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Jenlyn FureyAssistant Professor, School Psychology Program DirectorCounseling, Educational Leadership and School Psychology
Adams Library (121)(401) email@example.com
RIC's School Psychology Program is a 3-year, integrated, sequential program of study and supervised practice. The program prepares future school psychologists to provide a range of psychological and educational services with specialized focus on the developmental processes of children and youth within their schools, families, and other social systems. Instructional content is rooted in developing an awareness of and respect for the dignity and worth of all people.
The program emphasizes a reflective problem-solving approach to professional practice. The combined Master of Arts/Certificate of Advanced Graduate Study (M.A./C.A.G.S.) plan of study is aligned with the standards for the
National Association of School Psychologists (NASP), which is a constituent of the
Council for the Accreditation of Educator Preparation (CAEP). The program also satisfies credentialing requirements for the
Rhode Island Department of Education (RIDE).
School Psychology is a
Career that Makes a Difference in supporting students’ academic, behavioral, social, and emotional outcomes.
School Psychology was ranked #1 in Social Service Jobs of 2017 by the
US News and World Report
The mean salary for School Psychologists in the US is $70,580 with an unemployment rate of only 1.2% (U.S. News and World Report, 2017)
The Bureau of Labor Statistics predicts a 20% rate of growth for School Psychologists between 2014 and 2024
High demand for bilingual School Psychologists
Profession committed to increasing diversity
For general information about the field of School Psychology please visit the NASP website
Nationally Recognized by the National Association of School Psychologists (NASP)
"Approved with Distinction" by the Rhode Island Department of Education in 2016
Supportive program faculty, dedicated to promoting best practices in schools
Outstanding school-based supervisors and high-quality training experiences
Collaborative learning environment within cohorts of 10-14 students
Exceptionally high employment rate post-graduation
Emphasis on school psychologists as school leaders
For a comprehensive description of the RIC School Psychology Program, please download the School Psychology handbook (2017) and School Psychology Program brochure below.
Download the School Psychology handbook (2017)
Download School Psychology Program brochure (2017)
The deadline to submit a complete application packet is February 1st. Materials must be postmarked by February 1st to be reviewed. If materials are late your application packet will be considered in the next cycle (the following year).
Application Deadline: February 1st
Select Applicants Invited for Interview: March
Notification of Acceptance Decision: March/April
Earliest Admission Point: Fall Semester
To be considered for admission, applicants must provide the following by February 1st:
completed application form accompanied by a $50 nonrefundable application fee
Official transcripts of all undergraduate and graduate records
An official record of scores on the Graduate Record Examination (GRE) or Miller Analogies Test (MAT)
A resume or Curriculum Vitae (CV)
A professional goals essay
Three letters of recommendation accompanied by candidate rating forms
Performance based evaluation
Additional admissions criteria (strongly recommended):
A minimum of three undergraduate or graduate courses in psychology (the admissions committee will consider experiences or coursework in the areas of child mental health or educational settings, in lieu of these requirements, on an individual basis).
A minimum cumulative grade point average (GPA) of B (3.00 on a 4.00 scale) in undergraduate course work, and/or a minimum GPA of 3.25 in previous graduate work. Applicants with undergraduate GPAs less than 3.00 will be considered upon submission of other evidence of academic potential.
After February 1st, application materials are reviewed and select applicants are invited for an on-campus interview (scheduled in March). Applicants receive official notification of their acceptance from the Rhode Island College Graduate School in April.
Applicants interested in school psychology certification who apply to the program with a master's degree in counseling or a related field must complete the courses for the Master of Arts in Counseling with a concentration in Educational Psychology before moving on to advanced graduate study courses specific to school psychology. Application procedures and admission requirements are the same as above, plus:
A master's degree in counseling, educational psychology, or related field.
A minimum grade point average of 3.25 in previous graduate work.
The GRE or MAT requirement is waived for applicants with an advanced degree. Applicant must submit transcripts documenting the completion of an advanced degree by February 1st.
