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School Psychology Program Handbook

New Jersey City University S-503A, 2039 Kennedy Blvd.,

Jersey City, New Jersey 07305(201) 200-3309

jlennon@njcu.edu

http://www.njcu.edu

Developed by:

James E. Lennon, Ph.D. Program Director Ninth revision: August 3, 2014

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Table of Contents

Page

Introduction 4 Purpose University Mission

General Information about the University General Information about the College of Arts and Sciences

Program Overview and Philosophy 6 School Psychology Program Mission

General Information about the NJCU School Psychology Program Program Objectives

Faculty in School Psychology and Graduate Psychology 10 Getting Started in the School Psychology Program 13 Basis for Admission Decisions

Academic Advisement Contract of Agreement

Academic Requirements 17 Program Requirements: MA in Educational Psychology/

Professional Diploma in School PsychologyMaster’s Level CurriculumProfessional Diploma Level Curriculum Sequence of Courses – 74 credits

Residency Graduation Practica 21 Description of practica Requirements Sample sequence of practica

Externship 24 Description of externship Liability insurance

Performance Appraisals 26 Monitoring student progress Portfolio requirements Academic integrity Certification and graduation Program evaluation

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Continuing Education 31 Description of Program’s Commitment Professional School Psychology Organizations Applying for State and National Certification

Student Resources 34 Computer Services Employment

Tuition and Financial Assistance Health Services

University Insurance PolicyLibrary ServicesStudent Services Building

Appendix A. Practicum Activity Log 36B. Matriculation Work Sheet (Page 3) 37

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Introduction

Purpose

This handbook is intended to serve as a guide for graduate students and faculty in the school

psychology program at New Jersey City University. It serves as reference for planning coursework,

practica, and internships and for guidance in meeting performance outcome, portfolio, and other

evaluation criteria in preparation for becoming a certified school psychologist. This handbook

contains information on procedures and regulations and should be used in consultation with the

student’s advisor, the program director, the graduate faculty committee, the department chairperson,

the director of the college, or the dean of the College of Arts and Sciences, as appropriate. The

Graduate School Bulletin should also be consulted on a regular basis to review general requirements

for the appropriate graduate degree and a particular time schedule for degree requirements. Careful

study of these references will aid in long range planning and ensure timely compliance with

administrative requirements.

The professional diploma in school psychology is an integrated sequence of coursework,

practica, and externships that prepares students to serve as school psychologists for public and

private schools and other community-based, human service settings. A total of 74 credit hours,

including 300-hours of practica and a 1200-hour externship is required. The externship is a

culminating experience. All program coursework must be complete prior to registration in the first

externship experience. The program is currently “Nationally Approved (full) ” by the National

Association of School Psychologists through December 31, 2019 and nationally recognized by

Council for the Accreditation of Educator Preparation (CAEP) for the same period..

University Mission

The mission of New Jersey City University is to provide a diverse, urban population with

access to an excellent university education and to the support services necessary for professional and

personal fulfillment. For seven decades New Jersey City University, located in a city of perpetual

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immigrant influx, has focused its effort on this mission, developing perhaps better than any other

institution, the philosophy, organization, and strategies for implementing a program of higher

education in a diverse, urban setting. The University is also committed to improving the educational,

intellectual, cultural, socio-economic, and physical environment of the surrounding urban region.

The University offers programs leading to the Master of Fine Arts, Master of Arts, and

Master of Science degrees, as well as a Professional Diploma in School Psychology.

General Information about the University

New Jersey City University, like many public colleges and universities, is “a place apart” in a

complex, vibrant city. The University is a place for study and research, meditation and

contemplation; it is a place integral to the city’s health and programs. It is the seventh most diverse

university in the nation and draws its strength from its diverse student body and faculty.

Jersey City is the focal point of a network of transportation facilities connecting New Jersey

to New York City. These facilities include the PATH subway, New Jersey Transit commuter trains in

Hoboken, Amtrak in Newark, and numerous bus lines from many points in New Jersey.

New Jersey City University’s main campus is located on Kennedy Boulevard between Culver

and Audubon Avenues, approximately three miles south of Journal Square. The University is

committed to providing its students with the best environment in which to excel. The University

prides itself in the social and cultural diversity that exists on its campus. The student body currently

includes 225 international students, representing 50 countries, who add to the cultural mix. This

cultural richness is a unique advantage to the NJCU educational environment.

New Jersey City University is accredited by the Middle States Association of Colleges and

Secondary Schools, the National Council for Accreditation of Teacher Education, and the National

Association of State Directors of Teacher Education and Certification. The graduate division is

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accredited by the Middle States Association of Colleges and Secondary Schools and the National

Council for Accreditation of Teacher Education.

General Information about the College of Arts and Sciences

As the University continues to expand, its graduate degree programs are growing in number,

range, and sophistication, thus strengthening the urban mission and raising the institution and its

students to a higher academic level. Consequently, the programs have become more attractive to a

wider audience and the local orientation is diminishing. Some of the programs offered under the

College of Arts and Sciences are: Master of Fine Art in Art, Master of Arts in Art Education,

Master of Art in Counseling, New Jersey State Certification Program in Student Personnel Services,

Master of Arts in Educational Psychology, Master of Arts in Mathematics Education, New Jersey

State Certification Program in English as A Second Language, and a Professional Diploma in School

Psychology.

Program Overview and Philosophy

School Psychology Program Mission

The primary goal of the school psychology program at New Jersey City University is to

prepare school psychologists to help children to succeed in school. Graduates of the program are

scientist-practitioners who help parents, faculty, and administrators to clarify issues, analyze

situations, plan programs, solve problems, and evaluate outcomes in order to help students benefit

from school learning. A special emphasis of the program is ensuring the rights of urban youth to

the benefits of a free, appropriate, public education in the least restrictive educational environment.

The program seeks to serve the needs of the diverse communities of the many urban school

districts in close proximity to the university.

General Information about the NJCU School Psychology Program

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The school psychology program is housed in the psychology department of the College of

Arts and Sciences in the graduate school of the university. It has cooperative relationships with the

College of Education, through which it offers several courses, the A. Harry Moore School, a school

for severely disabled students sponsored by the university, the University Academy Charter High

School, the Early Childhood Center, a preschool program, and affiliation agreements with major

medical centers and school districts in the area. The Program Approval Board of the National

Association of School Psychologists (NASP) granted the NJCU school psychology program

Approval- Conditional (National Recognition with Conditions) for the period January 1, 2012

through December 31, 2014. The program will be listed as “NASP Approval-Conditional” and

“National Recognition with Conditions” for this period in various NASP and NCATE web sites and

publications. During this period, graduates of the program will also be automatically eligible for

national certification pending documentation of a passing score on the Praxis II examination in

school psychology and documentation of an internship consistent with NASP standards.

