SCHOOL PSYCHOLOGY GRADUATE PROGRAM
Program Handbook for
Candidates
Youngstown State University
Beeghly College of Education
Department of Counseling & Special Education
3341 Beeghly Hall
Youngstown, Ohio 44555
(330) 941-3168
TABLE OF CONTENTS
School Psychology Philosophy and Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Application Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Program Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Track . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Assistantships/Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Application Deadline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Recommendation for Licensure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Description of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Objectives of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
NASP Training Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Goals and Objectives for Candidate Proficiencies . . . . . . . . . . . . . . . . . . 10
Course Descriptions – Master of Education in Intervention Services . . . 11
Course Descriptions – Possible Elective – Master of Education . . . . . . . 13
Course Descriptions – Educational Specialist Degree . . . . . . . . . . . . . . . 13
Major Skills Acquisition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
School Psychology Training Program . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
School Psychology Program Area Emphasis . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Dynamic Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Consultation/Collaborative/Response to Intervention . . . . . . . . . . . . . . . 15
Counseling/Family Systems/Multi-Cultural . . . . . . . . . . . . . . . . . . . . . . 15
Low and High Incidence Disabilities (LID & HID) . . . . . . . . . . . . . . . . 15
Role and Function of the School Psychologist . . . . . . . . . . . . . . . . . . . . 16
Practicum Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
School Psychology Program Practicum Hours – Year 1 . . . . . . . . . . . . . 16
Child Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
School Psychology Program Practicum Hours – Year 2 . . . . . . . . . . . . . 18
Internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
School Psychology Program Internship Hours – Year 3 . . . . . . . . . . . . . 19
Internship Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Internship Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
District Denial of an Intern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Internship Supervision Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Performance-Based Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
School Psychology Candidates Assessment . . . . . . . . . . . . . . . . . . . . . . . 20
Entrance Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Key Assessments across School Psychology Program . . . . . . . . . . . . . . . 21
Key Assessment Course Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Master of Intervention Services – Year 1 . . . . . . . . . . . . . . . . . . . . 22
Educational Specialist Degree – Year 2 . . . . . . . . . . . . . . . . . . . . . 23
Internship Key Assessment Overview – Year 3 . . . . . . . . . . . . . . . . . . . . . 24
Capstone Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Master of Intervention Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
YSU School Psychology Student Handbook 2
Educational Specialist Degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Major Exams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
School Psychology Internship Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
School Psychology Praxis Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Dispositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
YSU School Psychology Program Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Candidate Input . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
External Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Supervisors Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
First Year Employers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Candidate Selection and Retention Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Advisement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Dismissal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Reasons for Dismissal from the Program . . . . . . . . . . . . . . . . . . . . . . . . . 31
Remediation of Professional or Disposition Skill Deficits . . . . . . . . . . . . 34
Professional Counseling Services for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Students Rights and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Attendance/Punctuality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Class Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Canceling Classes Due to Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Professional Associations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
YSU E-mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
School Psychology Website . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Licensure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Additional Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Contact Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
School Psychology Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Master of Education in Intervention Services Checklist . . . . . . . . . . . . . . . . . . . . 39
Educational Specialist in School Psychology Checklist . . . . . . . . . . . . . . . . . . . . 40
YSU School Psychology Student Handbook 3
YSU School Psychology Philosophy and Goals
Philosophy
The practice of school psychology emphasizes a comprehensive problem-solving methodology in
which the educational and mental health needs of all children are analyzed and solutions to
presenting concerns are addressed. Therefore, it is the philosophy of the Youngstown State
University (YSU) School Psychology training program that the role of the school psychologist
includes the provision of direct and indirect services to students via collaborative-problem solving
methods, educational research intervention development, counseling, advocacy, and assessment
activities. Candidates in this program are trained from a scientist-practitioner perspective which
includes systemic and ecological, problem-solving approaches. These approaches are designed to
meet the diverse educational, cultural, psychological, behavioral, social, and emotional needs of
all students. A unique focus of the YSU school psychology program will be evaluation and
treatment strategies for students diagnosed with low-incidence disabilities.
The basic philosophy of the YSU School Psychology Program respects the dignity and worth of
each individual, and there is a commitment to foster understanding of human behavior for the
purpose of promoting human welfare. The YSU School Psychology Program is committed to the
recruitment, retention, and training of school psychologists from ethnically diverse backgrounds.
The program systematically addresses cultural diversity and enhancement of candidates’ cultural
sensitivity.
Goals
The primary goal of the YSU school psychology program is to foster an ability to work in a
collaborative fashion with parents, administrators, teachers, and other community members in
order to meet the needs of all students. The YSU school psychology program emphasizes a
combination of both theoretical knowledge and a broad base of applied skills. The goals of the
program are to assist candidates in acquiring knowledge about human behavior, and to use that
knowledge to promote mental health and learning in the school setting. These goals include: (a)
consultative/collaborative problem/Response to Intervention solving methods, (b) data-based
decision making and accountability, (c) intervention and mental health services, (d) training in
low incidence disabilities, (e) intervention and instructional support to enhance academic,
behavioral, and social skills of students, (f) advocacy services, (g) preventive and responsive
services, (h) family–based collaboration services, (i) knowledge of individual differences, (j)
research, program evaluation skills, and (k) knowledge and history of school psychology (which
includes ethical practices).
Candidates participate in seminars and practicum experiences specifically designed to reflect the
purpose, goals, and philosophy of the YSU program. A strong field component supports the
academic aspects of the program during years one and two. The third year requires a nine-month
(1400 hour) paid internship in an Ohio public school setting under the aegis of field and
university supervisors.
Successful completion of the YSU school psychology program results in knowledgeable school
psychologists who are adept in interpersonal communication, research-based practical methods,
and skills that will assist in the acquisition of quality education of all students (B-21 years of age).
YSU School Psychology Student Handbook 4
Application Procedure
A set of specific criteria must be met before the applicant can be officially accepted as a
candidate for a YSU graduate degree in school psychology. Meeting the basic criteria for
acceptance as a graduate candidate by the YSU School of Graduate Studies and Research and the
Beeghly College of Education at the Master's and Educational Specialist level is required for full
candidacy. Undergraduate/graduate coursework, grade point average, relevant work experience,
letters of recommendations and personal maturity are considerations for entrance into the
program. To begin the application process, prospective candidates should contact Audrey E.
Ellenwood, Ph.D., Graduate Program Director.
The Youngstown State University school psychology program is a cohort-based program and will
accept students on a full-time time basis. The first year of the program commences during the
summer. The requirements for applying to the proposed YSU School Psychology program are:
YSU Graduate Application available at http://www.ysu.edu/gradschool under Domestic
Application Tab.
A baccalaureate degree from a regionally accredited university or college.
Minimum undergraduate unrecalculated cumulative GPA of 3.2 or better on a 4.0 scale.
Graduate Record Examination (GRE) Verbal and Quantitative Scores are required prior
to applicant selection. Both Verbal and Quantitative scores should be greater than the 33rd
percentile rank, and an Analytical Writing Score of 3.5 (or higher) is recommended.
Three letters of reference attesting to applicant’s motivation, professional commitment,
interpersonal and communication skills, and professional capabilities.
Official transcripts from all previously attended institutions.
A “Position Paper” describing (a) your motivation and reasons for coming to
graduate school and selecting the field of school psychology, (b) what you hope to
achieve in graduate school and in the area of school psychology, (c) what your
aspirations are following the receipt of the graduate degree and completion of the
program, and (d) your personal qualities which relate to success as a graduate student
and school psychologist.
Minimum of 9 semester hours of undergraduate work in psychology. Three of the hours
must include general psychology. A minimum course grade of “B” or better in each class
is required.
Completion of a Good Moral Character statement which reflects no criminal convictions
that impact your ability to work in educational settings.
Program Interview
Applicants with an unrecalculated GPA of 3.2 or higher will be considered for a personal
interview with program faculty members. The on-campus interviews will be arranged by
the graduate program coordinator. These interviews will be held to evaluate applicants in
YSU School Psychology Student Handbook 5
terms of fluent communication, interpersonal skills, professionalism, motivation, and
maturity. Following interviews a final acceptance decision will be made.
Note: Only 10-12 applicants are accepted into the program each year.
Track
The School Psychology Program is designed for full-time candidates. Pre-internship coursework
is distributed over two years (including summer) and requires on-campus courses and practicum
experiences. The second year fulfills the National Association of School Psychology (NASP)
clock hour assistantship within a school district in Ohio.
Assistantships/Scholarships
Candidates may wish to apply for a graduate assistantship for which a stipend and a
tuition waiver are awarded. However, available assistantships are limited and are
available only for fall and spring. Graduate Assistantship Applications can be obtained
from the School of Graduate Studies and Research. As the deadline for graduate assistant
applications is March 1, these applications should be submitted with admission materials.
The School of Graduate Studies and Research offers a scholarship which provides a
partial tuition waiver. See the Graduate Bulletin or contact the School of Graduate
Studies and Research for eligibility requirements.
Application Deadline
The application deadline for submission of materials is February, 1st. Late applications
may be considered if there are remaining seats after the interview process.
