Department of Counseling, Educational Psychology, and Special Education School Psychology Program Graduate Student Handbook

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Department of Counseling,

Educational Psychology, and

Special Education

School Psychology Program

Graduate Student Handbook

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Behavioral School Psychology ………... 12 Student Advisement ………. 13-14 Curricula for the Master’s of Science in School Psychometry ……… 15 Curricula for the Educational Specialist in Education with emphasis in School Psychology ……. 16-18 Curricula for the Doctor of Philosophy in School Psychology ………... 19-27 Proposed Curricula for Master’s of Science in School Psychometry ………. 28-29 Proposed Curricula for Educational Specialist in Education with emphasis in School Psychology 29-32 Proposed Curricula for the Doctor of Philosophy in School Psychology……….. 33-36 Other Requirements: Professional Associations 37 Program Assessment of Student Progress Toward Meeting Training Goals and Objectives 38

Student Evaluations 38

Knowledge Assessment for Master’s of Science Students 39 Knowledge Assessment for Educational Specialist Students 40 Knowledge Assessment for Doctor of Philosophy Students 40-42

Research Requirements 43-45

Dissertation 44-45

Internship Requirements for Educational Specialist and Ph.D. Students 46

Licensure, Certification, Job Placement 46-47

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Time Limit to Complete Degree, Other University Course Credit 49-50

Student Grievance and Appeals 51

Student Remediation and Probation Financial Aid 51 52 Graduate Assistantships 53 Outside contracts 53 Student Awards 53-54

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Full Time Departmental Faculty and Staff Coordinator of School Psychology Programs

Doggett, R. Anthony, Ph.D. (The University of Southern Mississippi). Assistant Professor and

Coordinator School Psychology Programs. AAAA Licensed School Psychologist (Mississippi). Interests include applied behavior analysis, functional behavioral assessment, behavioral

consultation, parent training, instructional interventions, behavioral pediatrics, and system-wide positive behavior intervention and supports.

School Psychology Core Faculty

Henington, Carlen, Ph.D. (Texas A&M University). Associate Professor. Nationally Certified School Psychologist, AAAA Licensed School Psychologist (Mississippi). Interests include pediatric psychology; academic interventions; infant, toddler, and early childhood assessment and intervention; assessment of atypical populations and individuals with behavior, emotional, and learning problems; children’s socialization and peer relationships.

Johnson-Gros, Kristin N., Ph.D. (The University of Southern Mississippi) Assistant Professor. Nationally Certified School Psychologist. AAAA Licensed School Psychologist (Mississippi). Interests include functional assessment of academic variables, CBM, behavioral consultation, threat assessments, crisis response, and adolescents.

Kane, Harrison D., Ph.D. (University of Florida). Assistant Professor. Licensed Psychologist (North Carolina), Licensed School Psychologist (North Carolina & Mississippi), National Certified School Psychologist. Interests include assessment and cognitive functioning of individuals. Educational Psychology Faculty

Browning, Donna, Ph.D. (University of Tennessee, Knoxville). Instructor. Interests include creativity, and learning styles.

Elder, Anastasia, Ph.D. (University of Michigan). Assistant Professor. Interests include cognitive development and students learning in science and mathematics, use of technology in instruction. Morse, David, T. Ph.D. (Florida State University). Professor. Specialty areas include educational

measurement, research, statistics, creativity, gifted and talented, and computer applications. Morse, Linda W., Ph.D. (Florida State University). Professor and Coordinator of Programs in Educational

Psychology. Specialty includes instructional systems, higher order thinking skills, cognitive development, and creativity and giftedness.

Counselor Education Faculty

Dooley, Katherine, Ph.D. (University of Alabama), Professor and Coordinator of Community Counseling Program. Specialty areas include rehabilitation counseling, chemical dependency, and counseling supervision.

Hall, Kim, Ph.D. (Mississippi State University), Visting Assistant Professor. Specialty areas include

problem based learning, school counselor accountability, and group activities for school

counselors.

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Heiselt, April K. Ph.D. (University of Utah), Assistant Professor. Specialty areas include the role of students within institutional governance and focuses on qualitative research.

Hendren, Glen R., Ph.D. (University of Southern Mississippi), Professor and Coordinator of

Rehabilitation Counseling Program. Specializes in rehabilitation counseling and in deafness and hearing impairments.

Hosie, Thomas W., Ph.D. (State University of New York at Buffalo), Professor and Department Head. Dr. Hosie specializes in credentialing and training models and methods in counseling.

Housley, Warren F., Ph.D. (University of Arkansas), Professor Emeritus. Specializes in elementary school counseling and issues affecting individuals who are aging.

Looby, E. Joan, Ph.D. (University of Georgia), Professor. Specialty areas include eating disorders and multicultural counseling. Cluster coordinator for community counseling.

Moore, J. Elton, Ed.D. (Mississippi State University), Professor and Director, Rehabilitation Research and Training Center on Blindness and Low Vision. Specializes in rehabilitation of individuals who are blind or severely impaired.

Palmer, Charles, Ph.D. (University of Arkansas), Associate Professor. Specialty areas include rehabilitation and employment of persons with disabilities.

Sheperis, Carl J., Ph.D. (University of Florida), Assistant Professor. Interests include assessment and treatment of adolescent behavioral disorders and psychopathology, with specific emphasis on Reactive Attachment Disorder.

Underwood, J. R. Professor, Ph.D., (University of Wisconsin-Madison)Professor. Specializes in giftedness, creativity, and group techniques.

Wells, Debb, Ph.D., (Mississippi State University) Visiting Assistant ProfessorDr. Wells is the coordinator of the College Counseling and Student Affairs in Higher Education program emphases.

Young, J. Scott, Ph.D., (University of North Carolina-Greensboro). Associate Professor Specialty areas include community counseling and spirituality.

Special Education Faculty

Arnault, Lynn, Ph.D. (Memphis State University), Professor. Specialty areas include early childhood special education services and the use of assistive technology with children and youth with disabilities.

Coffey, Kent, Ph.D. (University of Alabama), Professor. Specialty areas include multiple and severely disabled populations and working with parents of children with disabilities.

Devlin, Sandy, Ph.D. (University of Alabama), Professor. Specialty areas include children and youth with emotional/behavioral disorders and post secondary transition.

Mattox, Kim, M.S. (Mississippi State University), Instructor. Courses include Mentally Retarded and Psychology of the Exceptional Child and Youth.

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Counseling, Educational Psychology, and Special Education Staff Mary Jo Ingram. Budget and Office Manager

Beth Robinson. Records Manager Onnie Blackshire. Secretary

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THE SCHOOL PSYCHOLOGY PROGRAM

You are now a graduate student in the School Psychology program at Mississippi State

University. You have chosen one of the most outstanding training programs in the country. Our program is outstanding because it has an excellent faculty from diverse backgrounds with outstanding applied school psychology skills and teaching and research skills. The faculty in the program genuinely care about your growth and success as a professional who will provide competent services to children, families, and school personnel. Please take the time to get to know the school psychology core faculty because they will play an important role in your education as a school psychologist.

The broad goal of the School Psychology program is to advance the profession, practice, and science of School Psychology, with an emphasis on behavioral theory and practice in school psychology. You play an important part in helping us reach this goal. We intend to work with you on developing and mastering school psychology and related skills so that upon graduating, one more effective school psychologist is serving the public. You will be working with faculty mentors who make important contributions in the science of school psychology by disseminating advances in intervention, policy, and theory to the professional literature and professional conferences. In addition to special problems, supervised pre-dissertation research and dissertations, the faculty will require and encourage you to work on empirical and other scholarly works throughout your graduate career.