The psychology department offers a Master of Arts (MA) in Educational Psychology and

the Professional Diploma in School Psychology. The requirements of the 36- credit MA in

Educational Psychology are contiguous with the 74-credit requirement of the Professional Diploma

in School Psychology.

The psychology department at NJCU has offered the professional diploma in school

psychology since the early seventies. The program has trained many school psychologists, who

currently practice in New Jersey and neighboring states, as well as many states across the country. A

unique aspect of the program is its intentionally small class sizes: typically between 6 to 10 students

are admitted as a cohort. Many entering students are working professionals who have already earned

graduate degrees. The program faculty is committed to working together with all students to achieve

our common goal of being well-prepared to meet the challenges of urban education.

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Program Objectives

The program at NJCU has adopted the National Association of School Psychology (NASP)

domains of practice of school psychology as the basis for the objectives of its training model. The

externship contract is based on eleven domains of practice, first articulated in School psychology: A

blueprint for training and practice II (Ysseldyke, Dawson, Lehr, Reschly, Reynolds, & Telzrow, 1997)

and adopted by the National Association of School Psychologists Delegate Assembly in July 2000.

These objectives, as noted in the eleven domains of practice, are specified as follows:

1. Data-based decision making: School psychology candidates understand various models and

methods of assessment, collect data in a systematic fashion, and base decisions on empirically-

derived results. These data serve as a guide to continued assessment and inform alterations and

improvements in program plans.

2. Consultation and collaboration: Instructional, behavioral, mental health and collaborative

consultation practices are part of the candidate’s repertoire and are flexibly applied to

appropriate situations. Candidates understand that collaboration with other professionals and

with parents is an essential feature of the role and function of school psychologists at both

individual and system level.

3. Effective instruction and development of cognitive/academic skills: Knowledge of

learning processes, techniques to assess these processes, and direct and indirect intervention to

develop cognitive and academic skills are important components of the candidate’s training.

Candidates learn how to develop academic goals for students with diverse needs and

disabilities, how to implement interventions to achieve these goals, and how to evaluate the

effectiveness of the interventions. Such interventions include instructional, behavior, social,

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and/or emotional improvement plans, reasonably calculated to provide benefit to students with

disabilities.

4. Socialization and the development of life skills: Candidates reach an understanding of

human developmental processes and learn how to assess these processes. Candidates also learn

how to set appropriate developmental expectations for students of diverse cognitive,

developmental, affective, and socio-emotional levels of

functioning.

5. Student diversity in development and learning: Candidates have knowledge of individual

differences, and abilities and disabilities and of the potential influence of biological, social,

cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in

development and

learning.

6. School and systems organization, policy development and climate: Candidates understand

the interrelationship of special, remedial, and regular education and work to promote a unified

system and organization structure in which there are high expectations for all

students.

7. Prevention, crisis intervention and mental health: Candidates understand the interaction of

development and psychopathology, thereby encouraging early intervention and

prevention.

8. Home/school/community collaboration: Candidates have knowledge of family strengths

and influences on student development, learning and behavior and work effectively with

parents, educators and others in the community to promote comprehensive services to children

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and

families.

9. Research and program evaluation: Candidates maintain currency with the ongoing research

literature as part of a planned program of professional

development.

10.School psychology practice and development: Candidates have knowledge of the history

and foundations of their profession, policy development, and ethical, professional, and legal

standards.

11.Information technology: Candidates access, evaluate, and utilize information sources and

technology to enhance the understanding of the problems and resources needed to meet the

needs of students.

Faculty in School Psychology

School Psychology Core Faculty:

James E. Lennon, Ph.D., State University of New York at Albany. Program Director.

Professor of Psychology. Specialty areas: Early intervention in reading and mathematics,

research to practice in school psychology. Certified school psychologist, licensed

psychologist.

Andrew Getzfeld, Ph.D., University of Tennessee.

Professor of Psychology. Specialty areas: Ethics in school psychology, eating disorders.

Certified school psychologist

Jennifer Foster, Psy.D., Rutgers University (for 2011-2012)

Assistant Professor of Psychology, Specialty areas: Consultation, Certified school psychology

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Affiliated Faculty:

Patrice Dow-Nelson, Ph.D., City University of New York

Associate Professor of Psychology. Specialty areas: Clinical psychology, Interviewing &

counseling, assessment, & health psychology. Certified school psychologist.

Daniel Tomasulo, Ph.D., Yeshiva University

Professor of Psychology, Specialty areas: Developmental psychology, mental retardation.

Licensed psychologist.

Graduate Psychology Faculty:

David Hallerman, Ph.D. State University of New York at Buffalo,

Department Chair, Professor of Psychology. Specialty areas: Counseling

Joan Bailey, Ph.D. City University of New York

Professor of Psychology. Specialty areas: Social psychology, Multicultural counseling

Alfred Hurley, Ph.D., New School for Social Research.

Professor of Psychology. Specialty areas: Child and adolescent psychopathology. Licensed

psychologist.

Will Wattamaker, Ph.D., University of Pittsburgh

Assistant professor of psychology. Specialty areas: Cognitive psychology.

School Psychology Program Faculty (adjunct):

Kristie Hanley, MA, PD, New Jersey City University, Psy.D., Fairleigh Dickinson University,

Certified school psychologist, NJ

Candidates also complete coursework in the School of Education, Departments of Special

Education, and Educational Leadership.

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Getting Started in the School Psychology Program

Students may enter the program after completing a master’s degree in educational

psychology at NJCU or may enter as accepted into the combined MA in Educational Psychology/

Professional Diploma in School Psychology. Candidates with master’s degree in a relevant field from

other universities are also encouraged to apply, but only appropriate credits earned less than seven

years from the time of first registration will be considered towards the professional diploma. Credits

are officially transferred at the time of formal matriculation into the program. Students, who have a

bachelor’s degree in psychology with a strong academic record, may also apply for direct admission

to the combined MA in Educational Psychology/ Professional Diploma in school psychology

program. Each year the program admits six to ten students.

To apply:

A. Send a letter of intent to the graduate studies office and a copy to Dr. James Lennon,

Program Director, describing your interest in the school psychology, relevant study,

experiences, and additional information, as appropriate (3 to 4 pages, double-spaced).

This letter serves as a writing sample.

B. Ensure the Graduate Studies Office (Hepburn Hall) has a copy of your GRE scores,

application for admission to graduate school, application for matriculation into the

school psychology program, two letters of recommendation attesting to your academic

potential, a copy of your letter of intent, and copies of your graduate and undergraduate

transcripts.

C. Arrange for an individual interview with the Program Director by calling 201-200-3309

or by e-mail, jlennon@njcu.edu.

D. The deadline to complete the application process is November 1 and April 1 of each

year. Students start classes in January, June, and September for the Spring, Summer, and

Fall semesters.

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Basis for Admission Decisions:

No one factor determines admission to the School Psychology Program at NJCU. The

Graduate Faculty committee looks for a record of academic success and for potential as a school

psychologist. Generally speaking, students admitted to the program have attained a graduate GPA of

3.50 or better. Candidates admitted directly from undergraduate programs typically have a GPA of

3.25 or better. The program also requires verbal and quantitative GRE scores. The program does

not set a minimum standard because it encourages applications from candidates who are bilingual,

speak English as a second language, or have other special circumstances, which might affect their

performance on a standardized measure normed on the population of students applying to graduate

schools in the US. Nonetheless, as a general guideline, combined GRE mathematics and verbal

scores in the 1000 range would be appropriate. Current GRE scores use an adjusted scale with

average score or approximately 150 on each of the two scales. Candidates that have had experience

working with urban youth in clinical or educational settings are also encouraged to apply.

Recommendation letters that attest to the candidate’s academic potential and future success as a

school psychologist in diverse, urban settings are carefully considered. The letter of application

serves as a writing sample and is carefully evaluated by the Graduate Faculty. This letter and the

individual candidate interview serve as indicators of communication skill.

Academic advisement

All professional diploma candidates meet on a regular basis with the director of the School

Psychology program and formally review their progress toward graduation at least once per

semester. Transfer credits are reviewed and formally incorporated during the process of

matriculation into the school psychology program. The following contract of agreement outlines

maintenance of “good standing” in the school psychology program.

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Contract of Agreement

Admission into the School Psychology Program entitles you to register for advanced classes, practica experiences, and a 1200-hour externship taken in sequence over three semesters. Candidates typically complete coursework with their entry class as a cohort. Failure to register for requisite coursework may seriously impede progress. Candidates are expected to seek advisement each semester from the Director of the School Psychology program in a timely manner. Failure to maintain continual enrollment, without the written consent of the program director, will result in dismissal from the program. Please note that the 1200-hour externship is taken as a culminating experience. Candidates will be approved for enrollment in the externship only after all other coursework and the 300-hour practica experiences are complete.

Candidates are advised that admission to the School Psychology Program does not necessarily ensure continuation to completion. A residency, or continuous enrollment and completion of a total of 18 credits in the program over the fall/spring or spring/summer/fall contiguous semesters, is required. Finally, please note the following departmental policy:

All school psychology coursework must be passed with a “B” (3.0) or better to maintain good standing in the program. Students who fail to maintain good standing in the program will be reviewed by the graduate committee for consideration of dismissal (Adopted April 23, 2001.) Candidates must pass the Praxis II exam in school psychology or an alternate assessment in order to graduate from the program (Adopted November 29, 2010).

In addition to successful performance in required coursework, demonstration of adequate clinical skills, as determined by university faculty and field supervisor, is also required for successful completion of the program.

It is understood that a student may be required to withdraw from the program for the following reasons:

1. Failure to successfully complete the required coursework, And/or

2. The supervising Graduate Faculty committee’s view that clinical skills are insufficiently developed for adequate performance in the schools.

I fully understand the above conditions of my acceptance into the program.

_______________________ Signature ________________________ Date

(Revised January 6, 2011)

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Academic Requirements

Master of Arts in Educational Psychology/Professional Diploma in School Psychology

Course and Credit Requirements

A total of 74 semester hours is required.I. Required Courses in Psychology: 62 Credit Hours Course selection is completed in consultation with the director of the school psychology program. The courses listed below are required. Requests for approval for transfer credits and/or equivalent substitutions should be made upon matriculation into the school psychology program, in writing, to the Graduate Studies office and the director of the school psychology program.

M.A. Level 36 credits are required:PSY 601 Psychology of Learning and CognitionPSY 602 Psychology of PersonalityPSY 603 Developmental PsychologyPSY 604 Tests and MeasurementsPSY 609 Personality Adjustment of Child/adolescents PSY 606 Research Methodology IPSY 608 Interviewing & CounselingPSY 616 Therapeutic Intervention Tech. II: Consultation in educational and applied settingsPSY 621 Multicultural counselingPSY 626 Seminar in Professional Ethics and Practice for PsychologistsPSY 675 Statistics

Six credits in Education coursework are required at the MA Level. An additional six credits are required to complete the professional diploma.EDLD 601 School LawSPEC 600 Introduction to Learning DisabilitiesEDLD 662 Principles of Curriculum Development & EvaluationSPEC 640 Behavior Disorders in Children

Advanced Level:PSY 627 Role and function of the school psychology PSY 704 Cognitive assessment and intervention (prerequisite: PSY 604)PSY 2704 Cognitive assessment and intervention laboratory (co-requisite PSY 704)PSY 705 Practicum in the Psychological Evaluation of the Special Needs Child (prerequisite Psy 704)PSY 706 Personality Assessment (prerequisite: Psy 604, co-requisite PSY 704)PSY 715 Consultation and program evaluation (perquisite Psy 606, Psy 616)PSY 631 Psychopharmacology

PSY 708* Seminar in School Psychology Externship I (prerequisite: Psych. 704 & 706)PSY 709* Seminar in School Psychology Externship II (prerequisite: Psych. 708)PSY 710* Clinical Externship I (prerequisite: Psych. 708)

II. Required Courses in Education: Total - 12 Credit Hours

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Psychology and/or education of students with disabilities: 6 credits

A minimum of two 3-credit hour education courses must be chosen in the area of the psychology and/or education of students with disabilities. The courses listed below fulfill this credit requirements, but equivalent substitutions will be considered. Selection should be made in consultation with the Director of the School Psychology Program. Along with Psy 705, Practicum in the Psychological Evaluation of the Special Needs Child, this meets the state requirement for understanding the psychology and education of students with disabilities.

