School Psychology Handbook: Introduction
WELCOME to what we believe is among the best school psychology programs in the nation -- a claim based on an established history of attracting, and graduating, outstanding students. We hope you will find that our small, selective program is characterized not only by outstanding students, but also by a highly productive and caring faculty of excellent teachers and researchers. The purpose of this handbook is to provide you with information regarding the procedures and requirements for completing either the Specialist program or the Ph.D. program in school psychology and to help guide you to resources that should be helpful to you at the university.
Please note that the school psychology "program" at the University of Delaware actually consists of two separate, yet closely interrelated, programs: the Specialist program and the Ph.D. program in Education with a specialization in school psychology. Because the two programs share many goals, courses, and requirements, they are often referred to as one program, including within this handbook.
The Specialist program has been approved by the National Association of School Psychologists since 1994, while the doctoral program received full approval during the summer of 2007. Although the two programs have many courses in common, the Ph.D. program provides greater breadth and depth in knowledge domains and competencies. It also places greater emphasis on research skills. Both programs are based on the Standards for School Psychology Training Programs developed by the National Association of School Psychologists (2000).
In order to become familiar with these two programs, read all sections of this electronic handbook thoroughly. Throughout the handbook references will be made to the University's Official Student Handbook, the Graduate Catalog, and the Policy Guidelines for the Doctorate of Philosophy in Education. You should be familiar with all of these documents. Each contains important information not found in this handbook. Additionally, you should review the web site of the School of Education and the web site of the College of Education and Human Development (CEHD). The school psychology program is housed within the School of Education, which is among the schools and departments of CEHD.
Selecting an appropriate graduate school is a decision that requires considerable deliberation. Admission to the school psychology program at the University of Delaware represents a major commitment by you and by the program's faculty. The faculty want to attract, teach, and learn from students of high academic and professional potential. Consequently, we seek students whose likelihood of success is great - both during graduate study and throughout their professional careers.
Applications for graduate study may be completed online by going to www.udel.edu/gradoffice/applicants.
Together with the above documents, this handbook should answer most questions you have about the program. For questions not addressed in this handbook, please see your advisor or the program coordinator. This year's program coordinator is Marika Ginsburg-Block. She can be reached by e-mail (marika@udel.edu) or phone (302-831-6631). You may also direct questions to Kathleen Minke (minke@udel.edu) or George Bear (gbear@udel.edu). We hope that your educational career at the University of Delaware is both challenging and rewarding. Again, welcome to the University of Delaware!
What Do School Psychologists Do?
The most basic function of a school psychologist is problem solving in schools. Problems may involve individuals (children, parents, or educators) or they may involve larger systems (e.g., school wide prevention programs, school community problems). Despite these varying forms, all problems or issues must be assessed systematically and interventions must be developed in ways that facilitate evaluation of their efficacy. This problem solving process requires multiple competencies in a wide range of functions, including:
- Assessment of children's intellectual, social, and emotional functioning. School psychologists often are called upon to determine the significance and nature of children's problems in order to recommend and provide interventions. This requires consideration of multiple contributing factors, including the child's behavior, thoughts, and feelings and their interaction with the school and home environments. Assessment requires skills not only in administering and interpreting individual tests of intelligence, academic achievement, and social and personal functioning, but also skills in classroom observation, clinical interviewing, curriculum-based assessment and measurement, and response to intervention methodology. More importantly, it requires the ability to integrate information from multiple sources in a manner that leads to interventions that effectively address children's problems. In providing these skills, during the first year in the program students must complete three assessment courses covering assessment of cognitive ability, social-emotional and behavioral skills and academic achievement. In addition, students complete an extensive assessment-focused practicum that requires two days per week (working under supervision) in the schools.
