The Specialist-level Program in School Psychology
The Specialist-level Program in School Psychology resides in the Department of Counseling and Mental Health Services in the College of Health and Human Services. The Education Specialist Degree (Ed.S.) consists of three years of full-time study, which includes approximately 61 graduate semester hours, a two-semester practicum experience during the second year, and a 9-month, full-time, supervised internship in a school setting completed during the third year. Students earn a Master's of Arts (M.A.) degree after completing the M.A. requirements (approximately 32 hours of coursework), which typically occurs at the end of the first year (summer session). However, the M.A. is not considered a terminal degree and is not sufficient for state licensure in school psychology.
The program in School Psychology at The University of Toledo is offered primarily through the College of Health and Human Services. However, some coursework is completed in cooperation with the College of Education and the College of Arts and Sciences. The program curriculum has recently been redesigned to meet all relevant State and National training standards (see Appendix A). The UT School Psychology Program is approved by the National Association of School Psychologists and the Ohio Department of Education. It is also accredited by NCATE.
Program Philosophy and Goals
The School Psychology Program is committed to training professionals who have expertise in both psychology and education. This is accomplished by using a scientist-practitioner model that emphasizes comprehensive psychological services using an Eco-behavioral-problem solving orientation that recognizes the importance of children's individual differences. The goals of the program are specified below.
1. The student will develop competence in understanding and addressing individual differences in their practice as a school psychologist.
2. The student will develop skills and ability to deliver a full range of school psychological practice from pre-referral interventions, to standardized and curriculum based assessment, to indirect and direct interventions, to evaluation of programs and services.
3. The student will develop an understanding of and the ability to function using the scientist-practitioner model.
4. The student will develop skills and the ability to approach practice using an ecological, problem-solving model.
5. The student will adhere to legal and ethical practices in their professional practice.
Program Focus
The school psychology program is designed to prepare school psychologists who have a strong and broad-based knowledge of psychology, educational psychology, and child development, and are prepared to apply that knowledge to school settings. There is a well-confirmed knowledge base for the practice of psychology in the schools. This knowledge base is outlined in the document School Psychology: A Blueprint for Training and Practice as well as the Standards for Training and Field Placement Program in School Psychology. The 11 domains, recognized nationally as domains for training and practice, are (with minor modifications) the foundation of the school psychology program. They are reproduced here:
Data based decision-making and accountability. School psychologists must be able to define current problem areas, strengths, and needs (at the individual, group, and systems level) through assessment, and measure the effects of the decisions that result from the problem solving process.
Interpersonal communication, collaboration, and consultation. School psychologists must have the ability to listen well, participate in discussions, convey information, and work together with others at an individual, group, and systems level.
Effective instruction and development of cognitive/academic skills. School psychologists must be able to develop challenging but achievable cognitive and academic goals for all students, provide information about ways in which students can achieve these goals, and monitor student progress towards these goals.
Socialization and development of life competencies. School psychologists must be able to develop challenging but achievable behavioral, affective, or adaptive goals for all students, provide information about ways in which students can achieve these goals, and monitor student progress towards these goals.
Student diversity in development and learning. School psychologists must be aware of, appreciate, and work with individuals and groups with a variety of strengths and needs from a variety of racial, cultural, ethnic, experiential, and linguistic backgrounds.
School structure, organization, and climate. School psychologists must have the ability to understand the school as a system and work with individuals and groups to facilitate structure and policies that create and maintain schools as safe, caring, and inviting places for members of the school community.
Prevention, wellness promotion, and crisis intervention. School psychologists must have knowledge of child development and psychopathology in order to develop and implement prevention and intervention programs for students with a wide range of needs and disorders.
Home/school/community collaboration. School psychologists must have knowledge of family influences that affect students' wellness, learning, and achievement, and be able to form partnerships among parents, educators, and the community.
Research and program evaluation. School psychologists must know current literature on various aspects of education and child development, be able to translate research into practice, and understand research design and statistics in sufficient depth to conduct investigations relevant to their own work.
Legal, ethical practice and professional development. School psychologists must take responsibility for developing as professionals and practice in ways which meet all appropriate ethical, professional, and legal standards to enhance the quality of services, and to protect the rights of all parties.
Information Technology. School psychologists have knowledge of information sources and technology relevant to their work. School psychologists access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.
School Psychlogy Links
About the School Psychology Program
Information Packet for Prospective Students
EdS Program in School Psychology
Policy for Evaluation of Students
School Psych Student Organization
School Psychology Program Contact Information
Sharla Fasko, Ph.D.
Coordinator of Field Experiences
HH 3100F
419-530-4301
Sharla.Fasko@utoledo.edu
Wendy Cochrane, Ph.D.
School Psychology Program Coordinator
HH 3100G
419-530-2013,
Wendy.Cochrane@utoledo.edu
Sue Martin
Department Secretary
HH 3100,
419-530-2718,
Suzanne.Martin@utoledo.edu
Department Fax:
419-530-7879