Master of Science: School Psychology - Credits: 36 (program code: 0310)
Post-Master Certificate: School Psychology - Credits: 33 (program code: 0410)
School psychology brings together the knowledge base of several disciplines, including child psychology, human development and education with an emphasis on special education. While school psychologists work wtih all children, their first responsibility is to the population of students at risk for failure and who have identified disabilities. With these populations, school psychologists' roles include assessment (comprehensive evaluations of disability and risk), consultation with parents and teachers regarding instructional and behavioral interventions, direct interventions, including crisis prevention/intervention, individual and group counseling, skill training, and training staff, parents and students to be more effective problem-solvers and to better understand disability and risk issues.
School psychologists typically work in public school settings, but can also be found in private schools, mental health centers, hospitals, state education agencies, private practice and universities. There is currently a nationwide shortage of school psychologists; hence the job market is very promising.
In order to practice as a school psychologist, candidates must earn a master's degree (36 credits) plus state certification (33 additional credits of certification preparation coursework) in school psychology. Full-time school psychology candidates typically complete the master's plus certification program in three years. The first year begins by taking three courses in the summer. At the end of the second summer, successful candidates are awarded a Master of Science in School Psychology. Candidates interested in pursuing certification in school psychology continue with full-time coursework through the following summer, then complete a 1,200 clock hour internship in the third year of study. Once the internship requirements have been fulfilled, candidates may then apply for state certification in school psychology. Courses are offered in the evenings, although a small number of master's-level course are offered online. Full-time school psychology candidates can expect to enroll in three courses each semester. Part-time students are also encouraged to apply; individual programs of part-time study are developed together with the program coordinator.
Traditional (on-campus, face-to-face delivery with some online/distance elements). Face-to-face courses are offered exclusively in the evenings.
Minimum of 350 clock hours of practicum, typically obtained within the first two years of coursework via course assignments
Minimum of 1,200 clock hours of internship, typically completed in the third year of study, in a public school setting and in our on-site school psychology clinic
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
National Association of School Psychologists (NASP) (SLFull, 2006)
Curriculum - Master of Science: School Psychology
|PSY 702* Psychopathology of Childhood||3|
|PSY 710* Principles of Instruction and Intervention||3|
|PSY 712 Advanced Psychology of Learning||3|
|PSY 713 Psychology of Growth and Development||3|
|PSY 721 Advanced Tests and Measurements||3|
|PSY 741 Theories of Counseling and Psychotherapy||3|
|PSY 752 Fundamentals of School Psychology||3|
|PSY 756 Consultation and Group Processes with Practicum||3|
|PSY 761 Statistics and Research Methods in Psychology I: Univariate||3|
|PSY 762 Statistics and Research Methods in Psychology II: Multivariate||3|
|PSY 795* Seminar in Behavior Modification||3|
|PSY 796 Seminar in Analysis of Research in School Psych (non-thesis option) OR PSY 849 Thesis Option (see student manual)||3|
*These courses meet the Pennsylvania Department of Education's Chapter 49 requirements of 9 credits addressing accommodations and adaptations for diverse learners in inclusive settings (PSY 702, PSY 710 and PSY 795) and 3 credits of meeting the needs of English language learners (EDU 650).
Curriculum - Post-Master Certificate: School Psychology
|EDU 650 Supporting English Language Learners
|PSY 720 Neuropsychology||3|
|PSY 722 Individual Psychological Evaluation I||3|
|PSY 723 Individual Psychological Evaluation II||3|
|PSY 728 Practicum in School Psychology||3|
|PSY 734 Assessment of Personality and Behavior||3|
|PSY 742 Techniques of Counseling and Psychotherapy with Practicum||3|
|PSY 773 Internship in School Psychology||3 (x2)|
|PSY 774 Internship in School Psychology||3|
|PSY 798 Seminar in Professional School Psychology||3|
Students in the school psychology program receive academic and professional advisement from the program coordinator. Each student is assigned to the graduate academic adviser from the time they are accepted into the program of study. Program faculty collaborates with the program coordinator, who then works with students to discuss, monitor and provide advisement as it relates to their program of study.
For Additional Information
Angela J. Bloomquist, Ed.D., Ed.S., M.Ed. (Indiana University of Pennsylvania), B.S. (University of Pittsburgh), Certified School Psychologist, Professor; Specializations: school psychology, assessment, curriculum-based measurement, human development; Research Interests: school psychology job satisfaction, cyberschool and special education
Holiday Adair, Ph.D., M.A., B.A. (University of Akron), Professor
Reuben Brock, Ph.D. (West Virginia University), M.A. (California University of Pennsylvania), B.A. (University of Pittsburgh), Assistant Professor
Justin D. Hackett, M.A., Ph.D. (Claremont Graduate University), B.S. (Northern Kentucky University), Associate Professor
Dana Keener, M.Ed., Ph.D. (Duquesne University), B.A. (California University of Pennsylvania), A.S. (Community College of Allegheny County), Assistant Professor
Tamare Piersaint, Psy.D. (Carlow University), M.A. (Salve Regina University), B.A. (University of Rhode Island), Assistant Professor
Rebecca Regeth, Ph.D. (University of New Hampshire), M.S., B.A. (Western Washington University), Professor
Carrie Rosengart, Ph.D. (University of Georgia), M.A., M.S. (University of Georgia), B.S. (Tufts University of Medford), Associate Professor
Kristen Schaffner, Ph.D., M.Ed., B.A. (Duquesne University), Assistant Professor
Darla Timbo, Psy.D., B.S. (Carlow University), M.S. (Chatham University), Assistant Professor
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/