The Education Specialist (Ed.S.) program in School Psychology is accredited by the Council for the Accreditation of Educator Preparation (CAEP) in association with the National Association of School Psychologists (NASP). It is designed to prepare students to meet the Department of Education requirements for certification in West Virginia and other states. The Ed.S. consists of 39 hours of required coursework and field experiences, in addition to a Master of Arts (M.A.) Degree in Psychology with an emphasis in School Psychology (36 hrs).
You apply to the Master’s Degree in Psychology with School Psychology Emphasis first. After successfully completing 12 hours in the fall semester, you apply to the Ed.S. in School Psychology. You receive two degrees in our program after three years of full time enrollment!
The School Psychology Ed.S. Program at Marshall University focuses on practitioner training for the delivery of comprehensive school psychological services primarily in school settings. Ed.S. students are trained in a “scientist practitioner” model that emphasizes the use of research findings in clinical decision-making, both in terms of creating interventions as well as evaluating their efficacy. Ed.S. students draw upon scientific literature to make decisions regarding best practice with a focus on empirically supported services.
Students receive education and training in the following ten NASP domains:
- Data-Based Decision Making & Accountability
- Consultation & Collaboration
- Interventions and Instructional Support to Develop Academic Skills
- Interventions and Mental Health Services to Develop Social and Life Skills
- School-Wide Practices to Promote Learning
- Preventative and Responsive Services
- Family-School Collaboration Services
- Diversity in Development and Learning
- Research & Program Evaluation
- Legal, Ethical and Professional Practice
PLAN OF STUDY
- MA in Psychology with School Psychology Emphasis Plan of Study
- Biological Bases of School Psychology (SPSY 674) or Biological Bases of Behavior (PSY 674)
- Experimental Design (PSY 623).
- Cognitive and Emotional Bases of School Psychology (SPSY 675) or Cognitive and Emotional Bases of Behavior (PSY 672)
- Cross-Cultural Psychology (PSY 526)
- Advanced Developmental Psychology (PSY 615) or Typical and Atypical Child Development (SPSY 616)
- Ethical and Legal Issues in Psychology (PSY 605)
- Data Based Decision Making II (SPSY 621) or Psychometrics (PSY 506)
- A. Research Seminar (PSY 692)
Area of Emphasis Requirements:
- Schools (SPSY 601)
- School Consultation (SPSY 617)
- Instruction Methods and Behavior Modification (SPSY 618)
- Psychotherapy with Children (PSY 619) or Individual and Group Counseling (SPSY 619)
Total: 36 Credit Hours
- Education Specialist in School Psychology Plan of Study
- Professional Competence II: Professional School Psych (SPSY 603)
- Data-Based Decision Making II (SPSY 622)
- Data-Based Decision Making III (SPSY 624)
- Practicum I (SPSY 738)
- Practicum II (SPSY 739)
- Counseling with Youth: Advanced Topics (SPSY 720)
- Educational Foundations II: Developmental Reading (CIRG 636)
- Indirect Service Delivery II: Primary Prevention (SPSY 620)
- Research: Thesis (SPSY 750) or Program Evaluation (SPSY 751)
- Internship (SPSY 745, 12 hours)
Ed.S. Program Requirements:
Students are admitted to the Ed.S. program with the expectation that they will complete the program within three to five years, depending on the number of classes in which they enroll each semester. Students are expected to enroll in all three semesters.
Failure to make the expected amount of progress may result in reassignment to another internship year. The internship requires a commitment to a school system for a full academic year and is 1200 hours (12 credit hours). A maximum of 18 students will be admitted to this final-year experience.
This paid internship must occur within a school setting and meet stringent criteria specified by the program and the National Association of School Psychologists. In addition, students must defend a thesis or program evaluation and earn a passing score on the Praxis II Specialty Examination in School Psychology before graduation.
Total: 39 Credit Hours
- MASTER OF ARTS DEGREE IN PSYCHOLOGY WITH SCHOOL PSYCHOLOGY EMPHASIS
Admission is competitive because of the limited number of available internships. Applicants should follow the admissions process described in the catalog or at the Graduate Admissions website at www.marshall.edu/graduate/admissions/how-toapply-for-admission. In addition, applicants must submit a sample of their professional writing (a scholarly paper on any subject) and a statement of their professional goals (1000 words or fewer). Submit all materials to Graduate Admissions.
- EDUCATION SPECIALISTS IN SCHOOL PSYCHOLOGY (ED.S.)
After successfully completing the first semester of the MA in Psychology with School Psychology Emphasis, applicants apply to the Ed.S. School Psychology program by submitting to Graduate Admissions a sample of their professional writing (a scholarly paper on any subject) and a statement of their professional goals (1000 words or fewer).
Students already possessing graduate degrees in psychology, counseling or education do not need to obtain the M.A. degree in Psychology with an area of emphasis in School Psychology. When these students apply to the Ed.S. in School Psychology program, they will be considered for advanced standing based upon a review of coursework, grades, and test scores by the School Psychology faculty.
Creating a diverse student body is a priority and minority applicants are encouraged to apply. A limited number of graduate assistant-ships are available. Students can be accepted into the school psychology program throughout the school year; however, school psychology competency classes begin in the fall semester of each academic year.
Application for Admission and Information:
Applications are being accepted now. They are reviewed on a rolling basis. If you apply now you can begin to take classes any semester with the core classes starting in the fall. You can apply by going to the following website, http://www.marshall.edu/graduate/ , and applying to the MA Psychology with School Psychology Emphasis. You will be asked to submit your transcripts and GRE scores.
After successful completion of the fall semester, you will be applying to the Ed.S. in School Psychology. You will be asked to submit your personal goals and a writing sample.
For more information please contact:
|Vacant||Administrative Secretary, Sr.||South Charleston||GC 230||304-746-1942|
|Jennings, Lanai||Program Director||South Charleston||GC 108||304-746-2067||Vita|
- Frequently Asked Questions
Is this program right for me?
School Psychology is a professional field that blends psychology and education. This program is designed to help you obtain the skills you will need to become a successful School Psychologist. If you are interested in the fields of Psychology and Education, and you like working with children, then this program may be right for you.
Do I obtain two degrees from this program?
Yes! You obtain a Master of Arts in Psychology with a School Psychology Emphasis and an Education Specialist in School Psychology after three years of full time enrollment in this program.
Is this program offered online?
No, this program is not offered online. However, classes are set up so that students are able to hold a job while attending this program. This program offers live campus meetings and hybrid classes. Hybrid classes meet up to six times on weekdays and select Saturdays over the course of the semester and require online work through Blackboard. Hybrid and live meeting classes meet on the South Charleston campus at 4:00 pm or later (weekdays) and 9:00 am on Saturdays.
What are the goals and objectives of the program?
The purpose of the Education Specialist in School Psychology Program at Marshall University is to prepare professional school psychologists to work within the social systems of schools to meet the following goals:
- Apply their knowledge of psychology and education in order to prevent or remove the barriers to optimal growth and development at the community, school, classroom, and individual child level.
- Apply the problem-solving process within a collaborative consultation model that embraces both direct and indirect service delivery.
- Ensure professional competence based on a solid foundation of ethical, legal, and responsible practice that respects human diversity and individual differences.
- Apply knowledge and skills in conducting and interpreting research applied to practice.
- Apply knowledge and understanding of the multiple systems that influence growth and development.
- Ensure a broad range of quality services in primary, secondary, and tertiary prevention to serve universal, targeted, and selected populations.
- Apply skills in program evaluation to improve service to individuals, families, schools, and communities.
Integrate technological applications to facilitate all the above goals.