Spec 600 Introduction to learning disabilities (required)Spec 630 Psychology of mental retardation/ Spec 632 Seminar in mental retardationSpec 640 Behavior disorders in children (recommended)

An additional six credits are required in educational foundations. Along with Psy 616: “Therapeutic intervention techniques: Consultation in applied and educational settings” and Psy 715 “Consultation and program evaluation”, this meets the state requirement for course work in educational foundations. The courses listed below fulfill this requirement, but equivalent substitutions will be considered.

Educational foundationsEDLD 601 School law (required)EDLD 662 Principles of curriculum development and evaluation (required)

Typical Sequence of Courses – 74 credits

Candidates typically complete coursework in Spring, Fall, Summer I, & Summer II semesters. Course offerings are not available in all semesters; candidates should consult with the program director to ensure the required sequence of courses and prerequisites are completed in a timely manner. In general, candidates complete some entry level courses Psy 601-609, 675 prior to taking mid-level courses Psy 608, 626, 616, 629, 627, 631. (Please note prerequisites as indicated below and on the NJCU Matriculation Worksheet, a separate document that will be used in program planning. The matriculation worksheet is appended to this document and should be completed and included in your portfolio housed in the program director office. A copy of Page 3 of the matriculation worksheet, listing entry, mid, and advanced standing courses is appended to this program handbook.) The sequence in which courses are taken may vary, with the exception of courses that are considered prerequisite for a subsequent course or are co-curricular, as noted below.

For candidates interested in completing the full MA Ed Psych/ PD School Psych, the following rules and suggestions apply: (“mandatory” indicates no discretion on the part of the program director applies; “advisory” indicates the program director may allow exceptions in limited circumstances).

Once candidates are “matriculated” or admitted into the School Psychology program, they are encouraged to complete the course sequence for the MA in Educational Psychology. “Advanced Standing” or the sequence of 700-level courses that leads to the externship starts in the Spring Semester. Additionally, the externship also starts in the Spring Semester.

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1. All coursework must be complete prior to entry into the externships. (mandatory)2. PSY 704, 2704, & 706 are taken as co-curricular courses. These courses are offered once a year, in the Spring Semester.(mandatory)3. PSY 705 and 715 are taken as co-curricular courses and in sequence following PSY 704, 2704, & 706. These courses are offered once a year, in the Fall semester. (mandatory)4. PSY 616 serves as a prerequisite for PSY 715. (mandatory)5. All entry level courses and mid-level courses (36 credits) are completed prior to entry into advanced standing (700 level courses).(advisory, candidates with fewer than 36 credits, e.g., 30, 33 credits may be admitted to advanced standing at the discretion of the program director.)6. Candidates should complete the course sequence for the MA prior to entering into advanced standing classes, in part because school districts salary scales are predicated on a formula such as “MA plus 30 credits”. Districts vary in their interpretation, with some requiring a completed MA prior to the “plus 30”. (advisory)6. PSY 627 should be taken as soon as possible following admission to the school psychology portion of the program. It serves as basic introduction to the program and the role and function of a school psychologist.(advisory)7. The education courses taken in the educational leadership and special education departments may be taken in any sequence. Candidates are advised that these courses are among the few offered in the summer months. (Psychology courses offered in the summer months include PSY 604, 675 & 609.)

First Year

Psy 601 Learning and cognitionPsy 602 Psychology of personality1

Psy 603 Developmental psychologyPsy 675 Statistics

Psy 606 Research methodology IPsy 626 Seminar in professional ethics and practice for psychologistsPsy 609 Personality adjustment child/adolescentsSpec 600 Introduction to Learning Disabilities***

Second Year

Psy 604 Tests & measurements2

Psy 608 Interviewing and CounselingPsy 616 Therapeutic intervention techniques: Consultation in educational and applied

settings3

Psy 629 Multicultural counseling

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1 Prequisite for PSY 706

2 Prerequisite for PSY 704

3 Prerequisite for PSY 715

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Psy 627 Role and function of the school psychologist 4Psy 704 Cognitive assessment and intervention5*Psy 2704 Assessment Laboratory6*Psy 706 Personality Assessment*Spec 640 Behavior Disorders in children***

Third Year

Psy 631 PsychopharmacologyPsy 705 Practicum in the evaluation of the special needs child7*EDLD 662 Curriculum development and evaluation***Psy 715 Consultation and program evaluation*EDLD 601 School Law***

1200-hour Externship (All program coursework must be complete, the Externship is a culminating experience.) Please note: The term “externship” is considered to be equivalent to the term “internship”, but is used here to be consistent with language in New Jersey State certification requirements.

Psy 708 Seminar in school psychology externship I (Spring)**Psy 710 Clinical externship (Summer)**Psy 709 Seminar in school psychology externship II (Fall)**

*Admittance as a matriculated student in the school psychology program is required for admittance into these classes. **All course work and practica must be complete to register for these culminating experiences. *** Courses offered through the Educational Leadership Department (EDLD) and the Special Education departments fulfill specific requirements offered by the NJ Department of Education. These courses may be taken at any point during course sequence.

Residency and professional affiliation

Candidates for the professional diploma have the opportunity to develop affiliations with

colleagues, faculty, and the profession by participating in a continuous full-time residency. The

minimum program requirement is the completion of a total of 18 credits in the program over the

fall/spring/summer or spring/summer/fall over contiguous semesters. Candidates typically establish

Program Handbook

4 Matriculation required. This course is generally as early as possible upon admission to the program as a matriculated candidate. It is only offered in the Spring semester and is to be taken no later than as a co-curricular course with PSY 704 & 706.

5 Prequisite for PSY 705 and cocurricular with PSY 706.

6 PSY 704, 706, & 2704 are co-curricular (taken together) within the semester listed and are only offered during the specified semester

7 PSY 705 & 715 are co-curricular within the semester listed and are only offered during the specified semester.

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“residency” during the MA in Educational Psychology sequence, and then again in the advanced

standing sequence in the starting in the Spring semester with PSY 704/706/2704, however, only one

period of “residency” is required. Candidates continue to develop their affiliation with colleagues,

faculty, and the profession (a.) by joining and participating in the activities of professional

organizations, such as the National Association of School Psychologists and the New Jersey

Association of School Psychologists, (b.) participating in field experiences demonstrating an impact

on student in P-12 public schools, and (c.) participating in research and presentations with faculty.

