Ed.S. in School Psychology
Program Mission and Description
The mission of the Specialist in Education (Ed.S.) program in School Psychology at The Citadel is to prepare students to become scientist practitioners. This model sees the school psychologist as a data-based problem-solver at the individual, group, and systems level. The concept includes the interaction of the student in the classroom, the school system, the family and the community. The Ed.S. degree emphasizes application of psychological principles, knowledge, and skills in relating to the process and problems of education.
Graduates of the program typically work in school settings (elementary and secondary) although many of our graduates work in alternative settings including hospitals, private practice, and community agencies. Several students have also pursued doctoral degrees in school psychology or related fields. The roles and responsibilities of the school psychologist are numerous and varied. At a core level, school psychologists provide a range of services that are intended to positively impact children, families, and the school setting. Specific services for which school psychologists may be responsible include (but are not limited to) evaluation of children who present with learning difficulties, consultation with parents and teachers (and other school personnel), and design as well as implementation of interventions that target the specific needs of the student, classroom, or broader system. Additional information about the typical roles and functions of school psychologists can be found here.
The School Psychology Program at The Citadel is fully approved by the South Carolina Department of Education and trains students for academic eligibility for certification at the "School Psychologist II" level. Additionally, the program has been approved by the National Association of School Psychologists (NASP) since 1987-88, making graduates fully eligible for national certification as a school psychologist (NCSP).
Completion of 75 credit hours of coursework, including 1200 clock hours of internship across two semesters, is necessary for conferral of the Ed.S. A minimum of three years is necessary in order to fully complete all program requirements.
1. Completion of the online graduate application along with the non-refundable application fee.
2. Submission of an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university.
- Applicants are expected to have a minimum 3.0 cumulative undergraduate grade point average.
3. Submission of an official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) test score. Test must be taken within five years of application.
- Acceptable GRE minimum score is a verbal and quantitative combination of 290. If taken prior to August 1, 2011, the minimum acceptable GRE test score is a verbal and quantitative combination of 1,000 (minimum of 450 for each section).
- Acceptable MAT minimum is a raw score of 410.
4. Submission of two letters of recommendation.
5. Completion of the admissions questinnaire.
All admission requirements should be submitted to The Citadel Graduate College.
All application requirements must be submitted to The Citadel Graduate College by March 15th for consideration of admission to the program.
Program Requirements and Training
The School Psychology Program encourages students to apply a multi-faceted approach to understanding, evaluating, and intervening in problem areas at the individual, group, and/or systems level. Training follows the guidelines for NASP-approved programs and endorses the ethical stance of both NASP and APA relative to the practice of psychology, and school psychology, in particular. With these goals in mind, the program is comprised of four interacting components as follows:
1. Core knowledge areas provide an initial focus on psychological foundations as a basis for more specialized training with an emphasis on the role, functions, and scope of the profession of school psychology. The cluster of courses that comprise the psychological foundations component include:
|PSYC 500||Human Growth and Development|
|PSYC 501||Principles of Behavior and Cognitive Change|
|PSYC 507||General Psychopathology: Assessment & Differential Diagnosis|
|PSYC 508||Counseling and Personality Theories|
|PSYC 512||Ethics, Roles, & Law|
|PSYC 523||Statistics and Research Design|
|PSYC 525||Basic Counseling Techniques|
|PSYC 549||Applied Measurement Techniques|
|PSYC 553||Introduction to Family Dynamics|
|PSYC 561||Social-Multicultural Perspectives|
2. Acquisition of advanced knowledge and skills building on the psychological foundations component. Courses that support acquisition of advanced knowledge and skills in applied settings include:
|PSYC 502||Psychological & Educational Exceptionalities: Child/Adolescent|
|PSYC 503||Objective Assessment|
|PSYC 504||Special Techniques in Assessment|
|PSYC 505||Personality, Social, & Emotional Assessment|
|PSYC 602||Social & Biological Basis of Child & Adolescent Behavior|
|PSYC 605||Systems Theory & Consultation: Prevention and Intervention|
|PSYC 606||Educational Interventions|
|PSYC 607||Behavioral and Emotional Interventions|
|PSYC 612||Reading Assessment and Interventions: A Neuropsychological Approach|
|PSYC 620||Contemporary Issues in School Psychology|
3. Acquisition of knowledge and skills critical to functioning as a data-based problem-solver in applied settings. This cluster of courses provides supervised, hands-on training in assessment and intervention skills within school settings, developmental evaluation clinics, and other appropriate settings. Courses which facilitate this process include:
|PSYC 615||Practicum in School Psychology I|
|PSYC 616||Practicum in School Psychology II|
|PSYC 617||Consultation & Intervention Practicum I|
|PSYC 618||Consultation & Intervention Practicum II|
|PSYC 621||Internship in School Psychology I|
|PSYC 622||Internship in School Psychology II|
4. A realistic experience as a scientist-practitioner in gathering and analyzing data relative to a topic of concern to the student and associated with issues relevant to children, professionals, and/or schools. This experience builds on PSYC 549 and PSYC 523 and culminates in a defended thesis.
Please consult the CGC Catalog for course descriptions
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