Department of Counseling and Educational Psychology

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1 Department of Counseling and Educational Psychology School Psychology Program Graduate Student Handbook of 50

2 Table of Contents Full Time Faculty and Departmental Staff School Psychology Introduction.. 6 Program Accreditation. 7 Mission and Philosophy of the School Psychology Programs 8 Goals and Objectives of the School Psychology Programs Outcome Competencies 10 Behavioral School Psychology Student Advisement Curricula for the Master s of Science in School Psychometry Curricula for the Educational Specialist in Education with emphasis in School Psychology. 16 Curricula for the Doctor of Philosophy in School Psychology Proposed Curricula for Master s of Science in School Psychometry Proposed Curricula for Educational Specialist in Education with Concentration in School Psychology Proposed Curricula for the Doctor of Philosophy in Educational Psychology with Concentration in School Psychology Other Requirements: Professional Associations 33 Program Assessment of Student Progress Toward Meeting Training Goals and Objectives 34 Student Evaluations 34 Knowledge Assessment for Master s of Science Students 35 Knowledge Assessment for Educational Specialist Students 36 Knowledge Assessment for Doctor of Philosophy Students Research Requirements Dissertation Internship Requirements for Educational Specialist and Ph.D. Students 42 Licensure, Certification, Job Placement Admissions, Residency, Registration for the Program of 50

3 Time Limit to Complete Degree, Other University Course Credit 45 Student Grievance and Appeals 46 Student Remediation and Probation; Retention & Dismissal Financial Aid Graduate Assistantships 49 Outside contracts 50 Student Awards 50 3 of 50

4 Full Time Departmental and Related Faculty and Staff Coordinator of School Psychology Programs Doggett, R. Anthony, Ph.D. (The University of Southern Mississippi). Associate Professor and Coordinator School Psychology Programs. AAAA Licensed School Psychologist (Mississippi). Interests include behavioral assessment and intervention, behavioral consultation, academic assessment and interventions, and system-wide positive behavior intervention and supports. School Psychology Core Faculty Henington, Carlen, Ph.D. (Texas A&M University). Associate Professor. Nationally Certified School Psychologist, AAAA Licensed School Psychologist (Mississippi). Interests include academic interventions; infant, toddler, and early childhood assessment and intervention, and professional development. McCleon, Tawny, Ph.D. (Mississippi State University). Assistant Professor. Nationally Certified School Psychologist, AAAA Licensed School Psychologist (Mississippi). Interests include standardized assessment, academic assessment and intervention, crisis intervention and prevention, and issues of diversity. Reisener, Carmen D., Ph.D. (The University of Southern Mississippi). Assistant Professor. AAAA Licensed School Psychologist (Mississippi). Interests include applied behavior analysis, academic assessment and intervention, pediatric feeding disorders, autism spectrum disorders, and special populations. Educational Psychology Faculty Elder, Anastasia, Ph.D. (University of Michigan). Associate Professor. Interests include cognitive development and students learning in science and mathematics, use of technology in instruction. Morse, David, T. Ph.D. (Florida State University). Professor. Specialty areas include educational measurement, research, statistics, creativity, gifted and talented, and computer applications. Morse, Linda W., Ph.D. (Florida State University). Professor and Coordinator of Programs in Educational Psychology. Specialty includes instructional systems, higher order thinking skills, cognitive development, and creativity and giftedness. Gainer, Donna, Ph.D. (University of Tennessee, Knoxville). Instructor. Interests include creativity, and learning styles. Counselor Education Faculty (Starkville Campus) Dooley, Katherine, Ph.D. (University of Alabama), Professor. Specialty areas include rehabilitation counseling, chemical dependency, and counseling supervision. Goldberg, Rebecca, Ph.D. (University of Florida). Assistant Professor. Specialty areas in clued gender relations. 4 of 50

5 Hall, Kim, Ph.D. (Mississippi State University), Assistant Professor and Program Coordinator of the School Counseling Program. Specialty areas include problem based learning, school counselor accountability, and group activities for school counselors. Heiselt, April K. Ph.D. (University of Utah), Assistant Professor. Specialty areas include the role of students within institutional governance and focuses on qualitative research. Hendren, Glen R., Ph.D. (University of Southern Mississippi), Professor Emeritus. Specializes in rehabilitation counseling and in deafness and hearing impairments. Housley, Warren F., Ph.D. (University of Arkansas), Professor Emeritus. Specializes in elementary school counseling and issues affecting individuals who are aging. Justice, Cheryl, Ph.D. (University of Mississippi). Assistant Professor. Specializes in research that includes increasing personal, interpersonal, and political power so that individuals, families, and communities can take action to improve their situations. Looby, E. Joan, Ph.D. (University of Georgia), Professor and Program Coordinator of the Community Counseling Program. Specialty areas include eating disorders and multicultural counseling. Cluster coordinator for community counseling. Moore, J. Elton, Ed.D. (Mississippi State University), Associate Dean. Specializes in rehabilitation of individuals who are blind or severely impaired. Palmer, Charles, Ph.D. (University of Arkansas), Associate Professor and Program Coordinator of the Rehabilitation Program. Specialty areas include rehabilitation and employment of persons with disabilities. Underwood, J. R. Professor, Ph.D., (University of Wisconsin-Madison). Professor Emeritus. Specializes in giftedness, creativity, and group techniques. Wells, Debb, Ph.D., (Mississippi State University) Visiting Assistant Professor and Program Coordinator of the College Counseling and Student Affairs in Higher Education program. Wong, Daniel W. Professor and Department Head of the Department of Counseling and Educational Psychology. Counseling and Educational Psychology Staff Marcella Minor, Budget and Office Manager Onnie Blackshire, Undergraduate Records Manager & Travel 5 of 50

