Introduction

Brigham Young University’s School Psychology program aligns itself with the standards articulated by the National Association of School Psychologists (NASP). The Program identifies goals and objectives in eleven domains that are implemented in an integrated and sequential course of study. Clinical instruction, including 300 hours of supervised practica and 1,200 hours of internship, is an essential part of student training. School-based experiences provide opportunities for the development and assessment of students’ professional and personal competencies (knowledge, skills, and disposition) during their three-year program. With a focus on applied skills of consultation, counseling, and assessment for intervention, graduates become “educators” who promote academic and personal/social success among children and youth served in school settings.

The program offers courses and experiences at developmental, preventive, and intervention levels in content areas considered essential for effective practice in school psychology. The knowledge and competency areas include: assessment for interventions focusing on educational, personal/social, and mental health needs; preventative and responsive services sensitive to underlying issues of diversity; consultation with parents, teachers, administrators, and other professionals; child and adolescent development, including psychopathology; learning theory; promotion of healthy social, emotional, and academic growth and development; counseling  services (individual and group); professional roles and expectations; ethics; family and institutional systems; and research and program evaluation.

Throughout the program, students practice skills they are systematically acquiring as they implement and monitor appropriate interventions. In addition to formal course work, the program offers field experiences. During their second year, Fall, Winter, and Spring semesters, students participate in school-based practica. During their third year, students complete a 1,200 hour internship. School-based experiences are carefully sequenced and are supervised by both an “on-site” school psychologist and a university faculty member in a group supervision setting.  This combination of individual and group supervision enhances student learning by expanding opportunities to learn personally as well as vicariously. Students benefit from supportive mentoring and individual feedback regarding their professional functioning and personal development. For more specific feedback regarding skill acquisition, including assessment, counseling, and consultation, students and supervisors also have the opportunity to utilize university facilities for videotaping assignments and experiences.

 Program Mission Statement

 

Aligned with the mission of Brigham Young University, the BYU School Psychology Program seeks to prepare skilled, compassionate professionals who creatively problem solve with keen intellect, strong faith, and moral character. We strive to instill within them the desire to continue learning and serving others throughout their lives. 

 

Specifically, we prepare school psychologists to enhance positive development for all students: 

• Using a variety of professional resources and research-supported models, interventions, and prevention strategies to facilitate and optimize student learning, carefully considering educational, emotional, and behavioral adaptation
• Assessing both students and their educational environments, sensitively responding to the complexity of diverse contexts and individual characteristics
• Collaborating with school personnel, students' family members, and others in the community to maximize the effectiveness of interventions
• Documenting the effectiveness of interventions by collecting data, tracking progress over time, and adjusting interventions as needed to maximize positive change

 

General Honor Code Statement

Brigham Young University exists to provide an education in an atmosphere consistent with the ideals and principles of The Church of Jesus Christ of Latter-day Saints. That atmosphere is created and preserved through commitment to conduct that reflects those ideals and principles. Members of the faculty, administration, staff, and student body at BYU are selected and retained from among those who voluntarily live the principles of the gospel of Jesus Christ. Observance of such is a specific condition of employment, admission, continued enrollment, and graduation. Those individuals who are not members of The Church of Jesus Christ of Latter-day Saints are also expected to maintain the same standards of conduct, except they are encouraged to attend the church of their choice. All who represent BYU are to maintain the highest standards of honor, integrity, morality, and consideration of others in personal behavior. By accepting appointment on the faculty, continuing in employment, or continuing class enrollment, individuals evidence their commitment to observe the Honor Code standards approved by the Board of Trustees “at all times and . . . in all places” (Mosiah 18:9).

 

We believe in being honest, true, chaste, benevolent, virtuous, and in doing good to all men. . . . If there is anything virtuous, lovely, or of good report or praiseworthy, we seek after these things. —Thirteenth Article of Faith

 

Specific policies embodied in the Honor Code include (1) the Academic Honesty Policy, (2) the Dress and Grooming Standards, (3) the Residential Living Standards, and (4) the Continuing Student Ecclesiastical Endorsement Requirement. As stated on the Honor Code website http://honorcode.byu.edu

 

All students shall be required to conduct themselves in a manner consistent with the principles of The Church of Jesus Christ of Latter-day Saints and the BYU Honor Code. Furthermore, all students are required to abstain from possessing, serving, or consuming alcoholic beverages, tobacco, tea, coffee, or harmful drugs. Involvement with gambling; pornographic, erotic, or indecent material; disorderly, obscene, or indecent conduct or expressions; or with other offensive materials, expressions, or conduct or disruption of the peace that, in the sole discretion and judgment of the university, is inconsistent with the principles of the Church and the BYU Honor Code is not permitted in student housing. All guests of students must comply with the Residential Living Standards while on the premises of university-approved housing. All students are required to know the Dress and Grooming Standards and abide by them. (The standards expressed above apply to students at all times whether on or off campus.) 

