Program Overview
Consistent with the scientist practitioner model of training, our Program combines a strong theoretical framework with empirically based research to inform candidates’ work with children and families. The framework, merging systems thinking and a dynamic understanding of personality development, provides a template that guides case formulation, decision making and intervention design. Emphasis on child and family strengths, resiliency, and cultural context are cornerstones of our philosophy.
We merge seminal works and theories of school psychology with contemporary research and methodology. For example, the national trend towards Multi Tiered Systems of Support (MTSS), which addresses academic performance as well as mental and behavioral health in order to improve educational outcomes for all, weaves through numerous courses. Furthermore, our approach to psychoeducational assessment reflects cutting edge evidenced based practices with emphasis on the Patterns of Strengths and Weaknesses (PSW) approach.
Upon graduation from our Program candidates will be able to think critically, optimistically and passionately about what they will bring to the children, families and communities they serve. Candidates will embrace the role of systems change agent, problem solver, and child and family advocate.
The development of courses has been guided by our philosophy and the NASP Domains of School Psychology Training and Practice. The curriculum is designed to foster our analytical approach and bolster the skills necessary for its application in the school setting. Course material can be broadly broken down into the following goal areas:
- To prepare candidates to utilize evidence based practice in assessment, consultation and intervention.
- To instill knowledge of human development in cognitive and social emotional arenas from a strength based perspective.
- To develop a foundation for professional, ethical practice and advocacy
- To further candidates’ appreciation of the diverse characteristics of the people and communities with whom they work
- To encourage candidates to embrace a systems level approach for case formulation and intervention planning.
- A complete Saint Rose Graduate School application
- A Baccalaureate degree from an accredited institution
- Official transcripts from all colleges/universities attended
- THREE letters of recommendations regarding personal and academic qualifications
- TWO of the three letters should be from a college professor
- Participation in scheduled group and individual interview
- An undergraduate Grade Point Average of 3.0
School Psychology is part of Educational Psychology, housed within the School of Education. Our students are full time. Courses are taken primarily in the Spring and Fall semesters, although some courses are required during the Summer Sessions. Review our Handbook for further information. After completing three semesters of course work, candidates receive their Masters in Education. In the Spring of their second year, candidates complete their one semester Practicum. In the third year candidates complete their full time Internship. Upon completing the Internship, candidates receive their Certificate of Advanced Study (CAS) and are eligible for provisional New York State Certification. Passing the Praxis II School Psychology exam allows the candidate to apply for National Certification (NCSP) through NASP.
School Psychology
- Cognitive, Academic and Social Emotional Assessment
- Consultation
- Advanced Developmental Psychology
- Introduction to School Psychology
- Child and Adolescent Psychopathology
- Mental Health Interventions and Academic Interventions
- Practicum and Internship
Educational Psychology
- Educational Research
- Theories of Learning
- Psychology of Diversity
- Statistics
- Integrative Seminar in Educational Psychology
Counseling
- Counseling Children and Adolescents
- Group Counseling
Special Education
- Introduction to Exceptional Individuals
- Approaches to Classroom Management
