Master's Degree in School Psychology
Mission of the School Psychology Program
Stephen F. Austin State University is a regional university located in Nacogdoches, a thriving historic community nestled in the beautiful piney woods of East Texas, only 132 miles from Houston and 165 miles from Dallas. With a student population of approximately 12,000, SFA has a strong reputation for excellence. Housed within the recently completed Human Services and Telecommunications Building, the SFA School Psychology Program is on the cutting edge of research and technology.
The Master's in School Psychology Program was authorized by the Texas Higher Education Coordinating Board in August of 2000. The M.A Program in School Psychology is one of two School Psychology Programs at Stephen F. Austin State University. The Ph.D. Program in School Psychology was authorized by the Texas Higher Education Coordinating Board in 2009. This handbook addresses information concerning the Master of Arts Program only. The M.A. program is dedicated to producing ethical, responsible, and competent school psychologists who employ scientific knowledge and methods of critical and creative problem solving. The program's philosophy of education holds that one learns best by engaging in practice. The mission of our program is to apply science knowledge and methods to the assessment and treatment of learning, behavior, and psychosocial problems in regular and special education populations in public school. Our program emphasizes functional analytic, collaborative, and data-based decision making expressed in the following themes:
1. An appreciation and respect for the special attributes, dignity, diversity, and unique characteristics of each student as a contributor to our culture;
2. A commitment to support the best interests of students over and above bureaucratic and procedural demands of institutions;
3. An emphasis on the scientist-practitioner model of problem solving directed at assessment, intervention, follow-up treatment, consultation, applied and basic research, and on-going program evaluation.
4. Our training model assumes that the primary functions of a school psychologist are relevant to both academic and social issues within the public school system. An additional tenet of this training model is that the school psychologist's service is most effective when it is approached from a data-based decision making orientation.
Goal and Objectives
We believe our main purpose as school psychologists is to disseminate and inculcate future professionals with the conceptual knowledge, practical teaching skills, ethical principles, content knowledge, and critical thinking skills to accomplish the mission provided to educators by society. Society expects professional school psychologists to intervene effectively on the behalf of children. As school psychologists, we must be mindful of the trust the public has placed in our hands. In this regard, we believe that society has sanctioned public educators to transmit the culture to its citizens and prepare each new generation for the ever changing demands of a democratic society. Based on the principles of equity and social justice, our role as school psychologists is to provide the public schools with the human resources needed to fulfill their primary mission of transmitting the culture. In accomplishing our role, we must keep the public trust by training candidates in a manner consistent with the mission that society has given the public schools.
State Licensure as a Licensed Specialist in School Psychology (LSSP)
Licensure in the State of Texas requires meeting the requirements of the Texas State Board of Examiners of Psychologists. Subsequent to the degree in School Psychology from a regionally accredited university, candidates must pass a national exam for licensure: the National School Psychology Examination Praxis II in School Psychology (Test # 0400). These examinations are administered every other month beginning in January. Texas' minimum pass percentage for Licensed Psychologists is 70%. As of September 1, 2008, NASP-approved graduate programs in school psychology required graduates to take the PRAXIS II National School Psychology Test (test code 0401). A passing score of 165 is now required for certification as a Nationally Certified School Psychologist (NCSP) and LSSP licensure in Texas.
Licensure requires the passing of a state jurisprudence exam as well. The Jurisprudence Examination is required of all candidates for licensure and covers the Texas Psychologists' Licensing Act, Board rules and regulations, and applicable Texas laws. Oral examinations are given each year in January and July. The Texas State Board of Examiners of Psychologists must have the applicant's passing scores on both the PRAXIS II and the Jurisprudence Exam before the applicant is requested to submit the Oral Examination fees.
Texas State Board of Examiners of Psychologists
333 Guadalupe, Suite 2-450
Certification as a Nationally Certified School Psychologist (NCSP)
NASP offers the NCSP credential. As of September 1, 2008, NASP-approved graduate programs in school psychology required graduates to take the PRAXIS II National School Psychology Test (test code 0401). A passing score of 165 is now required for certification as a Nationally Certified School Psychologist (NCSP) and LSSP licensure in Texas. The Texas State Board of Examiners of Psychologist also requires a Jurisprudence Examination for all candidates for licensure. This on-line test covers the Texas Psychologists' Licensing Act, Board rules and regulations, and applicable Texas laws.