 

BYU 2007-08 Graduate Catalog, p. 8.

See Graduate Studies Catalog: http://saas.byu.edu/catalog/graduate/2007/graduatecatalog07-08.pdf

Or visit the website:

http://honorcode.byu.edu/index.php?option=com_content&task=view&id=3585&Itemid=4643

Admissions

The office of Graduate Studies has an on-line application available at:  www.byu.edu/gradstudies/admissions/onlineapp.php

Applications are due January 15th.

All application materials must be submitted online to the Graduate Admissions Office. The necessary materials are forwarded to the Department. Applicants may check the status of their application over the internet website. Students are admitted beginning fall semester each year.

All applicants must submit the following materials: Application for Admission to Graduate Study, Honor Code Commitment and Confidential Report, 3 Letters of Recommendation, Information for Department (including a Statement of Intent), two official transcripts from each institution previously attended, Graduate Record Exam (GRE) general portion test scores. In addition, international students must submit a Financial Certification Form and Contract of Support. GRE scores of 500+ on each of the verbal and quantitative sections are preferable. (Additional information on the GRE may be obtained at their web site www.gre.org). GPA’s will be computed on the most recent 60 hours of course work. A GPA of 3.5 or above would be considered competitive. After reviewing the applicants’ materials, a faculty screening committee determines which applicants are invited to campus for individual and group interviews. Information provided by applicants, interviews, and previous academic and professional experience are considered when evaluating personal and social characteristics deemed necessary for successful performance in the field of school psychology.

All international applicants must complete the TOEFL unless the applicant has received a bachelor's degree from a U.S. institution of higher education. The minimum TOEFL score requirements for the department of Counseling Psychology and Special Education are the same as the University minimum score requirements. For more information on the TOEFL, follow this link: http://www.byu.edu/gradstudies/FAQ/faq7.exams.php.

Prerequisites to Admission

Students admitted to the Ed.S. Program in School Psychology must have completed a bachelor’s degree, preferably, but not required, in the areas of Education, Psychology, Family Sciences, or Social Work.

Suggested prerequisite course work includes educational and psychology courses such as principles of learning and cognition, research design and analysis, abnormal psychology, personality, and child and adolescent development.

Financial Aid

Financial assistance is available to students as described below and is dependent upon availability of funds and satisfactory progress in the program.  Application forms and additional information are available at the Department office.

Partial Tuition Scholarships (PTS)

Students may apply for partial tuition scholarships on the basis of either financial need or academic merit.  PTS awards are available for 3 years.

Graduate Assistantships

Graduate Assistantships include working with faculty members on research projects, curriculum development, teaching, and other assignments for 5 to 20 hours per week.  Several other agencies on campus, such as the Counseling and Career Center, often make requests for graduate assistants.

Other Sources of Financial Aid

 

Other sources of financial aid are available to students through the Financial Aid Office, A-41 ASB, Brigham Young University, Provo, UT 84602-1009.

Program Requirements

The program is a full-time, day experience beginning fall semester and continuing 3 years across fall and winter semesters and spring terms, accumulating 70 semester hours, 65 hours of required core classes. This includes 6 hours of internship, and 6 hours of thesis credits. The first year of course work provides a base for school-based practicum placements during the second year. To facilitate scheduling practicum experiences, a few evening courses are offered.

Field Experience: Field experiences are an essential component in the professional preparation of school psychologists. They provide opportunities for students to practice, under supervision, the application of knowledge and skills in preventing and intervening with individual, group and system-level problems. Practica and internships promote mastery of specific skills in assessment for intervention, consultation, counseling, group work, behavior management and other interventions in preparation to enter the professional practice of School Psychology.

Practicum: During the second fall and winter semesters and spring term, practicum provides initial experiences in school psychology functions in K – 12 educational settings. The practicum courses consist of classroom instruction, directed readings, field experience, and individual and group supervision. Practicum students spend 10 hours per week in elementary and secondary settings where they become familiar with various professional roles, develop and improve professional competencies, and increase their applied knowledge of legal, ethical, and practical implications of functioning in public school settings.

