PSY 601 Ethical and Professional Topics in Educational Psychology

 The psychologist's ethical code related to applied psychology will be discussed. Ethical dilemmas (double relationships, presents, confidentiality, duty to protect), and legislative issues regarding assessment, treatment and special education will be presented. Other issues include legislature regarding the profession, professional endorsement, cooperation with other professionals and organization of Educational Psychology as a field.
PSY 603 Child and Adolescent Psychopharmacology
Basic psychopharmacology with special emphasis on the medications that are most often prescribed to children and adolescents, their action and their consequences. Review of the neurological basis of functions such as memory, attention, and emotion with emphasis on the neurochemistry of the above functions and psychological dysfunction. Presentation of topics such as organic basis of attention difficulties, aggression, depression, eating disorders, etc., and current research on the effectiveness of psychological drugs.
PSY 604 Multivariate Statistics for the Behavioral Sciences
The course is designed to provide an integrated, in-depth and applied approach to multivariate data analysis and linear statistical models in psychological research. The focus will be on practical issues such as selecting the appropriate measures of analysis, preparing data for analysis, performing the analysis with SPSS, interpreting output and presenting research results. This course will provide an overview of some of the most common multivariate methods, namely: exploratory factor analysis, analysis of variance and covariance, multivariate analysis of variance and covariance, multiple regression, meditation and moderation. The course will strongly emphasize the applications of multivariate methods, rather than their theoretical derivation. All multivariate procedures will be discussed with reference to research designs and interpreted in a practical manner.
PSY 605 Psychometrics
This course is an overview of psychological tests and test construction, psychometric theories of intelligence, educational achievement, personality assessment and specific symptom assessment. It focuses on how to develop the assessment question and select the strategies and measures to answer it. The course also examines the impact of cultural diversity on assessment and identifies strategies to screen student populations for common issues, such as learning difficulties and emotional disorders. It includes topics on testing specific populations and for specific problems, and explains how test materials are integrated with clinical interviews and other assessment data.
PSY 610 Psychology of Education
This course presents the contribution that psychological research can make to educational practice and discusses relevant issues that concern classroom educators. It critically examines contemporary theories of human development and learning in order to apply this knowledge in educational settings and situations. Additionally, it examines topics such as individual differences, home/school relations and cooperation among the educational psychologist, teachers and parents.
PSY 614 Psychological Interventions in the School I
The course will focus on contemporary, empirically validated treatments for children and families and for classroom-based interventions in collaboration with the teacher. Interventions will include psycho-educational approaches, counseling, cognitive-behavioral and other scientifically based methods, with emphasis on their specific application in the school context.
PSY 615 Early Diagnosis and Intervention of Reading Disabilities
This course is offered to both Master and Doctoral students who have a strong background in learning disabilities. It addresses a number of issues including: review of recent research and literature in the field of learning disabilities; examination of research and theory as they relate to current practices; overview of psychological processes in learning to read; relationships among language processes, intellectual processes, and reading processes in beginning and skilled readers; common causes of reading disabilities and the biological or psychological etiologies associated with them; advanced research-based diagnostic assessment; and individual and group interventions for learners with such disabilities(including practice in diagnosis and treatment of case studies). Students, therefore, learn to (a) assess and identify specific reading disabilities and their implications for development and learning in the first years of life, (b) conduct assessment batteries, (c) interpret assessment findings and develop intervention plans, (d) provide remedial services for specific learning domains and practical recommendations, and (e) acquire skills in composing professional psychometric reports.
PSY 617 Counseling Psychology
This course will present the major counseling theories and the corresponding methods and techniques. More specifically, the following theories are critically discussed: Psychoanalytic (Freud), Neo Freudian/egopsychological (Erikson, Adler), rational- emotive (Ellis), Transactional (Burns), Behavioural (Wolpe, Dollard & Miller), Person-centered (Rogers), Existentialist (May, Frankl) and Gestalt (Perls). Special emphasis is placed on the process of the psychological interview.
PSY 619 Intelligence: Development and Evaluation
This course will inform students of the current research and theory in the area of cognitive development. Theories and models of cognitive change will be taught, as well as methods for determining conceptual change. Students will be required to study the relevant bibliography and present reports on relevant topics of the bibliography both orally and in written form. For practical experience, students will also be asked to participate in small-scale experiments with the models taught.
PSY 637 Social Development and Social Settings
This course gives students an introduction to classic and contemporary theories of human development that hypothesize development as a socio-psychological process. The course includes a historical review of theories that placed the theoretical bases of the contemporary socio-genetic approach to human development, e.g., the classic theories of Mead, Baldwin, Piaget and Vygotsky. There will also be in-depth discussions about recent meta-Piagetian theories of the Geneva social school, and about meta-Vygotskian theories such as those of Bruner, Rogoff, Wertsch and Valsiner.
PSY 642 Child and Adolescent Psychopathology
This course will review the most common disorders of childhood and adolescence with an emphasis on diagnostic criteria, developmental course, possible etiologies and the role of the environment in the development and maintenance of problem behaviors. Scientifically based treatments for these disorders will also be discussed.
PSY 652 Preventative Interventions at the School
The course focuses on the design, implementation and evaluation of preventative programs at the school level. It will emphasize prevention of personal, interpersonal and social problems, in a way that utilizes all resources of the school system including parents, teachers and students. The course will train the students in need assessment, and the clinical methodology required to design and implement a program, and assess its effectiveness empirically.
PSY 701 Psychology of Instruction
