Graduate Catalog

School Psychology

School psychologists work in deeply engaged and collaborative ways with students, teachers, families, administrators, and other professionals to address the social, emotional, and learning needs of children in schools. School psychologists possess not only an in-depth understanding of children, families, and schools, but also a highly-developed set of relational and communication skills. In this way, school psychologists are able to see and understand children in rich and comprehensive ways (through observation, consultation, data collection, and assessment) and share those understandings in helpful ways with parents, teachers, and other school personnel. The primary goal of school psychologists is to help children flourish in schools, at home, and in life.

In our nationally-approved school psychology program, we emphasize the development of this deep understanding of children, families, and schools as well as the development of these effective relational and communication skills. Through coursework and practica in counseling, consultation, assessment, and intervention, our students learn to work effectively with children, teachers, families, and special education teams, as well as whole school communities to help create learning environments that foster the healthy development of all children.

Accreditation and Licensure

Lewis & Clark's School Psychology program is approved by the National Association of School Psychologists (NASP) and has also been approved by the Oregon Teacher Standards and Practices Commission (TSPC) and the National Council for Accreditation of Teacher Education (NCATE). Graduates of the School Psychology program earn the Educational Specialist degree (Ed.S.) and are eligible to apply to NASP for the National Certificate of School Psychology (NCSP). Holders of the NCSP may be eligible for an abbreviated process as they apply for out-of-state school psychology licenses. The program is also accredited by the International School Psychology Association (ISPA). Graduates who complete the program and the state-required test are also eligible to be recommended by Lewis & Clark to the Oregon Teacher Standards and Practices Commission for a Preliminary School Psychologist License. Applicants from Oregon approved programs must apply for licensure within three years following completion of their respective programs. If more than three years elapse before application is made, the candidate must qualify for recommendation under rules for licensure in effect at the time of application.

Educational Specialist in School Psychology

The Educational Specialist degree program is designed for students seeking initial licensure as school psychologists. The Ed.S. degree demands a level of preparation significantly greater than that called for by a master's degree. The Ed.S. is widely regarded as the intermediary degree between a master's and a doctoral degree. Completion of our program requires a minimum of three years (including coursework in fall, spring, and summer semesters), with a second-year practicum, and a third-year, full-time internship in a public school setting.

Degree Requirements

A minimum of 60 semester hours, distributed as follows, and all required tests:

Required Courses
SPSY 502Introduction to School Psychology I3
CPSY 523Counseling and Interventions with Children and Adolescents3
SPSY 506Development and Learning2
SPSY 576School Psychology Colloquium (To be taken in fall and spring of years one and two for .5 credits each.)2
SPSY 503Introduction to School Psychology II3
CPSY 514Group Counseling With Children and Adolescents3
CPSY 531Research Methods and Statistics II3
SPSY 510Ethical and Legal Issues for School Psychology Practicum2
SPSY 541Assessment and Intervention I3
SPSY 517The Exceptional Child in Schools3
CPSY 551Introduction to Expressive Arts Therapy1
SPSY 580Practicum in School Psychology (To be taken fall, spring, and summer in year two.)7
SPSY 542Assessment and Intervention II3
SPSY 573School-Based Consultation3
SPSY 543Assessment and Intervention III3
SPSY 574Advanced Consultation and Program Evaluation3
SPSY 571Prevention in Educational Settings3
SPSY 582Internship in School Psychology (To be taken fall, spring, and summer in year three.)7
SPSY 590Topics in Counseling Psychology1
Elective Courses

Students choose two hours of elective credit from any program in the graduate school.

Graduate Convocation Requirement

Students must attend Convocation (CORE 500).

Licensure and Certification

Once the Ed.S. degree is awarded and the required tests are passed, graduates are recommended to the Oregon Teacher Standards and Practices Commission for the Preliminary School Psychologist License. Graduates also have the option of applying to the National Association of School Psychologists for the National Certificate of School Psychology (NCSP). Holders of the NCSP may be eligible for an abbreviated process as they apply for out-of-state school psychology licenses.

Preliminary School Psychologist License-Only

Note: No applications for the licensure-only program will be accepted through 2017.

Students with a master's, specialist's, or doctoral degree in counseling, psychology, special education, or a related field may qualify for admission into the Preliminary School Psychologist License-Only program. Students in the licensure program who are not seeking a specialist's degree may petition to waive required coursework based on competence, experience, and/or equivalent graduate credits from other institutions. Upon admission, transcripts of previous graduate work and supporting documentation are evaluated by a faculty committee to determine which courses will be waived and to develop an individualized program plan for licensure as a school psychologist.

