History & Systems Competencies

Transcription

1 University of North Carolina Chapel Hill School Psychology Program History & Systems Competencies PROFESSORS: 105 H Peabody Hall (919) Dr. Steve Knotek sknotek@ .unc.edu 114 Peabody Hall (919) Dr. Rune Simeonsson rjsimeon@ .unc.edu 105G Peabody Hall (919) History & Systems Objectives: Psychology is unified through its historical traditions and systems of thought. Through the teaching of these competencies, students will explore the roots of modern psychological thought and methodology. We will trace these roots from their origins in philosophy and the natural sciences through the early schools of psychology and on into its current form. In addition to learning about the major schools and systems of psychology, we will explore how cultural and political forces shaped the development of various psychological theories. We will also examine the lives and works of the men and women whose work created psychology's foundation. Through these explorations we will discover the common threads and patterns interwoven into the broad tapestry of psychology. This course explores major developments and ideas in the history of psychology as an academic discipline. We will address such topics as: the history school psychology; key historical and social events that shaped the field of psychology; when and how psychology became a science; life histories of psychologists; and how ideas about what is "normal" shape and are shaped by psychology.

2 History & Systems Program Goals: 1. Students will develop advanced knowledge of the history of school psychology from the Social Reform Period of Lightner Witmer, Granville Stanley Hall, & Arnold Gesell to the Thayer Conference in August 1954 in West Point, New York and its current standing as a profession and field of psychology. 2. Students will identify the components of the Boulder Model and how it has historically changed the training of psychologists. 3. Students will identify the components of the Broffenbrenner theory and how it has impacted the study of children. 4. Students will demonstrate understanding of how the assessment of children and adolescence has evolved due to psychological movements such as psychoanalysis, behaviorism, and cognitive theory. 5. Students will demonstrate understanding of how interventions such as counseling and consultation with children and adolescence have evolved due to psychological movements such as psychoanalysis, behaviorism, and cognitive theory.

3 History & Systems Readings, Projects, & Lectures Course Topic Format Professor The History of Intelligence CHC Theory & Application to Past and Current Cognitive Measures History of Attention Deficit Hyperactivity Disorder History of Evaluation and Intervention for Individuals with Cognitive Impairments Projective Measures: Past and Current Practices History of APA and NASP Historical Context of School Psychology (Ch. 2); School Psychology For the 21 st Century: Foundations & Practices, Merrell, Ervin, Peacock Ethics in School Psychology: An Introduction (Ch. 1 includes historical context) Ethics and Law for School Psychologists, Jacob, Decker, & Hartshorne

4 Law and School Psychology: An Introduction (Ch. 2 includes historical context), Ethics and Law for School Psychologists, Jacob, Decker, & Hartshorne Trends in the History of School Psychology in the United States; Best Practices in School Psychology: Foundations Chapter 29 History and Current Status of International School Psychology; Best Practices in School Psychology: Foundations Chapter 30 Lecture: Historical perspectives on psychological assessment and classification Historical perspectives on psychological assessment and classification Thompson, C.L., & Henderson, D. (2011). Counseling Children, 8th Ed., Chapter 16 Lecture: Historical contributions: therapies and interventions in psychology Historical perspectives on psychological assessment and classification Thompson, C.L., & Henderson, D. (2011). Counseling Children, 8th Ed., Chapter 3-15

5 EDUC 819 Psychological EDUC 819 Psychological Historical Framework of Consultation: Caplan, G. (1963). Types of mental health consultation. American Journal of Orthopsychiatry, 33(3), 470 Consultation Perspective in History Sheridan, S. M., Welch, M., & Orme, S. F. (1996). Is consultation effective? A review of outcome research. Remedial and Special Education, 17(6), Dr. Steve Knotek Dr. Steve Knotek

6 Formative Evaluation of History & Systems Competencies Fall Semester Year One: I ( ) Spring Semester Year One: II ( ) Fall Semester Year Two: I ( ) Spring Semester Year Two: II( ) Summative Evaluation of History & Systems Competencies 1. UNC School Psychology Comprehensive Examination Question 2. History of School Psychology Research Project Students will write an APA style paper pages in length. (Double-spaced, Times Roman) Students will answer the following questions in chronological order throughout their paper: a. Who are the key psychologists / theorists? b. What historical movements affected the field of school psychology? c. What do you think was the most historical significant factor in the change of the field of school psychology? 3. Impactful Theorist Research Project Students will write an APA style paper pages in length. (Double-spaced, Times Roman) Students will answer the following questions throughout their paper: a. How did this theorist impact the field of psychology? b. How did this theorist impact the field of school psychology in their time? c. How did this theorist impact the current field of school psychology today?