Education Specialist in School Psychology

Education Specialist in School Psychology

IN THIS SECTION

Get your credentials for an in-demand career.

The Education Specialist in School Psychology program (formerly certificate of advanced graduate studies) at Worcester State University provides you with the knowledge and practical experience to become a thoughtful and responsive professional who is prepared for an in-demand career in school psychology.

Approved by the National Association of School Psychologists Accreditation Board and grounded in an ecological framework focused on prevention, assessment, and intervention, our program imparts in you the values of social and educational equality, sensitivity, and empathy. It is one of only 6 programs of its kind in Massachusetts, and it provides you with a high-quality education at a competitive cost.

As a full-time, 72-credit, 3-year program, it offers you course sequences in assessment, counseling, and neuropsychology as well as opportunities for collaborative research with experienced faculty. In recent years, students have presented their findings nationally.

Upon successful conclusion of the program’s requirements—including passing the necessary licensure exams, completing more than 1,800 hours of supervised practicum and internship experience, and performing successfully on a comprehensive exam—you will earn an education specialist degree in school psychology and a master of education in school psychology, which results in endorsement as a credentialed school psychologist in the state of Massachusetts through the Department of Elementary and Secondary Education.

Graduates of this program help students in today’s diverse public schools to achieve academically, socially, and emotionally—and they are sought after by employers. Although most go on to rewarding careers as school psychologists in public schools, others pursue careers in hospitals, private schools, prison facilities, and private practice.