Please return all application materials to:
School of Graduate Studies and Research
Coffelt Hall
One University Plaza
Youngstown State University
Youngstown, Ohio 44555
YSU School Psychology Student Handbook 6
Recommendation for Licensure
Each candidate in the school psychology program will be recommended for licensure as a School
Psychologist in the state of Ohio following:
1. Completion of a course of study built on NASP standards consistent with the
requirements set forth in the Ohio State Licensing Law for School Psychologists and the
requirements established by the Beeghly College of Education;
2. Demonstration of satisfactory competence in the basic and key assessment areas
indicated in the appropriate NCATE/NASP curriculum;
3. Completion of a one-year 1,400-hour internship under supervision in a school system
approved for such training;
4. Obtain a passing score as set forth by the state of Ohio on the Praxis II School
Psychology Test (current passing scores: 161 State of Ohio; 164 Ohio State Board for
State Licensing; and National Certification 165);
5. Discernment that the individual demonstrates professional standards and personality
dispositions that are conducive to effective functioning as a school psychologist.
6. Discernment that the candidate can apply in a professional setting the APA and NASP
Code of Ethics.
YSU School Psychology Student Handbook 7
Description of the Program
Full-time study in School Psychology generally constitutes a three-year sequence. To develop the
needed specific competencies and to meet the training goals of the YSU School Psychology
Program, candidates during the first year of study take courses in educational, counseling, and
psychological foundations at the master’s level. The first year includes 180 hours of practicum
experiences including exposure to high and low-incidence disabilities. Beginning with year two,
candidates complete a professional school psychology course sequence, along with 251 clock
hours of extensive practical and field experiences occurring during the residency year. The
program culminates with a 1,400 hour Supervised Internship completed at the Educational
Specialist level.
The school psychology component of sequenced courses has been developed utilizing the
guidelines and standards as set forth by the National Association of School Psychologists
(NASP). The internship experience is based on NASP standards, ODE requirements and the
suggested guidelines of the Inter-University Council of School Psychology (IUC) in the State of
Ohio. The sequence of School Psychology courses provides graduate candidates with a mastery
of structure, skills, concepts, ideas, values, facts, methods of inquiry and clinical experience. The
6000 and 7000 level courses within the program of School Psychology are not open to
undergraduate candidates.
Undergraduate, remedial courses or those designed to remove deficiencies will not be included as
credit in fulfilling program requirements or applied to licensure in School Psychology.
Objectives of the Program
The YSU School Psychology Program provides candidates with a planned sequence of
experiences designed to do the following:
A. Develop skills in the area of direct/indirect services to all students in general
programming, high and low-incidence disabilities (B-21 years of age) through
consultation, collaboration, counseling, education, research, assessment and
intervention techniques.
B. Fulfill the requirements for a Master of Education in Intervention Services and
Educational Specialist degrees in School Psychology from the Beeghly College
of Education.
C. Prepare candidates for the Praxis II exam in school psychology, and
D. Fulfill state of Ohio licensure requirements in school psychology.
YSU School Psychology Student Handbook 8
NASP Training Standards
The National Association of School Psychologists (NASP) has provided a general frame
of reference for basic competency attainment for all candidates that should be incorporated across
all course work at both the Masters and Educational Specialist training levels in a school
psychology training program. The YSU program has been developed based on the following ten
NASP 2010 standards:
2.1 Data-Decision Making and Accountability - knowledge of varied methods of assessment
and data collection, method for identifying strengths and needs, developing effective services and
programs, and measuring progress and outcomes.
2.2 Consultation and Collaboration - knowledge of varied methods of consultation,
collaboration and communication applicable to individuals, families, groups, and systems which
are used to promote effective implementation services.
2.3 Interventions and Instructional Support to Develop Academic Skills - knowledge of
biological, cultural, and social influences on academic skills; human learning, cognitive and
developmental processes, and evidence of curriculum and instructional strategies.
2.4 Interventions and Mental Health Services to Develop Social and Life Skills - 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.
2.5 School-Wide Practices to Promote Learning - knowledge of school and systems structure;
organization and theory; general and special education; technology resources; and evidence-based
school practices that promote academic outcomes, learning, social development and mental
health.
2.6 Prevention and Responsive Service - knowledge of principles and research related to
resilience and risk factors in learning and mental health, services in schools and communities to
support multi-tiered prevention and evidence-based strategies for effective crisis response.
2.7 Family-School Collaboration - knowledge of principles and research related to family
systems, strengths, needs and culture, evidence-based strategies to support family influences on
children’s learning, socialization and mental health; and methods to develop collaboration
between families and schools.
2.8 Diversity in Development and Learning - knowledge of individual differences, abilities,
disabilities and other diverse characteristics; principles, and research related to diversity factors
for children, families and schools including factors related to culture, context, and individual and
role differences; and evidenced-based strategies to enhance services and address potential
influences related to diversity.
2.9 Research and Program Evaluation - knowledge of research design, statistics,
measurements, varied data collection and analysis techniques, and program evaluation methods
sufficient for understanding research and interpreting data in applied settings.
2.10 Legal, Ethical, and Professional Practice - 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.
YSU School Psychology Student Handbook 9
Goals and Objectives for Candidate Proficiencies
Specifically, the core objectives of the program are to help the school psychology candidates to
develop the following skills:
1. Candidates will have a foundation in the knowledge bases for both psychology and
education, including theories, models, research, empirical findings and the ability to
explain important principles and concepts.
2. Candidates will be well prepared to serve all children /students and their families
including those diagnosed with high and low incidence disabilities.
3. Candidates will demonstrate knowledge of the psychological foundations of school
psychology including the biological bases of behavior, human learning, child and
adolescent development, individual differences, plus social and cultural bases of
behavior.
4. Candidates will reflect professional practices that demonstrate respect for human
diversity and promote effective services, advocacy, and social justice for all children and
families.
5. Candidates will demonstrate the educational foundations of school psychology including
the organization and operation of general, special education plus instructional and
remedial techniques.
6. Candidates will obtain theoretical and practical knowledge, skills, and problem-solving
experiences related to developing appropriate interventions for children within the school
setting.
7. Candidates will obtain theoretical and practical knowledge, skills and experiences related
to developing appropriate mental health strategies with children, families, and groups.
8. Candidates will demonstrate an understanding of basic statistical and research
methodologies as applied to research in the schools.
9. Candidates will understand the historical, current, legal and ethical issues, alternative
models of delivery, emergent technologies, and knowledge of the school psychologist’s
role and function.
10. Candidates will acquire effective communication skills (both verbal and nonverbal)
needed to enhance their position as a school psychologist in the schools.
11. Candidates will apply their knowledge and skills by creating safe, supportive, fair, and
effective learning environments through enhancing family-school collaboration for all
students.
12. Candidates will learn how to develop effective strategies and skills to help children
succeed academically, socially, behaviorally, and emotionally.
YSU School Psychology Student Handbook 10
13. Practicum experiences will provide candidates the opportunity to practice under
supervision the application of knowledge and specific skills in the resolution of
individual, group, and system-level problems.
14. The internship will provide the Candidate with the opportunities to develop professional
skills, responsibility, and independence in a variety of structured experiences.
15. Candidates will have an opportunity to complete research at both the masters and
educational specialist degree levels and present their findings at local, state and national
school psychology organizations.
The Master of Education in Intervention Services is awarded at the end of the candidate’s first
year while the Educational Specialist Degree in School Psychology is awarded upon successful
completion of the internship year or third year.
COURSE DESCRIPTIONS - Master of Education – Intervention Services
SPSY/ SPED 6901 System Wide Consultation/ Collaboration in the Schools. Overviews
current educational practices that have made collaboration essential to the way education
professionals do their work. This course will cover the theoretical bases and consultation/
collaboration skills necessary for affecting change in the educational environment from a system
wide perspective. The aim of this course is to prepare candidates to function as collaborative
consultants promoting systematic and plan strategies for use within the public schools, in
collaboration with families, to provide services to children with disabilities.
SPSY 6902 School Organization, Classroom Analysis, Cross-Category Settings. Provides
candidates in the school psychology program a more thorough understanding of classroom
analysis for students with exceptional learning needs (K-12) in a variety of inclusive and special
education settings. In addition, the candidates will acquire a deeper understanding of the
structure and dynamics, which govern educational communities serving students with high and
low incidence disabilities.
SPSY/ COUN 6905 Cultural/ Ethnic Issues Pertaining to Youth and Families. Introduces
pertinent theoretical cultural issues which relate to mental health professionals as they work with
diversified populations. In particular, therapeutic skill enhancement of professionals will be
advanced, since all counseling may be seen as cross-cultural. Group work and experiential
exercises will provide an avenue for the professional and personal cultural growth of each
participant. The goal is to also enhance participant’s level of cultural sensitivity.
SPSY 6906 Role and Function of the School Psychologist. An overview of the professional
concerns and issues school psychologists face working in public school systems. Orientation for
a supervised internship experience will be discussed; future responsibilities as a professional
and staff consultant. Historical, legal and ethical issues pertaining to the role of a school
psychologist will be reviewed.
SPSY/ SPED 6909 Assessment and Intervention for Students with Low Incidence
Disabilities. Emphasis will be on the current most effective practices of the professional
collaboration process across three tiers of service to include specific models and strategies for
students in general education and especially those with autism and/or a low incidence disability.
Candidates will develop a team training model and will evaluate evidence-based practices.
YSU School Psychology Student Handbook 11
SPSY/ SPED/ COUN 6912 Multi- Level Tier Interventions across General and Special
Education Programming. Direct experiences in planned multilevel interventions across the
three tiers of services within educational school systems for general education and children with
disabilities. Participation in RTI team meetings and concepts of curriculum, academic and
applied functional behavioral analysis, progress monitoring, goal attainment scaling and
determining effectiveness of intervention plans will be introduced.
COUN 6962 Counseling Theory. Basic principles of counseling in an educational context.
Development of procedural bases for counseling educationally oriented counseling theory. Ethics
and limitations involved in counseling practice.
