School Psychology Course Descriptions

Courses typically offered by the SCPS program are described below. In addition to these required courses, students may take courses in other area of the ECPS Department (MERM, SPED, HDLC, CNPS) and other departments across campus (e.g. Psychology, Family Studies, Social Work, Nursing, Educational Studies, etc).

EPSE 507(3) Applied Child and Adolescent Psychopathology. The emphasis of the course is on current empirical and theoretical approaches to childhood disorders, including issues in their classification, etiology, and developmental course. Emphasis will be placed on thinking about childhood disorders within a developmental psychopathology framework rather than acquisition of in-depth.

EPSE 531(3) Curriculum-Based Assessment and Intervention. Direct and curriculum-based assessment and intervention of academic problems. Emphasis placed on a data-guided problem-solving approach to linking assessment to intervention to inform educational decision-making. Focus on procedures for assessing risk and monitoring the academic progress and responsiveness to intervention of students at a school-wide, classroom, and individual level across a variety of domains (e.g., literacy, numeracy, written expression, vocabulary).

EPSE 534(3) Academic Assessment in Schools. Administration, scoring, and interpretation of both formal (standardized) and informal approaches to academic assessment for children and youth are reviewed as well the domains assessed (i.e. oral language, reading, written language, math). Emphasis will be placed on selection of measures within a problem-solving model and appropriate use for educational decision-making, as well as linking assessment results to intervention. Prerequisite: EPSE 528 or equivalent preparation in psychometrics.

EPSE 535(3) Social and Emotional Assessment in Schools. Measures and techniques for the evaluation of social, emotional, and behavioral functioning in children and adolescents, as well as the linking of assessment information to the development and evaluation of interventions. Prerequisite: EPSE 528 or equivalent preparation in psychometrics.

EPSE 550(3) Professional, Ethical and Legal Issues in School Psychology. This course focuses on the study of fundamental concepts and issues of professional school psychology. The course will examine the ethical and legal responsibilities of the School Psychologist professional, investigate major practical and professional issues in school psychology, and develop a theoretical foundation and orientation for professional training and practice of school psychology.

EPSE 551(3-6)d School-Based Consultation. Same as CNPS 551. This course will provide students with the opportunity to engage in the critical investigation of major theoretical and applied issues relevant to consultation in school settings, and indirect psychological service delivery, particularly in school settings. Additionally, the course is designed to provide students with skills in consultation and the development and application of appropriate experimental designs for research in consultation and the evaluation of treatment effects in applied settings.

EPSE 552(3-6)d School-Based Interventions. Critical investigation of applied issues relevant to academic, behavioral, social and emotional interventions for students in schools within a context of prevention and intervention. Students will gain knowledge and skills relevant to the identification, design, implementation, and evaluation of interventions for academic and behavior support in school settings and roles for school psychologists, school counselors, and teachers. The course will focus on current research and professional literature relevant to the application of empirically validated intervention procedures and the linking of assessment data to intervention design.

EPSE 553(3) Theories of Cognitive Abilities. Theoretical foundations and issues concerning the nature, measurement and understanding of cognitive abilities throughout the lifespan. Prerequisite: EPSE 528 or equivalent preparation in psychometrics.

EPSE 554(3) Practicum in Cognitive Assessment. Administration, scoring and interpretation of measures of cognitive ability for children and youth. Students typically complete one integrated psycho-educational assessment of a child referred for services. Prerequisite: EPSE 528 or equivalent preparation in psychometrics. Registration normally restricted to students in the SCPS program.

EPSE 561(3-12) c Laboratory Practicum (EPSE 561a School Psychology Practicum I; EPSE 561b School Psychology Practicum II). An integrated school-based experience in psychosocial and psycho-educational assessment and intervention for school-aged youth. The course is intended to provide opportunities for students to integrate and apply knowledge and skills acquired through previous coursework in the context of general school psychology practice. The primary goal is for students to develop competency and confidence in addressing the psychosocial and psycho-educational needs of children and youth. Students complete a minimum of 250 supervised hours each semester of the practicum. Prerequisites: Admission to the School Psychology Program.

EPSE 565(3/6)d Special Course in Subject Matter Field. Courses in various subject matter fields designed to bring professionals up to date in recent findings in the field. Many new courses or courses in development are offered first as EPSE 565 courses.

EPSE 568(3) Applied Developmental Neuropsychology. Study of brain-behavior relationships across the lifespan with special emphasis on neurodevelopment. A review of recent concepts, problems, and methods in the field. Issues from neuroanatomy to higher mental processes and rehabilitation and its applications to individuals with neuropsychological dysfunctions.

EPSE 569(3) Social Psychological Foundations in Applied Psychology. Same as EPSE 569. This course provides students in counseling psychology and school psychology with a foundational perspective on social psychological theory and research and its application to applied research and practice. Traditional content areas within social psychology such as the self, social cognition, attitudes and persuasion, group influence, prosocial behavior, aggression and conflict, and close relationships will be considered for their relevance to the practice domains of counseling and school psychology.

EPSE 589(9) Masters Internship in School Psychology. The culminating training experience to prepare school psychologists at the master’s level. A 1600 hour internship in a school-based setting. Prerequisite: Admission to the School Psychology M.A. or M.Ed. Program and completion of all required coursework.

EPSE 590(3) Graduating Paper/Seminar. The portfolio serves as the comprehensive examination for the master’s degree (in lieu of thesis) and as the culminating forum for program review of student preparation in the M.Ed. Program.

EPSE 598(3-12)d Field Experiences (EPSE 598 Intensive Masters Practicum in School Psychology). Students who continue directly from the School Psychology MA program directly to the School Psychology PhD program will complete an intensive (250 hour; minimum 3 days per week in the schools) school-based practicum as the culminating experience for the masters program. Prerequisite: Admission to the School Psychology MA or MEd Program and completion of all required coursework.

EPSE 599A(6) Masters Thesis

EPSE 632(3) Systems Change in Schools. This course is designed to provide foundational knowledge on systems change and an introduction to the empirical literature and available resources on the promotion and adoption of classroom, school, and systems level approaches to prevention and intervention. The course is designed for advanced graduate students who are interested in working directly with systems, policy makers, and important stakeholders to facilitate lasting change.

EPSE 633(3) Community-Based Systems. This doctoral level seminar will address the literature on ecological models of service provision for children, youth and their families across a number of community-based systems. Emphasis will be placed on understanding the role of community and how professionals working with children, youth and their families can make change at a community level. Additional focus will be placed on working across multiple educational, health, medical, and other human service systems to provide integrated services for children, youth, and their families.

EPSE 687(3-12)d Pre-Doctoral Field Experiences. A 250-hour doctoral level practicum. Students are typically placed in a school or agency setting and develop individual goals and objectives in areas of assessment, intervention, consultation, etc.

EPSE 688(3/6) Supervision of School Psychology Practice. A practicum designed to provide advanced doctoral students in school psychology instruction and practice in the supervision of school psychology practice. Prerequisite: Admission to the School Psychology PhD program.

EPSE 689(9) Pre-Doctoral Internship. The pre-doctoral internship in school psychology is the culminating field experience of the PhD program in School Psychology. Students complete a 1600 hour internship in a school or other agency setting under the supervision of a registered psychologist. Prerequisite: Admission to the School Psychology PhD Program, Completion of all required coursework, comprehensive examinations, and admission to candidacy.

EPSE 699(0) Doctoral Thesis

UBC Faculty of Education
Department of Educational and Counselling Psychology, & Special Education
2125 Main Mall, Vancouver, BC, Canada, V6T 1Z4.