The Winthrop School Psychology Program is a three-year, full-time graduate training
sequence leading to the Specialist in School Psychology (SSP) degree. Although an
interim Master of Science (MS) degree is awarded at the end of the second year, students
admitted to the program are expected to complete the full three-year training program.
The Winthrop School Psychology Program is primarily designed to prepare practitioners
who are competent to provide a full range of school psychological services including
consultation, behavioral intervention, psychoeducational assessment, research, program
planning/evaluation and counseling. Students are prepared to work with diverse clients
from infancy to young adulthood, including those with low-incidence disabilities,
and with families, teachers and others in the schools and community. Opportunities
for working under close supervision in rural, suburban and urban settings are afforded
students in the program. Although some of the School Psychology graduates subsequently
pursue doctoral studies, the primary purpose of the program is the preparation of
well-rounded professionals for work in public schools and related settings.
The three-year, full-time program leading to both the Master of Science (MS) and Specialist
in School Psychology (SSP) degrees utilizes a highly structured, applied, competency-based
approach to training. The curriculum is linked to a comprehensive set of objectives
that outline knowledge, skills, and professional work characteristics needed by school
psychologists in order to respond effectively to the diverse needs of individuals
and systems that we ultimately serve. Program emphasis is placed on psychological
and psychoeducational methods whose effectiveness has been demonstrated through behavioral
research. A multi-method, multi-source approach to assessment of learning and development
helps assure that students attain the competencies needed to be effective school psychologists.
The Winthrop School Psychology Program has been designed to meet national standards
of quality and progresses sequentially from foundations courses to methods/practica
experiences to a 1,200 hour internship. The training philosophy of the program emphasizes
the importance of integrating knowledge and skills under conditions of strong supervision,
support and collaboration. Completion of supervised field experience over the last
two years of the program provides for closer integration of didactic and experiential
components of the curriculum, more immediate application and integration of skills
and strong involvement of faculty in this critical stage of training. Low student-to-faculty
ratios in all methods/practica courses and weekly sessions with both faculty and credentialed
field supervisors during traineeship and internship help to assure the monitoring
and support needed for students to become competent professionals. Collaboration and
cooperation among students are also encouraged.
The combined MS/SSP program is fully approved by the National Association of School
Psychologists (NASP) and South Carolina Department of Education. Winthrop is also
fully accredited by the National Council for Accreditation of Teacher Education (NCATE).
Upon the attainment of a passing score on the PRAXIS Examination in School Psychology
and the recommendation of the program director, graduates of the program qualify to
become Nationally Certified School Psychologists (NCSP) and can attain certification
as School Psychologists in South Carolina (Level II) and other states.
The job market for school psychologists and Winthrop School Psychology graduates has
been historically strong. Over the past thirty years, almost all graduates seeking
employment in the field have attained such employment within three months of graduation.
Winthrop School Psychology alumni are employed in many states. Their preparation is
evaluated very highly by employers. Those who have pursued doctoral studies have also
been very successful in gaining admission and in completing their studies.
Immediately upon entering the program, the student should develop, with the program
director, an individual course of study which meets the requirements for the degree.