View the Catalog

Explore sample courses in this program.
EP-901 Intro to School Psychology: Ethical Standards, Legal Issues & Professional Topics
Included in the course topics are the historical foundations of the profession of school psychology, introduction to the special education procedures, basic legal and ethical issues, professional roles, and relationship of school psychologists to other educational and mental health team members. Attention is focused on federal and state legislation, special and regular education case law, psychological practice case law, and professional ethical standards as applied in the educational setting. Consideration is given to the ethical standards of practice as they relate to legal mandates and court decisions concerning psychological practice in the schools. Prerequisite: full-time enrollment in the school psychology program or permission of school psychology program director.
3 credits
EP-920 Research, Design & Evaluation
This course introduces qualitative and quantitative research methods, acceptable research designs, clinical applications, program evaluation, interpretation of findings and critical evaluation. Specific attention includes percent of non-overlapping data as a means of evaluating effectiveness of intervention(s). Prerequisite: full-time enrollment in the school psychology program or permission of school psychology program director.
3 credits
EP-902 Intro to Counseling Theory, Practice & Psychotherapy
The study and critical analysis of the major counseling theories and elements of effective psychotherapy as they apply to the counseling process. An introduction to counseling skills with focus on the various techniques used with individuals, groups, and families. Essentials of interviewing, note taking and report writing, and the role of diagnosis are examined. Video, experiential learning, and role-plays may be utilized. Prerequisite: full-time enrollment in the school psychology program or permission of school psychology program director.
3 credits
EP-903 Principles of Cognitive & Psycho-Educational Assessment & Intervention I
This course is one of two required courses designed to introduce testing and assessment processes in psychology and education. Students develop emerging expertise in individual test administration, scoring, interpretation, and report writing. Contemporary issues pertinent to the assessment of cognition are covered. Emphasis is placed on synthesizing and integrating information from multi-data points in order to generate effective recommendations and interventions. Competency examination(s) must be passed for course credit. Prerequisite: full-time enrollment in the school psychology program or permission of school psychology program director.
3 credits
EP-904 Principles of Cognitive & Psycho-Educational Assessment & Intervention II
The second (of 2) required course sequence designed for students in the school psychology program to develop ongoing expertise in individual test administration, scoring, interpretation, and report writing with an emphasis on linking assessment and intervention. Contemporary issues pertinent to the assessment of cognition are covered. Emphasis is placed on synthesizing and integrating information from multi-data points to generate effective recommendations and interventions. Competency examination(s) must be passed for course credit. Prerequisite: full-time enrollment in the school psychology program, successful completion of all year one fall program courses, or permission of school psychology program director.
3 credits
EP-905 Behavioral Assessment & Interventions
Covers theory, research, and practice pertaining to the assessment of complex behaviors across childhood and adolescence. This course uses a problem-solving framework to help students acquire skills in identifying common behavioral problems and designing targeted assessment plans. Students are afforded the opportunity to gain experience in the administration, scoring, and interpretation of relevant measures designed to assess children’s and adolescents’ behavioral functioning. Includes skills and techniques of preventing and remediating behavior problems. Students have direct practice in the use of multi-source/multi-method data and the development and writing of functional behavioral assessments and behavior plans. Prerequisite: full-time enrollment in the school psychology program, successful completion of all year one fall program courses, or permission of school psychology program director.
3 credits
EP-921 Human Development: Lifespan
This course provides an overview of development throughout the span of life. A comprehensive view of lifespan development with special attention to the physical, cognitive, and social-emotional changes that occur during infancy, toddlerhood, childhood, adolescence, and adulthood. Theories of development are reviewed from an interdisciplinary, culturally informed perspective and related to implications for learning. Prerequisite: full-time enrollment in the school psychology program, successful completion of all year one fall program requirements, or permission of school psychology program director.
3 credits
EP-927 Exceptionalities: Developmental Processes, Identification & Intervention
A broad survey of the field of exceptionality and special education with emphasis on the study of physical, cognitive, perceptual, and psychological aspects of the atypical developmental patterns of children and adolescents. Included are discussions of current issues and controversies in the field, characteristics, classification, diagnosis, and educational interventions for school-aged children with high-incidence and low-incidence disabilities who have exceptional educational needs. Includes attention to special education legislation and current service delivery programs. Pre-practicum component (30 hours). Prerequisite: full-time enrollment in the school psychology program, successful completion of all year one fall program requirements, or permission of school psychology program director.
3 credits
EP-907 Child & Adolescent Psychopathology
Utilizing the DSM V and major forms of psychopathology, this course focuses on those disorders first diagnosed in infancy, childhood and adolescence. This serves as a foundation for understanding developmental and behavioral disorders of childhood through adolescence. Areas of study include both internalizing and externalizing disorders. Students acquire a thorough knowledge of specific pathologies and conditions through intensive reading and research. Conversation includes a review of the relationship between state-identified categories of special education eligibility and the DSM-V diagnostic categories. Prerequisite: full-time enrollment in the school psychology program, successful completion of all year one fall and spring program courses, or permission of school psychology program director.
3 credits
EP-930 Group Processes: Theories & Practice
This course provides an overview of the group processes and dynamics with a focus on stages of group development. Various approaches, theories, and techniques of group are examined. The group process of the class provides experience of group membership. The course involves a combination of didactic and experiential elements. Readings, lectures, and the use of role-play/media build a cognitive base for experiential learning. This course facilitates students learning the practical aspects of designing and conducting groups (i.e., psycho-educational and support groups) specifically in the school setting. Prerequisite: full-time enrollment in the school psychology program, successful completion of all year one fall and spring program courses, or permission of school psychology program director.
3 credits
EP-906 Personality Assessment: Social, Emotional & Affective Functioning
Uses a problem-solving framework designed to help students develop skills in identifying common social, emotional, and affective problems and designing targeted assessment plans. Offers students an opportunity to gain experience in the administration, scoring, and interpretation of relevant measures designed to assess children’s and adolescents’ social, emotional, and affective functioning. Various approaches to collecting data may include history taking, direct observation, clinical interviews, self-report inventories, and projective techniques. Prerequisite: full-time enrollment in the school psychology program, successful completion of all year one program courses and requirements, concurrent placement in full-time clinical school-based practicum, or permission of school psychology program director.
3 credits
EP-922 Child & Adolescent Therapy
This course examines various approaches to counseling and psychotherapy with children. Students gain experience in the application of techniques of psychotherapy with a variety of populations, which may include traditionally defined racial and multicultural populations, and also include a broader spectrum of individuals such as children with a variety of special needs. Various approaches and techniques used in counseling children, with attention to sensitivity to multicultural, racial, and special-needs issues. Students also gain specific skills in facilitating client development and change in a multicultural society through intentional intervention and counseling techniques. Prerequisite: full-time enrollment in the school psychology program, concurrent placement in full-time clinical school-based practicum, or permission of school psychology program director.
3 credits
EP-923 Learning: Principles, Theories & Applications
This course is focused on current theories of learning and how to link theory and intervention. Structure of the course is designed to provide students with knowledge of scientifically based research practices. Emphasis is placed on linking assessments to effective instructional practices in the areas of reading, writing, and math. Evidence-based methods of data collection, decision making, progress monitoring, and evaluation of outcomes are emphasized. Particular focus is placed on the advocacy and culturally sensitive practices within diverse populations. Prerequisite: full-time enrollment in the school psychology program, concurrent placement in full-time clinical school-based practicum, or permission of school psychology program director.
3 credits
EP-990 Professional Seminar & Practicum in School Psychology I
Seminar and school-based year-long practicum in which students link theories and coursework to practice. The professional seminar is taught concurrently with a year-long practicum in school psychology under the supervision of a certified school psychologist. The seminar provides a forum, an important part of school psychology training, in which students examine professional, legal, and ethical issues and service delivery models in school psychology. The seminar environment affords students the opportunity to discuss complex cases that they have encountered including cross-cultural considerations, diagnostic issues, recommendations, and interventions. Prerequisite: full-time enrollment in the school psychology program, concurrent placement in full-time clinical school-based practicum, or permission of school psychology program director.
3 credits