Licensure Requirements

Coursework to be determined between student and advisor based on professional need, including SPSY 582 Internship in School Psychology, and all required tests.

Licensure and Certification

Once the coursework and the required tests are passed, graduates are recommended to the Oregon Teacher Standards and Practices Commission for the Preliminary School Psychologist License. Applicants from Oregon-approved programs must apply for licensure within three years following completion of their respective programs. If more than three years elapse before application is made, the candidate must qualify for recommendation under rules for licensure in effect at the time of application.

Depending on their previous graduate degrees, students may also have the option of applying to the National Association of School Psychologists for the National Certificate of School Psychology (NCSP). Holders of the NCSP may be eligible for an abbreviated process as they apply for out-of-state school psychology licenses.

Practicum and Internship Information

Each school psychology student will complete a practicum in a public school setting during his or her second year in the program. The practicum, which runs from September to June, generally requires eight to 10 on-site hours per week (450 hours total) as well as additional coursework. Students will be provided assistance in locating a practicum site and a list of schools at which previous students have completed practica. Students may also find their own sites, subject to approval.

During their third year in the program, school psychology students complete a full-time internship that runs the entire school year (August-June). It is designed as an opportunity to develop autonomous skills in direct services such as assessment, counseling, and consultation. The internship requires 1,200 hours of supervised service in a public school setting at the elementary and secondary levels. Some school districts provide a stipend for this work. On-campus group supervision is provided as well. In preparation for this internship, students apply during their second year to districts that have requested interns through the program and supervisors are approved by program faculty.

School Psychology Courses

Print This Course

SPSY 506 Development and Learning

Content: This course focuses on developmental theory and research as applied to the process of learning and education, age three to twenty-one. Emphasis will be placed in the following areas: candidates gaining knowledge to both differentiate and integrate multiple theoretical views on development; candidates gaining a better conceptual understanding of commonalities and differences in development; and, candidates gaining a better practical understanding of how to help children and adolescents address the developmental challenges they face, particularly in schools. In this course, child and adolescent development will be viewed through theories and research in the areas of interpersonal, emotional, cultural, cognitive, and physical development.
Prerequisites: None.
Credits: 2 semester hours.

Print This Course

CPSY 514 Group Counseling With Children and Adolescents

Content: Instruction and practice in developing group treatments for children and adolescents in clinical and school settings. Students gain practice as group leaders in addressing issues related to group dynamics, cultural diversity, potential problems encountered when running groups, and generalization and maintenance of behavioral change. Students also gain experience constructing curricula for specific issues such as divorce, substance use, grief, and social skills.
Prerequisites: For Professional Mental Health Counseling or Professional Mental Health Counseling - Specialization in Addictions students, MHCA 502 or MHC 503, CPSY 506, MHC 509 or MHCA 511, MHC 513, CPSY 522, CPSY 530 or MHC 535, MHC 534, MHC 511 or CPSY 550. For students in Marriage, Couple, and Family Therapy programs, CPSY 504, CPSY 506, MCFT 526; for students in the School Psychology program, SPSY 502.
Restrictions: Consent of Counseling Psychology department required.
Credits: 3 semester hours.

Print This Course

CPSY 523 Counseling and Interventions with Children and Adolescents

Content: Mental, emotional, and behavioral disorders of childhood and adolescents. Topics include identification, diagnosis, and planning of multifaceted counseling intervention and treatment strategies; developmental, social, and cultural influences on diagnoses and interventions; ecological and social-justice-oriented conceptualization and intervention across systems.
Prerequisites: For Professional Mental Health Counseling and Professional Mental Health Counseling - Specialization in Addictions students, MHC 503, CPSY 506, MHC 513, MHC 511, and one of the following: MHC 535, CPSY 530, or CPSY 538. For Professional Mental Health Counseling - Specialization in Addictions students, MHCA 502, CPSY 506, MHCA 511, MHC 513, CPSY 522, CPSY 530 or MHC 538, CPSY 504, CPSY 550. For Marriage, Couple, and Family Therapy students, CPSY 504, CPSY 506, MCFT 526.
Corequisites: For Professional Mental Health Counseling and Professional Mental Health Counseling - Specialization in Addictions students, MHC 534.
Credits: 3 semester hours.

