11. SCHOOL PSYCHOLOGIST

JOB DESCRIPTION

Overview

Master’s-and specialist-level (a degree given only in school psychology that is mid-way between a master’s and a doctoral degree) school psychologists work primarily in school systems with students, their families, and teachers. A major portion of their work involves diagnostic assessment of students’ learning aptitudes, special needs, and personality, emotional, and social development. They consult with school personnel regarding academic or behavioral problems of students and recommend appropriate interventions or classroom placements.

Doctoral-level school psychologists work in school systems as well as in other settings. Like clinical and counseling psychologists, doctoral-level school psychologists can be licensed. Consequently, they can work independently in a broad range of settings (e.g., community agencies, private practices, universities), typically with a focus on children or adolescents.

Typical Job Duties

Job duties for master’s- or specialist-level school psychologists (approximately 80% of the profession) include:

• administering and interpreting intelligence and personality tests and conducting classroom observations

• evaluating the effectiveness of academic programs or behavior management procedures

• providing educational programs to school personnel on such topics as classroom management or teaching and learning strategies

• conducting individual and group counseling or psychoeducational programming with students

• advising teachers and school administrators on methods to enhance student motivation

• referring students and their families to appropriate community agencies for medical, vocational, or social services

Job Outlook

Faster-than-average job growth is expected overall due to increasing concern about student behavioral and learning problems as well as improving public school systems. Although not among the top 30 fastest-growing occupations as ranked by the BLS, school psychology was in the most favorable category in the MSU study (i.e., high demand/limited supply).

Potential Earnings

The average starting salary for new school psychologists with a master’s or specialist degree in 1995 was $28,000. According to an APA study, the median salary of master’s/specialist degree holders in 1991 was $52,000.

TRAINING

Professional Degree Required

A master’s degree (usually two years of course work) is required for work in a school setting in most states. However, there is increasing emphasis in school psychology on obtaining the specialist degree, which adds another semester or even year of study; over 75% of non-doctoral school psychologists hold this more advanced degree. In addition, to obtain national certification as a school psychologist from the National Association of School Psychologists (NASP), one must hold either a specialist or a doctoral degree.

How to Find Programs

APA’s Graduate Study in Psychology guide lists all school psychology programs (master’s through doctoral) by state. You can also write the NASP for a list of programs approved by NASP (i.e., specialist and doctoral programs), or view UC-Berkeley’s web site for a list of all programs (addresses below).

Entrance Requirements/Admissions

Beyond the psychology major, no specific courses are necessary for graduate school in school psychology beyond statistics and research methods. Personality, abnormal psychology (psychopathology), and learning are frequently recommended courses for doctoral study. Educational psychology or courses in education might be useful electives. Research experience is more important for Ph.D. than M.A. programs.

The competitiveness of master’s level/specialist programs varies, but typically a minimum of 3.0 GPA and 950-1100 GRE-combined are required in order to be considered for admission. However, master’s programs (often called “terminal master’s” programs to distinguish them from the master’s degree received en route to a doctorate degree) do not appear inundated with applications. Although numbers vary region to region, a typical program might receive 25-35 applications and hope to enroll an entering class of 10 students.

Doctoral programs are more competitive, although not as competitive as clinical psychology doctoral programs. Median GPAs are in the 3.4-3.6 range and median GREs in the 1100-1200 range.

School psychology programs are more commonly found in departments of education (about 80%) than departments of psychology. National surveys of school psychology program directors (see Reschly & McMaster-Beyer, 1991) make it clear that program quality is unrelated to the college affiliation of a school psychology program.

FOR MORE INFORMATION

Print Materials/Organizations

National Organization of School Psychologists (NASP), 4340 East West Highway, Suite 401, Bethesda, MD 20814. 301/657-0270. Free packet of introductory materials including list of approved programs.

Professional Psychology: Research and Practice (1996). Special section: Future of psychological practice in the schools, 27, 5-40. (Four articles that focus on the impact of recent social, health care, and educational reforms on the practice of school psychology.)

Reschly, D. J., & McMaster-Beyer, M. (1991). Influences of degree level, institutional orientation, college affiliation, and accreditation status on school psychology graduate education. Professional Psychology: Research and Practice, 22, 368-374. (A survey of school psychology programs in the U.S.; findings help clarify the differences among degree levels, types of doctoral degrees, and accrediting bodies in school psychology.)

Internet Resources

National Association of School Psychologists (NASP) home page:

http://www.naspweb.org/

School psychology graduate programs (list maintained by UC-Berkeley):

http://www-gse.berkeley.edu/program/SP/html/sp-gradprograms.html