Dyson College of Arts and Sciences

21 Acts of academic dishonesty (e.g., plagiarism, cheating, clinical ethical violations, forging signatures) deemed serious by the academic integrity committee, in consultation with the faculty, can also warrant dismissal from the program. Depending on the severity, cases of academic dishon- esty may lead to immediate dismissal. For cases of academic dishonesty that are not dealt with through failure of a course or immediate dismissal but are considered serious by the academic integrity committee (in con- sultation with the full faculty), the first case for an individual student will result in that student being given a written warning indicating that a second offense will result in automatic dismissal from the program. e Psychology Department also follows all relevant Dyson College and Pace University requirements regarding academic integrity. ere are other circumstances for which problems with student perfor- mance will result in referral to a three-person subcommittee of the Scho- lastic Standing Committee for further deliberation and/or implementa- tion of a plan for monitoring of student progress. ese include: a. Failure to maintain at least a "B" (3.0) average in the Psychology Department Graduate programs for more than one semester b. Failure to demonstrate proficiencies in program-specific competencies c. Any report that the student is engaged in unethical or unprofessional practices Following deliberation, the subcommittee of the Scholastic Standing Committee might recommend any number of options, including dis- missal, continued academic probation, temporary part-time study, and temporary suspension of professional activities in the McShane Center or field placement settings, or, recommendation for involvement in an improvement plan (See Monitoring Student Progress). Following delib- eration, the subcommittee of the scholastic standing committee will then provide a feedback meeting with the student, the student's advisor, and the relevant Program Director. e purpose of the meeting is to clarify student progress, make recommendations for student development, and develop a time-line for further student evaluation. For situations which call for automatic dismissal, the relevant Psychol- ogy Department Program Director will notify the student of their dis- missal and inform them of rights and procedures related to appealing their dismissal. For situations that have been referred to the Scholastic Standing Committee, the subcommittee will make a recommendation to the faculty regarding actions to be taken. e plan must be approved by the Psychology Department Faculty. In cases where the subcommittee of the Scholastic Standing Committee recommends dismissal, this action must be approved by the Psychology Department Faculty. e relevant Program Director will then notify the student of the action. All students who have been dismissed from one of the graduate pro- grams have the right to appeal the dismissal. Time Limit Students entering the MA program have a maximum of five years to complete the program. COURSE DESCRIPTIONS FOR EDUCATION PSY 705 THE SCHOOL: FIELD EXPERIENCE AND SEMINAR 3 credits is course is an introduction to the school setting. Observations of regular classes and participation with various children and groups of students, as well as learning the various functions of school psycholo- gists, teachers and other school personnel are important parts of this practicum. ere will be joint supervision by district psychologists and psychology department faculty. e experience encompasses at least one day per week (6 ½ hours per day) for five months. is experience is discussed at weekly seminars in which problems and developments in school psychology are covered. is course includes at least six hours of training in multicultural issues. is is a foundations of education course. Conferences are scheduled with individual students. Prerequisite: Admission to MSEd or PsyD graduate psychology programs. New York City campus only PSY 706 THE EXCEPTIONAL CHILD: FIELD EXPERIENCE AND SEMINAR 3 credits is course is an introduction to atypical children. Students are placed in a special education setting that educates exceptional children. is course places emphasis on the role of school psychologist, community psychologist, teacher, and other school personnel in special education. e experience encompasses at least one day per week (6 1/2 hours per day) for five months and is discussed at weekly seminars in which the physical, emotional and educational problems of exceptional children are covered. e seminar focuses on the major types of exceptional children found in the public schools and community, such as the emotionally and learning disabled. e psychological and emotional needs of these children is discussed, as well as the psychologist's role in assessment, consultation, and intervention. is course includes at least six hours of training in multicultural issues. Conferences are scheduled with individual students. is is a foundations of education course. Prerequisite: EDU 701. Spring, New York City campus only * Designations such as "fall" and "spring" at the end of course descriptions indicate when the course is most likely to be offered. ey do not guaran- tee that the course will be offered at that time. Where the designation "To be announced" appears, the course may be offered at any time, including summer. COURSE DESCRIPTIONS FOR PSYCHOLOGY e initials in parenthesis aer each psychology course title indicate the graduate degree(s) for which the course is intended: MA, Master of Arts in Psychology MSEd, Master of Science in Education in School Psychology PsyD, Doctor of Psychology in School-Clinical Child Psychology MA, MSEd and PsyD courses are offered on the New York City campus. Students are allowed to take courses only in the program in which they are matriculated. PSY 501 INTRODUCTION TO SCHOOL-CLINICAL CHILD PSYCHOLOGY I (MSED/PSYD) 0 credit is is an introductory course on the foundations and delivery of school-clinical child psychological services. Students are familiarized with the history of school and clinical child psychology, the development and history of the PsyD model, and the history of the combined-integrat- ed model of training. Program accreditation, professional credentialing, and licensure issues are also introduced to students. Legal and ethical issues, professional organizations pertinent to psychological service de- livery in school-clinical child settings, and evidence-based practice are also integral parts of this course.

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