These requirements are from an excerpt from the University Academic Catalog, which outlines the requirements for a student to earn the distinction of being a Castleton University graduate. The complete catalog is available online.
The School Psychology program at Castleton University prepares students for careers as highly qualified school psychologists. Students graduate from this three-year program with a Masters Degree and a Certificate in Advanced Graduate Study. Graduates will work with children, adolescents, families, and other professionals in schools and related fields. They will provide direct educational, behavioral, and mental health services for-and collaborate with-school administrators, educators, and other professionals to create supportive learning and social environments for students.
This is a residency based program following the training standards provided by the National Association of School Psychologists. The program requires two full years of coursework followed by one year of internship, resulting in a total of 72 credits. The program is grounded in a scientist-practitioner philosophy of training and education. The integration of science and practice is accomplished through a program of study that emphasizes the use of scientific methods to inform prevention and intervention-oriented problem solving approaches.
This program is consistent with the broader Castleton University goals of close student-faculty interactions, outside-the-classroom learning and deep integration with and support for the surrounding community. Fieldwork experience provides opportunities for students to apply their knowledge in a variety of settings that may include, but are not limited to: public or private educational settings, working with at-risk youth involved in the legal system, and community mental health agencies.
As the first School Psychology graduate program in the state of Vermont, we are deeply committed to supporting and improving the state's communities and schools by serving as a local resource to children, families, schools and community agencies.
The Masters program is structured to educate students in accordance with Vermont school psychologist endorsement requirements as administered by the Vermont Agency of Education. The program has been developed using the National Association of School Psychologists training guidelines; therefore, graduates will be eligible to apply for National Certification through the National Association School Psychology Certification System for non-NASP approved program.
The School Psychology program prepares professionals who:
Code | Course | Credits |
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EDU 5150 |
Survey of Exceptional Children and Young AdultsSummer I This course is a study of the history, philosophy, and current practices relating to education of children and young adults with special needs: the culturally different, visually handicapped, deaf and hearing impaired, learning impaired, emotionally challenged, intellectually gifted, physically handicapped and learning disabled. The course also includes an overview of Public Law 101-476 and its implications for the inclusion of youngsters into regular classroom environments. Required at the beginning of the program if course has not been taken within the last five years. |
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PSY 5010 |
Education Research MethodsAnalysis of educational research methods. Focus on conceptual, methodological and practical issues addressing both quantitative and qualitative methodologies as related to current educational issues. Summer |
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MAT 5010 |
Quantitative Analysis and ReasoningAdvanced descriptive and inferential statistics including parametric and nonparametric procedures to assist in decision making. This course presents the logic of quantitative analysis using computer technology and software for data description, presentation and analysis. Summer |
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PSY 5030 |
Introduction to School PsychologyFall I This is a course designed to acquaint graduate students to the history and field of school psychology and contemporary issues and trends in the profession. During this course, students must pass an assessment before they can register for an internship. Fee 100 Fall |
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PSY 5040 |
Tests and MeasurementsOverview of statistical foundations of psychological measurement (e.g., test development, norms, reliability, validity). Survey of commonly used assessment instruments (e.g., intelligence/aptitude, personality, academic achievement tests) and applications of psychological testing in different settings (e.g., clinical, industrial/ organizational, school, forensic/legal settings). Introductory study of major principles underlying psychometric theory including true score models, reliability, validity, norms, scaling, item analysis, and instrument construction. Fundamentals of classical test theory supply background for topics in modern test theory such as item-response models. Introductory study of major principles underlying psychometric theory including true score models, reliability, validity, norms, scaling, item analysis, and instrument construction. Fundamentals of classical test theory supply background for topics in modern test theory such as item-response models. Fall |
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PSY 5050 |
Theories of CounselingIntroduction to counseling theories and psychological processes involved in individual counseling with children and adolescents. Fall |
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PSY 5211 |
Assessment I: CognitiveAdministration, interpretation, and analysis of individual measures of cognitive functioning. Administration, scoring, interpretation, and report writing with major measures of intelligence. Includes theory and research with practicum experience. Fee $50 |
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PSY 5212 |
Assessment II: EducationalSpring I Introduction to norm-references and curriculum-based assessment of achievement with a focus on intervention, planning, implementation, and evaluation. Emphasis on discussion of empirically-based instructional techniques Fee $50 Spring |
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PSY 5213 |