COUN 6973 Group Counseling Theory and Practice. Student learning and achievement will be
promoted by a) creating a safe environment that is conducive for learning; b) being passionate
and excited about learning; c) challenging my students; d) helping my students apply the
knowledge they learn; e) assessing and meeting my students’ needs; and f) promoting and
encouraging my students to be self-directed learners.
COUN 6973L Group Counseling Theory and Practice Lab. Supervised experience in the use
of intervention appropriate to stages of group development. Emphasis will be placed on
promoting self-awareness, interpersonal skills, and group skills and techniques. Lab is taken
concurrently with 6973.
SPSY/COUN 6904 Crisis Counseling. An overview of the professional concerns and issues
school psychologists face working in public school systems. Orientation and preparation for the
supervised internship experience will be discussed; future responsibilities as a professional and
staff consultant. Legal and ethical issues pertaining to the role of a school psychologist will be
reviewed.
SPSY/COUN 7001 Counseling Practicum I. Supervised individual counseling practice with
volunteer clients. Focus upon process, clarification, resolution of counselee goals, and counselor
self-awareness/evaluation.
FOUN 6904 Introduction to Educational Research. Basic methodologies and techniques of
educational research design and elementary statistical concepts are introduced. The course relies
on critical thinking and analytical discourse for the examination and evaluation of research
studies.
FOUN 6914 Statistical Methods in Education. An introductory course in frequency
distributions, measures of central tendency, measure of variability, calculations and meaning of
percentiles, normal distribution theory, reliability and validity of measures, and basic statistical
analysis. Prerequisite: FOUN 6904
PSYC 6905 Human Growth and Development. This class is designed to give students a
graduate-level overview of the processes, theories, and research in and applications of
developmental psychology across the lifespan. Students successfully completing the course will
be conversant in all four areas of lifespan.
PSYC 6955 Advanced Psychopathology. Covers an advanced and detailed discussion of the
description, etiology, development, dynamics, and treatment of individuals with mental disorders.
Since the DSM-IV is the major classification system used by mental health professionals, it will
YSU School Psychology Student Handbook 12
also be discussed. This manual describes essential features of a variety of disorders and outlines
the basis on which an experienced clinician can differentiate one disorder from another.
SPSY 6907 Comprehensive Readings in School Psychology. Provides supervised readings
and class discussions in preparation for the master's comprehensive examination.
COURSE DESCRIPTIONS - Possible Elective Course – Master of Education
SPSY 6911/COUN 6911/SPED 6911 International Area Study: Project Learning Around
the World. Designed to enhance mental health or educator’s professional and personal level of
sensitivity and competence via introducing them to innovative and traditional forms of
intervention or healing in community and school settings in a developing country. Students will
participate in and help to gather and deliver educational supplies via Project Learning Around the
World (www.platw.org).
COURSE DESCRIPTIONS - Educational Specialist Degree – School Psychology
SPSY 7500 Dynamic Assessment I. Designed for school psychologists in training and includes
the administration and interpretation of intelligence tests. The goal of this course is to provide
candidates with a series of experiences, which will lead to candidate mastery in the
administration, scoring and interpretation of carious cognitive instruments and one achievement
test.
SPSY 7501 Dynamic Assessment Practicum in School Psychology I. Supervised experience in
the administration and scoring of cognitive assessment protocols and demonstration of behavioral
observation recording. Prerequisites: Current enrollment in SPSY 7500, Dynamic Assessment I
and SPSY 7502, Cognitive Observation Practicum.
SPSY 7502 Cognitive Observation Practicum. Supervised experience in the administration of
various psychological instruments. Prerequisites: Current enrollment in SPSY 7500, Dynamic
Assessment I and SPSY 7501, Dynamic Assessment Practicum in School Psychology I.
SPSY 7503 Dynamic Assessment II. This course is designed to provide school psychology
candidates with a theoretical foundation and the attainment of assessment skills in the areas of
achievement, perceptual- motor, receptive, expressive, written language, behavioral, self-
concept, emotional, developmental history and adaptive behavior assessment. Prerequisites:
Current enrollment in SPSY 7504 II, Dynamic Assessment and Child Study II and SPSY 7504
Dynamic Assessment Child Study Practicum II. Must have obtained a “B” or better in SPSY
7500, 7501 and 7502.
SPSY 7504 Dynamic Assessment Child Study Practicum II. Candidates are provided
supervised practicum experience utilizing a systematic, ecological approach to child study.
Candidates must have obtained a “B” or better in SPSY 7500, 7501 and 7502 and have met
competency of 94% or better in SPSY 7500, 7501 and 7502.
YSU School Psychology Student Handbook 13
SPSY 7505 Dynamic Assessment Advanced Practicum Child Study III. Candidates are
provided with advanced supervised practicum experiences in school systems in the area of child
study. Candidates must have obtained a “B” or better in SPSY 7500, 7501 and 7502 and have
met competency of 94% or better in SPSY 7500, 7501 and 7502.
SPSY 7506 Consultation Approaches to Treatment in Schools. Course will present how
ecological contexts and client needs are assessed within school contexts. Prerequisite: Current
enrollment in SPSY 7507, Classroom Assessment and Decision Making.
SPSY 7507 Classroom Assessment and Decision Making. This course analyzes and assesses
problems related to classroom learning environments, which allows participants to plan programs
to enhance environments, to implement and evaluate plans. The aim of this course is to prepare
school psychology candidates to function effectively within public school classroom by applying
various consultation models. Prerequisite: Current enrollment in SPSY 7506, Consultation
Approaches to Treatment in Schools
SPSY 7508 Neuropsychology, Low Incidence and Learning Behavior. This course is
designed to provide the basics of neuroanatomy, specifically, in terms of brain organization and
neurological development. Prerequisites: SPSY 7500, Dynamic Assessment I; SPSY 7501,
Dynamic Assessment Practicum I; and SPSY 7502, Cognitive Practicum Observation.
SPSY 7509/ COUN 7509 Family Systems within an Educational Context. The focus of the
didactic and experiential course will be on identifying patterns of children symptoms,
repositioning of the therapist within the educational system context and learning various
therapeutic techniques to use with families of children with disabilities or other mental health
issues.
SPSY 7510 Professional Development Seminar in School Psychology. This course is designed
to prepare and ready school psychology candidates for their proposed internship assignment.
SPSY 7511 School Psychology Internship Studies. Supervised readings and class discussions in
preparation for a 1400 clock- hour internship in school psychology.
SPSY 7512/ SPSY 7513/ SPSY 7514. Internship/ Supervised Experience I, II, III. Designed for
those candidates who have been assigned a 1400 clock- hour internship in the state of OHIO,
under field and university supervision.
SPSY 7515 Advanced Seminar in School Psychology I. First of a two- semester seminar.
Special topics related to school psychology internship. Child study, serving low incidence
populations, consultations, RTI and other topics related to the internship experience.
Prerequisite: Must be taken concurrently with SPSY 7512 (6 hours).
SPSY 7516 Advanced Seminar in School Psychology II. Second of a two- semester
seminar. Special topics related to school psychology internship. Child study, serving low
incidence populations, consultations, RTI and other topics related to the internship
experience. Prerequisite: Must be taken concurrently with SPSY 7513 (6 hours).
YSU School Psychology Student Handbook 14
Major Skills Acquisition
School Psychology Training Program
Upon completion of the YSU School Psychology program, candidates will have demonstrated
skill mastery based on NASP standards in the following areas:
(1) Demonstrating appropriate interpersonal relationship skills;
(2) Establishing effective collaboration relationships;
(3) Facilitating and implementing a collaborative problem solving process: Acting as a change
agent for individuals;
(4) Facilitating and implementing a collaborative problem solving process: Acting as a change
agent for groups;
(5) Behaving in a consistent and appropriate professional and ethical manner;
(6) Recognizing and valuing human diversity;
(7) Serving as a liaison;
(8) Developing and training staff, parents, and students;
(9) Developing and implementing appropriate RTI and crisis intervention strategies;
(10) Implementing comprehensive dynamic assessment;
(11) Counseling individuals and groups;
(12) Acting with political and organizational competence;
(13) Acknowledging and adhering to laws, rules and procedures, and
(14) Conducting research and program evaluation.
YSU School Psychology Program Areas of Emphasis
Dynamic Assessment
Candidates administer and interpret both informal and formal psychological and educational
measures to describe functioning levels and design appropriate intervention plans. Through a
number of practical experiences, candidates are required to demonstrate the ability to utilize
progress monitoring techniques and implement a variety of informal assessment screening
programs. Furthermore, candidates partake in practicum experiences to analyze and assess
problems related to classroom learning environments. An emphasis is placed on comprehensive
evaluation skills which lead to the development of appropriate and effective intervention
strategies.
Consultation/Collaboration/Response to Intervention
As a change agent, the school psychologist acts as a facilitator when linking clients to resources.
Candidates learn the theoretical bases of consultation which eventually are assimilated into their
personalized model. This model is then practically applied in the school setting. Practical
experiences are provided as candidates are assigned to work with school based Response to
Intervention and Multifactored Evaluation Teams. Candidates will be expected to develop
research-based interventions and evaluate effectiveness through application of Goal Attainment
Scaling, PND, and Effect Size measurements.
YSU School Psychology Student Handbook 15
Counseling/Family Systems/Multi-Cultural
Candidates acquire the theoretical bases, skills, and processes necessary for conducting individual
and group counseling and psychotherapy services in an educational setting. Crisis counseling and
family systems within the schools are also explored. Candidates also gain experience in planning
and implementing proactive social skills training programs. Finally, a number of multi-cultural
experiences are offered through course participation and travel opportunities to other countries.
