The field of school psychology offers great opportunities and challenges to graduates interested in the helping professions. School Psychologists have specialized training in both psychology and education. They use their training and skills to collaborate with educators, parents, and other professionals to ensure that children learn in a safe, healthy, and supportive environment. The majority of school psychologists are employed in public and private school systems. However, the demand for school psychology services is increasing in clinics, hospitals, and state agencies.
UW-Stout's School Psychology Program
UW-Stout awarded its first graduate degrees in school psychology in 1969. The school psychology program at UW-Stout has been designed for students who wish to become practitioners, and the training is oriented toward the acquisition of those skills necessary for effective functioning in the educational environment as a school psychologist. UW-Stout’s program is unparalleled in its strong emphasis on counseling, consultation and interpersonal relationship skills. Many students choose to take the additional coursework needed for dual certification in school psychology and school counseling.
UW-Stout’s program also emphasizes academic preparation in psychometrics, assessment, child development, psycho-educational disabilities and learning. Students attain technical proficiency in assessment, problem solving, and intervention planning. Additionally, the program offers experiential training in individual counseling, group counseling, play therapy and consultation. Throughout the process, students find that the faculty foster a collegial relationship in which students and faculty work as a team. This humanistic orientation and emphasis on interpersonal relationship skills is a particular strength of the school psychology program at UW-Stout.
The Curriculum
Stout's program in School Psychology is fully accredited by the National Association of School Psychologists (NASP), certified by the Wisconsin Department of Public Instruction, and approved by the North Central Association. The program focuses on the interaction of content knowledge, process skills, and practical application of skills to the practice of school psychology. The curriculum consists of five areas of study:
Content Knowledge:
These courses provide a basic foundation in the field of psychology. Special emphasis is on legal and ethical issues in the field of psychology, developmental psychology, personality development, abnormal psychology, and the psychology of learning.
Professional Core Courses:
These courses focus on the professional school psychology role and provide a strong background in the skills required for the effective practice of school psychology. Arranged sequentially, they lead to technical proficiency in assessment, diagnosis, and intervention.
Experiential Learning:
Effective training in school psychology occurs through an integration of didactic and experiential learning. From the beginning of their program, students receive extensive experiential training. Students conduct assessment and counseling sessions with children, adolescents, and adults. These sessions are videotaped and observed live so that peers and instructors can provide feedback and enhance student learning. In addition, students have the opportunity to develop specialized skills in areas such as play therapy, group counseling, and consultation.
Supervised Practicum:
Certification standards require a minimum of 600 hours of supervised practicum in a school setting. The Stout program exceeds this requirement. First year students complete a school counseling practicum one day a week. During the second year, students complete a school psychology practicum under the supervision of an area school psychologist for two semesters. Students are encouraged to complete practica in both Wisconsin and Minnesota so as to experience differences in the roles of school psychologists. All the major functions of a school psychologist are performed during this year under the supervision of both the local school psychologist and a university faculty member. In addition, second year students work under supervision at the university's Clinical Services Center, receiving a combination of assessment, problem solving, and consultation experiences.
Course Sequencing
Students are admitted once per year. They proceed through a course sequence as a cohort group. In their first year of the program, students take courses in psychology, education, assessment, counseling, and consultation. After completing 30 credit hours and a Plan B Thesis, students earn the Master's of Science Degree in Education (M.S. Ed.). In the second year of their program, students complete additional credits required for certification as a school psychologist. During the third year, students complete a 1200 hour internship and a Specialist Thesis leading to the awarding of the Education Specialist Degree (Ed.S.) in School Psychology.
Facilities
Students are provided with a variety of facilities and equipment to further enhance their learning while in the School Psychology program.
Clinical Services Center
The center provides counseling and assessment services to children, adults, families, and agencies in West Central Wisconsin and Minnesota. Students have the opportunity to work with clients in a supervised environment and receive feedback from instructors and peers as they develop counseling, consulting, problem solving, and assessment skills.
Play Therapy Lab
The play therapy lab provides an opportunity for students to conduct play therapy sessions with children of various ages. The lab is fully equipped with a wide array of play materials. State of the art video cameras and one-way mirrors are used for observational purposes.
Testing and Career Libraries
The testing library and the career center library offer up-to-date assessment tools and resources. These tools enable students to develop greater understanding of the assessments and information available in the fields of school psychology and school counseling.
Micheels Hall Campus Computer Laboratory
The Campus Computer Laboratory (CCL) in Micheels Hall offers a wide array of computing options for all UW-Stout faculty, staff, and students. Featuring personal computers with a variety of general purpose software, the laboratory computers include Windows 2000/XP and statistical programming (e.g., SPSS) software.
Assistantships
Students who are admitted to a graduate degree program and have completed the "Application of Graduate Assistantship" form may apply for a graduate assistantship. Each position has a different job description. Examples of work responsibilities include conducting research, helping in the counseling labs, and monitoring the test and career assessment libraries. Assistantships are normally filled on an academic year basis, and applications are valid for one academic year. Graduate assistants are expected to maintain a full-time credit load and make satisfactory academic progress. A more detailed description of assistantships and other financial aid is found in the UW-Stout Graduate Bulletin.
Application For Admission
Persons wishing to enroll in the School Psychology program must apply to both the Graduate School and the School Psychology program. Application forms and materials are available from both, and in PDF format on the web site. Applicants must arrange for transcripts. A complete description of the application process is found in the UW-Stout Graduate Bulletin.
Application to the Master of Science Degree in Education (M.S.Ed.) School Psychology Program
Applicants must have a bachelor's degree from an accredited college or university and have an overall grade point average of 3.0 or higher. No particular undergraduate major is required for admission to the program, but students lacking a strong background in psychology may be required to complete specific undergraduate foundation courses. Applicants will be informed of those requirements at the time of admission. Students with a GPA below 3.0 but at least a GPA of 2.75 may be admitted on probationary status.
Applications for admission to the school psychology program must be received by January 15 for students planning to enroll in the summer or fall of that same year. Applicants who are recommended by a faculty committee are invited for a personal interview. Applicants are typically notified of acceptance to the program in late April or early May.
Admission to the master's degree program in School Psychology does not insure admission to the Education Specialist Degree (Ed.S.) School Psychology program. Students apply for admission to the Ed. S. School Psychology program when they have successfully completed the master's degree program.
Application to the Education Specialist Degree
(Ed.S.) Program in School PsychologyProspective students seeking admission to the Ed.S. Program in School Psychology must hold a master's degree in School Psychology or a related field. Applicants should have an overall graduate grade point average of 3.25 or better. A limited number of applicants may be admitted on probationary status if their overall GPA is at least a 3.0. Students seeking admission to the Ed.S. degree program should complete and submit their application materials at least 30 days prior to the beginning of the term in which they plan to begin their program. A faculty committee reviews applications and students will be notified of their status prior to the beginning of the term of intended enrollment.
Profile of Students Admitted to the Program
The School Psychology Program typically receives 30 to 40 applications. Acceptance rates vary depending on student credentials. Approximately 10 to 15 students are admitted annually. Most are full-time students, although part-time students are accepted.
Employment Opportunities
Employment opportunities for school psychology graduates are excellent. All of the University of Wisconsin-Stout school psychology graduates have obtained employment in relevant positions over the past several years. In public education, new psychologists are added to school staffs throughout the nation and continued turnover and retirements bring yearly openings. The number of positions in Wisconsin and throughout the United States continues to exceed the number of graduates.