The faculty expects you to work extremely hard to acquire the skills and knowledge necessary to be a successful school psychologist. We will work with you in this process, and we expect you to do all that is necessary to become an effective school psychologist. Individuals who seek the services of school psychologists have the right to expect quality services and you have the responsibility to meet their expectations.

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Accreditation

Accreditation is important because it means your degree is recognized as meeting the standards of the school psychology profession. The Ph.D., AAA Certification, and M.S. degree programs in School Psychology all meet some National and/or State certification standards. Currently, the School

Psychology Program is accredited by the American Psychological Association (APA) through 2007. The Educational Specialist Program is accredited by the National Association of School

Psychologists (NASP) through a partnership with the National Council on the Accreditation of Teacher Education (NCATE) through 2011. The Masters program in school psychometry is not accredited by APA or NASP; however, students are allowed to apply for licensure in the state of

Mississippi as a school psychometrist after completing the program. The masters program is considered to be a non-terminal program as the faculty expect students to complete either the doctoral or educational specialist degree.

Beginning in 1997, students who do not graduate from APA approved programs will not be eligible to apply for the professional licensure exam in Mississippi, which will prevent students from becoming licensed psychologists in Mississippi.

M.S. Psychometry AAA Certification Ph.D. Degree AA License (MS) NASP Accredited APA Accredited

AAA License (MS) NASP Accredited AAAA License (MS)

Contact information of accrediting bodies: American Psychological Association

Committee on Accreditation

c/o Office of Program Consultation and Accreditation Education Directorate

750 First Street NE

Washington, DC 20002-4242 (202) 336-5979

http://ww.apa.org/ed/gp2000.html

National Association of School Psychologists NASP Program Approval Board

4340 East West Highway, Ste 402 Bethesda, MD 20814

(301) 657-0270 (803) 323-2341

http://www.nasponline.org/certifcation/NASPapproved.html Mississippi Department of Education

Educator Licensure/Certification P.O. Box 771 359 North West St. Jackson, MS 39205 (601) 359-3483 http://www.mde.k12.ms.us/license

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Missionand Philosophy of the School Psychology Programs

The science and practice of school psychology are carefully integrated into our graduate programs at the masters, educational specialist, and doctoral levels. While the program is designed to train entry-level school psychology practitioners, the program stresses the importance of contributing to the field by engaging in scientific behaviors. Thus, the program adheres to the scientist-practitioner model where faculty and students are expected to be a) consumers of empirically-based practice, b) evaluators of their own empirically-based practice, and c) producers of research that contributes to the field of school psychology. In addition to adhering to the scientist-practitioner model detailed at the Boulder Conference in 1949, the faculty also place an emphasis on training school psychologists who practice from a

behavioral paradigm providing empirically-based school psychological services to a diverse population of individuals including children, families, school personnel, and other related professionals. Descriptions of specific coursework related to behavioral school psychology are located on page 11 of this handbook. Domains and Objectives of Training of the School Psychology Programs

Every School Psychology student is expected to meet the program common core and emphasis area knowledge and skill requirements. Opportunities for students to meet these requirements will occur in the classroom and during practica and internship.

The School Psychology faculty work to ensure that you will have curricular experiences, which will enable you to develop and demonstrate knowledge and skills across four domains: I) Professional School Psychology including Professional Orientation, Assessment, and Consultation/Interventions, II) Research and Statistics, III) Psychological Foundations, and at the doctoral level, IV) Focus Area. Each of these domains contains specific objectives of the faculty in the School Psychology Programs. Please note that these domains and objectives are closely aligned with the Conceptual Framework Program Outcomes (CFPO’s) of the College of Education and with the Standards for Training and Field Placement Programs in School Psychology. Students will be evaluated on the knowledge, skills, and their application by university faculty, and practica and internship supervisors through course examinations, practica and internship evaluations, and annual evaluations completed by faculty with the input of other university faculty.

Domain I. PROFESSIONAL SCHOOL PSYCHOLOGY

Professional school psychology at Mississippi State University is divided into three sub-domains: professional orientation, assessment, and consultation/interventions. Through structured coursework and evaluations completed by university faculty and supervisors, students will demonstrate competence and, at a minimum, beginning practitioner level skills in the following areas:

1. Professional Orientation. CFPO # 1, 3, 9, 10, 12; NASP 2.1, 2.6, 2.10

Goal. Students will gain an understanding of functioning as a professional school psychologist.

Objectives.

1. Students will gain knowledge of all aspects of functioning as a professional school psychologist.

2. Students will gain knowledge of the history, roles, organizational structures of schools and other systems.

3. Students will gain knowledge of current professional trends in school psychology practice and research.

4. Students will gain knowledge of the ethical codes published by the American Psychological Association (APA) and the National Association of School Psychologists (NASP) as well as the standards, credentialing, legal issues outlined by APA, NASP, and the Mississippi State Department of Education. 5. Students will obtain and complete approved internship experiences related to

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2. Assessment. CFPO # 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 12; NASP 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.8, 2.9, 2.11

Goal. Students will gain an understanding of standardized, behavioral, and academic assessment techniques.

Objectives.

1. Students will gain knowledge and skills in the use of standardized psychometric, behavioral, and academic assessment techniques.

2. Students will gain knowledge and skills in the ability to develop, select, administer, score, and interpret assessment instruments with children from diverse backgrounds who are both typically developing and exhibit various exceptionalities.

3. Students will gain knowledge and skills in using assessment to determine eligibility for services and how to link assessment procedures to interventions.

4. Students will gain knowledge and skills in presenting results from the assessment in written and verbal form to other professionals, parents, and students.

3. Consultation and Interventions. CFPO # 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 12; NASP 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.8, 2.9, 2.11

Goal. Student will gain an understanding of effective consultation models and empirically-based intervention strategies and techniques.

Objectives.

1. Students will gain knowledge and skills in empirically-based consultation models for working with parents or caregivers and school or mental health personnel who care for and provide educational and mental health services to children from diverse backgrounds who are both typically developing and exhibit various exceptionalities. 2. Students will gain knowledge and skills in empirically-based behavioral and

cognitive behavioral interventions for working with children from diverse

backgrounds who are both typically developing and exhibit various exceptionalities. 3. Students will gain knowledge and skills in empirically-based academic interventions

for working with children from diverse backgrounds who are both typically developing and exhibit various exceptionalities.

Domain II. RESEARCH AND STATISTICS. CFPO # 1, 7, 8, 11; NASP 2.1, 2.9, 2.10, 2.11 Research and Statistics is a basic tenet of graduate school. Students will obtain the following objectives specific to research and statistics:

Goal. Students will gain an understanding of research methods, statistics, and ethical and legal issues in research.

Objectives.

1. Students will gain knowledge and skills in group design, traditional research methods, and statistics.

2. Students will gain knowledge and skills in the ability to use single subject research methods to evaluate the effects of different interventions.

3. Students will demonstrate the ability to carry out all aspects of a research projects as demonstrated by completion of the College of Education and departmental research requirements and the completion of a dissertation.

Domain III. PSYCHOLOGICAL FOUNDATIONS. CFPO # 1-10; NASP 2.1–2.11

Psychological Foundations embody the basis for all studies related to psychology. Students will obtain the following objectives specific to knowledge and competence in the history and theories of psychology, individual differences, cultural diversity, and the breadth of scientific psychology including biological, social, and cognitive psychology.

