Applied Educational Psychology: School Psychology (EdS)


2015-2016 GRADUATE STUDIES CATALOG

Effective 1 June 2015 through 31 May 2016

Please see the Graduate Catalog Archives for PDF versions of past catalogs.



This program offered by School of Education on the St. Louis home campus

Vision

The vision of this program is to prepare school psychologists who collaborate with teachers, parents, and school personnel to promote educationally and psychologically healthy school environments for all children and youth. This vision is enhanced by Webster University’s international perspective that fosters dialogue, respect and understanding across boundaries and between peoples.

Mission

The mission of the Education Specialist (EdS) in applied educational psychology: school psychology is to provide a specialist degree program that completes the academic preparation and professional training required for individuals to become school psychologists. The EdS offers the culminating experiences and coursework that give future school psychologists the knowledge and skills they need to promote well-being and resilience in children and youth, to research and analyze educational problems, and to find solutions that create learning environments that are supportive and engaging for all students and that prepare young people to grow up to become competent, caring adults.

Conceptual Framework

The conceptual framework for this program comes from School Psychology: A Blueprint for Training and Practice III. This blueprint emphasizes the importance of problem-solving and scientific methodology in school psychology practice. The blueprint describes a vision of collaboration, education and social justice in which scientist-practitioners contribute to making this world worthy of its children. Webster University shares the vision of the National Association of School Psychologists that "all children and youth thrive in school, at home, and throughout life."

Goals and Outcomes

The goals for this program originate from the International School Psychology Association. At the completion of their programs, EdS students are expected to demonstrate competency in achieving the following six goals:

  • Goal 1 - Core knowledge in psychology and education
  • Goal 2 - Professional practice preparation
  • Goal 3 - Professional skills and abilities in assessment and intervention
  • Goal 4 - Interpersonal skills
  • Goal 5 - Research methods and statistical skills
  • Goal 6 - Knowledge of ethics and establishment of professional values

Domains of School Psychologists

The Missouri Department of Elementary and Secondary Education (DESE) and the National Association of School Psychologists (NASP) have identified ten domains for school psychologists. The Webster University program is directly aligned with these domains; competencies in each of these domains are assessed in the candidate’s School Psychology Portfolio. DESE and NASP describe these domains as:

  • Data-Based Decision-Making and Accountability
  • Consultation & Collaboration
  • Interventions and Instructional Support to Develop Academic Skills
  • Interventions and Mental Health Services for Socialization & Development of Life Skills
  • School-Wide Practices to Promote Learning
  • Preventive and Responsive Services
  • Family-School Collaboration
  • Diversity in Development and Learning
  • Research and Program Evaluation 
  • Legal, Ethical and Professional Practice  

Dispositions and Ethical Guidelines

Dispositions are “the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth” (NCATE, Professional Standards, p. 53). Students need to demonstrate competencies in professional dispositions.The school psychology candidate:

  • is a reflective practitioner who continually assesses the effects of choices and actions on others.
  • fosters relationships with diverse colleagues and educational partners in the larger community to support youth development and well being.

Candidates who complete the program are prepared to be school psychologists who have the knowledge and ability to promote the success of all students by:

  • understanding and respecting themselves
  • understanding and respecting others
  • understanding and respecting professional communities

“Effective interpersonal skills and the ability to work constructively and collaboratively with diverse individuals and agencies are indispensable for school psychologists” (Quote from page 15 of School Psychology: A Blueprint for Training and Practice III). Many of the courses and experiences in the program provide opportunities for intercultural understanding, collaboration, consultation, and the development of strong interpersonal skills.

School psychology candidates must have knowledge of professional ethics and follow the ethical guidelines of the National Association of School Psychologists, the American Psychological Association, and the International School Psychology Association.

Program Description

The Missouri Department of Elementary and Secondary Education requires that a student receive a minimum of sixty (60) semester hours of professional preparation at the graduate level in order to earn educator certification as a school psychologist. A student needs an appropriate master’s degree in order to become a school psychologist.  Webster University’s post-master’s EdS degree in applied educational psychology: school psychology is 38 hours.