This course is designed for graduate students in Educational Psychology who are interested in applied research and/or practice that aims to support and improve the instruction and the learning that takes place in schools. Learning is examined as a function of instructional practices in specific educational contexts and contents, and in relation to factors that have been found to influence it. Specific topics are organized into themes that include: (a) nature and conditions of classroom learning; (b) models of instruction, domain-specific instructional approaches, instructional effectiveness; (c) aptitude – treatment/method interactions; (d) alternative instructional and assessment approaches; (e) teacher knowledge and beliefs, expertise in teaching; (f) evaluation and intervention at the level of the school, the classroom, and the teacher. The course is supported by a selection of empirical articles in applied research and case studies on evaluation and intervention.
PSY 705 Diagnostic Intellectual Assessment of Children and Adolescents
This course examines the administration, scoring, interpretation, and research foundations of the major individual tests of intelligence and other objective assessments of cognitive function and behavior, including observation. Emphasizes the Wechsler scales and the measurement of child and adolescent intelligence. Each student will be required to administer a certain number of complete assessments. The course also develops report–writing skills.
PSY 706 Neurophysiology
Human behavior results both from natural (biological) as well as exogenous (psycho-social) factors. This course will examine the basic structure, organization and function of the human nervous system particularly as these affect or modify behavior. We will specifically study the following topics: anatomy of the brain, spinal cord, peripheral nerves and muscles; structure and function of neurons; the effect of neuro-transmitters, hormones, and other endocrinological factors. We will also examine the interactions of these biological systems and their effects on behavior. The neuro-physiological basis of specific behaviors such asleep, reproduction, memory, aggression, communication as well as mental disorders will be studied in detail. In addition we will review current research projects and findings that relate to the above.
PSY 708 Analysis and Modification Behavior
Learning theories and their application in behavior analysis as an assessment tool for children and adolescents. Protocols of observing and documenting behavior will be taught and emphasis will be placed on methods of behavior modification based on current research and theory. Methods presented include positive and negative reinforcement, schematization, emotional control, negative thought documenting and modification.
PSY 711 Psychopharmacology
Introduction to the benefit and action of various psychotropics as they are used in the treatment of various clinical syndromes in children, teenagers, adults, and the elderly. Beginning skills for assessing the need for psychoactive medications in helping diverse patient populations, as well as their ability and side effects.
PSY 714 Psychological Interventions in the Schools II
The course will focus on contemporary, empirically validated treatments for children and families and for classroom-based interventions in collaboration with the teacher. Interventions will include psycho-educational approaches, counseling, cognitive-behavioral and other scientifically based methods, with emphasis on their specific application in the school context.
PSY 715 Language Development and Language Disorders
Human language is a dynamic and complex function. The purpose of this advanced course is to discuss the theoretical and scientific bases for language acquisition and development, and the language disorders caused by developmental, organic, and neurological etiologies. The course will cover the spectrum of ages beginning with infancy and will conclude with the aging process. Disorders like aphasia, specific language impairment, language learning disabilities, as well as language impairments resulting from brain injuries and dementia and the relationship between language, cognition, and other psychological functions will be presented. Assessment techniques and intervention strategies based on contemporary theoretical, research, and clinical models will be included.
PSY 716 Basic Clinical Skills
Foundation course that focuses on the clinical thinking and the clinical methods necessary for assessment and psychotherapy. Review theory and research that allows students to develop clinical skills regarding interviewing, managing difficult and sensitive topics, managing clients' emotional reactions, insight, self-management, and defining the problem. This course the issues and problems involved in clinical inference and presents the process of clinical inference. Specific clinical skills will be discussed and practiced throughout the semester.
PSY 722 Cross-Cultural Issues in Psychology
This class identifies the need for a social psychological approach to the study of phenomena related to cross-cultural contact and communication. Students will use different theoretical paradigms and empirical evidence coming from intercultural contact zones worldwide in order to understand issues related to the psychological aspects of movement and migration. The course will first explain and discuss concepts related to nation and nationalism and will then move on to the study of psychological processes related to migration. We will then identify the challenges that people face when they are exposed to new environments, by examining processes of acculturation and focusing on issues of identity and stigma negotiation. We will discuss the challenges that societies face with migration, by referring to issues of acculturation, identity and prejudice. Finally, we will discuss of intergroup relations issues in multicultural societies.
PSY 730 Neuropsychological Assessment
 Clinical neuropsychology focuses on the interaction between brain functioning and human behavior. The purpose of this course is to discuss neuropsychological assessment and to help the student differentiate between functional versus organic disorders. In addition, the impact of individual differences relating to intelligence, quality of education, and issues pertaining to test sensitivity and specificity will be integrated into the lectures. Neuropathologies such as Alzheimer's disease, traumatic brain injury, cerebral vascular accidents, neoplastic lesions and neuropsychiatric disorders will be discussed as they pertain to dementia, aphasia, apraxia, agnosia, amnesia, and personality disorders. The course will discuss the effects of neuropathology on neuropsychological function and will examine current clinical assessment measures used to evaluate memory, attention-concentration, language, perception, visual spatial skills, verbal learning, and psychosocial functioning. Course prerequisites: PSY 200, PSY 706.
PSY 746 Social Psychology of Education

This course will discuss the socio-psychological bases of crosscultural education. Students will learn the main theories on the generation and reduction of prejudice, stereotypes and discrimination, as well as their application in educational settings. There will be discussions on the phenomenon of immigration, looking at the issue from the perspectives of the minority and the majority. The course will also discuss the topic of national conflicts, as well as the role that the educational system may play in peace consolidation through the application of the discussed theories.

PSY 749 Qualitative research methods in Psychology
This course will introduce and familiarize students with qualitative research methods in psychology through a theoretical review and empirical applications. The course will involve the study of qualitative research projects in the areas of social, developmental, educational, cognitive and clinical psychology. The course will include study of: 1) the epistemological principles of qualitative and quantitative methodology; 2) principles and application of methods of data collection; 3) analytical theoretical models; 4) organization, management and class presentation of an original small research project.