Low and High Incidence Disabilities (LID & HID)
Both LID and HID training opportunities will be incorporated in the curricula. Candidates will be
required to demonstrate a variety of assessment and consultation skills, design appropriate
interventions, and participate in clinics and training sessions. Furthermore, the relationship
between learning and brain functions are explored from a neurological viewpoint. Settings may
include the Rich Center for Autism, programs for students with visual and hearing impairments,
and other opportunities through Educational Service Centers and Boards of Developmental
Disabilities. Finally, YSU school psychology interns will be expected to provide a variety of
school psychology services for students diagnosed with LID and HID.
Role and Function of the School Psychologist
The role and function of the school psychologist is incorporated throughout training. Candidates
study the rich historical roots of the field along with current developments in order to determine
what their future in the field is likely to require relative to personal and professional skills and
knowledge. Legal and ethical standards related to school psychology, psychology, and education
are examined and discussed. Interviews and other interactions with practicing school
psychologists are required. Job satisfaction and other career development topics in the profession
are addressed. Finally, the use of technology to facilitate professional functioning in the schools
is emphasized throughout the program.
Practicum Experiences
Practicum experiences represent a formal entry to the profession under the close guidance of a
licensed school psychologist. Candidates are required to complete a minimum of 431 clock hours
of field experience in school psychology prior to the internship year during Year I and Year II
(Residency Year). This assures the YSU school psychology candidates are exposed to a wide
variety of contemporary issues, skills, and knowledge beyond what can be covered in traditional
courses.
Candidates are involved in 180 hours of practicum experiences beginning with Year I in the
program as they will work with low-incidence programs, multicultural families, and the observing
of school psychologists in the field (SPSY 6901; 6909; 6905; 6906; 6912). During the second
semester of the first year, candidates will participate in a minimum five hour per week field
experience doing observations across elementary, junior high, high schools, and all special
education programs (SPSY 6902). Candidates will have an opportunity to work with children
from diverse socioeconomic and cultural backgrounds. These experiences will then be processed
in-class.
YSU School Psychology Student Handbook 16
School Psychology Program Practicum Hours Year I
Synopsis of field requirements
Course Clock Hrs.
SPSY 6901 5 hrs. @ 12 days = 60 hrs. Year I. Ecological assessment, individualized
academic tutorial instruction, small group
instruction support, classroom assistance,
observation, CBM norming, DIBELS, RTI
Involvement
SPSY 6902 5 hrs @ 12 days 60 hours Year I. Observations of K-12 classrooms and
special education programs.
SPSY 6909 5 hrs @12 days 60 hours Year I. Low-Incidence disability assessments
and RTI Intervention development; participation
in a workshop geared towards low incidence
disabilities.
The second year practicum sequence which includes 251 hours is highly structured, with practice
experiences in the field only occurring following university instruction and in-class practice. This
didactic and experiential approach greatly eases the transition from practicum to internship. The
Year II practicum sequence begins in the fall with an assessment focus (SPSY 7501; 7502, 7505;
7508), a consultation/behavioral focus (SPSY 7506, 7507) and shifts in the spring semester to a
six-week child study (SPSY 7504). The comprehensive coverage of the practicum sequence
affords candidates the opportunity to develop skills and knowledge in intervention-based
assessment, behavioral, low-incidence disabilities, academic interventions, progress monitoring,
traditional assessment practices, and collaborative consultation. Integrating data from multiple
sources is an important outcome of this assessment/practicum sequence. Candidates are
evaluated throughout the practicum via feedback on structured assignments, site supervisory
evaluations, exams, and a portfolio review.
Practicum experiences are arranged by the instructor and/or program coordinator. To avoid
ethical role conflicts and ensure appropriate supervision of required experiences, practicum
placements cannot occur at a candidate’s place of employment. However, consideration is given
to candidates’ geographic location to the extent possible. Candidates should be prepared to spend
at least one full day per week at their practicum placement from September through June of the
second year.
YSU School Psychology Student Handbook 17
Child Case Studies
Child case studies are the culminating experience for the residency year (second year). In the
practicum coursework each pre-intern candidate is assigned to a field supervisor and completes
one re-evaluation of a child with exceptional needs, one consultation/collaboration RTI based
case, and one ADHD evaluation/consultation. The comprehensive child study process requires
the integration and utilization of previously acquired skills as the pre-intern school psychologist
functions in the following ways:
• as a consultant to work with the intervention based assessment team formed to handle the
case;
• as a behavior manager to identify the child's functioning patterns and to analyze the
classroom learning environment;
• as a diagnostician to assess the performance level and capabilities of the child;
• as a prescriptive-diagnostic educator to plan a specific, appropriate educational program for
the child;
• as a facilitator to see that the child study is well-coordinated and properly implemented;
• as a public relations agent to communicate the child's placement and program to the parents;
• as a networker and resource person to make the appropriate community connections.
In following this comprehensive model, the child's academic, social, and emotional needs can be
met more effectively as the pre-intern acquires expertise by applying his/her theoretical
knowledge, skills and methodologies acquired throughout the school psychology program to the
school setting.
YSU School Psychology Student Handbook 18
School Psychology Program Practicum Hours - Year 2
Synopsis of field requirements
Course Clock Hrs.
SPSY 2 hrs. @ 3 days = 6 hrs. Year II. Observation of cognitive assessments
7501/7502 behind a one-way mirror
SPSY 7504 5 hours @ 12 days=60 Year II. Administration of academic, language,
hours perceptual-motor, social-emotional instruments
SPSY 7505 5 hrs. @ 12 days = 60 hrs. Year II. Case Study. Comprehensive
reevaluation including complete evaluation
team report requiring norm-referenced and
intervention-based assessment, and evaluation
of IEP goals; re-evaluation case requiring data
review & additional assessment if warranted &
recommended by RTI team.
SPSY 7505 4 hrs. @ 10 days = 40 hrs. Year II. Case Study. Consultation case requiring
behavior definition, teacher interview, three
systematic behavior observations, intervention
plan, & intervention evaluation
SPSY 7506 5 hrs. @ 5 days = 25hrs Year II. Functional behavior analysis, CBM
norming, systematic behavior observations,
behavioral intervention design, shadowing,
achievement and visual-motor assessments,
progress monitoring of behavioral interventions,
response to intervention team participation,
progress monitoring, and record reviews
SPSY 7508 4 hrs. @ 15 days = 60 hrs. Year II. Neurological based practicum
observation and completion of an ADHD child
study
Internship
The Youngstown State University School Psychology Program culminates in a nine month, 1,400
clock hour paid internship following successful completion of all specified coursework. To be
placed in internship, candidates must reach competence in skill level across various coursework.
The candidates must also hold the master’s degree and receive the practicum supervisors’ and
program coordinator’s recommendation for an internship experience. The latter
recommendations will be based on performance and disposition evaluations. Recommendations
for promotion to the internship can only be provided following evidence of a successful
practicum year (achieving competence skill level and supervisor’s positive evaluation) along with
a passing portfolio. Failure to meet any of the aforementioned requirements for internship may
result in need for remediation prior to an internship being awarded.
If a candidate is unable to accept the internship as scheduled in his or her plan of study, it is the
candidate’s responsibility to notify the Program Coordinator IN WRITING with an explanation
for the need to defer the internship by one year. It is understood that by relinquishing a reserved
YSU School Psychology Student Handbook 19
slot, an internship placement the year following the scheduled year is not guaranteed. The
program must be completed within a maximum three consecutive year period unless a special
circumstance is presented.
School Psychology Program Internship Hours - Year 3
Synopsis of field requirements
Course Clock Hrs.
SPSY 1,400 clock hours Year III. Culminating internship experience
7512;7513;7514 under the supervision of a licensed school
psychologist with a minimum of two years
experience. Refer to “Internship Plan and
Evaluation Protocol” located in the Internship
Handbook for competency requirements
aligned with the NASP standards.
Internship Experiences
During the internship year, the school psychology candidate is provided with a wide range of
experiences to practice skills, integrate previously learned knowledge, and develop new
competencies. The program’s training model and objectives are properly aligned with national
standards, as are the established competency areas for the internship year. Under the close
supervision of an experienced, highly trained licensed school psychologist, the intern is provided
the structure and guidance needed to fulfill the expectations of the internship training experience
as set forth in the Internship Competency Profile.
Internship Placement
Internship sites are carefully chosen so as to provide our candidates with the best possible training
experiences. Each site must be approved by the Ohio Department of Education, Office of
Exceptional Children and the university to ensure a comprehensive range of experiences in both
regular and special education. Critical to site approval is the district’s ability to provide the intern
with adequate intervention-based assessment experiences and ample exposure to a problem
solving model that operates effectively to foster positive academic, behavioral, and emotional
outcomes for children.
All internship placements are arranged by the School Psychology Program Coordinator.
Candidates are not open to organizing their own internship sites. To optimize the intern’s
training experience and eliminate any possible conflict concerning ethical role perceptions, the
internship placement cannot be a candidate’s place of employment. Candidate’s preferences are
obtained during the first semester of the year prior to internship. While consideration is given to
these preferences, placement in a preferred district is not guaranteed.
Candidates will be placed in school psychology internship sites in Ohio. Exceptions may be
made under extraordinary circumstances. Matching of intern to school district is the
responsibility of the program coordinator with the assistance of program faculty.
