Graduate Certificate in School Psychology at Towson University

Degree: Certificate of Advanced Study and Master of Arts
https://www.towson.edu/cla/departments/psychology/grad/psychology/school/

Program Director: Dr. Candice Aston
Phone: 410-704-2305
Email: [email protected]

The 66-unit program, in which students earn a master's (M.A.) degree in Psychology and Certificate of Advanced Study in School Psychology, is fully approved by the National Association of School Psychologists (NASP). Students who earn both the M.A. and the C.A.S. are eligible for individual certification as Nationally Certified School Psychologists, pending successful completion of the national certification examination. Graduates of the program are also qualified for a variety of positions within the field of psychology and for entrance into doctoral programs.

The mission of the School Psychology program is to produce school psychologists who are well prepared to function independently in a growing and evolving profession. Graduate students in school psychology are trained to view themselves as part of the larger school system, and to make their contributions relevant to the goals of the institutions in which they are employed. The School Psychology master's and C.A.S program emphasize early intervention and the use of data-driven, systematic problem solving to address the needs of children and adolescents in the school setting. Students are trained to provide consultation to teachers, parents and administrators; to provide direct counseling and intervention to children and adolescents; to complete ecological assessments of classroom environments; and to administer and interpret a variety of psychological tests to assess intellectual functioning, academic achievement, adaptive behavior and social/emotional characteristics of students. Students are trained to complete multidimensional evaluations that address the specific reason for referral and that are directly linked to recommendations for intervention.

The program promotes the use of intervention and assessment techniques that are empirically sound and sensitive to the diverse population of students that school psychologists serve. Students are expected to display professional work characteristics that are critical to their ability to work effectively with peers, faculty and school-based personnel. These include respect for human diversity, effective communication skills, effective interpersonal skills, ethical behavior, adaptability, flexibility and independence.

The priority deadline for application is January 15th.

Skills and Competencies of Graduates: It is our expectation that, upon graduation, students will demonstrate the following skills and competencies:

1. Understand basic principles of psychology and human development contributing to normal and atypical development of children;
2. Understand and assess the culture and norms of schools in order to optimize entry into schools and make important contributions to the school system;
3. Conduct ecological evaluations of classroom and school environments as well as psychological evaluations of children and adolescents who present with academic, behavioral, social and/or emotional difficulties to assist in placement decisions and to provide recommendations that address the reason for referral;
4. Plan and implement empirically sound interventions, and use data to evaluate the effectiveness of those interventions;
5. Address the mental health needs of students through individual, group, and crisis counseling; use data to provide evidence of the effectiveness of such counseling;
6. Provide individual and systemic consultation to families, teachers and administrators with a focus on improving professional/family relationships;
7. Serve as members of multidisciplinary problem-solving, special education, and crisis intervention teams and take leadership roles on those teams;
8. Develop awareness of and sensitivity to cultural differences among all clients, including parents, teachers and students; provide services that demonstrate this awareness and sensitivity;
9. Plan and conduct action research to answer specific questions within the school environment;
10. Provide in-service programs to assist school staff in understanding and applying psychological principles and techniques to improve the academic and behavioral functioning of students;
11. Serve as change agents to improve the quality of education for all students with whom they work;
12. Adhere to legal and ethical guidelines for our profession throughout training and practice.