New Student Orientation
September 3rd at 1pm
Location: Campus Center, room U03-3550B (Ballroom section B)
SCHOOL PSYCHOLOGY PROGRAM GOALS AND REQUIREMENTS
Professional Competence
School psychology students at UMass Boston acquire the knowledge, skills, and dispositions necessary to be thoughtful and responsive practitioners. The school psychology curriculum at UMass Boston is based on a problem-solving, consultative model informed by recent research and best practices recommended by National Association of School Psychologists (NASP). The program addresses the knowledge bases of psychology and education. Data-based decision-making and collaboration are emphasized. Students must attain the skills necessary to deliver effective services that result in positive outcomes. Appreciation and sensitivity toward individual differences and cultural diversity are emphasized throughout course work and field experiences. The following objectives are addressed, assessed, and must be attained by students in the School Psychology Program at UMass Boston:
1. Data-based decision-making and accountability: skill in assessing children's problems, needs, and strengths from the perspectives of the individual, family, and school contexts and measuring the effects of strategies designed to solve these problems.
2. Consultation and collaboration: communication and team work skills to collaborate with other educational and human service professionals as well as families in the service of children and adolescents, and skill in explaining assessment results and conveying other information to families and school personnel as part of a multi-disciplinary team.
3. Effective instruction and development of cognitive/academic skills: skill in defining achievable cognitive and academic goals for all children and adolescents, designing direct and indirect remediation strategies, and evaluating outcomes.
4. Socialization and development of life skills: skills in defining achievable behavioral, affective, or adaptive goals for all children and adolescents, in designing direct and/or indirect remediation strategies, and in evaluating outcomes.
5. Child and adolescent diversity in development and learning: skills to accommodate the developmental needs of children with disabilities within the schools and skills to accommodate the needs and strengths of individuals and groups from a variety of racial, ethnic, cultural, experiential, and linguistic backgrounds.
6. School and systems organization, policy development, and climate: skill in facilitating public school organization and operation, and in responding to diverse needs of children and adolescents, including multicultural education.
7. Prevention, crisis intervention, and mental health: skills in identifying developmental psychopathology of children (preschool through high school) and skills in designing, implementing, and evaluating prevention and intervention programs for children and adolescents with a wide range of developmental needs and disorders.
8. Home/school/community collaboration: skills in recognizing family influences on a child's development, in forming partnerships with parents, educators, and the community in service of children and adolescents, and in using community resources effectively.
9. Research and program evaluation: research and evaluation skills in translating research into practice and in conducting studies relevant to school psychology.
10. School psychology practice and professional development: skills to implement best practices, to operate within ethical and legal bounds of practice and to continue professional growth.
11. Information technology: skills to use technology to improve the efficiency of practice including computer applications appropriate for assessment, counseling, consultation, and research.
Professional Behavior
School psychology students are expected to demonstrate professional behavior throughout their training. If a student is observed to have significant difficulty in this area, individual faculty or supervisors will meet with the student and attempt to help the student address the issue. If the student continues to have difficulty, the Program Director will be notified and a remediation plan developed with the student. These skills are essential in the profession of school psychology and extreme deficiencies in these areas may result in dismissal from the program. They are:
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Throughout their training, students are expected to comply with all legal and professional codes of ethics as well as state and national standards, including the codes of the American Psychological Association (http://www.apa.org/ethics ) and the National Association of School Psychologists (http://www.nasponline.org/standards/ProfessionalCond.pdf ). In addition, students are expected to comply with the standards of academic propriety described in the University of Massachusetts Boston Graduate Studies Bulletin (www.umb.edu/academics/graduate/graduate_bulletin.html ; see section entitled "Student Rights and Responsibilities"). Failure to do so may result in referral to the Department, College, and University Ethics Committees and ultimately in a grade of F and dismissal from the program. |
Academic Excellence
The School Psychology Program adheres to the grading practices and regulations described in the University of Massachusetts Boston Graduate Studies Bulletin www.umb.edu/academics/graduate/graduate_bulletin.html ). Students must maintain a grade-point average of "B" (3.0) or better to continue in the program, to enroll in internship, and to graduate from the program. They also must acquire two consecutive semesters of grades of B or better in the internship. Applicants who have completed graduate work at other accredited institutions may transfer toward the completion of a graduate degree at UMass Boston up to the equivalent of 6 credits from courses in which the applicant received a grade of B or higher, provided these are courses that have not been used to fulfill requirements for another degree, and were earned no more than seven years before the student's matriculation at UMass Boston. To obtain transfer credit, the student submits an official transcript (sealed) indicating the course grade as well as a “Transfer Credit Approval” to the Program Director. Transfer credit is subject to the final approval of the Program Director and the Dean of Graduate Studies.
