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which may be exhibited across fields of prac-

tice are presented. Special issues of unique

contexts and client types are addressed.

Emerging best practices of recovery in mental

health are presented, which fit well with the

empowerment of mental health consumers and

strengths-based practice.

SOWK743 ALCOHOL, TOBACCO AND

OTHER DRUG (ATOD)

INTERVENTIONS WITH

FAMILIES

3 sem. hrs.

This course presents an orientation to working

with families in social work practice, with spe-

cial attention to interventions with ATOD mis-

using families. In approaching interventions

for ATOD misusers, it is essential to address

their problems within the context of their larg-

er social environment, specifically, the family.

Family focused clinicians seek to understand

the ATOD misuser from an ecological per-

spective. This means understanding the subtle

complexities identifying reciprocal relation-

ships, and pinpointing the influences between

the ATOD misuser and others within his or her

environment. This ecological approach assists

the family clinician in establishing the influ-

ences and interactions that may contribute to

ATOD misuse patterns and ultimately guide

family interventions in a direction that

addresses the relationships between the ATOD

misuser and his or her environment.

SOWK744 ADMINISTRATIVE SOCIAL

WORK PRACTICE

3 sem. hrs.

This course prepares individuals to develop

the skills necessary to manage human service

organizations in an increasingly complex envi-

ronment of competing values and demands.

Topics covered include: organizational theory,

strategic planning, board development, basic

skills for managers, supervision and personnel

management, budgeting and financial man-

agement, public relations and lobbying, orga-

nizational growth, change, crisis and decline,

the problems of women and minorities as

managers, cultural diversity and resolving eth-

ical problems.

SOWK798 FAMILY PRACTICE

INTEGRATIVE SEMINAR I

3 sem. hrs.

This seminar focuses on the integration of the

knowledge, value, and learning experiences of

the total MSW program. It prepares and pro-

vides the framework for the student's comple-

tion of a major competency paper in the fol-

lowing semester, inclusive of content from all

social work courses, and centering on a specif-

ic population group in a family context. Stu-

dents have the opportunity to dialogue on pro-

fessional issues through topical discussions,

and examination of students' research activi-

ties. Completion of the foundation courses is

required.

SOWK799 FAMILY PRACTICE

INTEGRATIVE SEMINAR II

3 sem. hrs.

This seminar is a continuation of SOWK798,

promoting the integration and synthesis of the

knowledge, values, and skills of the social

work profession, and the total learning of the

MSW program. Students complete their

research and write their competency paper,

centering on a specific population group in a

family context, demonstrating theoretical

preparation for advanced family practice.

There is opportunity to dialogue on social

work issues, arising from students' research

and contemporary practice, and to present

their practice frameworks and findings. Pre-

requisite: SOWK798.

SPECIAL

EDUCATION AND

SCHOOL

PSYCHOLOGY

PROGRAMS

The Special Education and School Psychology

Department provides comprehensive pro-

grams leading to a master of education degree

with specializations in special education and

in educational psychology. The department

also offers an advanced program in school

psychology. Individuals completing this pro-

gram may be recommended for certification

by the Commonwealth of Pennsylvania as a

school psychologist. A non-degree certificate

program in behavioral management is also

offered by the department.

MASTER OF

EDUCATION DEGREE

Educational Psychology

The master of education degree in educational

psychology has been designed to give the

interested student a broad theoretical and prac-

tical background in the areas of education and

psychology. The program will be of interest to

those planning to pursue certification in school

psychology after the master's degree, those

wishing to broaden their understanding of

human development and learning, and those

wishing to learn more about evaluation and

research.

All electives must be approved by the stu-

dent's departmental advisor and may be cho-

sen to enhance the student's interest in school

psychology, human development and learning,

or educational evaluation and research.

Admission Requirements and

Procedures

Individuals seeking admission as degree stu-

dents in this curriculum must comply with the

general admission requirements for graduate

studies at Edinboro University and with the

special admission requirements of this curricu-

lum listed below:

Submit three letters of reference.

Submit a one-two page essay answering

the following questions:

What attracted you to the field of

educational/school psychology?

What attributes do you possess that

will enable you to succeed as a grad-

uate student and ultimately as a

practitioner?

What are your professional goals?

Submit a professional resume.

Possess a quality point average of 3.0 or

better (4 point scale) for the junior and

senior year of the bachelor's degree.

Applicants should obtain either a Miller

Analogies Test (MAT) score at or above

the 30th percentile or Graduate Record

Examination (GRE) scores averaging at

or above the 30th percentile.

All materials should be received by February 1

for an applicant to be considered for a gradu-

ate assistantship. Application materials may be

considered after this date for enrollment in the

program.

Curriculum

A minimum of 30 semester hours of graduate

credit must be earned as a requirement for this

degree. Depending upon the individual stu-

dent's interests and input from the advisor, the

student selects course work from the following

plan of study for educational psychology.

Upon entry into the program and following

each 12 credits of course work, the student and

his or her advisor assess the student's progress.

Students in this curriculum must satisfactorily

complete:

Required Courses

21 sem. hrs.

EDUC783

Philosophical Found. of Ed.

EDUC788

Research in Education

APSY720

Learning Theories

APSY724

Psychoeducational Assessment

of Beh. and Dev. Disabilities

APSY727

Psych. Counseling and Interv.

SPED710

Seminar in Exceptionalities

(SPED750 or SPED780 with permission or

recommendation of advisor)

SPED720

Advanced Assessment in

Spec. Ed. (3)

(or APSY615 for school psychology certifica-

tion students)

Special Education and School Psychology Programs/85