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2010-2011 Argosy University Academic Catalog—Graduate Programs | Volume 1, Issue 4 [ARCHIVED CATALOG]
Master of Arts in School Psychology Degree Program
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Offering Campuses
Argosy University, Dallas; Argosy University, Hawai‘i; Argosy University, Phoenix; Argosy University, Sarasota
Program Overview
The Master of Arts (MA) in School Psychology degree program is dedicated to producing ethical, responsible, and competent school psychologists who are able to serve effectively in a number of professional roles. During graduate training, students have the opportunity to develop core competencies in psychological assessment, intervention, and consultation/education, as well as cultural and individual diversity. The Master of Arts in School Psychology degree program focuses on student preparation and professional development. The completion of the program will permit students to request a transcript review by the Florida Department of Education for certification as school psychologists in the state of Florida. Students are also eligible to apply to become Nationally Certified School Psychologists in a process designed for graduates of non-NASP approved programs.
Program Outcomes
The curriculum is designed to provide for the meaningful integration of theory, training, and practice. The MA in School Psychology degree program at Argosy University emphasizes the development of attitudes, knowledge, and skills essential to the training of school psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include providing students with:
- Knowledge of varied models and methods of assessment and the ability to use appropriate data-gathering procedures to diagnose and determine appropriate intervention techniques.
- Knowledge of behavioral, mental health, collaborative and/or other consultation models and of their application to particular solutions.
- The ability to identify human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills.
- Knowledge of human developmental processes, techniques to assess these processes, and the ability to implement appropriate and effective therapeutic interventions (both direct and indirect) to facilitate the development of behavioral, affective, adaptive, and social skills.
- An appreciation of basic diversity and multicultural issues and of the potential influence of biological, social, cultural, ethnic, experiential socioeconomic, gender-related, and linguistic factors in development and learning.
- An understanding of educational and other systems and the ability to successfully perform in the school environment.
- The ability to select and implement appropriate and effective therapeutic interventions as they relate to prevention, wellness promotion, and crisis needs.
- An understanding of family influences on development, learning, and behavior, and the ability to utilize techniques to involve the family in the educational partnership.
- The ability to perform in accordance with recognized practices in school psychology, and knowledge of relevant ethical and legal issues in school psychology.
- The ability to utilize information sources and technology to gain new knowledge relevant to the study of school psychology.
- Knowledge of research, statistics, and evaluation methods.
The MA in School Psychology degree program faculty ensure, through direct instruction, assessment, and supervision, that students acquire competencies in each of the following areas:
- Interpersonal communication, collaboration, and consultation
- Diversity in development and learning
- Legal, ethical practice and professional development
- Data-based decision making, interventions, and accountability
School Psychology Clinical Training Overview
School psychology clinical training involves both in-class and out-of-class contact with a school and/or clinical population. Through this contact, students can learn to apply theoretical knowledge, to implement psychological techniques based on this knowledge, and to develop the professional and personal attitudes important to the identity of a school psychologist. By the end of the clinical training in school psychology, Argosy University students possess effective assessment and intervention skills, and practice in a highly ethical manner.
During training, students advance through progressively challenging levels of work. At each level, student progress is assessed in multiple ways by multiple faculty members and field supervisors. Students in the MA in School Psychology degree program must complete one 500-hour practicum and a 1,200-hour internship, of which 600 hours must be in a school setting.
Admission Requirements
The application process for admission into the MA in School Psychology degree program requires the submission of all materials that will enable the School Psychology Admissions Committee to verify the applicant’s academic qualifications to enroll at a graduate professional school. Because the admission procedure also takes into consideration the qualities essential to becoming an effective mental health professional, material is also required which will help to determine the individual’s personal integrity, maturity, interpersonal skills, and ability to communicate. To be considered for application to the MA in School Psychology degree program, applicants must possess the following:
- A bachelor’s degree from a regionally accredited institution, a nationally accredited institution approved and documented by the faculty and dean of the College of Education, or an appropriately certified foreign institution.
- A grade point average of at least 3.0 (on a scale of 4.0) for the last 60 hours of coursework (including graduate work).
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy .”
- Completion of an interview with a member of the program Admissions Committee.
All applications for admission must be submitted to the Admissions Department. An admissions representative is available to help interested applicants complete the following required documentation:
- Completed Application for Admission Form
- Application fee (Non-refundable, except in California and Arizona. In the state of Arizona, the application fee is refundable if the application is canceled within three business days of the applicant signing the Enrollment Agreement.).
