Specialist in School Psychology

Required Undergraduate Prerequisites

• General Psychology/Intro to Psychology
• Research Methods (Psychology Focus is preferred)
• Statistical Methods (Psychology Focus is preferred)
• Child Psychology/Human Development/Developmental Psychology
• Abnormal Psychology
• Behavior Management/Modification or Psychology of Learning/Applied Behavior Analysis Experience

The following courses are highly recommended:

• Adolescent Psychology
• Physiological Psychology
• Cognitive Psychology
• Psychology of Exceptional Children
• Psychological Measurement

*Note. Applications with more than two missing prerequisites will not be reviewed.  

Study Plan

The Study Plan is designed to meet the following NASP Practice Model Domains (2020):

DOMAIN 1: Data-Based Decision Making: School psychologists understand and utilize assessment methods for identifying strengths and needs; developing effective interventions, services, and programs; and measuring progress and outcomes within a multitiered system of supports. School psychologists use a problem-solving framework as the basis for all professional activities. School psychologists systematically collect data from multiple sources as a foundation for decision-making at the individual, group, and systems levels, and they consider ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention.

DOMAIN 2: Consultation and Collaboration: School psychologists understand varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems, as well as methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others.

DOMAIN 3: Academic Interventions and Instructional Supports: School psychologists understand the biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. School psychologists, in collaboration with others, use assessment and data collection methods to implement and evaluate services that support academic skill development in children. 

DOMAIN 4: Mental and Behavioral Health Services and Interventions: School psychologists understand the biological, cultural, developmental, and social influences on mental and behavioral health, behavioral and emotional impacts on learning, and evidence-based strategies to promote social–emotional functioning. School psychologists, in collaboration with others, design, implement, and evaluate services that promote resilience and positive behavior, support socialization and adaptive skills, and enhance mental and behavioral health.

DOMAIN 5: School-Wide Practices to Promote Learning: School psychologists understand systems structures, organization, and theory; general and special education programming; implementation science; and evidence-based, school-wide practices that promote learning, positive behavior, and mental health. School psychologists, in collaboration with others, develop and implement practices and strategies to create and maintain safe, effective, and supportive learning environments for students and school staff.

DOMAIN 6: Services to Promote Safe and Supportive Schools: School psychologists understand principles and research related to social–emotional well-being, resilience and risk factors in learning, mental and behavioral health, services in schools and communities to support multitiered prevention and health promotion, and evidence-based strategies for creating safe and supportive schools. School psychologists, in collaboration with others, promote preventive and responsive services that enhance learning, mental and behavioral health, and psychological and physical safety and implement effective crisis prevention, protection, mitigation, response, and recovery.

DOMAIN 7: Family, School, and Community Collaboration: School psychologists understand principles and research related to family systems, strengths, needs, and cultures; evidence-based strategies to support positive family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools. School psychologists, in collaboration with others, design, implement, and evaluate services that respond to culture and context. They facilitate family and school partnerships and interactions with community agencies to enhance academic and social–behavioral outcomes for children.

DOMAIN 8: Equitable Practices for Diverse Student Populations: School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics and the impact they have on development and learning. They also understand principles and research related to diversity in children, families, schools, and communities, including factors related to child development, religion, culture and cultural identity, race, sexual orientation, gender identity and expression, socioeconomic status, and other variables. School psychologists implement evidence-based strategies to enhance services in both general and special education and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds through an ecological lens across multiple contexts. School psychologists recognize that equitable practices for diverse student populations, respect for diversity in development and learning, and advocacy for social justice are foundational to effective service delivery. While equality ensures that all children have the same access to general and special educational opportunities, equity ensures that each student receives what they need to benefit from these opportunities.

DOMAIN 9: Research and Evidence-Based Practice: School psychologists have knowledge of research design, statistics, measurement, and varied data collection and analysis techniques sufficient for understanding research, interpreting data, and evaluating programs in applied settings. As scientist practitioners, school psychologists evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels.

DOMAIN 10: Legal, Ethical, and Professional Practice: School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including effective interpersonal skills, responsibility, adaptability, initiative, dependability, technological competence, advocacy skills, respect for human diversity, and a commitment to social justice and equity.

Required Study Plan

*Note. Each course addresses ethical and legal principles as well as diversity and equity in context. 

FIRST YEAR: FALL

PSY 5020-Advanced Measurement Principles (3)
PSY 5030-Ethics, Law, Diversity, and Professional Practice of School Psychology (3)
PSY 5300-Advanced Child Psychology (3)
PSY 5500-Child Psychopathology (3)
PSY 5710-Research Design and Statistical Analysis I (4)

FIRST YEAR: SPRING

PSY 5021-Social, Emotional, and Behavioral Assessment (3)
PSY 5022-Individual Intellectual Assessment (4)
PSY 5711-Research Design and Statistical Analysis II (3)
PSY 5890-Field Study or Practicum: Classroom (3)

FIRST YEAR: SUMMER

PSY 5170-Theories of Learning (3)
PSY 5040-Theories of Psychotherapy (3)

SECOND YEAR: FALL

PSY 6660 - Consultation and Program Evaluation (3)

PSY 6890A - Advanced Practicum - Assessment and Intervention (3)

PSY 6970 - Seminar in Learning and Developmental Disabilities (3)

PSY 6050 - Behavior Therapy (3)  

PSY 6000 - Thesis (3)           

SECOND YEAR: SPRING

PSY 5023 - Preschool Assessment for Prevention and Intervention (3)
PSY 5550 - Neurodevelopmental and Related Disabilities in School Psychology (3)
PSY 6000 - Thesis (3)
PSY 6890B - Advanced Practicum - Consultation and Counseling (3)
PSY 6980 - Psychotherapeutic Interventions in the Schools (3)

THIRD YEAR: FALL AND SPRING
PSY 6999-Internship (12)