- Design and implement interventions for promoting children's academic, cognitive, social, and emotional development. The primary purpose of assessment is to guide intervention. School psychologists play either a direct or indirect role in the delivery of interventions. For example, whereas school psychologists often work directly with children in counseling or social skills training, they also help children by planning and coordinating interventions that are implemented primarily by others (e.g., remedial instruction, family counseling, and changes in the learning environment). In most cases, children's problems call for multiple interventions, particularly those based on modern theories in psychology that have been shown to be effective. In preparing for the role of interventionist, students in the school psychology program take courses in applied human development, counseling, consultation, school discipline, and a methods course on instructing exceptional learners. Practicum components are included in most courses. Additionally, students are required to complete a 2 days per week practicum during their third and fourth semesters, in which intervention skills are emphasized.
- Consult and collaborate with parents, teachers, and others. When assessing problems and providing interventions, it is critical that school psychologists work effectively with others. This entails problem solving consultation and collaboration with parents, regular education teachers, special education teachers, administrators, school counselors, physicians, clinical psychologists, etc. Effective consultation requires not only a broad base of knowledge in psychology and education, but also important interpersonal and problem solving skills that are developed and practiced through coursework in consultation and family-school collaboration and through field experiences.
- Design and implement comprehensive prevention and intervention programs for children, school personnel, and parents. Many school psychologists are called upon to assist in the development of school-based preventions and interventions, such as school-wide positive behavioral supports and interventions; programs for preventing and responding to discipline problems, school violence, suicide, non-completion of school, and substance abuse; and programs for promoting conflict resolution, friendships, and student achievement. This role includes needs assessment and evaluation components, as well as the provision of training opportunities for teachers and parents. Several courses help prepare students for these functions, including a course in research and evaluation at the Specialist level and multiple research courses at the Doctoral level. Moreover, these functions are expected of students in several other courses as well as in the required full year internship. During their internship students must develop a portfolio documenting their competencies in this area, as well as each of the areas above.
- Research and evaluation in psychology and education. The scientist/practitioner model assumes that school psychologists will contribute to the knowledge base in psychology and education. Such contributions would include reports of intervention effectiveness using either single subject or group research designs, the development and/or validation of psychoeducational instruments, in-depth examination of educational policies as well as more traditional experimental studies of development and behavior. This function receives greatest emphasis at the Doctoral level, as reflected in required doctoral seminars, and extensive coursework in research and statistics, supervised research, a research portfolio, and the dissertation.
For more information about school psychology as a career, you may be interested in consulting these resources:
Why Choose the University of Delaware?
There are many outstanding school psychology programs in the nation. For the following reasons, we hope you will agree that we are among them:
- A highly productive and nationally visible faculty. Three professors are assigned full-time to the school psychology program. Adjunct faculty and faculty in other program areas (e.g., special education, measurement) also teach courses in the program. Faculty have published in each of the major journals in school psychology, developmental psychology, educational psychology, and special education and have assumed leadership roles in school psychology at the national and state levels. For the 2010-2011 school year, Kathy Minke will be serving as President of the National Association of School Psychologists (NASP) and Marika Ginsburg-Block will be serving as President of the Delaware Association of School Psychologists (DASP).
- A small, talented, body of students. Each year, approximately 8 outstanding students are admitted to the Specialist level. Currently, approximately 24 full-time students (including interns) are enrolled. We expect to admit only 2 students each year at the Doctoral level. As a result, classes are very small, fostering not only quality instruction but also the development of close student/student and faculty/student relationships.
- A course of study that emphasizes practice, research, and theory. Approved by the National Association of School Psychologists (NASP), the program balances applied skills with the related knowledge of research and theory. Unlike many other programs, students acquire approximately 1,800 hours (2,200 for doctoral students) of field experience through practicum and internship experiences in diverse settings. Although most hours are spent in culturally diverse public schools, students often work in mental health centers, hospitals, alternative programs, and various other settings committed to the mental health and education of children and families, including schools for low incidence disabilities. In each of these settings students apply and extend the knowledge and skills learned in their coursework. Further, in each setting students gain greater recognition and appreciation of individual differences. Note that our practica requirements greatly exceed those required by NASP and most other training programs -- and, our students have viewed this as a major strength of our program.