- Personal statement with a self-appraisal of qualifications for the profession.
- Current résumé (or current summary).
- Three completed Applicant Recommendation Forms.
- Official transcripts from all post-secondary schools attended.
Exceptions to the Minimum Grade Point Average
Applicants with grade point averages lower than the stated program minimums may be considered for admission with significant evidence of academic and professional potential demonstrated by the career and/or professional accomplishments indicated in the statement of academic and professional goals, the career summary, and academic or professional letters of recommendation. Exceptions must be recommended by the Admissions Committee and program chair. Exceptions must be justified, documented, signed, placed, and retained in the student’s academic file. Students admitted on an exception basis will be assigned provisional status. See “Exceptions to Admission Requirements ”.
Applications to Multiple Campuses
Applicants who are undecided with respect to the location they wish to attend should submit an application and full set of application materials to their location of first choice. Applicants who are accepted into their location of first choice and who, prior to beginning the program, determine they want to complete the same program at a different location, should notify the initial location of record of that intent. Provided that the same program is available, all previous approvals and credits accepted will remain in force. If an individual requests to change programs, he or she will need to meet all admission requirements of the new program.
Application Deadlines
All admission materials for the MA in School Psychology degree program should be submitted by the following dates. However, exceptions for special circumstances may be made.
Fall Semester Admission
| January 15 |
Priority deadline (final notification before April 1) |
| May 15 |
Final deadline (applications may be accepted after this date dependent on space availability) |
Spring Semester Admission
| November 15 |
Final deadline |
Summer Semester Session I Admission
| April 15 |
Final deadline (applications may be accepted after this date dependent on space availability) |
Summer Semester Session II Admission
| June 15 |
Final deadline (applications may be accepted after this date dependent on space availability) |
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After reviewing each applicant’s qualifications, the school will notify applicants if they have been invited for a personal interview with faculty members and admissions staff. Subsequent to the interview, the chair of the MA in School Psychology degree program will make a determination regarding admission to the program. The director of Admissions will notify all applicants of the admission decision. Accepted applicants are required to remit a non-refundable $500 deposit by the date stipulated on the written notification to reserve a place in the entering class. The deposit will be applied toward the tuition of the student’s first semester as a matriculated student.
Applicants should have completed the following five undergraduate foundation courses or their equivalent with a grade of “C” or better prior to the anticipated date of enrollment in the MA in School Psychology degree program:
Abnormal psychology
General psychology
Tests and measures or psychological assessment
Statistics or research methods
Personality theories
These courses provide a basis for the required curriculum and offer perspectives and information that complement those of the MA in School Psychology degree program. Students who have not completed these courses prior to admission must do so no later than the end of the first year of enrollment, and receive a grade of “C” or better. Students may not be eligible to register for certain courses in the program for which one or more of these courses serve as prerequisites.
Argosy University offers courses in the above subject areas through the in-residence Bachelor of Arts in Psychology degree program and online. Students may also take these courses at another accredited institution of higher education.
Students who have completed one or more prerequisite courses after being admitted to the program must submit an official transcript documenting their completion to the Student Services Department. In addition, students may fulfill the requirements for these courses except the Statistics PSY210) by independent reading and passing an equivalency exam. The exams are offered at the beginning of each semester and consist of 200 multiple-choice questions. A passing score is 140. Students will be allowed to take an exam twice. If they have not successfully passed the exam on the second attempt, they will be required to take a course to fulfill the prerequisite course requirement. Students who have not completed the prerequisite course requirements by the end of their first year after matriculation in the program may not be permitted to register for program courses until the requirement is completed.
Graduation Requirements
Students admitted into the MA in School Psychology degree program are responsible for completing the requirements that are in effect at the time of admission. Argosy University retains the right to modify these requirements in accordance with the demands of the profession.
To be eligible for awarding of the master’s degree, students must meet the following requirements:
- Satisfactory completion of 62 semester credit hours* which include:
- 56 credit hours of required coursework
- 6 credit hours of practicum
- Successful completion of the required practicum
- Successful completion of the School Psychology Evaluation Competency (SPEC)
- A minimum grade point average of 3.0 (on a scale of 4.0), and a grade of “B-” or better in all required courses
- Successful completion of a full-year 1200-hour internship
- A completed Petition to Graduate submitted to campus administration
* For the purposes of fulfilling Florida state requirements, students at Argosy University, Sarasota must satisfactorily complete 68 semester credit hours.