National Association of School Psychologists
4340 East West Highway, Suite 402
Bethesda, MD 20814
National Certification as a Board Certified Behavior Analyst (BCBA)
The School Psychology Program at SFA also prepares graduate students for certification as Board Certificated Behavior Analysts. As noted on the Web site (http://www.bacb.com/), the Behavior Analyst Certification Board (BACB) program is based on the successful Behavior Analysis Certification Program initially developed in the State of Florida by the Department of Children and Families. Programs credential behavior analysts similarly in California, Texas, Pennsylvania, New York, and Oklahoma, using the Florida examinations and eligibility requirements. The California, Texas, Pennsylvania, New York, Florida, and Oklahoma programs have all closed and transferred their certification and credentialing responsibilities to the Behavior Analysis Certification Board. The BACB credentials practitioners at two levels. Individuals who wish to become Board Certified Behavior Analysts (BCBAs) must possess at least a Master's degree, have 180 classroom hours of specific graduate-level course work, meet experience requirements, and pass the Behavior Analyst Certification Examination. Persons wishing to be Board Certified Associate Behavior Analysts (BCABAs) must have at least a Bachelor's degree, have 90 classroom hours of specific course work, meet experience requirements, and pass the Associate Behavior Analyst Certification Examination. See the ABA newsletter for more information regarding this process: http://www.abainternational.org/
In addition to graduate assistantships, numerous other jobs are available to graduate students both on and off campus. Jobs are kept current and posted on the bulletin board located in the Student Employment Center on the third floor of the Rusk Building. Students must have a complete file indicating that they qualify in order to be employed in the federally funded Work-Study Program. Students must be progressing satisfactorily in their academic work in order to qualify to work in this program. All student employees and prospective employees must fill out a student data sheet, I-9 form and verification, and a W-4A form in the Student Employment Center.
Students, who participate in professional activities (e.g., attending or presenting papers at state or national conventions) are eligible to apply for reimbursement of travel expenses by the SFA Student Travel Fund Committee. See Dr. Steward for details.
Upon acceptance into the School Psychology program, new students are assigned to a faculty member for advising. The faculty member facilitates the sequence of the new student's course sequence. We strongly suggest that new students meet with their advisor well in advance of the first semester of classes.
Course Loads and Sequence
A full load for a graduate student during a long semester is nine semester hours, and the maximum load is 15 semester hours. A full load during a six-week summer session is three semester hours, and the maximum is six hours. Candidates who register for an overload without the academic dean's prior approval will not be allowed to count the overload course toward their degrees. A student in a thesis program must register for the thesis research and writing courses (EPS 589, EPS 590) each semester until the work is completed or the program abandoned. Credit for master's degree thesis research and writing courses, however, is awarded only one time, and enrollment in these courses is not counted in determining the maximum course load for a semester or summer session. A candidate holding a graduate assistantship during a semester is required to enroll for a minimum of nine semester hours of graduate work. Should a graduate assistant fall below the nine-hour minimum for a semester, he or she will not be eligible for an assistantship the following semester.
Prior to registering for the first semester of course work, a schedule of classes should be obtained from the Office of Admissions and Registrar. Courses to be offered are identified, and registration procedures are outlined. Upon completing a preliminary schedule, the candidates consult with their faculty advisor to obtain telephone/online registration codes. The course sequence in the degree plan is based on a full-time course load of 9-12 hours per semester and 6 hours per summer semester. Part-time candidates may obtain permission from the program director if additional time is required to complete the M.A. degree in School Psychology. Candidates should consult the departmental course calendar for information on when to expect courses to be scheduled. Since some courses at SFA are offered on a rotating basis, while others are offered every other year, it is important to plan ahead. Some courses (e.g., Intellectual Assessment and Practicum) have limited enrollment due to availability of testing materials.
Sign-up sheets for these courses are posted near the elevator on the 3rd floor of the Human Services and Telecommunication Building. Signing up for one of these courses implies that the student will register for the course.
School Psychology Courses
AED 501 Introduction to Educational Leadership (3 semester hours): Study and application of the historical research, philosophical, theoretical, demographic forces, and required strategic planning skills to provide learner-centered leadership.
