Northeastern University

Page Content

Certificate of Advanced Graduate Study (CAGS) in School Psychology

School Psychology (MS/CAGS)

The overarching purpose of our program is to develop highly competent school psychologists. School psychologists are behavioral health specialists who conduct psychological, educational and behavioral assessments for the purpose of designing effective interventions, counseling children and parents, consulting with teachers and parents, implementing and evaluating school-wide prevention programs and performing in-service training.

Program Overview

Northeastern University offers a Master of Science (M.S.) in Applied Educational Psychology and a Certificate of Advanced Graduate Study (C.A.G.S.) in School Psychology. The entire three-year program (M.S. and C.A.G.S.) has full approval from the National Association of School Psychologists and the Massachusetts State Department of Education. The distinctive features of our program include:

  • Urban and culturally diverse field placements and applied research projects
  • Early childhood emphasis
  • Highly collaborative and student-centered faculty
  • Strong and supportive student cohort groups
Information
Accreditation Info

The School Psychology MS/CAGS Program is approved by the National Association of School Psychologists (NASP) and the Massachusetts Department of Elementary and Secondary Education (MA DESE)

Application Due Dates

Application priority deadline 1/15

Contact Information

Dr. Jessica Hoffman
Program Director
415 Int’l Village
Tel: 617.373.5257 Call: 617.373.5257
j.hoffman@neu.edu

Program Faculty

Core Faculty

Associated Faculty

  • Laura Dudley, M.S., BCBA
  • Christie Rizzo, PhD

Sample Curriculum

Some students also choose to specialize in either Early Intervention or Applied Behavior Analysis. The early intervention training option prepares school psychologists to work with infants and toddlers and their families in community and related agencies. The applied behavior analysis training option prepares school psychologists to address the learning and behavioral needs of children and adolescents with challenging behaviors in school, home and community settings, including children with autism spectrum disorders.

Basic Program: 62 credit program; 75 hour pre-practicum, 450 hour practicum, 1200 hour internship

Curriculum without a Concentration

The School Psychology Program (M.S. and C.A.G.S.) without the early intervention specialization is comprised of 21 courses, a pre-practicum, a practicum, and a one year supervised internship.

  • Fall Semester

    • CAEP 6365: Seminar in School Psychology – 3 Credits
    • CAEP 6201: Introduction to Assessment – 3 credits
    • CAEP 6206: Learning Principles – 3 credits
    • CAEP 6218: Infant, Child and Adolescent Development – 3 credits
  • Spring Semester

    • CAEP 6350: Cognitive Assessment – 3 credits
    • CAEP 6247: Child and Adolescent Psychopathology – 3 credits
    • CAEP 6203: Understanding Culture and Diversity
    • CAEP 6347: Behavior Management
  • Summer Session I

    • CAEP 6240: Family, School & Community Systems – 3 credits
    • CAEP 6226: Neuropsychological and Ecological Perspectives -3 credits
    • CAEP 6400: Pre-Practicum in School Psychology
  • Summer Session II

    • CAEP 6399: Clinical Skills in Counseling Psychology – 3 credits
  • Fall Semester

    • CAEP 6354: Social, Emotional and Behavioral Assessment – 3 credits
    • CAEP 6415: Practicum in School Psychology – 2 credits
    • CAEP 6353: Curriculum-Based Assessment and Instruction – 3 credits
    • CAEP 6202: Research, Evaluation and Data Analysis – 3 credits
  • Spring Semester

    • CAEP 6345: Learning Problems: Educational, Biological and Ecological Perspectives
    • CAEP 8416: Practicum in School Psychology II – 2 credits
    • CAEP 6360: Consultation and Program Evaluation – 3 credits
    • CAEP 6355: School-Based Counseling – 3 credits
  • Fall Semester

    • CAEP 8501: Internship in School Psychology I – 3 credits
  • Spring Semester

    • CAEP 8502: Internship in School Psychology II- 3 credits
Curriculum with Early Intervention

The School Psychology Program with the early intervention specialization is comprised of 24 total courses and additional 300-hour early intervention practicum. Both versions of the Program are designed to be completed in three years, and meet both state and national requirements for certification in school psychology.

