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MS.Ed. in School Psychology

This degree leads to a Provisional New York State Certificate as a School Psychologist. The School Psychology program culminates in the degree of Master of Science in Education. The program trains school psychologists as practitioners and teaches the knowledge and skills necessary for the practice of School Psychology in diverse environments. The School Psychology program fully prepares students to obtain provisional New York State certification as School Psychologists. Upon completion of a two-year supervised work experience, students are eligible for permanent certification.

Full-time and part-time study is possible, although the program is designed to be completed in three years and must be finished within a six year period. Cohort classes for the School Psychology program are generally admitted in the fall in order to facilitate progress through the assessment sequence.

The general program includes 60 credits of course work, practice, and an internship. The comprehensive curriculum consists of 24 credits of psychological and educational foundations with a developmental emphasis; 27 credits in assessment and intervention, including consultation and counseling; and 9 credits in professional School Psychology, including internship. The internship requirement is equivalent to two semesters of full-time placement in a school setting.

Bilingual students may elect to take courses to qualify for the Bilingual Extension which is designed to train bilingual psychologists to work with linguistically diverse children and their families. Students wishing to apply for a Bilingual Extension for the New York State School Psychology Certificate must have completed TED 516 Learning in Bilingual/Multicultural Settings or TAL 612 Theory and Practice of Bilingual Education; SPC 724, Assessing the Bilingual Child; and have achieved passing scores on the English Language and Target Language Proficiency Assessments of the New York State Teacher Certification Exams (NYSTCE). The total number of credits for those wishing to qualify for the bilingual certification extension is 66.

Inquiries may be directed to:

Mary Beth Leggett
Program Director
845-446-3818
marybeth.leggett@liu.edu

Admission Requirements

  1. B.A. or B.S. degree from an accredited college, with a GPA of 3.00
  2. Minimum of 24 credits in psychology, education or other relevant major field of study
  3. Written statement of professional goals
  4. An academic writing sample
  5. Two professional letters of reference from academic instructors or professional supervisors
  6. College courses in Personality or Developmental Theories and in Statistics. Students lacking these courses may apply but will not be matriculated until the courses are completed. These courses are prerequisite to courses taken early in the sequence.
  7. Interview with Program Director

Degree Requirements

  1. Minimum of 60 graduate credits including course work, practica, and internship. Students seeking the bilingual extension complete 66 credits.
  2. A graduate G.P.A. of 3.25 or better
  3. Demonstration of competence in assessment techniques as indicated by grades of 3.5 or better in these courses.

INDIVIDUALS SEEKING TO COMPLETE ONLY NYSED'S CERTIFICATION INTERNSHIP REQUIREMENT THROUGH LIU MUST:

  1. Meet the admissions requirements listed
  2. Hold an M.A. in Psychology with a G.P.A. of 3.5 or above
  3. Complete the assessment sequence at the LIU Westchester Graduate Campus

Assessment Sequence (12 credits)

  • SPC 721 A Individual Assessment: Cognitive I (Prerequisite: 704)
  • SPC 721 B Individual Assessment: Cognitive II (Prerequisite: 721 A)
  • SPC 722 A Individual Assessment: Personality I (Prerequisite: 704)
  • SPC 722 B Individual Assessment: Personality II (Prerequisite: 722 A)

Individuals will only be endorsed for internship placement upon completion of each of these courses with a grade of B+ or better.

Course Descriptions

SPC 633 Developmental Psychology I

The focus of this course will be on children from birth to age 6. Students will study the cognitive, social, emotional and physical aspects of development and their interrelationships within biological and cultural contexts. Historical and contemporary theories of development will be considered. Implications for teaching and curriculum will be addressed. 
Three credits.

SPC 634 Developmental Psychology II

The focus of this course will be on children from age 6 to young adulthood. Students will study the cognitive, social, emotional and physical aspects of development and their interrelationships within biological and cultural contexts. Historical and contemporary theories of development will be considered. Issues stemming from the individual’s expanding relationships and the emergence of adult roles and demands as well as implications for learning and curriculum will be addressed. 
Three credits.
Prerequisite: SPC 633.

SPC 650 Developmental Psychopathology

Students will understand the major diagnostic categories of psychopathology in children and adolescents. Case studies will be used to illustrate disorders such as pervasive developmental disorders, depression, anxiety, conduct disorders, attention deficit and hyperactivity disorder. Consideration will be given to cultural and social factors in the areas of diagnosis and therapeutic intervention. Psychopharmacology and the use of the DSM IV will be discussed. Prerequisite: Undergraduate or graduate course in Personality. 
Three credits.

SPC 651 Neuropsychological Factors in Cognition and Behavior

Neural anatomy and mechanisms involved in cognition, behavior, language, reading and the acquisition of other academic skills will be examined. Particular attention will be paid to biological aspects of learning and behavioral disorders. Developmental neuropsychological research will be examined for principles which could enhance psychoeducational assessment and remedial practices. Neurological disorders will be discussed in relationship to modifications in educational placement and practice. 
Three credits.

