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Psychology Course Descriptions

Course Descriptions

Psychology Course Descriptions

PY 100 Intoroductory Pscyhology (3 hrs)

(Prerequisite to all other offerings in psychology.) A course designed to cover the major areas of concern in psychology (learning, perception, personality and behavior disorders) which will give the student a basis for advanced work in understanding human behavior.

PY 101 Introductory Psychology Laboratory (1 hr)

The purpose of this course is to give beginning students hands-on, practical experience in the science of psychology. Students will participate directly in laboratory exercises ranging from basic learning processes to sleep and dreaming. Concurrent enrollment with PY 100 is recommended, but not required.

PY 102 Introduction to the Psychology Major (1 hr)

This is an undergraduate class primarily for freshman, sophomore, and transfer students who are (or thinking about) declaring psychology as their major. The course will explore the various careers, fields, and opportunities in the psychology field.

PY 203 Special Topics in Applied Psychology (1-3 hrs)

(Prerequisite, PY 100) This represents an umbrella course where the instructor will select a specific topic related to applied psychology. It is an undergraduate course primarily for freshman and sophomores. Potential topics include: Applied Psychology, Career Psychology, Multi-cultural Psychology, Psychology of Adjustment, Group Dynamics, Psychology and the Paranormal, and The Psychology of Emotion.

PY 210 Developmental Psychology for the Psychology Major (3 hrs)

(Prerequisites, PY 100, majors only.) This course focuses on describing and explaining the physical, social, and cognitive changes that take place from conception to death. Students will learn about major theories and empirical methodology used to explore developmental changes. One goal of this course is to have students think critically about developmental research; that is, to be able to evaluate information on how environment and genetics contribute to development and to behavior. A second goal is for students to become effective practitioners by applying what they learn about developmental changes to real life situations. The third goal is for students to become creative planners who can facilitate healthy development for future generations.

PY 211 Developmental Psychology for the Education Major (3 hrs)

(Prerequisite, PY 100, and Education Majors only) This course provides a general overview of human development from infancy to young adulthood. The emphasis is on the application of developmental theories and principles to education contexts. Jean Piaget, Erik Erikson, and Lev Vygotsky are among the theorists reviewed.

PY 212 Developmental Psychology for Nursing and Other Major (3 hrs)

(Prerequisite, PY 100.) This course examines the major life span developmental stages, with particular focus on developmental concepts and principles relevant to nurses and others interested in the helping professions. Prenatal, infancy, childhood, adolescence, adulthood, and aging are studied. An understanding of the relationship between developmental trends and human behavior will be an emphasis.

PY 300 Descriptive Research Methods and Statistics in Psychology (3 hrs)

(This course is a prerequisite for Experimental Research and Inferential Statistics in Psychology.) This course will introduce you to the scientific methodology used in the diverse yet related areas of psychology. Topics include descriptive research methods, sources of extraneous variation, internal and external validity, and descriptive statistical analyses, including measures of central tendency and variation, correlation, and simple regression. Coursework emphasizes critiquing scientific journal articles and developing individual research proposals. Research designs and methodologies are demonstrated in the laboratory with students performing statistical analysis of the collected data. This course should enable you to better understand and appreciate the necessity and difficulty of systematically studying behavior and mental processes, and prepare you for intelligently scrutinizing explanations of behavior provided by psychologists, friends, the media and others.

PY 301 Experimental Research and Inferential Statistics (3 hrs)

(Prerequisite, PY 300.) This course will introduce you to the scientific methodology used in the diverse yet related areas of psychology. Topics include experimental design, sources of extraneous variation, internal and external validity, and statistical analyses. Coursework emphasizes critiquing scientific journal articles and completing an individual research project. Research designs and methodologies are demonstrated in the laboratory with students performing statistical analysis of the collected data. This course should enable you to better understand and appreciate the necessity and difficulty of systematically studying behavior and mental processes, and prepare you for intelligently scrutinizing explanations of behavior provided by psychologists, friends, the media, and others.

PY 303 Special Topics in Psychology - Undergraduate (1-3 hrs)

(Prerequisite, PY 100) This represents an umbrella course where the instructor will select a specific topic related to a specialized or current topic in undergraduate Psychology. It is an undergraduate course and potential topics include: Peer Advising, Undergraduate Teaching Assistant, Educational Psychology, Psychology in the Cinema, Death and Dying, Environmental Psychology, Classic and Famous Studies in Psychology, The Psychology of Mental Retardation, and Introduction to Art Therapy.