Non-Academic Competence Policy
Argosy University subscribes to the policy of the Student Competence Task Force of the Council of Chairs of Training Councils. This means that the faculty, training staff, and site supervisors of Argosy University have a professional, ethical, and potentially legal obligation to:
- Evaluate the interpersonal competence and emotional well-being of student trainees who are under their supervision, and who provide services to clients and consumers.
- Ensure — insofar as possible — that the trainees who complete the programs are competent to manage future relationships (e.g., client, collegial, professional, public, scholarly, supervisory, teaching) in an effective and appropriate manner.
Because of this commitment, Argosy University strives not to “pass along” students with issues or problems (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) that may interfere with professional competence to other programs, the profession, employers, or the public at large.
Therefore, within a developmental framework and with due regard for the inherent power difference between students and faculty, students and trainees should know that the faculty, training staff, and supervisors will evaluate their competence in areas other than coursework, seminars, scholarship, comprehensive examinations, or related program requirements. These evaluative areas include, but are not limited to, demonstration of the following:
- Sufficient interpersonal and professional competence (e.g., the ways in which students relate to clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories).
- Sufficient self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and potential impact of one’s own beliefs and values on clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories).
- Sufficient openness to processes of supervision (e.g., the ability and willingness to explore issues that either interfere with the appropriate provision of care or impede professional development or functioning).
- Sufficient ability to resolve problems or issues that interfere with professional development or functioning in a satisfactory manner (e.g., by responding constructively to feedback from supervisors or program faculty; by participating in personal therapy in order to resolve problems or issues).
The policy in its entirety can be found at http://www.psychtrainingcouncils.org/
Writing Program
The Writing program is designed to helps student master the skills of writing psychological and research reports in an accurate, informative, and professional manner. All new students are required to complete a writing assessment at the time of orientation to evaluate their writing skills and needs in the areas of organization, clarity, and professional writing style. Based on the results, students may be required to enroll in a tutorial in the Writing program, where they work one-on-one with an advanced student in developing their skills.
In addition, a student will be required to take the writing tutorial if any instructor indicates that it is required, if two instructors recommend it during the same semester, or upon three recommendations for it by instructors accumulating over more than one semester. The writing tutorial may be required more than once. The student instructors work closely with the faculty in order to link the writing program to the actual work requirements of the classes in which the student is enrolled. All students have the option of voluntarily enrolling in the Professional Writing Tutorial at any time. The tutorial does not count toward credit hours required for graduation, though students are encouraged to take it.
Program Requirements
The MA in School Psychology degree program requires the satisfactory completion of 62 semester credit hours distributed as follows: consultation and collaboration requirement, 3 credit hours; data-based decision-making and accountability (assessment) requirements, 12 credit hours; diversity in development and learning requirement, 3 credit hours; effective instruction and development of cognitive and academic skills requirement, 3 credit hours; home/school/community collaboration requirement, 3 credit hours; research and program evaluation requirement, 3 credit hours; school psychology practice and development/professional issues, ethics and professional conduct requirements, 11 credit hours; school systems organization, policy, development and climate requirement, 3 credit hours; socialization and development of life skills/treatment modalities requirements, 6 credit hours; and psychological foundations requirements, 15 credit hours.
