Master of Science (MS) in School Psychology
School of Social and Behavioral Sciences
The Master of Science (MS) in School Psychology degree program is designed to provide learners with initial training in the profession of school psychology. The MS in School Psychology program is built on the graduate preparation standards for school psychologists and consists of an integrated, sequential program of study that includes didactic instruction and clinical training. The model for services by school psychologists is embedded throughout the curriculum. This program is designed to prepare learners for further training in the Education Specialist in School Psychology or Doctor of Psychology in School Psychology degree programs. Completion of the MS in School Psychology alone does not lead to licensure or certification as a school psychologist.
Personal Suitability and Fitness for the Profession
Capella embraces the principles and guidelines set forth by the Council of Chairs of Training Councils (CCTC) related to professional psychology programs in that the faculty, training staff, supervisors, and administrators in the MS in School Psychology degree program have a professional, ethical, and potentially legal obligation to ensure, insofar as possible, that all learners have the competence to manage professional relationships in an effective and appropriate manner, and that they possess the emotional maturity, interpersonal stability, and intellectual judgment required to work with vulnerable populations. Personal suitability and fitness for the profession includes but is not limited to demonstration of sufficient interpersonal and professional competence; self-awareness, self-reflection, and self-evaluation; openness to processes of supervision; and resolution of issues or problems that interfere with professional development or functioning in a satisfactory manner. Throughout the graduate training of each learner, faculty and staff are responsible for educating and assessing learners with regard to their personal suitability and fitness for the profession.
Residency Requirement(s):
Two ten-week courses with a six-day and
four-day embedded residency experience (PSY-R6001, PSY-V6002),
respectively. See university policy 3.04.05
Attendance at Residencies,the Residencies page
on Campus for more information. Also see each graduate school’s
residency courses.
Eleven Required Courses
At least 53 quarter credits
Required courses:
PSY6000 |
Foundations of Practice for School Psychology Learners
In this course, learners gain an understanding of the School Psychology specialization and the standards developed for the field by the National Association of School Psychologists (NASP). Learners formulate a plan to meet program and state requirements for clinical training, including certification and licensure requirements; ethics and professional standards, including the NASP practice domains; and the specialization's course requirements and residency sequence. Learners also assess school psychology skills, identify networking opportunities, and develop a professional portfolio. For MS and EdS in School Psychology learners only. Must be taken during the learner’s first quarter. Cannot be fulfilled by transfer. | 5 quarter credits |
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PSY-R6000 |
Advanced Assessment and Counseling for School Psychologists
In this residency, learners gain skills in administering standardized assessments and assessment instruments necessary for practicing school psychologists. Learners also develop and strengthen the skills needed to effectively counsel P–12 children and adolescents through role-play activities including listening empathically, asking clear and relevant questions, responding in a non-judgmental manner, appropriately summarizing issues, maintaining appropriate records, and establishing and guiding individual and group counseling sessions. Learners observe testing sessions, score test results, take notes from faculty presentations, and engage in mock testing sessions. Learners develop skills in scoring and interpreting test results. Learners also examine the ethical principles associated with the practice of school psychology and receive feedback from experienced professional school psychologists and peers. Learners build and demonstrate the basic skills needed for interpreting and communicating assessment results to parents, teachers, and other professionals. Prerequisite(s): PSY6095 or PSY8220; and PSY7233. Concurrent registration in PSY7234 recommended. Cannot be fulfilled by transfer. | 4 quarter credits |
PSY-V6002 |
Response to Intervention, and Functional Behavior Assessment and Analysis
Learners in this residency gain skills and techniques related to Response to Intervention (RTI) introduced as an authority in the identification of specific learning disabilities in the Disabilities Education Act (IDEA) and Functional Behavior Assessment (FBA). Learners build skills to implement the RTI framework in local and state education agencies. Learners also examine and practice skills related to the RTI components for screening students, monitoring student progress, providing evidence-based interventions, and identifying students with special learning needs in a collaborative approach. Learners practice identifying appropriate circumstances and steps for conducting a functional behavioral assessment (FBA), developing the behavior intervention plan (BIP) and identifying the individual components of an FBA and BIP, including reviewing standardized assessment measures and completing FBA and BIP forms. Learners gain skills in synthesizing and interpreting case study data, and integrate and summarize this data, orally and in writing, to provide important feedback to school personnel about a student’s challenging behaviors. Prerequisite(s): PSY7234 and PSY-R6000. Concurrent registration in PSY5063 recommended. Cannot be fulfilled by transfer. | 4 quarter credits |
PSY5063 |
Data Based Decision Making
Learners in this course critically evaluate research in order to gain an understanding of the scientific methods of inquiry and the ethical considerations of research for school psychologists. Learners develop and apply skills needed to become educated consumers and creators of research applicable to school psychology settings. Learners also use their research design skills to analyze and apply research methodologies, validity, reliability, and other components of scientific research related to school psychology. | 5 quarter credits |
PSY6095 |
Theories of Counseling and Psychotherapy
This course provides an overview of foundational counseling and
psychotherapy theories and research-based practice. Throughout the
course, learners examine various schools of therapeutic intervention;
their underlying theoretical assumptions; and their historical,
cultural, and ethical context, with an emphasis on the application of
current theory in a variety of clinical populations. | 5 quarter credits |
PSY7233 * |
Psychological Assessments for School Psychologists 1
In this course, learners develop the skills needed to correctly
administer, score, and interpret norm referenced intelligence tests
(verbal and non-verbal) while simultaneously considering various
diagnostic issues present within multiculturally diverse school
populations and reflecting the established standards of educational
and psychological testing. Learners examine measurement and
measurement tools, including instruments used to assess cognitive
function and intelligence; synthesize norm-referenced assessments with
observational assessments to develop recommendations for
research-supported interventions; and create audience-appropriate
psychological reports.