- Financial support. Although financial support is not guaranteed, more than 75% of Specialist level students and 100% of full time Doctoral level students have received either a teaching or research assistantship during the past ten years. All full-time students have received full tuition and a stipend during the past four years. Additionally, all interns have been offered a stipend by the school district in which they are employed. Most interns get paid $16,000. All graduates of our school psychology program have been offered full time employment as school psychologists.
- An excellent atmosphere to live and study. The University of Delaware consistently ranks among the top 25 universities in the nation, offering exceptional library and technology resources as well as an attractive learning environment. UD’s School of Education is ranked 28th for best graduate programs in education in by US News and World Report. If you have not visited yet, you should do so. We think that you'll agree that the colonial-style campus is among the most attractive in the nation.
Philosophy and Goals
The school psychology program at the University of Delaware was first established in 1981, with the first class consisting of two students admitted in the fall of 1982. From 1981 to 1983, the program had two part-time faculty members in school psychology. At that time it was envisioned that the program would train school psychologists for the state of Delaware, and would eventually become nationally accredited. The program gained approval from the National Association of School Psychologists in 1994. Currently, the 3-year program has three full-time faculty members in school psychology and an enrollment of 29 full-time students and no part-time students.
The program is grounded in the scientist/practitioner model in psychology, and committed to the School of Education's emphasis on the roles of Scholar, Problem Solver, and Partner. Students are provided with a strong foundation in psychological theory and research and are trained to use a collaborative, data-based problem solving approach when applying this foundation to help solve social, emotional, and academic problems faced by children, schools, and families. In addition to gaining theoretical and empirical knowledge, students acquire competencies in multiple skill areas, a problem solving mindset, and sensitivity and respect for cultural and individual diversity. Consistent with the scientist/practitioner model and the role of Scholar, students are also expected to contribute to the knowledge base in psychology and education -- an expectation that is most clear in the doctoral program. The program's philosophy is reflected in the following goals:
- Students will adhere to the highest standards of ethical and professional conduct and will demonstrate respect for the dignity, worth, and individual differences of children of all cultures and backgrounds.
- Students will use multiple methods of gathering reliable and valid data in the design and implementation of a variety of empirically-supported interventions for addressing problems faced by children, schools, and families.
- Students will acquire an in-depth understanding of modern theories and research in the cognitive, physical, social, and emotional development of children, including knowledge of family and school systems, and will apply such knowledge to the practice of school psychology.
- Students will develop a strong knowledge base specific to the profession of school psychology including its history and foundations, the various roles and functions of school psychologists, and alternative models by which services are delivered.
- Students will acquire and apply specific competencies in school psychology, especially in the areas of assessment, consultation, prevention, and direct interventions, while using an ecological, problem-solving approach in the delivery of psychological services in the schools.
- Students will acquire the knowledge and skills necessary to design and implement comprehensive mental health services, especially school-based services for promoting mental health and preventing social, emotional, and academic problems.
- Students will work collaboratively and effectively with teachers, administrators, support staff, community agencies, children and their families, and others in the delivery of psychological services in the schools.
- Students will apply a data-based, scientific problem solving approach to the delivery of all services, including assessment and intervention. Such services will be guided by current research and an appropriate assessment and analysis of multiple individual and ecological factors that influence learning and development. Evaluation data will be collected to demonstrate that services lead to positive outcomes. Where appropriate, students will use technology effectively in the delivery of assessment and intervention services, including on the acquisition and communication of information.
- Students will develop sufficient knowledge and skills in research, statistics, and evaluation and apply such knowledge and skills in the design and evaluation of programs and services in the schools.
- Students will develop the knowledge and skills in technology to apply in assessment, record keeping, communication, intervention, research, statistics, and evaluation, as well as other areas related to school psychological services.
- An additional goal for students in the Ph.D. program is that they will conduct scholarly research in which they demonstrate competence in identifying critical problems in education and psychology, reviewing and integrating existing research, designing studies and experiments that competently address such problems, collecting and analyzing data using a variety of modern statistical procedures, and formally communicating results to other researchers and practitioners.