Examples of professional affiliation activities include the following: (a.) candidates have

presented poster sessions at New Jersey Association of School Psychology conferences with a

faculty member on behavior improvement projects from field experiences (PSY 616). Candidates

participated in a program evaluation of elementary and high schools, public and charter schools with

a faculty member (PSY 715). Candidates develop a long-standing relationship with practicing school

psychologists starting by “shadowing” the school psychologists’ activities in PSY 627, followed by

continuously supervised practice in PSY 705 & 715, and closely supervised practice in the

Externships. These experiences typically continue with the same school psychologists, persons who

have long-standing relationships with the program. Candidates are encouraged to participate in on-

campus and off-campus professional development seminars, including those offered by neighboring

school psychology programs, such as Seton Hall University, Georgian Court University, and program

in NYC, a short distance from NJCU by public transportation.

Practica

Description of Practica

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The program offers practica with cooperating school districts and community agencies in

urban settings. As a result candidates have the opportunity to apply practical skills, become familiar

with the role of the school psychology, and to gain experience working with diverse groups and

multicultural populations. Practica are associated with the many of the advanced level courses in

school psychology, including the following courses: Cognitive Assessment and Intervention,

Personality Assessment, Role and Function of the School Psychologist, Consultation and Program

Evaluation, Educational Techniques II, and Practicum in the Evaluation of the Special Needs Child.

Minimum Practicum Requirement

Candidates are expected to document a minimum of 300 hours of practicum experiences.

Practica consist of a series of closely supervised on-campus, school-based, and clinic-based field

experiences, completed prior to beginning the 1200-hour externship. Practica are completed for

academic credit and are intended to develop a full range of skills associated with the practice of

school psychology. Practica are supervised by field-based school psychologists and university faculty.

Candidates document practica hours by filing signed Practica Activity Logs (see appendix) in the

candidates portfolio with the Program Director.

Sample Sequence

The following sequence of practica hours provides an example of a candidate might meet the

practica requirement within offered courses.

Course Hours

PSY 608 Interviewing and counseling 15 hoursCandidates gain practice complete semi-structured interviews assessing suicidal ideation, depression, and substance abuse disorders. Because of the nature of these problems the practice is in analog situations.

EDLD 662 Curriculum development and evaluation 15 hoursCandidates gain experience in designing instructional interventions consistent with NJ Core Curriculum Standards.

PSY 621 Multicultural counseling 10 hoursCandidates complete a experience in diversity and culture by exploring a culture that they are not familiar with through visits and interviews

Spec 600 Introduction to Learning Disabilities 15 hours

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Candidates gain experience in developing instructional interventions for students with learning disabilities

Psy 627 Role and function of the school psychologist 45 hoursCandidates shadow a school psychologist in public schools, observing IEP meetings, assessment, and consultation interviews.

Psy 704 Cognitive Assessment and intervention 60 hoursCandidates complete cognitive assessments on school age children, with parental permission with the understanding the assessment is for training purposes, only. In organized settings, candidates are under constant supervision of a school psychologist.

Psy 706 Personality Assessment 35 hoursCandidates complete socio-emotional assessments with school age children, with parental permission noting the assessment is for training purposes, only. In organized settings, candidates are under constant supervision of a school psychologist.

Psy 616 Therapeutic intervention techniques: Consultation… 45 hoursCandidates complete an applied behavior analysis with intervention in a field experience site, under the supervision of a school psychologist or licensed psychologist.

Psy 705 Practicum in the evaluation of the special needs child 45-60 hours Cocurricular with Psy 715, this is the formal practicum and serves as a conduit to the externship. Candidates should complete this practicum in their planned externshp site and likely will need formal approval and a contract of agreement with the participating district. Candidates complete a minimum of two full cognitive/social emotional assessments under the close supervision of a school psychologist in an organized setting. The formal practicum site is generally the school that the advanced standing candidate intends to start an externship the following spring semester. This practicum is completed co-curricularly with Psy 715.

Psy 715 Consultation and program evaluation 45-60 hoursCandidates complete an academic consultation, a behavioral consultation, and program evaluation in their formal practicum site, under the close supervision of a school psychologist during the fall semester. The formal practicum site is generally the school that the advanced standing candidate intends to start an externship the following spring semester. This practicum is completed co-curricularly with Psy 705.

In this instance the candidate will have completed over 300 hours of practica. Finally, candidates are

expected to actively pursue and document practica in the course offerings and should provide

documentation on a continual and timely basis for their portfolio, stored in the school psychology

office using the practica log sheet (appendix). Additional specific activities, and corresponding work

samples are designated in each course. For example, in Psy 706 Personality Assessment, a redacted

copy of a comprehensive assessment report is required portfolio element, along with the evaluation

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tool, the Comprehensive Assessment rubric. Similarly, in Psy 616: Therapeutic Intervention

Techniques: Consultation in educational and applied settings, an applied behavior analysis project,

evaluated using an ABA rubric, is also a required element of the portfolio. A complete list of the

required projects is contained in the “Contents of the Portfolio” table noted below. Candidates are

expected to gather products and evaluative assessment and include in their portfolio, housed in the

Program Director’s office.

Table 1. Contents of the Portfolio: Matrix of course offerings, topics/competencies, products, and

evaluative tools.

No. Title Topics/Competencies Candidate Products Rubrics

PSY608

Interviewing and Counseling

Social development, mental health, prevention, crisis intervention

Semi-structured clinical interview (anologue interview with transcript)

Semi-structured interview format

EDLD662

Curriculum development and evaluation

Curriculum development, evaluation, planning, improvement

a. Curriculum development plan; b. Curriculum improvement plan

Two course embedded group presentations for (a.) & (b.)

PSY 629 Multicultural Counseling

Self-reflection of factors associated with race, class, and ethnicity and implications for counseling

a. Multicultural experienceb. Cultural identity paper

Course embedded rubric for (a.) & (b.)

SPEC 600

Introduction to Learning disabilities

Theory, assessment and intervention of learning disabilities

Instructional improvement plan

Course embedded rubric

PSY 616 Therapeutic interventions: Consultation in Applied and educational settings

Applied behavior analysis and intervention

ABA reports, using case study design, with operational data

Course embedded rubrics:(a.)ABA positive behavioral supports(b.) Teacher consultation

PSY 627 Role & function of a school psychologist

School psychology practice, special education, ethics

Shadowing a school psychologist

Practicum field experience log

PSY 704 Cognitive assessment and intervention

Use of standardized assessment, intervention for cognitive and academic deficits

Complete 5 cognitive assessment with academic implications (1 for portfolio)

Grading criteria for psychological reports

PSY 706 Personality Assessment

Social-emotional assessment and interventions

Complete comprehensive assessment integrating socio-emotional, academic and cognitive data

Comprehensive Assessment Rubric (CAR)

PSY 705 Practicum in the evaluation of the special needs child

Closely supervised field experience in assessment and intervention

Complete comprehensive assessment integrating socio-emotional, academic and cognitive data

CARPracticum evaluation

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PSY 715 Consultation and Program Evaluation

Closely supervised field experience in consultation, collaboration, and intervention

A. Academic consultation reportB. Behavioral consultation reportC. Program evaluation

Expanded consultation rubric for A. & B.Practicum evaluation

Externships

Description of Externship

A 1200-hour externship is a program requirement. Candidates are referred to the companion

document, the School Psychology Externship Manual , for a complete description of the

externships offered at NJCU.