Admission Requirements

The Education Specialist in School Psychology program welcomes applications from those who have an interest in commitment to the delivery of psychological services in a diverse society. Diversity among students in the program is expected; however, it is anticipated that all applicants will possess a bachelor’s degree with appropriate coursework or complete such coursework during the beginning phases of training.

The Education Specialist in School Psychology program admits students for the fall semester only. Priority application review for fall admission begins February 1.

Following formal application and meeting the graduate school’s general admission criteria, the EdS in School Psychology program utilizes multiple criteria for admission:

  • An official transcript from the institution that awarded your bachelor’s degree
  • An overall undergraduate grade point average of 3.0 or above
  • An undergraduate major in psychology or education*
  • Passing score on the MTEL Communication and Literacy subtest (may be completed during the first semester of study)
  • Official transcript from each graduate institution that awarded your degree(s) or course credit, if applicable

*Students may be admitted to the program from a variety of academic backgrounds. However, it is expected that an appropriate number of courses in psychology may be required in the initial phases of training. The faculty reserves the right to determine those courses to be taken. This preparatory coursework will not directly apply to the course requirements for the EdS in School Psychology.

Worcester State offers you a cadre of professionals, faculty, adjunct faculty, and clinical supervisors who view themselves as partners and mentors with students, as they undertake this arduous, yet satisfying journey.

Clinical Experience

All clinical experience is fully supervised.

Pre-Practicum
A 30+ hour pre-practicum is completed during the second semester of the first year. Students are placed in a school and work directly with children.

Practicum
A 600+ hour practicum is completed during the second year of study.

Internship
During the third year, students complete a 1,200+ hour, unpaid internship in a school system.

Program Outcomes

Students receive a EdS in school psychology and an MEd in school psychology at the culmination of 3 years of full-time study. Upon completion, students may receive institutional endorsement to obtain the credential of school psychologist in the state of Massachusetts.

The education specialist degree is awarded upon successful completion of 72 credits combined planned program of study including a supervised, full-time practicum (600+ hours) and supervised full-time, unpaid internship (total 1,200+ hours), completion of an acceptable professional portfolio, and successful performance on a comprehensive examination. Candidates must satisfy all other graduate and degree requirements.

Institutional endorsement for professional credential as a school psychologist requires a passing score on the Massachusetts Teacher Educator Licensing Examination (MTEL) and sitting for the Praxis II exam and successful completion of all education specialist components.

Take the next step

Apply
Request Information
Visit