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Degrees Offered

The School Psychology program offers both M.Ed./CAGS (Certificate of Advanced Graduate Standing) and Ph.D. degrees in School Psychology. The Ph.D. program is accredited by the American Psychological Association and is approved by the National Association of School Psychologists and the Massachusetts Department of Education. The M.Ed./CAGS program is also approved by the National Association of School Psychologists and the Massachusetts Department of Education.

The doctoral program (109 semester hour credits minimum) typically takes five years to complete and includes a one-year internship experience. The M.Ed./CAGS program (66 semester hour credits minimum) typically takes three years to complete and also includes a one-year internship experience. Both programs are full-time.

Typically, students with backgrounds in psychology, education, and/or special education seek admission in our program. Our graduate students hail from many states and regions across the United States and vary in age, ethnicity, gender, sexual orientation, and background experience.

The School Psychology Program's ecological orientation has its primary foundations in cognitive, behavioral, social, and developmental psychology. The orientation prepares professional school psychologists as problem solvers with a focus on the prevention and intervention of achievement and social/behavior problems in the natural context(s). Specific attention is directed to assessment for understanding student-environment relations than is directed to understanding aspects of within-child functioning. The curriculum includes coursework in contemporary behavioral assessment and curriculum-based measurement, interventions for achievement and behavior problems, instructional design and methods of special education, instructional and behavioral consultation, and policy and legal studies, with the common goal of preparing school psychologists who are well skilled in the prevention of achievement and behavior problems via early screening and early intervention.

Integrated with the ecological perspective are the scientist-practitioner aspects of our training model. Here, the focus of the program is on careful integration of scientific methods of knowing with professional practice and research. Program students receive training is single-subject, experimental and quasi-experimental design, and program evaluation, which are complimented by a range of statistical and data-analytic techniques. In addition to required research, practicum, and internship activities, all students take coursework within the following domains: Psychological and Educational Foundations of School Psychology, Psychometrics, Assessment and Research, Methods of School-Based Intervention, and Professional School Psychology. This ecologically-oriented, scientist-practitioner training model results in professional practice that is contemporary and ethical in its striving for accountability, and that has the potential to contribute to the knowledge base of the field of School Psychology.