The EdS degree in applied educational psychology: school psychology is designed to accommodate three main categories of students:

  1. Students who have just completed the master’s degree in applied educational psychology at Webster University.
  2. Students who have completed a master’s degree from Webster University in a closely related field such as special education.
  3. Students who have completed a master’s degree from another university in applied educational psychology or in a closely related field such as educational psychology, clinical psychology, counseling psychology, school counseling, or special education.

General Requirements

The entire preparation for becoming a school psychologist includes a master’s degree in applied educational psychology or in a closely related field followed by 38 hours of post-master’s work in school psychology curriculum and professional experiences. Full-time EdS students may complete the first 28-34 of the 38 credit hours in two summers and the included academic year, and the final 4-10 hours during the subsequent internship year.

School Psychology Portfolio

Work from both the master’s degree and the EdS degree is included in the School Psychology Portfolio. The portfolio is aligned with DESE’s requirements for Missouri educator certification as a school psychologist and the International School Psychology Association’s (ISPA) goals, standards, and indicators identified in the ISPA Guidelines for the Preparation of School Psychologists. The portfolio can be developed in the course, Portfolio Based Analysis: School Psychology.

The portfolios are used for both formative and summative evaluations in school psychology. Students share and discuss their portfolios with their advisors and program faculty. More information on the portfolio and the portfolio’s scoring rubric can be found on the School of Education website.

Advanced Graduate Certificate (AGC) in the Assessment of Learning and Cognitive Development

Included within the EdS is an AGC in the assessment of learning and cognitive development. While earning this certificate, students acquire skills in the assessment of learning, cognitive abilities, and academic performance. In the state of Missouri a primary professional role for school psychologists is to use psychoeducational assessment as a way to understand children in order to make informed decisions. Accordingly, all students who are enrolled in the EdS in applied educational psychology: school psychology learn how to investigate children’s mental processes, memory, behavior, analytic reasoning, and problem-solving skills. They learn how to gather information and recommend interventions  that will help children realize their academic potentials in a school setting.

Field Experiences and Internship

School psychology preparation includes a planned program of field experiences, practicum courses, and a year-long internship. Each year of the program provides students with increasingly complex professional responsibilities. These experiences provide graduate students who are studying school psychology with opportunities to apply their knowledge of assessment models and methods, data collection, and data analysis to specific school-related concerns. Students gain experience with program evaluation, consultation, mental health promotion, and the full professional work of school psychologists.

The final hours of EdS courses are taken during the year-long internship in school psychology. This supervised internship is equivalent to one (1) academic year, or a minimum of 1,200 hours and is accompanied by the course, School Psychology Internship. In 2009 the National Association of School Psychologists (NASP) adopted best practices guidelines for school psychology internships. In these guidelines “the internship is conceptualized as a culminating training experience in which the primary focus is on providing breadth and quality of training to the intern...School psychology interns should have opportunities to conduct varying types of assessment linked to intervention for academic, behavioral, and social/ emotional issues; consultation; behavior analysis and intervention; counseling; prevention at varying levels; research and program evaluation; and other activities consistent with NASP standards and deemed appropriate by the field site and university program” (Prus, 2009, p.1). Webster University is in agreement with these guidelines.

Professional Development

Many valuable professional learning experiences take place outside of the context of graduate courses. Students preparing to become school psychologists program are strongly encouraged to assume advocacy roles, to participate in professional organizations, and to contribute to professional conferences and publications. At a local level, students may wish to join the Missouri Association of School Psychologists; at a national level there is the National Association of School Psychologists.  Appropriate international organizations include the International School Psychology Association and the Society for Cross-Cultural Research.