  • Fall Semester

    • CAEP 6201: Introduction to Assessment – 3 credits
    • CAEP 6206: Learning Principles – 3 credits
    • CAEP 6218: Infant, Child and Adolescent Development – 3 credits
    • CAEP 5150: Early Intervention: Family Systems* – 3 Credits
    • CAEP 8425: Early Intervention: Practicum I – 2 Credits
  • Spring Semester

    • CAEP 6350: Introduction to Cognitive Assessment – 3 credits
    • CAEP 6247: Child and Adolescent Psychopathology – 3 credits
    • CAEP 6203: Understanding Culture and Diversity – 3 credits
    • CAEP 6347: Behavior Managment – 3 credits
    • SLPA 6335: Early Intervention: Assessment and Intervention – 3 Credits
    • CAEP 8426: Early Intervention: Practicum II- 2 Credits
  • Summer Session I

    • CAEP 6202: Research, Evaluation and Data Analysis – 3 credits
    • CAEP 6226: Neuropsychological and Ecological Perspectives -3 credits
    • CAEP 6400: Pre-practicum in School Psychology – 1
  • Summer Session II

    • CAEP 6399: Clinical Skills in Counseling Psychology
  • Fall Semester

    • CAEP 6365: Seminar in School Psychology – 3 credits
    • CAEP 6354: Social, Emotional and Behavioral Assessment – 3 credits
    • CAEP 8415: Practicum in School Psychology I – 2 credits
    • CAEP 6353: Curriculum-Based Assessment and Instruction – 3 credits
  • Spring Semester

    • CAEP 6345: Learning Problems: Educational, Biological and Ecological Perspectives -3 credits
    • CAEP 8416: Practicum in School Psychology – 2 credits
    • CAEP 6360: Consultation and Program Evaluation – 3 credits
    • CAEP 6355: School-Based Counseling – 3 credits
  • Fall Semester

    • CAEP 8501: Internship in School Psychology I – 3 credits
  • Spring Semester

    • CAEP 8502: Internship in School Psychology II- 3 credits
With Applied Behavior Analysis Concentration
  • Fall Semester

    • CAEP 6201: Introduction to Assessment – 3 credits
    • CAEP 6206: Learning Principles – 3 credits
    • CAEP 6218: Infant, Child and Adolescent Development – 3 credits
    • CAEP 6327: Behavior Assessment* – 3 Credits
    • CAEP 6365: Seminar in School Psychology** – 3 Credits
  • Spring Semester

    • CAEP 6350: Introduction to Cognitive Assessment – 3 credits
    • CAEP 6247: Child and Adolescent Psychopathology – 3 credits
    • CAEP 6203: Understanding Culture and Diversity – 3 credits
    • CAEP 6347: Behavior Managment – 3 credits**
  • Summer Session I

    • CAEP 6240: Family, School, & Community Systems – 3 credits
    • CAEP 6226: Neuropsychological and Ecological Perspectives -3 credits
    • CAEP 6400: Pre-practicum in School Psychology – 1
  • Summer Session II

    • CAEP 6399: Clinical Skills in Counseling Psychology
  • Fall Semester

    • CAEP 6328: Research Design and Methods* – 3 credits
    • CAEP 6354: Social, Emotional and Behavioral Assessment – 3 credits
    • CAEP 8415: Practicum in School Psychology I – 2 credits
    • CAEP 6353: Curriculum-Based Assessment and Instruction – 3 credits
  • Spring Semester

    • CAEP 6345: Learning Problems: Educational, Biological and Ecological Perspectives -3 credits
    • CAEP 8416: Practicum in School Psychology II – 2 credits
    • CAEP 6360: Consultation and Program Evaluation* – 3 credits
    • CAEP 6355: School-Based Counseling – 3 credits
  • Fall Semester

    • CAEP 8501: Internship in School Psychology I – 3 credits
    • CAEP 8714: Intensive Practicum in Applied Behavior Analysis I – 2 credits
  • Spring Semester

    • CAEP 8502: Internship in School Psychology II- 3 credits
    • CAEP 8715: Intensive Practicum in Applied Behavior Analysis II – 2 credits

CAGS Credits 34
Total Credits MS+CAGS+ABA Concentration 72

*on-line courses from the ABA Certificate Program
**school psychology courses that are part of the ABA concentration

Admission Requirements

Candidates for admission are expected to meet the following requirements:

  • Strong undergraduate record
  • GRE and TOEFL or IELTS
  • Personal statement of prior experience and professional goals
  • Three letters of recommendation
  • Personal interview with faculty and current students

It is preferable for prospective students to have an undergraduate major or minor in psychology. At a minimum prospective students should have taken the following undergraduate courses: (1) Introduction to Psychology; (2) Child Development; (3) Abnormal Psychology; and (4) Research Methods and Statistics. Prospective students should have prior experience working with children.

The program faculty reviews your credentials to assess the likelihood of your successful completion of the program and your potential for contribution to the field of school psychology and the community at large.

Admission is based on the evaluation of demonstrated academic performance, quality of recommendations, previous relevant experience, and your fit within our program.

Students are accepted into the program based on undergraduate grades and GRE or MAT scores, which are reviewed by the program director. Applicants who do not hold an undergraduate degree from a U.S. institution and whose native language is not english must also take the TOEFL or IELTS.

