School Psychology Program Handbook

Size: px
Start display at page:

Download "School Psychology Program Handbook"

Transcription

1 1 School Psychology Program Handbook New Jersey City University S-503A, 2039 Kennedy Blvd., Jersey City, New Jersey (201) Developed by: James E. Lennon, Ph.D. Program Director Ninth revision: August 3, 2014

2 2 Table of Contents Page Introduction 4 Purpose University Mission General Information about the University General Information about the College of Arts and Sciences Program Overview and Philosophy 6 School Psychology Program Mission General Information about the NJCU School Psychology Program Program Objectives Faculty in School Psychology and Graduate Psychology 10 Getting Started in the School Psychology Program 13 Basis for Admission Decisions Academic Advisement Contract of Agreement Academic Requirements 17 Program Requirements: MA in Educational Psychology/ Professional Diploma in School Psychology Master s Level Curriculum Professional Diploma Level Curriculum Sequence of Courses 74 credits Residency Graduation Practica 21 Description of practica Requirements Sample sequence of practica Externship 24 Description of externship Liability insurance Performance Appraisals 26 Monitoring student progress Portfolio requirements Academic integrity Certification and graduation Program evaluation

3 3 Continuing Education 31 Description of Program s Commitment Professional School Psychology Organizations Applying for State and National Certification Student Resources 34 Computer Services Employment Tuition and Financial Assistance Health Services University Insurance Policy Library Services Student Services Building Appendix A. Practicum Activity Log 36 B. Matriculation Work Sheet (Page 3) 37

4 4 Introduction Purpose This handbook is intended to serve as a guide for graduate students and faculty in the school psychology program at New Jersey City University. It serves as reference for planning coursework, practica, and internships and for guidance in meeting performance outcome, portfolio, and other evaluation criteria in preparation for becoming a certified school psychologist. This handbook contains information on procedures and regulations and should be used in consultation with the student s advisor, the program director, the graduate faculty committee, the department chairperson, the director of the college, or the dean of the College of Arts and Sciences, as appropriate. The Graduate School Bulletin should also be consulted on a regular basis to review general requirements for the appropriate graduate degree and a particular time schedule for degree requirements. Careful study of these references will aid in long range planning and ensure timely compliance with administrative requirements. The professional diploma in school psychology is an integrated sequence of coursework, practica, and externships that prepares students to serve as school psychologists for public and private schools and other community-based, human service settings. A total of 74 credit hours, including 300-hours of practica and a 1200-hour externship is required. The externship is a culminating experience. All program coursework must be complete prior to registration in the first externship experience. The program is currently Nationally Approved (full) by the National Association of School Psychologists through December 31, 2019 and nationally recognized by Council for the Accreditation of Educator Preparation (CAEP) for the same period.. University Mission The mission of New Jersey City University is to provide a diverse, urban population with access to an excellent university education and to the support services necessary for professional and personal fulfillment. For seven decades New Jersey City University, located in a city of perpetual

5 5 immigrant influx, has focused its effort on this mission, developing perhaps better than any other institution, the philosophy, organization, and strategies for implementing a program of higher education in a diverse, urban setting. The University is also committed to improving the educational, intellectual, cultural, socio-economic, and physical environment of the surrounding urban region. The University offers programs leading to the Master of Fine Arts, Master of Arts, and Master of Science degrees, as well as a Professional Diploma in School Psychology. General Information about the University New Jersey City University, like many public colleges and universities, is a place apart in a complex, vibrant city. The University is a place for study and research, meditation and contemplation; it is a place integral to the city s health and programs. It is the seventh most diverse university in the nation and draws its strength from its diverse student body and faculty. Jersey City is the focal point of a network of transportation facilities connecting New Jersey to New York City. These facilities include the PATH subway, New Jersey Transit commuter trains in Hoboken, Amtrak in Newark, and numerous bus lines from many points in New Jersey. New Jersey City University s main campus is located on Kennedy Boulevard between Culver and Audubon Avenues, approximately three miles south of Journal Square. The University is committed to providing its students with the best environment in which to excel. The University prides itself in the social and cultural diversity that exists on its campus. The student body currently includes 225 international students, representing 50 countries, who add to the cultural mix. This cultural richness is a unique advantage to the NJCU educational environment. New Jersey City University is accredited by the Middle States Association of Colleges and Secondary Schools, the National Council for Accreditation of Teacher Education, and the National Association of State Directors of Teacher Education and Certification. The graduate division is

6 6 accredited by the Middle States Association of Colleges and Secondary Schools and the National Council for Accreditation of Teacher Education. General Information about the College of Arts and Sciences As the University continues to expand, its graduate degree programs are growing in number, range, and sophistication, thus strengthening the urban mission and raising the institution and its students to a higher academic level. Consequently, the programs have become more attractive to a wider audience and the local orientation is diminishing. Some of the programs offered under the College of Arts and Sciences are: Master of Fine Art in Art, Master of Arts in Art Education, Master of Art in Counseling, New Jersey State Certification Program in Student Personnel Services, Master of Arts in Educational Psychology, Master of Arts in Mathematics Education, New Jersey State Certification Program in English as A Second Language, and a Professional Diploma in School Psychology. Program Overview and Philosophy School Psychology Program Mission The primary goal of the school psychology program at New Jersey City University is to prepare school psychologists to help children to succeed in school. Graduates of the program are scientist-practitioners who help parents, faculty, and administrators to clarify issues, analyze situations, plan programs, solve problems, and evaluate outcomes in order to help students benefit from school learning. A special emphasis of the program is ensuring the rights of urban youth to the benefits of a free, appropriate, public education in the least restrictive educational environment. The program seeks to serve the needs of the diverse communities of the many urban school districts in close proximity to the university. General Information about the NJCU School Psychology Program

7 7 The school psychology program is housed in the psychology department of the College of Arts and Sciences in the graduate school of the university. It has cooperative relationships with the College of Education, through which it offers several courses, the A. Harry Moore School, a school for severely disabled students sponsored by the university, the University Academy Charter High School, the Early Childhood Center, a preschool program, and affiliation agreements with major medical centers and school districts in the area. The Program Approval Board of the National Association of School Psychologists (NASP) granted the NJCU school psychology program Approval- Conditional (National Recognition with Conditions) for the period January 1, 2012 through December 31, The program will be listed as NASP Approval-Conditional and National Recognition with Conditions for this period in various NASP and NCATE web sites and publications. During this period, graduates of the program will also be automatically eligible for national certification pending documentation of a passing score on the Praxis II examination in school psychology and documentation of an internship consistent with NASP standards. The psychology department offers a Master of Arts (MA) in Educational Psychology and the Professional Diploma in School Psychology. The requirements of the 36- credit MA in Educational Psychology are contiguous with the 74-credit requirement of the Professional Diploma in School Psychology. The psychology department at NJCU has offered the professional diploma in school psychology since the early seventies. The program has trained many school psychologists, who currently practice in New Jersey and neighboring states, as well as many states across the country. A unique aspect of the program is its intentionally small class sizes: typically between 6 to 10 students are admitted as a cohort. Many entering students are working professionals who have already earned graduate degrees. The program faculty is committed to working together with all students to achieve our common goal of being well-prepared to meet the challenges of urban education.