Print This Course

SPSY 576 School Psychology Colloquium

Content: A Colloquium is an academic seminar on a broad field of study, usually led by a different lecturer at each meeting. This Colloquium will be focused on the broad field of School Psychology, and all candidates across all three cohorts of the school psychology program are required to attend in order to address, together, relevant topics of the profession that concern us all. The Colloquium meets four times per academic year, with a different topic as the focus for each meeting. These four topics include: 1) Issues in Practicum and Internship Supervision; 2) Variations of the Practice of School Psychology; 3) Alumni Relations and Mentorship; and 4) Cross-Professional Collaboration. The School Psychology Colloquium challenges school psychology candidates to address issues of concern across all three cohorts while simultaneously providing mentorship across these cohorts through conversation, guidance, and shared information. Course goals for participants include: a. Engaging with the data, research and theory regarding topics of shared concern in the field of school psychology b. Gaining an understanding of the practices of mentorship, supervision and on-going professional development in the field of school psychology c. Gaining an understanding of the variation and different forms of practice within the field of school psychology at the local, national and international level. d. Engaging with related professionals in the field of education regarding topics of shared concern in an effort to better differentiate and integrate as working professionals.
Prerequisites: None.
Credits: 0.5 semester hours.

Print This Course

CPSY 531 Research Methods and Statistics II

Content: Research design and data analysis, inferential statistics. Simple and complex designs, normal distribution, z-test, t-test, analysis of variance, statistical power, simple regression. Overview of nonparametric and multivariate analysis. Note: Taught in spring semester only, as the second course of a two-semester sequence. Students who wish to pursue the thesis-option M.S. program are advised to take this sequence as early as possible in their course of study.
Prerequisites: CPSY 530.
Credits: 3 semester hours.

Print This Course

CPSY 551 Introduction to Expressive Arts Therapy

Content: This class is designed for mental health practitioners interested in gaining an introductory understanding of the theory and practice of using expressive arts in therapy and counseling. Students explore the mediating properties of expressive arts as applied to clinical and school settings with children, adolescents, and adults.
Prerequisites: None.
Credits: 1 semester hour.

Print This Course

SPSY 502 Introduction to School Psychology I

Content: Overview of the history, systems, roles, and functions of school psychologists. Readings in contemporary issues and historical events provide the foundation for graduate preparation in school psychology. Students observe the work of school psychologists and discuss the profession in a seminar format. This course is a practicum in school-based systems, and includes overviews of the theories and practices for school-based emotional, behavioral, social, and academic change.
Prerequisites: None.
Restrictions: Admission to School Psychology Program.
Credits: 3 semester hours.

Print This Course

SPSY 503 Introduction to School Psychology II

Content: Overview of the history, systems, roles, and functions of school psychologists. Readings in contemporary issues and historical events provide the foundation for graduate preparation in school psychology. Students observe the work of school psychologists and discuss the profession in a seminar format. Practicum in school-based systems. This course is a practicum in school-based systems, and includes overviews of the theories and practices for school-based emotional, behavioral, social, and academic change.
Prerequisites: SPSY 502.
Credits: 3 semester hours.

Print This Course

SPSY 510 Ethical and Legal Issues for School Psychology Practicum

Content: Consideration of the applicable ethical and legal issues for school psychologists in mental health and school settings. Students develop skills in counseling, consultation, assessment, and intervention planning.
Prerequisites: CPSY 506, SPSY 502, and SPSY 503.
Corequisites: CPSY 523.
Restrictions: Consent of advisor.
Credits: 2 semester hours.

Print This Course

SPSY 517 The Exceptional Child in Schools

Content: Overview of the exceptional child in today's educational setting. Provides a basic understanding of special educational law and public policy related to the birth-to-three early intervention, preschool, K-12, and vocational transitioning populations. Exceptionalities studied include communication disorders, learning disabilities, intellectual disabilities, emotional disturbance, behavioral disorders, orthopedic impairments, other health impairments, traumatic brain injuries, hearing and vision impairments, and giftedness. Students gain an understanding of the criteria requirements for each category as outlined under the Oregon Administrative Rules and some of the unique evaluation considerations for each.
Prerequisites: None.
Credits: 3 semester hours.

Print This Course

SPSY 541 Assessment and Intervention I

Content: This course is the first of a three-part assessment sequence that addresses psycho-educational, social, emotional, and behavioral assessment of children and adolescents from birth through age 21. In this course, the focus is on gaining competency with the skills and tools needed to collect, interpret, and present data using observation, interviews, behavior rating scales, functional behavioral assessments, response to intervention, and assessments for children with pervasive developmental disabilities.
Prerequisites: CPSY 531.
Restrictions: Admission to the School Psychology Program or consent of instructor.
Credits: 3 semester hours.

Print This Course

SPSY 542 Assessment and Intervention II

Content: The second of a three-part assessment sequence that addresses psycho-educational, social, emotional, and behavioral assessment of children and adolescents from birth through age 21. In this course, the focus is on gaining competency with the skills and tools needed to collect, interpret and present data using psycho-educational assessments involving cognitive, academic, and adaptive measures.
Prerequisites: SPSY 541 or consent of instructor.
Restrictions: Admission to the School Psychology Program.
Credits: 3 semester hours.

