School Psychology (MEd/CAGS; CAGS) — The Program

The School Psychology Program at the University of Massachusetts Boston is designed to prepare professionals whose primary interests involve children, families, and the educational process. Training goals are founded on a respect for the dignity and worth of all people, with a commitment to appreciating and responding to human diversity. Coursework integrates theory and research in child and adolescent development. Empirically-based intervention approaches for psychological services in schools are emphasized. An important mission of the School Psychology Program is the development of attitudes essential for professional problem-solving and lifelong learning. The program is committed to a philosophy of social justice and inclusion compatible with the mission of the Graduate College of Education at UMass Boston. The program’s conceptual framework emphasizes thoughtfulness and responsivity in preparing highly qualified school psychologists to practice in public schools. School psychologists are also employed in private schools, colleges and universities, mental health clinics, state and federal agencies, child guidance centers, penal institutions or private practice.

The primary goal of the School Psychology Program at the University of Massachusetts Boston is to prepare practitioners who are able to provide psychological and educational services to students and their families as part of a school-based multidisciplinary team. The role of a school psychologist is complex. School psychologists are called upon to perform a variety of tasks and assume many responsibilities, including those of assessment specialist, consultant, counselor, administrator, researcher, educational programmer, trainer of school staff personnel, preventive mental health agent, and liaison to community organizations. The University of Massachusetts Boston School Psychology Program is competence-based, using a problem-solving, consultative model to train students to be effective in these multiple roles. Emphasis is placed on a holistic approach, requiring the consideration of multiple factors starting with biological and neuropsychological bases, individual strengths and needs, as well as family, teacher, classroom, school, neighborhood, community, social, and cultural considerations. Students are trained to support the development of children and adolescents by assessment and intervention at the system levels (relational, family, school, and community) as well as at the individual level. The interdisciplinary nature of the program fosters collaboration with other professionals and the integration of multiple perspectives.

In order to accommodate students with full-time jobs, program courses meet once a week and are offered in the late afternoon and evening. Full-time students can complete the MEd/CAGS program in six semesters and two summer sessions. The usual length of time required to complete the CAGS alone is two years, although the requirements and hence the time required vary according to the educational background of the student. Part-time students may progress through the MEd/CAGS program at their own pace and are given six years to complete the degree.

Licensure and accreditation: The school psychology MEd/CAGS and CAGS programs have full accreditation approval by both the National Association of School Psychologists (NASP) and the National Council for Accreditation of Teacher Education (NCATE). The School Psychology Program’s learning outcomes are organized to meet the training standards of these accrediting agencies. Students are expected to demonstrate competence in the various domains of school psychology training and practice approved by NASP in July 2000.

Graduates of the program satisfy NASP requirements for national certification in school psychology (NCSP). They are also eligible for licensure as school psychologists by the Massachusetts State Department of Education and for licensure as educational psychologists by the Massachusetts Allied Mental Health Professions.