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School Psychology

Department of Health Studies & Applied Educational Psychology

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Program Description

The College has two programs in school psychology: (a) the Ph.D. program, which is accredited by the American Psychological Association (APA) and the National Association of School Psychologists (NASP), and (b) the Ed.M. program, which is approved by NASP. The theoretical model of our programs involves the application of psychological science to the promotion of learning and mental health in schools and other educational and mental health contexts.

The goal of the doctoral program is to train beginning-level school psychologists to work in schools, universities, research centers, testing companies and clinics that serve children, youth, and their families. Our scientist–practitioner training model consists of formal instruction and apprenticeship. Course work provides students with a strong foundation in psychological theory and research as well as its application to (a) the instruction and learning of school-related subjects, and (b) the understanding, promotion, and treatment of mental health problems. Practicum and internship experiences provide students with the opportunity to apply this knowledge directly to their work with clients. Clients are seen in a variety of contexts, including the Dean Hope Center (our College clinic) in the first year, collaborating schools in the second year (we provide school psychological services to children and youth in schools that serve children from ethnically and linguistically diverse low- and middle-income environments), organized externships in public schools, hospitals, and clinics in the New York City area in the third and fourth years, and a formal internship in the 5th year. Under close supervision by faculty, doctoral students apprentice in teaching (labs, modules for assessment courses) and clinical supervision of first-year students with practicum clients in the Dean Hope Center.

Students also take on leadership roles in research labs, admissions, faculty searches, and in mentoring younger Ph.D. students. Faculty research, all of which is cognitively, behaviorally, and/or developmentally oriented, provides yet another vehicle for students to develop and apply their knowledge.

In addition to the Ph.D. degree program, the Program in School Psychology also has a New York State Department of Education registered Ed.D option. However, this degree is not accredited by APA, and the Program has not accepted applications or admitted students to it in many years.

The goal of the Ed.M. program is to train beginning-level certified school psychologists to work in public schools. Course work provides students with a strong foundation in psychological theory and research as well as its application to (a) instruction and learning of school-related subjects, particularly reading, and (b) the understanding, promotion, and treatment of mental health in school settings. Practica and internship experiences provide students with the opportunity to apply this knowledge directly to their work with clients who are seen in the Dean Hope Center in the first year, our collaborating schools in the second year, and internships in schools in the New York City area or other parts of the country in the third year.

Specifically, we prepare school psychologists who:

  • Goal 1: Demonstrate a sound theoretical foundation in psychological science and use this knowledge as scientists/practitioners to plan, conduct, and evaluate psychological and educational research

  • Goal 2: Demonstrate knowledge and skills concerning fundamentals of measurement and assessment and the use of psychological and educational assessment measures in a non-biased, reliable and valid manner. Demonstrate knowledge and skills concerning the theories and tactics used to guide the design, implementation, and evaluation of effective interventions for children and adolescents and their families.

  • Goal 3: Demonstrate the ability to apply theoretical knowledge and skills when consulting with teachers, parents, and other professionals.

  • Goal 4: Demonstrate the ability to apply knowledge of individual cultural differences (e.g., race/ethnicity, gender, language, socioeconomic status, religion, sexual orientation, etc.) to effective professional practice in multicultural social contexts.

  • Goal 5: Demonstrate (a) active involvement in the profession, (b) commitment to professional ethics and standards, and (c) commitment to lifelong learning.

Degrees

  • Master of Education

    • Points/Credits: 69

      Entry Terms: Fall Only

      Certification:

      • NY State Provisional: School Psychology

      Degree Requirements

      Master of Education (Ed.M., 69 points)

      Master of Education-Regular Track (Ed.M., 69 points)

      Our National Association of School Psychologists (NASP)-accredited Master of Education program requires 69 points of coursework. The course of study stresses a firm grounding in the core areas of psychology, especially cognitive psychology, as well as in the tools traditionally used by school psychologists to apply their knowledge and skills to school settings. Completion of the Ed.M. program in School Psychology can lead to certification as a school psychologist in New York State.

      Ed.M. students should plan on three years of full-time attendance, including summers. Although part-time attendance is possible, full-time attendance leads to a richer educational experience. Ed.M. students must be available to spend a minimum of one full day per week for practica in their first year and two full days per week for fieldwork in their second year. Internships are full-time.

      (The fieldwork sequence conforms to the calendar of our cooperating schools, NOT to the Teachers College academic calendar.)