Print This Course

SPSY 543 Assessment and Intervention III

Content: This course is the third of a three-part assessment sequence that addresses psycho-educational, social, emotional, and behavioral assessment of children and adolescents from birth through age 21. In this course, the focus is on gaining competency with the skills and tools required to interpret and integrate multiple assessment measures, including reporting and consulting on such assessment data in written and verbal formats.
Prerequisites: SPSY 542 or consent of instructor.
Restrictions: Admission to the School Psychology Program.
Credits: 3 semester hours.

Print This Course

SPSY 571 Prevention in Educational Settings

Content: Theory, application, design, implementation, and evaluation of prevention and intervention programs for school-age youth in school and community settings. Students also examine the cultural, social, psychological, family, and political factors bearing on children's understanding of and experiences with alcohol and other drugs. Prevention and intervention through enhancement of social competence are presented from constructivist and ecological-developmental perspectives with application to individuals and to small-group and classroom-based settings.
Prerequisites: None.
Restrictions: Admission to the School Psychology Program.
Credits: 3 semester hours.

Print This Course

SPSY 573 School-Based Consultation

Content: Theory and practice of consultation, which is fundamental to the delivery of mental health services in schools. Covers models of behavioral and instructional consultation in schools and with families. In-school observations facilitate students' understanding of consultation in schools. Emphasis is on identifying ways to collaboratively assess and intervene in problematic behavioral and instructional situations. Addresses issues of cultural, linguistic, and socioeconomic differences.
Prerequisites: SPSY 503.
Credits: 3 semester hours.

Print This Course

SPSY 574 Advanced Consultation and Program Evaluation

Content: Application of consultation in schools and other social service delivery systems. Topics include theoretical and practical considerations for the use of mental health consultation, advocacy consultation, process consultation, organization development, and other approaches. Explores the application of ethical principles to consultation practice including careful consideration of issues of cultural, linguistic, and socioeconomic diversity. Students develop strong consultation skills grounded in well-articulated theory.
Prerequisites: SPSY 573 or consent of instructor.
Credits: 3 semester hours.

Print This Course

SPSY 580 Practicum in School Psychology

Content: Didactic class instruction, practicum placement, and clinical training related to work as a professional school psychologist. Covers the application of psychological therapies with children, adolescents, and families in educational settings, as well as skills involved in collecting data for consultation and assessment at the practicum site. Foci will include the development and application of diversity awareness and knowledge including systems of power and privilege; awareness of one's own beliefs, biases, and prejudices; and methods/skills for working with those who are diverse in culture, race, ethnicity, gender, age, sexual orientation, or physical or mental ability. In weekly seminars, students review research, theory, and practice. Students also present audio and/or video recordings of their counseling for supervisory review.
Prerequisites: SPSY 510.
Restrictions: Consent of advisor.
Credits: 1-3 semester hours.

Print This Course

SPSY 582 Internship in School Psychology

Content: Supervised experience as a school psychologist. Direct weekly supervision is provided by a field-based licensed school psychologist and indirect supervision by the course instructor. Interns provide school psychology services in consultation, counseling, assessment, intervention development, and program evaluation with K-12 students in special and regular educational settings. Regular seminar meetings allow for group supervision and the examination of legal, ethical, and professional issues. A comprehensive examination of school psychology is included.
Prerequisites: None.
Restrictions: Consent of instructor.
Credits: 1-4 semester hours.

Print This Course

SPSY 590 Topics in Counseling Psychology

Content: Special topics in counseling psychology. Students may obtain a course description from the department office or website.
Prerequisites: None.
Credits: 0.5-3 semester hours.

Testing Requirements

The following test must be taken (no minimum score required) as part of the application for the Lewis & Clark school psychology program.

• Graduate Record Examination (GRE)*

The following test must be passed in order to begin field work in the Lewis & Clark for school psychology program:

• ORELA: Protecting Student and Civil Rights in the Educational Environment Exam

The following test must be passed in order to be eligible for a recommendation by Lewis & Clark for school psychology licensure:

• PRAXIS II: School Psychology Test

Students may view completed tests, including scores, by logging into their WebAdvisor account.

*

Students who hold a master's degree or higher prior to admission may waive the GRE test requirement.

Students who hold a current Oregon Basic, Standard, Initial, Continuing, Preliminary, Professional, or Teacher Leader license may waive the ORELA: Protecting Student and Civil Rights in the Educational Environment test.