Please review our
Frequently Asked Questions about the RIC School Psychology Program / Application Requirements.
For general questions about applying to the program, or to be connected with a current student in the program, please contact the RIC School Psychology Program Graduate Assistant:
For specific questions about applying as a C.A.G.S-only student, please contact the Program Director, Jenlyn Furey:
For questions related to submitting your online application materials, please contact Rose Misuraca at (401) 456-8896 or
Upon completion of the Rhode Island College School Psychology program, candidates obtain a Master of Arts (M.A.) in Counseling with a concentration in Educational Psychology and a Certificate of Advanced Graduate Studies (C.A.G.S.) in School Psychology (69 total credit hours).
The M.A. in Counseling with a concentration in Educational Psychology is awarded when students complete at least 30 graduate credit hours in specified Counseling and Educational Psychology coursework and pass a written examination prepared and administered by the Department of Counseling, Educational Leadership, and School Psychology. The examination is based on the student's knowledge of human development, counseling approaches, and intervention strategies. The M.A. in Counseling with concentration in Educational Psychology is not a terminal degree and does not meet requirements for certification as a school psychologist.
The Certificate of Advanced Graduate Study (C.A.G.S) in School Psychology is awarded when students complete an additional 27 credit hours of graduate course work and practicum related to school psychology; complete a one-year, 1200-hour, 12-credit internship in a cooperating school system; submit a performance portfolio upon conclusion of the internship; and receive a passing score (147) on the National School Psychology Examination administered by the Educational Testing Service (ETS/PRAXIS II #10400). The C.A.G.S. in School Psychology degree meets State certification requirements in school psychology from the Rhode Island Department of Education. Program graduates meet the criteria to apply for National Certification as a School Psychologist (NCSP).
RIC's School Psychology Program is 3-year, entry-level professional training program designed to prepare school psychologists to be proficient in delivering psychological and psychoeducational services to children and youth in school settings. The requirements for each of year of the program are shown below. The program must be completed within six years. Part-time candidates are allowed for Year 1, but full-time time attendance is required for Years 2 and 3. Below is a sample Program of Study for a full-time student. Please Download the
School Psychology handbook (2017) for sample Programs of Study for part-time and/or C.A.G.S-Only students.
Click here to
view course requirements with extended course information within the School Psychology Program catalog.
CEP 532 – Theories and Methods of Counseling (3 hrs.)CEP 534 – Quantitative Measurement and Test Interpretation (3 hrs.)CEP 601 – Cognitive Assessment (3 hrs.)CEP 603 – Professional School Psychology (3 hrs.)
CEP 533 – Psychology of students with Exceptionalities (3 hrs.)CEP 551 – Behavioral Assessment and Intervention (3 hrs.)CEP 604 – Psychoeducational Assessment and RTI (3 hrs.)ONE COURSE from:*READ 534 – Developmental Reading (3 hrs.), OR*SPED 531 – Universal Design for Educating All Students (3 hrs.)
CEP 536 – Biological Perspectives in Mental Health (3 hrs.)CEP 538 – Clinical Practicum I (3 hrs.)CEP 531 – Human Development Across Cultures (3 hrs.)CEP 537 – Introduction to Group Counseling (3 hrs.)
