A Career in School Psychology
A List of Frequently Asked Questions (FAQs)
What do school psychologists do?
- Consult with teachers, parents, administrators,
and community mental health providers about learning, social, and behavior
problems;
- Engage in school-wide mental health activities;
- Assist educators in implementing safe, healthy
classroom and school environments;
- Teach parenting skills, problem-solving
strategies, substance abuse, and other topics pertinent to healthy schools;
- Conduct research about effective instruction,
behavior management, alternative school programs, and mental health
interventions;
- Assess and evaluate the wide variety of
school-related problems and assets of children and youth in assigned schools;
- Intervene directly with students and families
through individual counseling, support groups, and skills training;
- Serve as a member of interdisciplinary teams to
address needs of at-risk students and to serve the needs of students with
disabilities through the special education assessment, eligibility, and
placement process;
- Communicate results of psychological evaluations
to parents, teachers, and others so that they can understand the nature of the
student’s difficulties and how to better serve the student’s needs;
- Engage in crisis prevention and intervention
services;
- Work with a wide range of student emotional and
academic issues;
- May serve one or multiple schools in a school
district or work for a community mental health center and/or in a university
setting.
Where do school psychologists work?
The majority (81%) of school psychologists work in public
school settings. Other primary places of employment are private schools,
community agencies, hospitals and clinics, and universities. School
psychologists generally work as practitioners, administrators, and
faculty/researchers. A specialist-level degree will allow for employment in
most states as a practitioner and administrator (with appropriate
administrative credential), while a doctoral degree allows for practice as a
practitioner, administrator, and faculty/researcher.
What education is required?
The majority of states require the completion of a 60
graduate semester specialist-level program in school psychology, including a
1200-hour internship. Many programs also offer a doctorate in school
psychology, which generally requires 5-7 years of graduate work, including a
1500-hour internship and completion of a dissertation.
There are a few states that continue to certify school
psychologists that graduate from programs of less than 60 graduate semester
credits; however, NASP maintains that the minimum acceptable education in
school psychology is specialist-level training.
What is the job market for school psychologists?
The job outlook is very promising for school psychology
nationwide. It is believed that a majority of current practitioners will be
reaching retirement age within the next ten years, hence opening the door for a
new generation of school psychologists. According to US News and World Report, school psychology continues to be one of
the “best careers” for 2008.
Starting salaries in school psychology
vary regionally. School districts often have school psychologists on the same
salary schedule as teachers, while others have a separate salary schedule. The
average annual salary for a 190-day contract ranges from $47,880.00 to
$67,070.00, while top salaries can exceed $100,000. In most respects, school
district salaries are comparable to university salaries, and often better. They
may also be comparable to or better than hospital and clinic salaries depending
on the length of the contract year. The mean per diem salary for practitioners
at the specialist level is $287.00. The mean per diem salary for practitioners
at the doctoral level is $350.00. However, many school systems do not make
salary distinctions between doctoral and non-doctoral school psychologists.
Lastly, some school psychologists also engage in private practice part-time or
even full-time, providing yet another avenue for employment and income.
How do I select a good school psychology training
program?
It is impossible to list the "best" training
programs. Many factors must be considered to find the program that is best for
you. Ask yourself the following questions:
1. Do I want a doctoral
program or a specialist-level program, or do I want a program offering both
degrees in the event that I choose to switch between programs?
2. Where do I want to live and
possibly work after graduate school?
3. Do I prefer an urban,
suburban, or rural area for training and living?
4. Is there a particular focus
that interests me – early childhood, counseling, research, developmental
disabilities, etc?
5. Do I want opportunities to
work on research projects or in alternative settings (e.g., medical)?
6. Do I prefer to attend a
small program or a large one? Some programs may have no more than 5-6 students
per entering class, while others may have 20 or more.
7. Does the program meet high
standards for training?
As part of its efforts to assure high quality school
psychology training and services, the National Association of School
Psychologists (NASP) reviews school psychology specialist and doctoral programs
and approves those programs which provide evidence of consistency with NASP
standards. Such approval provides recognition for programs that meet national
standards for the graduate education of professional service providers in
school psychology. Program approval is an important indicator of quality
training, comprehensive content, careful evaluation of candidates, and
extensive, properly supervised field experiences as judged by trained national
reviewers. Some programs also meet APA standards. These programs are doctoral-only
programs since APA only recognizes the doctoral degree. For
a list of NASP-approved programs see www.nasponline.org/certification/NASPapproved.aspx.You
can also find the Standards for Training Programs posted on the website at www.nasponline.org/standards/FinalStandards.pdf.
Will I be admitted to a school psychology program if
my undergraduate major was in another field like English?
Although the majority of individuals are now entering the
field of school psychology with undergraduate degrees in psychology, students
continue to enter graduate school with a variety of degrees including
education, sociology, and child development to name a few. Your major field is
less important if you have sufficient background knowledge in areas applicable
to school psychology – child development, psychology, education, etc. English
majors tend to write well, which is a very important skill for school
psychologists, while science majors are well-prepared for applying research to
practice.