The school psychology externship is structured to provide experiences working with

students, families, and faculty in urban settings. The 1200-hour externship is completed over three

consecutive semesters at the end of a sequenced program of coursework and practica experiences.

Practica experiences are described in a separate section. As noted in other sections of this

document, the externship is a culminating experience – all coursework must be complete before

registering in the externship sequence.

Approximately 920 hours of the externship are completed in two separate school settings, one

of which must be an urban setting. The remaining 280 hours of 1200-hour total are reserved for the

clinical externship, generally completed in an urban medical center. Candidates may complete a

maximum of 40 hours per week, or 8 hours per day. The clinical externship may be completed at

Hoboken University Hospital, Jersey City Medical Center, The Eric J. Feldman Child and Family

Development Center in Newark, Youth Consultation Service in East Orange, or St. Joseph’s

Children’s Hospital in Paterson, programs that have affiliation agreements with the school

psychology program and the university, or another approved site. In accordance with New Jersey

State regulations, at least 100 hours of the externship is spent assessing students with disabilities.

The sequence is completed in the following manner:

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•Spring semester: 620-hour school setting (January to May)

•Summer semester: 280-hour clinical setting (May to September 1)

•Fall semester: 300-hour school setting (September to December/January)

The initial school experience (Spring) is generally completed on a full-time basis, but may be

completed on a part-time basis. The summertime clinical experience may be completed as a full-time

experience over 8 weeks or a part-time experience spread over the entire May to September time

frame. The fall school externship completes the externship hour requirement. While many students

complete this final experience by December, this final component might extend into January in

order to complete the requisite hours as needed. Both the school components and the clinical

components are described in more detail in the School Psychology Externship Manual.

The supervised externship is completed for academic credit (3 credits/semester). Students

participate in a university-based seminar during each semester and receive a minimum of 2 hours of

face-face supervision for each full-time equivalent (FTE) week (35 hours) from field supervisors.

Each candidate in coordination with the university and field supervisor develops a written plan for

the externship specifying the relationship and responsibilities of the university and training site and

the candidate’s description of how program and individual goals are articulated in the externship

plan. Finally, the plan describes formative and summative evaluations of the experience. The field

supervisors are certified school psychologists in the appropriate state and have at least three years

full-time experience. Additionally, a contract of agreement is formed between the university and

district and is the basis of liability insurance offered by the university to cover the candidate’s

externship service, as noted below. To be clear, the “Contract of Agreement” establishes a legal

agreement for the candidate, the university and the school district, while the “Operational Contract”

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specifies the candidate’s and field supervisor’s specific responsibilities and expectations within the

unit of service at the field placement.

Liability

Students in field placements, practica, and externships in school psychology are covered by a limited

liability policy through the university. However, students may purchase additional coverage through

student policies offered by the National Association of School Psychologists or the American

Psychological Association.

Performance Appraisals

Monitoring Student Progress

In addition to academic excellence, competence as a school psychologist requires the

development of interpersonal skills, such as listening, talking with parents and teachers, and

empathizing with students. School psychologists participate in meetings, where they are required to

present results, lead discussions, and maintain high professional standards. Ethical dilemmas arise

requiring a firm foundation in professional and personal values. As result, students meet with the

program director each semester to receive feedback about their progress toward the program goals

and objectives.

Specifically, candidates should develop the following interpersonal skills:

Satisfactory interpersonal relations with clients developed to the level of training

Cooperative collegial relations with other candidates, field supervisors, and university

faculty

Constructive consultation in the professional workplace, communicating with staff about

clients and issues

Acceptance and incorporation of supervisory feedback

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Understanding and functioning within the guidelines of the professional ethics and

standards of the American Psychological Association and the National Association of

School Psychologist.

All faculty, field supervisors, and internship supervisors participate in the process of

evaluating student progress. The program has developed several rubrics to gauge student progress,

as noted in Table 1, including the following: (a.) Criteria for grading psychological reports, (b.)

Comprehensive Assessment rubric, (c.) Applied behavior analysis rubric, (d.) Expanded Consultation

Rubric, (e.) Functional Assessment and Positive Behavioral Supports Rubric, (f.) Portfolio Content

Assessment. Candidates are specifically evaluated in PSY 705 with the Practica Evaluation form by

field supervisors, school psychologists employed by the school district placement site. As noted

above, a course grade of “B” or better is required to maintain “good standing” in the program.

Beyond grades, candidates are also expected to make progress toward developing crucial

interpersonal skills by demonstrating active participation in classes, professional organization, the

research cohort, and field placements. Candidates are expected to take personal responsibility to plan

and follow-up on their areas of personal improvement. Plans might include participation in a public

speaking course, a planned sequence of writing activities, or extra coursework in area of weakness

(e.g., statistics or counseling).

Candidates develop a portfolio that contains examples of their work, documentation of

participation in practicum and externship placements, contracts of agreement, operational contracts,

and evaluations. Work samples, with identifying data excluded, will include examples of the

following:

• Mental status examination

• Semi-structured clinical interviews, such as the Hamilton Depression Rating Scale or the

Suicide Ideation Questionnaire

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• A comprehensive psychological evaluation with cognitive, affective, perceptual, &

academic components.

• A developmental and social history

• An adaptive behavior assessment

• Academic consultation with curriculum based measurement

• Functional behavioral assessment with a behavioral improvement plan

• A program and/or treatment evaluation

• A counseling summary (individual or group)

• An individualized education plan

• Practicum and externship logs, with case summaries

• Community case study from externship site

• Academic and behavioral case study in the externship demonstrating intervention on

behalf of P-12 through appropriate summary statistic such as case study effect size

Candidates will complete self-reflective statements (see appendix) on a yearly basis as they

progress through the program and every semester during the 3-part externship. Externship

evaluations by field supervisors are completed during each part of the externship experience. A

portfolio of practica and internship experience is maintained by the student and housed in the

department offices. The portfolio contains, in part, case studies, community profiles, examples of

interventions, externship evaluations, site evaluations, contracts, and agreements.

