School Psychology Curriculum
The curriculum is organized into four areas: Psychological and Educational Foundations, Psychoeducational Methods, Traineeship and Internship.
Psychological and Educational Foundations. Coursework covers the theoretical foundations of the science of human behavior and the foundations of education. Psychological foundation areas include human learning/cognition, human development, child and adolescent psychopathology, and health psychology and behavioral medicine. Educational foundation areas include exceptional children, multicultural issues, academic intervention, and organization and operations of schools. This area includes the history and foundations of professional school psychology.
Psychoeducational Methods. Characterized by a competency-based approach and emphasis on data-based decision-making, coursework in this area involves the acquisition and application of professional knowledge and skills needed to function successfully as a school psychologist. Courses cover diverse models and methods of psychoeducational assessment, behavioral assessment and intervention, counseling and mental health services, research and evaluation, and consultation/indirect services to schools and families.
Traineeship. In conjunction with psychoeducational methods courses, students complete a two day per week, 450 hour traineeship in the schools during the second year of the program. This experience includes close supervision by both faculty and field supervisors and includes specific objectives that address school psychology competencies in such areas as assessment, counseling, behavioral assessment and intervention, and consultation.
Internship. During the third year, students complete a paid 1200 hour supervised internship, at least 600 hours of which must be in the schools. Internships in nearby diverse rural, suburban, and urban settings allow students to practice and integrate the full range of school psychological services under supervision of credentialed faculty and field supervisors.
Students return to the university for faculty supervision and one advanced course taken concurrently with internship each semester.
Interns and trainees are required to acquire malpractice insurance coverage at their own expense.
Thus, four sequential levels of training (foundations, psychoeducational methods, traineeship and internship) are provided. All psychoeducational methods courses and most other courses are limited to no more than a 10:1 student-faculty ratio to assure that the training experience is individualized and appropriately supervised.