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Department of Counseling, Clinical, and School Psychology (CCSP)
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.
Scientist-practitioner Model
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.
