The Ed. S. in School Psychology degree program consists of 60 graduate semester hours that includes coursework in psychological and educational foundations, psychoeducational assessment, and direct and indirect service delivery. Prevention and early intervention of academic, behavioral, and social-emotional problems through consultation, interdisciplinary collaboration, and systems-level interventions are highlighted throughout the program. The Ed. S. degree is a small-cohort program consisting of 10-12 candidates per cohort that maximizes close relationships with faculty and field-based practitioners to develop professional skills and competencies.
Admission requirements include a 3.0 undergraduate GPA, current GRE General Test scores (Verbal, Quantitative and Analytical Writing scores at or above the 50th percentile), three letters of recommendation, a personal statement describing personal goals (not to exceed five double-spaced typed pages) and a curriculum vita detailing relevant experience with children, adolescents, and families. Prerequisite coursework in the areas of Developmental Psychology, and Psychological Statistics is required for admission. Following initial screening, finalists will be invited for an on-campus interview with the School Psychology Program faculty and current Ed. S. candidates. All required application materials will be considered equally when making admission decisions. Applications are reviewed annually with a February 15 deadline.
Transfer credit may be granted for graduate coursework completed prior to entering the program, but strict limitations apply. The Ed. S. in School Psychology degree program involves a minimum of three years of intensive study. Though it is possible to complete the first year of the curriculum on a part-time basis, please note that practicum during the second year involves two days per week working in a school with a school psychologist, and internship is a yearlong fulltime supervised experience. Consequently, full-time study is recommended and preferred. Graduates of the program are immediately eligible for School Psychologist Certification from the Missouri Department of Elementary and Secondary Education and the Nationally Certified School Psychologist credential from the National Association of School Psychologists. As such, graduates from the program will meet or exceed certification requirements in the majority if not all states in the country.
ED PSY 6226 Pending Faculty Senate approval.
|ED PSY 6530||3||CNS ED 6220||3||ED PSY 6115 or CNS ED 6030||3|
|ED PSY 6532||3||ED PSY 6111||3||ED REM 6710||3|
|ED PSY 6545||3||ED PSY 6550||3|
|ED REM 6718||3||ED REM 6719||3|
|CNS ED 6600||3||ED PSY 6226||3|
|ED PSY 6540||3||ED PSY 6542||3|
|ED PSY 6590||3||ED PSY 6591||3|
|ED REM 6730||3||ED REM 6732||3|
|ED PSY 6598||3||ED PSY 6599||3|
|Total Hours: 60|
The UMSL School Psychology Program promotes development of advanced student- and systems-level knowledge and skills to support all students via the following candidate learning outcomes:
A. Improved Academic and Mental/Behavioral Health Outcomes
Candidates will develop advanced skills with multifaceted assessment and data collection techniques, treatment planning and implementation, and evaluation of student outcomes for academic and mental/behavioral health difficulties.
B. Culturally-Responsive Practice and Social Justice
Candidates will understand identity development and develop the skills necessary to work with and advocate for culturally- and linguistically-diverse students and families in a competent and socially-just manner.
C. Program Development and Evaluation
Candidates will learn qualitative, quantitative, and mixed methods data collection and research methodologies that will enable them to develop, implement, and evaluate a wide array of school-based interventions and programs for students, educators, and parents.
D. Facilitation of Organizational Change
Candidates will acquire a systems-level perspective of the educational, social, and political influences on development and will use this knowledge to promote systemic and policy changes that will improve educational and psychological outcomes for all students.