Training Model and Objectives

The M.A. and Ed.S. programs has been structured to educate you in accordance with Indiana school psychologist licensure requirements and National Association of School Psychologists (NASP) standards. The program is designed to:

  • Train you for the profession of school psychology as defined by the National Association of School Psychologists (NASP).
  • Prepare you to meet the school psychology licensure requirements of Indiana and most other states.
  • Help you understand the individuality of children with their different hereditary potentials, types of disabilities, social-cultural backgrounds, and motivations.
  • Help you become educated consumers of research relating to the educational and psychological problems of school-aged children.
  • Help you develop competencies in such specialized areas as behavior analysis and modification and counseling with parents and children.
  • Help you understand the roles and responsibilities of other pupil-service personnel, especially in the context of interdisciplinary teams.

Through our M.A. and Ed.S. programs you will become competent in:

  • Administering individual and group assessment devices (e.g., intelligence personality, achievement, etc.).
  • Assessing educational achievement and the evaluation of educational outcomes.
  • Diagnosing educational, psychological, and social difficulties and the subsequent development of workable intervention procedures.
  • Developing relationships with other school personnel, parents, and social agencies to establish both preventive and remedial interventions within the school, home, and community.

Competencies are taught in a systematic fashion. The sequence of course work involves experience with testing instruments and consultation, the application of evaluation skills and other components of practice in the practicum setting, and the culmination of training during the internship year.

Moreover, the program also acknowledges the divergent needs of the profession and seeks to teach you the foundation skills needed to consider a range of career options. Thus, you are exposed to concepts and theories about human development, learning, individual differences, curriculum, and research methods and statistics as part of the course sequence.

This content base is enhanced by professional training through practicum and internship experiences that emphasize familiarity with regular and special education classrooms, the development and application of assessment skills, and the development of working partnerships with teachers and parents to facilitate educational change.

You are encouraged to consider application to the doctoral program as a logical continuation of your graduate training.