School Psychology (EdS/MEd)
The EdS/MEd in School Psychology is a National Association of School Psychologists (NASP)-approved 69-credit program designed for individuals who desire K-12 certification in school psychology at the state and/or national level. Those who already possess a master’s degree in a related field (e.g., general education, special education, counseling) should apply to the program at the EdS level. All others should apply to the program at the EdS/MEd level. The MEd is earned after completion of 33 credits toward the EdS. The PSU School Psychology Program meets the NASP 2020 Professional Standards and the New Hampshire Department of Education Certification Standards for school psychologists.
The program aims to prepare school psychologists who understand and are sensitive to the needs of the individuals with whom they work and emphasizes those abilities that enable practitioners to not only promote the development and psychological well-being of children and adolescents in direct ways, but also through consultation and the initiation of systemic change. In addition, this program aims to nurture social and emotional development and increase democratic participation and intellectual curiosity in both emerging school psychologists and the students they serve. An emphasis of the program is on working as a member of a collaborative team. Coursework focuses on underpinnings of neurological development and its’ impact on learning and behavior.
The school psychology program’s vision is consistent with the School Psychology Counselor Education Organizational Leadership Department's vision: “The Programs envision a world that cultivates human worth and dignity that honors all dimensions of diversity by fostering greater democratic participation and empowering individual and collective voices.”
In this professional preparation program, emphasis is placed on personal and interpersonal growth in addition to academic excellence. The program is structured so that candidates progress through a foundational core of knowledge, skill development, and application. This is facilitated by a sequence of field experiences that progressively assist students to connect theory with practice. The pre-practicum experience is integrated into Foundations of School Psychology (SY 6010) and includes 25 hours of shadowing a school psychologist in a school setting. Students complete two practicum experiences, each 150 hours, prior to enrolling in internship. Finally, the 1,200-hour internship places students in settings allowing them to experience the full range of activities that are associated with the role of the school psychologist. While completing their internship experiences, students must be able to attend weekly seminars.
Internship
All required foundational and professional courses must be successfully completed before students can enroll in the internship experience. Candidates must contact the program coordinator during the term prior to their internship experience in order to make appropriate arrangements. The deadlines are October 1 for the winter and spring terms and February 1 for the fall term (or the first business day of those months).
Candidates in the School Psychology program must successfully complete a 1,200-hour comprehensive public-school internship in school psychology that spans the K–12 grade levels in order to demonstrate and further develop relevant competencies. Students may complete up to 600 hours in a clinical setting. In order to be recommended for certification as a school psychologist, students must complete 12 credits of School Psychology Internship and Seminar (SY 7800).
Comprehensive Assessment & Praxis II
School psychology candidates are expected to develop an electronic portfolio based on the New Hampshire Department of Education School Psychology Standards and the NASP 2020 Model for Comprehensive and Integrated School Psychological Services. This portfolio will be reviewed and completed during the internship. Candidates must also submit a passing score of 147 on the Praxis School Psychologist test #5402 prior to completion of the program.
Requirements for certification may change, subject to changes made by the New Hampshire Department of Education (NHDOE). School Psychology candidates can find the latest NHDOE standards at education.nh.gov/index.htm (Ed 614.06).
Those who hold a master’s degree in a closely related area (e.g., special education, counseling) should apply directly to the EdS program. All others should apply to the MEd and EdS programs.
EdS in School Psychology, K-12 Certification Curriculum Requirements
| Course | Title | Credits |
|---|---|---|
| Professional Component | ||
| SY 7000 | Cognition and Learning: From Theory to Practice | 3 |
| SY 7100 | Behavioral Assessment, Analysis, and Intervention | 3 |
| SY 7200 | Administering Individual Intelligence Tests | 3 |
| SY 7300 | Educational Assessment & Consultation | 3 |
| SY 7400 | Social/Emotional/Behavioral Assessment | 3 |
| SY 7500 | Principles of School Neuropsychology | 3 |
| K-12 Certification Component | ||
| SY 7600 | Practicum I: Assessment, Intervention, & Consultation | 3 |
| SY 7700 | Practicum II: Integration and Case Studies | 3 |
| SY 7800 | School Psychology Internship and Seminar | 12 |
| Total Credits | 36 | |
Note: Students who complete the program will be eligible to apply for national certification in School Psychology (NCSP), which is granted by the National School Psychology Certification Board. The University’s school psychology graduate program is approved by the New Hampshire Department of Education and is approved by the National Association of School Psychologists (NASP).