YSU School Psychology Student Handbook 20
District Denial of an Internship
After interviewing with a school district, should the district refuse to offer a candidate an
internship placement, the university coordinator will review reasons for denial of the placement
with the prospective intern and attempt to seek an additional placement. The university is under
no obligation to pursue additional placements if, in the judgment of the school psychology
program coordinator and faculty, the reasons for placement denials warrant significant corrective
actions (behavioral, attitudinal, and/or skill) on the part of the candidates. The candidates will be
informed of reasons for placement denials and recommendations will be forthcoming. If a
candidate is offered a placement, the university coordinator assists the candidate in processing the
appropriate paperwork. Once the placement is secured, the university, intern, and supervising
district enter into an agreement to facilitate development of essential skills and competencies for
the professional practice of school psychology. Following approval for the internship placement,
candidates must enroll in SPSY 7512 and 7515 (fall semester); SPSY 7513 and 7516 (Spring
Semester) and SPSY 7514 (summer, Term I). During the internship year, candidates are required
to attend all on-campus seminars.
Internship Supervision Requirements
Throughout the internship year, candidates are provided university supervision a minimum of
once each semester and field-based supervision a minimum of two hours each week. Daily and
monthly logs are maintained by the intern detailing the type of school psychological services,
supervision provided, and the effectiveness of this supervision. These logs are mailed to the
university supervisor on a weekly basis. Failure to submit logs can result in removal form the
internship. Formal evaluations of the intern’s progress involving the field facilitator, university
supervisor, and intern are conducted a minimum of once each semester, or more frequently if
needed. A competency notebook portfolio is also required at the conclusion of the internship year
for evaluation.
Internships are limited by the State of Ohio and admission to the program at Youngstown State
University does not constitute a guarantee that an internship will be available for each candidate.
While admissions are limited to approximately the number of internships available each year, in
the event of future cutbacks, the decision for awarding internships will be based on academic
performance.
Performance-Based Assessment
School Psychology Candidates Assessment
Candidates in the YSU School Psychology Program are assessed on an ongoing basis and at
defined intervals in the program. Performance-based assessments are conducted throughout the
program. The majority of assessments are designed to be consistent with the two major
components of the N.A.S.P. standard which specifies that “A key aspect of program
accountability is the assessment of the knowledge and capabilities of school psychology
candidates and of the positive impact that interns and graduates have on services to children,
youth, families, and other consumers” (NASP, 2010). Throughout the program, candidates’
acquisition of knowledge and skills are evaluated using examinations, candidate’s observations,
projects, case studies, presentations, and portfolios. Final course grades of B or better are
required as well as meeting competence standards in the assessment courses. Disposition
assessments evaluate candidates’ characteristics deemed important to the professional practice of
school psychology. The disposition assessments are conducted at the end of each semester and
YSU School Psychology Student Handbook 21
are reviewed at the conclusion of Year I and Year II by the program faculty. The Field supervisor
formally assesses an intern’s disposition during the internship year. The application and
integration of knowledge and skills learned in the classroom setting is evaluated during the
practicum experiences. Additionally, school psychology program faculty members meet monthly
to review candidate’s progress and discuss any candidates-initiated issues. The faculty advisor
will follow-up with the candidates, if necessary.
Entrance Assessment
Upon receipt and processing of the individual’s application file from the School of Graduate
Studies and Research, school psychology faculty review each application and discuss each
applicant’s credentials in relation to the program admissions criteria (specified elsewhere in this
document). Qualified applicants are invited for an interview. During the interview, applicants
participate in individual meetings with the school psychology faculty. Selection for admission to
the program is based upon a combination of the undergraduate record, any graduate coursework,
GRE scores, letters of recommendation, work experiences, written and verbal communication
skills, professional goals and objectives, and the interview.
Key Assessments
Key Assessments are designed to make sure that candidates are making satisfactory progress
throughout the school psychology program. Throughout the program, each candidate’s progress
will be monitored via the following NASP guideline assessments:
Key Assessments across YSU School Psychology Program
Entrance
Admission Year I Key Year II Year II Year III Recommendation
Assessment Assessment Assessment Approval for Assessments For Provisional
Internship Licensure
Holistic Master’s Educational Evaluation of Formative Successful
consideration examination Specialist preparedness for evaluation of completion of all
of application at the Professional internship based competency required
materials in conclusion of Exam on case study attainment coursework
relation to all required pertaining to evaluations from during intern site
specified coursework four school field supervisors visits by field Score on Praxis II
criteria p. 3-4 for the psychology based on and university meets or exceeds
master’s areas prior Supervisor supervisors state
Standard degree based to internship Evaluation form requirements.
interview on Master based on Intern
protocol with Exam Rubric Ed.S. Exam Meeting of Competency IEP
evaluation Rubric Competence Submission &
form for all Dispositions Skill levels in completion of an
applicants assessments Dispositions SPSY 7501; intern
conducted at assessments 7502; 7504 competency
conclusion of conducted at notebook based
the second conclusion Faculty reviews on rubric
semester of the based on
second disposition Successful
semester by attainment and Completion of a
the program course work over change project
faculty second year based on change
portfolio project rubric
submission
YSU School Psychology Student Handbook 22
Key Assessment Course Projects
Master of Intervention Services-Year 1
During the first year of the YSU program candidates will successfully complete the following key
projects or paper in order to demonstrate NASP Standard attainments:
Projects and Papers
Course Number Course Key Projects/Papers NASP Standards
SPSY 6902 School Organization, Observation Reports (4 2.3, 2.5
Classroom Analysis, Cross Regular and 4 Special
Categorical Settings Education);
Final Observation Reflection
Paper;
Powerpoint on Handicapping
Condition
SPSY/SPED Multi Tier Interventions Functional Behavior 2.1; 2.2; 2.3; 2.4; 2.5;
6912 Across General Education Assessment & Behavior, 2.6; 2.7; 2.8
and Special Disability Diebels Involvement
Programming Article Summaries (2)
SPSY Cultural/Ethic Issues Relating PowerPoint Presentation 2.5; 2.8;
6905/Coun to Youth and Family (Interview with Immigrant
6905/SPED Family)
6905
SPSY 6906 Role and Function of School Paper: Current Issues In 2.10
Psychologist School Psychology
Interview Paper: Perceptions
of School Psychologists by
Key School Personnel
SPED Assessment and Intervention Student Record review 2.1; 2.2; 2.3; 2.4; 2.5;
6909/SPSY for Students with Low 2.6; 2.7; 2.8, 2.9
6909 Incidence
SPSY Crisis Counseling Research paper on crisis 2.6, 2.7
6904/Coun 6904 situation
COUN 6962 Counseling Theory Reflection paper on 2.6
Counseling Theory
COUN 6973 Group Counseling Theory Community Agency 2.4, 2.6, 2.8
and Practice Reflection paper
FOUND 6905 Introduction to Educational 2.9
Research
YSU School Psychology Student Handbook 23
Educational Specialist Degree-Year 2
During the second year of the YSU program candidates will successfully complete the following
key projects or paper in order to demonstrate NASP Standard attainments:
Projects/Papers/Case Studies
Course Number Course Projects NASP Standards
SPSY 7500 Dynamic Assessment I Samples of Cognitive Write- 2.1, 2.3, 2.4, 2.5
ups
WISC-IV (2 Older,
younger child)
KABC-II (2 Older,
younger child)
SPSY 7501 Dynamic Assessment Observation Forms on Key 2.1; 2.3; 2.5
Practicum in School Cognitive Assessments:
Psychology I WISC-IV (2 Older,
younger child)
KABC-II (2 Older,
Younger Child)
SPSY 7503 Dynamic Assessment II Samples of Report Write-up 2.1; 2.3; 2.4; 2.5
Academic, Language, Visual-
Perception, Motor,
Behavioral, Self-Concept,
Rating Scales
SPSY 7504/7505 Dynamic Assessment Child Final Hypothesis 2.1; 2.2; 2.3; 2.4; 2.5;
Study Practicum II Re-Evaluation Case 2.6; 2.7; 2.8, 2.9, 2.10
Dynamic Assessment Consultation Case
Advanced Practicum Child Functional Behavioral
Study III Assessment Plan
Final Psychological Reports
Re-Evaluation Case
Consultation Case
Multi-Factored Evaluation
Report
SPSY 7508 Neuropsychology, Low ADHD Case Study Report 2.1; 2.2; 2.3; 2.4; 2.5;
Incidence and Learning Summary On Clinic 2.6; 2.7; 2.8, 2.9, 2.10
Behavior Participation
Neonatal Unit
Neurologist Office
OT/PT Clinic
Speech/Language Clinic
Behavioral Clinic
SPSY 7506 Consultation Approaches to RTI intervention 2.1; 2.2; 2.3; 2.4; 2.5;
Treatment in Schools development, progress 2.6; 2.7; 2.9, 2.10
monitoring with effectiveness
data (2)
YSU School Psychology Student Handbook 24
Internship Key Assessment Overview-Year 3
During the internship year, candidates are evaluated across all areas specified in “School
psychology: A blueprint for training and practice II” a minimum of three times throughout the
internship year. Candidates are responsible for developing an intern competency notebook that
documents all the competencies specified on the Internship Plan and Evaluation Protocol. Based
on candidates performance as determined by the supervisor’s input, quality of the competency
notebooks and performance on the Internship Experiences Profile (IEP) Competency
Development, grades are assigned for the first (SPSY 7512) and last half (SPSY 7513 and SPSY
7514) of the internship. The following areas are assessed on the Internship Experiences Profile
(IEP) Competency Development:
Major Skill Area Description NASP Standard
Demonstrating appropriate Changing, evaluating, and Disposition
interpersonal relationship skills expanding personal attitudes and
perspectives which facilitate
positive interactions with
consumers
Establishing effective collaboration Collaborative relationships refer 2.2
relationships to those reciprocal, interpersonal
relationships needed to enhance
consensual decision making and
cooperative implementation.
