Psychology, Educational Specialist in School Psychology (EdS)
Susan Ruby, Program Director
Prerequisites: A bachelor's degree in psychology or its equivalent is required. Successful completion of undergraduate coursework in child or life-span development, learning, research, measurement and statistics is required. Faculty will evaluate each applicant on an individual basis to determine prerequisites needs.
Note: successful completion of the National School Psychology Certification Examination and an oral examination that reviews the portfolio project and contents is required.
Early consideration deadline for completed applications is January 15. All application materials must be received by March 1 for consideration of admission for a fall start. Students ordinarily begin their graduate studies fall quarter. Admission to begin the program in winter or spring is discouraged.
- Must have a GPA ≥3.0 in the last 90 quarter or 60 semester-graded credits. The Graduate Admission Committee may recommend a limited number of other students with a lower GPA to the Dean of Graduate Studies for admission based upon standard test scores, intervening experiences and other relevant factors.
- Must meet the requirements of the Graduate School.
- Must submit application to the Department of Psychology for the School Psychology Program, vitae/résumé, and a letter of introduction and intent (not to exceed 3 pages) for admission to the School Psychology EdS.
- Must send three letters of recommendation to the Department of Psychology.
- Must have a bachelor’s degree in psychology or its equivalent. Ordinarily, the applicant’s transcript must show evidence of courses in the following areas: scientific principles of psychology, inferential statistics, learning and personality theory, abnormal psychology, life span development, physiological psychology, history and systems in psychology and general/experimental psychology. Accepted applicants whose transcripts are lacking some areas of proficiency may be asked to complete appropriate courses prior to full acceptance to the program.
- Must submit scores for the Graduate Record General Examination (GRE) Test. The GRE must have been taken no more than five years before the date of application.
- It is expected that a student complete all of the requirements for admission to the Graduate School and the Department of Psychology before registering for core classes.
School Psychology: early consideration January 15, deadline March 1, (2) Graduate Studies Office applications, (1) department application, (2) official transcripts, (3) letters of recommendation, (1) cover letter/personal statement, (1) résumé/vita, GRE scores (within five years of application)
Applicants may be invited for a personal interview once applications have been reviewed.
Students accepted will be notified of a general information meeting held preceding the beginning of their first quarter, to provide orientation to institutional and departmental procedures and to provide information about registration.
This program is fully approved by the National Association of School Psychologists (NASP). We adhere to a scientist-practitioner model that prepares students for practice as a school psychologist. Candidates graduating from our program are prepared to receive a Residency Certificate in School Psychology from Washington’s Office of Superintendent of Public Instruction (OSPI) and to become nationally certified school psychologists (NCSP). Coursework, practica and internship are aligned with state and national certification and training standards. Specific areas of training include student and program evaluation (i.e., measurement principles); development of academic and social-behavioral intervention plans (i.e., instructional and behavioral analysis, consultation and counseling); and research (i.e., methods and statistics). The program adopts a preventive focus by training candidates to assess and intervene at the school-wide and at-risk group level. Knowledge and skills are developed through integrated coursework, field experiences and internship. The program duration is three years.
|PSYC 505||APPLIED LEARNING THEORY AND BEHAVIOR MODIFICATION||4|
|PSYC 510||PROFESSIONAL SCHOOL PSYCHOLOGY I||4|
|PSYC 511||PROFESSIONAL SCHOOL PSYCHOLOGY II||4|
|PSYC 512||PROFESSIONAL SCHOOL PSYCHOLOGY III||4|
|PSYC 513||ADVANCED CHILD AND ADOLESCENT DEVELOPMENT||4|
|PSYC 523||MULTI-TIERED SYSTEMS OF SUPPORT||4|
|PSYC 526||ACADEMIC ASSESSMENT FOR SCHOOL PSYCHOLOGY||4|
|PSYC 531||PSYCHOEDUCATIONAL GROUPS||4|
|PSYC 532||RESEARCH AND STATISTICS GROUP DESIGN||4|
|PSYC 533||INTERVENTION AND PROGRAM EVALUATION||4|
|PSYC 539||SEMINAR IN SPECIAL TOPICS||3|
|PSYC 543||COUNSELING THEORIES AND SCHOOL BASED MENTAL HEALTH INTERVENTIONS||4|
|PSYC 553||SOCIAL, EMOTIONAL AND BEHAVIORAL ASSESSMENT OF CHILDREN AND ADOLESCENTS||4|
|PSYC 554||COGNITIVE ASSESSMENT||4|
|PSYC 558||SCHOOL PSYCHOLOGY PRACTICUM (1-8 must be repeated)||12|
|PSYC 559||COGNITIVE ASSESSMENT LAB||3|
|PSYC 560||SCHOOL PSYCHOLOGY CONSULTATION||4|
|PSYC 566||DEVELOPMENTAL PSYCHOPATHOLOGY AND CLINICAL NEUROSCIENCE I||4|
|PSYC 567||DEVELOPMENTAL PSYCHOPATHOLOGY AND CLINICAL NEUROSCIENCE II||4|
|PSYC 579||ADVANCED DIAGNOSTIC ASSESSMENT||4|
|PSYC 602||SCHOOL PSYCHOLOGY PORTFOLIO (1-6)||6|
|PSYC 695||INTERNSHIP IN SCHOOL PSYCHOLOGY (1-6 must be repeated)||15|
- describe and accurately apply varied methods of assessment and data-collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes;
- articulate and apply varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems;
- design and evaluate evidence-based curriculum and instructional strategies that support cognitive and academic skills;
- design and evaluate services and programs that support socialization, positive behavior, and mental health;
- articulate key elements in school and systems structure, including multi-tiered systems of support;
- in collaboration with others, design comprehensive plans for multi-tiered prevention and empirically supported strategies for effective crisis preparation, response, and recovery;
- design, and evaluate services that facilitate family school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children;
- articulate best practices for culturally responsive assessment, consultation, and intervention and provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds, and across multiple contexts;
- interpret, evaluate, and design single case and group design research, and apply these skills to collaboratively conduct program evaluation in applied settings;
- articulate and apply ethical, legal, and professional standards and demonstrate professional work characteristics needed for effective practice as school psychologists.