6 THE SCHOOL PSYCHOLOGY PROGRAM You are now a graduate student in the School Psychology program at Mississippi State University. You have chosen one of the most outstanding training programs in the country. Our program is outstanding because it has an excellent faculty from diverse backgrounds with outstanding applied school psychology skills and teaching and research skills. The faculty in the program genuinely care about your growth and success as a professional who will provide competent services to children, families, and school personnel. Please take the time to get to know the school psychology core faculty because they will serve an important role in your education as a school psychologist. The broad goal of the School Psychology program is to advance the profession, practice, and science of School Psychology, with an emphasis on behavioral theory and practice in school psychology. You play an important part in helping us reach this goal. We intend to work with you on developing and mastering school psychology and related skills so that upon graduating, one more effective school psychologist is serving the public. You will be working with faculty mentors who make important contributions in the science of school psychology by disseminating advances in intervention, policy, and theory to the professional literature and professional conferences. In addition to special problems, supervised pre-dissertation research and dissertations, the faculty will require and encourage you to work on empirical and other scholarly works throughout your graduate career. The faculty expects you to work extremely hard to acquire the skills and knowledge necessary to be a successful school psychologist. We will work with you in this process, and we expect you to do all that is necessary to become an effective school psychologist. Individuals who seek the services of school psychologists have the right to expect quality services and you have the responsibility to meet their expectations. 6 of 50

7 Accreditation Accreditation is important because it means your degree is recognized as meeting the standards of the school psychology profession. The doctoral, educational specialist, and masters degree programs in School Psychology meet some National and/or State certification standards. Currently, the Doctoral School Psychology Program is accredited by the American Psychological Association (APA) through The Doctoral and Educational Specialist Program is accredited by the National Association of School Psychologists (NASP) through a partnership with the National Council on the Accreditation of Teacher Education (NCATE) through The Masters program in school psychometry is not accredited by APA or NASP; however, students are allowed to apply for licensure in the state of Mississippi as a Psychometrist after completing the program. The masters program is considered to be a non-terminal program as the faculty expect students to complete either the doctoral or educational specialist degree. Beginning in 1997, students who do not graduate from APA approved programs will not be eligible to apply for the professional licensure exam in Mississippi, which will prevent students from becoming licensed psychologists in Mississippi. M.S. Psychometry AAA Certification Ph.D. Degree AA License (MS) NASP Accredited APA Accredited AAA License (MS) NASP Accredited AAAA License (MS) Contact information of accrediting bodies: American Psychological Association Committee on Accreditation c/o Office of Program Consultation and Accreditation Education Directorate 750 First Street NE Washington, DC (202) National Association of School Psychologists NASP Program Approval Board 4340 East West Highway, Ste 402 Bethesda, MD (301) (803) Mississippi Department of Education Educator Licensure/Certification P.O. Box North West St. Jackson, MS (601) of 50

8 Mission and Philosophy of the School Psychology Programs The science and practice of school psychology are carefully integrated into our graduate programs at the masters, educational specialist, and doctoral levels. While the program is designed to train entry-level school psychology practitioners, the program stresses the importance of contributing to the field by engaging in scientific behaviors. Thus, the program adheres to the Scientist-Practitioner model where faculty and students are expected to be a) consumers of empirically-based practice, b) evaluators of their own empirically-based practice, and c) producers of research that contributes to the field of school psychology. In addition to adhering to the Scientist-Practitioner model detailed at the Boulder Conference in 1949, the faculty also place an emphasis on training school psychologists who practice from a behavioral paradigm providing empirically-based school psychological services to a diverse population of individuals including children, families, school personnel, and other related professionals. Descriptions of specific coursework related to behavioral school psychology are located on page 11 of this handbook. Domains and Objectives of Training of the School Psychology Programs Every School Psychology student is expected to meet the program common core and emphasis area knowledge and skill requirements. Opportunities for students to meet these requirements will occur in the classroom and during practica and internship. The School Psychology faculty work to ensure that you will have curricular experiences, which will enable you to develop and demonstrate knowledge and skills across three domains: I) Professional School Psychology including Professional Orientation, Assessment, and Consultation/Interventions, II) Research and Statistics, and III) Psychological Foundations. Students admitted prior to Fall 2011 would also be required to complete a Focus Area which is described later in this handbook. Each of these domains contains specific objectives of the faculty in the School Psychology Programs. Please note that these domains and objectives are closely aligned with the Conceptual Framework Program Outcomes (CFPO s) of the College of Education and with the Standards for Training and Field Placement Programs in School Psychology. Students will be evaluated on the knowledge, skills, and their application by university faculty, and practica and internship supervisors through course examinations, practica and internship evaluations, and annual evaluations completed by faculty with the input of other university faculty. Domain I. PROFESSIONAL SCHOOL PSYCHOLOGY Professional school psychology at Mississippi State University is divided into three sub-domains: professional orientation, assessment, and consultation/interventions. Through structured coursework and evaluations completed by university faculty and supervisors, students will demonstrate competence and, at a minimum, beginning practitioner level skills in the following areas: 1. Professional Orientation. CFPO # 1, 3, 9, 10, 12; NASP 2.1, 2.6, 2.10 Goal. Students will gain an understanding of functioning as a professional school psychologist. Objectives. 1. Students will gain knowledge of all aspects of functioning as a professional school psychologist. 2. Students will gain knowledge of the history, roles, organizational structures of schools and other systems. 3. Students will gain knowledge of current professional trends in school psychology practice and research. 4. Students will gain knowledge of the ethical codes published by the American Psychological Association (APA) and the National Association of School Psychologists (NASP) as well as the standards, credentialing, legal issues outlined by APA, NASP, and the Mississippi State Department of Education. 8 of 50