COU 531 Theories of Counseling (3 semester hours): A survey of selected counseling theories. Training in the application of individual counseling skills to build client rapport and move clients toward change.
COU 522 Family Counseling (3 semester hours): A survey of selected family counseling theories and techniques. Application of individual counseling skills to build client rapport and move clients toward change.
COU 535 Multicultural Counseling (3 semester hours): Fundamentals of cultural diversity and counseling culturally diverse clients.
EPS 502 Applied Behavior Analysis (3 semester hours): Educational planning for pre-referral intervention and students with disabilities. This is an advanced review of principles with special applications to strategies addressing functional assessment and the contingencies of instructional control.
EPS 544 Achievement Testing (3 semester hours): Administration and interpretation of tests designed to measure achievement, adaptive and maladaptive behavior, and social/emotional behavior for use in educational planning and interventions with students with disabilities.
EPS 545 Individual Intelligence Testing (3 semester hours): The administration and interpretation of intelligence tests, writing of reports, selection and interpretation of assessment batteries including measures of social/emotional behavior for use in educational planning and interventions with students with disabilities.
EPS 550 Research Methods (3 semester hours): Advanced study of basic principles and procedures in experimental research design and data analysis.
EPS 555 Practicum (3 semester hours): Supervised experience in the administration and interpretation of various psycho-educational instruments, functional assessment, and data-based treatment resulting in written diagnostic evaluation reports. Supervised practicum experiences providing instruction or classroom management, curriculum-based assessment, individual treatment, behavior and cognitive interventions in school settings.
EPS 560 Learning and Cognitive Development (3 semester hours): Scientific principles of learning and its applications to human learning and development.
EPS 561 Social Basis of Behavior (3 semester hours): Seminar on the effects of the social environment including culture on individual behavior.
EPS 563 Individual Case Consultation (3 semester hours): Techniques and models of individual case consultation applicable to parents, teachers, administrators, and other professionals. Special emphasis is placed on working within the school culture.
EPS 565 School Psychology (3 semester hours): Advanced study of consultation, assessments, and intervention strategies in the school system. Preparation for national certification as a school psychologist.
EPS 585 Advanced Human Growth and Development (3 semester hours): A study of current research and theory related to emotional, social, and mental development across lifespans.
EPS 589 Thesis Research (3 semester hours): Research for thesis proposal. Grade will be withheld until completion of thesis. Prerequisites: Admission to departmental degree candidacy and consent of thesis director.
EPS 590 Thesis Writing (3 semester hours): Writing of thesis. Grade will be withheld until completion of thesis. Prerequisites: EPS 589 and consent of thesis director.
SPE 562 Instructional Strategies: Process of learning and effects of disabilities on learning.
EPS 595 Internship A (3 semester hours): Internship in School Psychology (See Internship Section Below on p. 73).
EPS 595 Internship B (3 semester hours): Internship in School Psychology (See Internship Section Below on p. 73).
Choose from one of the three options below pertaining to legal and ethical issues:
PSY 517 (3 semester hours): Professional and Ethical Issues: Psychological Standards as they apply to, legal issues, and ethical responsibilities pertinent to the psychologist in academic, public or private school, private and government agency, and laboratory settings.
COU 523 Legal and Ethical Issues in Counseling (3 semester hours): Orientation to ethical standards and research relevant to ethical behavior of counselors/school psychologists in rehabilitation, mental health and school settings.
EPS 575 Advanced Graduate Studies: Professional and Ethical Issues: Psychological Standards as they apply to public and private schools, legal issues, and ethical responsibilities pertinent to the psychologist in academic, public or private school, private and government agency laboratory settings.
SPE 567 Educating Exceptional Children: An advanced survey course. Emphasis is on current research in human exceptionalities.
Choose from one of the three options below pertaining to the Biological Basis of Behavior:
PSY 504 or 550 Biopsychology: Physiological correlates of learning and memory, emotions, and mental disorders (504 or 550 represent recent prefix number change).
EPS 580 Human Neuroscience: Structure and function of the human nervous system, including an introduction to issues of development and neural dysfunction that can interfere with behavior
EPS 575 Advanced Graduate Studies: Human Neuroscience: Temporary Prefix Listing for the currently titled EPS 580 Human Neuroscience.