Internship: The culminating experience in the training program is the 1,200-hour internship. The internship is during the 3rd year of training, after students have completed the required pre-internship 64 graduate course hours (minimum), 300 clock hours of supervised practicum, and a thesis. Internship is designed to be a closely supervised, comprehensive experience requiring the intern to integrate acquired knowledge, applied skills, and problem solving skills to promote a positive educational environment at both individual and systems levels. Interns provide a broad range of school psychological services. The intern provides services for diverse populations with a wide range of presenting problems, consults and cooperates with various human service programs, and utilizes varied research-based intervention methodologies. During the internship year, the intern typically receives a stipend from the school district.

Supervision: All practica and internship experiences are supervised by field-based supervisors who hold a valid credential as a school psychologist. Practicum students receive one hour of face-to-face individual supervision every week from their site supervisor and 1 ½  hours of group supervision from a university supervisor each week. Interns receive two hours of face-to-face planned supervision from a licensed school psychologist with a minimum of 3 years experience, as well as 1 ½  hours of group supervision weekly from a university supervisor. University supervisors are licensed mental health professionals with training and experience in counseling and school psychology.

Required Courses

Below is a list of all required courses and the sequence in which the courses are typically offered. Most courses build on previous courses and prepare students for increasingly involved roles in their field experience. Students who do not register for all courses in this sequence may find difficulty in later attempts to schedule courses in a timely manner.

First Year – Fall Semester

605        Ethics and Professional Roles and Standards (3)

622        Learning and Cognition (3)

646        Counseling Theory and Interventions (3)

649        Human Growth and Development (3)

First Year – Winter Semester

606        Psychoeductional Foundations (3)

647        Psychometric Foundations and Assessment of Intelligence (3)

672        Empirical Inquiry (3)

699-R     Thesis (2)

690-R     Bilingual Assessment (3) (optional) (offered every other year)  

First Year – Spring Term

690-R        Academic Interventions (3)

749        Data Analysis and Statistics (3) 

699-R      Thesis  hours (2)

First Year – Summer Term

Core courses are not offered during summer term.

Second Year – Fall Semester

610        Consultation with School and Family (3)

614        Behavioral Assessment and Intervention (3)

679R     Practicum: Counseling and School Psychology (3)

699-R     Thesis hours (2)

Second Year – Winter Semester

602        Child Social/Emotional Assessment and Intervention (3)

609        Academic Assessment and Intervention (3)

679-R    Advanced Practicum: Counseling and School Psychology (3)

751        Counseling Multicultural and Diverse Populations (3)

Second Year – Spring Term

655        Crisis Intervention (3)

608       Psychopharmacology (3)

688-R    Advanced Practicum: Counseling and School Psychology (1)

Third Year – Summer Term

688-R      Internship: Counseling and School Psychology (1)

This section of practicum is for students who start their internship during the summer term.

Third Year – Fall Semester

688-R      Internship: Counseling and School Psychology (2)

Third Year – Winter Semester

688-R      Internship: Counseling and School Psychology (2)

Third Year – Spring Term

688-R      Internship: Counseling and School Psychology (2)

Comprehensive Examination: The comprehensive exams consist of three parts.

(1) Upon completion of all required coursework (with the exception of CPSE 688-R, Internship), students must pass a written comprehensive examination, the ETS PRAXIS School Psychology exam. The passing score is set at 660 or above, the national cutoff score set by the National Association of School Psychologists for national licensure, NCSP.

(2) Students complete a portfolio of work samples during their internship year demonstrating competency in the 11 designated domains described in NASP training standards and identified in the internship syllabus.

(3) Students complete 2 case studies during their internship year.

Licensure:  Upon completion of the program students may apply for licensure in the State of Utah by completing and submitting a licensure application and accompanying documentation and materials to the Department of Counseling Psychology and Special Education.  (Licensure Packet)

Faculty Information

The School Psychology Program faculty includes full-time faculty from the Department of Counseling Psychology and Special Education and assigned faculty from the BYU Counseling and Career Center who hold a joint appointment within the Department.  Other licensed psychologists from campus and the community teach specialty classes as appropriate.