9 5. Students will obtain and complete approved applied experiences related to the practice of school psychology. 2. Assessment. CFPO # 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 12; NASP 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.8, 2.9, 2.11 Goal. Students will gain an understanding of standardized, behavioral, and academic assessment techniques. Objectives. 1. Students will gain knowledge and skills in the use of standardized psychometric, behavioral, and academic assessment techniques. 2. Students will gain knowledge and skills in the ability to develop, select, administer, score, and interpret assessment instruments with children from diverse backgrounds who are both typically developing and exhibit various exceptionalities. 3. Students will gain knowledge and skills in using assessment to determine eligibility for services and how to link assessment procedures to interventions. 4. Students will gain knowledge and skills in presenting results from the assessment in written and verbal form to other professionals, parents, and students. 3. Consultation and Interventions. CFPO # 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 12; NASP 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.8, 2.9, 2.11 Goal. Student will gain an understanding of effective consultation models and empirically-based intervention strategies and techniques. Objectives. 1. Students will gain knowledge and skills in empirically-based consultation models for working with parents or caregivers and school or mental health personnel who care for and provide educational and mental health services to children from diverse backgrounds who are both typically developing and exhibit various exceptionalities. 2. Students will gain knowledge and skills in empirically-based behavioral and cognitive behavioral interventions for working with children from diverse backgrounds who are both typically developing and exhibit various exceptionalities. 3. Students will gain knowledge and skills in empirically-based academic interventions for working with children from diverse backgrounds who are both typically developing and exhibit various exceptionalities. 4. Students will gain knowledge and skills in empirically-based crisis prevention and intervention methods and services for use at the systemic and individual levels. Domain II. RESEARCH AND STATISTICS. CFPO # 1, 7, 8, 11; NASP 2.1, 2.9, 2.10, 2.11 Research and Statistics is a basic tenet of graduate school. Students will obtain the following objectives specific to research and statistics: Goal. Students will gain an understanding of research methods, statistics, and ethical and legal issues in research. Objectives. 1. Students will gain knowledge and skills in group design, traditional research methods, and statistics. 2. Students will gain knowledge and skills in the ability to use single subject research methods to evaluate the effects of different interventions. 3. Students will demonstrate the ability to carry out all aspects of a research projects as demonstrated by completion of the College of Education and departmental research requirements. At the doctoral level, students will demonstrate mastery of statistics and research methods through the completion of additional coursework and successful completion of an approved dissertation. 9 of 50

10 Domain III. PSYCHOLOGICAL FOUNDATIONS. CFPO # 1-10; NASP Psychological Foundations embody the basis for all studies related to psychology. Students will obtain the following objectives specific to knowledge and competence in the history and theories of psychology, individual differences, cultural diversity, and the breadth of scientific psychology including biological, social, and cognitive psychology. Goal. Students will gain an understanding of the literature related to the psychological foundations of psychology including the history and theory of psychology, physiological psychology, social psychology, cognition and learning theories, and multicultural issues related to the provision of psychological services across diverse populations of individuals as appropriate for their degree level. Objectives. 1. All students will gain knowledge of the history and progression of role and function changes in school psychology. Doctoral students will also gain knowledge of the theories and history and systems of psychology. 2. All students will gain knowledge of biological and social psychology and how these disciplines relate to the research base and delivery of professional school psychology services. 3. All students will gain knowledge in the theoretical perspectives of individual differences in learning, cognition, and behavior change. 4. All students will gain an understanding of the impact of culture on behavior and development, and develop respect and working knowledge of different cultural practices. Outcome Competencies to Demonstrate Evidence of Making Appropriate Progress on Domains and Objectives of Training The gains each student makes in the program common core areas are a function of the degree the student is pursuing. Students enrolled in the doctoral degree program are expected to be leaders in the field of school psychology and to have a greater understanding of the issues and mastery of the skills in each of the program common core areas than at the masters or educational specialist level. The knowledge and skills that students have gained will be assessed by faculty in the classroom through (a) course assignments and examinations, (b) practicum and internship supervision, (c) the written and/or oral comprehensive exams, (d) College of Education and departmental research requirements (i.e., research and statistics coursework and activities) and (e) the required research process (i.e., educational specialist project, dissertation). Students are expected to a) achieve grades of B or better in program core and related coursework, b) obtain ratings of expected or above on all areas addressed by student annual evaluations, c) receive passing scores on all comprehensive and national exams, d) receive acceptable ratings on practicum and internship evaluations, and e) complete required portfolio and/or research projects (e.g., practicum portfolios, educational specialist portfolio, doctoral dissertation) to evaluate their skills and competencies in Domains I. Professional School Psychology including the sub-areas of professional orientation, assessment, and consultation and intervention, II. Research and Statistics, and III. Psychological Foundations. Additional information regarding expected performance in the curricula and related areas can be found throughout this handbook and in the Student Evaluation Handbook. 10 of 50