MEd in School Psychology, non-certification
| Course | Title | Credits |
|---|---|---|
| CO 5020 | Counseling Skills | 3 |
| CO 5040 | Social Behavior and Diversity | 3 |
| CO 5050 | Advanced Human Development | 3 |
| CO 5070 | Research Design in the Helping Professions | 3 |
| CO 5130 | Psychopharmacology and the Biological Basis of Mental Health | 3 |
| CO 5260 | Counseling Theories and Personality | 3 |
| CO 5650 | Critical Issues in Schools | 3 |
| CO 5770 | Psychopathology: Disorders of Childhood, Adolescence and Adulthood | 3 |
| CO 5780 | Working with Youth and Systems | 3 |
| SY 5300 | Foundations and Multicultural Aspects of Parenting | 3 |
| SY 6010 | Foundations-School Psychology | 3 |
| Total Credits | 33 | |
Optional Concentrations in this Major
EdS in School Psychology, Eating Disorders Institute
| Course | Title | Credits |
|---|---|---|
| CO 5150 | Eating Disorders Clinical | 3 |
| CO 5160 | Eating Disorders: Awareness and Prevention | 3 |
| CO 5170 | Treatment Modalities for Eating Disorders | 3 |
| CO 5180 | Nutrition Fundamentals and Counseling in the Recovery of Eating Disorders | 3 |
| CO 5190 | Medical and Physiological Aspects of Eating Disorders | 3 |
| Total Credits | 15 | |
EdS in School Psychology, Play Therapy
| Course | Title | Credits |
|---|---|---|
| CO 7010 | Dynamic Play Therapies | 1 |
| CO 7020 | Child Centered Play Therapy | 1 |
| CO 7030 | Expressive Play Therapies | 1 |
| CO 7040 | Special Populations in Play Therapy | 1 |
| CO 7560 | Counselor Education: Special Topics | 4 |
| Total Credits | 8 | |
EdS in School Psychology, Positive Behavioral Interventions and Support (PBIS)
| Course | Title | Credits |
|---|---|---|
| SE 5563 | Multi-Tiered System of Supports: Universal Interventions | 3 |
| SE 5564 | Multi-Tiered System of Supports: Comprehensive and Intensive Interventions | 3 |
| SE 5566 | Multi-Tiered: Targeted Secondary Interventions | 3 |
| SE 5568 | Multi-Tiered Systems of Support: Facilitation and Leadership | 3 |
| Total Credits | 12 | |
- Understand and utilize assessment methods for identifying strengths and needs; for developing effective interventions, services, and programs; and for measuring progress and outcomes withing a multitiered system of supports.
- Understand varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems, as well as methods to promote effective implementation of services.
- Understand the biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies.
- Understand the biological, cultural, developmental, and social influences on mental and behavioral health.
- Understand systems' structures, organization, and theory; general and special education programming; implementation science; and evidence-based school-wide practices that promote learning, positive behavior, and mental health.
- Understand principles and research related to social-emotional well-being, resilience, and risk factors in learning, mental and behavioral health, services in schools and communities to support multitiered prevention and health promotion, and evidence-based strategies for creating safe and supportive schools.
- Understand principles and research related to family systems, strengths, needs, and cultures; evidence based strategies to support positive family influences on children's learning and mental health; and strategies to develop collaboration between families and schools.
- Have knowledge of and inherent respect for individual differences, abilities, disabilities, and other diverse characteristics and the effects that they have on development and learning.
- Have knowledge of research design, statistics, measurement, and varied data collection and analysis techniques sufficient for understanding research, interpreting data, and evaluating programs in applied settings.
- Have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice.