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  Program Objectives

  The program is designed to provide a strong and broad-based knowledge of both psychology and education and to prepare students to apply that knowledge within school settings. Objectives are as follows:

  • Graduates recognize the dignity and intrinsic worth of all individuals and demonstrate respect for human diversity and individual differences.
  • Graduates are able to deliver a full range of school psychological services, including:
    • assessment of individuals as well as systems;
    • intervention design; and
    • provision of both direct and indirect services.
  • Graduates are advocates for children on both the individual and the group levels.
  • Graduates communicate clearly and effectively and demonstrate appropriate, respectful conduct in their professional interactions with others.
  • Graduates adhere to legal and ethical standards in their professional practice.
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  Student Handbook and Internship Manual

  Click on the links below  for a  PDF of the:

  • Student Handbook
  • Internship Manual
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  Program Philosophical Models

  The program philosophy may be conceptualized as a foundation of several important but complementary concepts, embedded within an overall scientist-practitioner orientation.

  1. Evidence-based practices
  2. Consultation-based services
  3. Behavior analytic intervention design
  4. Social-cognitive/eco-behavioral orientation
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  Core Content

  The core content for the program is based upon the nationally-recognized standards for training and practice established by the National Association of School Psychologists. The 10 domains are:

  • Data-Based Decision-Making and Accountability
  • Consultation and Collaboration
  • Effective Instruction and Development of Cognitive/Academic Skills
  • Socialization and Development of Life Skills
  • Student Diversity in Development and Learning
  • School and Systems Organization, Policy Development and Climate
  • Prevention, Crisis Intervention, and Mental Health
  • Home/School/Community Collaboration
  • Research and Program Evaluation
  • School Psychology Practice and Development
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  Field Experiences

  Students will document actual time spent in field activities as part of the training program. The field experiences are aligned with coursework and scaffolded in intensity so that trainees are not required to perform many new skills at once. Field experiences progress along a continuum from minimal/passive, to active/independent. Field activities may be observation, assistance, supervised or independent.

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  Pre-practicum

  During Year 1, students must log a minimum of 100 hours. These experiences involve mostly observation, but may occasionally include assisting the supervisor in minor tasks, depending upon the trainee’s level of training. Specific activities are required during the Year 1 field experience, including shadowing a school psychologist, observing school special classrooms and meetings and assisting with systemic activities.

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  Practicum

  The Year 2 Practicum is a three-semester, closely supervised experience in the school setting. Students are required to log a minimum of 600 hours over the two semesters and will spend considerable time (estimated 15-20 hours weekly) in their assigned school(s). Experiences are more active than the first year and range from assistive to supervised. At the conclusion of the Practica, students will apply for the Preliminary School Psychologist certificate through the Michigan Department of Education, which will allow them to obtain a paid position for the internship.

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  Internship

  The internship experience is one school year (fall through spring), however, when translated to the University academic year, it may start slightly before the fall term and continue through summer 1. Trainees must nominate sites/supervisors for their internship experiences. Holding the Preliminary Certification may allow the student to obtain a paid position during the internship. However, 91¸£ÀûÉç does not guarantee the availability of such positions.

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  Admission Requirements

  The 91¸£ÀûÉç program accepts full-time-only students. During the Years 1 and 2 field experiences, some daytime hours in the public schools will be required; these hours may not be regular. In addition, some courses are offered during the daytime. Finally, the internship itself is a full-school-year commitment (usually paid by the district).

  Requirements

  Admission occurs at two levels:

  1. At the master’s level, for those who have not yet attained a master’s degree in school psychology; and
  2. At the specialist level, for those who have already been granted a master’s degree in school psychology from another appropriately credentialed program.

  Those admitted at the specialist level may be required to take additional or substitute courses, depending upon their individual transcripts, at the discretion of the program director.

  Each prospective student must meet the admission requirements of the College of Liberal Arts & Education, which requires an overall grade point average of 2.7 for the last two years of undergraduate work and 3.0 for graduate work. The program preference is for a minimum GPA of 3.0, and minimum GRE* of 1000 (V & Q combined). An undergraduate degree in psychology is not required. However, any student who does not have undergraduate coursework in child development and statistics will be required to take compensatory coursework prior to enrollment or within the first semester, as directed by the advisor.

  The school psychology program is intended to lead to certification by the state board of education. Candidates who would not qualify for teacher certification (see http://www.legislature.mi.gov/(hzka3q2cfmj4r0vc4mdmp055)/documents/mcl/pdf/mcl-380-1535a.pdf) should not apply; if admitted, those students will be dismissed as the program is informed of disqualifying circumstances.

  *Note: The GRE requirement is waived for 91¸£ÀûÉç undergraduates.

  Re-specialization

  Applicants who have already completed graduate programs in related areas may apply; application procedures and requirements are the same as for other candidates. Re-specialization applicants who are accepted into the program may be eligible for a modified program. Transcripts and documentation from previous coursework will be reviewed to determine if some courses may be transferred. Such courses must be comparable and completed with at least a “B.” It is unlikely that a substantial number of courses will meet this criterion. Additionally, it is the position of this program that the practice of school psychology is a specialization requiring intensive school-based field experiences; therefore, it is the policy of this program not to waive field experience requirements.

  Deadline

  The application deadline for the program is January 15. Applicants are strongly advised to submit materials to the Graduate School by November 30 to ensure their complete file has been forwarded to the department by the January 15 deadline. It is the applicant’s responsibility to ensure that all materials have been received. Incomplete applications will not be considered. In order to be considered for the school psychology program, applicants must submit the following materials:

  1. Transcripts documenting a minimum undergraduate GPA of 2.7 (for admission to Graduate School) and for the School Psychology program, a preferred GPA of 3.0;
  2. Official GRE score report (current within five years): Minimum combined score (V & Q) of 800; 1000 or greater p