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.
|ED PSY 6111||Educational Psychology||3|
|ED PSY 6115||Personality and Social Development||3|
|ED PSY 6226||Mental Health and Development of Children and Youth||3|
|ED PSY 6530||Foundations of School Psychology||3|
|ED PSY 6532||Psychoeducational Differences||3|
|ED PSY 6540||Psychoeducational Interventions||3|
|ED PSY 6542||Social-Emotional and Behavior Interventions||3|
|ED PSY 6545||Consultation in Schools and Related Settings||3|
|ED PSY 6550||Professional Issues in School Psychology||3|
|ED PSY 6590||School Psychology Practicum I||3|
|ED PSY 6591||School Psychology Practicum II||3|
|ED PSY 6598||School Psychology Internship I||3|
|ED PSY 6599||School Psychology Internship II||3|
|ED REM 6718||Psychoeducational Assessment and Intervention||3|
|ED REM 6719||Advanced Psychoeducational Assessment and Intervention||3|
|ED REM 6710||Educational Research Methods and Design||3|
|ED REM 6730||Educational Program Development and Evaluation||3|
|ED REM 6732||Advanced Educational Program Development and Evaluation||3|
|CNS ED 6220||Counseling Individuals with Disabilities||3|
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.