PY 322 Learning and Cognition (3 hrs)

(Prerequisite, PY 100.) Learning, and remembering what has been learned, are fundamental processes. This course is a survey of theories, principles, laws, and conclusions from a century of scientific study of these psychological phenomena. This course emphasizes what is known about learning and memory, as well as the issue of how this knowledge can be effectively applied to address human concerns. Basic research will be discussed, so that students can understand the methods used to determine principles of learning and memory. Students will then demonstrate application of these principles to real-world problems which they have helped define.

PY 333 Social Psychology (3 hrs)

The basic principles and processes of human social behavior and the social consciousness of the individual and groups are covered. Contemporary interests and tendencies that grow out of community life are stressed. Topics include theories, personality, motives, abilities, attitudes, group processes and contemporary problems.

PY 334 Educational Psychology (2 hrs)

(Co-requisites ED 333 and ED 334) The course is for candidates who have been admitted to teacher education and enrollment concurrent with ED333 and ED334 in the same section is required. This course is part of the first phase of professional education and is designed to teach the relationships between psychological principles and the educative process. Practical experiences are related to classroom organization, management and learning activities. Adolescent development is treated through application of learning theories, research design and behavioral objectives. This professional education course integrates with the other courses in Phase I to provide a theoretical and practical base for teaching.

PY 343 Cognitive Psychology (3 hrs)

(Prerequisite, PY 100.) This course is a review of theories, experimental results, and method­ologies that comprise the science of mind. The information is presented in a historical context and contrasted with the behavioral approach to psychology.

PY 401 Foundations of Psychology (3 hrs)

(Prerequisite, PY 100 and must have completed 9 credit hours in psychology classes numbered at or above 300.) A course designed to give the student the historical background of modern psychology. Particular emphasis is given to the outstanding leaders in psychology and their contributions.

PY 403 Independent Study (1-3 hrs)

(Prerequisite, consent of instructor.) A problem of special interest is selected and researched under the immediate supervision of the instructor.

PY 427 Abnormal Psychology (3 hrs)

All forms of psychological abnormality are considered against the setting in which they develop along with methods of prevention and cure.

PY 432 Introduction to Industrial/Organizational Psychology (3 hrs)

(Prerequisite, PY 100.) A course designed to introduce students to the work of industrial/ organizational psychologists. Topics covered include job analysis, performance appraisal, test validation, training, leadership, work motivation, satisfaction and organizational theory.

PY 440 Psychological Testing (3 hrs)

The course is designed to aid in the understanding of basic psycho­metric concepts and the interpretation of standardized tests used in psychology, education, business, and industry.

PY 490 Undergraduate Internship (1-3 hrs)

(Prerequisite, consent of advisor.) This course provides an academic offering that provides work experience for students who wish to have an applied experience before graduation. Students are placed in a variety of agencies ranging from mental health and educational or correctional facilities to business and industry. Each placement is supervised through the agency in consultation with assigned faculty advisors who design job-related learning objectives and projects.

PY 502 The Professional Psychologist (1 hr)

(Prerequisite, PY 100.) This course is designed for students to learn and practice the skills for applying for graduate school or a job. Activities include producing a vita, crafting a personal statement of goals and purpose, and developing a personal time line for applying for graduate school or a job.

PY 503 Special Topics in Psychology (1-3 hrs)

(Prerequisite, PY 100) This represents an umbrella course where the instructor will select a specific topic related to a specialized or current topic in Psychology for both undergraduate and graduate students. Potential topics include: Brain and Behavior, Psychology of Gender, Sports Psychology, Drugs and Behavior, Psychology of Sex, Psychology and Religion, Current Therapies, Positive Psychology, Evolutionary Psychology, Psychology of Love and Attraction, Psychology and the Law, Psychology of American Culture, and The Psychology of Gaming.

PY 506 Methods for Teaching Psychology (3 hrs)

(Prerequisite, 12 hours completed in teaching field.) Students will be trained to actively involve the learner in the psychology classroom using the data-methodology-principles approach. This course is designed to prepare teachers of psychology at the secondary level.

