The Education Specialist Program in School Psychology

As noted previously, the Education Specialist Degree (Ed.S.) consists of three years of full-time study, which includes approximately 61 graduate semester hours, a two-semester practicum experience during the second year, and a 9-month, full-time, supervised internship in a school setting completed during the third year. Students earn a Master’s of Arts (M.A.) degree after completing the M.A. requirements (approximately 32 hours of coursework), which typically occurs at the end of the first year (summer session). However, the M.A. is not considered a terminal degree and is not sufficient for state licensure in school psychology.

When students apply to the School Psychology Program they are initially admitted to the Master’s degree program and are assigned an academic advisor. Students are required to complete a minimum of 32 hours of coursework. The required coursework for the Master’s program is listed below:

Masters Degree

Core requirements
Course Name Hours
RESM 5110 Quantitative Methods I 3
RESM 5310 Educational Research 3
Required School Psychology Courses for Master’s Degree
Course Name Hours
CESP 5030 Role & Function of the School Psychologist 3
RESM 5310 Behavior Management 3
CESP 5170 Theory & Practice of Consultation 3
CESP 5/7300 Psychoeducational Assessment & Interventions I 4
CESP 5/7310 Psychoeducational Assessment & Interventions II 4
CESP 5040 Legal & Ethical Issues for School Psychologists & Counselors 3
Other courses (must take two of the following for Master’s degree)
Course Name Hours
SPED 5000 Issues in Special Education 3
EDP 5210 Child Behavior & Development 3
EDP-5/7320 Instructional Psychology
3
CESP 5140 Counseling Theories & Techniques
4
PSY 6270 Clinical Child Psychology
4
CESP 5/7160 Cultural Diversity for the Counselors & the School Psychologist
3
EDAS 6000 The Individual in Organizations
3*

* (for those without current teaching license)

When students applies to graduate with their Master’s degree, which for those attending classes fulltime is typically during summer session at the end of the first year, should also apply to the Graduate School for admittance to the Education Specialist Program in School Psychology. Students receive provisional admittance into the Ed.S. program at that time. Upon successful completion of all required coursework and presentation of the Master’s portfolio, students are fully admitted to the Ed.S. degree program.

Students attending classes fulltime typically begin their Education Specialist coursework in the fall of the second year. Additionally students begin their two-semester practicum experience as well. Information regarding the practicum experience is provided further in this section of the handbook and in Appendices C and D. The required coursework for the Education Specialist program is listed below:

Education Specialist Degree

Required School Psychology Courses for Ed.S
Course Name Hours
CESP 7320 Psychoeducational Assessment & Interventions III 3
CESP 7330 School Psychology Practicum I 4
CESP 7340 School Psychology Practicum II
4
CESP 7180 Consultation II: Promoting School Success
4
CESP 7940 Internship in School Psychology
8
CESP 7940 Internship in School Psychology
8
Other required courses for Ed.S.

Students are required to take any courses listed below that have not been previously completed except for EDAS 6000, which is required only for those without a current teaching license.

Course Name Hours
SPED 5000 Issues in Special Education 3
EDP 5210 Child Behavior & Development 3
EDP-5/7320 Instructional Psychology
3
CESP 5140 Counseling Theories & Techniques
4
PSY 6270 Clinical Child Psychology
4
CESP 5/7160 Cultural Diversity for the Counselors & the School Psychologist
3

Upon successful completion of the Ed.S coursework, practicum, and the second year portfolio, students are admitted to the internship experience. The requirements for internship are outlined in The Ohio Internship in School Psychology (1997), which is given to students during the spring semester prior to internship. Students may request a copy of the document prior to this time if they so choose. Upon completion of the internship experience, the Praxis test, and the summative portfolio, students are recommended for Ohio licensure as a School Psychologist.

This section of the handbook outlines the expectations that all students must meet in order to successfully complete graduate work in the School Psychology Program at The University of Toledo. Although legal issues, ethical guidelines, and standards of practice as set forth by the National Association of School Psychologists and the American Psychological Association are covered in select coursework, students are required to be familiar with these procedures whenever providing psychological services of any kind. Students who do not meet these requirements can be formally dismissed from the program. Although the material included may appear punitive, the purpose is to ensure that all students are informed of the program expectations and policies at the onset and also to inform students of their due process rights.

Understanding Course Expectations and the Program Handbook. Students are expected to read in detail the program handbook and ask questions if necessary. Additionally, students are expected to completely review their course syllabi and refer to them when unsure about course expectations. Students are ultimately responsible for seeking answers to any questions or concerns they may have regarding a specific course or other component of the program. Finally, students are expected to be familiar with the information provided in the Program Handbook that can be obtained from the web site, and The University of Toledo Graduate School Handbook and Catalog that can be obtained from the Graduate School website.

Quality of Services Provided. Though students are “students in training”, the children, families, and teachers they work with still deserve high quality services. If a student’s performance at any point in the program does not progress adequately or is severely lacking, he/she may be asked to retake coursework, leave a practicum site, and/or leave the program. The school psychology faculty must ensure that clients do not experience any harm while working with students in the program. Additionally, faculty also act as gatekeepers for the field of school psychology and in this role, must guarantee the welfare of those individuals receiving services from graduates of the program. “Above all else, do no harm” is an ethical philosophy that all students must follow. Therefore, students should never practice beyond their level of training or outside of their scope of training. Additionally, students are always responsible for obtaining the necessary supervision when providing psychological services. Students are encouraged to be intimately familiar with ethical guidelines and standards of practice, and are responsible for asking questions when unsure about these principles.