      Suggested sequence of courses by year and semester:

      First Year

      Fall (15 credits)

      • HBSK 4025 3 Professional and Ethical Functions of School Psychologists

      • HBSK 5320 3 Individual Psychological Testing I

      • HBSK 4074 3 Development of Reading Comprehension

      • HBSK 5378 3 Psychoeducational Assessment of School Subject Differences

      • HBSK 4073 3 Childhood Disorders

      Spring (15 credits)

      • HBSK 5321 3 Individual Psychological Testing II

      • HBSK 6380 3 Psychoeducational Assessment of Culturally Diverse Students

      • HBSK 5096 3 Psychology of Memory: Cognitive and Affective Bases

      • HBSK 5050 3 Cognitive and Behavioral Interventions

      • BBS 5068(9) 3 Brain and Behavior I

      Summer (6 credits)

      Session A

      • HBSS 6100 3 Measurement and Program Evaluation

      Session B

      • ORL 5362 3 Group Dynamics: A Systems Perspective

      Second Year

      Fall (13 credits)

      • HBSK 5280 4 Fieldwork

      • HBSK 6382 3 Psychoeducational Interventions in the Schools

      • HBSK 6584 3 Seminar: School Psychology Consultation

      • HBSK 5031 3 Families as a Context for Child Development
        HBSE 4015 3 Applied Behavior Analysis I

      Spring (13 credits)

      • HBSK 5280 4 Fieldwork

      • HBSK 6362 3 Group Practicum

      • HBSK 4030 3 Multicultural Issues in School Psychology

      • HUDM 4122 3 Probability and Statistical Inference

      Third Year

      Fall & Spring (4 credits)

      • HBSK 5480 2 Internship Supervision (2 credits per semester)

       

      Master of Education-ABA Track (82 points)

      In addition to our regular track, the Applied Behavior Analysis (ABA) track offers students the opportunity to obtain certification as a school psychologist and a license as a Behavior Analyst (LBA) in New York State, plus meet the requirements for certification as a Board Certified Behavior Analyst (BCBA) by earning a Certificate in Applied Behavior Analysis.

      Suggested sequence of courses by year and semester:

      First Year

      Fall (16 credits)

      • HBSK 4025 3 Professional and Ethical Functions of School Psychologists

      • HBSK 5320 3 Individual Psychological Testing I

      • HBSE 4015 3 Applied Behavior Analysis I

      • HBSE 4034 1 Practicum in ABA (1 credit)

      • HBSK 4073 3 Childhood Disorders

      • HBSK 5378 3 Psychoeducational Assessment of School Subject Differences

      Spring (12 credits)

      • HBSK 5321 3 Individual Psychological Testing II

      • HBSK 6380 3 Psychoeducational Assessment of Culturally Diverse Students

      • HBSK 5050 3 Cognitive and Behavioral Interventions

      • HBSE 4034 0 Practicum in ABA (0 credits)

      • HBSE 4044 3 Methods I: Research Methods in Pedagogy, Curriculum, and management

      Summer (14 credits)

      Session A (6 credits)

      • HBSE 4049 3 Professional and Ethical Issues in ABA

      • HBSS 6100 3 Measurement and Program Evaluation

      Session B (8 credits)

      • ORL 5362 3 Group Dynamics: A Systems Perspective (one week)

      • HBSE 4048 3 Working with Families with Autism

      • BBS 5068 2 Brain & Behavior I

      Second Year

      Fall (17 credits)

      • BBS 5069 1 Brain and Behavior II

      • HBSK 5280 4 Fieldwork

      • HBSK 6382 3 Psychoeducational Interventions in the Schools

      • HBSK 6584 3 Seminar: School Psychology Consultation

      • HBSK 5031 3 Families as a Context for Child Development

      • HBSE 4045 3 Methods 2: Curr/Ped Operations for Teaching

      Spring (16 credits)

      • HBSK 5280 4 Fieldwork

      • HBSK 6362 3 Group Practicum

      • HBSE 4016 3 ABA II

      • HBSK 4030 3 Multicultural Issues in School Psychology

      • HBSK 5096 3 Psychology of Memory: Cognitive and Affective Bases

      Summer (5 credits)

      Session A

      • HUDM 4122 3 Probability and Statistical Inference

      Session B

      • HBSE 4047 2 Record Keeping in ABA (online)