11 BEHAVIORAL SCHOOL PSYCHOLOGY The graduate program in school psychology has a distinct emphasis on behavioral school psychology. This emphasis will occur throughout much of your formal course work, applied experiences, and research. This emphasis is reflected in the following courses: EPY 6113: Behavioral and Cognitive-Behavioral Interventions. In this course, basic theory and methods of behavior change are presented. This course sets the stage for subsequent learning which focuses on behavioral school psychology. EPY 8493: Chi1d Behavior and Personality Assessment. In addition to exposing students to indirect measures of personality, students acquire behavioral assessment skills that allow them to more directly measure behavior across settings. EPY 8773: Assessment and Interventions for Academic Skills Deficits. In this course, students learn how to construct and use curriculum-based measures. Students also learn how to develop and evaluate academic interventions designed to improve a range of academic skills. EPY 8763: Advanced Seminar in Child Behavioral & Cognitive-Behavioral Interventions. In this course, students learn to apply behavioral techniques and principles to a variety of psycho-educational, psychological, and behavioral problems. EPY 8253: Child & Adolescent Development & Psychopathology. In this course, students learn how environmental and genetic variables work alone and in tandem to impact a child's behavioral, social, emotional, motor, and language development. EDF 9443: Single-Subject Research Designs for Education. In this course, students learn how to design small n research. Students will also learn how to graph and interpret single subject design graphs in order to evaluate the effects of different interventions. EPY 9713: Advanced Psychological Consultation: Theory and Practice. In this class, students are required to learn several different models of consultation, including a generic model. However, the emphasis is placed on direct behavioral consultation and students must attempt to apply the techniques of direct behavioral consultation in a school setting. EPY 8794: Supervised Experience in School Psychology: Consultation. In this class, students will learn to apply behavior principles within classroom and clinic settings. Across both settings, students have the opportunity to hone their direct and indirect intervention skills while working with parents, teachers, and students. 11 of 50

12 Student Advisement One of the most important individuals in your graduate education is your advisor or major professor. Your advisor is your advocate and confidant. Your advisor recommends and approves your program of study (along with your graduate committee), monitors your progress, approves course selection, helps you in securing practicum and internship placements, recommends students for graduation, assists you in completing required applied and research projects, assists you in the job search. Master of Science Students. Your degree will be a M.S. in psychometry. After you have been accepted into the program, the program faculty will assign you an advisor. You will receive a letter informing you of your advisor and asking you to make an appointment with your advisor to develop your graduate program of study. M.S. students must complete required course work, the master s examination, and the Praxis I exam. The M.S. degree will allow you to obtain licensure from the Mississippi State Department of Education as a school psychometrist at the AA level. This is a non-terminal degree and students must continue on to the educational specialist or doctoral degrees. The masters degree is designed to be completed in approximately 2 to 2 ½ years. Because students are admitted directly to the Educational Specialist program or Doctor of Philosophy program, all students pursuing the MS degree will also maintain dual enrollment in either the EdS or PhD programs until the masters degree is completed. After graduation with the MS in psychometry, they will continue coursework toward completion of either the EdS or PhD. Education Specialist Students. Your degree will be an Ed.S. in Education with a Concentration in School Psychology. You will be assigned an advisor by the program faculty when admitted into the program. You need to schedule a meeting with your advisor to discuss the selection of two additional committee members. The two additional committee members will work with your advisor in selecting your courses. Once the three-faculty committee has been approved by the Director of Graduate Studies, you should schedule a meeting with your advisor to develop a graduate program of study. The program of study must be signed by each member of the committee, the Graduate Coordinator, and the student. The Ed.S. degree is designed to be completed in four academic years (3 years on campus, 1 year of internship). Ed.S. students must complete required didactic course work, applied coursework (e.g., practicum, internship), and a portfolio during the internship year. In pursuit of the Ed.S. degree, students will complete requirements for a masters degree in psychometry. The Ed.S. degree will allow you to obtain certification from NASP as a Nationally Certified School Psychologist (NCSP) and licensure from the Mississippi State Department of Education as a school psychologist at the AAA level. Doctoral Students. Your degree will be a Doctor of Philosophy (Ph.D.) in Educational Psychology with a concentration in School Psychology. After you have been admitted, you will be assigned an advisor by the program faculty and program coordinator. Your advisor will help you in selecting your first nine-twelve (9-12) hours of course work. Your advisor will discuss your advisement needs, research interests, and curriculum needs. In pursuit of the Ph.D. degree, students will complete requirements for a master s degree in psychometry if they have not already completed the degree or a similar degree. The Ph.D. degree will allow you to obtain licensure as a psychologist after completing coursework, defending your dissertation, and completing an approved and/or accredited full-year internship and full-year post-doctoral fellowship. This degree will also allow you to obtain certification as a NCSP and licensure from the Mississippi State Department of Educational as a school psychologist at the AAAA level. The Ph.D. program is designed to be completed in five academic years (4 years on 12 of 50

