1-3 semester hours |
| |
| EPS535 |
Assessment of Infants and Preschool Children/School Psychology |
| This course is designed to explore a wide variety of developmental and psychoeducational assessment procedures and techniques for use with infants and preschool children. This course prepares school psychologists to conduct developmental assessments through the use of a variety of observational techniques, evaluation of play and the administration of cognitive ability measures. Instruments and techniques for evaluation of social, emotional, adaptive behavior, fine and gross motor and speech and language development will also be explored. Non-discriminatory use and interpretation of cognitive measures, the integration of information from multiple sources and report writing will be emphasized. Prerequisites: admitted school psychology student, EPS530 or consent of instructor. 3 semester hours |
| |
| EPS536 |
Diagnostic Evaluation of the Preschool Child/Early Childhood Education |
| The purpose of this course is to provide deeper insight into the growth patterns of the preschool child and the types of diagnostic tests that will enable the student to determine a childĘs maturity level, stage of development, and possible impairment. Contemporary methods of child study that focus on all aspects of the developing child will be discussed. Nondiscriminatory use of standardized tests, rating scales, screening batteries, and diagnostic play techniques will be reviewed. Prerequisite: EPS500. 2 semester hours |
| |
| EPS537 |
Psychological Assessment of Students from Diverse Cultures and Language Backgrounds |
| This course is designed to address the issues and procedures related to assessment of diverse populations, particularly bilingual students. The impact of language and culture, as well as the legal aspects of assessing limited English proficient (LEP) children will be investigated. This course is designed to meet the partial requirements of the state of Illinois for certification as a bilingual psychologist. Prerequisites: EPS530, EPS532, or consent of instructor. 3 semester hours |
| |
| EPS538 |
Family Assessment and Intervention |
| This course includes an assessment of family's strengths, difficulties, and needs which relate to the child's development beginning in infancy. Topics include assessment techniques, interventions, and projected outcomes. Issues of diversity and bias in assessment and intervention will be explored. Prerequisites: EPS500 or equivalent. 3 semester hours |
| |
| EPS539 |
Cognitive-Behavioral Intervention in Schools |
| The purpose of this course is to enhance student understanding of cognitive-behavioral change programs for children and adolescents. Students review psychological theory on the connection between culture, cognition, and action as it relates to child behavior in the classroom. Students also apply this information to critique and develop culturally responsive intervention programs to support child or adolescent learning. Prerequisites: EPS500, EPS541, or their equivalents. Students in school psychology certification program must take this course concurrently with EPS562C. 2 semester hours |
| |
| EPS540 |
Introductory Seminar in School Psychology |
| The purpose of the School Psychology seminar is to involve students in the examination of the field of School Psychology from historical, cultural, and contextual perspectives. The emergence of School Psychology from within the broader field of professional psychology is examined. An exploration of multicultural issues in the practice of School Psychology occurs from both historical and contemporary perspectives. The seminar also introduces students to the ethical and professional issues in assessment, research and practice, and to roles and functions of the School Psychologist. Prerequisite: admitted school psychology student. Must be taken concurrently with EPS562A. 2 semester hours |
| |
| EPS541 |
Cognition and Instruction |
| Students examine research in cognition, learning, and academic achievement as applied to diverse school and classroom contexts. Discussion focuses on key learning principles derived from research on academic learning and their implications for effective instructional and assessment/evaluation practices. Students apply their knowledge through interview, observation, and critique of learning and teaching practices in diverse classrooms. School Psychology students must take this course for 3sh to include 15 hours of classroom observation. Prerequisite(s): A human development course. 2 to 3 semester hours, variable. |
| |
| EPS542 |
Observational Techniques for Teachers |
| The purpose of this course is to explore a wide variety of observational techniques available for use to teachers of diverse classrooms. Through the discussion and practical experience in the field students will examine different methods of data collection in relation to stated goals and objectives. The data will be analyzed reflectively for potential applications which are grounded in theories of child development. Ways of communicating the outcomes effectively to a variety of audiences will also be addressed. Prerequisites: a course in Child Development. 2 semester hours |
| |
| EPS543 |
Mental Health in Schools: Prevention and Intervention I |
