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Department of Educational and Counseling Psychology

D. LaFond, Bibliographer

I. General Purpose

The Libraries' collection endeavors to adequately support the teaching and research needs of the department.

The overarching mission of the School of Education’s Department of Educational and Counseling Psychology is research, teaching, and service in the use of psychological principles to promote lifelong growth, learning, and development in multiple life roles and contexts.

Acquisition of resources is guided by the principal interests of the department with emphasis on the following topics: learning sciences, motivation, cognitive science, pedagogy, educational theory, educational leadership, growth and developmental psychology, behavioral adaptation, psychological measurement, evaluation, research design, applied statistics, methodology, special education, special classes, rehabilitation, school psychology, school learning in mathematics, science, and foreign language education. Additional interdisciplinary areas of special interest are: child, adolescent, and family studies, comparative education, diversity, poverty, race, inequality, and social policy.

Degree Programs of the Department of Educational and Counseling Psychology:

The Department of Educational and Counseling Psychology is organized into four divisions: the Division of Counseling Psychology, the Division of Educational Psychology and Methodology, the Division of School Psychology, and the Division of Special Education. The department offers programs that prepare psychologists, researchers, university faculty, rehabilitation and community counselors, school psychologists and counselors, as well as teachers and special education specialists. There are multiple programs offered at the doctoral, certificate of advanced study (CAS), and master’s degree levels. The department offers a 60-credit (CAS) program to prepare educational research specialists, a certificate program in school psychology and an M.A. in special education. The following charts show the various programs in the department.

Doctoral Programs
CounselingPh.D. in Counseling Psychology *
EducationalPh.D. in Educational Psychology
SchoolPsy.D. in School Psychology *

*APA Accredited

Certificates of Advanced Study
CounselingCAS in School Counseling
EducationalCAS in Educational Research
SchoolCAS in School Psychology

Master's Programs
CounselingMS in Community Counseling
CounselingMS in Rehabilitation Counseling
EducationalMS in Educational Psychology
2 Tracks
Special EducationMS in Special Education (EBD)
Special EducationMS in Special Education (Inc)
Special EducationMS in Special Education (Inc&SE)
Special EducationMS in Special Education and Literacy (1yr) *
Special EducationMS in Special Education and Literacy (2 yr) *

*Collaborative program with Dept. of Reading

II. Subject and Language Modifiers

Languages: The principal language is English.

Geographical Areas: Primary emphasis is placed on the United States. Secondary emphasis is placed on selection of resources related to education and psychology in Great Britain, Canada, Africa, Latin America and the Caribbean and Asia.

Chronological Periods: Primary emphasis is on the present century. Resources addressing earlier periods are acquired on an as needed basis.

III. Description of Materials Collected

Types of Material Collected: Monographs, monographic series, reports and association proceedings, case studies, periodicals, access to periodical articles in full-text serials, electronic full-text sources and index services are acquired to support all levels of the program. Dissertations, microform sets, media such as video and DVD formats are selectively acquired to supplement the collection. Electronic or print formats are selected depending upon availability and need. Formats may vary depending upon what is appropriate.

More specialized reference materials are housed in the main stacks. Selection of general reference materials and federal documents rests with bibliographers for those areas but requests may be referred from the bibliographer for Educational and Counseling Psychology. Dissertations, microform sets, media such as video and DVD formats are selectively acquired to supplement the collection. The ERIC microform collection is housed in the Periodicals Room of the Main Library. General and specialized handbooks and manuals are selectively collected.

Electronic Access to Information and Resources: The University Libraries provide access to bibliographic databases such as ERIC, PsycINFO, Child Abuse, Child Welfare & Adoption, MEDLINE, Social Services Abstracts, Social Work Abstracts, Sociological Abstracts. Also available electronically are other more general databases such as Expanded Academic Index, Ethnic Newswatch, PAIS (Public Affairs and Information Service), and the Monthly Catalog of U.S. Government Publications.

EBSCO Academic Search Premier, Education Full Text, JSTOR, Lexis-Nexis Academic, PsycARTICLES, Wiley Interscience, Science Direct are examples of databases with full-text access to journal articles. Specialized databases addressing interdisciplinary research needs can also be found under social welfare, psychology, sociology, women’s studies, Africana studies, history, public policy and political science on the Libraries’ home page under “Subject Pages and Guides” http://library.albany.edu/subject/. Once a heading is selected, the “Database Finder” will list relevant databases by subject. As additional and relevant electronic resources become available, the Libraries attempt to provide as many of them as possible.