8 8 Program Objectives The program at NJCU has adopted the National Association of School Psychology (NASP) domains of practice of school psychology as the basis for the objectives of its training model. The externship contract is based on eleven domains of practice, first articulated in School psychology: A blueprint for training and practice II (Ysseldyke, Dawson, Lehr, Reschly, Reynolds, & Telzrow, 1997) and adopted by the National Association of School Psychologists Delegate Assembly in July These objectives, as noted in the eleven domains of practice, are specified as follows: 1. Data-based decision making: School psychology candidates understand various models and methods of assessment, collect data in a systematic fashion, and base decisions on empiricallyderived results. These data serve as a guide to continued assessment and inform alterations and improvements in program plans. 2. Consultation and collaboration: Instructional, behavioral, mental health and collaborative consultation practices are part of the candidate s repertoire and are flexibly applied to appropriate situations. Candidates understand that collaboration with other professionals and with parents is an essential feature of the role and function of school psychologists at both individual and system level. 3. Effective instruction and development of cognitive/academic skills: Knowledge of learning processes, techniques to assess these processes, and direct and indirect intervention to develop cognitive and academic skills are important components of the candidate s training. Candidates learn how to develop academic goals for students with diverse needs and disabilities, how to implement interventions to achieve these goals, and how to evaluate the effectiveness of the interventions. Such interventions include instructional, behavior, social,

9 9 and/or emotional improvement plans, reasonably calculated to provide benefit to students with disabilities. 4. Socialization and the development of life skills: Candidates reach an understanding of human developmental processes and learn how to assess these processes. Candidates also learn how to set appropriate developmental expectations for students of diverse cognitive, developmental, affective, and socio-emotional levels of functioning. 5. Student diversity in development and learning: Candidates have knowledge of individual differences, and abilities and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. 6. School and systems organization, policy development and climate: Candidates understand the interrelationship of special, remedial, and regular education and work to promote a unified system and organization structure in which there are high expectations for all students. 7. Prevention, crisis intervention and mental health: Candidates understand the interaction of development and psychopathology, thereby encouraging early intervention and prevention. 8. Home/school/community collaboration: Candidates have knowledge of family strengths and influences on student development, learning and behavior and work effectively with parents, educators and others in the community to promote comprehensive services to children

10 10 and families. 9. Research and program evaluation: Candidates maintain currency with the ongoing research literature as part of a planned program of professional development. 10.School psychology practice and development: Candidates have knowledge of the history and foundations of their profession, policy development, and ethical, professional, and legal standards. 11.Information technology: Candidates access, evaluate, and utilize information sources and technology to enhance the understanding of the problems and resources needed to meet the needs of students. Faculty in School Psychology School Psychology Core Faculty: James E. Lennon, Ph.D., State University of New York at Albany. Program Director. Professor of Psychology. Specialty areas: Early intervention in reading and mathematics, research to practice in school psychology. Certified school psychologist, licensed psychologist. Andrew Getzfeld, Ph.D., University of Tennessee. Professor of Psychology. Specialty areas: Ethics in school psychology, eating disorders. Certified school psychologist Jennifer Foster, Psy.D., Rutgers University (for ) Assistant Professor of Psychology, Specialty areas: Consultation, Certified school psychology

11 11 Affiliated Faculty: Patrice Dow-Nelson, Ph.D., City University of New York Associate Professor of Psychology. Specialty areas: Clinical psychology, Interviewing & counseling, assessment, & health psychology. Certified school psychologist. Daniel Tomasulo, Ph.D., Yeshiva University Professor of Psychology, Specialty areas: Developmental psychology, mental retardation. Licensed psychologist. Graduate Psychology Faculty: David Hallerman, Ph.D. State University of New York at Buffalo, Department Chair, Professor of Psychology. Specialty areas: Counseling Joan Bailey, Ph.D. City University of New York Professor of Psychology. Specialty areas: Social psychology, Multicultural counseling Alfred Hurley, Ph.D., New School for Social Research. Professor of Psychology. Specialty areas: Child and adolescent psychopathology. Licensed psychologist. Will Wattamaker, Ph.D., University of Pittsburgh Assistant professor of psychology. Specialty areas: Cognitive psychology. School Psychology Program Faculty (adjunct): Kristie Hanley, MA, PD, New Jersey City University, Psy.D., Fairleigh Dickinson University, Certified school psychologist, NJ Candidates also complete coursework in the School of Education, Departments of Special Education, and Educational Leadership.

12 12 Getting Started in the School Psychology Program Students may enter the program after completing a master s degree in educational psychology at NJCU or may enter as accepted into the combined MA in Educational Psychology/ Professional Diploma in School Psychology. Candidates with master s degree in a relevant field from other universities are also encouraged to apply, but only appropriate credits earned less than seven years from the time of first registration will be considered towards the professional diploma. Credits are officially transferred at the time of formal matriculation into the program. Students, who have a bachelor s degree in psychology with a strong academic record, may also apply for direct admission to the combined MA in Educational Psychology/ Professional Diploma in school psychology program. Each year the program admits six to ten students. To apply: A. Send a letter of intent to the graduate studies office and a copy to Dr. James Lennon, Program Director, describing your interest in the school psychology, relevant study, experiences, and additional information, as appropriate (3 to 4 pages, double-spaced). This letter serves as a writing sample. B. Ensure the Graduate Studies Office (Hepburn Hall) has a copy of your GRE scores, application for admission to graduate school, application for matriculation into the school psychology program, two letters of recommendation attesting to your academic potential, a copy of your letter of intent, and copies of your graduate and undergraduate transcripts. C. Arrange for an individual interview with the Program Director by calling or by , D. The deadline to complete the application process is November 1 and April 1 of each year. Students start classes in January, June, and September for the Spring, Summer, and Fall semesters.

13 13 Basis for Admission Decisions: No one factor determines admission to the School Psychology Program at NJCU. The Graduate Faculty committee looks for a record of academic success and for potential as a school psychologist. Generally speaking, students admitted to the program have attained a graduate GPA of 3.50 or better. Candidates admitted directly from undergraduate programs typically have a GPA of 3.25 or better. The program also requires verbal and quantitative GRE scores. The program does not set a minimum standard because it encourages applications from candidates who are bilingual, speak English as a second language, or have other special circumstances, which might affect their performance on a standardized measure normed on the population of students applying to graduate schools in the US. Nonetheless, as a general guideline, combined GRE mathematics and verbal scores in the 1000 range would be appropriate. Current GRE scores use an adjusted scale with average score or approximately 150 on each of the two scales. Candidates that have had experience working with urban youth in clinical or educational settings are also encouraged to apply. Recommendation letters that attest to the candidate s academic potential and future success as a school psychologist in diverse, urban settings are carefully considered. The letter of application serves as a writing sample and is carefully evaluated by the Graduate Faculty. This letter and the individual candidate interview serve as indicators of communication skill. Academic advisement All professional diploma candidates meet on a regular basis with the director of the School Psychology program and formally review their progress toward graduation at least once per semester. Transfer credits are reviewed and formally incorporated during the process of matriculation into the school psychology program. The following contract of agreement outlines maintenance of good standing in the school psychology program.