What is the difference between attending a Specialist vs. Doctoral training program?
Nearly all states certify school psychologists who have
completed a 60 graduate semester specialist-level program in school psychology,
including a 1200-hour internship. A few states will only grant the title “school
psychologist” to those with a doctoral degree, and will have some other title
for those with a specialist-level degree, such as “school psychological service
provider” or “school psychology specialist.” Be sure to check certification requirements
in the areas where you want to work. You can find links to state certification
requirements on our website at www.nasponline.org/certification/state_info_list.aspx.
For detailed information on different degrees in school psychology, see A Career in
School Psychology: Selecting a Master’s, Specialist, or Doctoral Degree Program
That Meets Your Needs.
How important is it that the specialist-level
program I attend actually grant a specialist degree?
As long as the degree is specialist-level, it doesn’t
matter what degree is awarded (MA, MS, MEd, EdS,CAGS, etc.). In order to meet
NASP standards and certification standards in the great majority of states, it
is very important that you attend a program that is at least at the specialist
level (at least 60 graduate semester hours, with at least 54 exclusive of
internship credit).
Can I practice school psychology
privately without a doctorate?
The laws of each state govern who can engage in the private
practice of psychology and who can use the title of “psychologist” in the
private sector. APA and the majority of states do not recognize non-doctoral
degrees for independent practice. However, a few states offer licensure to
practice privately for master’s-level psychologists. In addition, a few clinic
and hospital settings hire master's-level psychologists who work under the
supervision of a doctoral psychologist. Ethically, school psychologists
are obligated to follow the rules of their state as well as professional
standards for practice. Although most states will not allow individuals to
practice "psychology" privately with a master's degree, there are
wide variations in state rules as to what is defined as psychology practice. In
some states, the title used is what is regulated; in other states, it is the
actual services provided that determines which rules you must follow.
School psychologists should not provide any services for
which they can't verify appropriate training, regardless of the specific
legality of the practice. For a list of degree and experience requirements by
state, see www.nasponline.org/certification/state_info_list.aspx.
Are school psychologists involved in providing
mental health services or prescribing medication?
School psychologists provide mental health services that
address needs at home and school to help students succeed academically,
emotionally, and socially. They are specially trained to link mental health to
learning and behavior. School psychologists are often the only school mental
health professionals trained in child psychology, learning, and development as
well as school systems and classroom environments. They use research and evidence-based
strategies to promote good mental health, high academic achievement, positive
social skills and behavior, tolerance and respect for others, and safe,
supportive learning environments.
Typically, prescribing medication is restricted to medical
doctors and some nurses. A few states have enacted legislation that allows
doctoral level clinical psychologists who have had additional training the
authority to prescribe some medications. In some settings, school psychologists
will work closely with MDs in helping to determine the appropriateness of
medication. In most school settings, school psychologists might consult
physicians with parent consent to help monitor medication effects or to provide
information to help a clinic diagnose a condition such as ADD or depression,
which may in turn lead to a prescription for medication.
I have training as a counselor. What would be
involved in becoming a school psychologist?
Individuals with training in related fields still need to
complete a typical school psychology program and a minimum of a 1200-hour
internship. However, depending on the content and recency of your previous
coursework, the school psychology program may allow you to waive related
classes and field experiences.
What is the difference between a school
psychologist and a school counselor?
School psychology training brings together the knowledge
base of several disciplines, including child psychology and development and
education with an emphasis on special education. In most states and training
programs, school counseling does not include training or work with special
education populations. In addition, most states require three years of graduate
school training, including a 1200-hour internship, to become a credentialed
school psychologist. In comparison, the Council for Accreditation of Counseling
and Related Educational Programs (CACREP) indicates that accredited master’s
degree programs in school counseling include a minimum of two years of
full-time study, including 600 hours of supervised internship.
In the school setting, counselors typically work with the
total school population regarding a variety of issues – family and academic
problems, career planning, course schedules and problem solving around course
selection and scheduling, etc. In some districts, elementary counselors in
particular conduct groups regarding family changes, social skills, etc. With
older students, they may also be involved in chemical dependency prevention and
early intervention activities, crisis intervention, mental health counseling,
etc.
School psychologists are typically funded through special
education monies and often their first responsibility is to the population of
students at risk for failure and who have identified disabilities. With these
populations, their roles include assessment (comprehensive evaluations of
disability and risk), consultation regarding instructional and behavioral
interventions, and direct interventions including crisis
prevention/intervention, individual and group counseling and skill training. In
this latter role, school psychologists may overlap the duties of counselors and
social workers, and often will work jointly with these other professionals by co-leading
social skills groups and jointly serving on crisis support teams. Relative
to counselors, school psychologists are more likely to have training in
behavioral analysis, mental health screening and diagnosis, research methods
(and application of research to classroom practices), and specific disability
areas.