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Consultation and Collaboration Requirement — Students Are Required to Take the Following
Consultation and Collaboration Requirement — 3 Credit Hours
Data-Based Decision-Making and Accountability (Assessment) Requirements — Students Are Required to Take the Following
Data-Based Decision-Making and Accountability (Assessment) Requirements — 12 Credit Hours
Diversity in Development and Learning Requirement — Students Are Required to Take the Following
Diversity in Development and Learning Requirement — 3 Credit Hours
Effective Instruction and Development of Cognitive and Academic Skills Requirement — Students Are Required to Take the Following
Effective Instruction and Development of Cognitive and Academic Skills Requirement — 3 Credit Hours
Home/School/Community Collaborations Requirement — Students Are Required to Take the Following
Home/School/Community Collaborations Requirement — 3 Credit Hours
Research and Program Evaluation Requirement — Students Are Required to Take the Following
Research and Program Evaluation Requirement — 3 Credit Hours
School Psychology Practice and Development/Professional Issues, Ethics and Professional Conduct Requirements — Students Are Required to Take the Following
School Psychology Practice and Development/ Professional Issues, Ethics and Professional Conduct Requirements — 11 Credit Hours
School Systems Organization, Policy, Development and Climate Requirement — Students Are Required to Take the Following
School Systems Organization, Policy, Development and Climate Requirement — 3 Credit Hours
Socialization and Development of Life Skills/Treatment Modalities Requirements — Students Are Required to Take the Following
Socialization and Development of Life Skills/Treatment Modalities Requirements — 6 Credit Hours
Psychological Foundations Requirements
Biological Bases Requirement — Students Are Required to Take the Following
Biological Bases Requirement — 3 Credit Hours
Human Developments Requirement — Students Are Required to Take the Following
Human Development Requirement — 3 Credit Hours
Individual Differences Requirement — Students Are Required to Take the Following
Individual Differences Development Requirement — 6 Credit Hours
Social Bases Requirement — Students Are Required to Take the Following
Social Bases Requirement — 3 Credit Hours
Internship Requirement* — Students Are Required to Take the Following
Internship Requirement — 0 Credit Hours
Note:
* Per Florida state requirements, students at Argosy University, Sarasota receive 6 semester credit hours for completion of PS8800. Note:
No electives are required in the MA in School Psychology degree program. Professionalization Group Requirements
During the first year, students participate in weekly Professionalization Groups that focus on topics related to professional psychology. Through readings and discussions led by a faculty member, students begin to develop a professional identity and become familiar with current issues in school psychology. The groups are designed to provide a comfortable environment in which students can freely exchange concerns, questions and issues relevant to their studies and future careers. The faculty member who leads the student’s Professionalization Groups also serves as his/her academic advisor. Practicum and Practicum Seminar Requirements
The practicum is designed to provide opportunities for students to gain field training by working under supervision in a school or other related mental health delivery system. The practicum is an essential part of training in school psychology, and all students are required to participate in the practicum experience. Students in the MA in School Psychology degree program are placed in a practicum and seminar for 6 credit hours. A minimum of 83.33 practicum hours equals 1 credit hour. One-half of the required practicum hours should be in direct client contact. The practicum/seminar carries 3 credit hours per semester, or 6 credit hours per academic year. Some practicum sites require placement for 12 months. Argosy University students enrolled in practicum meet in a weekly, one-hour, year-long practicum seminar led by a faculty member. A practicum may not be done in a student’s place of employment. All students placed on practicum are covered by professional liability insurance, purchased through the school. This coverage is mandatory even if the student is otherwise insured. Payment for insurance coverage is made through the Student Services Department at the time of practicum registration. Students are expected to demonstrate mastery of the necessary psychological knowledge base, learn basic assessment and intervention skills, and demonstrate appropriate professional attitudes throughout practicum. Evaluation of student progress will be based on these criteria. The learning objectives used are the same as the requirements for the National School Psychology Certification System of the National Association of School Psychologists. Eligibility Requirements for Practicum
Students must be in good academic standing to begin the practicum application process. They must have a minimum GPA of 3.0 (on a scale of 4.0), and have completed the academic planning which will allow for all of the practicum prerequisite courses to be completed prior to the beginning of the practicum. Students cannot be placed in an educational site until they have successfully completed a criminal background check. Students must demonstrate the readiness to assume a professional role and interact appropriately with clients. Personal adjustment issues, interpersonal difficulties, poor communication skills, or other behavioral problems may reflect on a student’s ability to interact with clients in a competent and ethical manner. Students on probation are not eligible to make application to practicum or to begin practicum. Students placed on probation during practicum must petition the individual in charge of field experience, and the campus dean or program chair of the MA in School Psychology degree program regarding eligibility to continue practicum. Practicum Prerequisites
To be eligible for Practicum and Seminar I (PS 8201 ), students must have successfully completed (or transferred, if applicable) the following courses or equivalent (unless special arrangements have been made with the campus dean or program chair of the School Psychology program): Practicum Seminar
All students enrolled in a practicum must also attend a practicum seminar. The seminar meets weekly throughout the academic year and allows the student to reflect on practicum experiences and to acquire additional skills and attitudes useful in field training. The specific content and emphasis of the practicum seminar varies according to the practicum setting and focus of the enrolled students and the professional expertise of the faculty member. Practicum Experience