14 14 Contract of Agreement Admission into the School Psychology Program entitles you to register for advanced classes, practica experiences, and a 1200-hour externship taken in sequence over three semesters. Candidates typically complete coursework with their entry class as a cohort. Failure to register for requisite coursework may seriously impede progress. Candidates are expected to seek advisement each semester from the Director of the School Psychology program in a timely manner. Failure to maintain continual enrollment, without the written consent of the program director, will result in dismissal from the program. Please note that the 1200-hour externship is taken as a culminating experience. Candidates will be approved for enrollment in the externship only after all other coursework and the 300-hour practica experiences are complete. Candidates are advised that admission to the School Psychology Program does not necessarily ensure continuation to completion. A residency, or continuous enrollment and completion of a total of 18 credits in the program over the fall/spring or spring/summer/ fall contiguous semesters, is required. Finally, please note the following departmental policy: All school psychology coursework must be passed with a B (3.0) or better to maintain good standing in the program. Students who fail to maintain good standing in the program will be reviewed by the graduate committee for consideration of dismissal (Adopted April 23, 2001.) Candidates must pass the Praxis II exam in school psychology or an alternate assessment in order to graduate from the program (Adopted November 29, 2010). In addition to successful performance in required coursework, demonstration of adequate clinical skills, as determined by university faculty and field supervisor, is also required for successful completion of the program. It is understood that a student may be required to withdraw from the program for the following reasons: 1. Failure to successfully complete the required coursework, And/or 2. The supervising Graduate Faculty committee s view that clinical skills are insufficiently developed for adequate performance in the schools. I fully understand the above conditions of my acceptance into the program. Signature Date (Revised January 6, 2011)

15 15 Academic Requirements Master of Arts in Educational Psychology/Professional Diploma in School Psychology Course and Credit Requirements A total of 74 semester hours is required. I. Required Courses in Psychology: 62 Credit Hours Course selection is completed in consultation with the director of the school psychology program. The courses listed below are required. Requests for approval for transfer credits and/or equivalent substitutions should be made upon matriculation into the school psychology program, in writing, to the Graduate Studies office and the director of the school psychology program. M.A. Level 36 credits are required: PSY 601 Psychology of Learning and Cognition PSY 602 Psychology of Personality PSY 603 Developmental Psychology PSY 604 Tests and Measurements PSY 609 Personality Adjustment of Child/adolescents PSY 606 Research Methodology I PSY 608 Interviewing & Counseling PSY 616 Therapeutic Intervention Tech. II: Consultation in educational and applied settings PSY 621 Multicultural counseling PSY 626 Seminar in Professional Ethics and Practice for Psychologists PSY 675 Statistics Six credits in Education coursework are required at the MA Level. An additional six credits are required to complete the professional diploma. EDLD 601 School Law SPEC 600 Introduction to Learning Disabilities EDLD 662 Principles of Curriculum Development & Evaluation SPEC 640 Behavior Disorders in Children Advanced Level: PSY 627 Role and function of the school psychology PSY 704 Cognitive assessment and intervention (prerequisite: PSY 604) PSY 2704 Cognitive assessment and intervention laboratory (co-requisite PSY 704) PSY 705 Practicum in the Psychological Evaluation of the Special Needs Child (prerequisite Psy 704) PSY 706 Personality Assessment (prerequisite: Psy 604, co-requisite PSY 704) PSY 715 Consultation and program evaluation (perquisite Psy 606, Psy 616) PSY 631 Psychopharmacology PSY 708* Seminar in School Psychology Externship I (prerequisite: Psych. 704 & 706) PSY 709* Seminar in School Psychology Externship II (prerequisite: Psych. 708) PSY 710* Clinical Externship I (prerequisite: Psych. 708) II. Required Courses in Education: Total - 12 Credit Hours

16 16 Psychology and/or education of students with disabilities: 6 credits A minimum of two 3-credit hour education courses must be chosen in the area of the psychology and/or education of students with disabilities. The courses listed below fulfill this credit requirements, but equivalent substitutions will be considered. Selection should be made in consultation with the Director of the School Psychology Program. Along with Psy 705, Practicum in the Psychological Evaluation of the Special Needs Child, this meets the state requirement for understanding the psychology and education of students with disabilities. Spec 600 Introduction to learning disabilities (required) Spec 630 Psychology of mental retardation/ Spec 632 Seminar in mental retardation Spec 640 Behavior disorders in children (recommended) An additional six credits are required in educational foundations. Along with Psy 616: Therapeutic intervention techniques: Consultation in applied and educational settings and Psy 715 Consultation and program evaluation, this meets the state requirement for course work in educational foundations. The courses listed below fulfill this requirement, but equivalent substitutions will be considered. Educational foundations EDLD 601 School law (required) EDLD 662 Principles of curriculum development and evaluation (required) Typical Sequence of Courses 74 credits Candidates typically complete coursework in Spring, Fall, Summer I, & Summer II semesters. Course offerings are not available in all semesters; candidates should consult with the program director to ensure the required sequence of courses and prerequisites are completed in a timely manner. In general, candidates complete some entry level courses Psy , 675 prior to taking mid-level courses Psy 608, 626, 616, 629, 627, 631. (Please note prerequisites as indicated below and on the NJCU Matriculation Worksheet, a separate document that will be used in program planning. The matriculation worksheet is appended to this document and should be completed and included in your portfolio housed in the program director office. A copy of Page 3 of the matriculation worksheet, listing entry, mid, and advanced standing courses is appended to this program handbook.) The sequence in which courses are taken may vary, with the exception of courses that are considered prerequisite for a subsequent course or are co-curricular, as noted below. For candidates interested in completing the full MA Ed Psych/ PD School Psych, the following rules and suggestions apply: ( mandatory indicates no discretion on the part of the program director applies; advisory indicates the program director may allow exceptions in limited circumstances). Once candidates are matriculated or admitted into the School Psychology program, they are encouraged to complete the course sequence for the MA in Educational Psychology. Advanced Standing or the sequence of 700-level courses that leads to the externship starts in the Spring Semester. Additionally, the externship also starts in the Spring Semester.

17 17 1. All coursework must be complete prior to entry into the externships. (mandatory) 2. PSY 704, 2704, & 706 are taken as co-curricular courses. These courses are offered once a year, in the Spring Semester.(mandatory) 3. PSY 705 and 715 are taken as co-curricular courses and in sequence following PSY 704, 2704, & 706. These courses are offered once a year, in the Fall semester. (mandatory) 4. PSY 616 serves as a prerequisite for PSY 715. (mandatory) 5. All entry level courses and mid-level courses (36 credits) are completed prior to entry into advanced standing (700 level courses).(advisory, candidates with fewer than 36 credits, e.g., 30, 33 credits may be admitted to advanced standing at the discretion of the program director.) 6. Candidates should complete the course sequence for the MA prior to entering into advanced standing classes, in part because school districts salary scales are predicated on a formula such as MA plus 30 credits. Districts vary in their interpretation, with some requiring a completed MA prior to the plus 30. (advisory) 6. PSY 627 should be taken as soon as possible following admission to the school psychology portion of the program. It serves as basic introduction to the program and the role and function of a school psychologist.(advisory) 7. The education courses taken in the educational leadership and special education departments may be taken in any sequence. Candidates are advised that these courses are among the few offered in the summer months. (Psychology courses offered in the summer months include PSY 604, 675 & 609.) First Year Psy 601 Learning and cognition Psy 602 Psychology of personality 1 Psy 603 Developmental psychology Psy 675 Statistics Psy 606 Psy 626 Psy 609 Spec 600 Research methodology I Seminar in professional ethics and practice for psychologists Personality adjustment child/adolescents Introduction to Learning Disabilities*** Second Year Psy 604 Tests & measurements 2 Psy 608 Interviewing and Counseling Psy 616 Therapeutic intervention techniques: Consultation in educational and applied settings 3 Psy 629 Multicultural counseling 1 Prequisite for PSY Prerequisite for PSY Prerequisite for PSY 715