PY 520 Statistics I (3 hrs)

This course introduces students to both descriptive and inferential statistics including mean, standard deviation, variance, sum of squares, correlation, linear regression, sampling distributions, hypothesis testing, t test, and analysis of variance.

PY 560 Physiological Psychology (3 hrs)

(Prerequisite, PY100.) The course introduces the student to the research methods used in physiological psychology as well as the structure and functions of the nervous system. Selected topics in behavioral neuroscience such as the psychobiology of stress, motivation (e.g., food and water intake, sexual behavior), mental processes (e.g., learning and memory), sensory systems (e.g., vision, olfaction, audition), psychopharmacology, and complex psychological processes (e.g., schizophrenia, bipolar disorder, anxiety disorders) will be covered with special emphasis on the language, basic concepts, principles, methods, research findings, models, and theories of physiological psychology. Course designed for upper level undergraduate and graduate students.

PY 570 Sensation and Perception (3 hrs)

(Prerequisite, PY 100.) This course is designed to cover basic sensory physiology and systematic methods of studying sensory and perceptual phenomena, as well as an introduction to the major concepts, principles and theories of perception.

PY 624 Theories of Motivation (3 hrs)

The concepts, principles, and empirical findings concerning basic factors which underlie human motivation are studied. Attention is given to both innate and acquired bases.

PY 626 Theories of Personality (3 hrs)

The course is designed to give the student an understanding of the different approaches to the study of personality. Compact yet comprehensive summaries of the major personality theorists are presented.

PY 700 Advanced General Psychology (3 hrs)

(Prerequisite, PY 100) Through the study of current literature the student is acquainted with new developments in the broad field of psychology.

PY 703 Special Topic in Psychology (1-3 hrs)

(Prerequisite, PY 100, Junior level standing or better.) This represents a graduate level umbrella course where the instructor will select a specific topic related to a specialized or current topic in Psychology. It is primarily a graduate course but junior and senior undergraduates may also take it. Potential topics include: Forensic Psychology, Psychometrics, University Level Teaching, Psychology of Compensation Administration, Fetal Alcohol Syndrome and Spectral Disorders, Psychology of Globalization, Ergonomics and Human Factors, and The Psychology of Horror/Humor.

PY 707 Memory (3 hrs)

(Prerequisite, PY 100.) This course presents an empirical approach to the exploration of memory. Results obtained from experiments are integrated to form the basis for articulating theory that provides an overall explanation for the results. Emphasis is also placed on the methodologies developed to generate the data and the role of theory for spawning hypotheses that drive experimentation and consequently the creation of knowledge.

PY 708 Brain Function and Dysfunction (3 hrs)

This course is designed to familiarize clinicians with brain function and dysfunction and to be able to recognize when a psychiatric client has as yet undetected neurological involvement.

PY 709 Introduction to Neuropsychology (1 hr)

This course is designed to acquaint students with the field of neuropsychology. This course covers basic brain functions and how these relate to behavior. Neuropsychological tests are discussed and demonstrated, including the Halstead-Reitan and Luria Nebraska batteries.

PY 714 Assessing Young Children with Special Needs (3 hrs)

This course provides an overview of measurement and evaluation concepts, strategies, and techniques that are appropriate for young children with special needs.

PY 722 Theories of Learning

The major theories of learning are analyzed, compared, and evaluated in light of current research.

PY 740 Personnel Selection and Testing (3 hrs)

This course is a graduate seminar course covering the relevant theory, research, concepts, and applications associated with personnel selection and testing issues. Topics include: job analysis, validity, reliability, interviews, personality measures, assessment centers, fairness, validity generalization, utility analysis, test theory, privacy issues, and cognitive ability measures.

PY 741 Motivation and Training (3 hrs)

This course is a graduate seminar course covering the relevant theory, research, concepts, and applications associated with work motivation and training. Topics include: needs assessment, learning theories, control systems, organizational culture, principles of reinforcement and transfer, multi-cultural training, re-training, needs hierarchies, value systems, and technological re-training.

PY 742 Work Attitudes (3 hrs)

This course is a graduate seminar course covering the relevant theory, research, concepts, and applications associated with work attitudes. Topics include: job satisfaction, organizational commitment, participatory styles, life satisfaction, facet vs. global measures, turnover, absenteeism, career involvement, burnout, unions, positive and negative affectivity, nature vs. nurture issues, and moderators of satisfaction.