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Goal. Students will gain an understanding of the literature related to the psychological foundations of psychology including the history and theory of psychology, physiological psychology, social psychology, cognition and learning theories,

and multicultural issues related to the provision of psychological services across diverse populations of individuals.

Objectives.

1. Students will gain knowledge of the theories and history and systems of psychology.

2. Students will gain knowledge of biological and social psychology and how these disciplines relate to the research base and delivery of professional school

psychology services.

3. Students will gain knowledge in the theoretical perspectives of individual differences in learning, cognition, and behavior change.

4. Students will gain an understanding of the impact of culture on behavior and development, and develop respect and working knowledge of different cultural practices.

Domain IV. FOCUS AREA. CFPO # 1, 2, 3, 4, 5, 7, 8, 9, 10, 11; NASP 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.8, 2.9, 2.11

Focus Area. School psychology is a broad-based field that crosses many professional and organizational boundaries. In conjunction with their advisor and focus area professor, each doctoral level student will select a focus area that will allow the student to acquire knowledge and skills in one of these areas. Focus area requirements allow students to take courses across programs and departments to meet the following goals and objectives:

Goal. The student will gain an understanding of different theories, methods of inquiry, and processes and procedures for delivery of services from mental health and educational professionals whose primary training is not in school/educational psychology.

Objectives.

1. Student will acquire knowledge and skills related to working with children from professionals whose primary training is not in school/educational psychology. 2. Students will be exposed to and demonstrate an understanding of different theories,

methods of inquiry, and processes and procedures for delivery of services to a diverse population of individuals and/or their families and caregivers.

Competence in the focus area will be evaluated by the focus area professor (see Focus Area *Minor Course Requirements).

Outcome Competencies to Demonstrate Evidence of Making Appropriate Progress on Domains and Objectives of Training

The gains each student makes in the five program common core areas are a function of the degree the student is pursuing. Students enrolled in the doctoral degree program are expected to be leaders in the field of school psychology and to have a greater understanding of the issues and mastery of the skills in each of the program common core areas than at the masters or educational specialist level. The

knowledge and skills that students have gained will be assessed by faculty in the classroom through (a) course assignments and examinations, (b) practicum and internship supervision, (c) the written and/or oral comprehensive exams, (d) College of Education and departmental research requirements (i.e., research and statistics coursework and activities) and (e) the required research process (i.e., educational specialist project, dissertation). Students are expected to a) achieve grades of “B” or better in program core and related coursework, b) obtain ratings of “expected” or above on all areas addressed by student annual evaluations, c) receive passing scores on all comprehensive exams, d) receive acceptable ratings on

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practicum and internship evaluations, and e) complete required research projects (e.g., educational

specialist project, dissertation) conducted by outside personnel to evaluate their skills and competencies in Domains I. Professional School Psychology including the sub-areas of professional orientation,

assessment, and consultation and intervention, II. Research and Statistics, III. Psychological Foundations, and for doctoral students, IV. Focus Area. Additional information regarding expected performance in the curricula and related areas can be found throughout this handbook and in the 2006-2007 Student

Evaluation Handbook.

BEHAVIORAL SCHOOL PSYCHOLOGY

The graduate program in school psychology has a distinct emphasis on behavioral school

psychology. This emphasis will occur throughout much of your formal course work, applied experiences, and research. This emphasis is reflected in the following courses:

EPY 4113/6113: Behavioral and Cognitive-Behavioral Interventions. In this course, basic theory and methods of behavior change are presented. This course sets the stage for subsequent learning which focuses on behavioral school psychology.

EPY 8493: Chi1d Behavior and Personality Assessment. In addition to exposing students to indirect measures of personality, students acquire behavioral assessment skills that allow them to more directly measure behavior across settings.

EPY 8773: Assessment and Interventions for Academic Skills Deficits. In this course, students learn how to construct and use curriculum-based measures. Students also learn how to develop and evaluate academic interventions designed to improve a range of academic skills.

EPY 8763: Advanced Seminar in Child Behavioral & Cognitive-Behavioral Interventions. In this course, students learn to apply behavioral techniques and principles to a variety of psycho-educational, psychological, and behavioral problems.

EPY 8253: Child & Adolescent Development & Psychopathology. In this course, students learn how environmental and genetic variables work alone and in tandem to impact a child's behavioral, social, emotional, motor, and language development.

EDF 9443: Single-Subject Research Designs for Education. In this course, students learn how to design small n research. Students will also learn how to graph and interpret single subject design graphs in order to evaluate the effects of different interventions.

EPY 9713: Advanced Psychological Consultation: Theory and Practice. In this class, students are required to learn several different models of consultation, including a generic model. However, the emphasis is placed on direct behavioral consultation and students must attempt to apply the techniques of direct behavioral consultation in a school setting.

EPY 8794: Supervised Experience in School Psychology: Consultation. In this class, students will learn to apply behavior principles within classroom and clinic settings. Across both settings, students have the opportunity to hone their direct and indirect intervention skills while working with parents, teachers, and students.

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Student Advisement

One of the most important people in your graduate education is your advisor or major professor. Your advisor is your advocate and confidant. Your advisor recommends and approves your program of study, monitors your progress, approves course selection, helps you in securing practicum and internship placements, recommends students for graduation, and assists you in the job search. When you write your research project as an Ed.S. student or your dissertation as a doctoral student, your advisor or major professor is critical to your success. Your advisor or major professor will spend hours with you reviewing, editing, and having you rewrite sections of your thesis or dissertation.

Master of Science Students. Your degree will be a M.S. in psychometry. After you have been accepted into the program, the program faculty will assign you an advisor. You will receive a letter informing you of your advisor and asking you to make an appointment with your advisor to develop your graduate program of study.

M.S. students must complete required course work, the master’s examination, and the Praxis I exam. The M.S. degree will allow you to obtain licensure from the Mississippi State Department of Education as a school psychometrist at the AA level. This is a non-terminal degree and students must continue on to the educational specialist or doctoral degrees.

Education Specialist Students. Your degree will be an Ed.S. in Education with an emphasis in School Psychology. You will be assigned an advisor by the program faculty when admitted into the program. You need to schedule a meeting with your advisor to discuss the selection of two additional committee members. The two additional committee members will work with your advisor in selecting your courses and will assist in the special problem you undertake. Once the three-faculty committee has been approved by the Director of Graduate Studies, you should schedule a meeting with your advisor to develop a graduate program of study. The program of study must be signed by each member of the committee, the Graduate Coordinator, and the student.

Ed.S. students must complete required course work and a supervised research project. In pursuit of the Ed.S. degree, students will complete requirements for a masters degree in psychometry. The Ed.S. degree will allow you to obtain certification from NASP as a Nationally Certified School Psychologist (NCSP) and licensure from the Mississippi State Department of Education as a school psychologist at the AAA level.

Doctoral Students. Your degree will be a Doctor of Philosophy (Ph.D.) in Educational

Psychology with an emphasis in School Psychology. After you have been admitted, you will be assigned an advisor by the program faculty and departmental Graduate Coordinator. Your advisor will help you in selecting your first nine-twelve (9-12) hours of course work. Your advisor will discuss your advisement needs, research interests, and curriculum needs. In pursuit of the Ph.D. degree, students will complete requirements for a master’s degree in psychometry. The Ph.D. degree will allow you to obtain licensure as a psychologist after completing coursework, defending your dissertation, and completing an approved and/or accredited full-year internship and full-year post-doctoral fellowship. This degree will also allow you to obtain certification as a NCSP and licensure from the Mississippi State Department of Educational as a school psychologist at the AAAA level.

