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Students are trained to provide monolingual and bilingual psychoeducational services in the school setting. Graduates typically seek responsibilities in assessment, consultation, and intervention in which they offer assistance to students, parents, teachers, and other education professionals.
The curriculum in this program balances basic science and foundational psychology with skill-acquiring experiences. The program includes practica in the McShane Center for Psychological Services and field work in school districts. An internship of 1,200 clock hours of school psychology also is required.
Graduates are recommended to the New York State Education Department for the provisional Certificate in School Psychology and the bilingual education certificate extension.
Bilingual School Psychology (78 credits) students receive course work and field work training from faculty in the theory and practice of bilingual/multicultural education, methods of providing services in a child’s native language, and bilingual language development and disorders.
Prerequisites: Background preparation in abnormal psychology, developmental psychology, experimental psychology, general psychology, learning, personality theory, and statistics, as well as demonstrated competencies in educational problems and principles, curriculum development or methods of teaching. Students enrolled in the Bilingual School Psychology Program must pass a language proficiency examination in English and a second language.
For more information, visit www.pace.edu/dyson/psychnyc.
| MASTER OF SCIENCE IN
EDUCATION BILINGUAL SCHOOL
PSYCHOLOGY The 78-credit hour Master of Science in Education (M.S.Ed.) in Bilingual School Psychology trains students to provide psychoeducational services in the school setting. Students receive course and field work in assessment, consultation, and intervention. They are trained to provide assessment and diagnostic services for individual students, design and implement school research and evaluation projects, develop counseling and remedial interventions for individual students and groups of students, and offer assistance to teachers and other educational professionals. Students in the Bilingual School Psychology Certificate Program receive training that enables them to provide school psychological services to children in both monolingual and bilingual settings. They receive course work in the theory and practice of bilingual/multicultural education and methods of providing services in the native language. They receive integrated training from psychology and speech and language faculty in the area of bilingual language development and disorders. Students in this program receive psychological service training in a variety of university and field settings. Course work is offered in professional practice of psychology. Course work is taken on the New York City campus; practicum work occurs on campus in the Thomas J. McShane Center for Psychological Services, as well as in school districts throughout the New York metropolitan area. Field work begins with experiential activities and extends to formal training opportunities in the McShane Center and metropolitan area school districts. (A listing of many participating school districts is found in this catalog.) Students who enter the Psy.D. program with advanced standing may obtain the Bilingual School Psychology Certificate. Typically, this requires enrolling in PSY 750B and PSY 751B in addition to fulfilling the other Bilingual School Psychology Certificate requirements. Program Prerequisites Students must have background preparation in abnormal psychology, developmental psychology, experimental psychology, general psychology, learning, personality theory, and statistics. In addition, students must have courses or show competencies in principles and problems in education and curriculum development or methods of teaching and instruction. Students in the bilingual program will also be required to complete EDU 134 (Foundations of Bilingual Education) or its equivalent. It is desirable and strongly recommended that students have the psychology prerequisite preparation before entering the program; however, it is possible for students to complete some program prerequisites (e.g., education courses) early in the program, after program admission. While each applicant is given individual consideration, candidates are expected to have prerequisite background in psychology and education (see program prerequisites). Deficiencies in any area must be made up either prior to or early in graduate study. Certain graduate courses, however, have specific prerequisites that must be completed before the courses are taken. |