18 18 Psy 627 Role and function of the school psychologist 4 Psy 704 Cognitive assessment and intervention 5 * Psy 2704 Assessment Laboratory 6 * Psy 706 Personality Assessment* Spec 640 Behavior Disorders in children*** Third Year Psy 631 Psychopharmacology Psy 705 Practicum in the evaluation of the special needs child 7 * EDLD 662 Curriculum development and evaluation*** Psy 715 Consultation and program evaluation* EDLD 601 School Law*** 1200-hour Externship (All program coursework must be complete, the Externship is a culminating experience.) Please note: The term externship is considered to be equivalent to the term internship, but is used here to be consistent with language in New Jersey State certification requirements. Psy 708 Psy 710 Psy 709 Seminar in school psychology externship I (Spring)** Clinical externship (Summer)** Seminar in school psychology externship II (Fall)** *Admittance as a matriculated student in the school psychology program is required for admittance into these classes. **All course work and practica must be complete to register for these culminating experiences. *** Courses offered through the Educational Leadership Department (EDLD) and the Special Education departments fulfill specific requirements offered by the NJ Department of Education. These courses may be taken at any point during course sequence. Residency and professional affiliation Candidates for the professional diploma have the opportunity to develop affiliations with colleagues, faculty, and the profession by participating in a continuous full-time residency. The minimum program requirement is the completion of a total of 18 credits in the program over the fall/spring/summer or spring/summer/fall over contiguous semesters. Candidates typically establish 4 Matriculation required. This course is generally as early as possible upon admission to the program as a matriculated candidate. It is only offered in the Spring semester and is to be taken no later than as a co-curricular course with PSY 704 & Prequisite for PSY 705 and cocurricular with PSY PSY 704, 706, & 2704 are co-curricular (taken together) within the semester listed and are only offered during the specified semester 7 PSY 705 & 715 are co-curricular within the semester listed and are only offered during the specified semester.

19 19 residency during the MA in Educational Psychology sequence, and then again in the advanced standing sequence in the starting in the Spring semester with PSY 704/706/2704, however, only one period of residency is required. Candidates continue to develop their affiliation with colleagues, faculty, and the profession (a.) by joining and participating in the activities of professional organizations, such as the National Association of School Psychologists and the New Jersey Association of School Psychologists, (b.) participating in field experiences demonstrating an impact on student in P-12 public schools, and (c.) participating in research and presentations with faculty. Examples of professional affiliation activities include the following: (a.) candidates have presented poster sessions at New Jersey Association of School Psychology conferences with a faculty member on behavior improvement projects from field experiences (PSY 616). Candidates participated in a program evaluation of elementary and high schools, public and charter schools with a faculty member (PSY 715). Candidates develop a long-standing relationship with practicing school psychologists starting by shadowing the school psychologists activities in PSY 627, followed by continuously supervised practice in PSY 705 & 715, and closely supervised practice in the Externships. These experiences typically continue with the same school psychologists, persons who have long-standing relationships with the program. Candidates are encouraged to participate in oncampus and off-campus professional development seminars, including those offered by neighboring school psychology programs, such as Seton Hall University, Georgian Court University, and program in NYC, a short distance from NJCU by public transportation. Description of Practica Practica

20 20 The program offers practica with cooperating school districts and community agencies in urban settings. As a result candidates have the opportunity to apply practical skills, become familiar with the role of the school psychology, and to gain experience working with diverse groups and multicultural populations. Practica are associated with the many of the advanced level courses in school psychology, including the following courses: Cognitive Assessment and Intervention, Personality Assessment, Role and Function of the School Psychologist, Consultation and Program Evaluation, Educational Techniques II, and Practicum in the Evaluation of the Special Needs Child. Minimum Practicum Requirement Candidates are expected to document a minimum of 300 hours of practicum experiences. Practica consist of a series of closely supervised on-campus, school-based, and clinic-based field experiences, completed prior to beginning the 1200-hour externship. Practica are completed for academic credit and are intended to develop a full range of skills associated with the practice of school psychology. Practica are supervised by field-based school psychologists and university faculty. Candidates document practica hours by filing signed Practica Activity Logs (see appendix) in the candidates portfolio with the Program Director. Sample Sequence The following sequence of practica hours provides an example of a candidate might meet the practica requirement within offered courses. Course Hours PSY 608 Interviewing and counseling 15 hours Candidates gain practice complete semi-structured interviews assessing suicidal ideation, depression, and substance abuse disorders. Because of the nature of these problems the practice is in analog situations. EDLD 662 Curriculum development and evaluation 15 hours Candidates gain experience in designing instructional interventions consistent with NJ Core Curriculum Standards. PSY 621 Multicultural counseling 10 hours Candidates complete a experience in diversity and culture by exploring a culture that they are not familiar with through visits and interviews Spec 600 Introduction to Learning Disabilities 15 hours

NATIONAL RECOGNITION REPORT Preparation of School Psychologists

NATIONAL RECOGNITION REPORT Preparation of School Psychologists NATIONAL RECOGNITION REPORT Preparation of School Psychologists Note: NCATE recognition of this program is dependent on the review of the program by representatives of the National Association of School

More information

School Psychologist Graduate Program: Frequently Asked Questions by Applicants

School Psychologist Graduate Program: Frequently Asked Questions by Applicants Brooklyn College of the City University of New York Department of School Psychology, Counseling and Leadership School Psychologist Graduate Program Room 1107 James Hall 2900 Bedford Avenue Brooklyn, New

More information

INFORMATION PACKET FOR PROSPECTIVE STUDENTS

INFORMATION PACKET FOR PROSPECTIVE STUDENTS SPECIALIST-LEVEL PROGRAM IN SCHOOL PSYCHOLOGY INFORMATION PACKET FOR PROSPECTIVE STUDENTS Updated: October 2013 College of Social Justice and Human Service Department of School Psychology, Higher Education

More information

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Assessment Plan for 2006-2007 Primary Contact: Candace H. Boan, Ph.D. Associate

More information

SCHOOL PSYCHOLOGY HANDBOOK 2010 EDITION [1]

SCHOOL PSYCHOLOGY HANDBOOK 2010 EDITION [1] SCHOOL PSYCHOLOGY HANDBOOK 2010 EDITION [1] Contents SECTION 1. PROGRAM DESCRIPTION... 4 Training Philosophy... 5 School of Education and Allied Professions Outcome Goals... 6 National Association of School

More information

NATIONAL RECOGNITION REPORT Preparation of School Psychologists

NATIONAL RECOGNITION REPORT Preparation of School Psychologists NATIONAL RECOGNITION REPORT Preparation of School Psychologists Note: NCATE recognition of this program is dependent on the review of the program by representatives of the National Association of School

More information

DEPARTMENT OF EDUCATION SCHOOL PSYCHOLOGY PROGRAM

DEPARTMENT OF EDUCATION SCHOOL PSYCHOLOGY PROGRAM DEPARTMENT OF EDUCATION SCHOOL PSYCHOLOGY PROGRAM PRACTICUM 2015-2016 The Practicum To the Student: This handbook is intended to address some initial questions you may have regarding field placements.