Important Information

Prospective Students Information
Experiential Learning

Interdisciplinary Collaboration

Our training approach incorporates the importance of interdisciplinary collaboration. Our students learn how to work on teams in delivering services, and how to draw upon the rich resources of professionals from related disciplines.

Practice-Oriented Education

A cornerstone of Northeastern University and our program is practice-oriented education. We train students to become highly skilled scientific practitioners and lifelong learners, who employ the scientific, problem-solving method to evaluate their own practice. Real world projects and work experiences are integrated into coursework and fieldwork. Students complete practicum and internship fieldwork requirements in local area schools. The faculty have developed a rich network of collaboratively school pscyhologists who serve as excellent field supervisors. Faculty assist with placing students at school fieldwork sites in and around the Boston Metropolitian area. During the third year internship students document their mastery of the training goals through comprehensive case studies.

Supportive Learning Environment

Northeastern University is known as a student-centered institution, and this student-centered philosophy is prominent our school psychology program. We view ongoing support and feedback as critical for students’ learning and professional development. We strive to be accessible to students. Faculty members take pride in mentoring and advising students. In addition, students are actively involved in a peer-mentoring program, whereby advanced students provide guidance to first year students. Students collaborate with faculty on research projects, journal articles, book chapters, and state and national presentations.

Professional Identity and Social Conscience

Our students have a strong professional identity and social conscience. The department has a very active student chapter of the school psychology division of the American Psychological Association (Student Affiliates in School Psychology-SASP). This student chapter plans educational workshops, conferences, and social activities. Many of our alumni have assumed leadership roles in state and national organizations. In addition, they consider themselves advocates for the needs of children.

Current Students Information
Practicum

Pre-Practicum and Practicum in School Psychology at a Glance

Basics:

Pre-Practicum: As its name denotes, the pre-practicum occurs prior to the practicum and is 75 hours in duration. The pre-practicum can be completed at the end of the first year of the program or at the beginning of the second year. The purpose of the pre-practicum is for students to gain observational experiences and to learn about the school ecology.

Practicum: Students complete 525 hours of field experience in school psychology during the first 2 years, including 75 hours of course-based practicum in the first year and 450 hours (roughly 2 days/week) of field-based practicum in the second year,

During the field-based practicum, students are expected to demonstrate their skills in the following core areas of school psychology:

  • Professional Identity and Professional Behavior
  • Assessment
  • Counseling
  • Consultation and Collaboration Prevention
  • Culture and Diversity
  • Ethical and Legal Issues Program Evaluation and Applied Research
  • Communication and Information Technology

In regard to the assessment requirements, students should complete at least two comprehensive psycho-educational assessments, and their total number of assessments should be between a minimum of 7 and a maximum of 13. The comprehensive assessments should include multiple reliable and valid methods that assess multiple domains of functioning, and the choice of instruments should be derived from the presenting concerns / referral questions. More detailed guidance can be found in the portfolio guidelines.

Course Work:

Our practicum students have already taken the following courses:

  • Clinical Skills in Counseling
  • Seminar in School Psychology
  • Introduction to Assessment
  • Learning Principles
  • Infant, Child & Adol. Development
  • Cognitive Assessment
  • Child & Adol. Psychopathology
  • Culture & Diversity
  • Behavior Management
  • Pre-Practicum
  • Neuropsychological & Ecological Perspectives on Cog. Assessment
  • Family, School, and Community Systems

During the practicum year students will take the following courses:
Fall Semester

  • Personality Assessment*
  • Curriculum Based Assessment*
  • Research, Evaluation & Data
  • Analysis  Consultation*

Spring Semester

  • Learning Problems: Educ., Bio. & Ecological Perspectives
  • School-Based Counseling*
  • Consultation*
  • Practicum Seminar

*Denotes courses that have requirements conducted within the practicum.

For the Personality Assessment course, students need to complete a comprehensive assessment including (a) systematic direct observations (b) teacher, student, and parent interviews, and (c) broad and narrow band rating scales.

For the Curriculum Based Assessment course, students need to (a) conduct a class-wide reading screening and, (b) based on the data, identify a student for a reading intervention, which they will then implement. They also need to identify and assess two students with academic difficulties (i.e., math, spelling, writing).

Consultation and School-Based Counseling occur in the spring.

For the School-Based Counseling course, students (a) need to be able to counsel an individual or group for several weeks and (b) write a series of reports based on the case.

For the Consultation course, students (a) need to identify a teacher who would be willing to meet four times and (b) implement strategies in the classroom.

In addition to the above requirements, students must meet the following requirements for the portfolio:

  • Counsel three individuals and 1 group
  • Provide consultation to at least two school staff members or parents
  • Plan and implement an intervention designed to prevent problems
  • Be familiar with and conform to the ethical standards established by the National Association of School Psychologists and the American Psychological Association
  • Demonstrate multicultural competencies in all aspects of their practicum

Field Supervision:

Field supervisors, who provide practicum supervision and mentoring, must have a Massachusetts educator’s licensure (certification) as a school psychologist and a minimum of three years of experience as a school psychologist. Practicum supervision consists of a minimum of one hour per week, in a face-to-face format.