PY 743 Leadership in Organizations (3 hrs)

This course is a graduate seminar course covering the relevant theory, research, concepts, and application associated with leadership. Topics include executive selection and development, succession planning, strategic decision making, power and influence, organizational change and culture, women in leadership, and cross-cultural leadership. Well researched leadership theories, such as behavioral, trait, situational, contingent, implicit, and transformational leadership, will be explored, as well as newer theories, such as collective, authentic, and servant leadership.

PY 744 Performance Appraisl (3 hrs)

This course is a graduate seminar course covering the relevant theory, research, concepts, and applications associated with performance appraisal. Topics include: rating scales and formats, halo, rater accuracy, rating errors, rater training, gender/race/relationship issues, sources of ratings, cognitive issues in performance appraisal, feedback, the PA interview, reactions and responses to feedback, paper people, and legal issues.

PY 745 Organizational Issues and Legal Issues (3 hrs)

This course is a graduate seminar course covering the relevant theory, research, concepts, and applications associated with organizational and legal issues. Topics include: organizational change, behavior, development, interventions, theory, joint consultation, court cases, affirmative action, adverse impact, Civil Rights acts of 1964 and 1991, Americans with Disabilities Act, Title VII, business ethics, judicial interpretations of I/O psychology law, and organizational climate.

PY 800 Thesis, M.S. (1-5 hrs)

(Prerequisite, consent of thesis chair.) The student completes an important research study appropriate to his/her area of specialization.

PY 801 School Psychological Consultation (3 hrs)

The course is intended as an overview to a process that has received increasing attention from psychologists, counselors, social workers, and other human services workers. It will discuss the various models of consultation and the processes involved in consultation practice. It will provide a balance among theory, research, and practice with the ultimate concern being application. Students are provided with advanced organizers, in text learning exercises and review questions designed to focus their learning and sharpen their insight into the complex processes surrounding consultation.

PY 803 Research Problem in Psychology (1-3 hrs)

(Prerequisite, consent of instructor.) A problem of special interest is investigated by the student under the immediate supervision of the instructor.

PY 805 Psychology of the Adult Learner (3 hrs)

The course is designed primarily for individuals interested in community college or adult education. Identification of the nature, needs, and objectives of late adolescents and adults is emphasized. Motivation, classroom management, and application of appropriate learning concepts are stressed. Practical activities and research related to adult education are developed.

PY 806 Personality Assessment & Report Writing (3 hrs)

This course is an introduction to personality assessment and report writing. The emphasis is on general procedures rather than specific techniques and tests. The course will establish critical thinking about when an assessment is appropriate, what to consider when doing an assessment, and the appropriate reporting of assessment results. Use of the diagnostic manual will be discussed as well as the meaning of normality as it applies to various cultural groups. This course is designed to meet Domain 5 of the National Association of School Psychologists: School psychologists have knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender- related, and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths and needs.

PY 807 Projective Assessment & MMPI (3 hrs)

This course presents the history and use of projective assessment devices and also the development and foundations of the MMPI. Projective assessments covered in the course will include instruments such as the Thematic Apperception Test, Children's Apperception Test, Bender Gestalt, House-Tree Person, and Draw-A-Person. The emphasis is of the course will be on the administration and interpretation of the specific projective instruments and the MMPI.

PY 808 Research in Clinical Psychology

This course is designed to provide the opportunity to learn about research design and methodological issues as they pertain to the clinical research. This will include basic research concepts such as independent and dependent variables, as well as more advanced topics such as effect size and statistical power, clinical significance vs. statistical significance, single-case experimental designs, etc. Other topics related to sound clinical research will be covered including research ethics and sampling/assessment procedures.

PY 811 Seminar in Human Growth and Development (3 hrs)

Consideration is given to individual development, adjustment to social patterns, and the significance of development for learning. Special problem areas from conception through adolescence are covered.

