Oct 23, 2018
This emphasis prepares individuals for the professional practice of school psychology. Doctoral-level school psychologists work in public and private school systems, colleges and universities, pre-school and child-development centers and private practice. Typical responsibilities include assessment, diagnosis, consultation, program planning and intervention services to preschool and school-age children with educational, emotional and behavioral problems. This is a professional degree that is aimed at preparing school psychologists for added responsibility in the area of supervision or more in-depth understanding of school psychological practice and research methodology. It is planned to be a continuation of the Ed.S. degree. Certification/licensure as a school psychologist is advisable. If certification has not been met prior to enrollment in the doctoral program, the sequence of courses for the Ed.S. program as outlined in this bulletin must be completed as part of the doctoral program.
Ed.S.—Ed.S. in a state and NASP-approved School Psychology program.
Students completing the Ed.S. School Psychology program at Andrews University need not take any electives. Students who obtained their Ed.S. at an institution other than Andrews University must complete 9 credits of doctoral electives at Andrews University. Included in these credits must be EDFN 500 and courses missed from Andrews University required courses. If students received their Ed.S. in School Psychology at Andrews University, the following courses must have been included:
Continuation in the Educational Psychology program is based upon a periodic performance review and personal qualifications as an educational school psychologist.
Educational Psychology Student Learning Outcomes
- Demonstrate the ability to integrate a spiritual perspective into educational psychological practice and theory.
- Demonstrate knowledge and understanding of human development, and human learning across the life span.
- Demonstrate knowledge and understanding of the major theories of learning and motivation.
- Competency in the planning and prescribing of teaching and curriculum strategies for students.
- Knowledge of human behavior and behavior management techniques, and capacity to plan and implement classroom management procedures pertaining to the behavior of students.
- The acquisition and mastery of a broad understanding of learning, and learning impairments.
- Knowledge of federal and state special education laws and other legal aspects of the role of the educational psychologist.
- Skills in the ability to consult, counsel, and collaborate with students, parents, school personnel, and appropriate outside personnel regarding mental health, behavior, and educational concerns utilizing psychologist principles.
- Knowledge of human growth and development in pupils with or without handicaps.
- Knowledge of the organization and administration of local and state agencies and their services for pupils.
- Demonstrate the ability to use current technology for supervision, assessment, and professional record keeping and consultation.
- Understand and interpret statistical data from research studies.
- Integrate data from tests and other measurement sources. Understand dynamics of research.
- Communicate research findings to parents, students and other professionals in a meaningful way.
- Demonstrate ability to provide psychological services to special populations including ethnic minorities, female students, learning disabled students, mentally challenged students, emotionally handicapped students, physically disabled students, and gifted students.
- Conduct evaluations and research in the area of educational and school psychology.
- Understand ethical standards for the profession of educational psychology.
- Demonstrate ethical behaviors.