More information

Counseling, Educational Psychology, and Foundations

Counseling, Educational Psychology, and Foundations Mississippi State University 1 Counseling, Educational Psychology, and Foundations Department Head: Dr. David Morse Graduate Coordinator (COE): Dr. Charles Palmer Graduate Coordinator (EPY): Dr. Carlen

More information

SCHOOL PSYCHOLOGY HANDBOOK

SCHOOL PSYCHOLOGY HANDBOOK SCHOOL PSYCHOLOGY HANDBOOK 2014 EDITION Rev 5/16/14 [1] Contents SECTION 1. PROGRAM DESCRIPTION... 4 Training Philosophy... 5 School of Education and Health Science Professions Outcome Goals... 6 National

More information

American International College PSYCHOLOGY. Doctor of Education in Educational

American International College PSYCHOLOGY. Doctor of Education in Educational American International College 1 PSYCHOLOGY Doctor of Education in Educational cognition Doctor of Education in Educational Psychology The Doctor of Education in Educational Psychology (EdD) program provides

More information

Admissions Requirements

Admissions Requirements Special Education Dickinson Hall, Rooms 300F, 304 (501) 569-3124, (501) 569-8710, (501) 569-8922 Master of Education in Special Education The Master of Education in Special Education (SPED) prepares candidates

More information

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 Program evaluation in the Program occurs both (a) to make decisions about individual candidates

More information

MASTER OF ARTS IN LEARNING DISABILITIES WITH LDTC CERTIFICATION ELIGIBILITY. New Jersey City University 2039 Kennedy Boulevard Jersey City, NJ 07305

MASTER OF ARTS IN LEARNING DISABILITIES WITH LDTC CERTIFICATION ELIGIBILITY. New Jersey City University 2039 Kennedy Boulevard Jersey City, NJ 07305 MASTER OF ARTS IN LEARNING DISABILITIES WITH LDTC CERTIFICATION ELIGIBILITY New Jersey City University 2039 Kennedy Boulevard Jersey City, NJ 07305 Master of Arts in Learning Disabilities with Learning

More information

Overview. Program Outcomes. Azusa Pacific University 1. Program Director: Pedro Olvera, Psy.D. (626) 815-6000, Ext. 5124, polvera@apu.

Overview. Program Outcomes. Azusa Pacific University 1. Program Director: Pedro Olvera, Psy.D. (626) 815-6000, Ext. 5124, polvera@apu. Azusa Pacific University 1 Master of Arts in Education: Educational Psychology (M.A.Ed.) and Educational Specialist (Ed.S.) Degree in School Psychology with Embedded Pupil Personnel Services Credential

More information

School Psychology PsyD Program Information for Applicants

School Psychology PsyD Program Information for Applicants School Psychology PsyD Program Information for Applicants PROGRAM OVERVIEW William James College offers a doctoral degree (PsyD) in school psychology that prepares practitioners to assume leadership roles

More information

SCHOOL PSYCHOLOGY PROGRAM DESCRIPTION

SCHOOL PSYCHOLOGY PROGRAM DESCRIPTION Wichita State University COUNSELING, EDUCATIONAL LEADERSHIP, EDUCATIONAL AND SCHOOL PSYCHOLOGY SCHOOL PSYCHOLOGY PROGRAM DESCRIPTION DESCRIPTION The Department of Counseling, Educational Leadership, Educational

More information

NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS STANDARDS FOR TRAINING AND FIELD PLACEMENT PROGRAMS IN SCHOOL PSYCHOLOGY

NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS STANDARDS FOR TRAINING AND FIELD PLACEMENT PROGRAMS IN SCHOOL PSYCHOLOGY NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS STANDARDS FOR TRAINING AND FIELD PLACEMENT PROGRAMS IN SCHOOL PSYCHOLOGY The mission of the National Association of School Psychologists (NASP) is to promote

More information

Standards for Graduate Preparation of School Psychologists

Standards for Graduate Preparation of School Psychologists Standards for Graduate Preparation of School Psychologists 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school

More information

Department of School Psychology Field Placement Manual

Department of School Psychology Field Placement Manual I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience/internship in the School Psychology program. Be sure to read it over carefully as you are

More information

Advanced Program Decision Points. Table of Contents

Advanced Program Decision Points. Table of Contents Advanced Program Decision Points Table of Contents Adaptive Special Education 2 Building Leader Master s Degree 4 Building Leader Nondegree 5 Curriculum & Instruction 6 District Leader 7 Instructional

More information

OKLAHOMA STATE UNIVERSITY. School of Applied Health and Educational Psychology

OKLAHOMA STATE UNIVERSITY. School of Applied Health and Educational Psychology OKLAHOMA STATE UNIVERSITY School of Applied Health and Educational Psychology Doctorate in Educational Psychology Option: Counseling Psychology Overview The Counseling Psychology Program leading to the

More information

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks Page 1 of 16 UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals,, and Benchmarks Mission The PhD Program in Clinical-Community Psychology

More information

Master of Arts in Psychology

Master of Arts in Psychology Master of Arts in Psychology Introduction This handbook describes the major milestones, program regulations and requirements that students will encounter as they complete the Master s program in Psychology

More information

School Psychology Program

School Psychology Program School Psychology Program Program Handbook This handbook provides information about the Specialist program in School Psychology at the University of Houston-Clear Lake. It is intended for use by potential

More information

Ed.S. PROGRAM SCHOOL PSYCHOLOGY. Manual of Policies and Procedures. College of Education. Department of Education and Human Services

Ed.S. PROGRAM SCHOOL PSYCHOLOGY. Manual of Policies and Procedures. College of Education. Department of Education and Human Services 1 Ed.S. PROGRAM IN SCHOOL PSYCHOLOGY Manual of Policies and Procedures College of Education Department of Education and Human Services Lehigh University http://www.lehigh.edu/education/sp/eds_sp.html Approved:

More information

MASTER S IN PROFESSIONAL COUNSELING 2007-2008

MASTER S IN PROFESSIONAL COUNSELING 2007-2008 MASTER S IN PROFESSIONAL COUNSELING 2007-2008 THE COUNSELING PROFESSION Professional mental health counselors facilitate the growth and development of individuals, families, and groups. The helping relationship

More information

Internship in School Psychology (PSY 790) Fall 2014 3 credits

Internship in School Psychology (PSY 790) Fall 2014 3 credits Internship in School Psychology (PSY 790) Fall 2014 3 credits Instructor: Jennifer L. Schroeder, PhD Email: Jennifer.Schroeder@tamuc.edu (best way to contact me) Phone: 903-886-5200 Course description:

More information

Vision, Mission, and Process

Vision, Mission, and Process The Counselor Education and School Psychology Department regularly and systematically evaluates its programs for the purposes of ensuring student success, alignment with licensure and certification standards,

More information

. P S Y C H O L O G Y.

. P S Y C H O L O G Y. . P S Y C H O L O G Y. MASTER OF ARTS DEGREE PROGRAMS IN PSYCHOLOGY As a special-purpose institution of higher education for urban programming, Texas Southern University embraces the concept of liberal

More information

Psychology. Forensic Psychology Master of Science (M.S.)