Required Courses from the Master’s Degree

Students need to have taken the following graduate-level courses:

  • research or applied research
  • statistics
  • assessment
  • developmental psychology
  • counseling
  • educational psychology
  • behavioral consultation or or behavior management
  • practicum appropriate for school or educational psychology
  • EPSY 5350 Intercultural Communications
    or SPED 5500 Socio-Emotional Development: Children with Special Needs
  • two courses from the prerequisite areas may be taken as EdS electives

EdS Program Coursework

The goals and "learning outcomes" for this program are consistent with those of the International School Psychology Association and the school psychology coursework is organized around the six goals of the ISPA. The 38-hour post-master's EdS degree builds on the student's master's degree and offers the culminating experiences and coursework needed for educator certification as a school psychologist.

Goal 1 Core Knowledge in Psychology and Education (6 hours)
With the assistance of an academic advisor, the student will choose from the following courses to strengthen knowledge in these areas: evidence-based practices, social and adaptive skill development, individual differences, prevention, crisis intervention, and mental health promotion.

  • EPSY 5918 Advanced Educational Psychology (3 hours)
  • EPSY 5880 Psychology of Learning, Memory, and Problem Solving (3 hours)
  • EPSY 5750 Child Development I, St. Louis Psychoanalytic Institute (3 hours)
  • EPSY 5750 Child Development II, St. Louis Psychoanalytic Institute  (3 hours)
  • EPSY 5890 Psychology of Stress (3 hours)
  • EPSY 5952 Children, Culture, and Violence (3 hours)
  • EPSY 5971 Models and Strategies of Behavior Management (3 hours)
  • SPED 5319 Disabilities and Ethics (3 hours)
  • SPED 5700 School-Based Prevention/ Intervention: RtI/PBIS (3 hours)

Goal 2 Professional Practice Preparation (9 hours)

  • EPSY 6121 Portfolio Based Analysis: School Psychology (1 hour required)
  • EPSY 6102 Practicum in Data-Based Decision-Making: Mental Health Services (2 hours required)
  • EPSY 6103 Practicum in Data-Based Decision-Making: Advanced Psychoeducational Assessment and Intervention (2 hours required)
  • EPSY 6500 School Psychology Internship (4 hours required)

Goal 3 Professional Skills and Abilities in Assessment and Interventions (4-7 hours)

  • EPSY 6036 Psychoeducational Assessment II (2 hours required)
  • EPSY 6037 Mental Health in Schools: Assessment and Intervention (2 hours required)
  • EPSY 5930 Screening, Assessing, and Evaluating Gifted Students (3 hours)
  • EPSY 5990 Identifying Giftedness in Underserved Populations (3 hours)
  • EPSY 5991 Issues in Assessment: Cultural and Linguistic Diversity (3 hours)

Goal 4 - Interpersonal Skills, Collaboration, and Consultation (3 hours)

  • EPSY 6300 School Consultation in a Global Society (3 hours required)

Goal 5 - Research Methods and Statistical Skills (5 hours)

  • EPSY 6104 Practicum in Data-Based Decision-Making: Consultation and Applied Field Research (1 hour required)
  • EPSY 6000 Advanced Graduate Certificate Project (3 hours required)
  • EPSY 6101 Practicum in Data-Based Decision-Making; Applied Statistics (1 hour required)

Goal 6 Knowledge of Ethics and Establishment of Professional Values (4-5 hours)

  • EPSY 5951 Child Rights for School Professionals (1 hour)
  • EPSY 6200: Seminar in School Psychology: Professional School Psychology  (2 hours required)
  • EPSY 6200: Seminar in School Psychology: International and Multicultural School Psychology  (2 hours required)

Electives: 3 - 7 hours

It is recommended that electives be selected from the EdS Program Coursework listed above or the optional emphasis in International Children's Rights described below

Optional Emphasis in International Children's Rights
(12 hours)

An emphasis in international children's rights is in the EdS in applied educational psychology: school psychology. In keeping with the core values and goals of this graduate program, the emphasis in international children's rights acknowledges the fundamental human rights of all children and provides advanced knowledge and skills so that professionals can promote children's well-being, learning, development, and safety. The emphasis is twelve hours and students can include the following courses (EDUC/EPSY 5210, SPED 5319, EPSY 5510, EPSY 5991, EPSY 5951, EPSY 6102, EPSY 6200).