All candidates are required to take and pass the NTE Praxis II examination in school

psychology at the end of formal coursework. This is taken during the first semester of the

externship experience time frame. The exam is part of the eligibility requirements for national

certification as a school psychologist (NCSP). Candidates who do not pass the exam in the spring

are required to retake the exam after an informal course of study supervised by the program director

in the fall. Candidates who fail the exam a second time may enroll in a formal independent study in

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the semester following the externship and take the exam for a third time. After three failures on the

Praxis II exam, candidates may petition the department supervising graduate faculty for an alternate

comprehensive exam, taken in essay form. Please note the policy statement on Praxis II exam

adopted by the Psychology Department on November 29, 2010 and available from Program

Director.

Academic Integrity

Candidates are expected to maintain high personal standards of academic integrity. Simply

put, a candidate does not take credit for work, phrases, or creative pieces that are not one’s own.

Careful attention to APA guidelines is strongly recommended for all work submitted in the

Psychology department.

The following are examples of ethical violations:

a. Submitting work from one course in whole or part in fulfillment of requirements

to another course without prior approval of the professor.

b. Submitting written material copied from another source without appropriate

quotations and references. (Excessive use of quotations should also be avoided.

Put ideas in your own words and then reference the source of the idea.)

c. Submitting a paper prepared in whole or part by someone else.

d. Allowing someone to copy your work and submit it as their own.

Professors who suspect an ethical violation will inform the candidate verbally of the

suspected problem, as soon as possible upon discovery. If initial discussion does not resolve the

problem, the professor will inform the Program Director and Department Chair and recommend a

disciplinary response. Responses include: a warning letter, academic probation, failing grade for the

assignment, failing grade for the course, and/or program dismissal. Students may file an appeal with

the Department Chair, Director of the Graduate School, or the Dean of School of Arts and

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Sciences, as appropriate. Candidates are referred to the Graduate School Bulletin for appeal and

grievance procedures.

Certification and Graduation

Candidates are recommended for certification as school psychologists in the State of New Jersey

upon completion of state requirements through the office of Teacher Certification in the School of

Education. Recommendations for certification are made upon determination that the candidate has

completed requisite coursework, examinations, including the Praxis II exam in school psychology,

and required internship hours. Candidates must meet the 300-hour practica and 1200-hour

externship requirements in the state regulations. Candidates should apply for degree clearance with

the Graduate Studies Office early (mid-October) during the final semester of the externship

experience. Candidates are also eligible for certification in New York.

Program Evaluation

As part of the department’s commitment to program improvement, an annual review of the

program’s strengths and weaknesses is completed by the program director and reviewed by an

advisory committee of the Graduate Faculty. The annual review compiles statistics on admission,

current candidates, graduation rates, and graduate employment. Regular surveys of current and

former students, field supervisors, and employers provide information for the direction and

improvement of the program. The annual review is distributed to the Department Chair, the Deans

of the Colleges of Arts & Science and Education, and the University Academic Vice-President, in

addition to program faculty. The NTE Praxis examination is also part of the program evaluation of

the NJCU School Psychology program Alumni surveys are taken on a frequent, but at least yearly

basis. Candidates complete an Exit Interview and a Site Evaluation, regarding their externship site.

Finally, the supervisors of the psychology departments of the primary externship sites (Newark

Public Schools, Jersey City Public Schools) are in regular contact with the program director. Many

school psychology candidates become employed as school psychologists in these two cities. The

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supervisors of the school psychologists are asked to give an annual evaluation of the program

graduates’ ability to provide a measurable positive impact on clients and students in their schools

and agencies using an employer survey.

Continuing Education

Description of program’s commitment

The school psychology program sponsors continuing seminars for candidates, field

supervisor, and practicing school psychologists. The seminars allow practitioners and students to

discuss topic of interest to the field. Program faculty also serve as consultants for school districts in

New York and New Jersey, regularly present at state and national conventions, and are invited to

speak at local school district convocations. The Annual Seminar of the NJCU School Psychology

Program is typically co-sponsored by Newark Public Schools and Jersey City Public Schools. In 2004

the National Association of School Psychologists served as a co-sponsor of a seminar on cross-

cultural assessment and in 2005 the co-sponsor was American Guidance Systems (AGS). In 2006,

2007, & 2008, the program has offered twice yearly seminars in conjunction with the Early

Childhood Center at NJCU. In 2009, a workshop co-sponsored with NASP offered training in crisis

intervention. The program is currently co-sponsoring workshops with the Counseling Department

in the College of Education, with a Fall 2012 workshop on “Play Therapy”.

Graduates are encouraged to continue their education by pursuing doctoral training.

Philadelphia College of Ostheopathic Medicine and Farleigh Dickinson University are two area

school psychology programs that offer doctoral-level training to certified school psychologists.

Currently six program graduates are enrolled in doctoral programs in school psychology and several

have graduated with doctoral degrees in psychology.

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New Jersey City University is a registered provider of Professional Development Programs

that will count toward the 100-hour continuing certification requirement in New Jersey. The

provider identification number is 2433.

Professional School Psychology Organizations

Candidates are strongly encouraged to begin to participate in the profession by applying for

student membership in the National Association of School Psychologists, the New Jersey and/or

New York Associations of School Psychologists, and the American Psychological Association upon

entry into the program. Membership in these professional organizations provides many benefits,

including professional journals, newsletters, reduced-price admission to conferences, and discounts

on books. Professional liability insurance is also available through the national organizations.

Membership applications are made available at the first meeting for new candidates and will continue

to be available through the program director.

Applying for National Certification

The program is currently approved by the National Association of School Psychologists.

Graduates of the program are eligible for national certification as a school psychologist through the

National Association of School Psychologists. Applications for national certification are available in

the program office in Science 503A.

Student Resources

At New Jersey City University, all of the university’s resources are at each student’s disposal.

Students have various ways of getting needed support academically, socially, and culturally. Through

the various computer labs, students can surf the internet, search for jobs, fill out on-line applications

for financial aid, check out their Student Government Organization’s news and events, and utilize

on-line library resources 24 hours a day, seven days a week.

Computer Services

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Information and Technological Services is responsible for operating the Electronic Learning

Lab (ELL) and assistance in 16 departmental computer labs. The university has recently begun to

offer many on-line and distance-learning courses.