Facilitating and Implementing A Collaborative problem-solving is 2.2, 2.6
Collaborative Problem-Solving a systematic process that is used
Process acting As An Agent of to effect change.
Change-For Groups
Behaving In A Consistent and Familiarizes and applies the 2.10
Appropriate Professional & various standards of professional
Ethical Manner and ethical behavior appropriate
for school psychologists as set
forth by the NASP, OSPA, IUC,
and participating school district.
Recognizing And Valuing Human Recognition and value of human 2.5
Diversity diversity involves preparation
for the social, political, cultural,
and economic realities which
exist in society.
Serving as a Liaison A liaison facilitates and maintains 2.8
communication among and
between individuals, agencies, or
groups that serves the needs of
children.
YSU School Psychology Student Handbook 25
Major Skill Area Description NASP Standard
Developing and Training Staff, Training and Development refers 2.9
Parents, and Candidates to the design, implementation
and evaluation of educational
programs for candidates,
teachers, parents, and
community agencies.
Developing and Implementing Developing appropriate 2.1; 2.2; 2.3, 2.4
Appropriate Intervention interventions employs a
Strategies problem-solving sequence that
considers organizational and
ecological variables as they
relate to behavioral, academic,
and crisis intervention situations.
Implementing Comprehensive Comprehensive 2.1, 2.3, 2.9,
Psychoeducational Assessments psychoeducational assessment
includes the utilization of a
variety of methods to gather,
analyze, interpret, and integrate
information needed to measure
and understand a presenting
problem leading to effective
intervention
Counseling Individuals and Groups Skills essential for facilitating 2.7
personal and social development
through individual and group
interaction
Acting With Political and Political competence involves 2.6
Organization Competence identifying the role and function
of school personnel in working
effectively within the structure
of the organization
Acknowledging and Adhering to Following and adhering to 2.10
Laws, Rules, and Procedures established laws, rules, and
procedures
YSU School Psychology Student Handbook 26
Capstone Experiences
Master of Intervention Services
At the conclusion of the coursework for the M.Ed., candidates take the master’s comprehensive
examination. If the candidate fails the exam, the candidate may be given another opportunity to
retake the exam. Two examination failures constitute sufficient cause for the program faculty to
consider the candidate’s ability and preparedness to continue in the program. Content knowledge
acquisition will be set at the 80%ile cut-off limit.
Educational Specialist Degree
Each candidate will develop a System Change Project during their internship year. Interns will
work with key personnel within the assigned district to develop a prospectus based on research
and Havelock’s System change model which will include a needs assessment. The candidate
with an educational team will develop, implement, and assess the effectiveness of the change
project. Candidates will present their change projects at the National Association of School
Psychologists and/or the Ohio School Psychologists Association Spring Conference.
Major Exams
School Psychology Internship Studies
Prior to entering the internship year, candidates are assessed on their knowledge of school
psychology practices. This is based on a 4 hour exam that covers supervised readings and class
discussions over four content areas: (a) assessment, (b) consultation/collaboration, RTI practices,
(c) low incidence/ neuropsychology and (d) role and function of a school psychologist/ethics.
These studies are in preparation for a 1400 clock- hour internship in school psychology. Content
knowledge acquisition will be set at the 80%ile cut-off limit.
School Psychology Praxis Exam
Candidates take the Praxis II School Psychology Exam during the second semester of the
internship. A recommendation for state licensure is contingent upon passing the Praxis II at the
state level (current passing scores: 161 State of Ohio; 164 Ohio State Board for Licensing; and
National Certification 165) for School Psychologists). Passing of the praxis exam in school
psychology is not required for graduation from the YSU school psychology program.
Dispositions
In addition to meeting competence across several major skills based on NASP guidelines
reflected by the demonstration of academic achievement at the minimum 80%ile cut-off limit,
school psychology candidates will need to demonstrate appropriate behaviors which will be
assessed by school psychology faculty at the close of each academic semester.
YSU School Psychology Student Handbook 27
Professional Development
Youngstown State University School Psychology Program is committed to contributing to the
professional development of its graduates and other practitioners in the field. To provide school
psychologists and educators with continuous, current information, the program offers professional
development seminars periodically throughout the academic year.
YSU School Psychology Program Evaluation
In an effort to maintain continuous improvement in the program, the YSU School Psychology
Program seeks and utilizes input from a variety of sources. These include an advisory committee
of professionals, intern supervisors, first year employers, and candidates at each level of training.
Candidates Input
Assessment occurs throughout the program in the more traditional form of course/instructor
evaluations. These evaluations are summarized and submitted for review by the department
chairperson and college dean each fall semester as part of the faculty evaluation process. The
results of these ongoing assessments are also utilized for course improvement purposes.
Candidates’ input is regarded as critical for program growth and vitality. First year candidates
evaluate the quality of the Orientation to Education field experiences through the course
evaluation process. Candidates in the second year of the program complete a mid-semester
feedback form requesting information concerning their field experiences. This information helps
the program determine the quality of early practicum experiences. Interns are asked to provide a
midterm evaluation of supervision activities and their perceptions of school psychological
services based on their internship experiences. Interns are also required to submit a reflective
written evaluation of the internship training experience at the conclusion of internship.
Practicum and intern logs serve a dual purpose in the YSU School Psychology Program. While
the logs are used foremost as a means of monitoring candidate’ activities, time management and
effectiveness of service, the YSU Program also analyzes the logs to monitor the quality of field
experiences and supervision. Logs are evaluated on an annual basis to determine any needed
areas of experience or supervisory interactions to nurture professional development.
External Review
An advisory committee will be formed for the purpose of considering training needs based on (1)
present and anticipated needs in the field, (2) knowledge of the YSU School Psychology Program
curriculum, and (3) experiences with YSU School Psychology field experiences. This committee
is comprised of pupil services directors and school psychologists. This group makes
recommendations based on a thoughtful consideration of program, candidates, and professional
needs.
YSU School Psychology Student Handbook 28
Supervisor’s Feedback
On an annual basis, internship supervisors are sent a survey questionnaire requesting information
on their perceived preparedness of recent YSU candidates during the internship year. The data is
helpful in determining what changes may be needed earlier in the program.
First Year Employers
Randomly selected employers of recent graduates are contacted and asked to complete a “first
year employment” questionnaire which addresses the quality of work provided by our most recent
graduating class.
The results of the program evaluations are compiled and reported in the program’s “Continuous
Improvement Plan,” which identifies the source of the evaluations, recommendations, and the
program’s response.
YSU School Psychology Student Handbook 29
CANDIDATE SELECTION AND RETENTION PROCEDURES
YSU SCHOOL PSYCHOLOGY PROGRAM
COLLEGE OF EDUCATION
YOUNGSTOWN STATE UNIVERSITY
Selection
The program coordinator is responsible for recruiting and selecting candidates for the program.
He/she is assisted with these duties by program faculty.
Advisement
Upon acceptance into the program, candidates will be assigned by the program coordinator to one
of the regular program faculty as advisees. Faculty advisors are responsible for providing on-
going academic and professional advising and guidance throughout their advisees' programs. It is
important that students meet with their advisor early in the first semester after being admitted to
plan your academic program, and then on a semester basis to monitor your progress in completing
the program. As courses are not offered each semester, it is important to complete the proper
sequencing of coursework and prerequisites for field placement in Practicum and Internship.
As current students can register by BANNER, without an advisor's signature, you must assume
significant responsibility for adhering to your planned program. Any questions or desire to
modify your program should be discussed with your advisor.
Candidates may request a change of advisor at any time by contacting the program coordinator.
Retention
1. Candidates who meet the Graduate College's requirements for "good standing" in
the Graduate College may continue to enroll in the sequence of courses leading
to graduation and licensure. Exceptions are as follows; SPSY 7500, SPSY 7501,
SPSY 7502, SPSY 7503, SPSY 7504, SPSY 7505, SPSY 7506, SPSY 7507, and
SPSY 7508. Candidates must meet minimum grade requirement of a “B” and
receive competence level attainment in these courses in order to continue their
enrollment in the normal sequence.
2. Candidates must successfully pass (a) the master’s comprehensive exam, (b)
School Psychology Internship Studies, and (c) display appropriate dispositions.
3. Candidates who fail to maintain academic records that meet the academic
standards of the School Psychology Program and the School of Graduate Studies
and Research will be counseled into other vocational fields.
4. Discontinued candidates may submit an appeal to the program coordinator.
These will be responded to in writing by the program faculty.
5. In situations where the course teaching responsibilities of two or more faculty are
shared (for example, SPSY 7507 and SPSY 7508), the instructors' grading
responsibilities will be clearly delineated at the beginning of the semester.
YSU School Psychology Student Handbook 30
6. When course activities (for example, SPSY 7504; 7505-Practicum) require the
assistance of field supervisors, the role and responsibilities of the field
supervisors will be described in writing. Special attention should be given to a
description of the field supervisor's role, if any, in the determination of the
candidates' grades.
7. Violation of the APA or NASP Code of Ethics will result in a review of the
candidate’s behavior and may result in termination of program.
