The MS program in school psychology has a behavior analysis emphasis that is approved by the Behavior Analyst Certification Board (BACB). This adds a unique aspect to our National Association of School Psychologist (NASP) approved program, as the program will prepare students to continue towards certification as a school psychologist, as well as provide the necessary approved coursework to continue towards certification as a board certified behavior analyst (BCBA).
Blending of school psychology and behavior analysis is a natural pairing and will provide students who complete the one-year, 33-credit MS program with enhanced training to enrich and enhance the lives of students, families, schools and organizations. Students who continue on to become certified as behavior analysts are prepared to provide behavior support to a variety of individuals in a multitude of settings. Examples of these applications include building the skills and achievements of children in school settings; enhancing the development, abilities and choices of children and adults with different kinds of disabilities; and augmenting the performance and satisfaction of employees in organizations and businesses.
By providing students the opportunity to become board certified in behavior analysis as part of our school psychology program, students are in a unique position to hold gainful employment and receive invaluable experience as they continue toward certification as a school psychologist. Additionally, students who continue on to hold dual certifications in behavior analysis and school psychology are assets to school districts, as they will possess the behavioral competence of a behavior analyst, combined with the multitude of competencies of school psychologists to provide superior support to students, families, schools, districts and the community.
The Master of Science (MS) in School Psychology program at PCOM provides a strong foundation in school psychology, with an applied behavior analysis emphasis. The MS program is designed to develop professionals who possess the personal characteristics and academic competencies necessary to provide mental health, behavioral and educational services to children, adolescents and families.
The MS degree can be completed in 14 months and requires 33 credits beyond the bachelor's degree. While the program is full-time, it is conveniently structured for working professionals, with all classes meeting in the evening hours and occasionally on weekends.
Students follow an established sequence of required courses, which includes fieldwork through an approved practicum. Upon completion of the MS degree, students have fulfilled the required coursework to continue progress towards school psychology certification via the Educational Specialist (EdS) degree and/or have the required coursework to continue to accrue supervised experience towards Behavior Analysis Certification (BCBA). Students who would like to continue working toward becoming a certified school psychologist can apply to the Educational Specialist in School Psychology Program.
Learn more about the Master of Science program.
PCOM's NASP-accredited Educational Specialist Degree in School Psychology (EdS) is an innovative, applied professional psychology program designed for students with a master's degree in school psychology or a related field (e.g., education, counseling, social work, etc.) who are seeking certification in the field of school psychology. In combination with the MS program, the EdS program prepares candidates for a career in School Psychology. The EdS program offers a progressive curriculum designed to prepare practitioners in various aspects of school psychology including assessment, consultation, academic and behavioral intervention, counseling, and crisis intervention and prevention. The program trains students from a cognitive-behavioral framework to conceptualize issues and to develop a coordinated system of service that promotes and integrates wellness and learning for all children. Completion of this degree program fulfills the requirements for certification as a school psychologist in Pennsylvania and other states and for eligibility to apply to the National Certified School Psychologists (NCSP) credential. For more information on the credential, visit www.nasponline.org.
PCOM's NASP-approved and Association of State and Provincial Psychology Boards (ASPPB)-designated doctoral program in School Psychology is a state-of-the-art professional school psychology curriculum that is designed especially for working professionals. It builds upon the advanced training and experience of the certified school psychologist in multiple ways, including skills in cognitive behavioral therapy and interventions, advanced assessment, health promotion, program development and evaluation services and research
There is a special focus on the multicultural context of schools, families and other systems. Graduates will be prepared to service children in schools, hospitals or other mental health settings and to demonstrate leadership as a professional.
Learn more about the Doctor of Psychology program.
School psychologists use their training in both psychology and education to help children and youth succeed academically, socially and emotionally. They collaborate with educators, parents, the community and other professionals to create safe, healthy and supportive learning environments for all students.
For more information about the profession, visit the National Association of School Psychologists.
The majority of school psychologists work in the public school setting. Others work in private schools, community agencies, charter schools, hospitals and clinics, or universities. School psychologists generally work as practitioners, administrators and faculty/researchers.
According to the National Association of School Psychologists website,"School psychology training brings together the knowledge base of several disciplines, including child psychology, development and education with an emphasis on special education. In most states and training programs, school counseling does not include training or work with special education populations. Relative to counselors, school psychologists are more likely to have training in behavioral analysis, mental health screening and diagnosis, research methods (and application of research to classroom practices), and specific disability areas."
See "What is the difference between a school psychologist and a school counselor?" at naspaonline.org for more information.
Yes, during the third trimester students will complete a fieldwork experience that provides them with the opportunity to apply knowledge skills learned thus far through coursework. Fieldwork experiences are conducted at locations such as:
For more information on fieldwork experiences, please visit the Fieldwork Experiences page.
In most cases, students will complete practica experiences that are geographically convenient. Faculty will assist and guide students in finding the appropriate placements. Students may also receive assistance from our Professional and Career Development Program run by the Office of Student Affairs.
The master's program can be completed in 14 months (commencing with summer enrollment) and requires 33 credits beyond the bachelor's degree.
Typically, since we run on the cohort model, we do not allow students to take “off track” sequence.
Yes. Our programs are designed for working professionals with all classes meeting in the evening hours. Classes are generally held one or two nights per week as well as occasionally on weekends, with some summer daytime hours. View the course sequence.
The MS in School Psychology program typically consists of about 20 students per class year, which allows faculty mentors to provide individualized attention to their students. The majority of the program faculty are also working in the field and can provide excellent clinical examples in relation to coursework, as well as employment referrals.
Many of our students enjoy collaborative relationships with faculty who actively participate in and contribute to the overall clinical development of their students.
Twenty-five students are enrolled in the program each year and the program is based on the cohort model. In the cohort model, a group of students progresses through all classes and phases of the program together, which promotes a cohesiveness among the group and provides the following benefits: