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SPSY Student Learning Outcomes School Psychology brochure
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The School Psychology Program offers options for working professionals who wish to pursue a graduate degree and certification in school psychology. Program options lead to the Educational Specialist Degree (Ed.S.), Washington state certification (ESA Certification) and national certification (National Certificate in School Psychology).
The Ed.S. degree is between a master’s degree and a doctoral degree. For students who enter with a bachelor’s degree, the Post-Bachelor’s Degree program of study requires 90 credit hours. For students entering with a master’s degree, the Post-Master’s Degree program of study requires a minimum of 60 credit hours, depending on prior course work. At the time of enrollment, each Post-MA student meets with a program advisor to review previous graduate course work and plan a program of studies that meets degree requirements.
The School Psychology program has been nationally recognized by the National Association of School Psychologists (NASP). NASP noted that "professional ethics are infused throughout the philosophy and content of the Seattle program" and "the approach to using grades for content assessment is exemplary."
Our graduate placement rate is 100%. Over the last three years, all of our graduates who sought employment as school psychologists were employed within one year of graduation.
Designed for working professionals, the School Psychology program accommodates part-time students who plan to take one or two courses per quarter, or full-time students. Students may begin the program during any quarter. Classes are offered late afternoons and evenings during the school year, and also during daytime hours in the summer session, to accommodate the professional educator.
Advanced assessment classes are small, with 12 to 15 students, to enhance contact with other students and faculty members.
Post-BA Ed.S degree (for those who have earned a bachelors degree)Post-MA EdS degree (for those who have earned a masters/other advanced degree)Continuing/Professional Certication Program (for practicing school psychologists)
Consistent with the mission, vision, and goals of Seattle University and the College of Education, the School Psychology Program prepares knowledgeable, ethical and reflective school psychologists for leadership and quality service in diverse communities. The knowledge base of the program is organized around the following key elements:
A. Knowledgeable Leadership and Service. School psychology is a specialty within the profession of psychology that focuses on social-emotional, cultural, and environmental factors that influence learning and adjustment processes. The school psychologist applies the science of psychology to problems related to learning and performance, and to social-emotional, adaptive, and behavioral development of youth. The application of science to school psychology practice (the scientist practitioner mode) serves as a foundation for the school psychology program. Program graduates are prepared to apply the knowledge base accumulated about psychology to serve the mental health and educational needs of youth, recognizing the importance of the school environment as a significant influence affecting children’s development.
B. Ethical Leadership and Service. The School Psychology program prepares students to meet high standards of conduct and behavior. The basis for ethical service by the school psychologist is a clear dedication to child advocacy, the ability to take responsibility for the consequences of his/her actions, and the moral courage to make decisions that will lead to appropriate interventions for individual children, for groups, and at a systems level.
C. Reflective Leadership and Service. The process of reflection is critical to effective professional practice. Throughout the program, students are expected to engage in reflective processes to integrate and develop their knowledge, skills, and dispositions.
D. Leadership and Service in Diverse Communities. The School Psychology program is committed to preparing students for culturally competent service and leadership in an increasingly diverse society and world.
E. Quality Professional Leadership and Service. School Psychology is a service profession and our graduates are prepared for leadership and service in a manner consistent with the Jesuit tradition. This tradition emphasizes the exercise of humane values and morals, ethics and religious convictions in the pursuit of social justice.
The following program goals guide the preparation of all students:
Practice in accordance with professional, ethical, and legal standards.
Demonstrate knowledge, skills, and dispositions to advocate for services responsive to the needs of diverse learners at all systems levels and the promotion of justice for underserved populations.
Apply knowledge of theory and practice to promote cognitive, academic, social and emotional competence for youth at all school systems levels.
Apply knowledge and skills to make data-based decisions that produce positive educational outcomes for youth.
Demonstrate effective interpersonal, consultation and collaboration skills to promote competence for all youth and to build the capacity of systems.
Use self-reflection to guide their work with youth, families, and professional colleagues.
Demonstrate knowledge and skills to promote programs that make schools more safe, compassionate, and responsive to the academic and mental health needs of youth.
Use technology to enhance and safeguard their work, promote positive educational outcomes for youth, and advocate for equitable access to technology within educational settings
The dispositions of the School Psychology Program are grounded in the core dispositions of the College of Education (Ethical, Reflective, Professional, Quality Service, and Diversity):
Commitment to knowing, understanding, and applying the professional standards and ethics of the school psychology profession;
Commitment to advocating and making professional decisions based on the best interests of those being served (students, etc.);
Commitment to reflecting on, learning from, and/or integrating newly acquired knowledge, developing professional skills, and analysis of professional experience into professional practice;
Commitment to meeting the highest professional standards;
Commitment to serving students/clients according to the highest professional standards;
Value and respect for the intrinsic worth and diverse contributions of each person;
Belief in the fundamental potential of every individual to grow and learn;
Commitment to the belief that all students can learn;
Commitment to positively impacting the learning of all students
Seattle University does not have a certification-only program for those wishing to become school psychologists.
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