Professional Judgment. This section attempts to address the main professional issues that may arise while students are in the school psychology program; however, all possible professional issues cannot be specifically addressed in the coursework. If at any time a student is unsure about how to respond professionally in a given situation, it is the student’s responsibility to obtain the appropriate supervision from his/her advisor, instructor for the course, or site supervisor. The student is ultimately responsible for obtaining necessary supervision in order to maintain all professional codes of ethics and standards of practice. Additionally, students should understand that professional behavior while in the program includes not only performance in practica and internship, but also performance (behavioral and academic) in coursework and at other times while representing the school psychology program. A rating form related to professional behavior will be completed for each student for all of the core school psychology classes. Although the atmosphere in graduate school can appear relaxed at times, expectations at this level of training are very intense, and students are continually being observed regarding their professional behavior and potential for effective practice in the field.

Sensitivity to Diversity. While working with clients and colleagues, students must pay attention to the influence of various diversity dynamics on the services they provide. Students are expected to demonstrate respect for others regardless of racial, cultural, ethnic, experiential, linguistic, gender, sexual orientation, or socio-economic backgrounds. When conceptualizing cases, assessing clients, or providing interventions to clients, students must take diversity issues into consideration. Also, all of the student’s interactions with others (other students, other professionals at practica or internship sites, and clients) should be respectful and sensitive to issues of diversity and include the use non-sexist and non-racist language.

Confidentiality. One of the most important aspects of professionalism in human services is maintaining confidentiality. Different confidentiality issues will need to be observed during the student’s work in the schools and community agencies. The site supervisor will inform the student of policies relevant to the work he/she will be doing. The student may not discuss any aspect of his/her cases with individuals who are not at the field site unless given permission to do so. The site supervisor will inform the student as to the appropriate procedures for handling case materials away from the site, and the student is responsible for understanding and following these procedures.

Working with Peers, Trainers, and Other Professionals. One aspect of professional training involves developing appropriate skills in working with fellow students and with other professionals. The student’s interactions with others should be completely respectful and professional. As professionals in training, students are expected to demonstrate respect and courtesy toward trainers, peers, and other professionals. There will be no tolerance for disrespectful or rude behavior, or behavior which interferes with the learning process of others. Students should become knowledgeable regarding the roles played by other professionals, and respect their job responsibilities and authority. If the students feels that another individual is violating professional ethics or acting in inappropriate ways, it should be addressed with the site supervisor or any faculty member before sharing this information elsewhere.

Writing skills. It is important that school psychologists be able to express themselves clearly and concisely in writing. The “common language” used by psychologists to share information is found in the American Psychological Association’s Publication Manual.” Accordingly, students must demonstrate competence in the use of APA writing style.

Research skills. School psychologists must be able to read, understand, report, and apply research in a meaningful manner. Students will be required to write several research papers demonstrating their skills in the area of research.

Professional requirements. The faculty of the School Psychology Program believe it is important for school psychologists to support the growth of the profession, to develop and maintain professional relationships with colleagues in the field, and to develop a practice of continuing professional development. Therefore:

  • New students are required to attend an orientation in the fall prior to the start of the semester; current students should plan to attend an informal gathering to meet the new students. There may be other gatherings during the school year, such as meeting with area school psychology persons, which students will be strongly urged to attend.
     
  • Students are required to join the NASP ($50; http://www.naspweb.org/store/) and OSPA ($20; http://www.ospaonline.org/membership/membership.htm).
     
  • Beginning with the second year, students are also required to attend at least one OSPA conference per year (approximately $85 for students for 2-day conference).
     
  • Students may be required to attend other workshops or trainings as deemed appropriate by faculty.

In addition, beginning with practicum, students are required to carry student professional insurance ($12 annually; available at http://www.ftj.com/tie/pages/plstudfeatures.asp). This is for the student’s protection, as well as encourages an important professional practice.

Students may be asked by faculty to be available during interviews for new student applicants. This allows the applicants to talk with current students about the program, and also allows students to provide informal feedback to faculty regarding applicants’ social interaction skills.

Field Experience: The student will be required to document actual time spent in professional activities such as shadowing school psychologists, observing students, and participating in interventions with children. Students will begin logging these field experience hours beginning with the first semester of enrollment. During the second semester, students will be part of a problem-solving team. The second year will include logging hours for practicum experiences, and the third year for internship hours (see Appendices C and D)

Practicum: The practicum is a two semester, pre-internship, closely supervised experience in the schools. Students will be required to spend considerable time (estimated 5-8 hours weekly) in their assigned school(s). The hours may not necessarily be regular (e.g., every Monday and Tuesday). Each student will have 5 cases to follow throughout the year, and will be required to write them using a case study format (see Appendix E) at the close of the practicum. Throughout the practica experience, students must acquire practice in each of the following:

  • Cognitive
  • Academic
  • Behavioral
  • Preschool
  • Low incidence
  • Elementary
  • Secondary
  • Direct/Indirect services
  • Adaptive behavior
  • Social-Emotional

Internship: The state of Ohio provides paid internships to qualified students. Any student accepting an Ohio School Psychology internship shall abide by the terms of The Ohio Internship in School Psychology document, a copy of which shall be provided to students prior to the internship experience. Students are expected to be aware of all deadlines and administrative tasks related to internship. These procedures will be provided in writing for students; however, if a student has any questions or concerns, s/he should address this with the internship coordinator. Students can be withheld from internship if they have not successfully completed all procedures related to internship. In addition to the requirements stipulated in The Ohio Internship in School Psychology document, interns at The University of Toledo are required to complete an intervention case study (see Appendix E) and an Intern Project (see Appendix F). In addition, students should be aware that by accepting an internship in the state of Ohio, they are obligated to provide a year of paid employment back to the state of Ohio.

Technology: Students are expected to be familiar with current information technology. Written work should be prepared through computer word processing. All students must have an email address and must expect to receive program and class information via email.