| This is the first of a two-course series in mental health prevention and intervention in schools. The course is designed to examine the nature of mental health, delivery of mental health prevention and intervention in diverse cultural and economic environments, and early identification and intervention designed to promote mental health and resiliency. There is a significant field experience connected with this course. Prerequisite(s): EPS500, EPS517, EPS507, EPS503 or equivalent. 3 semester hours |
| |
| EPS544 |
Mental Health in Schools: Prevention and Intervention II |
| This is the second of a two-course series in mental health prevention and intervention in schools. The course is designed to continue the examination of the nature of mental health, delivery of mental health prevention and intervention in diverse cultural and economic environments, and early identification and intervention designed to promote mental health and resiliency. Students provide direct intervention services (individual and group counseling), and indirect intervention services (teacher and family consultation) with field and university supervision. Prerequisite(s): EPS500, EPS517, EPS507, EPS503, EPS543 or equivalent. 3 semester hours |
| |
| EPS561 |
Theory and Practice of School-Based Consultation |
| This course is designed to examine psychological consultation models from several theoretical and applied perspectives. Students examine consultee- and program-centered consultation models from both the behavioral/ecological and the mental health perspectives. Students explore the delivery of school psychological services within a consultation framework as a means of promoting adaptive cognitive and psycho-social functioning of children and adolescent and preventing or remediating learning and adjustment problems. Issues of cultural diversity in the delivery of consultation services are examined and discussed. Prerequisites: admitted school psychology student, EPS520, or consent of instructor. This course must be taken concurrently with EPS562D. 2-3 semester hours |
| |
| EPS562A, EPS562B, EPS562C |
| Practicum in School Psychology I: Reflective Observation of School Practices |
| This practicum series provides a variety of structured observational experiences in cooperating schools for school psychology students. Over a three quarter period, students shadow a school psychologist, observe and interview various school professionals concerning their roles and practices, observe a variety of classroom practices, interview teachers regarding their goals for various activities, and reflect upon and analyze in-depth a sample of these practices. An emphasis is placed upon understanding appropriate practices in culturally diverse contexts. Individual and group supervision is provided by NLU faculty and approved field-based supervisors. Prerequisites: admitted school psychology student, EPS562A must be taken concurrently with EPS540; EPS562B must be taken concurrently with EPS541; EPS562C must be taken concurrently with EPS539. 1 semester hour each |
| |
| EPS562D, EPS562E, EPS562F |
| School Psychology Practicum II: Integrating Clinical and Research Practices |
| This practicum series is designed for students seeking state certification in school psychology. It provides a variety of clinical experiences consistent with the role of practicing school psychologists. Over a three-quarter period, students apprentice with experienced practitioners to engage in observations, interviews, consultations, assessments, and group/individual interventions. An emphasis is placed upon promoting an understanding of and responsiveness to human diversity. Students attend a weekly seminar on campus that provides time for reflection on practice and group supervision. The additional semester hour for the practicum series is designed for students to complete the required practice-based research project. Prerequisite(s): Admission to the School Psychology Program; EPS520, EPS530, EPS531, EPS532, EPS540, EPS541, EPS539, EPS562ABC (or equivalent experiences); or consent of instructor. 1-3 semester hours each |
| |
| EPS581 |
Workshop/Educational Psychology/ Humanistic Education |
| 1-4 semester hours |
| |
| EPS582 |
Workshop/Educational Psychology/Human Development |
| 1-4 semester hours |
| |
| EPS586 |
Workshop/Educational Psychology/ Assessment |
| 1-4 semester hours |
| |
| EPS587 |
Workshop/Educational Psychology/ Behavior Management |
| 1-4 semester hours |
| |
| EPS588 |
Workshop/Educational Psychology/Therapy with Children |
| 1-4 semester hours |
| |
| EPS590 |
Internship in School Psychology |
| 1-6 semester hours |
| |
| EPS593 |
Legal and Professional Issues in School Psychology |
| This is the second in a two professional School Psychology courses (the first is EPS540) designed to critically examine historical, current, and emerging models of school psychological practices and legal issues. Students examine in-depth the following issues: ethical principles and codes of conduct guiding school psychological practices; legal history and mandates related to assessment, diagnosis, and intervention; and examination of multiculturalism and bias in assessment and other school related practices. Prerequisites: EPS540, last year in the School Psychology certification program prior to the internship. 2 semester hours |
| |
| EPS594 |
Independent Study in Educational Psychology |
| 1-4 semester hours |
| |
| EPS595 |
Selected Topics in Educational Psychology |
| 1-3 semester hours |
| |
| EPS599 |
Thesis in Educational Psychology |
| 1-4 semester hours |
| |