As you become more familiar with the faculty and their research interests, you and your advisor will discuss selection of a major professor, permanent advisor, and dissertation director. Often this is the same individual. Your permanent advisor will help you select a major professor, a minor or focus area, a focus area professor, a dissertation director (often your advisor), and a doctoral committee. These committees will help develop a program of study that meets your particular training goals and objectives and your research interests. Your doctoral committee will consist of a major professor and director of the dissertation (often this is the same individual), your focus area (i.e., minor) professor and at least one faculty member outside of the Department of Counseling, Educational Psychology, and Special

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Education. You should interview each potential committee member to decide if you want to work with the individual and if he or she wants to work with you. After you have secured agreement from each faculty member to serve on your committee, you and your major professor will initiate an Approval of Committee form from the Department website at www.educ.msstate.edu/CEdEPy/forms.htm.

Program of Study

All graduate students must file a Program of Study with the Office of Graduate Studies. The form containing the Program of Study will be initiated by the student. The Program of Study form must be approved by the advisor, committee members, and the departmental Graduate Coordinator. You must meet with your advisor to generate your official Program of Study (see Program of Study in the Forms section, this can also be viewed on the Department website located at

www.educ.msstate.edu/CEdEPy/forms.htm). Until a formal Program of Study has been approved, you have no guarantee the courses you take will be counted as a part of your degree program. Your Program of Study may be modified by obtaining approval from your advisor, departmental graduate coordinator, and the College of Education Dean. When you change a program (that is, drop or add a course) and have obtained an approved change of program, it is your responsibility to enroll in the courses listed on your modified Program of Study.

The Graduate Records secretary is a valuable resource in completing the paperwork documenting completion of degree requirements. The records office personnel will review your file with you to determine all paperwork has been completed and will assist you in determining that all required signature are on your documents.

Prerequisite Undergraduate Courses

Students should have the following undergraduate courses before entering the Ed.S. or Ph.D. programs:

1. Psychological Basis of Behavior (e.g., Introductory Psychology)

2. Developmental Psychology (e.g., child development)

3. Education, Learning, or Cognition (e.g., Theories of Learning).

Students who have not met these prerequisite course requirements may enroll in the program and take these undergraduate courses as they progress through their degree program. As students progress through their Ph.D. program they are required to complete the requirements for the M.S. degree in School Psychometry and obtain their AA license in School Psychometry from the Mississippi State Department of Education. This certification is important because it will allow students to obtain more training across all areas of School Psychology service delivery in the Counseling and School Psychology Laboratory and other settings. In order to earn their M.S. degree, students will be required to complete the courses outlined below and pass the PRAXIS I exam.

Currently, the M.S. degree in the School Psychology Program is a 53-hour, non terminal degree designed to be started in the fall semester and be completed in two years. During each of these semesters, you will need to take 9 to 13 semester hours if you intend to complete the program in two years. Whether or not you want to complete the M.S. degree in two years, it is essential that you enroll in courses in the appropriate sequence if you are to earn the M.S. degree in a timely fashion. You must also be sure you have met prerequisite course requirements for each course in which you enroll. Failure to follow course sequences or enroll in prerequisites will likely to cause delays in your graduation, often as much as a year.

Students seeking a M.S. in psychometry are required to pass the Praxis I exam prior to applying to enroll in the assessment practicum. Additionally, students are required to pass the Master’s

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Obtaining a degree in school psychometry will allow students to obtain their AA licensure from the Mississippi State Department of Education. This license will offer greater options for the student and the faculty in securing graduate assistantships including departmental teaching assistantships and school-based assistantships. Please remember that this is a non-terminal degree and students must continue on the educational specialist or doctoral level contingent upon passing program requirements at the masters level.

Current Master of Science Curriculum EDF 8363 Function and Methods of Research in Education (3 hours) EDF 9443 Single-Subject Research Designs for Education (3 hours) EPY 6113* Behavioral and Cognitive-Behavioral Interventions (3 hours) EPY 6214* Educational and Psychological Statistics (4 hours)

EPY 8253 Child & Adolescent Development & Psychopathology (3 hours) EPY 8263 Psychological Testing in Educational & Related Settings (3 hours) EPY 8293 Cognitive Development (3 hours)

EPY 8493 Child Behavior & Personality Assessment (3 hours)

EPY 8694 Supervised Experiences in School Psychology: Assessment (4 hours) EPY 8703 Introduction to School Psychology (3 hours)

EPY 8723 Individual Assessment for Educational Related Settings (3 hours) EPY 8763 Advanced Behavioral & Cognitive-Behavioral Interventions (3 hours) EPY 8773 Assessment & Interventions for Academic Skills Deficits (3 hours) EPY 8933 Integrated Psycho-Educational Assessment (3 hours)

EPY 9713 Advanced Psychological Consulting: Theory & Practice (3 hours) PSY 6403* Biological Psychology (or other biological basis course; (3 hours) EDX ---3 Special Education Elective (3 hours) – See below

COE Counselor Education Elective (3 hours) – See below

* These courses are split level. If the student had these courses as an undergraduate at MSU, they do not have to re-take the course provided they made a "B" or better. If students had similar courses at other universities, they must meet with the instructor to determine if they can be waived. For each course that was taken as an undergraduate, students must enroll in another course in order to earn sufficient hours to graduate.

Students are required to take one three credit hour Special Education Elective. Below are some of the common course options:

Special Education

EDX 8143: Early Education for the Disabled

EDX 8203: Practicum: Diagnosis of Special Education Populations EDX 8303: Seminar in Mental Retardation

EDX 8393: Seminar in Education for the Emotionally Disabled EDX 8403: Teaching the Emotionally Disabled

Counselor Education

COE 8013 Counseling Skills Development COE 8913 Counseling Children

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Current Educational Specialist (Ed.S.) in Education with an Emphasis in School Psychology Program

The Ed.S. with an Emphasis in School PsychologyProgram is a planned program of a minimum of thirty (30) semester hours above the master's degree under the direction of a major advisor and two committee members. The Ed.S. Program is designed to provide advanced course work in school psychology and is currently designed to be completed in four years. In addition to providing AAA licensure in School Psychology, the Ed.S. program is approved by the National Association of School Psychologists (NASP) and qualifies students to sit for the Praxis II exam in School Psychology. Upon passing this exam, students become Nationally Certified School Psychologists (NCSP), which allows students to become certified in most states. However, because reciprocity is not absolute, perspective students planning on working within school systems in other states should check to determine if those particular states accept NCSP.

Non-course work Ed.S. Requirements.

1. You must have a master's degree in School Psychometry to complete the Ed.S. in Education with an Emphasis in School Psychologyprogram.

2. Eighteen semester hours must be earned at MSU.

3. You must establish academic residency at MSU. Residency may be established by (a) enrolling at MSU for one semester of full-time study (minimum of nine hours), (b) two semesters of half-time study (minimum of six semester hours each semester), (c) one summer of full-time study (minimum of nine semester hours), or (d) one summer of half-time study (six semester hours) and one semester of half-half-time study (six semester hours). 4. A three-hour special research project (i.e., educational specialist project) or six-hour thesis

is required.

5. You must complete a minimum 1200 hour internship in a school-based setting that is approved by the school psychology faculty and consistent with the Standards for Training and Field Placement in School Psychology outlined by NASP in 2000.

