The program is a 64-semester hour, post baccalaureate course of study leading to Certification in School Psychology in the Commonwealth of Pennsylvania. Upon successful completion of a specified 43 semester hours of coursework, a Master of Science in Psychology is awarded. Following successful completion of the remaining 21 semester hours that includes a practicum and 1,200 hour, full year internship, the student is recommended for certification as a school psychologist to the Pennsylvania Department of Education. Students may transfer into the program after earning a master's degree in Psychology or a related field elsewhere. The Commonwealth requires students to pass various Praxis examinations before they can be certified as a School Psychologist. The Program has received Full Approval status by the National Association of School Psychologists.
The Millersville University School Psychology Certification Program ascribes to a practical ecological model which trains candidates to work effectively with the various systems that support students: the school, the family, and the community. The program prepares candidates to function as strong advocates for students by relying on research evidence and incorporating best practices into the training program. Our program strives to incorporate new knowledge about the most effective practices as it emerges in the ever-changing field of school psychology. The goal of various candidate preparation activities is to ultimately facilitate appropriate student change and prevent school related problems. They will do this by basing decisions on data, engaging in best practices, and measuring the effectiveness of interventions.
The philosophy of the Program is grounded in the rich tradition of applied psychology, that is, the scientist-practitioner model. The Program curriculum and activities are designed to enable students
(1) to establish a strong knowledge and research base about human behavior, and
(2) to develop and carefully execute applied skills, primarily in educational settings. Knowledge about the educational process, psychological and emotional growth, and data-based decision-making are central to the training program and enable students as problem-solvers to promote effective learning in children.
The Program also emphasizes the various systems in which the individual child functions, that is, the interface between personal, interpersonal, family, school, culture, and community systems and subsystems. Assessments and interventions are directed at all, or any, of these systems and at various levels within the systems. The Program philosophy asserts that to effectively serve children, their relationship to the larger system, or environment, must be considered. In addition, the Program supports and emphasizes the uniqueness and inherent worth of individuals.