Psychology. Forensic Psychology Master of Science (M.S.) University of North Dakota 1 Psychology http://www.und.edu/dept/psych/ Bradley, Derenne, De Young, Ferraro, Grabe, Holm, Kehn, Kelly, King, Legerski, Looby, McDonald, Miller, Peters, Petros, Plumm, Poltavski,

More information

MASTER OF ARTS In Special Education WITH LDTC ENDORSEMENT ELIGIBILITY. New Jersey City University 2039 Kennedy Boulevard Jersey City, NJ 07305

MASTER OF ARTS In Special Education WITH LDTC ENDORSEMENT ELIGIBILITY. New Jersey City University 2039 Kennedy Boulevard Jersey City, NJ 07305 MASTER OF ARTS In Special Education WITH LDTC ENDORSEMENT ELIGIBILITY New Jersey City University 2039 Kennedy Boulevard Jersey City, NJ 07305 Revised 10/20/2008; 5/14/2009; 7/20/2009 Master of Arts in

More information

APPLICATION PACKET. A Member of the Texas State University System

APPLICATION PACKET. A Member of the Texas State University System APPLICATION PACKET School Psychology Program Department of Educational Administration and Psychological Services Texas State University San Marcos, Texas 78666 A Member of the Texas State University System

More information

SCHOOL PSYCHOLOGY PROGRAM

SCHOOL PSYCHOLOGY PROGRAM SCHOOL PSYCHOLOGY PROGRAM THE UNIVERSITY OF ALABAMA Handbook of General Program Policies and Procedures ON-CAMPUS PROGRAM ONLY * For new students entering the on-campus program in 2015 School Psychology

More information

Master of Arts in Higher Education (both concentrations)

Master of Arts in Higher Education (both concentrations) Higher Education Dickinson Hall, Room 419 (501) 569-3267 Master of Arts and Doctor of Education The Master of Arts in Higher Education is designed for those individuals who are interested in entering or

More information

Georgia Regents University M.Ed. Counselor Education Program

Georgia Regents University M.Ed. Counselor Education Program Georgia Regents University M.Ed. Counselor Education Program Information for Prospective Students The Counselor Education Master of Education (M.Ed.) degree graduate program at Georgia Regents University

More information

The University of Alabama Rehabilitation Counselor Education. Information for Prospective Students

The University of Alabama Rehabilitation Counselor Education. Information for Prospective Students The University of Alabama Rehabilitation Counselor Education Information for Prospective Students Thank you for your interest in the Rehabilitation Counselor Education (RCE) program at The University of

More information

School Psychology Graduate Program Handbook

School Psychology Graduate Program Handbook School Psychology Graduate Program Handbook Revised 08/2015 1 School Psychology Program Student Handbook Table of Contents: Section I About the Program School Psychology Program Description Definition

More information

Master s in Educational Psychology. School Counseling Track

Master s in Educational Psychology. School Counseling Track Master s in Educational Psychology School Counseling Track Student Handbook Summer 2013 Table of Contents Introduction 3 TAMU School Counseling Mission 3 Student Contract 4 School Counseling Track Faculty

More information

OKLAHOMA STATE UNIVERSITY. School of Applied Health and Educational Psychology. Ed.S. in Education Specialist in School Psychology Program

OKLAHOMA STATE UNIVERSITY. School of Applied Health and Educational Psychology. Ed.S. in Education Specialist in School Psychology Program OKLAHOMA STATE UNIVERSITY School of Applied Health and Educational Psychology Ed.S. in Education Specialist in School Psychology Program Introduction Thank you for your interest in the School Psychology

More information

Graduate Programs in Education and Human Development

Graduate Programs in Education and Human Development Graduate Programs in Education and Human Development Department of Curriculum and Instruction Two master s degree options and a doctorate degree are offered in Curriculum and Instruction. The Master of

More information

Augusta University Counselor Education Program. Information for Prospective Student (M.Ed.)

Augusta University Counselor Education Program. Information for Prospective Student (M.Ed.) Augusta University Counselor Education Program Information for Prospective Student (M.Ed.) The Counselor Education Master of Education (M.Ed.) degree graduate program at Augusta University prepares students

More information

Counseling (MA) Degrees. Program Description. Learning Outcomes. Counseling (MA)

Counseling (MA) Degrees. Program Description. Learning Outcomes. Counseling (MA) This program offered by College of Arts & Sciences Program Description The mission of the Webster University graduate professional counseling degree program is to provide high-quality learning experiences

More information

School Psychology Program Goals, Objectives, & Competencies

School Psychology Program Goals, Objectives, & Competencies RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science

More information

Department of Professional Psychology And Family Therapy. School Psychology Program Student Handbook. 2015-2016 Revision

Department of Professional Psychology And Family Therapy. School Psychology Program Student Handbook. 2015-2016 Revision Department of Professional Psychology And Family Therapy School Psychology Program Student Handbook 2015-2016 Revision 2 SETON HALL UNIVERSITY College of Education and Human Services Department of Professional

More information

Master s in Educational Psychology. School Counseling Track. Student Handbook

Master s in Educational Psychology. School Counseling Track. Student Handbook Master s in Educational Psychology School Counseling Track Student Handbook Summer 2016 Table of Contents Introduction 3 TAMU School Counseling Mission 3 Student Contract 4 School Counseling Track Faculty

More information

Education Specialist (Ed.S.) Program. School Psychology CECH. Primary Faculty: Renee Hawkins 556-3342 Renee.hawkins@uc.edu

Education Specialist (Ed.S.) Program. School Psychology CECH. Primary Faculty: Renee Hawkins 556-3342 Renee.hawkins@uc.edu + Education Specialist (Ed.S.) Program School Psychology CECH 2014 Primary Faculty: Renee Hawkins 556-3342 Renee.hawkins@uc.edu I. Program Overview The Specialist-Level (Ed.S.) School Psychology Program

More information

Outcomes Data School Psychology EdS Program

Outcomes Data School Psychology EdS Program Outcomes Data School Psychology EdS Program Programs goals and their associated objectives of the program were designed to be consistent with our philosophy and the 2010 approved National Association of

More information

M.S./Ed.S. School Psychology Candidate Requirements

M.S./Ed.S. School Psychology Candidate Requirements M.S./Ed.S. School Psychology Candidate Requirements Fall 1 Courses Hours MHS 5400 Introduction to Counseling Theories and Techniques 4 *SPS 5055 Foundations of School Psychology 3 *SPS 5191 Assessment

More information

SCHOOL PSYCHOLOGY 95. DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist.

SCHOOL PSYCHOLOGY 95. DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist. SCHOOL PSYCHOLOGY 95 DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist.edu MISSION AND OBJECTIVES Today s school psychologists must function as effective

More information

Specialist in School Psychology

Specialist in School Psychology LSUS Specialist in School Psychology Program Student Handbook 1 Specialist in School Psychology Louisiana State University in Shreveport Student Handbook Spring 2010 Specialist in School Psychology Program

More information

Transition Points for Undergraduate Initial Teacher Preparation Programs

Transition Points for Undergraduate Initial Teacher Preparation Programs Transition Points for Undergraduate Initial Teacher Preparation s Transcript reviews for sixteen academic units in major content areas; and high school GPA for the quality of academic work (or results

More information

Curriculum, Instruction, and Special Education

Curriculum, Instruction, and Special Education Curriculum, Instruction, and Special Education Dr. Susie Burroughs, Interim Department Head Dr. Kent Coffey, Graduate Coordinator 310 Allen Hall PO Box 9705 Mississippi State, MS 39762 Telephone: 662-325-3703

More information

Standards for the Credentialing of School Psychologists

Standards for the Credentialing of School Psychologists Standards for the Credentialing of School Psychologists 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists

More information

School Psychology Graduate Program Handbook

School Psychology Graduate Program Handbook School Psychology Graduate Program Handbook Revised 09/2013 1 School Psychology Program Student Handbook Table of Contents Section I About the Program School Psychology Program Description Definition of

More information

First-Time Licensure. SECONDARY EDUCATION Master s Degree Program M.Ed.