13 campus, 1 year of internship). If students are admitted to the Ph.D. program with a masters or educational specialist degree, they should still expect to spend a minimum of three years in the doctoral program. However, this timeline is highly contingent upon approval of coursework completed in a previous degree following guidelines established by the university, department, and program. As you become more familiar with the faculty and their research interests, you and your advisor will discuss selection of a major professor, permanent advisor, and dissertation director. Often this is the same individual. Your permanent advisor will help you select a major professor, a dissertation director (often your advisor), and a doctoral committee. These committees will help develop a program of study that meets your particular training goals and objectives and your research interests. Your doctoral committee will consist of five members and must include a major professor and director of the dissertation (often this is the same individual and must be a School Psychology or Educational Psychology faculty member who possess Level I graduate faculty status), and at least one faculty member outside of the School Psychology program. At three members of your committee must be program faculty in either the School Psychology or Educational Psychology programs. On rare occasions, adjunct faculty are asked to serve on dissertations (e.g., internship supervisor at the location where the student is collecting the dissertation data). On such occasions, the adjunct faculty member must be approved by the university following appropriate administrative procedures. Students should discuss the benefits and limitations of adding adjunct faculty members to their committee with their dissertation director. Additionally, a faculty member may leave the program in pursuit of other professional interests. On such occasions, the faculty member may request to obtain adjunct status and must follow university guidelines for approval to remain on the committee. However, this would be approved for a one year period of time and, if the student s dissertation project is going to take longer than one year, then the faculty member would require replacement. In relation, faculty who have left the program may elect not to continue their service on the committee which would require replacement of their position on the committee. In addition, only on-campus faculty with Level I Graduate Status may serve as the dissertation chair. You should consult each potential committee member to decide if you want to work with the individual and if he or she wants to work with you. Please remember that faculty must have at least Level II Graduate Status to serve on doctoral dissertation committees and must have Level I Graduate Status to direct the doctoral dissertation. As such, instructors and lecturers may not serve on dissertation committees. After you have secured agreement from each faculty member to serve on your committee, you and your major professor will initiate an Approval of Committee form from the Graduate School website at Program of Study All graduate students must file a Program of Study with the Office of the Graduate School. The form containing the Program of Study will be initiated by the student. The Program of Study form must be approved by the advisor, committee members, and the departmental Graduate Coordinator. You must meet with your advisor to generate your official Program of Study (see Program of Study in the Forms section, this can also be viewed on the Graduate School website located at Until a formal Program of Study has been approved, you have no guarantee the courses you take will be counted as a part of your degree program. Your Program of Study may be modified by obtaining approval from your advisor, departmental graduate coordinator, and the College of Education Dean. When you change a program (that is, drop or add a course) and have obtained an approved change of program, it is your responsibility to enroll in the courses listed on your modified Program of Study. All approved transfer coursework from other universities and changes to the program of study require the completion of appropriate graduate forms located on the Graduate School website at The Graduate Records secretary is a valuable resource in completing the paperwork documenting completion of degree requirements. The records office personnel will review your file with you to 13 of 50

14 determine all paperwork has been completed and will assist you in determining that all required signature are on your documents. Prerequisite Undergraduate Courses Students should have the following undergraduate courses before entering the Ed.S. or Ph.D. programs: 1. Psychological Basis of Behavior (e.g., Introductory Psychology) 2. Developmental Psychology (e.g., child development) 3. Education, Learning, or Cognition (e.g., Theories of Learning). Students who have not met these prerequisite course requirements may enroll in the program and take these undergraduate courses as they progress through their degree program. As students progress through their Ph.D. program they are required to complete the requirements for the M.S. degree in School Psychometry and obtain their AA license in School Psychometry from the Mississippi State Department of Education. This certification is important because it will allow students to obtain more training across all areas of School Psychology service delivery in the Counseling and School Psychology Laboratory and other settings. In order to earn their M.S. degree, students will be required to complete the courses outlined below and pass the PRAXIS I exam. Currently, the M.S. degree in the School Psychology Program is a 53-hour, non terminal degree designed to be started in the fall semester and be completed in 2 to 2 ½ years. During each of these semesters, you will need to take 9 to 13 semester hours if you intend to complete the program in two years. Whether or not you want to complete the M.S. degree in two years, it is essential that you enroll in courses in the appropriate sequence if you are to earn the M.S. degree in a timely fashion. You must also be sure you have met prerequisite course requirements for each course in which you enroll. Failure to follow course sequences or enroll in prerequisites will likely to cause delays in your graduation, often as much as a year. Additionally, students are required to pass the Master s comprehensive examination during the spring semester of their second year. Obtaining a degree in school psychometry will allow students to obtain their AA licensure from the Mississippi State Department of Education. This license will offer greater options for the student and the faculty in securing graduate assistantships including departmental teaching assistantships and schoolbased assistantships. Please remember that this is a non-terminal degree and students must continue on the educational specialist or doctoral level contingent upon passing program requirements at the masters level. 14 of 50