Assessment III: Social and BehavioralTheory, administration, scoring and interpretations of social, behavioral, and personality assessment instruments such as rating scales, personality inventories, projective techniques, etc. used with children and adolescents. Emphasizes diagnosis and written case reports. Fee $50 Spring |
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PSY 5250 |
Counseling ProcessesIntroduces counseling skill development, emphasizing counseling of normal individuals with developmental concerns. Includes 15-hour practicum. Spring |
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PSY 5270 |
Professional EthicsCurrent professional problems and ethics in the helping professions, including issues related to certification, licensure, confidentiality, forensic concerns, values, responsibilities, and professional and legal standards. Spring |
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PSY 6020 |
Educational Psychology Applied to Learning-OR- PSY 6025 - Learning and Cognition 3 cr Survey of major issues in the psychology of education. Among the topics considered ware the memory and nature of information processing systems, behavioral and environmental approaches to learning, the relationship between learning theory and instructional design, the development of cognition, motivation and its influence on learning, and the adjustment of instruction based on individual differences among learners. A balance will be maintained between theory and practice, the emphasis will be on an understanding of psychological theory as it relates to educational practice. Summer |
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PSY 6160 |
Applied Behavior Analysis for School ProfessionalsStudents will develop applied knowledge of basic concepts in Applied Behavioral Analysis through research, in-class and online activities, online discussion, and completion of a basic FBA and Behavior Support Plan. As part of this work, students will explore the factors that may affect the application of behavior analysis principles in school settings. Contexts of consideration in this course will include family patterns, trauma histories, developmental diagnoses, school culture, and culture diversity Fall |
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PSY 6350 |
School Based Assessment and InterventionThis course focuses on both assessments and interventions for children and adolescents with behavioral and social/emotional issues related to disability and life-issues. The course emphasizes best practice in assessment, diagnosis, and evidence-based interventions with social/emotional and behavioral problems for school-based interventions for children and adolescents. Issues related to cultural and social factors are integrated into the curriculum. Summer |
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PSY 6410 |
Child and Adolescent Counseling-OR- PSY 6420 - Working with At-Risk Youth in the Legal System 3 cr Theory and techniques for treating psychological disorders in children and adolescents. Includes approaches to treatment, efficacy research, and treatment evaluation. Fall |
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PSY 6421 |
Practicum ISupervised administration and interpretation of tests applicable to the practice of school psychology; supervised experience with consultative, in-service, and direct interventions in educational settings. Two hundred practicum hours per semester. Course is pass/no pass only. Fee $25 Fall |
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PSY 6430 |
Consulting in the Helping ProfessionsA conceptual understanding of effective consultation and its relevance to the helping professional. Demonstration of knowledge and skills necessary to deliver effective consultative services in schools regarding the school learning environment, classroom management and individual student concerns including learning and behavioral concerns, school violence, anger management, bullying, discipline, crisis intervention. Fall |
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PSY 6440 |
Social Justice in Education: Issues and AdvocacyTheoretical and skill development course designed to strengthen awareness, knowledge, and skills in the competencies necessary to evaluate presenting problems brought by ethnically and culturally diverse children and families. Fall |
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PSY 6422 |
Practicum IISpring II Supervised administration and interpretation of tests applicable to the practice of school psychology; supervised experience with consultative, in-service, and dirct interventions in educational settings. Two hundred practicum hours per semester. Pass/no pass only. Fee $25 Spring |
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PSY 6530 |
Advanced Human Growth and DevelopmentThis course covers human development throughout the lifespan, including emotional, physical, and cognitive development, and emphasizes personal adjustment and achievement. The course will examine major theories of human development while discussing and critiquing them in terms of application to educations and school psychology practices. Special attention will be given to multi-cultural issues and the implications and influences of these issues to the understanding of human development. Spring |
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PSY 6540 |
Personality Assessment and AdjustmentThis course provides a comprehensive overview of personality theories, models, and approaches. It also provides an overview of personality assessment and the diagnosis and treatment of personality disorders. Spring |
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PSY 6550 |
Physical Basis of BehaviorThis course examines the biological bases of behavior and learning, including the fundamentals, neuroanatomy, brain development, neuropsychology, neurophysiology, neurochemistry, psychopharmacology and temperament. Interactions between genes, brain, environment and lifestyle (including effects of diet, exercise, and sleep) will be emphasized and how these impact brain development, learning and memory and mental health. Principles and theories of learning, motivation, and neuropsychologically based interventions will also be discussed. Spring |
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PSY 7810 |
School Psychology Graduate InternshipFall III / Spring III Post-practicum experience providing supervised, on-the-job experience in assessment and intervention in the schools. 1200 clock hours, including 600 hours in a school setting, typically completed over the course of a school-year. Instructor's consent required. Pass/no pass only. Spring, Fall |