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Masters in School Psychology and Counseling Services
The School Psychology & Counseling Services program is a combined program that features clinical/professional tracks leading to a terminal Masters degree in one of three professional content areas: Clinical Mental Health (Counseling Services Track), School Counseling (Counseling Services Track), or School Psychology (School Psychology Track). Each track is designed to produce entry level clinicians in their respective areas, as each are fully aligned with professional training and licensure standards. Although common training elements exist across the three areas of training, candidates enrolled in the School Psychology and Counseling Services program must choose a specific track of interest, and follow the training plan specific to that content/specialty area.
In addition, the conceptual foundations of our curriculum is 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 on accountability and on solutions, rather than deficits and problems.ApplyRequest Information
Caution to Prospective Students
The Board of Trustees of Howard University on September 24, 1983, adopted the following policy statement regarding applications for admission: "Applicants seeking admission to Howard University are required to submit accurate and complete credentials and accurate and complete information requested by the University. Applicants who fail to do so shall be denied admission. Enrolled students who as applicants failed to submit accurate and complete credentials or accurate and complete information on their application for admission shall be subject to dismissal when the same is made known, regardless of classification."
Celeste Malone, PhD, MS, Assistant Professor in School Psychology| Coordinator of School Psychology Program
firstname.lastname@example.org | 202.806.7345
Research Interests: Identification of multicultural competencies, development of multicultural competence through education and training, and the relationship between culturally competent practice and K-12 student outcomes.
Gregory Reed, PhD, Associate Professor of School Psychology| Associate Dean for SOE Accreditation and Technology
email@example.com | (202) 806-5334
Research Interests: Behavioral interventions, developmental disabilities, severe behavior disorders, culturally competent assessment, cross cultural applications of cognitive assessment.
Salman Elbedour, PhD, Professor of School Psychology
firstname.lastname@example.org | 202-806-6412
Research Interests: Psychopathology, maltreatment, child abuse and neglect.
Jacqueline Caemmerer, PhD, Assistant Professor
email@example.com | 202-806-5299
Social and cognitive influences on students’ academic achievement, psychological assessment, structure of intelligence, and structural equation modeling.