Students are required to complete 6 credit hours of practicum, with a minimum of 500 hours in which they focus on the acquisition of diagnostic/assessment and intervention skills. Accurate diagnostic assessment procedures are fundamental to the practice of professional psychology. Psychological assessment will include diagnostic interviewing of the identified client, diagnostic interviewing of collateral informants, psychological testing, scoring, and interpretation of test data, integration of test data, and recommendations for treatment and case management. At the completion of practicum, the student should be able to use information from a variety of sources to: - Provide diagnosis and recommendations supported by specific and relevant data
- Formulate a case summary that is theoretically consistent and well-organized
- Write a psychological report in a style that can be understood by non-psychologists
It is expected that students will complete a minimum of four psychological evaluations during the practicum. An evaluation is a culturally sensitive, clinically relevant assessment utilizing individualized, standardized, psychological tests appropriate to the circumstances of the client. It may include the traditional test such as intellectual, cognitive, and personality measures. Comprehensive batteries, such as psychoeducational or neuropsychological assessments, are strongly encouraged. Practicum are also designed to emphasize therapy and therapeutic intervention skills. Theoretical orientations, specific treatment options and opportunities, and client populations vary across training settings. Argosy University does not favor a specific treatment orientation but encourages students to explore a variety of treatment perspectives with individuals, couples, families and groups, children, adolescents and adults, and the larger school community. Students are expected to adjust to and work in an established program in a way that is mutually beneficial to the training site and to the student’s professional growth. Students are to conduct no less than 250 hours of direct face-to-face client contact during the practicum. Practicum Evaluation
Student progress in practicum training is evaluated through the use of Site Supervisor Evaluation Forms that assess student progress in basic areas of psychological functioning. Supervisors will review this assessment with the students and provide direct feedback regarding strengths and weaknesses. Seminar leaders will discuss each student’s progress in visits with the site supervisor. Students having difficulty of any kind during practicum are encouraged and expected to consult with the seminar leader, the individual in charge of field experience, and the program chair of the MA in School Psychology degree program. Supervisors are advised to contact the individual in charge of field experience and the program chair with concerns as they arise. Based upon the site and faculty evaluations, the individual in charge of field experience assigns a grade of “Credit/No Credit” for the practicum and practicum seminar. School Psychology Evaluation Competency Examination (SPEC) Requirements
The School Psychology Evaluation Competency Examination (SPEC) requires each student to present a diagnostic interview and conceptual analysis in writing. The purpose of the SPEC is to monitor the growth and development of the student’s competency in school psychology problem-solving in diagnosis and proposed delivery of services, direct and indirect. The SPEC ensures that students are prepared to demonstrate conceptual abilities, theoretical knowledge, and applied skills in class and in supervised clinical field training. Faculty evaluators assess students’ fund of knowledge regarding the foundation of school psychology, ability to manage a clinical interview, and ability to arrive at an accurate diagnostic and case formulation. Students are also evaluated on the ability to make appropriate and individualized treatment recommendations based on their case formulation. Students must pass the SPEC prior to beginning the second year of practicum. The SPEC is taken during the third semester of the student’s first practicum year. The SPEC requirement is met by submitting a tape and transcript or other approved sample of a psychodiagnostic interview that the student has conducted with a client, and a diagnostic case formulation report, including a self-critique. This tape cannot have been previously submitted either in the school or outside of it for review, supervision, or critique. Students should refer to the School Psychology Evaluation Competency Examination document for complete information concerning the requirements and process for completing the SPEC. Internship Requirements
This requirement for the MA in School Psychology degree program must be obtained in no more than two placements. All students in the MA in School Psychology degree program are required to complete a 1,200-hour internship as a condition for graduation. Students should determine the requirements for the state in which they plan to obtain certification and make certain that they meet the specific requirements of that state. The internship must be completed within 10 – 24 months. A minimum of 600 hours must be in direct service in a school setting. At least one-half of the hours in the schools are to be spent assisting regular education students. The other half are to be spent with students with academic and behavioral/mental health needs. The other hours may be spent in clinical settings that work with children, youth and their families. Internships are an invaluable culminating experience for school psychology students, providing the opportunity to work with a variety of handicapping conditions in both regular and special education. The internship experience allows students to integrate all previously learned skills and knowledge in a comprehensive service delivery system. The MA in School Psychology degree program is very concerned with locating and maintaining internship sites that meet national and state professional and ethical guidelines. Sites that do not meet these guidelines will not be considered appropriate. Typically, full-time students begin the internship during the third year of enrollment. Meetings held each spring provide a comprehensive overview of the policies, procedures, and requirements of the internship. To be eligible for internship, students must be in good academic standing, and must have completed all program requirements, including the following: - Successful completion of the School Psychology Evaluation Competency Examination
- Successful completion of all coursework, with no grades of “Incomplete”
Internship Application Procedures
The MA in School Psychology degree program actively provides guidance and support for students throughout each step of the internship search process — in both group and individual formats. - The student requests Argosy University faculty members and practicum supervisors to write letters of recommendation on his/her behalf.