PY 812 Foundations of Assessment in Special Education and Student Support (3 hrs)

The course provides familiarity with assessment principles in K-12 school settings, as undertaken to support students in general education as well as to determine needs and eligibility in special education and gifted. It covers various domains including intelligence/aptitude, achievement, language, social/behavioral, adaptive, motor, and general development. Understanding of test scores and their meaning, and selection of valid tools is reviewed. Multicultural and bias issues, and other factors which contribute to error in assessment are key components as well as ethics and legal obligations as relate to the assessment process. Tools such as norm-referenced tests, criterion- referenced tests, functional behavioral assessment, systematic observation, and informal/authentic assessment such as portfolios are included.

PY 820 Response to Intervention in School Psychology (3 hrs)

(Prerequisites, majors only and SD700.) The course prepares candidates for the changing role of school psychologists in the problem solving model of early intervention and disability identification, in accordance with contemporary best practices and federal and state requirements and regulations. Topics covered include system-wide program design through specific assessment and interventions for students through Tiers I, II, and III in the problem solving model. The course provides a balance of theory, research, and practice.

PY 827 Seminar in Psychopathology (3 hrs)

(Prerequisites,PY 427 and PY 626.) Characteristics of the various forms of mental disorder are studied. Etiological factors, theoretical positions, and current forms of treatment are covered.

PY 830 Response Intervention in School Psychology (3 hrs)

(Prerequisite, consent of instructor.) The practicum provides supervised experience with early childhood special education children for the practicing school psychologist. This is required for KSBE School Psychology certification at the early childhood level.

PY 832 Industrial Personnel Psychology (3 hrs)

This course covers such topics as personnel selection, human resource management, performance appraisal, training, ethics, recruitment, personnel law, criteria, validation, statistical techniques, classification, and other current topics appropriate to applied personnel psychology in business and industry.

PY 833 Organizational Psychology (3 hrs)

This course is a primary content course covering the relevant theory, research, concepts, and applications associated with Organizational Psychology: organizational culture, workforce diversity issues, motivation, group dynamics, leadership, power and politics, decision making, conflict and negotiation, organizational and individual change, cross-cultural differences in organizational psychology phenomena, and qualitative and quantitative research methods.

PY 835 Seminar in School Psychology (3 hrs)

(Prerequisite, consent of instructor.) The course is designed to integrate all previous course work of the student in school psychology. Consultation, additional assessment and intervention strategies, and current professional issues are covered.

PY 836 School-Based Prevention and Intervention (3 hrs)

The course investigates exemplary school-based prevention and intervention programs that promote the mental health and physical well-being of students, as well as school success. Criteria for determining empirically validated programs are discussed. This course also examines the history and development of crisis intervention in the schools. A focus will be developing skills and knowledge required to effectively intervene and assist children, teachers, administrators, and families during periods of crisis. The course will highlight the importance of prevention in decreasing the number and severity of crisis situations.

PY 837 Psychological Case Studies (3 hrs)

(Prerequisite, consent of instructor.) Typical cases appropriate to the student’s area of specialization are analyzed and discussed. Emphasis is placed on the writing of case histories and the psychological dynamics involved in the pattern presented by diagnostic procedures.

PY 838 Supervised Practice in School Psychology (6 hrs)

(Prerequisite, consent of instructor.) The student completes 600 clock hours of supervised practice under the direct supervision of an approved, experienced, and certified school psychologist in a public school setting. A second enrollment may be in an institutional setting.

PY 839 Internship in Psychology (1-6 hrs)

(Prerequisite, consent of instructor.) Internship is designed as a culminating practical experience for a prescribed course of formal instruction in a professional area of psychology. In some instances, the course may be taken concurrently with professional employment.

PY 841 Assessment of Intelligence (3 hrs)

(Prerequisite, one course in statistics or testing.) This is a basic course in clinical mental testing. The techniques of administering, scoring, and interpreting the Wechsler tests are covered.

PY 843 Psychoeducational Assessment (3 hrs)

(Prerequisite, one course in statistics or testing.) This advanced assessment course is designed for students desiring to become practitioners in school, clinical, and counseling settings. Administering, scoring, and interpreting standardized intelligence tests, achievement tests, adaptive behavior measures are covered. Other topics include intelligence theory, social-emotional development, psychometric theory, assessment battery development, ethical considerations, conceptualization, and reporting information. The course goal is to integrate knowledge and skills in conducting competent psychological services in the area of assessment.