      Third Year

      Fall and Spring (2 credits)

      • HBSK 5480 2 Internship Supervision (1 credit per semester)

  • Doctor of Philosophy

    • Points/Credits: 90

      Entry Terms: Fall Only

      Certification:

      • NY State Provisional: School Psychology

      Degree Requirements

      Doctor of Philosophy (Ph.D., 90 points)

      Our American Psychological Association (APA)- and National Association of School Psychologists (NASP)- accredited doctoral program (Ph.D.) requires a minimum of 90 points. Students may have to complete courses in addition to those included in the curriculum if their advisor deems it necessary (e.g., an extra statistics course). Attainment of the doctoral degree prepares students for certification as a school psychologist and licensure as a psychologist. On average, doctoral students should plan on five years of full-time attendance, including summers. This includes three years of coursework, a two-semester externship in the third year, a full-year internship during the fifth year, and a dissertation.

      Suggested Sequence of Courses by Year and Semester

      First Year

      Fall (12 credits)

      • HBSK5320(3) Individual Psychological Testing I*

      • HBSK4025(3) Professional and Ethical Functions of School Psychologists

      • HBSK4073(3) Childhood Disorders*

      • HUDM4122(3) Probability and Statistical Inference (most semesters)

      • HBSK657_(0) Research Practicum

      Spring (15 credits)

      • HBSK5321(3) Individual Psychological Testing II*

      • HBSK5378(3) Practicum in Psychoeducational Assessment of School Subject Difficulties*

      • HBSK5050(3) Cognitive and Behavioral Interventions for Youth

      • HBSK6380(3) Practicum in Psychoeducational Assessment with Culturally Diverse Students

      • HBSE 4015(3)  Applied Behavior Analysis I

      • HBSK657_(0) Research Practicum

      Summer (6 credits)

      • HUDM5122(3) Applied Regression Analysis (most semesters)

      • ORL5362(3)    Group Dynamics: A Systems Perspective (most semesters)

      Second Year

      Fall (13 credits)

      • ORLJ5040(3)   Research Methods in Social Psychology

      • HBSK5280(4)   Fieldwork in School Psychological Services

      • HBSK6584(3)   Seminar: School Psychology Consultation

      • HBSK6382(3)   Advanced Practicum in Psychoeducational Interventions in Schools

      • HBSK657_(0)   Research Practicum

      Spring (18 credits)

      • HBSK5031(3) Family as the Context for Child Development

      • HBSK657_(0) Research Practicum

      • HBSK5280(4) Fieldwork in School Psychological Services

      • HBSK 6362(3) Group Work with Children & Adolescents

      • HBSK 4030 (3)   Multicultural Issues in School Psychology

      • BBS 5069 (2)  Brain and behavior I

      Summer (8 credits)

      • HUDM5059(3) Psychological Measurement

      • HUDM5123(3) Linear Models and Experimental Design

      • BBS 5069 (1)   Brain and behavior II

      Third Year

      Fall (5 credits)

      • HBSK5271(2)  Supervised Externship in Psychoeducational Practice (Section 1)

      • HBSK657_(0)  Research Practicum

      • HUDK6520(3) Seminar in Lifespan Developmental Psychology (offered every other year)

      • HBSK4074(3)   Development of Reading Comprehension

      Spring (6 credits)

      • HBSK5096(3)  Psychology of Memory: Cognitive and Affective Bases

      • HBSK5271(2)  Supervised Externship in Psychoeducational Practice (Section 1)

      • HBSK5273(1)  Supervised Experience in Supervision

      • HBSK 6383 (3)    Neuropsychological Assessment of Children and Adults

      • HBSK657_(0)  Research Practicum: 

      Summer (3 credits)

      • CCPX6020(3) History and Systems of Psychology

      Fourth Year

      Fall (4 credits)

      • ORLJ5540 (3) Pro-seminar in Social Psychology

      • HBSK7503(1) Dissertation Seminar**

      • HBSK5271(0) Supervised Externship in Psychoeducational Practice (Section 2)

      Spring (0 credits)

      • HBSK5271(0) Supervised Externship in Psychoeducational Practice (Section 2)

      • HBSK8902(0) Dissertation Advisement

      Fifth Year

      • HBSK6480(0)  School Psychology Internship

       

      PLEASE NOTE

      The following courses, which are included in a fall or spring semester in the suggested sequence can be taken in the summer. However, before deciding to take any of the following in the summer, please consult with your advisor.

      1. HUDM4122, Probability and Statistical Inference (most semesters)

      2. HBSK4074, Development of Reading Comprehension

Faculty

  • Faculty

    • Prerna Arora Associate Professor of Psychology and Education
    • Melissa Collier-Meek Associate Professor of Psychology and Education
    • Benjamin Lovett Associate Professor of Psychology and Education

  • Emeriti

    • Ann E Boehm Professor Emerita of Psychology and Education
    • Marla Ruth Brassard Professor Emerita of Psychology and Education
    • Dolores Perin Professor Emerita of Psychology and Education
    • Stephen T Peverly Professor Emeritus of Psychology and Education
    • Philip A Saigh Professor Emeritus of Psychology and Education

  • Lecturers

    • Roseanne Christine Gotterbarn Lecturer
    • Helen Stevens Lecturer

  • Adjunct Faculty

    • Kristene Anne Doyle Adjunct Full Professor
    • Jennifer Hope Adjunct Assistant Professor
    • Kamauru Johnson Adjunct Assistant Professor
    • Michael Jerome Koski Instructional Staff
    • Amy Margolis Adjunct Associate Professor
    • Erica M. Miller Adjunct Assistant Professor

  • Instructors

    • Katherine L Durham
    • James Francis Sumowski

Courses

  • HBSK 4025 - Professional and ethical functions of school psychologists
    Permission required. Overview of issues associated with the school psychologist's roles within educational settings including assessment, intervention, and consultation. Education and disability law and ethics are stressed.
  • HBSK 4072 - Theory and Techniques of Assessment and Intervention in Reading
    Provides an overview of theories and research pertaining to reading acquisition and assessment and intervention techniques for reading across the lifespan. Content is organized according to four major themes: the psychology of reading development, language structures, assessment, and intervention.
  • HBSK 4073 - Childhood Disorders
    Information involving the symptoms, life-course, prevalence, and etiology of a number of psychiatric disorders that are manifested in childhood and adolescence is presented. Information involving assessment and treatment is also considered. This course considers psycho-educational assessment, diagnosis, and treatment of child and adolescent disorders. A testing lab is included.
  • HBSK 4074 - Development of Reading Comprehension
    Reading and study skills: Practical procedures based on research findings appropriate for teachers, counselors, and others. Discussion focuses on students in the middle elementary grades through young adulthood.
  • HBSK 5031 - Family as a context for child development
    Prerequisite: Any introductory developmental psychology course. Examines theories of family functioning and empirical evidence of family processes that mediate child and adolescent development outcomes. Emphasis on family factors associated with children's cognitive, emotional, and academic development, including home-school collaboration and social functioning within cultural contexts.
  • HBSK 5050 - Cognitive and Behavioral Interventions for Youth
    This course is intended to provide graduate students in psychology with an introduction to the application of cognitive behavioral interventions for the treatment of childhood disorders. The theoretical foundations of major cognitive-behavioral therapies for the treatment of psychological disorders will be studied. Treatment skills, including clinical interviewing and basic therapeutic skills, will be presented. Further, empirically supported therapeutic interventions for some of the most common psychological disorders experienced by school age children will be discussed. An introduction to cognitive behavioral case formulation and individual treatment planning will be integrated throughout the class. Empirical data pertaining to the use and efficacy of cognitive behavioral interventions with diverse populations will be reviewed. Ethical considerations will be presented and highlighted.
  • HBSK 5085 - Observing and assessing preschool children
    Overview of assessment procedures used with preschool and kindergarten-age children including review of related tests, the development of observation procedures, and the development of screening programs. Materials fee: $75.
  • HBSK 5096 - The psychology of memory: Cognitive and affective bases
    The course focuses on several themes related to cognition and affect: historical and philosophical foundations, the effects of context. An analysis of perspectives on human memory with particular attention to knowledge, attention, strategic processes, meta-cognition, transfer, and context. The application of this information to practice is stressed.
  • HBSK 5271 - No Title Found in Banner
    Supervised experience in a school, hospital, or community clinic focusing on psychoeducational assessment, counseling, remediation, and consultation. Prerequisite: HBSK 5280. Students can register for this course up to six times.
  • HBSK 5273 - Supervised fieldwork in remedial reading and school difficulties: Supervised experience in supervision
    Advanced doctoral students are supervised in their supervision of the comprehensive psychoeducational assessments with clients in the Center for Educational and Psychological Services performed by first-year school psychology students enrolled in HBSK 6380.
  • HBSK 5280 - Fieldwork in school psychological services