- The student meets with the individual in charge of field experience, their assistant, and/or the program chair to review the student’s eligibility and to discuss procedures related to the internship application process.
- The student researches a range of internship sites both in the local area and nationally.
- The student submits a list of internship sites that he or she is requesting approval for application. The individual in charge of field experience and program chair of the MA in School Psychology program carefully review all applicants’ requests and decide which sites to approve based on compatibility and site application limits.
- The student sends application materials directly to the approved sites. The individual in charge of field experience and/or program chair will coordinate the processing and sending of letters of recommendation as well as all other necessary documents.
- The student arranges to meet with internship personnel at sites where they are offered interviews.
- In the event a student does not receive an internship, the individual in charge of field experience and program chair of the MA in School Psychology degree program provide guidance and assistance to the student in continuing the search process.
Students will be permitted to begin an internship if they are in good academic standing, have completed all master’s academic requirements (including any course incompletes), and have successfully completed the SPEC. Evaluation and Remediation of the Internship
Internship supervisors complete a mid-year and final internship progress report. These forms are an evaluation of the student’s progress, competence, and performance relative to the learning objectives as well as other factors of importance to the internship site program. These forms are carefully reviewed by the individual in charge of field experience and/or program chair to make certain that the student is meeting the minimum standards for academic progress. The individual in charge of field experience and program chair of the MA in School Psychology degree program actively work to address areas of significant difficulty, and, as necessary, coordinate a remediation plan with the internship site supervisor. If the student is in need of remediation at any point in the internship, the Argosy University individual in charge of field experience and/or program chair will work with the internship site to develop and/or implement a remediation plan. At the completion of the internship year, the individual in charge of field experience and/or program chair make the final determination as to whether or not the internship requirements have been met. If post-internship remedial work is required, the student, the individual in charge of field experience, the program chair, and the internship site director will develop a written contract specifying the areas needing improvement, methods by which such improvement will be achieved, and criteria by which improvement will be measured. The process of consultation and approval by the individual in charge of field experience and the program chair and/or the hearing of student appeals by the Appeals Board apply to internship remediation. National School Psychology Certification System Requirements
All students must take the National School Psychology Certification test if they wish to become nationally certified. Transfer of Courses/Credit to the Master of Arts in School Psychology Degree Program from the Master’s Level Counselor Education Courses
If accepted for admission to the master’s in School Psychology degree program, successful completion of the following master’s level counselor education courses may be considered on a case-by-case basis for credit in place of the listed courses in the MA in School Psychology degree program (maximum 15 credit hours). Transfer of Courses/Credit to the Master of Arts in School Psychology Degree Program from the Master of Arts in Clinical Psychology Degree Program
All courses successfully completed in the MA in Clinical Psychology degree program that are also required in the MA in School Psychology degree program curriculum may be applied toward MA in School Psychology degree program if completed within the last five years. Other coursework completed in the MA in Clinical Psychology degree program will be considered for transfer to the MA in School Psychology degree program on a case-by-case basis. For information about course/credit transfers, please refer to section seven, “Academic Policies and Procedures .” Transfer of Credit Earned in the Master of Arts in Clinical Psychology Degree Program Practicum into the Master of Arts in School Psychology Degree Program
In some cases, practicum site hours and the practicum seminar taken while the student was in residence at an Argosy University Clinical Psychology degree program (including Sport Psychology) may be transferred into the MA School Psychology degree program if the functions performed at the site were primarily those of a school psychologist, and/or the populations served were primarily children and/or adolescents and their families. The student must have been supervised by a certified school psychologist or licensed psychologist and must have completed 500 hours of service at each practicum. Half of the practicum hours must have been in direct service. The accompanying competency examination(s) completed in the master’s or PsyD in Clinical Psychology degree programs (if passed), may be substituted for the School Psychology competency examination(s), if the program chair of the School Psychology program ascertains that the examination is acceptable and that the student has attained the required competencies for school psychology. |
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