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The Master of Arts in this program is not a standalone degree. It is part of the School Psychology program and its successful completion is an integral step to move the student forward in the attainment of the specialist degree. 

The required courses for the Master of Arts are: 

• PYC 5420 Principles and Issues: Child and Adolescent Development (3 credits)
• 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 6340 Research and Writing for the School Psychologist (3 credits)
• PYC 6400 Applied Behavior Analysis (3 credits)
• PYC 6221 Field Experience III (1 credit)

In addition to the above Master of Arts requirements (30 credits), the Specialist in School Psychology degree requires the following courses:

• PYC 5030 Statistics (3 credits)
• PYC 6030 Child Psychopathology (3 credits)
• PYC 6120 Counseling for the School Psychologist (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 (3 credits)
• PYC 6260 School Psychology Internship II (3 credits)
• PYC 6270 School Psychology Internship III (1 credit)
• PYC 6330 Legal and Ethical Issues for the School Psychologist (3 credits)
• PYC 6410 Applied Behavior Analysis II (3 credits)
• PYC 6490 Specialist Project (one credit hour course taken 3 times) (3 credits)

The Specialist degree is 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, including a Praxis exam score ≥ 147.

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.

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 NASP 2020 Professional Standards which are nationally recognized for training and practice established by the National Association of School Psychologists. The 10 domains are:

• Domain 1: Data-Based Decision Making
• Domain 2: Consultation and Collaboration
• Domain 3: Academic Interventions and Instructional Supports
• Domain 4: Mental and Behavioral Health Services and Interventions
• Domain 5: School-Wide Practices to Promote Learning
• Domain 6: Services to Promote Safe and Supportive Schools
• Domain 7: Family, School, and Community Collaboration
• Domain 8: Equitable Practices for Diverse Student Populations
• Domain 9: Research and Evidence-Based Practice
• Domain 10: Legal, Ethical, and Professional Practice

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.

Pre-practicum

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.

Practicum

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 three 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 Practicum experience, 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.

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 semester 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 School Psychology program accepts only 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.

Requirements

Students are admitted into the School Psychology program. Students earn a Master of Arts degree after the 30 specified credits (year 1). Individuals with an existing master's degree or coursework in school psychology or a closely related field may have a modified plan of study developed, depending upon their individual transcripts, at the discretion of the program director. This modified plan may result in additional coursework being required and may increase the total number of credits for the program. 

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. 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.

Detroit Mercy's School Psychology Specialist with Master of Arts program is intended to lead to certification by the State of Michigan Board of Education. Candidates who would not qualify for teacher certification should not apply; if admitted, those students will be dismissed as the program is informed of disqualifying circumstances.

Transfer Students

Applicants who have begun training in another program may apply for admission to the Detroit Mercy School Psychology program. Such applicants must submit a letter from their current program director stating that they are currently in good standing. Application procedures and requirements are the same as for other candidates; however, transfer 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 in content, and completed with at least a "B." Courses completed more than five years prior to application are unlikely to be considered acceptable. Additional coursework may be required and may increase the total number of credits for the program.

Applicants with Graduate Coursework/Degrees

Applicants who have already completed graduate coursework/programs in related areas may apply; application procedures and requirements are the same as for other candidates although applicants who are accepted into the program may be eligible for a modified plan of study. 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. Additional coursework may be required and may increase the total number of credits for the program. 

Deadline

The application deadline for the program is January 15. Applicants are strongly advised to submit materials to the Graduate Admissions Office using the online application portal by November 30 to ensure their complete file will be forwarded to the Psychology 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 Specialist program, applicants must submit the following materials:

1. Transcripts documenting a minimum undergraduate GPA of 2.7 for the School Psychology Specialist program, a preferred GPA of 3.0;

2. Graduate application for the Specialist degree in School Psychology;

3. Three (3) letters of recommendation, at least two of which must address the applicant's academic potential (i.e., from a University faculty member);

4. 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 the Office of Admissions as a Word document;

5. Graduate transcripts (if applicable); and

6. Professional resume.

How to Submit Application Materials

Apply using Detroit Mercy's online portal at udmercy.edu/apply. That will create your account to which you can upload all of your application materials. If you need to mail your documents, please send them to:

Graduate Admissions Office
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4001 W. McNichols Road, FAC 100
Detroit, MI 48221-3038
admissions@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.