Required Course:

  • EPSY 5951 Child Rights for School Professionals (1 hour)
    May be repeated for credit

Electives:

Choose 11 hours from the following:

  • EDUC/EPSY 5210 Annual Human Rights Conference (1 hour)
    May be repeated for credit
  • SPED 5319 Disabilities and Ethics (3 hours)
  • EPSY 5510 Psychosocial Aspects of Migration (3 hours)
  • EPSY 5952 Children, Culture, and Violence (3 hours)
  • EPSY 5991 Issues in Assessment: Cultural and Linguistic Diversity (3 hours)
  • EPSY 6102 Practicum in Data-Based Decision Making: Mental Health Services (1-2 hours)
    May be repeated for credit
  • EPSY 6200 Seminars in School Psychology: International and Multicultural Perspectives (2 hours)

Additional Advanced Graduate Certificates

Additional advanced graduate certificates are available for students who need additional study of applied educational psychology to support their education and preparation for becoming a school psychologist.

Students who did not earn an MA in applied educational psychology may need additional coursework about applying psychology to work with children and youth in school settings. This additional coursework may make students eligible for a 15-hour advanced graduate certificate in immigrant and refugee education or a 15-hour advanced graduate certificate in gifted education and talent development.

Educator Certification

Graduate Students successfully completing the EdS in applied educational psychology: school psychology are eligible for Missouri Department of Elementary and Secondary Education certification as a school psychologist.

Admission

EdS Prerequisites:

Master’s degree in applied educational psychology or closely related field such as educational psychology, clinical psychology, counseling psychology, school counseling, or special education. (Preference is given to Webster University applied educational psychology graduates).

Successful completion of these prerequisites:

Graduate level study of these areas: statistics, research, counseling, assessment, developmental psychology, behavior management, educational psychology, and practicum. Successful completion of at least one of the following: EPSY 5350 Intercultural Communications or SPED 5500 Social-Emotional Development: Children and Special Needs

(Two courses of these prerequisite areas of graduate study may be taken as EdS electives.)

Admission Requirements

  • A master of arts in applied educational psychology or a master’s degree in a closely related field.
  • Official transcripts of previous undergraduate and graduate coursework.
  • A cumulative graduate GPA of 3.5 or higher.
  • Two essays (800-1200 words each); these essays may refer to the applicant’s resume and transcripts. In the essays please cite references using APA style.
    1. Submit an essay that reflects on your academic experiences and professional growth during your master’s degree program and how these will prepare you for becoming a school psychologist. What do you hope to gain from the EdS in applied educational psychology: school psychology?
    2. Submit an essay about student diversity in development and learning. Demonstrate that you have acquired an understanding of individual differences and the sensitivity and skills needed to work with individuals of diverse characteristics.
  • A current resume.
  • Three letters of recommendation from faculty and/or associates.
  • The applicant must be able to provide evidence of superior academic ability.
  • After all materials have been submitted, an entry interview will be scheduled for selected applicants.

Acceptance:

Applicants with an MA in applied educational psychology form Webster University may be fully accepted to the EdS in applied educational psychology: school psychology by the EdS Admissions Committee three times a year. To be fully accepted, students need to submit a complete application by May 1 by the summer term, July 1 for the fall term, and December 1 for the spring term. Applicants submitting by May 1 are notified by May 15; applicants submitting by July 1 are notified by July 15; applicants submitting by December 1 are notified by January 1.

Applicants without an MA in applied educational psychology from Webster University may be fully accepted to the EdS in applied educational psychology: school psychology by the EdS Admissions Committee once a year. To be fully accepted, students need to submit a complete application December 1. Applicants submitting by December 1 are notified by January 1. 

Send all required documents to the following address:

Webster University
Office of Admission
Attn: EdS Admissions Committee
470 East Lockwood Avenue
St. Louis, MO 63119-3141

Decisions about full acceptance:

Applicants are judged based on the entirety of their application rather than on isolated quantitative indicators. Admissions decisions are based on each candidate's:

  • prior grades
  • admissions essays
  • resume
  • research experiences
  • professional experiences
  • interview
  • match to our program philosophy