SPC 652 Understanding Human Development

Theories and research in various analytic schools of counseling. In addition, analytic theories of personality dynamics and development are studied. Emphasis on understanding the individuals and their values in the context of their particular reaction mechanisms and experiences. Experiences related to socio-cultural environment. Unconscious phenomena considered. Transference and countertransference reactions studied. Importance of childhood reactions and experiences in the life of the individual. 
Three credits.

SPC 657 Group Counseling in Multicultural School Settings

Contemporary theories and historical perspectives pertaining to group counseling will be presented. Students will identify factors in group processes which promote growth and development in multicultural school and family environments. Students will also examine and practice techniques appropriate for the resolution of personal, social and academic conflicts. A portion of the class time will involve participation in a group and analyzing its dynamics. 
Three credits.
Prerequisite: Admission to Professional Stage.

SPC 680 Fieldwork: Observation in School Settings
SPC 680A for General Program
SPC 680B for Bilingual Education

Students will observe children, their parents and teachers in a variety of general and special educational settings. They will learn informal assessment techniques including interviews, observations and work sample analyses. Students will distinguish between typical and atypical patterns of behavior, taking into consideration cultural, social and other factors. Informal assessment data will be integrated into a broader framework of developmental and educational theory. Attitudes toward and expectations of individuals with special needs will be discussed. The various roles of the school psychologist will be examined. Additional hours in school settings will be required. 
Three credits.
Prerequisite: Admission to Professional Stage.

SPC 704 Educational and Psychological Testing and Measurement

Basic statistical and measurement concepts such as central tendency, variability, correlation and factor analysis will be presented and used to interpret test scores and understand test construction. Concepts of validity, reliability and the use of derived scores will be presented. Problems of test administration and evaluation related to social, cultural, legal and ethical issues will be considered. 
Three credits.
Pre- or corequisite: Undergraduate or graduate course in Statistics.

SPC 714 Consultation in Multicultural School Settings

Students will study theories of mental health consultation and organizational change as they apply to instructional settings. They will learn to analyze a school’s culture and organization in order to act as a positive change agent. They will study ways of developing consultative relationships with colleagues, parents and community agency personnel in order to develop intervention plans for children in schools. Skills crucial to effective consultation and ethical guidelines for practice will be identified and used. Students will learn about issues pertaining to consultation in multicultural settings. This course will be taken concurrently with the internship when possible. 
Three credits.
Prerequisite: Admission to Professional Stage. Corequisite: SPC 781.

SPC 721A Individual Assessment: Cognitive I

Students will learn to administer, score and interpret standardized intelligence tests as part of the cognitive assessment process. This course will focus on the three Wechsler Intelligence Scales. Psychometric properties of these instruments will be related to issues of interpretation. Psychological issues in intelligence testing as well as ethical and legal considerations will be reviewed. Students will be required to administer tests and write assessment reports based on the results. Additional laboratory hours will be required. 
Three credits.
Prerequisite: SPC 704.

SPC 721B Individual Assessment: Cognitive II

Students will continue to learn how to assess the cognitive functioning of children by administering, scoring and interpreting intelligence tests used by school psychologists including the Stanford-Binet Intelligence Scale-Fourth Edition. The assessment of social adaptive behavior is studied. Integration of findings with educational and other evaluation results will be examined so that individual education plans can be developed. Students will be required to administer tests, write assessment reports and make case presentations. Additional laboratory hours will be required. 
Three credits.
Prerequisites: SPC 721A and admission to Professional Stage.

SPC 722A Individual Assessment: Personality I

Students will administer and interpret measures of personality and examine their relationship to cognitive functioning as part of the entire assessment process. This course will focus on clinical interviews, figure drawings, sentence completion, apperception tests and the Bender-Gestalt. Students will be required to administer these personality measures, make class presentations and write reports. The interpretation of assessment data will be based on theories of personality presented in this course. Cultural, ethical and legal issues will be explored. Additional laboratory hours will be required. 
Three credits.
Prerequisites: SPC 704 and admission to Professional Stage.

SPC 722B Individual Assessment: Personality II

Students will continue to develop their skills in personality assessment. Emphasis will be on the use of the Rorschach as well as self-reports and behavior rating scales. Students will administer and interpret complete psychological evaluations and present their findings in case presentations and written reports. Interpretation of data will focus on integrating clinical findings so that specific educational plans can be developed. Cultural, legal and ethical issues will be further explored. Additional laboratory hours will be required. 
Three credits.
Prerequisites: SPC 722A and admission to Professional Stage.

