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School Psychologist
Overview
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The school psychologist graduate program comprises an MSED and an Advanced Certificate in school psychology and consists of a 60-credit curriculum in theory, research, and evidence-based practice. The program is registered with the New York State Department of Education, and has full approval from the National Association of School Psychologists (NASP). Upon completion of the 33 credit MSED and then the 27 credit Advanced Certificate, graduates are eligible to apply for certification in school psychology with New York State and to apply for the Nationally Certified School Psychologist (NCSP) credential with the National Association of School Psychologists (NASP). Students collaborate with faculty, and build professional portfolios that include publications and presentations at local and national conferences.
Program Heads
Name | Title | Phone | Location | Office Hours | |
|---|---|---|---|---|---|
Mccabe, Paul | Graduate Deputy | 718.951.5876 | Email For Appointments |
Student Learning Outcomes
The School Psychologist Graduate Program training goals are consistent with ethical guidelines of the National Association of School Psychologists and the American Psychological Association. A program of training and extensive field experiences develops the following competencies.
Proficiency in psycho-educational assessment related to school difficulties and learning disorders with the ability to translate these results into appropriate models of service delivery.
Proficiency in psychological assessment related to behavior, personality and mental disorders with the ability to translate these results into appropriate models of service delivery.
Proficiency in implementation of prevention strategies, and direct and indirect intervention approaches to serve all students' needs, particularly those with disabilities and the ability to evaluate the results of service outcomes.
The ability to engage in collaborative practice and implement a range of contextually appropriate consultative services.
Familiarity with the organization of schools, including general and special education, and developmentally appropriate curriculum approaches for children with diverse educational needs.
An understanding of research methodologies and the ability to implement applied research in complex urban school environments.
A capacity for critical self-reflection to gain insight on self and others for the purpose of evaluating and improving service delivery and nurture a strong commitment to ethical guidelines of professional practice.
An understanding of the full range of diversity in the human condition, including, racial, cultural, ethnic, linguistic, socioeconomic, gender, sexual orientation, individual differences/disabilities, and a willingness and capability to work with all populations.
A commitment to promote school policies and ethical practices that advance social justice and expand opportunities for all children.
A capacity to use technology to develop and enhance school psychology practice.