Dismissal
The dismissal of a candidate from the YSU School Psychology Program is a serious event for
both the candidates and the program faculty and represents the conclusion of the faculty that the
candidates has not demonstrated an adequate level of competency in either academic or clinical
skills, or in other critical areas of professional conduct. Recommendation for dismissal of a
candidate by the program is generally the final outcome of informal and formal communications
with the candidates regarding his or her unsatisfactory progress through the program or critical
aspects of the program (e.g., practicum, assessment sequence) and, when appropriate, special
efforts at helping the candidates meet program requirements and training objectives. The final
decision regarding whether or not a candidates should be terminated from the program, or under
what conditions a candidates making unsatisfactory progress, will be allowed to continue, is a
decision that rests with the program faculty. The YSU School Psychology Program is committed
to principles of fairness in the implementation of dismissal actions.
Reasons for Dismissal from the Program
A candidate’s advancement through his or her academic program from one semester to the next is
contingent upon satisfactory progress each semester. Candidate’s advancement in the program is
intended to assure that each candidate maintains adequate progress in gaining knowledge, skills,
competencies, and behaviors required for graduation and professional practice. Program faculty
formally reviews candidate’s progress once each academic year. This includes the Portfolio
Review and review of any additional information brought to the attention of the program faculty.
However, faculty retains the right and responsibility to review at any time any circumstances or
behaviors by candidates that could affect the candidate’s status in the program. They also
maintain the right to review at any time those competencies for individual professional practice
that may impact whether a candidate should continue in the program. Finally, faculty has the
right and responsibility to review a candidates whose behavior might threaten the welfare of a
child, parent, teacher or the welfare of other clients.
The following are offered as examples of circumstances or performances that may be the basis for
dismissal action:
1. Failure to maintain minimum academic standards.
2. Failure to achieve competence level in skill acquisition courses (e.g., assessment
courses).
3. Unsatisfactory performance in school psychology field experiences (e.g., practicum,
other arranged field experiences, or internships).
4. Academic misconduct or dishonesty.
5. Criminal conviction.
6. Failure to comply with established university or program timetables and requirements.
YSU School Psychology Student Handbook 31
7. Unethical practices or unprofessional conduct.
8. Failure to meet professional behavior standards (Dispositions).
9. Cognitive, affective, and/or behavioral impairments that obstruct the training process
and/or threaten the welfare of others.
10. Inappropriate, immature, and unprofessional behavior or conduct displayed toward
professors, fellow candidates, students, or clients..
11. Failure to achieve skill level competence required in various school psychology
coursework.
In consultation with the School Psychology Program faculty, a Professional Development Plan
(PDP) may be created by faculty to assist a student who is not demonstrating satisfactory progress
in the areas of academic and/or professional development prior to dismissal. The PDP will have a
specific timeline for developed expectations.
The following subsections are offered to clarify the above conditions for candidate’s dismissal.
1. Failure to maintain minimum academic standards. The School of Graduate Studies and
Research stipulates that candidates must achieve “A” or “B” grades to earn graduate
credit in 6000 and 7000-level courses. No more than nine hours of coursework with a
grade C may count toward the minimum graduation requirements. Within the School
Psychology Program, candidates also must attain a competence level in each of several
specific clinical courses (SPSY 7500, SPSY 7501, SPSY 7502, SPSY 7503, SPSY 7504,
SPSY 7505, SPSY 7506, SPSY 7507, and SPSY 7508). Candidates achieving a “C” or
“B” grade in these courses or not judged competent in the skill areas and will be required
to either retake the course (and earn an A plus competency) or remediate the deficiencies
as approved by the instructor or the School Psychology faculty.
“Incomplete” and “In Progress” grades are not permitted to accrue. More than one will be
regarded as a reflection of the candidate’s inability to manage the course load
requirements and may result in a recommendation for dismissal from the program, unless
serious circumstances exist in the judgment of the program faculty to justify more than
one course extension. Under no circumstances will a candidate be permitted to proceed
to or with a practicum or internship placement until prerequisite coursework is
satisfactorily completed. Any enrollment in a practicum or field experience is contingent
on a candidate earning a grade of “B” or better in the complimentary knowledge-based
course(s) associated with the practicum experiences.
2. Unsatisfactory performance in school psychology practicum courses or internships.
Upon the recommendation of the candidate’s clinical supervisor and a performance
review by the program faculty, a candidate may be dismissed from the program for
failure to meet the program’s expectations for the quantity or quality of clinical work or
supervision during practicum, field experiences, or internships.
3. Academic Dishonesty Academic honesty is essential to the educational process and
serves to protect the integrity of the University community. Therefore, all members of the
University community have a responsibility of maintaining high standards of honesty and
ethical practice. Cheating, plagiarism, and other forms of academic dishonesty constitute
a serious violation of University conduct regulations.
YSU School Psychology Student Handbook 32
Students who engage in dishonesty in any form on examinations, papers, and course
assignments, or who illegally possess examinations shall be charged with academic
dishonesty. Furthermore, students shall not submit the work of someone else as their own or
utilize ideas taken from other sources without properly citing the source. In addition, work
completed in one course that is submitted in another course may constitute academic
dishonesty. Students should consult with the faculty member if they are not sure what may
constitute academic dishonesty.
Students suspected of academic dishonesty shall be charged with a violation of University
conduct regulations under Article IV, Section A.1. Cases of alleged academic dishonesty
shall be resolved in the following manner:
Conference
a. The faculty member should discuss the matter with the student as soon as possible
following the alleged act of academic dishonesty that the student is suspected of
committing.
b. Following the initial discussion, the student shall be informed in writing of the
allegations by the faculty member and requested to attend a conference with the
faculty member and appropriate department chair.
c. During the conference, the faculty member should discuss the allegations with the
student and determine whether the student is responsible for the allegations. If the
student is found to be responsible, the faculty member shall determine the sanction to
be imposed. If the student is found not responsible, no further action is warranted.
d. Prior to imposing the sanction, the faculty member shall communicate with the Student
Conduct Administrator to determine if the student has been involved in any previous
academic dishonesty violations.
e. The faculty member may impose one or more of the following sanctions:
(1) Warn the student;
(2) Submit an “F” grade on the exam or paper;
(3) Submit an “F” grade for the course; and/or
(4) Request additional action from the Student Academic Grievance Subcommittee.
f. The faculty member must file a Report of Academic Dishonesty if options 2 through 4
are imposed. The Student Conduct Administrator will then notify the student in
writing of the decision as well as create a student conduct file which shall be kept
confidential to the extent allowed by law.
g. In cases where a student is found responsible for an incident of academic dishonesty
that is serious, flagrant, or repeated, the student may also be referred to the Student
Academic Grievance Subcommittee for consideration of additional action, including
suspension and expulsion.
h. Following the conference, the accused student has the right to file a grievance and
request that the case be reviewed by the Student Academic Grievance Subcommittee.
Hearing
a. Cases of academic dishonesty that are referred for a hearing shall be heard by the
Student Academic Grievance Subcommittee. The Student Academic Grievance
Subcommittee shall consist of two faculty members, two students, and one
administrator who will chair the hearing.
b. Hearings for academic dishonesty before the Student Academic Grievance
Subcommittee shall follow the procedures outlined in Article VII, Section D.2.
YSU School Psychology Student Handbook 33
c. The Student Academic Grievance Subcommittee may impose any of the sanctions
outlined in Article VII, Section E.
d. A decision of the Student Academic Grievance Subcommittee may be appealed
following the procedures outlined in Article IX, Section B.3.
4. Criminal conviction. A candidate whose conduct, within or outside of the program, has
resulted in the conviction of a crime, even if it would not preclude licensure in Ohio as a
school psychologist may be recommended for dismissal from the program by action of
the faculty.
5. Unethical practices and/or unprofessional conduct. Candidates are referred to the APA
Ethical Principles of Psychologists and the Code of Conduct (APA, 2010); and the
National Association of School Psychologists Principles for Professional Ethics (NASP,
2010).
6. Cognitive, affective, and/or behavioral impairments that obstruct the training process
and/or threaten the welfare of others. Candidates conduct which in the opinion of the
faculty and/or candidate’s supervisors, is the result of cognitive, affective or behavioral
impairment and which obstructs, interferes with or threatens the training of fellow
candidates or the welfare of candidates, faculty, or supervisors may result in candidates
dismissal from the program or referral for remediation. In the case of referral for
remediation, the candidates may be asked or required to withdraw from classes and may
be placed on a leave of absence from the program until such time as the candidates is able
to demonstrate to the satisfaction of the faculty that he/she is able to return to the program
without impairment. Examples of impairment having the potential for candidate
dismissal or referral include, but are not limited to: substance abuse; dual relationships,
passive-aggressive behavior; anti-social behavior, lying or misrepresenting oneself to
school personnel, candidates, parents, or supervisors; practicing outside of one’s area(s)
of competency.
Remediation of Professional or Disposition Skill Deficits
Candidates requiring remediation in basic skills (e.g., writing) or counseling services (e.g., time
management, stress management, interpersonal skills) shall be referred by any program faculty
member, in consultation with the program coordinator, to appropriate services available on
campus. It is the candidate’s responsibility to utilize these services until a level of competency is
reached and agreed to by the program coordinator and faculty.
Note: These procedures are intended to provide clarity to existing applicable University,
College, and School policies. They are not meant to interfere with, replace, or supersede
the existing department, college, and university selection and retention procedures.
Professional Counseling Services for Students
At times it may become apparent that an individual's personal unresolved emotional issues are
interfering with performance. In such cases, the faculty will inform the student of their
observations and may suggest the student seek professional help in working through such issues.
The department will offer referrals; it is not appropriate for department faculty to provide
counseling services to students. The University provides counseling services through the Career
and Counseling Services Office. For additional information regarding these and other services
provided by this office, contact them at (330) 941-3515.