    Permission required. Limited to second-year students in School Psychology. Must be taken concurrently with HBSK 6382-HBSK 6383. Supervised school-based experience in psychoeducational practice (two days per week for the entire academic year). Includes university-based supervision. Supervisory fee: $100.
  • HBSK 5320 - Individual Psychological Testing I
    Permission required. This is a year-long course open to Ed.M. and doctoral students in School Psychology. Background, administration, and interpretation of major psychological tests from both nomothetic and ideographic perspectives. Both courses cover the administration of major cognitive and personality measures and the interpretation and integration of data into case reports. Lecture plus lab/supervisory section. Supervisory fee: $100; materials fee: $50 per term.
  • HBSK 5321 - Individual Psychological Testing II
    Permission required. This is a year-long course open to Ed.M. and doctoral students in School Psychology. Background, administration, and interpretation of major psychological tests from both nomothetic and ideographic perspectives. Both courses cover the administration of major cognitive and personality measures and the interpretation and integration of data into case reports. Lecture plus lab/supervisory section. Supervisory fee: $100; materials fee: $100 per term.
  • HBSK 5378 - Practicum in Psychoeducational Assessment of School Subject Differences of Monolingual and Culturally and Linguistically Diverse Students
    Covers the assessment of academic skills, especially reading and cognitive functioning. The administration, scoring, and meaningful interpretation of test performance are addressed. Students work in pairs with client.
  • HBSK 5480 - School Psychology Internship (Ed.M.)
    Permission required. Limited to Ed.M. or doctoral students in school psychology. Supervised experience in the delivery of psychological services in approved and appropriate agencies, institutions, and schools.
  • HBSK 6362 - Group Work Children & Adolescents
    The course, through lectures, experiential activities and in-class supervision, prepares school psychologists in training to plan for and lead counseling and psychoeducation groups for children and adolescents in schools.
  • HBSK 6380 - Practicum in psycho-educational assessment with culturally diverse students
    Permission required. Supervised experience in psychoeducational assessment, including observation, interviewing, and testing of children and youth from culturally diverse backgrounds; integration and interpretation of data. Consideration of intervention procedures. Students work with clients in the Dean Hope Center. Additional supervisory session required. Supervisory fee: $100. Materials fee: $50.
  • HBSK 6382 - Advanced practicum in psycho-educational interventions in schools
    Permission required. Concurrent registration in HBSK 5280 required for all School Psychology students. Cognitive-behavioral interventions with children, adolescents, and their families. Special fee: $75.
  • HBSK 6383 - Neuropsychological Assessment of Children and Adults
    Permission required. Prerequisites: HBSK 5320 and either BBSN 5033 or BBSN 5070. Analysis, administration, and interpretation of special procedures used to assess brain damage/dysfunction in adults and children. Special fee: $35.
  • HBSK 6480 - School Psychology Internship (Ph.D.)
    Permission required. Limited to Ed.M. or doctoral students in school psychology. Supervised experience in the delivery of psychological services in approved and appropriate agencies, institutions, and schools.
  • HBSK 6570 - Research in applied educational psychology: Neurosciences and Education
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6571 - Research in applied educational psychology: Family Well-being and Developmental Disabilities
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6572 - Research in Applied Educational Psychology: Minoritized Youth and School Mental Health
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6574 - Research in applied educational psychology: Cognitive processes related to studying
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6576 - Research in applied educational psychology: Acquisition of reading and writing ability
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6577 - Research in applied educational psychology: Psychoeducational aspects of deafness
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6578 - Research: School Psychology
    Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
  • HBSK 6584 - Seminar: school psychology consultation
    In this course, students develop and practice basic skills in school consultation and counseling. Through readings, discussions, presentations, and role plays, students demonstrate an understanding of counseling theories and approaches, approaches to consultation, as well as practices consistent with professional ethics and legal standards. Students reflect on their own cultural background and acquire knowledge relevant to cross-cultural consultations.
  • HBSK 7503 - Dissertation Seminar
    Permission required.
  • HBSK 8902 - Dissertation Advisement
    Permission required. Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For more information please see section on continuous registration for Ed.D. degree.
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