School Psychology EdS

Degree Requirements

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 January 15 deadline. The program may review additional applications until all spaces in the cohort are filled. 

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.

Requirements 

ED PSY 6111Educational Psychology3
ED PSY 6115Personality and Social Development3
ED PSY 6226Mental Health and Development of Children and Youth3
ED PSY 6530Foundations of School Psychology3
ED PSY 6532Psychoeducational Differences3
ED PSY 6540Psychoeducational Interventions3
ED PSY 6542Social-Emotional and Behavior Interventions3
ED PSY 6545Consultation in Schools and Related Settings3
ED PSY 6550Professional Issues in School Psychology3
ED PSY 6590School Psychology Practicum I3
ED PSY 6591School Psychology Practicum II3
ED PSY 6598School Psychology Internship I3
ED PSY 6599School Psychology Internship II3
ED REM 6718Psychoeducational Assessment and Intervention3
ED REM 6719Advanced Psychoeducational Assessment and Intervention3
ED REM 6710Educational Research Methods and Design3
ED REM 6730Educational Program Development and Evaluation3
ED REM 6732Advanced Educational Program Development and Evaluation3
CNS ED 6220Counseling Individuals with Disabilities3
Elective3
Total Hours60

Learning Outcomes

The UMSL School Psychology Program promotes development of advanced student- and systems-level knowledge and skills to support all students via the following learning outcomes:

A. Improved Academic and Mental/Behavioral Health Outcomes

Candidates will develop advanced skills  in the areas of multifaceted assessment and data collection techniques, treatment planning and implementation, and evaluation of student responses to academic and mental/behavioral health prevention and intervention efforts.

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/Systems 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.