Doctoral Program for School Psychologists:
The Ph.D. program has been developed to meet the standards set forth by the National Association of School Psychologists (NASP) and the Texas State Board of Examiners of Psychologists for this level of certification. The program includes the following major areas of professional competence:
- Behavior Assessment and Intervention
- Psychological Foundations
- Educational Foundations
- Assessment (Pyschoeducational, Emotional/Behavioral)
- Research Design & Statistics
- Professional School Psychology
- Professional Issues & Ethics
- Practicum & Internship
Program Description and Educational Objectives
A major educational objective is for students in the School Psychology program to be eligible to pursue licensure through the Texas State Board of Examiners of Psychologists (TSBEP) as Licensed Psychologists and Licensed Specialists in School Psychology (LSSP). Students will be Nationally Certified School Psychologist (NCSP) under the auspices of the National Association of School Psychologists (NASP) and certified as a Board Certified Behavior Analyst through the Behavior Analyst Certification Board (BACB).In addition, students in the School Psychology program will be able to register for the National Register of Health Service Providers of Psychology. Licensure as a psychologist and registry in the National Register of Health Service Providers of Psychology are unique to the Ph.D. level of training.
Additional educational objectives for the Ph.D. in School Psychology are to prepare students to become educators, researchers, and/or practitioners in public schools, higher education, community mental health facilities, and hospital/medical settings. Students will be trained to work with diverse special needs populations with a primary focus on children and families.
Coursework consists of didactic and one-on-one instruction as well as clinic and field-based experiences. Coursework prepares graduates from this program for employment as university professors, or as psychologists in schools, colleges, community service agencies, state and/or federal agencies.
The curricula of the program is based on a scientist-practitioner model of training. Students will learn to employ empirically supported treatments for a wide range of children and families who have special needs, as well as to conduct research that has direct relevance to their unique educational objectives and future employment.
Graduate School and Applications
An appropriate Master's degree in school psychology or closely related discipline will serve as a prerequisite to admission to the Doctoral School Psychology Program. Admission to the program will require a graduate GPA of 3.5. There is no absolute minimum Graduate Record Examination (GRE) score. However, competitive scores will approximate acombined score of 1000 or greater on the Verbal and Quantitative sections of the GRE. In addition, admission will be based on personal characteristics beyond acceptable GRE scores and GPAs, such as professional interests/goals and personal suitability. This information will be reviewed and assessed in conjunction with related application materials by the School Psychology Applicant Review Committee.
School Psychology Admission: Departmental Application
Applicants to both the Masters and Doctoral programs are considered for admission based on submission of a completed application file (i.e., university graduate school application, Verbal, Quantitative, and Analytical GRE scores, all official college transcripts) and School Psychology program faculty-evaluation of the three letters of recommendation, a statement of professional goals, a completed information sheet, and an interview conducted by program faculty. Interviews may be face-to-face or through SKYPE or FACETIME. All applicants will be interviewed and their materials reviewed by the School Psychology Applicant Review Committee prior to formal acceptance into the program. Admission with 'conditional' status will allow a faculty-designated specified period of time for students to meet the requirements. The above admissions policies are consistent with those of the National Association of School Psychology (NASP) and the American Psychological Association (APA) standards.
Applicants who intend only to complete their master's degree, must have a bachelor's degree in a related field (e.g., Psychology, Social Work, Counseling, Special Education). Applicants who intend to complete the doctoral degree must have already completed a master's degree in School Psychology OR may have completed a bachelor's degree in a related field (e.g., Psychology, Social Work, Counseling, Special Education). Those admitted into the doctoral program with a bachelors degree shall complete the requirements for the master's degree in the process of fulfilling requirements for the doctoral degree. Applicants must indicate their intent for degree completion (master's vs. doctoral) and anticipated enrollment status (i.e., part-time vs. full-time) within the application materials. Priority will be given to full-time enrollees. Based on this information provided, admission letters will include a program plan that provides an overview of required enrollment until degree completion.
Fall Admission Application Deadlines: December 6.
