Psychology Program at SUNY Plattsburgh - Graduate Program Requirements

School Psychology Program

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Graduate Program Requirements

1. Academic Coursework

Overview of coursework

The table below shows the typical program of study. Specific course descriptions can be found in the college catalog.

Psychology Content Courses

Psychology content courses comprise the majority of the program's credit hour requirements. Core courses in school psychology are taken along with courses covering topics in related fields of psychology. This balance ensures students acquire substantial understanding in scientific and professional psychology.

Elective Courses

The students in the School Psychology Graduate Program currently fill three electives (9 hours total) from other programs. These electives should be used to reinforce instruction offered in the School Psychology Program.

1) One elective must address NASP Standard 3, which states:
School psychologists have knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional interventions and consultation.

Coursework that addresses this standard includes:
EDS 536: Instructional Practices Birth – Grade 2
EDS 537: Instructional Practices Grades 1-6
EDS 538: Instructional Practices Grades 7-12
EDS 540: Theory Into Practice: Reading Instruction
EDS 501: Introduction to Teaching Reading

2) One elective must address NASP Standard 6, which states:
School psychologists have knowledge of general education, special education, and other educational and related services. They understand schools and other settings as systems. School psychologists work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.

Coursework that addresses this standard includes:
EDA 500: Introduction to Educational Administration
EDS 543: Inclusive Schools and Communities

3) One elective must address NASP Standard 11, which states:
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.

Coursework that addresses this standard includes:
EDU 580: Technology Foundations for Education
EDS 525: Adaptive Technology
EDS 570: Computers and Reading Instruction

School Psychology Practicum

The practicum is designed to provide opportunities to apply skills learned in other school psychology coursework. Students work individually and/or in teams in two settings, local schools and the Neuropsychological Clinic and Psychoeducational Services. Upon completion of the fourth semester, all students will have some experience in a variety of capacities, including psychoeducational assessments and interventions, consultation, and counseling. Examples of the types of practicum experiences in which students may engage include staffing a local school's Homework Lab, co-facilitating counseling groups, and completing neuropsychological and psychoeducational assessments. Team collaboration, peer review, and case conferences during weekly practicum supervision meetings are essential elements of this course. Actual caseloads are expected to vary from student to student depending on interest and availability of work, but all should carry approximately equivalent hours. Students are assigned caseloads that utilize skills currently developing or developed in accordance with the training program. Under no circumstances is a student allowed to participate in activities for which he/she has not received adequate preparation.

University supervision is provided individually and during group weekly meetings. Site supervision also is provided, and input regarding performance from site supervisors will be collected. Students are expected to keep a log of all activities completed for the practicum course, including a daily activity log during the 4^th semester of work in the school setting. Each student uses this log to create a portfolio, or sampling, of work completed in each area (e.g., 1-2 assessment reports and intervention cases, counseling description). It is expected that the portfolio will be revised and expanded as the student gains more experience. At least once per semester, supervisors meet individually with students to discuss progress. Students present information regarding work completed for the course, supplementing the presentation with information from the portfolio. By the end of each semester, university supervisors provide a brief written summary of progress to date. It is expected that each student demonstrates competency in each area relevant to the school psychologist upon completion of the fourth semester.

Grades

Grades for graduate courses shall be A+/-, B/+/-, C/+/-, E, I, IP (in progress), W (withdrawn), or Pass-Fail. All thesis work and internship will carry Pass-Fail grades. Students who earn a grade of C in a course may retake that course in order to improve their grade. The second grade received will be recorded as the permanent course grade. Option to remain in a Psychology graduate degree program by re-taking a required course in which a grade of E has been earned shall be dependent upon approval of the Graduate Review Committee, the student's advisor, and the Psychology Department Chair. A student shall not be permitted to retake more than one such course. Any special considerations attached to retaking a course shall have the approval of the Graduate Review Committee. An overall graduate GPA of at least 3.0 is required for graduation.

All students are expected to maintain an overall grade point average (GPA) of at least 3.0. Students whose GPA falls below 3.0 will be placed on academic probation and they will be reviewed by the Graduate Review Committee to determine their eligibility for continuation in the program. Students will be notified in writing at mid-semester as to course progress, and are encouraged to meet with specific instructors if deficiencies are noted.

2. The Thesis

Although the thesis is the capstone experience of the MA/CAS degree, it should neither be the first or the final experience in conducting and writing research. Each student in the School Psychology program prepares a thesis on a topic relevant to the profession of school psychology. The thesis project is viewed as applied research and a practical problem solving activity rather than simply a research activity. Although experimental and descriptive research studies are conducted to meet this requirement, the purpose is to have an applied practical emphasis to this project compatible with the student's professional goals. A broad range of appropriate activities can be used to fulfill this thesis requirement.