Full-time Faculty

Crook Lyon, Rachel E., Ph.D., University of Maryland, College Park, 2002. Assistant Professor. Psychotherapy Process and Outcome, Dream Interpretation, Therapeutic Alliance, Training and Supervision. (Rachel_CrookLyon@byu.edu)

 

Fischer, Lane, Ph.D., University of Minnesota, 1991. Associate Professor.  School Psychology Core Faculty. Psychometrics, Assessment of Psychopathology, Child and Adolescent Psychotherapy, Spirituality & Psychotherapy, Ethics. (lane_fischer@byu.edu)

 

Heath, Melissa Allen, Ph.D., Texas A&M University, 1996. Associate Professor. School Psychology Core Faculty. Bibliotherapy, Grief, School-Based Crisis Intervention. (melissa_allen@byu.edu)

 

Jackson, Aaron P., Ph.D., University of Missouri Columbia, 1993. Associate Professor. Academic and Career Development of Native Americans, Counseling Philosophy and Theory. (aaron_jackson@byu.edu)

 

Richards, P. Scott, Ph.D., University of Minnesota, 1988. Professor.  Religious and Spiritual Values in Counseling and Mental Health, Research Methodology. (scott_richards@byu.edu)

 

Smith, Timothy B., Ph.D., Utah State University, 1997. Associate Professor. School Psychology Core Faculty. Multicultural Psychology, Spirituality, Identity Development, Quality Relationships. (tim_smith@byu.edu)

 

Young, Ellie L., Ph.D., University of South Florida, 2001. Associate Professor. School Psychology Program Coordinator, Core Faculty. Positive Behavioral Support in Secondary Settings, Gender Issues in Education, Self-concept. (ellie_young@byu.edu)

 

Joint Appointment Clinical Faculty (CPSE Department & CCC)

 

Okiishi, John, Ph.D., Brigham Young University, 2000.  Assistant Clinical Professor.  Multicultural Counseling and Training, Forensic Populations, Outcome Assessment, Individual and Group Psychotherapy.  (John_Okiishi@byu.edu)

 

Williams, Marleen S., Ph.D., Brigham Young University, 1993. Clinical Professor and Recruitment Coordinator. Diagnosis and Treatment of Dysfunctional Behavior, Women’s Issues in Mental Health and Counseling Psychology, Religious Issues in Counseling. (marleen_williams@byu.edu)

 

Affiliate and Adjunct Faculty (Full or part-time faculty who teach and supervise in CPSE)

 

Burke, Ryan, M. Ed., Education and School Psychology, Brigham Young University, 1992. Adjunct Faculty, Certified School Psychologist and Certified School Administrator. Supervises practicum and internship students. (rburke@alpine.k12.ut.us)

 

Caldarella, Paul, Ph.D., Utah State University, 1998. Adjunct Faculty, Licensed Psychologist (UT) and Utah Certified School Psychologist. Teaches Behavioral Assessment and Intervention and serves as the Executive Director of BYU Positive Behavior Support Initiative. (paul_caldarella@byu.edu)

 

Coffman, Brent, M.S., School Psychology, Brigham Young University, 1995.  Adjunct Faculty, Certified and practicing School Psychologist and Licensed Professional Counselor. Supervises practicum and internship students. (brent.coffman@nebo.edu)

                 

Hoerner, Alicia, Ph.D., School Psychology, University of Utah, 2002. Adjunct Faculty, Certified School Psychologist, full-time School Psychologist. Teaches Bilingual Assessment and supervises interns. (alicia.hoerner@slc.k12.ut.us)

 

Steed, Marc, Ph.D., Clinical Psychology, University of Cincinnati, 2005.  Adjunct Faculty, Clinical Psychologist and School Psychologist. Teaches Psychopharmacology. (masteed@gmail.com)

 

Valum, Lane, Ph.D., Educational Psychology, University of Utah, 1995. Adjunct Faculty, Licensed School Psychologist (UT).  Supervises practicum and internship students. (lvalum@comcast.net)

 

 

Further Information

Office of Graduate Studies Web site:

www.byu.edu/gradstudies

Admission Application:

An on-line application is preferred and is available at the web site of the Office of Graduate Studies:  www.byu.edu/gradstudies/admissions/onlineapp.php

For additional questions, contact:

Dr. Ellie Young, School Psychology Program Coordinator

Brigham Young University

340-P  MCKB

Provo, UT 84602-5093

Phone: (801) 422-1593

Fax: (801) 422-0198

E-mail: Ellie_Young@byu.edu

OR

Graduate Secretary: Diane Hancock

Counseling Psychology and Special Education Department

Brigham Young University

340 MCKB

Provo, UT 84602-5093

Phone: (801) 422-3859

Fax: (801) 422-0198

E-mail: Diane_Hancock@byu.edu

Revised: September 6, 2007