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The program is designed to provide a strong and broad-based knowledge of both psychology and education and to prepare students to apply that knowledge within school settings. Objectives are as follows:

• Graduates recognize the dignity and intrinsic worth of all individuals and demonstrate respect for human diversity and individual differences.
• Graduates are able to deliver a full range of school psychological services, including:
  • assessment of individuals as well as systems;
  • intervention design; and
  • provision of both direct and indirect services.
• Graduates are advocates for children on both the individual and the group levels.
• Graduates communicate clearly and effectively and demonstrate appropriate, respectful conduct in their professional interactions with others.
• Graduates adhere to legal and ethical standards in their professional practice.

Click on the links below  for a  PDF of the:

• Student Handbook
•  Internship Manual

The program philosophy may be conceptualized as a foundation of several important but complementary concepts, embedded within an overall scientist-practitioner orientation.

1. Evidence-based practices
2. Consultation-based services
3. Behavior analytic intervention design
4. Social-cognitive/eco-behavioral orientation

The core content for the program is based upon the nationally-recognized standards for training and practice established by the National Association of School Psychologists. The 10 domains are:

• Data-Based Decision-Making and Accountability
• Consultation and Collaboration
• Effective Instruction and Development of Cognitive/Academic Skills
• Socialization and Development of Life Skills
• Student Diversity in Development and Learning
• School and Systems Organization, Policy Development and Climate
• Prevention, Crisis Intervention, and Mental Health
• Home/School/Community Collaboration
• Research and Program Evaluation
• School Psychology Practice and Development

Students will document actual time spent in field activities as part of the training program. The field experiences are aligned with coursework and scaffolded in intensity so that trainees are not required to perform many new skills at once. Field experiences progress along a continuum from minimal/passive, to active/independent. Field activities may be observation, assistance, supervised or independent.

During Year 1, students must log a minimum of 100 hours. These experiences involve mostly observation, but may occasionally include assisting the supervisor in minor tasks, depending upon the trainee’s level of training. Specific activities are required during the Year 1 field experience, including shadowing a school psychologist, observing school special classrooms and meetings and assisting with systemic activities.

The Year 2 Practicum is a three-semester, closely supervised experience in the school setting. Students are required to log a minimum of 600 hours over the two semesters and will spend considerable time (estimated 15-20 hours weekly) in their assigned school(s). Experiences are more active than the first year and range from assistive to supervised. At the conclusion of the Practica, students will apply for the Preliminary School Psychologist certificate through the Michigan Department of Education, which will allow them to obtain a paid position for the internship.

The internship experience is one school year (fall through spring), however, when translated to the University academic year, it may start slightly before the fall term and continue through summer 1. Trainees must nominate sites/supervisors for their internship experiences. Holding the Preliminary Certification may allow the student to obtain a paid position during the internship. However, Detroit Mercy does not guarantee the availability of such positions.

The Detroit Mercy program accepts full-time-only students. During the Years 1 and 2 field experiences, some daytime hours in the public schools will be required; these hours may not be regular. In addition, some courses are offered during the daytime. Finally, the internship itself is a full-school-year commitment (usually paid by the district).

Requirements

Admission occurs at two levels:

1. At the master’s level, for those who have not yet attained a master’s degree in school psychology; and
2. At the specialist level, for those who have already been granted a master’s degree in school psychology from another appropriately credentialed program.

Those admitted at the specialist level may be required to take additional or substitute courses, depending upon their individual transcripts, at the discretion of the program director.

Each prospective student must meet the admission requirements of the College of Liberal Arts & Education, which requires an overall grade point average of 2.7 for the last two years of undergraduate work and 3.0 for graduate work. The program preference is for a minimum GPA of 3.0, and minimum GRE* of 1000 (V & Q combined). An undergraduate degree in psychology is not required. However, any student who does not have undergraduate coursework in child development and statistics will be required to take compensatory coursework prior to enrollment or within the first semester, as directed by the advisor.

The school psychology program is intended to lead to certification by the state board of education. Candidates who would not qualify for teacher certification (see http://www.legislature.mi.gov/(hzka3q2cfmj4r0vc4mdmp055)/documents/mcl/pdf/mcl-380-1535a.pdf) should not apply; if admitted, those students will be dismissed as the program is informed of disqualifying circumstances.

*Note: The GRE requirement is waived for Detroit Mercy undergraduates.