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Curriculum –
Master’s
Program The Master’s degree program in Bilingual School Psychology is as follows: |
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| FIRST YEAR (FALL) | Credits |
||
| PSY | 501 |
Introduction to School-
Clinical Child Psychology I |
0 |
| PSY | 509 | Practicum A, B, C, or D | 0 |
| PSY | 704 | Advanced Developmental Psychology | 3 |
| PSY | 717 | The Psychology of Learning: Theory & Applications | 3 |
| PSY | 721 | Tests and Measurements | 3 |
| PSY | 725 | Advanced Personality Theories | 3 |
| Total | 12 |
||
| FIRST YEAR (SPRING) | Credits |
||
| PSY | 502 |
Introduction to School-Clinical Child
Psychology II |
0 |
| PSY | 509 | Practicum A, B, C, or D | 0 |
| PSY | 703 | Psychological Assessment I | 4 |
| PSY | 703A | Practicum: Limiting Bias in Bilingual Assessment | 1 |
| PSY | 710 | Psychopathology in Childhood and Adolescence | 3 |
| PSY | 722 | Counseling Theory and Cognitive- Behavioral | 3 |
| Intervention Techniques | |||
| PSY | 727 | Learning Disabilities: Diagnosis & Remediation | 3 |
| Total | 14 |
||
| At the end of the first year, students are required to take a Qualifying Examination. Students must pass the examination in order to proceed to the second year of study. Students are allowed to take the Qualifying Examination a maximum of two times. | |||
| FIRST YEAR (SUMMER) | Credits |
||
| PSY | 867 | Multicultural/Gender Issues |
3 |
| SPE | 640 | Communication & Language & the Bilingual | 1 |
| Child in the Classroom | |||
| SPE | 641 | Bilingual Language Development & Disorders | 3 |
| Total | 7 |
||
| SECOND YEAR (FALL) | Credits |
||
| PSY | 509 | Practicum A, B, C, or D |
0 |
| EDU | 701 | The School: Field Experience & Seminar | 3 |
| PSY | 707 | Psychological Assessment II | 4 |
| PSY | 715 | Statistics and Research Design I | 4 |
| PSY | 709A | Practicum: Counseling the Culturally
Different |
1 |
| PSY | 757 | Child and Adolescent Psychotherapy | 3 |
| Total | 15 |
||
| SECOND YEAR (SPRING) | Credits |
||
| PSY | 509 |
Practicum A, B, C, or D |
0 |
| EDU | 702 | The School: Field Experience & Seminar | 3 |
| PSY | 712 | Advanced Physiological Psychology | 3 |
| PSY | 713 | Psychological Assessment III | 4 |
| PSY | 723 | Advanced Social Psychology | 3 |
| Total | 13 |
||
| SECOND YEAR (SUMMER) | Credits |
||
| PSY | 720 |
Integrating Seminar | 3 |
| Total | 3 |
||
At the end
of the second year, upon completion
of at least 42 graduate hours in the
program, students are eligible for
the New York State Psychology Internship
Certificate. Note: Candidates who want New Jersey school psychology certification should contact the program director. Before students are enrolled in the Bilingual School Psychology internship, they must pass a language proficiency examination and demonstrate that they are capable of providing psychological services to bilingual populations in their native language. |
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| THIRD YEAR (FALL) | Credits |
||
| PSY | 509 |
Practicum |
0 |
| PSY | 750A | Bilingual School Psychology I: Internship, Ethics & | 4 |
| Seminar | |||
| PSY | 734 | Consultation | 3 |
| PSY | 759 | Early Childhood and Infant Assessment | 3 |
| Total | 10 |
||
| THIRD YEAR (SPRING) | Credits |
||
| PSY | 509 | Practicum |
0 |
| PSY | 751A | Bilingual School Psychology II: Internship, | 4 |
| Ethics, & Seminar | |||
| Total | 4 |
||
The final
school psychology internship for
the Bilingual School Psychology Program includes a minimum of 1,200 clock hours. A minimum of 600 clock hours must be completed in a school setting which provides an opportunity for the delivery of bilingual school psychological services. |
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Graduate Students 
To apply as a graduate student, you may either apply online or download the application for graduate admission specific to your school or college. Follow all steps (materials needed for applications vary throughout each program and course of study) and submit your application to the campus you wish to attend.
Pace admits students of any race, color, and national or ethnic origin.
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For additional information you can visit the school Web site:
Dyson College of Arts and Sciences
For additional information about Faculty from this program, visit the school faculty site:
Dyson College of Arts and Sciences
Faculty
