This course is designed to be an overview of empirically-supported interventions for common behavioral problems of childhood, adolescence, and adulthood. The course will focus on behaviorally and cognitive-behaviorally oriented intervention techniques.

This course trains students in the diagnosis of child psychological disorders using DSM classification procedures. Case conceptualization from a developmental psychopathology perspective is emphasized.

The primary purpose of this graduate course is to introduce the principles and techniques of assessment and case formulation utilized by behaviorally oriented clinical psychologists. The course focuses on behavioral assessment and case formulation as a process of identifying specific behaviors of concern, developing a treatment plan, and evaluating treatment outcomes.

This course provides fieldwork experiences in applied behavior analysis in a clinical setting and meets the requirements for the Board Certified Behavior Analyst exam. Students will meet with the BCBA-D instructor weekly to discuss cases and fieldwork experience. Restricted to students in the Clinical Psychology MA program.

A comprehensive assessment course including multiple tests of adaptive behaviors, behavior management measures, personality, and psychopathology. The end goal of the course is competence in administering complete batteries of psychological tests and writing professional reports on the results.

Details the principles and standards put forth by the APA to guide the profession of psychology. The course is oriented towards those going into either a career in therapy (i.e., clinical, counseling, or school psychology), research or teaching.

Students are placed in clinical settings under the supervision of a licensed psychologist. Placements vary among hospitals, private clinics, and county mental health agencies. Clinical Practicum I covers the first 150 clock hours of the 300 hours needed to fulfill the practicum requirement.

Extension of Practicum I. Students complete the second 150 hours of the 300 hours of supervised practice.

Continuation of Research in Clinical Psychology II. Emphasis is placed on further developing research and scholarly skills by engaging in additional research activities and assuming a more active and independent roll in developing and conducting research under the supervision of a faculty advisor.

Individualized student paper based on an extensive review of literature in some area of psychology.

Students participate on laboratory teams with clinical faculty. Emphasis is placed on developing a variety of research and scholarly skills related to clinical psychology. Students are expected to begin assisting faculty with ongoing research and develop a greater understanding of applied research methods and skills.

Continuation of Research in Clinical Psychology I. Emphasis is placed on continuing to develop advanced research and scholarly skills by engaging in a wider variety of research activities and by beginning to develop independent research projects.

Individualized student research paper which involves a literature review and original research.

This course will introduce school psychology doctoral students to the wide range of professional issues relevant to school psychology and provide a context for their training at Minnesota State Mankato.

This is a field-based course that introduces school psychology students to the K-12 school context via in-school observations and brief clinical experiences. Students complete 45 hours of field experience.

This course focuses on the role that standardized tests and measures play in educational decision-making. Students also learn how to evaluate the psychometric quality of tests.

The basic skills required to professionally administer intelligence tests are covered. Students develop initial fluency in the administration of at least two tests and are exposed to several others.

Students focus on learning a data-based approach to problem solving academic problems for individual children. Focus is on assessment leading to intervention.

Topics include models of consultation, the development of school and parent consultation skills, and providing educational and mental health services across all levels of prevention.

This class will be a comprehensive overview of the cultural, socioeconomic, and ethnic competencies needed by school psychologists entering today's diverse educational setting. Students will learn about services that respond to culture and context to facilitate family and school collaborations.

Students focus on understanding how school systems function, how to be a leader in system-change efforts and how to supervise and support the continued professional learning of individuals and groups in school settings.

This is the first half of a year-long practicum placement in which students engage in a wide variety of professional school psychology practices under the supervision of a licensed practicing school psychologist. Students complete 160 hours of field experience.

This is a continuation of PSYC 750. Students complete an additional 160 hours of field experience in school psychology.

Doctoral students engage in supervised clinical experiences in a placement that will further their preferred areas of professional expertise related to school psychology. Students complete 80 hours of field experience.

This is a continuation of PSYC 760. Students complete an additional 80 hours of field experience in school psychology.