Course work Ed.S. with an Emphasis in School Psychology Requirements.

The following coursework is required for an Ed.S. degree with an emphasis in School Psychology in addition the masters curriculum (56 hours) described above:

COE 8073 Cultural Foundations in Counseling (3 hours)

EPY 8794 Supervised Experiences in School Psychology: Consultation (4 hours) EDX/PSY/EPY Advanced Psychology, SPED, or Educational Psychology Elective* (3 hours) EPY 9703 Contemporary Legal, Ethical &Professional Issues in School Psych (3 hours) EPY 7000 Directed Independent Study/Educational Specialist Research Project (3 hours) EPY 8780 Internship in School Psychology (6 hours for two semesters = 12 hours) * Students may select from the following courses:

EDX ---- Special Education elective (see list from Master’s program) PSY 8223 Systems and Theories of Psychology

PSY ____ Advanced Social Psychology Elective EPY 6990 Advanced Educational Psychology Elective

*** Note: Students who wish to apply to the Ph.D. program are not encouraged to complete their Ed.S. internship years, as this would require an extra year of internship.

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EDUCATIONAL SPECIALIST REQUIRED SEQUENCE OF COURSES (AAA and NASP CERTIFICATION)

YEAR 1 SEMESTER 1

EPY 8253 Child and Adolescent Development and Psychopathology EPY 8703 Introduction to School Psychology

EPY 6214 Educational and Psychological Statistics EDF 9443 Single Subject Research Design

13 hours SEMESTER 2

EDX ---3 Special Education Elective (See below)

EPY 8263 Psychological Testing in Educational and Related Settings EPY 8723 Individual Assessment for Educational Related Settings COE 8073 Cultural Foundations in Counseling

12 hours SUMMER

EPY 8493 Child Behavior and Personality Assessment EPY 6113 Behavioral and Cognitive-Behavioral Interventions

EPY 8773 Assessment and Interventions for Academic Skills Deficits 9 hours

EPY 8293 Cognitive Development

EPY 8933 Integrated Psycho-Educational Assessment

EPY 9713 Advanced Psychological Consultation: Theory and Practice 9 hours

SEMESTER 2

EPY 8694 Supervised Experiences in School Psychology: Assessment EPY 8763 Advanced Behavioral and Cognitive-Behavioral Interventions EPY 9703 Legal and Ethical Issues in School Psychology

10 hours SUMMER

PSY 6403 Biological Psychology 3 hours

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COE Counselor Education Elective (usually COE 8013 or 8913) EDF 8363 Functions and Methods in Educational Research

PSY/EDX/EPY Advanced psychology, special education or educational psychology elective 9 hours

SEMESTER 2

PSY/EDX/EPY Advanced psychology, special education or educational psychology elective (if not taken during the fall of third year)

EPY 8790 Supervised Experiences in School Psychology: Consultation Practicum EPY 7000 Directed Independent Study: Educational Specialist Research Project 10 hours

EPY 8780 Internship in School Psychology 6 hours

SEMESTER 2

EPY 8780 Internship in School Psychology 6 hours

Important Considerations:

Students are encouraged to graduate with their masters degree at the end of their second year and obtain an educator license as a AA school psychometrist. It is important to note that students must take the Praxis I in the fall of their second year prior to going on assessment practicum. Students who do not pass this test will not be allowed to go on assessment practicum.

Students will take their comprehensive masters exam in the spring of their second year contingent upon meeting the appropriate course requirements.

Some students may elect to take additional practicum courses through EPY 8890 Supervised Experiences in School Psychology: Clinic Practicum or EPY 9723 Seminar in School Psychology. Any student who receives a grant-funded school-based assistantship must enroll in EPY 8890 or EPY 9723 in order to receive the appropriate supervision to provide school psychological services.

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Ph.D. Degree Program of Study

Students accepted into the Ph.D. program in School Psychology should either hold a Master's degree in school psychology/psychometry or should obtain AA licensure as a school psychometrist from the Mississippi State Department of Education within their first 3 years in the program. For students entering the program with only an undergraduate degree, the Ph.D. program in school psychology is designed to be completed in 5 years. At least 120 semester hours beyond the baccalaureate degree are necessary for you to earn a doctorate from the Department of Counseling, Educational Psychology, and Special Education. The work will be divided as follows:

Current Ph.D. Course Curricula Ph.D. Course Requirements

COE ---- Elective (see below)

COE 8073 Cultural Foundations in Counseling

EDF 8363 Function and Methods of Research in Education EDF 9373 Educational Research Design

EDF 9443 Single Subject Research Designs in Education EPY 6113 Behavioral and Cognitive-Behavioral Interventions EPY 6214 Educational and Psychological Statistics

EPY 8214 Advanced Educational and Psychological Statistics EPY 8253 Child and Adolescent Development and Psychopathology EPY 8263 Psychological Testing in Educational and Related Settings EPY 8293 Cognitive Development (or equivalent)

EPY 8493 Child Behavior and Personality Assessment EPY 8703 School Psychology

EPY 8723 Individual Assessment for Educational and Related Settings EPY 8763 Advanced Behavioral and Cognitive-Behavioral Interventions EPY 8773 Assessment and Interventions for Academic Skills Deficits EPY 8694 Supervised Experiences in School Psychology: Assessment EPY 8794 Supervised Experiences in School Psychology: Consultation EPY 8890 Supervised Experiences in School Psychology: Clinic or EPY 9723 Seminar in School Psychology

EPY 8933 Integrated Psycho-Educational Assessment EPY 9000 Dissertation Research (20 hours)

EPY 9213 Advanced Analysis in Educational Research

EPY 9703 Contemporary, Legal, Ethical, and Professional Issues in School Psych EPY 9713 Advanced Psychological Consultation: Theory and Practice

EPY 9730 Doctoral Internship in School Psychology (18 credit hours) PSY 6403 Physiological Psychology or PSY 8573 Psychopharmacology

PSY 8223 Systems and Theories of Psychology or EPY 8990 History & Systems in Psychology EDX ---- Special Education Elective A (See below)

EDX ---- Special Education Elective B (See below)

PSY ---- Advanced Social Psychology Elective (See below) 31-35. Focus-Area Requirement Requirements (See below)

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Special Education Electives

Students must select two Special Education graduate course electives. These courses must be approved by the student's advisor (i.e., major professor). Below are examples of courses students may select.

Special Education

EDX 8123: Organization and Supervision of Special Education EDX 8143: Early Education for the Disabled

EDX 8153: Language Development -Assessment and Remediation EDX 8173: Special Education in the Regular Classroom

EDX 8183: Seminar in Learning Disabilities

EDX 8203: Practicum: Diagnosis of Special Education Populations EDX 8303: Seminar in Mental Retardation

EDX 8393: Seminar in Education for the Emotionally Disabled EDX 8403: Teaching the Emotionally Disabled

EDX 8990: Special Topics in Special Education Social Psychology Electives

Students must select one of the following Social Psychology Courses. Any deviation from these listed courses must be approved by the student's major professor.

PSY 6643 Social Cognition

PSY 8613 Advanced Social Psychology

EPY 8990 Social Psychology Foundations of Education

Counselor Education Electives

Students may select one of the following Counselor Education Courses. Any deviation from these selections must be approved by the student's advisor (i.e., major professor).