Students register for thesis credits during the 3^rd year in the program. Thesis credit carries grades of Pass (P), or In Progress (IP), or E. The Pass (P) is given when the thesis has been successfully defended. The In Progress (IP) is carried for up to two years following completion of the internship requirements. In order to continue receiving the P grade, students must submit a written progress report to each member of the Thesis Committee at the end of each semester.

After two years, the grade is automatically changed to E. In order to change a grade of E, the student must appeal to the Thesis Committee and re-register for the course.

Overview of the Thesis Process

A. The first step in the thesis process is to develop a research proposal. The student should have an area of research interest and a general notion of research questions to address in the thesis. These questions need to be further clarified by a thorough review of the literature.

B. The thesis advisor and committee should be selected prior to completing the proposal. The committee is composed of at least 3 members, including the advisor who serves as the Chair. Two of the members must be faculty members within the Psychology Department. Revisions to the thesis proposal are made first with the advisor. The committee then reads the proposal, suggests changes, and either approves or rejects the proposal. The student should note that this process of reviewing drafts of the thesis is continual, and may require several meetings with the members of the Committee. Thus the student should plan for this process to take a significant amount of time. The accepted proposal is, in effect, the "contract" of what will be done for the thesis. The thesis proposal must be completed and approved prior to beginning the internship (by the end of the fourth semester).

C. Following committee approval of the proposal, students whose projects involve the use of human participants MUST submit their proposal for review by the Human Subjects Research Committee. Approval of the proposed research by this Committee is necessary prior to conducting the research. Forms can be obtained from the Chair of the Human Subjects' Committee or the Psychology Department office. All research will adhere to APA and NASP ethical guidelines.

D. After obtaining the appropriate approvals, the student conducts the research and writes the full thesis, under the direction of the thesis advisor. All writing will be strictly APA style, and the thesis will include an introduction, method, results and discussion of the implications of the project for the professional practice of school psychology.

E. After the full thesis is written, the thesis advisor provides editorial consultation prior to submitting the thesis to the full committee for revisions. Because of the time required to read a manuscript thoughtfully and critically, the committee members have three weeks from the date of receipt to review and return it with comments. The student should note that this process of reviewing drafts of the thesis is continual, and may require several meetings with the members of the Committee. Thus the student should plan for this process to take a significant amount of time.

F When the Committee believes the thesis is ready to be defended, a date may be scheduled for the final defense. Thesis defenses are open to the College Community. The student summarizes his or her research procedures and findings in a brief oral statement, followed by questioning by the faculty members in attendance. Unanimous committee approval is required for the satisfaction of this program requirement. It is the student's obligation to schedule a defense at a time convenient to all committee members. No committee shall feel obliged to meet simply because a semester is ending or a graduation deadline is approaching. Unanimous thesis committee approval of the final written version of the Thesis is required prior to a student's graduation.

Note: All theses must be completed within 2 years of the completion of the internship requirement. Theses completed after that time may not be accepted. (Students must re-negotiate a 'contract' with the thesis committee.) Theses committees and individual members can at that time remove themselves from the committee and its obligations.

3. The Internship

The internship is completed during the third year of the program, beginning in September and ending in May. The primary purpose of the internship is to continue developing the school psychology intern into a competent and adaptive school psychologist. Although it is expected that interns develop and accomplish personal goals and objectives, there are eight general objectives of the internship. These goals are as follows:

1. knowledge of the public school organization and operation
2. familiarization with the multiple roles and functions of the school psychologist
3. effective usage of available community resources
4. development of skills in assessment
5. development of communication and consultative skills and the ability to engage in teamwork efforts
6. development of individual/group counseling and consultative intervention skills
7. skills in educational research and evaluation
8. professional development through continued in-service training, observation and study, particularly with respect to ethical considerations and legal aspects related to the practice of professional school psychology

The site supervisor and intern develop a written internship plan, with approval from the university supervisor. The plan must include goals and objectives, specific means for accomplishing the goals or objectives, and realistic means of evaluating the intern's progress and effectiveness of the plan. Once an agreement with a school site has been made, the intern must adhere to the same schedule and calendar as the school. Whether or not a paid internship is secured, the internship should be considered a job, and as such, interns must at all times be professionals. Both the site supervisor and university supervisor routinely conduct supervision and evaluation of the intern's progress.

Students are required to secure their own internship placement, although help in finding a suitable site is provided by the university supervisor. Appropriate sites provide interns with a variety of professional experiences with students of differing ages. Specific guidelines regarding the requirements of an acceptable internship site and the development of the internship plan may be obtained from the university supervisor.

Questions, Comments, Suggestions?

If you would like more information about the school psychology graduate program at Plattsburgh State, please contact

Dr. Dale Phillips
Phone: (518) 564-3395
Toll-free Phone: (800) 441-7215
Fax: (518) 564-3397
E-mail: dale.phillips@plattsburgh.edu