YSU School Psychology Student Handbook 34
Student Rights and Responsibilities
Any student believing that he or she has been discriminated against or treated unjustly by the
University, or by any faculty member, may wish to consult The Code: A Handbook of Student
Rights, Responsibilities, and Conduct, which has been drawn up by Youngstown State University
to provide outlines for due process on any grievances or complaints. The Code is available on the
YSU website.
Attendance/Punctuality
Students are expected to attend classes on time and returning from breaks as directed by course
instructor. Students are expected to attend classes, complete all assignments and participate in
class discussions and activities. Advanced notice to your instructor of any planned absences is
expected. Unexcused absences in excess of one class may result in a drop of one letter grade. If
it is necessary to be absent from class, it is the student's responsibility to obtain information that
was covered, and to make sure all assignments are turned into the instructor on time. Students are
responsible for all information if you do miss a class. Students may want to check their schedule
for any employment or personal conflicts that would prohibit them from participating fully in the
courses they take.
Class Participation
Participation and attendance are essential components of the classes in this program. Students are
expected to come to class fully prepared, and actively participate in class activities and
discussions. During class, students will be provided with opportunities for dialogue, questions,
and interactions related to the class material. Students will be free to share personal thoughts,
feelings, and opinions regarding in class topics. Consequently, students are required to
demonstrate respect for others, professionalism and preparedness that is necessary within a school
psychology environment.
Canceling Classes Due to Weather
During winter months, classes may be cancelled due to a weather emergency. WYSU-FM 88.5
(Ashtabula 90.1, New Wilmington 97.5) radio is the official source regarding information about
the cancellation of classes and University operations. Students should tune in WYSU-FM on the
hour and half-hour for University information. WYSU-FM (88.5) radio is the official source of
information; you may also call the campus emergency information number at 330-941-2222 or
visit the University homepage at www.ysu.edu.
Professional Associations
Students are expected to develop a professional identity through membership in a variety of
professional organizations. All are encouraged to consider membership in one or more of the
professional organizations such as: the National Association of School Psychology (NASP) and
the Ohio School Psychologist Association (OSPA).
YSU E-Mail
Each student at YSU has access to an individual E-mail account through the university e-mail
system. All students are expected to activate this e-mail account and to check messages on a
YSU School Psychology Student Handbook 35
regular basis. Announcements and attachments as supplements class assignments. Students will
be held responsible for accessing any e-mail sent out by the school psychology program faculty.
School Psychology Program’s Website
Most program materials and updated information are available in the YSU web site at
http://web.ysu.edu/bcoe/school psycholgy/ (In development phase).
Graduation
1. Candidates must complete the requirements for the master's degree prior to entering their
internship placement and enrollment in their internship courses.
Those candidates who complete the comprehensive exam will have their exams read and
approved by the program faculty in order to receive their master's degree. Exceptions to
this procedure may be granted at the discretion of the program coordinator.
2. Candidates will typically complete the requirements for the Educational Specialist degree
in School Psychology and display appropriate dispositions at the completion of their
internship year.
Licensure
School Psychology Candidates will be recommended for licensure by the program coordinator
and faculty to the Dean of the Beeghly College of Education or his/her designate, when they
successfully, (1) complete the requirements and intern competencies of SPSY 7512; 7513 and
7514 and, (2) obtain a passing score on the Praxis II Specialty Test for School Psychologists. The
recommendation for licensure will be made to the program coordinator by the university intern
supervisor in collaboration with the intern field supervisor. In cases where agreement is not
evident, the program faculty will conduct a review before making a final recommendation to the
Dean.
Additional Information
1. When registering or planning to register for classes which require an override for
registration, please contact the Counseling Program’s Administrative Assistant (Cindy
Sarnowski) or talk with the student assistant to find out if there is an opening in these
courses. If you should change your mind after obtaining a permit or after registering for
one of these classes, please notify the Counseling Program staff so that another student
may be allowed to enroll in your place. This will also help the Department in efficient
course scheduling.
2. Please be reminded that the YSU Graduate Bulletin states that:
A) "All coursework, including transfer credits, offered in fulfillment of the
minimum credit hour requirement for the degree, all comprehensive exams, and
thesis (if required) must have been taken within the six-year period immediately
preceding the date on which the last requirement is completed." All requests for
transfer of graduate credit must be made during your first semester after
admission.
YSU School Psychology Student Handbook 36
B) "Graduate students who fail to take courses or otherwise to pursue their graduate
education for two years will be readmitted only under regulations in force at the
time of re-application and after review by the department for approval of the
readmission."
3. Application for graduation must be made during the first week of the semester in which
you plan to graduate. Failure to apply for graduation will result in a delay in graduation.
4. All papers submitted for courses should be written and documented in APA style and
should be duplicated, with the original submitted to the instructor and a copy retained by
the student. In the event of a lost or damaged paper, the student may be required to
submit a copy of the original.
Contact Information:
Audrey E. Ellenwood, Ph.D.
Graduate Program Director, School Psychology
Youngstown State University
e-mail: aeellenwood@ysu.edu
phone: (330) 941-3168
School Psychology Faculty:
Richard Van Voorhis, Ed.D.
Phone: (330) 941-3266
e-mail: rwvanvoorhis@ysu.edu
Melinda Wolford, Ph. D.
Phone: (330) 941-3162
e-mail: mlwolford@ysu.edu
YSU School Psychology Student Handbook 37
BEEGHLY COLLEGE OF EDUCATION
YOUNGSTOWN STATE UNIVERISTY
MASTERS OF EDUCATION IN INTERVENTION SERVICES DEGREE
REQUIRED COURSES:
SPSY 6906 Role and Function of a School Psychologist 3
FOUN 6904 Introduction to Educational Research 3
SPSY 6905/
SPED 6905 Cultural/ Ethnic Issues Relating to Youth and Families 3
SPED6909/
SPSY 6909 Assessment and Intervention for Students with Low Incidence 3
COUN 6962 Counseling Theory 3
PSYC 6905 Human Growth and Development 3
SPSY/SPED 6912 Multilevel Tier Interventions across General Education
and Special Disability Programming 3
SPSY 6902 School Organization, Classroom Analysis,
Cross-categorical Settings 3
COUN 6973 Group Counseling Theory and Practice 2
COUN 6973L Group Counseling Theory and Practice 1
SPSY 6901/
SPED 6901 System Wide Consultation/ Collaboration in the Schools 3
SPSY 6904/
COUN 6904 Crisis Counseling 3
FOUN 6914 Statistical Methods in Education 3
COUN 7003/
SPSY 7003 Counseling Practicum I 3
PSYC 6955 Psychopathology 3
SPSY 6907 Comprehensive Readings in School Psychology 3
TOTAL 45
POSSIBLE ELECTIVES:
SPSY 6911/COUN 6911/ SPED 6911
International Studies: Project Learning Around the World 3
GENERAL ELECTIVES AND COGNATE ELECTIVES CAN BE CHANGED IF APPROVED TO
BEST MEET THE UNIQUE NEEDS OF STUDENTS.
Audrey Ellenwood, Director
School Psychology Program
Department of Counseling and Special Education
Youngstown State University
One University Plaza
Youngstown, Ohio 44555
(330) 941-3168
aeellenwood@ysu.edu
9/13/11
* Requirements reflected on this check sheet are accurate as of the date of printing. However, program
changes occur periodically and newly approved requirements may not be listed. Should you have any
questions, please consult your advisor.
YSU School Psychology Student Handbook 38
BEEGHLY COLLEGE OF EDUCATION
YOUNGSTOWN STATE UNIVERISTY
EDUCATIONAL SPECIALIST DEGREE
REQUIRED COURSES:
SPSY 7500 Dynamic Assessment I 3
SPSY 7501 Dynamic Assessment Practicum in School Psychology I 3
SPSY 7502 Cognitive Observation Practicum 2
SPSY 7503 Dynamic Assessment II 3
SPSY 7504 Dynamic Assessment Child Study Practicum II 3
SPSY 7505 Dynamic Assessment Advance Child Study Practicum II 3
SPSY 7506 Consultation Approaches to Treatment in Schools 3
SPSY 7507 Classroom Assessment and Decision Making 3
SPSY 7508 Neuropsychology, Low Incidence and Learning Behavior 3
SPSY 7509/
COUN 7509 Family Systems within an Educational Context 3
SPSY 7510 Professional Development Seminar in School Psychology 1
SPSY 7511 School Psychology Internship Studies 3
SPSY 7512 Internship/ Supervised Experience I 3
SPSY 7513 Internship/ Supervised Experience II 3
SPSY 7514 Internship/ Supervised Experience III 3
SPSY 7515 Advanced Seminar in School Psychology I 3
SPSY 7516 Advanced Seminar in School Psychology II 3
TOTAL 54
GENERAL ELECTIVES AND COGNATE ELECTIVES CAN BE CHANGED IF APPROVED
TO BEST MEET THE UNIQUE NEEDS OF STUDENTS.
Audrey Ellenwood, Director
School Psychology Program
Department of Counseling and Special Education
Youngstown State University
One University Plaza
Youngstown, Ohio 44555
(330) 941-3168
aeellenwood@ysu.edu
The Praxis Exam- School Psychologist- is required by the state for anyone applying for the
School Psychologist licensure.
* Requirements reflected on this check sheet are accurate as of the date of printing. However,
program changes occur periodically and newly approved requirements may not be listed. Should
you have any questions, please consult your advisor.
9/13/11
YSU School Psychology Student Handbook 39