For a file to be considered complete and eligible for review, required materials must be received in both the SFASU Department of Human Services, School Psychology program AND the SFA Graduate School. It is strongly advised that the application process begins well in advance of the deadline noted above.
Applications received by March 6th will be given priority in admissions and in decisions about the allocation of Graduate Assistantships. After this deadline, an ongoing review of applications will continue. All submitted applications will be processed, but those received after the priority deadline will be considered for admission only on a "space-available" or in the case of 'special exception', to be determined by full-program faculty review.
Examples of 'special-case' exceptions to these deadlines include undergraduate students' participation in the SFA Overlap program and applicants who have been determined eligible for initial admission during the Spring semester.
School Psychology Graduate School Application
The following required courses consist of 69 credit hours beyond a masters degree
Research Courses (12 Credit Hours)
EPS 652 Single Subject Research Methods
EPS 651 Multivariate Statistics·
MTH 525 Non-parametric Statistics
EPS 650 Research Methods
Core Courses (24 Credit Hours)
EPS 623 Professional, Legal, and Ethical Issues in Psychology
EPS 665 School Psychology
EPS 602 Applied Behavior Analysis
EPS 629 Child & Adolescent Therapy
EPS 671 Severe Dev. Disabilities & Autism
EPS 666 Verbal Behavior
EPS 653 Advanced Single Subject Research Methods
EPS 685 Child/Adolescent Psychopathology
Dissertation (9 Credit Hours)
EPS 699 Dissertation
Elective Cognate Courses (example courses -- 9 Credit Hours)
EPS 667 Adv. Family Therapy
EPS 668 Child & Family Assessment
EPS 669 C# Computer Language for School Psychologists
EPS 670 Adv. Child and Adolescent Therapy
EPS 675 Adv. Special Problems.
Practicum and Internship (15 Credit Hours)
EPS 655 Practicum (9 hours)
EPS 695 Internship (6 hours)
Students will complete 9 hours of cognate elective courses that will be chosen in consultation with their committee chairperson.
Selected courses in the school psychology degree requires students to participate in clinical learning and to complete independent projects while placed in various educational settings. Students will be required to participate in ongoing faculty/student research teams for the first two years of the program.
Students receive close supervision from program faculty and on-site professionals (school psychologists or psychologists) during practicum and internship experiences. Practica and internships will be adapted to the specific instructional objectives of the program as specified by BACB, APA, TSBEP, NASP, and National Council for the Accreditation of Teacher Education (NCATE) standards.
Up to 6 hours from another doctoral program may transfer into the SFASU doctoral program sequence.
Brief Descriptions of Required Courses
MTH 525 Applied Nonparametric Statistics: An introduction to nonparametric analysis of the following: dichotomous data problems, one and two sample location problems, dispersion problems, and the one and two way layout. Nonparametric measures of association and basic nonparametric methods in regression.
EPS 602 Applied Behavior Analysis: Functional assessment and data-based treatment for students with disabilities. Prerequisite: EPS 560
EPS 623 Professional, Legal & Ethical Issues in Psychology: Advanced study of professional, legal, and ethical issues related to school psychology, children, and families.
EPS 629 Child and Adolescent Therapy: Specialized training in techniques and strategies utilized in child and adolescent therapy.
EPS 650 Research Methods: Advanced study of research procedures. This includes Bayesian probability theory, regression analysis, confidence intervals, analysis of variance, analysis of covariance, a discussion of neural networking/data mining strategies, and post hoc tests.
EPS 651 Multivariate Statistics and Neural Network Data Analysis: Advanced study of multivariate statistical methods including discriminate analysis, repeated measures analysis, a priori and ad-hoc procedures. Advanced neural networking procedures will address non-linear data modeling and identifying complex patterns among diversified data types.
EPS 652 Single Case Research Methods: Characteristics and implementation of traditional single-subject research designs. This course will provide students with the knowledge to conduct research utilizing single subject and single case study designs, with emphasis on causal inference.
EPS 653 Advanced Single Subject Research Methods: This course will place a special emphasis on individualized teaching strategies and personalized systems of instruction. Students will participate in critiquing and analyzing published research utilizing single subject methodologies.
EPS 655 Practicum: Supervised experience in the administration and interpretation of various psycho-educational instruments resulting in written diagnostic evaluation reports and/or supervised practicum experiences providing instruction or therapy to children and families.
