Academic Catalog - 2018-2019

College of Education

Department of Educational Psychology

School Psychology, Educational Specialist


Academic Information

We designed this Educational Specialist (Ed.S.) in School Psychology degree and state certification to prepare you as a School Psychologist.  We emphasize developing skills in the assessment of learning and behavior problems as well as those needed to serve as an effective consultant with school personnel. This degree is appropriate if you want to be certified by the Arizona Department of Education as a School Psychologist.

This EDS and state certification program is appropriate if you want to be certified by the Arizona Department of Education as a school psychologist.

The program is approved by the National Association of School Psychologists (NASP)

This program is accredited by the Council for the Accreditation of Educator Preparation (CAEP).

More Information

Academic Catalog - 2018-2019

College of Education

Department of Educational Psychology

School Psychology, Educational Specialist


Careers

What Can I Do with an Educational Specialist in School Psychology?

From preschool through high school, psychologists are in demand. In this program you'll master how to assess learning and behavior problems and understand proper approaches to prevention and intervention in the educational system. You'll know how to use scientific knowledge to guide practice to be an effective consultant in school and you'll take on training opportunities in the classroom, field, and internships to get there.

In addition to developing the skills needed to serve as an effective consultant with school personnel, you will learn in a diverse, rigorous, and collaborative atmosphere

Note: A minimum of three years of full-time academic study beyond the baccalaureate degree is required. This includes a one academic year internship consisting of a minimum of 1,200 clock hours, at least 600 hours of which must be in a school setting.

Career opportunities that might be pursued:
  • School psychologist

More Information

Academic Catalog - 2018-2019

College of Education

Department of Educational Psychology

School Psychology, Educational Specialist


University Requirements

More Information

Academic Catalog - 2018-2019

College of Education

Department of Educational Psychology

School Psychology, Educational Specialist


Overview

In addition to University Requirements:

Please note that you may be able to use some courses to meet more than one requirement. Contact your advisor for details.

Minimum Units for Completion 72
Fieldwork Experience/Internship Required
Progression Plan Link View Program of Study

Purpose Statement

The School Psychology graduate program has been designed to prepare school psychologists through the scientist-practitioner model. Integration of science and practice is accomplished through a carefully orchestrated program of study that emphasizes didactic presentation and practical applications. Emphasis is placed on developing skills in the assessment of learning and behavior problems and on developing the skills necessary to serve as an effective consultant with school personnel. Scientific knowledge is used to improve practice in the field of school psychology.

In keeping with the mission statement of the College of Education, the School Psychology
Program is committed to the preparation of professionals who are capable of helping create the schools of tomorrow. Recruitment of minority students is emphasized as well as the preparation of students who are prepared to work in rural settings and with culturally diverse populations.

The programs of study for the Ed.S. in School Psychology include a comprehensive array of courses that encompass the areas of: psychological foundations, educational foundations, professional ethics and standards, assessment, interventions, and research. This preparation provides the student with a broad array of skills to deliver psychological services in diverse educational settings.

The graduates of the School Psychology Programs are expected to integrate theoretical information from the fields of psychology and education to administer appropriate interventions with children, parents, and school personnel in a variety of educational settings. Students are expected to effectively evaluate the systems they work within as well as their own impact on the system.”

Student Learning Outcomes

Outcomes align with Standards from the Council for the Accreditation of Educator Preparation (CAEP), the National Association of School Psychologists (NASP), and the Interstate New Teacher Assessment and Support Consortium (InTASC).

 
School Psychology Program Context/ Structure: Graduate education in school psychology is delivered within the context of a comprehensive program framework based on clear goals and objectives and a sequential, integrated course of study in which human diversity is emphasized. Graduate education develops candidates’ strong affiliation with school psychology, is delivered by qualified faculty, and includes substantial coursework and supervised field experiences necessary for the preparation of competent school psychologists whose services positively impact children, families, schools, and other consumers. In addition to specialist- and/or doctoral-level programs of study, a school psychology program that offers opportunities for respecialization, retraining, and other alternative approaches to credentialing as a school psychologist ensures that program requirements are consistent with NASP graduate preparation standards.
 
Data Based Decision Making and Accountability:

Student Level Direct and Indirect Services: School psychologists have knowledge of direct interventions that focus on academic and social/emotional interventions for children and families. School psychologists engage multi-disciplinary teams (including children, teachers, parents, other school professionals) to develop and implement academic and mental health interventions. 
Systems Level School Direct and Indirect Services: School psychologists have knowledge of direct and indirect services that focus on knowledge of schools and system structures, and preventive and responsive services. School psychologists implement school-wide practices to promote learning and knowledge of principles and research related to resilience and risk factors. Systems Level Family-School Collaboration Direct and Indirect Services: School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.
 
Diversity in Development and Learning as a Foundation of Service Delivery: School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery.
 
Research, Program Evaluation, Legal, Ethical, and Professional Practices as Foundations of Service Delivery: School psychologists have core foundational knowledge and experiences and implement practices and strategies in research, program evaluation, and legal, ethical and professional practice. Practica and Internships in School Psychology: During systematic, comprehensive practica and internship experiences consistent with its goals and objectives, the school psychology program ensures that all candidates demonstrate application of knowledge and professional skills in relevant settings and under conditions of appropriate supervision, evaluation, and support. The school psychology program’s practica and internship develop and enhance candidates’ skills and professional characteristics needed for effective school psychology service delivery; integration of competencies across the standards of professional preparation and practice; and direct, measurable, positive impact on children, families, schools, and other consumers.

 

More Information

Academic Catalog - 2018-2019

College of Education

Department of Educational Psychology

School Psychology, Educational Specialist


Details

Additional Admission Requirements
More Information

Academic Catalog - 2018-2019

College of Education

Department of Educational Psychology

School Psychology, Educational Specialist


Campus Availability

More Information