M.E.D.-School Psychology Program Rationale
The School Psychology M.Ed. is committed to a scientist-practitioner model of training. Emphasis is on the role of school psychologists as highly qualified practitioners and also as leaders/innovators in comprehensive support services to schools. It is housed in the Department of Counseling, Clinical, and School Psychology within the Gevirtz Graduate School of Education.
We emphasize the implications of research findings in psychology and education for psychological services in school settings. In turn, we emphasize the analysis of problems encountered in school settings from a scientific/evaluative/research point of view. We recognize the need for school psychologists to apply research-based information to assist all students to learn and maximize their human potential. This means that school psychologists work with regular education students and with students who have special learning needs. In addition to core content courses, this analytical perspective is complemented by ongoing practicum experiences in school settings as well as the Hosford Counseling and Psychological Services Training Clinic. These practica experiences are closely supervised by both university and field supervisors. The school psychology area includes MED/Credential and Counseling, Clinical, and School Psychology PHD/Credential. All students participate fully in the breadth of fieldwork, courses, research, and other school psychology community activities.
Comprehensive Support Services
We view the school psychologist as pivotal in the provision of comprehensive support services to teachers, students, and parents. Comprehensive support services include prevention, assessment, and intervention programs for all children. A primary objective of the area is to train school psychologists who work to enhance the learning and development of students; and when the learning process is delayed, to be able to assist those who are at-risk or in need of special education services. These services include, but are not limited to, implementing and supporting primary prevention programs, student study team efforts of pre-referral intervention, multidisciplinary assessments, crisis intervention efforts (suicide and school violence prevention and intervention), psychoeducational interventions, and special education programs.