The Electronic Learning Lab (ELL), located on the first floor of the Professional Studies

Building, includes five labs and two distance learning classrooms offering 125 computer stations

using either Mac or Windows platforms of which 100 provide access to the Internet, 90 wheelchair

accessible and voice activated stations are available for students with disabilities. The Lab has a

video-teleconferencing unit, a web-page development center and a CD-ROM mastering unit.

Recently, the Vodra Student Lounge was converted to the Vodra Student Lounge /

Computer Lab with 16 computers providing web access. The Congressman Frank J. Guarini Library

has also reopened after refurbishment to make the library ready for the 21rst century. The library

contains an additional 66 computers and 20 other workstations.

Employment

The career outlook and the job market for school psychologists are currently quite strong.

Recent graduates typically received offers during the final internship semester and secure a position

upon graduation from the program. Job listings for school psychologists in New Jersey are often

found in the Sunday edition of the Newark Star Ledger and in New York in the Education

Opportunities section of The New York Times. Positions are also offered in professional journals

and newsletters, such as NASP’s Communiqué. Solicitations are regularly posted on the bulletin

board outside the school psychology program office.

Tuition and Financial Assistance

Tuition and fees for graduate courses are available through the Graduate Studies Office.

NJCU has a tradition of providing excellence in education at the lowest possible cost and

consistently maintains a lower cost for credits and courses than other public institutions in New

Jersey. Each year several candidates are offered Graduate Assistantships. Students should apply

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directly to the graduate studies office for the assistantships. The financial aid office is located on the

second floor of Hepburn Hall. Students can obtain information on loans, grants, scholarships,

work-study, and other campus based employment opportunities. Full-time graduate students are

eligible for loans. There are a limited number of graduate assistantships available that provide tuition

and a stipend for full-time graduate level study during the academic year. School psychology

candidates who are attending full-time, (12 credits per semester), but not working in outside

employment full-time are encouraged to apply. Several students in the program receive graduate

assistantships each year.

Health Services

The Medical Services Department, an outpatient facility, provides confidential health care to

all NJCU students, and a variety of health services, referrals, and information to the university

community. The Medical Services Department has regular, evening, and Saturday hours. The

Medical Services Department provides a variety of services, including, first aid and emergency care;

short term medical treatment; review and processing of health and immunization forms; health

information and pamphlets; referrals to outside medical specialists and testing facilities, and

confidential testing services.

University Insurance Program

The University sponsors an optional Student Accident and Sickness Insurance Plan available

to all admitted full- and part-time students. Dorm students must provide proof of insurance or

purchase this insurance.

Library Services: Laura Kortz, Reference Research Librarian, is the contact person for the

psychology department and provides assistance for traditional and internet literature reviews.

Congressman Frank J. Guarini Library - Hours of serviceLibrary hours may vary, depending on library needs during regular semesters, summers, or intersessions.

Fall/Spring Semesters:

  Summer Sessions:  

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Monday – Thursday: 7:30 AM - 10:00 PM Monday – Thursday: 7:30 AM- 9:00 PM

Friday: 7:30 AM - 5:00 PM Friday: CLOSED

Saturday: 9:00 AM - 5:00 PM Saturday: CLOSED

Sunday: 11:00 AM - 5:00 PM Sunday: 11:00 AM - 5:00 PM

Intersession:      

Monday - Friday 8:30 AM - 4:30 PM. The Library is closed on all major holidays.

The Library features many new databases on-line: (for password instructions, present NJCU ID at library Reference Desk)

Practicum Activity Log

New Jersey City University – School Psychology Program

School Psychology Candidate:___________________ Course & No.:__________________________

Professor:_________________ Practicum Site:______________ Supervisor:_______________

Month:____________________ Date:___________________________Codes: Assessment (1); Counsel (2); Consultation (3); Supervision (4); Education (5); Research (6); Other (7)Date Activity description Code Hours

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Totals:Assessment ___ Supervision ___Counseling ___ Education ___ Consultation ___ Research ___Other ___Total ___ Page ___ of ___ Cumulative total: ____

Candidate signature:__________________ Supervisor signature:__________________Practicum Summary Log

New Jersey City University – School Psychology Program

School Psychology Candidate: ______________Supervisor: Dr. James Lennon

Semester: Semester Course Course # Instructor Hours

Role and Function of a School Psychologist

PSY 627

Therapeutic Intervention Techniques II PSY 616

Intelligence Testing and Assessment PSY 704

Personality assessment PSY 706

Consultation and program evaluation PSY 715

Psychological Evaluation Special Needs Children

PSY 705

Interviewing and Counseling PSY 608

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Page 1 of 1 Cumulative total:

Candidate signature:_______________________ Supervisor signature:_______________________

MA Level (36 credits) + Professional Diploma Level (38 credits)Entry level: Required courses (21 credits) Semester Year Grade1. PSY 601 Psychology of Learning and Cognition

2. PSY 602 Psychology of Personality

3. PSY 603 Developmental

4. PSY 604 Tests and Measurements

5. PSY 675 Statistics

6. PSY 606 Research Methodology I

7. PSY 626 Seminar in Professional Ethics

Mid-level: Required courses 8. PSY 609Personality Maladjustment of children and adolescents.9. PSY 629 Multicultural counseling

10. PSY 616 Therapeutic interventions tech. II: Ed.

11. PSY 608 Interviewing and counseling

Education (6 credits required)12. EDLD 662 Principles of Curriculum (required)

13. EDLD 601 School Law (required)

Special Education (6 credits required)14. SPEC 640 Behavior Disorders in children / EQUIVALENT, e.g., , SPEC 605 Intro to Education and Psychology of Excep. Children; SPEC 632 Seminar in mental retardation15. SPEC 600 Introduction to Learning Disabilities

SCHOOL PSYCHOLOGY :Advanced StandingRequired Courses Semester Year Grade16. PSY 627 Role and Function of a School Psychologist (Matriculation required)17. PSY 704 Cognitive Assessment and intervention & PSY 2704 18. Assessment Lab; Entry level courses prerequisites complete19. PSY 706 Personality assessment (co-curricular with 704)Entry level course prerequisites complete20. PSY 715 Consultation and program evaluationPSY 616 and PSY 606 prerequisites complete21. PSY 631 PsychopharmacologyEntry level course prerequisites complete

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22. PSY 705 Psych. Eval. Special Needs ChildrenPSY 704 & PSY 706 prerequisites complete23. PSY 708 Seminar in School Psych. Externship I N.B.: Culminating experience: coursework complete for entry. 24. PSY 709 Seminar in School Psych. Externship II

25. PSY 710 Clinical Externship I

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