15 EDF 8363 EDF 9443 EPY 6113* EPY 6214* EPY 8253 EPY 8263 EPY 8293 EPY 8493 EPY 8694 EPY 8703 EPY 8723 EPY 8763 EPY 8773 EPY 8933 EPY 9713 PSY 6403* EDX ---3 COE Current Master of Science Curriculum Function and Methods of Research in Education (3 hours) Single-Subject Research Designs for Education (3 hours) Behavioral and Cognitive-Behavioral Interventions (3 hours) Educational and Psychological Statistics (4 hours) Child & Adolescent Development & Psychopathology (3 hours) Psychological Testing in Educational & Related Settings (3 hours) Cognitive Development (3 hours) Child Behavior & Personality Assessment (3 hours) Supervised Experiences in School Psychology: Assessment (4 hours) Introduction to School Psychology (3 hours) Individual Assessment for Educational Related Settings (3 hours) Advanced Behavioral & Cognitive-Behavioral Interventions (3 hours) Assessment & Interventions for Academic Skills Deficits (3 hours) Integrated Psycho-Educational Assessment (3 hours) Advanced Psychological Consulting: Theory & Practice (3 hours) Biological Psychology (or other biological basis course; (3 hours) Special Education Elective (3 hours) See below Counselor Education Elective (3 hours) See below * These courses are split level. If the student had these courses as an undergraduate at MSU, they do not have to re-take the course provided they made a "B" or better. If students had similar courses at other universities, they must meet with the instructor to determine if they can be waived. For each course that was taken as an undergraduate, students must enroll in another equivalent course approved by your major advisor and committee in order to earn sufficient hours to graduate. Students are required to take one three credit hour Special Education Elective. Below are some of the common course options: Special Education EDX 8143: Early Education for the Disabled EDX 8203: Practicum: Diagnosis of Special Education Populations EDX 8303: Seminar in Mental Retardation EDX 8393: Seminar in Education for the Emotionally Disabled EDX 8403: Teaching the Emotionally Disabled Counselor Education COE 8013 Counseling Skills Development COE 8913 Counseling Children 15 of 50

16 Current Educational Specialist (Ed.S.) in Education with a Concentration in School Psychology Program The Ed.S. with an Emphasis in School Psychology Program is a planned program of a minimum of thirty-one (31) semester hours above the master's degree under the direction of a major advisor and two committee members. The Ed.S. Program is designed to provide advanced course work in school psychology and is currently designed to be completed in four years. In addition to providing AAA licensure in School Psychology, the Ed.S. program is approved by the National Association of School Psychologists (NASP) and qualifies students to sit for the Praxis II exam in School Psychology. Upon passing this exam, students become Nationally Certified School Psychologists (NCSP), which allows students to become certified in most states. However, because reciprocity is not absolute, perspective students planning on working within school systems in other states should check to determine if those particular states accept NCSP. Non-course work Ed.S. Requirements. 1. You must have a master's degree in School Psychometry to complete the Ed.S. in Education with a Concentration in School Psychology program. 2. Eighteen semester hours must be earned at MSU. 3. You must establish academic residency at MSU. Residency may be established by (a) enrolling at MSU for one semester of full-time study (minimum of nine hours), (b) two semesters of half-time study (minimum of six semester hours each semester), (c) one summer of full-time study (minimum of nine semester hours), or (d) one summer of halftime study (six semester hours) and one semester of half-time study (six semester hours). 4. A three-six hour special research project (i.e., educational specialist project) or six-hour thesis is required. This requirement is fulfilled through completion of the EdS portfolio. 5. You must complete a minimum 1200 hour internship in a school-based setting that is approved by the school psychology faculty and consistent with the Standards for Training and Field Placement in School Psychology outlined by NASP in Please note that most of the students enrolled in our program obtain closer to 1500 hours as they complete 10-month internships engaged in direct and indirect activities for a minimum of 40 hours per week. Course work Ed.S. with an Emphasis in School Psychology Requirements. The following coursework is required for an Ed.S. degree with an emphasis in School Psychology in addition the masters curriculum described above: COE 8073 Cultural Foundations in Counseling (3 hours) EPY 8794 Supervised Experiences in School Psychology: Consultation (4 hours) EDX/PSY/EPY Advanced Psychology, SPED, or Educational Psychology Elective* (3 hours) EPY 9703 Contemporary Legal, Ethical &Professional Issues in School Psych (3 hours) EPY 7000 Directed Independent Study/Educational Specialist Research Project (3 hours) EPY 8780 Internship in School Psychology (6 hours for two semesters = 12 hours) * Students may select from the following courses: EDX ---- Special Education elective (see list from Master s program) PSY 8223 Systems and Theories of Psychology PSY Advanced Social Psychology Elective EPY 6990 Advanced Educational Psychology Elective 16 of 50

17 *** Note: Students who wish to apply to the Ph.D. program are not encouraged to complete their Ed.S. internship years, as this would require an extra year of internship. Important Considerations: Students will take their comprehensive masters exam in the spring of their second year contingent upon meeting the appropriate course requirements. Some students may elect to take additional practicum courses through EPY 8890 Supervised Experiences in School Psychology: Clinic Practicum or EPY 9723 Seminar in School Psychology. Any student who receives a grant-funded school-based assistantship must enroll in EPY 8890 or EPY 9723 in order to receive the appropriate supervision to provide school psychological services. Students will take the Praxis II in school psychology during their internship year. 17 of 50

