The School Psychology Department houses the following programs:
The MA/CAGS Program in School Psychology consists of three years of full-time study and field experience, culminating in a 1200-hour internship. Students earn the Master of Arts (MA) in Professional Psychology after earning 30 or more credits. They continue on to earn the Certificate of Advanced Graduate Studies (CAGS) degree in School Psychology. The 66 credit MA/CAGS sequence constitutes specialist level training, which is the standard entry level preparation in the field of school psychology .
The PsyD Program in School Psychology consists of two levels. The first part of the program consists of MA/CAGS-level coursework and related field experience over 3 years of full time study, as described above. This is followed by the PsyD level of the Program, which consists of doctoral level coursework, practicum experiences and internship, and a doctoral project. These program components bring the overall total to 120 credits. Individuals who have earned a specialist degree in school psychology from other training programs are encouraged to apply for advanced standing at the PsyD level. Advanced standing doctoral students enter the PsyD level of the Program with up to 62 credits (although typically closer to 50 credits), depending on their prior graduate coursework.
The MA Program in Applied Behavior Analysis is a 32-credit program that can be completed in one year on a full-time basis or up to two-years on a part-time basis. The curriculum and field-training experiences will give students a philosophical, theoretical and technical skill-set preparing them for a wide range of professional activities. The BACB approved curriculum will prepare students to sit for the national behavior analyst certification exam. For more information, please contact Program Director Ronald Lee, PhD, BCBA-D, firstname.lastname@example.org
A 15 graduate credit Certificate Program in School Climate and Social Emotional Learning is currently being developed in partnership with the Freedman Center for Child and Family Development. This evidence-based, blended program will address multiple dimensions for transforming, creating, and sustaining a positive school culture and climate with a focus on training teams of elementary school staff (teachers, school mental health providers, and administrators) in the core concepts of social emotional learning, systems change, and coaching. For more information, please contact. For more information, please contact Program Co-Directors Nadja Reilly, PhD , email@example.com and Margaret Hannah, MEd, firstname.lastname@example.org.