EPS 665 School Psychology: Advanced study of consultation, assessments and intervention strategies in the school system. Preparation for National Certification as a school psychologist.
EPS 666 Verbal Behavior and Cognition: A functional/analytic account of elementary language relations and complex private cognitive behaviors and emotional events that include thinking, verbal psychopathologic processes, anxiety, rule formation, and perspective taking. Course concepts apply to educational, psychotherapeutic and social interventions.
EPS 667 Advanced Family Therapy: In-depth study of the methods and strategies used in working with families, based on relevant empirical research. Includes laboratory practice.
EPS 668 Child and Family Assessment: Review and practice of standard observational and self-report assessment methods for children and families. Includes laboratory practice.
EPS 669 C# Computer Language for School Psychologists: Provides students with structured lessons and step-by-step guidance in computer programming while they learn to develop and deploy applications using object-oriented programming in the visual C# 2008 language.
EPS 670 Advanced Child & Adolescent Therapy: In-depth study of the methods and strategies used in working with children and adolescents, based on relevant empirical research. Includes laboratory practice.
EPS 671 Severe Developmental Disabilities and Autism: Etiology, research, characteristics, and program components related to children and youth with severe developmental disabilities and autism. Traditional and current causation will be discussed with subsequent implications drawn for providing appropriate educational interventions.
EPS 675 Advanced Special Problems: Independent instruction. In-depth analysis of selected developments in psychology. This course is offered to advanced students who wish to study individual problems in psychological, social, or philosophical foundations of school psychology and/or counseling strategies under faculty guidance. May be repeated under different topics.
EPS 685 Child and Adolescent Psychopathology: Comprehensive overview of etiology, identification (e.g., diagnostic nomenclature, DSM), and interventions for the emotional and behavioral disorders of children and adolescents.
EPS 695 Internship: A post-practicum field placement requiring a minimum of 1500 to 2000 hours of supervised experience.
EPS 699 Dissertation: A doctoral dissertation is required for partial fulfillment of the degree. This reflects an original, scholarly contribution to the research literature relevant to school psychology and child and family issues. Students will work closely with the chair of their supervisory committee to formulate dissertation ideas. Students will register for this course a minimum of four times.
Interested individuals should call or write:
School Psychology Program Secretary
Stephen F. Austin State University
P.O. Box 13019 - SFA Station
Nacogdoches, TX 75962
Tel: (936) 468-1387
About the University:
Stephen F. Austin State University is a regional university located in Nacogdoches, a thriving historic community nestled in the beautiful piney woods of East Texas, only 132 miles from Houston and 165 miles from Dallas. With a student population of approximately of 12,000, SFA has a strong reputation for excellence and is on the cutting edge of new developments in Behavior Analysis, Child and Family Therapy and Behavioral Software Development Nacogdoches: The Oldest Town in Texas: http://www.visitnacogdoches.org/
Students planning to enter the university for the first time, or those who plan to transfer from another college and need information about admission procedures, should write to:
Graduate School and Applications
Graduate Admissions Office
Stephen F. Austin State University
Box 13051 SFA Station
Nacogdoches, TX 75962-3051
The School Psychology Program is committed to training professionals who have expertise in both psychology and education. This is accomplished by using a scientist-practitioner model that emphasizes comprehensive psychological services using an Eco-behavioral-problem solving orientation that recognizes the importance of children's individual differences. The goals of the program are specified below.
1. The student will develop competence in understanding and addressing individual differences in their practice as a school psychologist.
2. The student will develop skills and ability to deliver a full range of school psychological practice from pre-referral interventions, to standardized and curriculum based assessment, to indirect and direct interventions, to evaluation of programs and services.
3. The student will develop an understanding of and the ability to function using the scientist-practitioner model.
4. The student will develop skills and the ability to approach practice using an ecological, problem-solving model.
5. The student will adhere to legal and ethical practices in their professional practice.
The school psychology program is designed to prepare school psychologists who have a strong and broad-based knowledge of psychology, educational psychology, and child development, and are prepared to apply that knowledge to school settings. There is a well-confirmed knowledge base for the practice of psychology in the schools. This knowledge base is outlined in the document School Psychology: A Blueprint for Training and Practice as well as the Standards for Training and Field Placement Program in School Psychology. The 11 domains, recognized nationally as domains for training and practice, are (with minor modifications) the foundation of the school psychology program. They are described here:
Data based decision-making and accountability. School psychologists must be able to define current problem areas, strengths, and needs (at the individual, group, and systems level) through assessment, and measure the effects of the decisions that result from the problem solving process.