18 Ph.D. Degree Program of Study Students accepted into the Ph.D. program in School Psychology should either hold a Master's degree in school psychology/psychometry or should obtain AA licensure as a school psychometrist from the Mississippi State Department of Education within their first 3 years in the program. For students entering the program with only an undergraduate degree, the Ph.D. program in school psychology is designed to be completed in 5 years. Students entering with a ms or eds degree should plan to spend a minimum of 3 years in the PhD program. At least 120 semester hours beyond the baccalaureate degree are necessary for you to earn a doctorate from the Department of Counseling and Educational Psychology. The work will be divided as follows: Ph.D. Course Requirements Current Ph.D. Course Curricula COE ---- COE 8073 EDF 8363 EDF 9373 EDF 9443 EPY 6113 EPY 6214 EPY 8214 EPY 8253 EPY 8263 EPY 8293 EPY 8493 EPY 8703 EPY 8723 EPY 8763 EPY 8773 EPY 8694 EPY 8794 EPY 8890 EPY 9723 EPY 8933 EPY 9000 EPY 9213 EPY 9703 EPY 9713 EPY 9730 PSY 6403 PSY 8223 EDX ---- EDX ---- PSY ---- Elective (see below) Cultural Foundations in Counseling Function and Methods of Research in Education Educational Research Design Single Subject Research Designs in Education Behavioral and Cognitive-Behavioral Interventions Educational and Psychological Statistics Advanced Educational and Psychological Statistics Child and Adolescent Development and Psychopathology Psychological Testing in Educational and Related Settings Cognitive Development (or equivalent) Child Behavior and Personality Assessment School Psychology Individual Assessment for Educational and Related Settings Advanced Behavioral and Cognitive-Behavioral Interventions Assessment and Interventions for Academic Skills Deficits Supervised Experiences in School Psychology: Assessment Supervised Experiences in School Psychology: Consultation Supervised Experiences in School Psychology: Clinic or Seminar in School Psychology Integrated Psycho-Educational Assessment Dissertation Research (20 hours) Advanced Analysis in Educational Research Contemporary, Legal, Ethical, and Professional Issues in School Psych Advanced Psychological Consultation: Theory and Practice Doctoral Internship in School Psychology (18 credit hours) Biological Psychology Systems and Theories of Psychology or EPY 8990 History & Systems in Psychology Special Education Elective A (See below) Special Education Elective B (See below) Advanced Social Psychology Elective (See below) Focus-Area Requirement Requirements (See below) 18 of 50

19 Special Education Electives Students must select two Special Education graduate course electives. These courses must be approved by the student's advisor (i.e., major professor). Below are examples of courses students may select. Special Education EDX 8123: Organization and Supervision of Special Education EDX 8143: Early Education for the Disabled EDX 8153: Language Development -Assessment and Remediation EDX 8173: Special Education in the Regular Classroom EDX 8183: Seminar in Learning Disabilities EDX 8203: Practicum: Diagnosis of Special Education Populations EDX 8303: Seminar in Mental Retardation EDX 8393: Seminar in Education for the Emotionally Disabled EDX 8403: Teaching the Emotionally Disabled EDX 8990: Special Topics in Special Education Social Psychology Electives Students must select one of the following Social Psychology Courses. Any deviation from these listed courses must be approved by the student's major professor. PSY 6643 PSY 8613 EPY 8990 Social Cognition Advanced Social Psychology Social Psychology Foundations of Education Counselor Education Electives Students may select one of the following Counselor Education Courses. Any deviation from these selections must be approved by the student's advisor (i.e., major professor). COE 8013 COE 8913 Counseling Skills Counseling Children In addition, students must pass the Praxis II in School Psychology (NASP cut-off score), doctoral comprehensive written and oral examinations, and focus area exam (if admitted prior to fall 2011). Students must also present 1 refereed presentation at a national or regional conference and submit 1 manuscript for publication (e.g., book chapter, test review, professional refereed journal). Students would be able to obtain licensure from the Mississippi Department of Education at the AAAA level as school psychologists. They will also be able to obtain certification as a Nationally Certified School Psychologist (NCSP) from the National Association of School Psychologists (NASP) and licensure as a psychologist from the State Board of Psychology. 19 of 50