University Supervision:

Practicum students are enrolled in a seminar course during the practicum year. A university supervisor, who is a certified school psychologist, instructs this course. The university supervisor maintains contact with the field supervisor through two site visits and phone calls when necessary. At the end of the practicum year, the field supervisor and university supervisor determine if the student has progressed adequately in core areas and is ready for internship.

Course Vouchers for Supervisors:

In recognition of the valuable guidance and supervision, which is given to practicum students, the Bouvé College of Health Sciences at Northeastern University makes available tuition vouchers for field supervisors. A voucher for one course at Northeastern University is available for each NU practicum student.

Practicum Manual

Internship at-a-Glance

Basics:

In accordance with the National Association of School Psychologists (NASP) and Massachusetts Department of Education (DOE) requirements for certification / licensure in school psychology, students are required to attain a minimum of 1200 hours of field experience during their internship in school psychology.

Out-of-State Internships:

Students may elect to conduct their internship in another state.  They should check with the state’s Department of Education to determine state licensure/certification requirements.

Prerequisites:

In order for students from the Northeastern University School Psychology Program to be eligible to begin their internship, they must complete the following milestones in the program:

  1. Successful completion of the MTEL
  2. Successful completion of all coursework with the exception of internship
  3. Successful completion of the master’s level portfolio (master’s thesis equivalent)

Field Supervision:

Internship supervision and mentoring should be provided by a credentialed school psychologist with a minimum of three years of experience.  Internship supervision consists of a minimum of two hour per week, in a face-to-face format.

University Supervision:

Internship students are enrolled in a seminar course during the internship year.  A university supervisor, who is a certified school psychologist, instructs this course.  For internship within Massachusetts, the university supervisor maintains contact with the field supervisor through three site visits.  At the end of the internship year, the field supervisor and university supervisor determine if the student has progressed adequately in the major competency areas.

Practice Requirements:

  • 8 assessment cases

Total number of assessments: Maximum 25

  • Consultations with four staff and two parents
  • Counsel 6 students (individually or in groups)
  • 1 Professional Development or Student-centered Prevention Program
  • Demonstrate multicultural competencies in all areas
  • Demonstrate knowledge of state and federal laws.
  • Familiar with and conform to the ethical standards established by NASP and APA
  • Demonstrate competency in communication and information technology

Portfolio Requirement:

During the internship year, students will assemble a portfolio that illustrates their competencies in (a) professional identity and professional behavior, (b) assessment, (c) intervention / prevention, (d) program evaluation and applied research, (e) culture and diversity, (f) ethical and legal issues, and (g) communication and information technology. Internship students are required to prepare at least three comprehensive case studies each semester and a total of six across two semesters. These case reports are:

  • Assessment Cases
  • Consultation: Academic Problem or
  • Consultation: Behavioral Problem
  • Counseling Case
  • Staff Professional Development (can submit ppt. of the presentation)
  • Program Evaluation
  • Ethical Dilemma

More details about the portfolio requirements are available from the internship manual and portfolio guidelines and rubrics from the program’s website (www.schoolpsychology.neu.edu)

Course Vouchers for Supervisors:

In recognition of the valuable guidance and supervision which is given to internship students, the Bouvé College of Health Sciences at Northeastern University makes available tuition vouchers for field supervisors.  A voucher for one course at Northeastern University is available for each NU internship student. The voucher must be requested by a letter on school / agency stationery.

Successful Completion of Internship:

  • Completion of 1200 hours of fieldwork
  • Passing score on school psychology praxis exam
  • Completion of all internship paperwork
  • Completion of requirements in internship syllabus
  • Ratings at the “expected level” or higher on all competency ratings from internship supervisor

Internship Manual

Placement Contracts

Graduates:

If you are scheduled to attend your practicum, internship or advanced fieldwork this coming academic year, a “request for contract,” must be submitted to our department. The University requires a signed contract between the placement site and the University. You are not responsible for the signing or generating of the contract as there is a procedure already in place; however, we cannot generate a contract unless there is a request for one. Please use the link below to submit your request. Please allow up to 2 weeks to process your request.

DO NOT DISREGARD this message. Be advised, without a contract, legally you cannot start your fieldwork.

You may follow up on your request with Monique Clarke at (617) 373 -2485 or m.clarke@neu.edu.

Thank you for your attention to this matter.

Request a Contract

Apply to the School Psychology MS/CAGS Program.
Text Only Options

Top of page


Text Only Options

Open the original version of this page.

Usablenet Assistive is a UsableNet product. Usablenet Assistive Main Page.