Types of materials Excluded: Unless required for Reserve, basic textbooks are not acquired. The Department of Education’s Test Library purchases tests. The library does purchase resources to support the study and practice of educational assessment and test taking but does not actively acquire testing instruments, questionnaires or scorecards for educational tests.

Interdisciplinary Factors: Materials selected for other School of Education programs (Educational Administration, Reading), as well as materials purchased for linguistics, psychology, sciences, computer science, communications, English, social welfare, mathematics, foreign languages, and social sciences provide complementary and supplementary support for the work of this department.

IV. Subject and Collection Levels

[Collection Level Descriptions]

For the programs of the Department of Educational and Counseling Psychology, the Libraries strive to collect materials at the Research Level (4), defined by RLG as a collection that supports doctoral and other original research. Standard call number ranges of the Library of Congress classification for Educational Psychology and Counseling are L, LA, LB, LC-LT (Education), BF and RC (Psychology and Psychiatry). The general goal is to build a collection that is adequate to support doctoral research.

Some core materials to support the programs of this department are acquired through an approval plan. Blackwell North America provides English language materials from the U.S. and the UK using subject profiles and non-subject parameters as selection criteria. The approval plans cover several major publishers of research materials. However, this plan alone would not be adequate to provide the materials needed for the programs and research needs of this department. Titles requested by faculty members and titles selected by the Educational and Counseling Psychology Bibliographer from other sources are firm ordered to maintain necessary coverage.

The Libraries have held subscriptions to a large array of key journals in education, psychology, social welfare, and sociology. The strength of the periodical collection has been eroded more seriously than that of the book collection as a consequence of the fiscal constraints and cancellations that took place in the 1980's and the1990's. However, new titles are made accessible through the lease or acquisition of electronic databases and electronic full-text collections. The Libraries maintain access to existing print journals but weigh the importance of print when electronic access is provided. Archival concerns, lease agreements, access fees, cost/need analysis factor into these decisions. New print subscriptions can be exchanged upon cancellation of a subscription that may be considered less relevant to the needs of the students and faculty of the department. Departmental input on selection or cancellation of journals is welcome and sought in a consistent manner.

V. Other Significant Collections and Resource Sharing

In addition to its own holdings, the Libraries make outside resources available to the students and faculty. This is done through interlibrary loan arrangements, resource sharing agreements, electronic access, and library consortia that were established to facilitate sharing of various resources. The annual Capital District Libraries Council (CDLC) coordinated collection development funds augments the educational psychology budget and contributes to the support of expensive monographs, encyclopedias, handbooks and other resources.

All types of resource sharing are becoming increasingly important, as all libraries have to change their collecting patterns in response to burgeoning publishing output vis-à-vis fiscal realities.

Memberships in Library Consortia: Center for Research Libraries (CRL). http://www.crl.edu/
CRL collects and provides rapid access to expensive and unusual materials that are not used often enough to warrant purchase by the Libraries. The Center owns numerous relevant microform sets and reprint collections comprising historical research materials that contain useful material for the history of education. These collections include foreign and domestic radio broadcast information; courses of study for Grades K-12 from 19th and 20th century America; primary, secondary, and some post-secondary U.S. textbooks dating from the 18th century; and materials from the underground and alternative press (international in scope, though principally U.S. and British). The above description is not exhaustive. More detailed descriptions of CRL's collections and policies may be found on the Center's Website. The Center attempts to provide comprehensive access to doctoral dissertations written for institutions outside the USA and Canada.

Internal Notes:

The Department of Counseling Psychology and the Department of Educational Psychology and Statistics merged in 1998 to form the Department of Educational and Counseling Psychology. A major restructuring of the department has occurred resulting in new divisions and new programs, as well a recent restructuring of the departmental Web page outlining new divisions and programs within the department. To date, library fund codes and allocations have not changed and represent resource funding for the two departments existing in 1998. In year 2000, one faculty member from the Division of Educational Psychology and Methodology continued to communicate needed resources to the bibliographer. As of July 2004, this liaison will communicate with the Libraries on behalf of the whole department. Existing fund codes will be reassigned. As of July 2004, the Libraries plan to add access to PsycARTICLES, the full-text journal collection of the American Psychological Association. There is extensive overlap with other departments within the School of Education, the Department of Psychology, and the School of Social Welfare. Subject bibliographers for these departments should be consulted. Closer evaluation is necessary to determine if the library is adequately meeting the needs of the new and existing programs.

August 2004

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