COE 8013 Counseling Skills COE 8913 Counseling Children

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Ph.D. Sequence of Courses: School Psychology (APA & NASP APPROVED: AAAA CERTIFICATION)

YEAR I SEMESTER 1: Fall

EPY 8253 Child and Adolescent Development and Psychopathology EPY 8703 School Psychology

EPY 6214 Educational and Psychological Statistics EDF 9443 Single Subject Research Designs in Education SEMESTER 2: Spring

EPY 8263 Psychological Testing in Educational and Related Settings EPY 8214 Advanced Educational and Psychological Statistics EDF 8363 Function and Methods of Research in Education

EPY 8723 Individual Assessment for Educational and Related Settings SEMESTER 3: SUMMER

EPY 8493 Child Behavior and Personality Assessment EPY 6113 Behavioral and Cognitive-Behavioral Interventions

EPY 8773 Assessment and Interventions for Academic Skills Deficits

COE ---- Counseling Elective (e.g., Counseling Skills, Counseling Children) YEAR 2

SEMESTER 1: Fall

EPY 8293 Cognitive Development

EPY 8933 Integrated Psycho-Educational Assessment EPY 9213 Advanced Analysis in Educational Research

EPY 9713 Advanced Psychological Consultation: Theory and Practice SEMESTER 2: Spring

EPY 8694 Supervised Experiences in School Psychology: Assessment

EPY 8763 Advanced Child Behavioral and Cognitive Behavioral Interventions PSY 8223 Systems and Theories of Psychology

EDF 9373 Educational Research Design SEMESTER 3: SUMMER

COE 8073 Cultural Foundations in Counseling FOCUS AREA

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YEAR 3 FALL EVEN YEARS

SEMESTER 1: Fall

EPY 9703 Contemporary, Legal, Ethical, and Professional Issues in School Psychology EDX ---- Special Education Elective A (See below)

EPY 8890 Supervised Experiences in School Psychology: Clinic or EPY 9723 Seminar in School Psychology

FOCUS AREA FALL ODD YEARS SEMESTER 1: Fall

EPY 8890 Supervised Experiences in School Psychology: Clinic or EPY 9723 Seminar in School Psychology

EDX ---- Special Education Elective A (See below) EDX ---- Special Education Elective B (See below) FOCUS AREA

SPRING ODD YEARS SEMESTER 2: Spring

EPY 8794 Supervised Experiences in School Psychology: Consultation FOCUS AREA

FOCUS AREA

SPRING EVEN YEARS SEMESTER 2: Spring

PSY 6403 Biological Psychology (or other biological based course) EPY 8794 Supervised Experiences in School Psychology:

Consultation FOCUS AREA

YEAR 4 FALL ODD YEARS

SEMESTER 1: Fall

EDX ---- Special Education Elective B (See below) EPY 9003 Dissertation Research

FOCUS AREA FOCUS AREA

Students must also complete the following requirements this year:

¾ A MINIMUM OF ONE REFEREED PRESENTATION AT A REGIONAL OR NATIONAL CONFERENCE AND ONE SUBMITTED PUBLICATION TO A REFEREED JOURNAL ¾ FOCUS AREA COMPREHENSIVE EXAM

¾ WRITTEN PRELIMINARY COMPREHENSIVE EXAM ¾ APPLICATION TO INTERNSHIP SITES

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FALL EVEN YEARS SEMESTER 1: Fall

EPY 9703 Contemporary, Legal, Ethical, and Professional Issues in School and Educational Psychology

EPY 9003 Dissertation Research FOCUS AREA

FOCUS AREA

Students must also complete the following requirements this year:

¾ A MINIMUM OF ONE REFEREED PRESENTATION AND ONE SUBMITTED PUBLICATION TO A REFEREED JOURNAL

¾ FOCUS AREA COMPREHENSIVE EXAM

¾ WRITTEN PRELIMINARY COMPREHENSIVE EXAM ¾ APPLICATION TO INTERNSHIP SITES

SPRING EVEN YEARS SEMESTER 2: Spring

PSY 6403 Biological Psychology

PSY 6--- Advanced Social Psychology Elective (See below) EPY 9003 Dissertation Research

SPRING ODD YEARS SEMESTER 2: Spring

EDF 9443 Single Subject Research Designs in Education PSY 6--- Advanced Social Psychology Elective (See below) EPY 9003 Dissertation Research

YEAR 5

EPY 9730 Internship in School Psychology (Full Year, 2000 hours, 18 credit hours) EPY 9000 Dissertation Research (must have 20 hours)

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Course Requirements by Area Professional School Psychology 62 Hours

Practice and Professional Issues (24 hours) EPY 8703 School Psychology

EPY 9703 Contemporary, Legal, Ethical, and Professional Issues in School Psych EPY 9730 Internship in School Psychology (18 credit hours)

Assessment (19 hours)

EPY 8263 Psychological Testing in Educational and Related Settings EPY 8493 Child Behavior and Personality Assessment

EPY 8723 Individual Assessment for Educational and Related Settings EPY 8773 Assessment and Interventions for Academic Skills Deficits EPY 8933 Integrated Psycho-Educational Assessment

EPY 8694 Supervised Experience in School Psychology: Assessment Practicum

Consultation and Intervention (19 hours)

COE ---- Elective (e.g., Counseling Skills, Counseling Children) EPY 6113 Behavioral and Cognitive-Behavioral Interventions

EPY 8763 Advanced Child Behavioral and Cognitive Behavioral Interventions EPY 8773 Assessment and Interventions for Academic Skills Deficits

EPY 9713 Advanced Psychological Consultation: Theory & Practice EPY 8790 Supervised Experiences in School Psychology: Consultation EPY 8890 Supervised Experiences in School Psychology: Clinic or EPY 9723 Seminar in School Psychology

Statistics and Research 43 Hours Statistics

EPY 6214 Educational and Psychological Statistics

EPY 8214 Advanced Educational and Psychological Statistics EPY 9213 Advanced Analysis in Educational Research Research

EDF 8363 Function and Methods of Research in Education EDF 9373 Educational Research Design

EDF 8443 Single Subject Research Designs in Education Research Projects

EPY 9000 Dissertation Research (20 hours)

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Psychological Foundations 21 Hours

Cognitive-Affective Basis of Behavior EPY 8293 Cognitive Development Biological Basis of Behavior

PSY 6403 Biological Psychology or PSY 8573 Psychopharmacology Social Basis of Behavior

COE 8073 Cultural Foundations in Counseling PSY 8613 Advanced Social Psychology or

EPY 8990 Social Psychology Foundations of Education Individual Behavior

EPY 8253 Child and Adolescent Development and Psychopathology EPY 8293 Cognitive Development

COE 8073 Cultural Foundations in Counseling EDX ---3 Special Education Elective, (a) EDX ---3 Special Education Elective, (b) General Psychology

PSY 8223 Systems and Theories of Psychology or EPY 8990 History and Systems in Psychology

Focus Area (Minor) 12-18 Hours

FOCUS AREA (Minor) COURSE REQUIREMENTS FOR DOCTORAL STUDENTS School psychology is a broad field and school psychology practitioners and researchers benefit from the professional endeavors of many other professionals with different training and backgrounds. The focus area requirements are designed to give students the opportunity to be exposed to a broad array of theory, practice, and research in areas related to school psychology. Focus area requirements should allow students to focus their electives on a topic but allow for breadth (research, theory, and practice) by allowing students to take courses across disciplines and departments. The focus area requirement is designed to encourage students and faculty across units, departments and disciplines to work together to strengthen their programs. Course work for the focus area may come from any academic department in the university. Students will meet with their advisor and potential focus area professors to establish a focus area minor.