Re-specialization

Applicants who have already completed graduate programs in related areas may apply; application procedures and requirements are the same as for other candidates. Re-specialization applicants who are accepted into the program may be eligible for a modified program. Transcripts and documentation from previous coursework will be reviewed to determine if some courses may be transferred. Such courses must be comparable and completed with at least a “B.” It is unlikely that a substantial number of courses will meet this criterion. Additionally, it is the position of this program that the practice of school psychology is a specialization requiring intensive school-based field experiences; therefore, it is the policy of this program not to waive field experience requirements.

Deadline

The application deadline for the program is January 15. Applicants are strongly advised to submit materials to the Graduate School by November 30 to ensure their complete file has been forwarded to the department by the January 15 deadline. It is the applicant’s responsibility to ensure that all materials have been received. Incomplete applications will not be considered. In order to be considered for the school psychology program, applicants must submit the following materials:

1. Transcripts documenting a minimum undergraduate GPA of 2.7 (for admission to Graduate School) and for the School Psychology program, a preferred GPA of 3.0;
2. Official GRE score report (current within five years): Minimum combined score (V & Q) of 800; 1000 or greater preferred;
3. Graduate school application for the Specialist degree in School Psychology;
4. Three (3) letters of recommendation, at least two of which must address the applicant's academic potential (i.e., from a University faculty member);
5. Statement of purpose, which should be two to three pages, explaining the applicant's interest in school psychology as a career. The statement of purpose should be typed and submitted separately to admissions as a Word document;
6. Graduate transcripts (if applicable); and
7. Professional resume.

These application materials should be submitted to:

Theresa Carson
Graduate Admissions Counselor
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Admissions Office
4001 W. McNichols, FAC 100
Detroit, MI 48221
carsonta@udmercy.edu

Criteria

When an applicant’s file is complete, it is forwarded to the Program Screening Committee for consideration. Those who do not meet minimum College requirements are eliminated from the pool of candidates. To maintain program quality and be consistent with NASP standards, space is limited and admission is competitive. Applicants are considered based on seven qualities associated with successful candidates:

• Child advocacy
• Understanding of/commitment to the profession of school psychology
• Written communication skills
• Oral communication skills
• Academic ability/test-taking skills
• Professional behavior skills
• Relevant background experiences

The Program Screening Committee will select those applicants most likely to be successful in the program; those applicants will be invited for an on-campus interview in early February. The purpose of this interview is to determine the applicant’s match with the training program and profession, and potential for successful completion of the program. A student entering with some applicable graduate work but without an appropriate master’s degree may be given a maximum of nine credit hours of advanced standing toward the specialist degree. Recommendation for certification from the State Department of Education to work as a school psychologist is contingent upon completing the specialist degree.

• PYC 5030 Statistics (3 credits) OR PYC 6340 Research and Writing for the School Psychologist (3 credits)
• PYC 6120 Counseling for the School Psychologist (3 credits)
• PYC 6121 Counseling Laboratory (1 credit)
• PYC 6150 Consultation I (3 credits)
• PYC 6155 School Psychology Assessment and Interventions IB (3 credits)
• PYC 6200 School Psychology Assessment and Interventions I (3 credits)
• PYC 6201 Field Experience I (1 credit)
• PYC 6210 School Psychology Assessment and Interventions II (3 credits)
• PYC 6211 Field Experiences II (1 credit)
• PYC 6220 School Psychology Assessment and Intervention III (3 credits)
• PYC 6300 Psychological Services in Schools (3 credits)
• PYC 6400 Applied Behavior Analysis (3 credits)

Master of Arts with a major in School Psychology awarded after successful completion of the above 30 credits.

• PYC 5420 Principles and Issues: Child and Adolescent Development (3 credits)
• PYC 6030 Child Psychopathology (3 credits)
• PYC 6160 School Psychology Consultation II (3 credits)
• PYC 6230 School Psychology Practicum I (3 credits)
• PYC 6240 School Psychology Practicum II (3 credits)
• PYC 6245 School Psychology Practicum III (2 credits)
• PYC 6250 School Psychology Internship I (4 credits)
• PYC 6260 School Psychology Internship II (4 credits)
• PYC 6270 School Psychology Internship III (2 credits)
• PYC 6330 Legal and Ethical Issues for the School Psychologist (3 credits)
• PYC 6340 Research and Writing for the School Psychologist (3 credits)
• PYC 6490 Specialist Project (one hour course taken 3 times) (3 credits)

Specialist degree awarded after successful completion of the 30-credit-hour Master of Arts with a major in School Psychology, the above 36 credits and any other program criteria required.

TOTAL 66 credits