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    University of Massachusetts Boston
   
 
  Oct 21, 2017
 
2015-2016 Graduate Catalog 
  
2015-2016 Graduate Catalog

School Psychology


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Faculty

Terry Bontrager, PhD, Texas A&M University

  • Cross-Cultural Issues
  • Assessment of English Language Learners
  • Curriculum-Based Measurement

Jayne Boulos, CAS, University of Southern Maine Doctoral Student

  • State Advocacy
  • Social Emotional and Behavioral Disorders
  • School-based Assessments/Practicum (Part time)

Robin Codding, PhD, Syracuse University

  • Progress Monitoring
  • Data-Based Decision Making
  • School-Based Academic and Behavioral Interventions
  • Treatment Integrity

Melissa Collier-Meek, PhD, University of Connecticut

  • Treatment Integrity
  • Evidence-based Practice

Adam Feinberg, PhD, Lehigh University

  • Positive Behavior Intervention & Supports
  • Response to Intervention
  • Functional Behavioral Assessment and Planning
  • Curriculum-Based Assessment

Scott Methe, Ph.D., University of Massachusetts Amherst

  • Assessment and intervention in early numeracy
  • Curriculum-Based Measurement
  • Data-based decision making
  • Research methods
  • Consultation

Barbara Miller, PhD, McGill University

  • Professional Development
  • Evidence Based Clinical Practice,
  • Prevention (Part-time)

Melissa Pearrow, PhD, Northeastern University

  • Mental Health in Schools
  • Youth Empowerment
  • Practice of School Psychology

Joan Struzziero, PhD, Northeastern University

  • Consultation and Practicum (Part-time)

The Program

The School Psychology Program at the University of Massachusetts Boston (UMass Boston) is designed to prepare professionals whose primary interests involve children, families, and the educational process. Training goals are founded on respect for the dignity and worth of all people, with a commitment to appreciating and responding to human diversity. Coursework integrates theory and research in child and adolescent development. It emphasizes evidence-based intervention approaches for psychological services in schools. An important mission of the School Psychology Program is the development of attitudes essential for professional problem-solving and lifelong learning.

The School Psychology Program is committed to a philosophy of social justice and inclusion. That commitment is compatible with the mission of the College of Education and Human Development. The primary goal of the specialist program in school psychology at UMass Boston is to prepare practitioners who are able to provide psychological and educational services to students, adolescents, and their families as part of a school-based, multidisciplinary team.

The role of a school psychologist is complex. School psychologists are called upon to perform a variety of tasks and assume many responsibilities, including that of assessment specialist, consultant, counselor, administrator, researcher, educational programmer, trainer of school staff personnel, agent of preventive mental health, and liaison to community organizations.

The UMass Boston School Psychology Program is competence-based, using a problem-solving, consultative model to train students to be effective in these multiple roles. The program places emphasis on a holistic approach, requiring the consideration of multiple factors, starting with biological and neuropsychological bases, individual strengths and needs, as well as consideration of family, teacher, classroom, school, neighborhood, community, social environment, and culture.

Students learn to support the development of children and adolescents by assessment and intervention at the system levels (relational, family, school, and community) as well as at the individual level. The interdisciplinary program fosters collaboration with other professionals and the integration of multiple perspectives.

Students matriculate into one of two levels of the specialist program in school psychology:

  • Master of education/education specialist (MEd/EdS), or
  • Education specialist (EdS)

Applicants who already have a graduate degree in a related field (e.g., education or counseling) may enter the program at the EdS level. Others must earn the MEd degree in school psychology before doing work at the EdS level.

Full-time students can complete the MEd/EdS program in six semesters and two summer sessions. The usual length of time required to complete the EdS alone is two years. The requirements and hence the time required vary according to the educational background of the student. Part-time students (i.e., those who take 8 or fewer credits per semester) may progress through the MEd/EdS program at their own pace and are given seven years to complete the full program.

Specialist program courses meet once a week in the late afternoon and evening. In addition, several required courses are available online. Fieldwork for the practicum and internship meets during the school day.

Licensure and accreditation: The school psychology specialist-level programs (MEd/EdS and EdS) have full accreditation approval from both the National Association of School Psychologists (NASP) and the Massachusetts Department of Elementary and Secondary Education (DESE). The learning outcomes for the program meet the training standards of both accrediting agencies. Students are expected to demonstrate competence in the 10 domains of school psychology training and practice approved by NASP in April 2010.

Graduates of the program satisfy NASP requirements for national certification in school psychology (NCSP). They are also eligible for licensure as school psychologists by the Massachusetts State Department of Elementary and Secondary Education. With additional work experience, program graduates can become eligible for licensure as educational psychologists by the Massachusetts Board of Allied Mental Health Professions.

 

 

Programs

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