Process of Completing Focus Area Requirement

1. The focus area professor can not be a core school psychology professor.

2. The student, in conjunction with her/his major professor will select a focus area and a focus area professor. The student will work with these individuals to construct a Focus Area program of study which will consist of three graduate courses that are not part of the required School Psychology program and one independent study writing project (e.g., PSY 7003) or four courses and a focus area examination. All three courses must be graduate level courses and approved by the focus area professor and the students' major professor. They can be across departments and units (including our own department) but they can not be part of the

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required School Psychology program. Courses should revolve around a central topic [i.e., antisocial behavior in children could be the central theme and the students could take courses from sociology (e.g., juvenile delinquency), psychology (e.g., child behavior therapy), special education (e.g., teaching behavior disordered children) , etc.]. The next section lists possible focus areas and an example of courses that will satisfy specific focus areas. These courses are provided only as examples. Students are encouraged to work with their major professor and a focus area professor to develop their own focus area and collection of courses that fit their particular professional interest.

3. The student must have a 3.0 QPA on focus area courses.

4. The student must pass a focus area examination (see next section).

5. Students will not be allowed to take their written comprehensive preliminary exam before their focus area exam is passed. However, under no circumstances will students be allowed to attend internship until both their focus areas exam and their written preliminary

comprehensive exams are passed. Focus Area Exam for Doctoral Students

There are two options for focus area (minor) exams. For students taking three courses and writing a paper, the paper will serve as their minor exam. For students taking four courses or more, they may choose to write a paper or take an oral or written examination administered by their focus area professor. The option that is chosen will depend upon the arrangement between the student and the focus area professor.

Option 1: APA Style Paper

1. For students who are taking three courses and writing a paper (again they should register for an independent study elective, for example course number 7003, in the focus area professor's program). The paper will serve as the student’s written focus area examination. The paper must be written in APA style. This paper can be either expository (e.g., literature review, conceptual paper, etc.) or empirical (e.g., experimental, descriptive, correlational, etc.). The goal of the focus area requirements is for students to learn skills, methods, theories, and/or techniques from other disciplines and apply these to the field of school psychology. Students may continue to work on an expository paper or empirical study that was part of a class assignment and use this for their Focus Area exam.

The student’s major professor and focus area professor will read the paper and grade it on pass/fail basis. In the case where these two professors disagree (one passes and the other fails the paper) the student’s entire Ph.D. committee (5 faculty) will grade the paper on a pass/fail basis. At least 50% of the committee members must grade the paper a pass in order for the student to have satisfactorily completed the focus area requirements.

Option 2: Oral or Written Exam

For students taking four courses, the typical focus area examination (oral or written, administered by the focus area faculty member, will be used to evaluate the student in their focus area.

Examples of Focus Areas I. Special Education

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A. Teaching Exceptional Children

EDX 6503 Teaching the Severely & Profoundly Impaired Child EDX 8403 Teaching the Emotionally Disabled

EDX 8173 Special Education in the Regular Classroom EDX 8183 Seminar in Learning Disabilities

Potential Focus Area Professors: Devlin, Coffey, Arnault

B. Children with Severe and Profound Disabilities

EDX 6503 Teaching the Severely & Profoundly Impaired Child PSY 8323 Psychopathology

EDX 8303 Seminar in Mental Retardation

EDX 6613 Teaching Children & Youth with Physical/Multiple Disabilities Potential Focus Area Professors: Coffey, Armstrong

II. Counseling

COE 8023 Counseling Theory

COE 8043 Group Techniques and Procedures COE 8173 Counseling Gifted Students COE 8913 Counseling Children COE 8903 School Counseling Services

Potential Focus Area Professors: Sheperis, Young, Underwood, Looby III. Clinical Psychology

PSY 6373 Forensic Psychology PSY 8323 Psychopathology

PSY 8333 Systems of Psychotherapy PSY 8383 Behavior Therapy

PSY 8573 Psychopharmocology

Potential Focus Area Professors: Armstrong, Jacquin, Fee, Spirrison Other possible focus areas:

Adolescents with Behavior Disorders Family Systems and Therapy

Multicultural Issues Juvenile Delinquency

Psychoeducational Statistics and Measurement Developmental Psychology

Preschool Assessment & Intervention

Psychoeducational Issues for students with Physical Disabilities (e.g. vision, hearing, ambulatory, etc.)

Transition from School to Work for Students with Disabilities

In addition to these possible focus areas, students could take more traditional focus areas: Educational Technology & Educational Leadership; however, they would have the option of taking courses both within and outside the department.

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Proposed Curricula

The School Psychology faculty are in the process of revising the program curricula requirements. These changes are based on data collected during self-studies of the program for accreditation from both the National Association of School Psychologists (NASP) and the American Psychological Association (APA) as well as feedback from current students and alumni. The faculty believe that the following sequence of courses will allow students to obtain didactic knowledge and applied skills in a timely manner while still representing best practices in the field and compliance with the standards established by our accrediting bodies. The following is the proposed coursework and a tentative course sequence:

PROPOSED MASTER OF SCIENCE COURSES: SCHOOL PSYCHOMETRY (AA CERTIFICATION)

49 hours

Proposed Master of Science Curriculum EPY 6113* Behavioral and Cognitive-Behavioral Interventions (3 hours) EPY 6214* Educational and Psychological Statistics (4 hours)

EPY 6990 Special Topic in School Psychology: Colloquim (3 hours)

EPY 8253 Child and Adolescent Development and Psychopathology (3 hours) EPY 8293 Cognitive Development (3 hours)

EPY 8493 Child Behavior and Personality Assessment (3 hours) EPY 8703 Introduction to School Psychology (3 hours)

EPY 8723 Individual Assessment for Educational Related Settings (3 hours)

EPY 8763 Advanced Child Behavioral and Cognitive-Behavioral Interventions (3 hours) EPY 8773 Assessment and Interventions for Academic Skills Deficits (3 hours)

EPY 8890 Supervised Experiences in School Psychology (6 hours) EPY 8933 Integrated Psycho-Educational Assessment (3 hours)

EPY 9713 Advanced Psychological Consulting: Theory and Practice (3 hours) EDF 9443 Single Subject Designs in Education (3 hours)

EDX 8203 Practicum: Diagnosis of Special Education Populations (3 hours)

Note: This is a 49-hour curriculum that would allow students to earn a master of science (M.S.) degree in school psychometry in four (4) semesters. Students would be able to obtain licensure from the Mississippi Department of Education at the AA level as school psychometrist. This would be a non-terminal degree and students must complete the specialist or doctoral program in school psychology.

* Indicates course offered as split level. If the student has taken the course at the undergraduate level, student has the choice of taking the course at the graduate level or taking the next level of course (e.g., has taken EPY 6214 Educational and Psychological Statistics at the undergraduate level, may repeat EPY 6214 for graduate credit or may take EPY 8214 Advanced Educational and Psychological Statistics).