20 Course Requirements by Area Professional School Psychology 62 Hours Practice and Professional Issues (24 hours) EPY 8703 School Psychology EPY 9703 Contemporary, Legal, Ethical, and Professional Issues in School Psych EPY 9730 Internship in School Psychology (18 credit hours) Assessment (19 hours) EPY 8263 Psychological Testing in Educational and Related Settings EPY 8493 Child Behavior and Personality Assessment EPY 8723 Individual Assessment for Educational and Related Settings EPY 8773 Assessment and Interventions for Academic Skills Deficits EPY 8933 Integrated Psycho-Educational Assessment EPY 8694 Supervised Experience in School Psychology: Assessment Practicum Consultation and Intervention (19 hours) COE ---- Elective (e.g., Counseling Skills, Counseling Children) EPY 6113 Behavioral and Cognitive-Behavioral Interventions EPY 8763 Advanced Child Behavioral and Cognitive Behavioral Interventions EPY 8773 Assessment and Interventions for Academic Skills Deficits EPY 9713 Advanced Psychological Consultation: Theory & Practice EPY 8790 Supervised Experiences in School Psychology: Consultation EPY 8890 Supervised Experiences in School Psychology: Clinic or EPY 9723 Seminar in School Psychology Statistics and Research 43 Hours Statistics EPY 6214 EPY 8214 EPY 9213 Research EDF 8363 EDF 9373 EDF 8443 Educational and Psychological Statistics Advanced Educational and Psychological Statistics Advanced Analysis in Educational Research Function and Methods of Research in Education Educational Research Design Single Subject Research Designs in Education Research Projects EPY 9000 Dissertation Research (20 hours) Supervised research requirements for College of Education and Department 20 of 50

21 Psychological Foundations 21 Hours Cognitive-Affective Basis of Behavior EPY 8293 Cognitive Development Biological Basis of Behavior PSY 6403 Biological Psychology or *PSY 8573 Psychopharmacology (*only if the student has completed PSY 6403 or approved equivalent course) Social Basis of Behavior COE 8073 Cultural Foundations in Counseling PSY 8613 Advanced Social Psychology or EPY 8990 Social Psychology Foundations of Education Individual Behavior EPY 8253 Child and Adolescent Development and Psychopathology EPY 8293 Cognitive Development COE 8073 Cultural Foundations in Counseling EDX ---3 Special Education Elective, (a) EDX ---3 Special Education Elective, (b) General Psychology PSY 8223 Systems and Theories of Psychology or EPY 8990 History and Systems in Psychology The following information only applied to students admitted prior to Fall Focus Area (Minor) Hours FOCUS AREA (Minor) COURSE REQUIREMENTS FOR DOCTORAL STUDENTS School psychology is a broad field and school psychology practitioners and researchers benefit from the professional endeavors of many other professionals with different training and backgrounds. The focus area requirements are designed to give students the opportunity to be exposed to a broad array of theory, practice, and research in areas related to school psychology. Focus area requirements should allow students to focus their electives on a topic but allow for breadth (research, theory, and practice) by allowing students to take courses across disciplines and departments. The focus area requirement is designed to encourage students and faculty across units, departments and disciplines to work together to strengthen their programs. Course work for the focus area may come from any academic department in the university. Students will meet with their advisor and potential focus area professors to establish a focus area minor. Process of Completing Focus Area Requirement 1. The focus area professor can not be a core school psychology professor. 2. The student, in conjunction with her/his major professor will select a focus area and a focus area professor. The student will work with these individuals to construct a Focus Area program of study which will consist of three graduate courses that are not part of the required School Psychology program and one independent study writing project (e.g., PSY 7003) or 21 of 50

22 four courses and a focus area examination. All three courses must be graduate level courses and approved by the focus area professor and the students' major professor. They can be across departments and units (including our own department) but they can not be part of the required School Psychology program. Courses should revolve around a central topic [i.e., antisocial behavior in children could be the central theme and the students could take courses from sociology (e.g., juvenile delinquency), psychology (e.g., child behavior therapy), special education (e.g., teaching behavior disordered children), etc.]. The next section lists possible focus areas and an example of courses that will satisfy specific focus areas. These courses are provided only as examples. Students are encouraged to work with their major professor and a focus area professor to develop their own focus area and collection of courses that fit their particular professional interest. 3. The student must have a 3.0 QPA on focus area courses. 4. The student must pass a focus area examination (see next section). 5. Students will not be allowed to take their written comprehensive preliminary exam before their focus area exam is passed. However, under no circumstances will students be allowed to attend internship until both their focus areas exam and their written preliminary comprehensive exams are passed. Focus Area Exam for Doctoral Students There are two options for focus area (minor) exams. For students taking three courses and writing a paper, the paper will serve as their minor exam. For students taking four courses or more, they may choose to write a paper or take an oral or written examination administered by their focus area professor. The option that is chosen will depend upon the arrangement between the student and the focus area professor. Option 1: APA Style Paper 1. For students who are taking three courses and writing a paper (again they should register for an independent study elective, for example course number 7003, in the focus area professor's program). The paper will serve as the student s written focus area examination. The paper must be written in APA style. This paper can be either expository (e.g., literature review, conceptual paper, etc.) or empirical (e.g., experimental, descriptive, correlational, etc.). The goal of the focus area requirements is for students to learn skills, methods, theories, and/or techniques from other disciplines and apply these to the field of school psychology. Students may continue to work on an expository paper or empirical study that was part of a class assignment and use this for their Focus Area exam. The student s major professor and focus area professor will read the paper and grade it on pass/fail basis. In the case where these two professors disagree (one passes and the other fails the paper) the student s entire Ph.D. committee (5 faculty) will grade the paper on a pass/fail basis. At least 50% of the committee members must grade the paper a pass in order for the student to have satisfactorily completed the focus area requirements. Option 2: Oral or Written Exam For students taking four courses, the typical focus area examination (oral or written, administered by the focus area faculty member, will be used to evaluate the student in their focus area. 22 of 50

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