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354265 - School Psychology (EdS)

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Counseling Psychology and Special Education Masters EdS

Application Deadline

Fall: December 15

Contact Information

340 MCKB

801-422-3857

Martha.Cox@byu.edu

Website

ADMISSION REQUIREMENTS

  • Application for admission to graduate study

  • Honor code commitment and confidential report

  • Three letters of recommendation

  • Your statement of intent should specifically address reasons why you want to be a school psychologist, what you hope to accomplish in your career, and should show that you clearly understand the role of a school psychologist as a psychology professional in educational settings. You can also describe your experience with children and adolescents.

  • Unofficial transcripts from each institution attended (Must have a bachelor's degree or higher upon entry to the program-majors other than psychology or education are definitely considered)

  • Curriculum vita or resume

  • Non‐refundable application fee

Apply here

PROGRAM REQUIREMENTS

The EdS degree in school psychology prepares students to pursue credentialing as school psychologists in Pre-K – 12 educational settings and is approved by the National Association of School Psychologists (NASP) through December 2026. Knowledge and competency areas include data-based decision-making, consultation and collaboration with teachers and parents, academic interventions and instructional supports, mental and behavioral health services and interventions, school-wide practices to support learning, services to promote safe and supportive schools, family-school-community collaboration, equitable practices for diverse populations, research and evidence-based practice, and legal, ethical and professional practice.

This thesis program requires full-time attendance. Classes are scheduled during the day with some required evening classes. Residents in Utah Rural Service Areas can contact the department for more information about rural options. Students are placed in practicum in the second year of the program. The 1200-hour internship is completed at sites where psychological and educational services are provided under the supervision of an appropriately credentialed school psychologist and a university faculty supervisor.

Requirements for Degree.

  • Credit hours: minimum 70 hours of approved course work including practica, internship, and thesis hours.

  • Required courses: consult department program documents.

    • course - Child/Adoles. Social/Emotional Assessment & Intervention (4 cr)

    • course - Psycho-Educational Foundations in School Psychology (2 cr)

    • course - Ethics, Professional Roles and Standards (3 cr)

    • course - Bilingual Assessment - term (1.5 cr)

    • course - Bio Basis of Behavior (3 cr)

    • course - Consultation with School and Family (3 cr)

    • course - Special Education Law - term (1.5 cr)

    • course - Autism - Winter (1 cr)

    • course - Behavioral Assessment and Intervention (3 cr)

    • course - Academic Assessment and Intervention (3 cr)

    • course - Learning Theories (3 cr)

    • course - Intro to Research (3 cr)

    • course - Counseling Theory and Interventions (3 cr)

    • course - Psychometric Foundations and Assessment of Intelligence (4 cr)

    • course - Human Growth and Development (3 cr)

    • course - Statistics I (3 cr)

    • course - Crisis Intervention (3 cr)

    • course - Counseling in Schools (2 cr)

    • course - Clinic-Based Practicum (1 cr)

    • course - Practicum in School Psychology (2 cr)

    • course - Internship in School Psychology (2 cr)

    • course - Thesis Course (2 cr)

      • Thesis credits in addition to Thesis course first year in Fall (4 cr)

    • course - DEI & Belonging in Counseling (3 cr)

  • Residence: full-time day attendance with some evening courses first two years, followed by a 1200-hour full-time internship in a school setting.

  • Examination: School Psychology PRAXIS exam and portfolio.

Internship: see department program documents for specifics.

Request Program Information

Title

Domain 1: Data-Based Decision Making & Accountability

Learning Outcome

Within the context of ecological factors, school psychology students will have knowledge of varied models and methods of assessment and data collection for identifying an individual child's, group's, or program's strengths and needs; will demonstrate the ability to develop and implement effective services and programs; and will gather data to monitor progress and outcomes.

Title

Domain 2: Consultation and Collaboration

Learning Outcome

To promote effective implementation of services, school psychology students' course work and service delivery will demonstrate knowledge and application of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods, as well as demonstrating skills to consult, collaborate, and communicate effectively with others as part of a systematic and comprehensive process of effective decision making and problem solving

Title

Domain 3: Academic Interventions & Instructional Support

Learning Outcome

School psychology students' course work and service delivery will demonstrate knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies.

Title

Domain 4: Mental and Behavioral Health Services and Interventions

Learning Outcome

As evidenced in their course work and service delivery, school psychology students will have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social–emotional functioning and mental health.

Title

Domain 5: School-Wide Practices to Promote Learning

Learning Outcome

As evidenced in course work and service delivery school psychology students will have knowledge of school and systems structure organization and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health.

Title

Domain 6: Services to Promote Safe and Supportive Schools

Learning Outcome

As evidenced in course work and service delivery, school psychology students will have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health.

Title

Domain 7: Family and School Collaboration Services

Learning Outcome

As evidenced in course work and service delivery, school psychology students will have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children's learning and mental health; and strategies to develop collaboration between families and schools.

Title

Domain 8: Equitable Practices for Diverse Student Populations

Learning Outcome

As evidenced in course work and service delivery, school psychology students will have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity.

Title

Domain 9: Research and Program Evaluation

Learning Outcome

As evidenced in course work, service delivery, and in their thesis project, school psychology students will have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research, interpreting data in applied settings, and explaining data to parents and teachers.

Title

Domain 10: Legal, Ethical, and Professional Practice

Learning Outcome

As evidenced in course work and service delivery, school psychology students will have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.