School Psychology, EdS

Preparing future school psychologists in evidence-based practices to promote positive outcomes for children, families, and schools.

EdS Graduates

Program Overview

The Specialist-Level (Ed.S.) School Psychology Program at the University of Cincinnati is dedicated to preparing highly competent professional school psychologists according to the scientist-practitioner model. In their role, school psychologists collaborate with teachers, families, and other school and community stakeholders to support the academic, social, emotional, and behavior development of children. As a result of their comprehensive training, UC Ed.S. graduates are prepared to make significant contributions to this challenging field through the most up-to-date and research-based professional practice, child and family advocacy, and leadership for best practices.

The Ed.S. Program includes 2 years of full-time study followed by a 10-month (1500 clock hour) full-time supervised internship in a school setting. Students complete requirements for the Masters degree (M.Ed. in Foundations in Behavior Analysis) in the course of this 3-year program at the end of Year 1.

This specialist-level preparation leads to Ohio Department of Education licensure in school psychology. It also meets training requirements for National Certification in School Psychology (NCSP) administered through NASP, and consistent with these national standards, meets licensure requirements for many other states. In addition, graduates meet the coursework requirements for pursuing credentialing as a Board Certified Behavior Analyst. Graduates work in schools and other community and educational settings as professional school psychologists promoting positive academic and mental health outcomes for students.

Program Philosophy

The School Psychology Program at the University of Cincinnati is founded on the core ethical principles that psychologists respect the dignity and worth of all individuals and aim to promote measurable positive outcomes in their work. These principles are articulated in the ethical, professional practice, and training standards of the National Association of School Psychologists.

The University of Cincinnati School Psychology Program, in applying these core principles, places an emphasis on the use of scientist-practitioner and ecological-behavioral models to guide practice. As scientist practitioners, students are trained to critically examine theory and practice, develop a defensible professional model of practice, and collect and use accountability data for decisions.  In applying an ecological-behavioral approach, students learn to focus on changing behaviors in important contexts, such as the school and family, and to collaborate with key individuals for effecting meaningful changes in these contexts.

These core principles serve as the foundation for the Program philosophy and approach, and are translated into several interrelated training themes that together form the basis for the Program training model and activities. These Program training themes are:

Child and family advocacy

  • competence enhancement perspective – accountability for improved skills and outcomes
  • promotion of positive outcomes for all students (systems-level) and each student (individual-level)  

Scientist-practitioner model

  • development of and adherence to a defensible personal model of practice aligned with the Program model
  • legal-ethical foundations for practice
  • data-based practice and accountability
  • use of research for practice
  • contribution to practice and profession

Ecological/behavioral orientation, integrating key theoretical approaches and psychological foundations

  • ecological-behavioral, social cognitive, and systems theories
  • meaningful approach to diversity and individual differences

 Problem-solving approach for prevention and intervention

  • data-based decision making -  linking assessment, intervention, evaluation
  • data-based problem solving as core of practices across all tiers of services delivery
  • universal/core system-level instruction and support (district, school, class-wide) – Tier 1
  • targeted/supplemental (small group) interventions – Tier 2
  • intensive/individualized interventions – Tier 3

Collaboration/collaborative approaches across all activities

Leadership/initiative role

  • responsibility for developing, refining, adhering to, and examining model of practice
  • responsibility for continued professional development (self and others)
  • advocacy for effective services

The program provides future school psychologists with a solid professional and academic foundation reflecting depth and diversity in both psychology and education. The program fosters a special sensitivity to the social foundations and cultural diversity of all people and respect for the uniqueness and human dignity of each and all persons.  Self-awareness, positive regard for others, and respect for cultural and individual differences are actively cultivated and expected of all students.

 

19-20 Ed.S School Psychology Handbook

19-20 Ed.S. Field Placement Manual

 

Curriculum


Headshot of Renee Hawkins

Renee Hawkins

Professor and Program Coordinator, School Psychology

Teachers- Dyer Complex

513-556-3342