CEP 651 – Academic Instruction, Intervention, and Supports (3 hrs.)CEP 675 – Consultation and Collaboration in School and Community (3 hrs.)CEP 605 – School Psychology Practicum (3 hrs.)*Two days per week in a school, supervised by a school psychologist. CEP605 class on Thursday evenings.M.A. in Counseling - Comprehensive Examination
CEP 554 – Research Methods in Applied Settings (3 hrs.)CEP 602 – Social Emotional Assessment and Intervention (3 hrs.)CEP 605 – School Psychology Practicum (3 hrs.)*Two days per week in a school, supervised by a school psychologist. CEP605 class on Thursday evenings.ONE COURSE from:*CEP 544 – Family Counseling Theory and Practice (3 hrs.), OR*SPED 534 – Involvement of Parents and Families Who Have Children with Disabilities (3 hrs.)Submission of Training Portfolio
CEP 629 –Internship in School Psychology (6 hrs.)*Five days per week in a school, supervised by a school psychologist. CEP629 class is on Friday afternoons.National School Psychology Examination – PRAXIS Exam
CEP 629 –Internship in School Psychology (6 hrs.)*Five days per week in a school, supervised by a school psychologist. CEP629 class is on Friday afternoons.Submission of Performance Portfolio
Note: Most courses are scheduled once per week in the evenings (4pm-6:50pm or 7pm-9:50pm) during the Fall and Spring semesters. Summer 1 and Summer 2 session courses are scheduled twice per week (3pm-6:35pm or 7pm-10:35pm).
Field experiences include both practicum and internship, and both are integral parts of the training of future school psychologists. Field experiences through RIC’s School Psychology Program provide opportunities for candidates to practice and master skills consistent with the reflective practitioner model of
FSEHD's Conceptual Framework and
NASP's Practice Model.
Candidates involved in practicum and internship have certified field supervisors and college-based faculty members overseeing their experiences. The program has strong connections with regional school districts. Recent cooperating school districts include: Burrillville, Coventry, Cranston, Cumberland, East Providence, Exeter / West Greenwich, Newport County Regional, North Kingstown, Pawtucket, Paul V. Sherlock Center on Disabilities, Providence, Rhode Island Training School, Smithfield, Warwick, and Woonsocket schools in Rhode Island; and Attleboro, Dartmouth, Dighton-Rehoboth, Fall River, Mattapoisett (ORR), Somerset, South Coast Educational Collaborative, and Westport schools in Massachusetts.
During Year 2 candidates complete a full-year practicum experience in a supervised K-12 school setting. A minimum of 400 practicum hours (approximately 2 full days per week) must be completed by candidates. In addition to training in a school setting, Year 2 candidates attend weekly seminars where field-based experiences are integrated with best practices in school psychology.
During Year 3 candidates complete a full-year internship experience in a supervised K-12 school setting. A minimum of a 1200 internship hours (5 full days per week), must be completed by candidates. In addition to training in a school setting, interns attend weekly seminars where field-based experiences are integrated with best practices in school psychology.
For more details about goals and objectives related to field experiences, please Download the
School Psychology handbook (2017).
Elizabeth HoltzmanAssociate Professor, Director of School PsychologyCounseling, Educational Leadership and School Psychology
Adams Library (119)(401) firstname.lastname@example.org
Shannon Dowd-EagleAssociate ProfessorCounseling, Educational Leadership and School Psychology
Adams Library (122)(401) email@example.com
John EagleProfessorCounseling, Educational Leadership and School Psychology
Adams Library(401) firstname.lastname@example.org
Jenlyn FureyAssistant ProfessorCounseling, Educational Leadership and School Psychology
Adams Library (112)(401) email@example.com
RIC's School Psychology Program is part of the Counseling, Educational Leadership, and School Psychology Department (CEP) and is a National Association of School Psychologists (NASP) fully approved, 3-year, integrated, sequential program of study and supervised practice. The program is designed to prepare future school psychologists to provide a range of psychological and educational services with specialized focus on the developmental processes of children and youth within their schools, families, and other social systems. Instructional content is rooted in developing an awareness of and respect for the dignity and worth of all people. Course work integrates theory and research in child and adolescent development, consultation, counseling, assessment, and empirically based interventions. A triadic model of school psychological service delivery is in place emphasizing
An important mission of our program is to develop students' professional attitudes and skills that are essential for lifelong learning and scientific problem solving. We adhere to the reflective practitioner model in preparing highly qualified school psychologists to practice in public schools or related educational settings.
M.A. in Educational Psychology / C.A.G.S. in School Psychology
Page last updated: February 02, 2018