CERTIFICATE OF ADVANCED STUDY
IN SCHOOL PSYCHOLOGY (CAS)
Program Requirements
The CAS Program requires a minimum of 73 hours; this also includes a Master of Science in Educational Psychology and Statistics (required for permanent certification in New York State) that is embedded in the CAS Program. Components of the CAS Program include:
- Personal characteristics
- Academic knowledge
- Field training
- Comprehensive examination
- Student portfolio
Across all of these components is a respect for issues of individual and cultural diversity. Training competent professional school psychologists thus encompasses multiple areas; specifically, personal characteristics, academic knowledge, field training experiences, and comprehensive examination must be addressed.
Personal Characteristics
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Commitment to learning |
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Appropriate interpersonal skills |
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Effective communication skills |
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Effective use of time and resources |
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Use of constructive feedback |
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Problem-solving |
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Professionalism |
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Responsibility |
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Critical thinking |
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Stress management |
Academic Knowledge
The CAS Program emphasizes five broad areas of academic course work: psychological foundations; educational foundations; research, measurement, and statistics; intervention/problem-solving; and professional school psychology.
In the area of psychological foundations, the curriculum is designed to ensure that students have a foundation in the knowledge base for the discipline of psychology. This knowledge base includes:
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Developmental Psychology (e.g., Advanced Developmental Psychology, Comparative Theories of Human Development) |
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Learning/Cognition (e.g., Theories of Learning, Human Memory, Cognitive Psychology) |
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Child Psychopathology (e.g., Psychopathology, Abnormal Psychology, Behavioral and Emotional Disturbances of Children and Adolescents, Behavior Disorders) |
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Biological Bases/Personality/Social Psychology (e.g., Biopsychology, Psychopharmacology, Neuropsychology, Theories of Personality, Survey of Personality, Social Psychology, Group Dynamics, Interpersonal Relations) |
In the area of educational foundations, the curriculum is designed to ensure that all students have a foundation in the knowledge bases for education. This includes:
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Reading (e.g., Diagnosis and Correction of Reading Problems, Reading and the Exceptional Child) |
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Special Education (e.g., Psychology and Education of Exceptional Children and Youth) |
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Educational Foundations (e.g., Philosophy of Education, History of Education, Sociology of Education) |
In the area of research, measurement, and statistics, the curriculum is designed to ensure that all students are competent consumers of research and new knowledge, and are able to use diverse methodologies (e.g., ethnographic, single subject designs, quantitative methods) to evaluate professional practices (i.e., interventions) and/or programs. This knowledge base includes:
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Statistics (e.g., Statistical Methods, Multivariate Analysis, Qualitative Analysis) |
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Measurement (e.g., Psychological Measurement, Psychometric Theory) |
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Research Methods (e.g., Experimental Design, Master’s research project) |
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In the area of intervention/problem-solving, the curriculum is designed to ensure that all students possess the knowledge and professional expertise to collaborate with families and school- and community-based professionals in designing, implementing, and evaluating interventions that effectively respond to the educational and mental health needs of children and youth. This knowledge base includes:
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Intellectual Assessment (e.g., Assessment of Intelligence) |
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Psychoeducational Assessment (e.g., Psychoeducational Assessment) |
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Social, Emotional, and Behavioral Assessment (e.g., Social-Emotional-Behavioral Assessment) |
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Direct Interventions (e.g., Behavioral Interventions, Psychotherapy) |
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Indirect Interventions (e.g., Consultation / Prevention) |
In the area of professional school psychology, the curriculum is designed to ensure that all students have a knowledge base specific to the professional specialty of school psychology. This knowledge base includes:
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Seminar in School Psychology (e.g. Introduction to School Psychology) |
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NYS Child Abuse Mandated Reporting |
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Project SAVE - Mandated Violence Prevention |
Field Training
In the area of professional practice, the curriculum is designed to ensure that all students are provided with a sequence of closely supervised field training experiences through which they integrate, practice, and are evaluated regarding their mastery of distinct skills consistent with the CAS Program.
General psychological theory, methods of inquiry, educational foundations, and professional school psychology (i.e., propositional, case, and strategic knowledge) are integrated across multiple field training experiences. In our CAS Program, the field training component is viewed from a developmental perspective (Boyland, Malley, & Scott, 1995). Following this model, the following principles are associated with field training.
- Movement is directional and hierarchical; early learning establishes a foundation for later development.
- Differentiation occurs with new learning and practice; learning proceeds from more simplistic and elementary and toward the more complex and integrated.
- Separation/individuation are achieved; learning leads to progressively more independent and separate functioning by the student.
These principles are identified within the program structure, the learning processes, and the supervisory interactions encountered by the students. Students proceed through the field training component of their program in an orderly and sequentially planned progression. This sequence is as follows:
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Pre-Practicum Activities |
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Practicum |
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Certification Internship in School Psychology, Non-doctoral |
Within this philosophy and structure, each component in this sequence varies regarding the required length of the placement, and the range of expected skills and competencies necessary before the student can move on to the next component in field training.
· Pre-Practicum Activities
During the first and second years of training, students participate in activities at the Pre-Practicum level of the continuum. This field training consists of direct instruction and controlled practice assignments related to specific classes (e.g., administering and interpreting tests of intelligence and achievement); basic skill development and ongoing feedback are emphasized.
· Practicum (ESPY 790 Field Experience I)
The practicum is a planned, structured, and programmed sequence of professionally supervised training experiences in comprehensive school psychological services including problem solving, intervention, and consultation to deal with educational, social, emotional, and behavioral problems of school-age children and youth. Practicum occurs during the student’s second year in the Program, and involves the completion of 420 hours over the course of 2 semesters (2 days/week) on-site, as well as attendance at formally scheduled weekly group supervision and case conference meetings on campus.
· Certification Internship in School Psychology, Non-doctoral
Supervised experience (by certified school psychologists) in comprehensive school psychological services (i.e., assessment, intervention, prevention, and consultation).
At this level students are placed in a public school district, and provide the broad range of psychological services. The duration of this placement is 5 days/week for 10 months (1200 hours on-site, at least 600 hours must be completed in a public school setting). Duties in this experience encompass all areas of professional functioning (i.e., assessment, intervention, consultation). The internship is a culminating training experience of the student’s CAS Program, and is designed to enhance the development and reinforcement of competencies and professionalism.
Comprehensive Examination
Students enrolled in the CAS School Psychology Program complete a comprehensive
examination during their program. The Praxis Series Assessment (Test 40, School Psychologist) that is administered by the Educational Testing Service is used for the CAS comprehensive exam. This test includes multiple-choice questions covering 6 areas (i.e., Assessment, Prevention and Intervention, Evaluation and Research, Professional Practice, Applied Psychological Foundations, and Applied Educational Foundations). Passing on this examination: NCSP passing criterion.
