School Psychology (EdS)

The school psychology program offers 3 degree programs, the M.A., Ed.S. and PhD in education wih a secialization in school psychology. Please note that all degree programs and specializations in school psychology share eight common goals. The Ph.D. in Education with a specialization in school psychology has a unique ninth goal related to scholarship. The MA degree is a non-terminal degree and does not result in licensure/certification at the state or national level in school psychology. Students successful in the MA portion of the program are expected to continue to the Ed.S. portion of the program. Thus the goals are common. The MA provides a foundation in knowledge and application of these goals through fieldwork, while the Ed.S. portion leads to mastery of these 8 goals.

The program's philosophy is reflected in the following goals:

1. Students will adhere to the highest standards of ethical, legal and professional conduct and will demonstrate respect for the dignity, worth, and individual differences of children, families, and educators of all cultures and backgrounds.

 

2. Students will use multiple methods of gathering reliable and valid data, including appropriate technology, in the design and implementation of a variety of empirically supported interventions for addressing problems faced by children, schools, and families.

 

3. Students will acquire an in-depth understanding of modern theories and research in the cognitive, academic, physical, social, and emotional development of children, including knowledge of family and school systems, as well as knowledge of individual differences and diversity, and will apply this knowledge to the practice of school psychology.

 

4. Students will develop a strong knowledge base specific to the profession of school psychology including its history and foundations, the various roles and functions of school psychologists, and models by which services are delivered.

 

5. Students will acquire and apply specific competencies in school psychology to support development of academic skills through assessment, consultation, prevention, and direct interventions, while using an ecological, problem-solving approach in the delivery of psychological services in schools.

 

6. Students will acquire the knowledge and skills necessary to collaborate effectively with others in developing and implementing comprehensive multi-tiered mental health services, especially school- based services for promoting mental health; developing life skills; preventing and responding to crisis; and preventing social, emotional, and academic problems.

 

7. Students will work collaboratively and effectively with teachers, administrators, support staff, community agencies, children and their families, and others in the delivery of psychological services in the schools that have a positive impact on children, schools, families, and other consumers. This includes obtaining and applying knowledge of evidence-based strategies to support family influences on positive child development and support family-school collaboration.

 

8. Students will develop knowledge and skills in developing and implementing school-wide supports to maintain positive school climates and effective learning environments for diverse learners.

 

9. An additional goal for students in the Ph.D. program is that they will conduct scholarly research in which they demonstrate competence in identifying critical problems in education and psychology, reviewing and integrating existing research, designing studies and experiments that competently address such problems, collecting and analyzing data using a variety of modern statistical procedures, and formally communicating results to other researchers and practitioners.