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Doctoral Program in School Psychology
The doctoral program in School Psychology is based on the scientist-practitioner model of graduate training, integrating theory, research, and practice in professional psychology. The program's objectiveis to prepare psychologists for an expanded role beyond the traditional clinician-tester role. Consistent with the scientist-practitioner role, students learn to conduct research on problems of concern to schools, provide expertise on matters pertaining to mental health (e.g., preventive programs), provide consultation services to educators and parents, and provide leadership in learning, instruction, and mental health issues. Although primarily psychological in nature, the program provides expertise in a variety of additional areas including behavior disorders, classroom management, primary prevention, remediation of academic and social-emotional problems, measurement, and special education. The science and practice of school psychology is grounded in an understanding of psychological development as well as of the social contexts in which development occurs.
The doctoral program prepares psychologists for work in university settings as researchers and teachers, and/or in school settings with students, teachers, educational staff, and parents, to assist students who have learning, behavior, and emotional difficulties. Graduates may also use their research and professional skills to work in other educational settings, community mental health centers, government agencies, or hospitals. The program has been fully accredited by the American Psychological Association since 1988, as well as by the National Association of School Psychologists (NASP). It is also approved by the Michigan Department of Education. Graduates of the program are eligible to meet the requirements for national certification as a school psychologist (i.e., NCSP) in order to become certified in Michigan as school psychologists and to work toward licensure as a psychologist. Students complete coursework in school psychology, foundational areas of psychology, professional ethics, history and systems of psychology, and research. The research curriculum is concerned with promoting an understanding of educational and psychological inquiry, and developing competencies in measurement, evaluation, research methodology, statistics, and data analysis. The practice core courses focus on developing skills to prevent psychological problems through educational outreach, primary prevention, and consultation as well as on assessment, treatment, intervention, and supervision skills that support learning and development. In addition to the course requirements and practicum experiences infused in selected required courses, students also complete up to 2 days per week of school-based practicum during the second and third years, at least one semester of advanced practicum (up to 2 days per week) in the fourth year, and a year-long full-time field-based internship of 2000 clock hours. Students are supervised by both a field supervisor and a university supervisor. All practicum and internship sites must receive prior approval by the program and students work closely with program faculty to determine placements.
Applicants must apply by December 1 and are expected to have completed a bachelor's degree in psychology, education, or closely related field prior to entering the program. For more information, see http://ed-web3.educ.msu.edu/schpsych/.
Educational Specialist Degree Program in School Psychology
The fundamental purpose of the Ed.S. program in School Psychology is to train highly skilled practitionersand leaders who work in public school settings. Graduates are trained as data-based problem solvers to provide preventive as well as remedial school psychological services. The program's curriculum is based on the scientist-practitioner model of graduate training, integrating theory, research, and practice in education and psychology.
Students complete coursework in school psychology, foundational areas of psychology, professional ethics, research, measurement, and special education. The research curriculum is concerned with promoting understanding of educational and psychological inquiry, and developing competencies in measurement and evaluation. The practice core courses focus on developing skills to prevent psychological problems through educational outreach, primary prevention, and consultation as well as on assessment, treatment, and intervention skills that support learning and development. During the first two years, students spend a half day up to three days per week in school-based practica. The 400-hour practicum required prior to internship is completed across the first two years of training. Students are required to complete a 1,200- hour school-based internship. Students are supervised by both a field supervisor and a university supervisor. All practicum and internship sites must receive prior approval by the program and students work closely with program faculty to determine placements.
School psychology graduate students are required to take a minimum of six credits for two consecutive semesters, and most students enroll in 12 credits each semester (with the exception of the internship year). The program includes a minimum of 60 semester credits beyond the bachelor's degree. Students who have earned a master's degree in a related area (which includes prerequisites to the internship) at an approved institution within the last five years must take a minimum of 30 credits beyond the master's degree. Students are required to pass a comprehensive exam in school psychology, which includes a case analysis exam and the Praxis II examination in School Psychology. Graduates of the program are eligible to meet the requirements for national certification as a school psychologist (i.e., NCSP) and to become certified in Michigan as school psychologists.
Applicants must apply by December 1. For more information, see
http://ed-web3.educ.msu.edu/programs/areas-of-study/school-psych.htm.
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