PY 844 School Psychology Ed.S. Project (3 hrs)

Consent of project advisor chair and academic advisor. The project must be completed prior to school psychology internship. School psychology candidates will complete a non-thesis research project in a topic area appropriate to school psychology.

PY 846 Culture, Assessment, and Treatment in Psychology (3 hrs)

This course is designed to meet the growing demand for culturally competent mental health services by providing graduate students in clinical psychology with a basic foundation in multicultural counseling. Starting with the self, students are expected to comprehensively understand their own cultural upbringing and belief systems in order to be able to provide services to people from various cultural backgrounds. The class will be both didactic and experiential.

PY 847 Techniques of Psychotherapy (3 hrs)

This course is an introduction to the basic theories and practice of psychotherapy. Its intention is to give the student a basic overview of therapy techniques which have been used and currently are being used in the treatment of psychological and emotional difficulties. The purpose of the course is to provide candidates with an academic foundation in techniques in psychotherapy treatment prior to their practicum experiences.

PY 848 Family and Group Systems Psychotherapy (3 hrs)

This course is designed to provide the opportunity to learn about family and group dynamics and how to work therapeutically with these systems. This will include clinical applications, review of relevant research, and theoretical/historical perspectives. You are expected to be an active participant rather than a passive observer/listener. Being an ‘active participant’ means that you are not only prepared for each class (completing reading, assignments, etc. ahead of time) but that you are also thinking about how the ideas in class might be translated into practice, self-improvement and understanding, etc., and are ready to learn by doing!

PY 849 Ethics and Professional Practice (3 hrs)

This course is designed to ensure all master’s degree psychology graduates are thoroughly knowledgeable about the legal and ethical requirements of all aspects of the profession.

PY 851 Seminar in Behavior Modification (3 hrs)

The course concentrates on the history, principles, procedures, and applications of behavior management techniques to settings such as schools, homes, day-care centers, hospitals, businesses, and industry. Additionally, functional behavioral assessment, behavioral intervention plans, outpatient applications, and self-management techniques are included.

PY 858 Interdisciplinary Referral and Collaboration in Clinical Psychology (3 hrs)

The Clinical Psychology Internship is designed as an experience-based program, which presents students with opportunities to translate theoretical knowledge into functional skills. The first 3 credit hours of the internship (PY858) are designed to orient students who are beginning their internships, and preparing them to continue in and satisfactorily complete the remaining 6 credit hours (PY859) of their internship experience.

PY 859 Internship in Clinical Psychology (1-6 hrs)

The Clinical Psychology Internship is an experience-based program which presents students with opportunities to translate the theoretical knowledge into functional skills. The internship must be 750 hours in length and is usually carried out at public agencies in Kansas, such as mental health centers, mental hospitals and state correctional facilities.

PY 860 Leading Processes to Meet Diverse Student Needs (3 hrs)

Principles, practices, and problems related to administering and supervising all areas of special education will be discussed. As virtually all special education principles and practices are integrated into and derived from law and statute, primary consideration is given to federal and state regulations, individual education plan processes, and continuous improvement monitoring (and/or focused monitoring as details of that process become available in Kansas). Will cover practical aspects of contemporary special education (Section 504, IDEA 2004) and related processes established in policy and procedure via KSDE.

PY 900 Thesis, Ed.S. (1-6 hrs)

(Prerequisite, consent of thesis chair.) The student completes an empirical research study appropriate to the area of school psychology.

PY 910 Internship in School Psychology I (2 hrs)

(Prerequisite, permission of instructor.) The purpose of the supervised, full time internship for one academic year is to allow the intern to further develop his/her competencies as a practicing school psychologist and to demonstrate appropriate ethical and professional standards as a school psychologist. The internship experience should include all levels of education, early childhood through secondary. The setting should provide a full range of services and education of both exceptional and general education children. A school setting must provide at least 50% of the approved field experience.

PY 920 Internship in School Psychology II (2 hrs)

(Prerequisites, permission of instructor, completion of PY 910.) The purpose of the supervised, full-time internship for one academic year is to allow the intern to further develop his/her competencies as a practicing school psychologist and to demonstrate appropriate ethical and professional standards as a school psychologist. The internship experience should include all levels of education, early childhood through secondary. The setting should provide a full range of services and education of both exceptional and general education children. A school setting must provide at least 50% of the approved field experience.