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School Psychology

School Psychology, M.A./PPS

Phillips Graduate University’s program in School Psychology is designed to provide future school psychologists with a solid academic foundation in both psychology and education. An emphasis in Positive Psychology and Positive Behavioral Supports is stranded throughout the program and includes a focus on early intervention, resilience, and well-being as best practices for practitioners and the clients we serve. Positive Psychology has proven valuable in enhancing both academic and school-wide mental health. School psychologists are specialists in both mental health and education.

The primary goal of the program is to produce school psychologists who will provide services that enhance academic performance and facilitate positive social-emotional and behavioral health. This includes conducting psycho-educational assessments, coordinating and developing intervention strategies for pupils with behavioral and academic challenges, offering psychological counseling and crisis intervention, and consulting and collaborating with other school personnel, parents, and outside professionals regarding difficulties with school adjustment and learning.

School Psychology is a three-year program leading to a Master of Arts in Psychology and a credential (PPS) as a School Psychologist in the state of California. The program requires 450 hours of practicum in the first two years; the final year is a 1,200-hour internship in a public school setting. Upon completion of the program, students can apply for national certification as a school psychologist (NCSP). After two years of experience, they may apply to be a Licensed Educational Psychologist through the State of California Board of Behavioral Sciences (BBS).

Students begin working in the schools in the first semester of the program and are provided with a strong theoretical base and analytical skills, which prepare them to work in diverse and multicultural educational communities.

In order to provide both an experiential and applied approach, all of our faculty are practicing professionals with diverse specializations, which ensures that students are kept current with the complex and constantly changing needs of contemporary school systems. This brings a wealth of real-world experiences to the classroom that enhances our students’ education and their careers post-graduation.

Mission Statement
The Phillips Graduate University School Psychology Master's Program provides future school psychologists with a solid academic foundation in both psychology and education. The program and faculty are committed to the development of each student’s academic knowledge and professional skills, complemented by self-awareness, regard for others, and respect for cultural and individual differences.
 

Program Goals and Student Learning Outcomes

 

Program Goal 1: Students gain knowledge of legal and ethical standards related to school psychology. Students gain competency in the area of legal and ethical standards related to school psychology.

Student Learning Outcomes:
1.1 Students identify legal and ethical issues underlying the practice of school psychology.
1.2 Students use their knowledge of legal and ethical standards in the practice of school
psychology.
 

Program Goal 2: Students will summarize and synthesize theoretical models used in the profession of school psychology. Students will apply theoretical models in their practice of school psychology.

Student Learning Outcomes:
2.1 Students identify and synthesize theoretical models used in the profession of school
psychology.
2.2 Students identify and apply theoretical models in their recommendations in the
development and implementation of classroom behavioral interventions.
 

Program Goal 3: Students evaluate research related to school psychology. Students use research to inform their practice in school psychology.

Student Learning Outcomes:
3.1 Students critically use research and new knowledge to apply the practice of school
psychology.
3.2 Students understand and communicate research findings to address school and individual
pupil needs.
 

Program Goal 4: Students understand the process of assessment and intervention relevant to the field of school psychology. Students formulate appropriate intervention strategies based on assessment practices.

Student Learning Outcomes:
4.1 Students demonstrate comprehensive knowledge of commonly used school-based
assessment methods for identifying pupil needs, strengths and challenges.
4.2 Students formulate appropriate intervention strategies for pupils based on assessment
findings by working cooperatively with other school personnel.
 

Program Goal 5: Students practice cultural competency in a professional capacity as a school psychologist. Students facilitate policies that create an environment sensitive to individuals of diverse populations and learning style.

Student Learning Outcomes:
5.1 Students synthesize their knowledge of individual and family issues related to culture,
ethnicity, socioeconomic status and gender differences with learning theory.
5.2 Students demonstrate sensitivity and skills needed to work with pupils, parents and
educators of diverse populations.
 

Program Goal 6: Students have professional identities as school psychologists and are committed to continuous self-directed learning to refine professional skills.

Student Learning Outcomes:
6.1 Students synthesize all aspects of learning in the development and presentation of an
integrated professional identity as a school psychologist.
 

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