First-Time Licensure. SECONDARY EDUCATION Master s Degree Program M.Ed. SECONDARY EDUCATION Master s Degree Program M.Ed. First-Time Licensure College of Education Secondary Ed. Program University of Nevada, Reno 1664 N. Virginia St. Mailstop 280 Reno, NV 89557 The M.Ed. program

More information

Program Report for the Preparation of School Psychologists National Association of School Psychologists(NASP)

Program Report for the Preparation of School Psychologists National Association of School Psychologists(NASP) Program Report for the Preparation of School Psychologists National Association of School Psychologists(NASP) NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION COVER SHEET 1. Institution Name Arkansas

More information

School Psychology Re-specialization. Loyola University Chicago

School Psychology Re-specialization. Loyola University Chicago Re-specialization Loyola University Chicago Loyola University Re-specialization in Loyola University Chicago receives numerous requests from Doctoral Level Licensed Clinical Psychologists about obtaining

More information

Counseling and School Psychology Department Graduate Program Review

Counseling and School Psychology Department Graduate Program Review Counseling and School Psychology Department Graduate Program Review IDENTIFICATION: Graduate Program Titles and Concentrations: 1. School Counseling 2. Clinical Mental Health Counseling 3. School Psychology

More information

12-11-2013 1. Program Coordinator: Dr. Janet R. DeSimone janet.desimone@lehman.cuny.edu

12-11-2013 1. Program Coordinator: Dr. Janet R. DeSimone janet.desimone@lehman.cuny.edu 12-11-2013 1 Graduate Programs in Educational Leadership Overview and Frequently Asked Questions (FAQs) Department of Counseling, Leadership, Literacy and Special Education Lehman College of the City University

More information

2009-2010 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION

2009-2010 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION 2009-2010 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION I. School Counseling Graduate Program The Counseling and Psychology faculty discuss course content and offer suggestions

More information

Millersville University School Psychology Student Portfolio. This is most current information. Please check with faculty for updates.

Millersville University School Psychology Student Portfolio. This is most current information. Please check with faculty for updates. 1 Millersville University School Psychology Student Portfolio This is most current information. Please check with faculty for updates. 1 2 Portfolio Process The School Psychology Certification Program

More information

Master of Library and Information Science (MLIS)

Master of Library and Information Science (MLIS) St. Catherine University 1 Master of Library and Information Science (MLIS) Mission The Master of Library and Information Science (MLIS) program at St. Catherine educates students in the principles, practices

More information

M.A. Counseling Psychology 2015 2016 Program Guidebook

M.A. Counseling Psychology 2015 2016 Program Guidebook M.A. Counseling Psychology 2015 2016 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies

More information

Graduate Catalog School Counseling

Graduate Catalog School Counseling Page 1 of 6 Graduate Catalog School Counseling Introduction Professional school counselors support teachers, other professional personnel, and parents in addressing the needs of students related to academic

More information

PRIORITY REVIEW GIVEN TO THOSE WHO SUBMIT APPLICATIONS BY JANUARY 5, 2009. (EI AND LD ONLY.)

PRIORITY REVIEW GIVEN TO THOSE WHO SUBMIT APPLICATIONS BY JANUARY 5, 2009. (EI AND LD ONLY.) SPECIAL EDUCATION Emotionally Impaired/Learning Disabled/Deaf Education Master of Arts Application Deadlines: EMOTIONALLY IMPAIRED FEBRUARY 15. LEARNING DISABLED FEBRUARY 15. DEAF EDUCATION FEBRUARY 15.

More information

Psychology Department. Plattsburgh State University. MA/CAS in School Psychology

Psychology Department. Plattsburgh State University. MA/CAS in School Psychology Psychology Department Plattsburgh State University MA/CAS in School Psychology Handbook: Policies and Procedures Fall, 2003 School Psychology Graduate Program Handbook [Policies and Procedures], p. 2 1

More information

Master of Education in Educational Psychology With Elementary Licensure through the Urban Institute for Teacher Education 2015-2016

Master of Education in Educational Psychology With Elementary Licensure through the Urban Institute for Teacher Education 2015-2016 University of Utah, College of Education Master of Education in Educational Psychology With Elementary Licensure through the Urban Institute for Teacher Education 2015-2016 Program Information is subject

More information

Counselor Education COLLEGE OF EDUCATION AND HUMAN SERVICES. Master of Science in Education. 136 / Graduate Catalog 2015-2016 Chapter 2

Counselor Education COLLEGE OF EDUCATION AND HUMAN SERVICES. Master of Science in Education. 136 / Graduate Catalog 2015-2016 Chapter 2 136 / Graduate Catalog 2015-2016 Chapter 2 Counselor Education http://epse.ehs.siu.edu/ COLLEGE OF EDUCATION AND HUMAN SERVICES Graduate Faculty: Asner-Self, Kimberly K., Associate Professor, Ed.D., George

More information

LEHMAN COLLEGE Department of Counseling, Leadership, Literacy, and Special Education CURRICULUM CHANGE

LEHMAN COLLEGE Department of Counseling, Leadership, Literacy, and Special Education CURRICULUM CHANGE 1 LEHMAN COLLEGE Department of Counseling, Leadership, Literacy, and Special Education CURRICULUM CHANGE Type of Change: Revision of Bilingual School Counseling Extension From: M.S.ED. Program in Counselor

More information

STUDENT HANDBOOK Graduate Programs in Special Education

STUDENT HANDBOOK Graduate Programs in Special Education STUDENT HANDBOOK Graduate Programs in Special Education Masters Degree Programs Leading to Initial/Professional Certification & Post-Masters Advanced Certification Programs Graduate Programs in Special

More information

PSYCHOLOGY DEPARTMENT HUMBOLDT STATE UNIVERSITY GRADUATE PROGRAM IN PSYCHOLOGY WITH A SPECIALIZATION IN SCHOOL PSYCHOLOGY STUDENT HANDBOOK

PSYCHOLOGY DEPARTMENT HUMBOLDT STATE UNIVERSITY GRADUATE PROGRAM IN PSYCHOLOGY WITH A SPECIALIZATION IN SCHOOL PSYCHOLOGY STUDENT HANDBOOK PSYCHOLOGY DEPARTMENT HUMBOLDT STATE UNIVERSITY GRADUATE PROGRAM IN PSYCHOLOGY WITH A SPECIALIZATION IN SCHOOL PSYCHOLOGY STUDENT HANDBOOK 2013-2016 TABLE OF CONTENTS Introduction and Program History 3

More information

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department

More information

Applied Behavior Analysis, M.S.Ed.

