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Masters in School Psychology Program Scheme

Overview and Purpose

The School Psychology program at Howard University has three central goals, which are to: (a) “diversify the profession” by increasing the representation of African American and minority individuals in the field of School Psychology, (b) produce culturally competent School Psychology scientist-practitioners who are able to respond to the educational and mental health needs of ALL students in an increasingly diverse society, and (c) produce psychologists who are both consumers and producers of culturally responsive research. Guided by the scientist-practitioner model of training, and nested in a behavioral-ecological approach to service delivery, the School Psychology training program (SPP) is rooted in an extensive knowledge base that infuses science and culturally responsive training to better respond to the growing needs of diverse students, families, and communities. In addition, the conceptual foundations of our curriculum are rooted primarily in contemporary theories, evidence-based practices, and research in psychology and education, especially cultural competency. The courses emphasize (a) the interplay between theory, research, and practice (using science to inform practice and practice to inform science), (b) proactive and preventive approaches to meet the complex needs of an increasingly diverse school population, (c) shared responsibility of schools, homes, and communities; (d) attending to the entire student population, with a special attention to the needs of minorities and other traditionally underserved student groups, and (e) the integration of traditional and non-traditional service delivery models that focus accountability and on solutions, rather than problems.  The program consists of a curriculum that meets national and local employment requirements and prepares students for professional certification and licensure.  Concentration schemes are based on the standards from the National Association of School Psychology (NASP).  Specialty Area: School Psychology - 62 credits

FIRST YEAR

Fall Semester (15 Total Hours)

Spring Semester (13 Total Hours)

Summer Semester

HUDE 222 Introduction to School Psychology (3cr)

HUDE 432 Cognitive Abilities II: Culturally Competent Assessment (3cr)

Professional Development

HUDE 201 Human Development (3cr) **

HUDE 246 Professional, Ethical & Legal Issues in Clinical Practice (3cr)

HUDE 322 Cognitive Abilities I: Individual Assessment (3cr)

HUDE 521 Theories and Methods of Mental Health Prevention & Intervention (3cr)

EDUC 550 Survey of Exceptional Populations (3cr)

HUDE 343 Group Counseling (3cr) **

SWRS 201-05 Research Methods (3cr)

HUDE 333-01 Practicum in School Psychology Assessment (1cr)

SECOND YEAR

Fall Semester (14 Total Hours)

Spring Semester (14 Total Hours)

Summer Semester

HUDE 421 Introduction to Applied Behavior Analysis (3cr)

HUDE 225 Advanced Measurements and Evaluation (3cr)

Professional Development

HUDE 430 Consultation in School Psychology (3cr)

HUDE 429 Psychoeducational Assessment (3cr)

HUDE 327 Developmental Psychopathology (3cr)

HUDE 400 Intermediate Statistics (3cr) *

PSYC 222 Social Psychology (3cr)

HUDE 330 Seminar in School Psychology (3cr)

HUDE 333-02 Practicum in School Psychology Assessment & Intervention (2cr)

HUDE 333-02 Practicum in School Psychology Assessment & Intervention (2cr)

THIRD YEAR

Fall Semester (3 Total Hours)

Spring Semester (3 Total Hours)

Summer Semester

HUDE 519 Internship in School Psychology (3cr)

HUDE 519 Internship in School Psychology (3cr)

Graduation

Total 62 Credits

Additional Requirements

A. Comprehensive Exams administered twice a year and must be taken in the final year of study (see School Psychology Handbook)

B. Professional Development is also an integral component of this scheme (see School Psychology Handbook)*

C. Students are advised to take Introduction to Statistics as a prerequisite requirement to take Intermediate Statistics if they have had limited or no prior experience with statistics*

D. Students may take HUDE 320 Human Learning as a substitute for HUDE 201 and may take HUDE 341 Family Counseling and Psychotherapy as a substitute for HUDE 343 **

E. A minimum of 5 credits of practicum is required for each student. Students should earn a minimum total of 600 total practicum hours prior to internship (200 practicum hours per semester is strongly recommended to be license eligible as a school psychologist in Washington, DC).

F. Students are required to complete 1200 hours during their internship year.