For MS, EdS, and PsyD in School Psychology learners only. Test
kits are required and are available for loan at
psytestkits@capella.edu. Prerequisite(s): PSY7610.
| 5 quarter credits |
PSY7234 * |
Psychological Assessments for School Psychologists 2
In this course, learners further develop the skills needed to correctly administer, score, and interpret norm-referenced intelligence tests (verbal and non-verbal), achievement tests, and adaptive functioning while simultaneously considering various diagnostic issues present within multiculturally diverse school populations and reflecting the established standards of educational and psychological testing. Learners examine measurement and measurement tools, including instruments used to assess cognitive function and intelligence, achievement, and adaptive functioning; synthesize norm-referenced assessments with observational assessments to develop recommendations for research-supported interventions; and create audience-appropriate psychological reports. For MS, EdS, and PsyD in School Psychology learners only. Test kits are required and are available for loan at psytestkits@capella.edu. Prerequisite(s): PSY7233. | 5 quarter credits |
PSY7310 |
Biological Basis of Behavior
This course is an introduction to physiological psychology and
associated topics, including genetics, functional neuroanatomy, and
physiology. Learners develop and demonstrate an understanding of brain
functioning; sensory systems; attention, memory, perception, and
language mechanisms; and the effects of neurotransmitters on human
behavior. Learners also identify the relationship between brain
functions and behavioral disorders and analyze current physiological
psychology research, ethics, and the implications of culture and
diversity on field-related issues. | 5 quarter credits |
PSY7336 |
Organization and Operation of the School
Learners in this course focus on mastering the general education,
special education, and other educational and related skills school
psychologists need to be effective in their schools. Learners conduct
a systems analysis of schools and other settings to determine how best
to collaborate with individuals and groups in developing and
maintaining policies and practices that foster effective, supportive,
and safe learning environments. | 5 quarter credits |
PSY7421 |
Cognitive/Affective Psychology
Learners in this course apply their knowledge of theoretical
foundations and the basic principles and models of cognitive/affective
psychology to mental processes, such as how individuals acquire,
process, and store information; how they think, perceive, remember,
and learn; and how they experience feelings, moods, and emotions.
Learners also demonstrate the ways in which the integration of
cognition and affect influence an individual’s behavior. | 5 quarter credits |
PSY7610 |
Tests and Measurements
Learners investigate essential concepts, principles, applications, and social and theoretical issues of psychological testing. Learners gain understanding in the construction of tests; analyze the development and use of tests in measuring aptitudes, achievement, attitudes, interests, and personality; and identify underlying theories of various tests. Learners analyze the characteristics desired in psychological and educational tests, with particular emphasis on reliability and validity, and evaluate best practices and professional standards for educational and psychological testing, including test bias and fairness. In addition, learners assess the role of technology in delivery, administration, scoring, and interpretation of tests. | 5 quarter credits |
Total
At least 53 quarter credits
* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.
Learners in the MS in School Psychology are required to complete PSY6000 with a grade of “B" or higher as a condition of continued enrollment in the program.
Capella’s MS in School Psychology is not intended to lead to license, endorsement, or professional credential. Learners who are interested in preparing to apply for state or national certification as a school psychologist should also complete an EdS in School Psychology or a PsyD in School Psychology. For more information, see the professional licensure disclosures for the EdS and PsyD programs on Capella’s website. Capella University cannot guarantee eligibility for licensure, endorsement, other professional credential, or salary advancement. State licensing regulations and professional standards vary; learners are responsible for understanding and complying with the requirements of the state in which they intend to work. Contact your Enrollment Counselor or Academic Advisor for more information.