Training as a school psychologist will provide broader
options both within and outside of school settings. School psychologists are
often employed by other agencies in addition to schools – community mental
health centers, pediatric departments of hospitals, corrections facilities,
etc. Within school settings, there are growing opportunities for varied roles
as a school psychologist as districts tap broader funding sources including
grants, prevention and early intervention projects, etc. If direct counseling
work with children is appealing, positions emphasizing this role are available
to those trained as counselors, social workers, or school psychologists. If a
broader range of activities is appealing – comprehensive evaluations of student
needs, consultation with parents and teachers regarding achievement and
behavior problems, training staff and parents as well as students to be more
effective problem solvers and to better understand disability and risk issues,
and perhaps conducting research in applied settings – then the field of school
psychology might be the best option.
What is the difference between a “child
psychologist” and a “school psychologist?”
Typically, the term “child psychologist” refers to
doctoral-level clinical psychologists who specialize in children. “School
psychologist” specifically refers to professionals who bridge psychology and
education to address school-related issues, including those that concern
children, teachers, parents and families, as well as school organizations.
Both school psychologists and child clinical psychologists
need strong backgrounds in child development and psychology. Clinical
psychologists’ training generally does not include study of school organization,
instruction, classroom management, special education or special education law
and ethics. School psychologists’ training does include study in education and
special education, but compared to clinical psychology, there will likely be
less emphasis on psychopathology and long-term therapy. Most states will only
license private practice at the doctoral level, while most states credential
school psychologists at the specialist level (60 graduate semester credit master’s
degree).
School psychologists are typically found in a school setting
although a few may work in clinic or hospital settings that specialize in
treating school-age children and school-related problems. Child clinical
psychologists are typically found in hospital, mental health center, and
private clinic settings. The school psychologist is much more likely to be
involved in services intended to prevent mental health problems and severe
behavior disorders, or to intervene at early stages to prevent more serious
problems. They are also far more likely to work with teachers and parents to
improve instruction in the classroom.
What is NASP Program Approval and is it
important?
As part of its efforts to assure high quality school
psychology training and services, the National Association of School
Psychologists (NASP) reviews school psychology specialist and doctoral programs
and approves those programs which provide evidence of consistency with NASP
standards. Such approval provides recognition for programs that meet national
standards for the graduate education of professional service providers in
school psychology. Program approval is an important indicator of quality
training, comprehensive content, careful evaluation of candidates, and
extensive, properly supervised field experiences as judged by trained national
reviewers.
This does not mean that programs without NASP approval are
of lower quality or fail to meet standards. Some programs choose not to apply
for NASP approval. Some programs are so new that they are not yet able to demonstrate
that they meet standards. Other programs fail to obtain approval because they
fall short of standards. Employers may prefer to hire individuals who graduate
from NASP-approved programs, and a few states require individuals to have
graduated from NASP-approved programs; however, employment is readily available
for graduates of non-NASP-approved programs. Be sure to check certification
requirements in the areas where you want to work. You can find links to state
certification requirements on our website at www.nasponline.org/certification/state_info_list.aspx.
Some questions you might want to ask a program director of a
non-NASP-approved program:
1. Does the program intend to apply for NASP approval in the
near future?
2. Has the program aligned itself with NASP Standards?
3. How many recent program graduates have applied for
national certification and how many have attained it?
4. Will the program from which you graduate qualify you for
a school psychology credential in the state in which you plan to work?
You are encouraged to download an application for national
certification before you begin a non-approved program at www.nasponline.org/certification/becoming_NCSP.aspx.The
application will outline the qualifications required to obtain national
certification and might help guide you in your choice of courses and field
experiences. Creating your portfolio of training and evidence of skill
acquisition is easier to do as you progress through your program of studies
rather than waiting until you’re ready to apply for national certification to
start building your portfolio. If it appears that the usual curriculum doesn’t
meet national standards, then you should consider adding additional coursework
to supplement the program and to better meet the NCSP requirements.
What is NASP “Conditional Approval?” Should I be
concerned if a graduate program I am considering is “Conditionally Approved?”
“Conditional Approval” is typically given in cases in which
the program has met the preponderance of NASP standards but also needs to
document additional program policy and/or practice consistent with some
standards. In some cases, "Conditional Approval" means that the
program is relatively new or has undergone recent changes that require
additional implementation time and documentation. In the great majority of
cases (over 90%), "Conditionally Approved" programs subsequently
obtain Full Approval.
Graduates of all NASP-approved programs have the same access
to national certification (assuming documentation of internship consistent with
NASP standards and a passing score on the national examination in school
psychology) regardless of whether the program has Full or Conditional Approval
at the time of program completion. For programs with Conditional Approval, you
may want to inquire as to what steps the program is taking to move to Full
Approval.