SPC 724 Assessing the Bilingual Child (Required course for Bilingual Extension Certificate)

The course will examine issues in the assessment of bilingual children including the appropriate use of standardized measures, non-discriminatory assessment, alternative approaches to the assessment of cognitive functioning and social adaptive behavior of linguistically diverse children. Students will learn when and how to conduct evaluations in the child’s first and/or second language. Students will administer tests, make case presentations and write reports. Interpretation of data will focus on integrating clinical findings so that individual educational plans will be developed. Additional laboratory hours will be required. 
Three credits.
Prerequisites: SPC 721B and admission to Professional Stage.

SPC 725 Assessment Seminar

(Required course for students not attaining B+ average in assessment courses)
This course will focus on enhancing student’s assessment skills, as well as their ability to integrate a variety of assessment data, write and orally communicate evaluation results and recommend intervention strategies to other professionals and families. Students are expected to write psychological reports, present case studies, make recommendations and write educational objectives. 
Three credits.
Prerequisite: Admission to Professional Stage.

SPC 732 Research Methods

Students will learn to analyze research in psychology and education. Major statistical and measurement concepts will be applied in order to understand how research problems are systematically investigated using experimental and quasi-experimental designs. Surveys and qualitative research will also be discussed. Students will evaluate professional literature, discuss its implications for the practice of school psychology and design research proposals. 
Three credits.

SPC 757 Individual Counseling in Multicultural School Settings

An introduction to major theories of individual counseling as they pertain to school settings. Individual techniques other than psychotherapy, used to enhance self-esteem, self-awareness and social skill and to reduce adjustment problems are practiced. Crisis intervention is discussed. Issues pertaining to the counseling of culturally and linguistically diverse individuals and their families are examined. 
Three credits.

SPC 781 Internship in School Psychology I

The internship requirement is equivalent to two semesters of full-time placement in a school setting under the dual guidance of an on-site staff psychologist and a university-based clinical supervisor. At least half of these hours should be in a school setting. Participation in the intake and screening process, individual evaluations, interdisciplinary staff conferences, parent conferences and professional meetings is required. Students will evaluate children, write reports and practice short-term counseling and consultation under the supervision of the on-site psychologist. Students will also attend weekly meetings with the university clinical supervisor in which professional and ethical issues related to the practice of school psychology in multicultural settings will be discussed. Students must apply for the internship in the semester prior to registration. 781A for General Program, 781B for Bilingual Education. 
Three credits.
Prerequisites: Departmental approval, 42 credits including all required testing courses and admission to Professional Stage.

SPC 782 Internship in School Psychology II

Continuation of internship in SPC 781in either the same or another university-approved setting. 782A for General Program; 782B for Bilingual Education. 
Three credits.
Prerequisite: SPC 781.

Special Summer Institutes

Each year critical areas of interest are identified. One-week Summer Institutes are then planned for intensive study related to these issues. Each institute features widely known speakers on the topic. Graduate students may apply a maximum of six institute credits to their degree program, if appropriate. Special Summer Institutes carry the course number SPC 745.

Plan of Study

Pre-professional stage (15 credits)

All courses are three credits.

  • SPC 633 Developmental Psychology I
  • SPC 634 Developmental Psychology II
  • TED 620 Collaboration in Inclusive Settings
  • SPC 704 Educational and Psychological Testing and Measurement
  • SPC 732 Research Methods

Diagnostic Courses (9 credits)

  • SPC 650 Developmental Psychopathology
  • SPC 651 Neuropsychological Factors in Cognition
  • TED 610 Assessing Students with Literacy/Learning Problems (equivalent to TAL 702 Diagnosis of Learning Problems in Students)

Assessment Courses (12 credits)

12 credits are required for the general program

  • SPC 721A Individual Assessment: Cognitive I - (Prerequisite: 704)
  • SPC 721B Individual Assessment: Cognitive II - (Prerequisite: 721)
  • SPC 722A Individual Assessment: Personality I - (Prerequisite: 704)
  • SPC 722B Individual Assessment: Personality II - (Prerequisite: 722 A)

Required Bilingual Extension courses (6 credits)

  • TED 516 Learning in Bilingual/Multicultural Settings
  • SPC 724 Assessing the Bilingual Child (Prerequisite: 721 B - for Bilingual Extension)

Intervention Courses (15 credits)

  • TED 615 Classroom Management (equivalent to TAL 655 Behavior Management Applications for Children with Special Needs)
  • SPC 757 Individual Counseling in Multicultural School Settings
  • SPC 657 Group Counseling in Multicultural School Settings
  • TED 600 Introduction to Students with Learning Problems (equivalent to TAL 703 Remediation of Learning Problems of Students)
  • SPC 714 Consultation in Multicultural School Settings (equivalent to TED 620 Collaboration in Inclusive Settings)

Professional School Psychology Courses (9 credits)

  • SPC 680A Fieldwork in School Psychology (680 B-for Bilingual Extension)
  • SPC 781A Internship in School Psychology I (781 B-for Bilingual Extension)
  • SPC 782A Internship in School Psychology II (782 B-for Bilingual Extension)

Note: See Education section for descriptions of TED courses.

CONTACT

Hudson@liu.edu
914-831-2700

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