Undergraduate courses cannot be used for waiver or transfer credit, or counted for credit for any required graduate course in the Program. All candidates must pass the literacy portion of the Massachusetts Test of Educator Licensure. Candidates are required to complete all course work and other academic requirements for Massachusetts State Department of Education certification and national certification as a school psychologist. Certification standards are mandatory, with no exceptions permitted.
Coursework Requirements
The program requires a minimum of 66 credits of graduate coursework (54 in courses and 12 in fieldwork). They include graduate courses in: research in psychology, ethical standards and professional issues in school psychology, cognitive and educational assessment and intervention, social and emotional assessment and intervention, remedial and preventative interventions, behavior and classroom management, abnormal psychology, neuropsychology, counseling theories and practice, individual counseling, group counseling, consultation, multicultural issues, learning and curriculum, and reading. In individual cases, substitutions may be approved by the Program Director. Course descriptions of required courses are available in the UMass Boston Graduate Studies Bulletin (see www.umb.edu/academics/graduate/graduate_bulletin.html).
Field work requirements (1400 hours, 12 credits)
The program requires a minimum of 12 credits of graduate field work. Required field work includes Practicum in School Psychology I (100 hours, 3 credits) focusing on prevention/intervention, Practicum in School Psychology II (100 hours, 3 credits) focusing on assessment, and two semesters of School Psychology Internship (1200 hours, 6 credits), taken concurrently with SPY 691 Seminar. Students completing the Internship on a full-time basis enroll for 600 hours of field work per semester for a total of 1200 hours over two semesters [6 credits]. Those doing the Internship on a part-time basis enroll for 600 field work hours distributed over two semesters. They accumulate at least 1200 clock hours of field work [6 credits] over four semesters. It should be noted, however, that the Internship is the equivalent of full time work and often student accrue many more than 1200 hours. Both full-time and part-time students enroll for two semesters of the Seminar [6 credits].)
Degrees
Students may be matriculated in (1) the combined Master of Education/Education Specialist in School Psychology Program (M.Ed./Ed.S.), or (2) if they already have an acceptable graduate degree in a related field, the Education Specialist in School Psychology Program (Ed.S.).
Students enrolled in the Masters Degree/Education Specialist (M.Ed./Ed.S.) Program receive a master’s degree after completing 36 credits of approved course work in the program, passing the written comprehensive examination, and submitting the Degree Application for the M.Ed. They then complete the Change of Level Form to be officially matriculated in the Ed.S. program and be eligible to complete the next 30 hours of coursework. After completing the coursework, the student takes the PRAXIS exam in school psychology, completes the year-long internship, and submits an acceptable professional portfolio. Upon completion of the M.Ed./Ed.S. degree requirements and the 1200 hours internship, the candidate completes the Degree Application for the Ed.S. and applies for endorsement to obtain licensure as a school psychologist in Massachusetts and other states.
The Education Specialist in School Psychology (Ed.S.) Program is designed to enable individuals who have advanced degrees to enhance their professional competencies or satisfy state and national certification requirements. The program is particularly suited to those with a master’s or doctorate in a related field, such as counseling, special education, or clinical psychology. Candidates for the Ed.S. must complete all of the courses and field work requirements for the M.Ed./Ed.S. program described above. At the discretion of the program, credits in equivalent graduate level courses may be applied to waive specific requirements. A minimum of 30 credits are required, but most Ed.S. students must complete considerably more than 30 credits since all program requirements described above must be met (aside from the master’s comprehensive and the M.Ed. degree application). Final decisions on the applicability of graduate level courses previously taken are made by program faculty as a group.
Graduation dates are: June, September, and December. Commencement ceremonies occur only in the spring. Students in the M.Ed/Ed.S. program graduate twice--at the end of the Masters (12 courses plus comps) and at the end of the Internship (10 more courses plus PRAXIS, internship, and portfolio). Students in the Ed.S. program graduate once.
Course Schedule, Load and Academic Residency Requirements
Program courses meet once a week and are offered in the late afternoon and evening. In addition, several required courses are available online including COUNSL 601, COUNSL 608, COUNSL 653, and COUNSL 632.
Full-time students who carry 12 credits per semester can complete the M.Ed./Ed.S. program in six semesters and two summer sessions. The usual length of time required to complete the Ed.S. alone is two years, although the requirements and hence the time required vary according to the educational background of the student. Part-time (8 or fewer credits per semester) students can progress through the program at their own pace and are given six years to complete the degree.
In extenuating circumstances, when a student is unable to enroll in continuous study and does not register for any course in a given semester, he/she must complete a Leave of Absence Application (see www.umb.edu/students/registrar) and pay a Program Fee. Failure to obtain approval and pay the required fee will lead to administrative withdrawal from the program.
Program Director: Virginia Smith Harvey, Ph.D. at virginia.harvey@umb.edu
Revised July, 2009