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PROPOSED MASTER OF SCIENCE COURSE SEQUENCE: SCHOOL PSYCHOMETRY

YEAR 1 FALL SEMESTER

EPY 8253 Child and Adolescent Development and Psychopathology (3 hours) EPY 8703 Introduction to School Psychology (3 hours)

EPY 8723 Individual Assessment for Educational Related Settings (3 hours) EPY 6113 Behavioral and Cognitive-Behavioral Interventions (3 hours) EPY 6990 Special Topic in School Psychology: Colloquim (1 hour) 13 credit hours

SPRING SEMESTER

EPY 8933 Integrated Psycho-Educational Assessment (3 hours) EPY 8493 Child Behavior and Personality Assessment (3 hours)

EPY 8763 Advanced Child Behavioral and Cognitive-Behavioral Interventions (3 hours) EDX 8203 Practicum: Diagnosis of Special Education Populations (3 hours)

EPY 6990 Special Topic in School Psychology: Colloquim (1 hour) 13 credit hours

SUMMER SEMESTER

EPY 8773 Assessment and Interventions for Academic Skills Deficits (3 hours) EDF 9443 Single subject Designs in Education (3 hours)

EPY 8890 Supervised Experiences in School Psychology: Academic Clinic (3 hours) 9 credit hours

EPY 6214 Educational and Psychological Statistics (4 hours)

EPY 9713 Advanced Psychological Consulting: Theory and Practice (3 hours) EPY 8293 Cognitive Development (3 hours)

EPY 8890 Supervised Experiences in School Psychology: Field-based Experiences (3 hours) EPY 6990 Special Topic in School Psychology: Colloquim (1 hour)

14 credit hours

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EDUCATIONAL SPECIALIST PROPOSED COURSES: SCHOOL PSYCHOLOGY (AAA and NCSP CERTIFICATION)

34 hours beyond the Master of Science Degree Proposed Curriculum

EPY 6990 Special Topic in School Psychology: Colloquim (1 hour)

EPY 8790 Supervised Experiences in School Psychology: Consultation (3 hours) PSY 6403 Biological Psychology ( 3 hours)

EPY 9703 Contemporary Legal, Ethical & Professional Issues in School Psych (3 hours) EPY ---- Crisis Prevention and Systems Intervention (3 hours)

EPY 7000 Directed Independent Study – Educational Specialist Research (3 hours) EPY 8780 Internship in School Psychology (12 hours)

Note: This is a 31-hour curriculum beyond the masters degree (49 hours) that would allow students to earn an educational specialist degree (Ed.S.) with an emphasis in school psychology in a total of eight (8) semesters or three (3) academic years. Students would be able to obtain licensure from the Mississippi Department of Education at the AAA level as school

psychologists. They will also be able to obtain certification as a Nationally Certified School Psychologist (NCSP) from the National Association of School Psychologists (NASP).

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EDUCATIONAL SPECIALIST SEQUENCE OF PROPOSED COURSES: SCHOOL PSYCHOLOGY (AAA & NCSP CERTIFICATION)

EPY 8253 Child and Adolescent Development and Psychopathology (3 hours) EPY 8703 Introduction to School Psychology (3 hours)

EPY 8723 Individual Assessment for Educational Related Settings (3 hours) EPY 6113 Behavioral and Cognitive-Behavioral Interventions (3 hours) EPY 6990 Special Topic in School Psychology: Colloquim (1 hour) 13 credit hours

SPRING SEMESTER

EPY 8933 Integrated Psycho-Educational Assessment (3 hours) EPY 8493 Child Behavior and Personality Assessment (3 hours)

EPY 8763 Advanced Child Behavioral and Cognitive-Behavioral Interventions (3 hours) EDX 8203 Practicum: Diagnosis of Special Education Populations (3 hours)

SUMMER SEMESTER

EPY 8773 Assessment and Interventions for Academic Skills Deficits (3 hours) EDF 9443 Single subject Designs in Education (3 hours)

EPY 8890 Supervised Experiences in School Psychology (3 hours) 9 credit hours

EPY 6214 Educational and Psychological Statistics (4 hours)

EPY 9713 Advanced Psychological Consulting: Theory and Practice (3 hours) EPY 8293 Cognitive Development (3 hours)

EPY 8890 Supervised Experiences in School Psychology (3 hours) EPY 6990 Special Topic in School Psychology: Colloquim (1 hour) 14 credit hours

SPRING SEMESTER

EPY 7000 Directed Independent Study – Educational Specialist Research (3 hours) EPY 8790 Supervised Experiences in School Psychology: Consultation (3 hours) EPY ---- Crisis Prevention and Systems Intervention (3 hours) – New Course COE 8073 Cultural Foundations in Counseling (3 hours)

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YEAR 2 SUMMER SEMESTER

PSY 6403 Biological Psychology (3 hours)

EPY 9703 Contemporary Legal, Ethical & Professional Issues in School Psych (3 hours) 6 credit hours

EPY 8780 Internship in School Psychology (6 hours) SPRING SEMESTER

EPY 8780 Internship in School Psychology (6 hours)

This sequence of courses yields 80 credit hours across 8 academic semesters or 3 academic years.

Note: Those students who have departmental assistantships in clinical or educational settings must also be enrolled in EPY 8890 Supervised Experiences in School Psychology for the semester in which they have the assistantship. All students must have at least two semesters of EPY 8890 (one of which must be completed during the summer semester) regardless of whether they have a departmental assistantship.

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PH.D. PROPOSED COURSES: SCHOOL PSYCHOLOGY (AAAA, NCSP, Licensed Psychologist)

Ph.D. Course Requirements

EDF 9373 Educational Research Design or EPY 9263 Applied Research Seminar (3 hours) EDF 9443 Single Subject Research Designs in Education (3 hours)

EPY 6113 Behavioral and Cognitive-Behavioral Interventions (3 hours) EPY 6214 Educational and Psychological Statistics (4 hours)

EPY 8214 Advanced Educational and Psychological Statistics (4 hours) EPY 8253 Child and Adolescent Development and Psychopathology (3 hours) EPY 8293 Cognitive Development or equivalent (3 hours)

EPY 8493 Child Behavior and Personality Assessment (3 hours) EPY 8703 Introduction to School Psychology (3 hours)

EPY 8723 Individual Assessment for Educational and Related Settings (3 hours) EPY 8763 Advanced Behavioral and Cognitive-Behavioral Interventions (3 hours) EPY 8773 Assessment and Interventions for Academic Skills Deficits (3 hours) EPY 8794 Supervised Experiences in School Psychology: Consultation (3 hours) EPY 8890 Supervised Experiences in School Psychology (6-18 hours)

EPY 8933 Integrated Psycho-Educational Assessment (3 hours) EPY 9000 Dissertation Research (20 hours)

EPY 9213 Advanced Analysis in Educational Research (3 hours)

EPY 9703 Contemporary Legal, Ethical, & Professional Issues in School Psych (3 hours) EPY 9713 Advanced Psychological Consultation: Theory and Practice (3 hours)

EPY 9730 Doctoral Internship in School Psychology (18 credit hours) PSY 6403 Biological Psychology or equivalent (3 hours)

EDX 8203 Practicum: Diagnosis of Special Education Populations (3 hours) EDX ---- Special Education Elective (3 hours)

PSY 8613 Advanced Social Psychology (3 hours)

XXX ---- Focus-Area Requirement Requirements (12 hours) New Courses

EPY --- Colloquim in School Psychology (8 hours; 1 hour per semester for 8 semester) EPY ---- Crisis Prevention and Systems Intervention (3 hours)

EPY ---- History and Systems in Psychology (3 hours) EPY ---- Psychometric Theory (3 hours)

Note: Those students who have departmental assistantships in clinical or educational settings must also be enrolled in EPY 8890 Supervised Experiences in School Psychology for the semester in which they have the assistantship. All students must have at least two semesters of EPY 8890 (one of which must be completed during the summer semester) regardless of whether they have a departmental assistantship.

Department of Counseling, Educational Psychology, and Special Education School Psychology Program Graduate Student Handbook