Interpersonal communication, collaboration, and consultation. School psychologists must have the ability to listen well, participate in discussions, convey information, and work together with others at an individual, group, and systems level.
Effective instruction and development of cognitive/academic skills. School psychologists must be able to develop challenging but achievable cognitive and academic goals for all students, provide information about ways in which students can achieve these goals, and monitor student progress towards these goals.
Socialization and development of life competencies. School psychologists must be able to develop challenging but achievable behavioral, affective, or adaptive goals for all students, provide information about ways in which students can achieve these goals, and monitor student progress towards these goals.
Student diversity in development and learning. School psychologists must be aware of, appreciate, and work with individuals and groups with a variety of strengths and needs from a variety of racial, cultural, ethnic, experiential, and linguistic backgrounds.
School structure, organization, and climate. School psychologists must have the ability to understand the school as a system and work with individuals and groups to facilitate structure and policies that create and maintain schools as safe, caring, and inviting places for members of the school community.
Prevention, wellness promotion, and crisis intervention. School psychologists must have knowledge of child development and psychopathology in order to develop and implement prevention and intervention programs for students with a wide range of needs and disorders.
Home/school/community collaboration. School psychologists must have knowledge of family influences that affect students' wellness, learning, and achievement, and be able to form partnerships among parents, educators, and the community.
Research and program evaluation. School psychologists must know current literature on various aspects of education and child development, be able to translate research into practice, and understand research design and statistics in sufficient depth to conduct investigations relevant to their own work.
Legal, ethical practice and professional development. School psychologists must take responsibility for developing as professionals and practice in ways which meet all appropriate ethical, professional, and legal standards to enhance the quality of services, and to protect the rights of all parties.
Information Technology. School psychologists have knowledge of information sources and technology relevant to their work. School psychologists access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.
No person shall, on the basis of race, color, religion, sex, age, national origin, disability, or veteran status, be excluded from participation in, denied the benefits of, or subjected to discrimination in employment, recruitment, consideration, or selection thereof, under any of Stephen F. Austin State University's educational programs.
Current Student Faculty Research Homepage:
NASP Approved Programs
The School Psychology Program's philosophy holds that one learns best by engaging in evidence-based intervention. The program mission is to apply behavioral scientific knowledge and methods to the assessment and treatment of learning, behavior, and psychosocial problems in regular and special education populations in the public schools. Our program emphasizes functional analytic, collaborative, and data-based decision making expressed in the following themes:
An appreciation and respect for the special attributes, dignity, diversity, and unique characteristics of each student as a contributor to our culture;
A commitment to support the best interests of students over and above bureaucratic and procedural demands of institutions;
An emphasis on the scientist-practitioner model of problem solving directed at behavioral assessment, intervention, follow-up treatment, consultation, applied and basic research, and on-going program evaluation.
Our training model assumes that the primary functions of a school psychologist are relevant to both academic and social issues within the public school system. An additional tenet of this training model is that the school psychologist's service is most effective when it is approached from a data-based decision making orientation.
These goals and the manner in which they are operationalized are consistent with the Stephen F. Austin State University mission, which states that the University is a comprehensive institution dedicated to excellence in teaching, research, scholarship, creative work, and service. These goals also reflect the mission of the James I. Perkins College of Education, which is to prepare competent, successful, caring and enthusiastic professionals dedicated to responsible service, leadership, and continued professional and intellectual development.
Through the personal attention of our faculty and staff, we engage our students in a learner-centered environment and offer opportunities to prepare for the challenges of living in the global community.
Graduates will be qualified to contribute substantially to the following needs and service trends:
- provision of scientific research-based intervention services to children for academic
- behavioral and emotional problems within the schools, where they can be delivered most immediately and effectively
- provision of prevention services through assessment screenings, systems analysis, and data analysis