Applied Behavior Analysis, M.S.Ed. Applied Behavior Analysis, M.S.Ed. 1 Applied Behavior Analysis, M.S.Ed. COLLEGE OF EDUCATION (http://education.temple.edu) About the Program The mission of the Master of Science in Education program in

More information

M.A. in School Counseling / 2015 2016

M.A. in School Counseling / 2015 2016 M.A. in School Counseling / 2015 2016 Course of Study for the Master of Arts in School Counseling Initial License (Pre K 8 or 5 12) Candidates for the degree of Master of Arts in School Counseling are

More information

Master of Education in Special Education with Elementary Licensure through the Urban Institute for Teacher Education 2015-2016

Master of Education in Special Education with Elementary Licensure through the Urban Institute for Teacher Education 2015-2016 University of Utah, College of Education Master of Education in Special Education with Elementary Licensure through the Urban Institute for Teacher Education 2015-2016 Program information is subject to

More information

HAWAII PACIFIC UNIVERSITY

HAWAII PACIFIC UNIVERSITY HAWAII PACIFIC UNIVERSITY PROGRAM OVERVIEW DEPARTMENT OF PSYCHOLOGY MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING The Clinical Mental Health Counseling Master s Degree Program (CMHC-MA) is a post-baccalaureate

More information

Stephen F. Austin State University

Stephen F. Austin State University Stephen F. Austin State University Department of Human Services School Counselor Education Program Information Packet Revised January 2016 1 THE DEPARTMENT OF HUMAN SERVICES Stephen F. Austin State University,

More information

MASTER S DEGREE IN PROFESSIONAL COUNSELING 2009-2010 http://pc.ed.utah.edu/

MASTER S DEGREE IN PROFESSIONAL COUNSELING 2009-2010 http://pc.ed.utah.edu/ MASTER S DEGREE IN PROFESSIONAL COUNSELING 2009-2010 http://pc.ed.utah.edu/ UPDATED: JUNE 1, 2009 Professional mental health counselors facilitate the growth and development of individuals, families, and

More information

ADMISSION TO THE COUNSELING PROGRAM DEGREES IN: M. S. CLINICAL MENTAL HEALTH COUNSELING M.S.E. SCHOOL COUNSELING K - 12

ADMISSION TO THE COUNSELING PROGRAM DEGREES IN: M. S. CLINICAL MENTAL HEALTH COUNSELING M.S.E. SCHOOL COUNSELING K - 12 ADMISSION TO THE COUNSELING PROGRAM DEGREES IN: M. S. CLINICAL MENTAL HEALTH COUNSELING M.S.E. SCHOOL COUNSELING K - 12 1. The first step in the admission process is to contact the Graduate office and

More information

CHADRON STATE COLLEGE. Department of Counseling, Psychology, and Social Work. Counseling Program. Graduate Student Handbook

CHADRON STATE COLLEGE. Department of Counseling, Psychology, and Social Work. Counseling Program. Graduate Student Handbook CHADRON STATE COLLEGE Department of Counseling, Psychology, and Social Work Counseling Program Graduate Student Handbook Revised 2008 1 INTRODUCTION The Chadron State College Department of Counseling,

More information

The University of Tennessee at Chattanooga 615 McCallie Avenue, Dept. 5305 Chattanooga, TN 37403 Counseling Program Application Checklist:

The University of Tennessee at Chattanooga 615 McCallie Avenue, Dept. 5305 Chattanooga, TN 37403 Counseling Program Application Checklist: The University of Tennessee at Chattanooga Counselor Education Program Clinical Mental Health Counseling M.Ed. and School Counseling M.Ed. Thank you for your interest in the Counseling program at the University

More information

Psychology. Forensic Psychology Master of Science (M.S.)

Psychology. Forensic Psychology Master of Science (M.S.) University of North Dakota 1 Psychology http://www.und.edu/dept/psych/ Bradley, Derenne, De Young, Ferraro, Grabe, Holm, Kehn, Kelly, King, Legerski, Looby, McDonald, Miller, Peters, Petros, Plumm, Poltavski,

More information

Standards for School Psychologists

Standards for School Psychologists Standards for School Psychologists School Psychology in Education Psychology provides an important knowledge and disciplinary base for educational procedures. School psychologists are a primary source

More information

The Doctoral Program In School Psychology

The Doctoral Program In School Psychology The Doctoral Program In School Psychology An APA-Accredited and NASP-Approved Program Program Handbook College and Graduate School of Education, Health, and Human Services School of Lifespan Development

More information

School Psychology Program Department of Educational Psychology 2014-2015. Description of Internship in School Psychology

School Psychology Program Department of Educational Psychology 2014-2015. Description of Internship in School Psychology EPSY 5491 - School Psychology Internship EPSY 6491 - Doctoral Internship in School Psychology Credit Hours - 3 to 6 Director of Internship - Thomas J. Kehle, Ph.D. School Psychology Program Department

More information

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence.

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence. Department of Special Education Initial Licensure and Added Endorsement the Special Education Generalist Overview and Assessment Plan Purpose for Program Change In the Fall of 2013 the Department of Special

More information

Professional Programs

Professional Programs Counseling (COU) Graduate Faculty: Roger Beach, Ed.D. (Chair); Jeffrey Lewis, Ph.D.; Linda Lytle, Ph.D.; Kendra Smith, Ph.D.; LaShaun Williams, Psy.D.; Cheryl Wu, Psy.D.; Frank R. Zieziula, Ph.D. Adjunct

More information

PHD NURSING PROGRAM INFORMATION

PHD NURSING PROGRAM INFORMATION PHD NURSING PROGRAM INFORMATION INTRODUCTION The PhD Program is designed for MSN or BSN graduates who are interested in earning a doctoral degree in nursing. The primary focus of the PhD Program is scientific

More information

STUDENT HANDBOOK. Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs

STUDENT HANDBOOK. Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs STUDENT HANDBOOK Lincoln University Graduate Education Program 3020 Market Street Philadelphia,

More information

SCHOOL PSYCHOLOGY HANDBOOK 2008 EDITION [1]

SCHOOL PSYCHOLOGY HANDBOOK 2008 EDITION [1] SCHOOL PSYCHOLOGY HANDBOOK 2008 EDITION [1] Contents SECTION 1. PROGRAM DESCRIPTION... 4 Training Philosophy... 5 School of Education and Allied Professions Outcome Goals... 6 National Association of School

More information

This program is offered entirely ONLINE throughout the United States and in approved international locations.

This program is offered entirely ONLINE throughout the United States and in approved international locations. West Virginia University 1 Special Education Degrees Offered Master of Arts in Special Education Doctor of Education with a major in Special Education MASTER OF ARTS IN SPECIAL EDUCATION OVERVIEW The graduate

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

Secondary Education Master s Degree Program First-Time Licensure

Secondary Education Master s Degree Program First-Time Licensure Secondary Education Master s Degree Program First-Time Licensure College of Education Secondary Program Mailstop 0280 WRB 3100 University of Nevada, Reno Reno 89557 (775) 784-4961 (775) 327-5220 (Fax)

More information

School Psychology. Program Handbook

School Psychology. Program Handbook School Psychology Program Handbook Educational Specialist in Psychology Department of Psychology California State University, Fresno Fall 2009 1 California State University, Fresno College of Science and

More information

DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT

DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT SCHOOL AND MENTAL HEALTH COUNSELING I. Departmental Philosophy The

More information

Master of Science in Education Counseling

Master of Science in Education Counseling Program Director Matthew Paylo 3312 Beeghly Hall (330) 941-3264 mpaylo@ysu.edu Program Description Master of Science in Education Counseling The counseling program prepares individuals as professional

More information

Occupational Therapy (MS)

Occupational Therapy (MS) UNIVERSITY OF SOUTH ALABAMA OCCUPATIONAL THERAPY (MS) 1 Occupational Therapy (MS) Degree Requirements Requirements For The Master Of Science Degree In Occupational Therapy Credit Hours The Master of Science

More information