2017-2018 Argosy University Academic Catalog—Graduate Programs | Volume 8, Issue 1
Master of Arts in Educational Psychology Degree Program
Argosy University, Dallas; Argosy University, Phoenix; Argosy University, Sarasota
The Master of Arts (MA) in Educational Psychology degree program is the foundational program for those interested in the field of school psychology. Based upon national standards for school psychologists, the curriculum reflects the most current information in the field. In many courses, students observe certified school psychologists at work and practice basic analytical skills under close supervision.
The MA in Educational Psychology degree program DOES NOT lead to teacher, counselor, psychologist, or administrator certification, licensure, or endorsement in any state in the United States. This program is designed to provide a foundation in educational psychology and is meant for those who are interested in pursuing these degrees for reasons other than obtaining teacher, counselor, psychologist or administrator certification, licensure, or endorsement. Additionally, the credit hours earned through participating in this program offered by Argosy University is unlikely to be transferable to any other similar program that is approved for teacher, counselor, psychologist, or administrator certification, licensure or endorsement in any State.
Program Learning Outcomes
2.1 Data-Based Decision Making and Accountability – Knowledge
2.1.1 School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
2.1 Data-Based Decision Making and Accountability – Skills
2.1A. Candidates use psychological and educational assessment, data collection strategies, and technology resources as part of a comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.
2.1B. Candidates use assessment and data collection methods to evaluate response to, progress in, and outcomes for services in order to promote improvement and effectiveness.
2.2 Consultation and Collaboration – Knowledge
2.2.1 School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services.
2.2 Consultation and Collaboration – Skills
2.2A. Candidates apply consultation methods, collaborate, and communicate effectively with others as part of a comprehensive process that permeates all aspects of service delivery.
2.3 Interventions and Instructional Support to Develop Academic Skills - Knowledge
2.3.1 School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence based curriculum and instructional strategies.
2.3 Interventions and Instructional Support to Develop Academic Skills - Skills
2.3A. Candidates use assessment and data collection methods to develop appropriate academic goals for children with diverse abilities, disabilities, backgrounds, strengths, and needs.
2.4 Interventions and Mental Health Services to Develop Social and Life Skills – Knowledge
2.4.1 School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health.
2.4 Interventions and Mental Health Services to Develop Social and Life Skills – Skills
2.4A. Candidates use assessment and data collection methods to develop and implement appropriate social–emotional, behavioral, and mental health goals for children with diverse abilities, disabilities, backgrounds, strengths, and needs.
2.5 School-Wide Practices to Promote Learning – Knowledge
2.5.1 School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health.
2.5 School-Wide Practices to Promote Learning – Skills
2.5A. Candidates design and implement evidence-based practices and policies in, for example, areas such as discipline, instructional support, staff training, school improvement activities, program evaluation, student transitions at all levels of schooling, grading, home–school partnerships, etc.
2.6 Preventive and Responsive Services – Knowledge
2.6.1 School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response.
2.6 Preventive and Responsive Services – Skills
2.6A. Candidates promote environments, contexts, and services for children that enhance learning, mental and physical well-being, and resilience through protective and adaptive factors and that prevent academic problems, bullying, violence, and other risks.
2.6B. Candidates contribute to, design, implement, and/or evaluate services for crisis prevention, preparation, response, and recovery at the individual, family, and systems levels and that take into account diverse needs and characteristics.
2.7 Family–School Collaboration Services - Knowledge
2.7.1 School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools.
2.7 Family–School Collaboration Services - Skills
2.7A. Candidates design and implement evidence-based practices and policies that facilitate family–school partnerships and interactions with community agencies to enhance academic, learning, social, and mental health outcomes for all children.
2.8 Diversity in Development and Learning – Knowledge
2.8.1 School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity.
2.8 Diversity in Development and Learning – Skills
2.8A. Candidates provide effective professional services in data-based decision making, consultation and collaboration, and direct and indirect services for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding of and respect for diversity and in development and learning is a foundation for all aspects of service delivery.
2.9 Research and Program Evaluation – Knowledge
2.9.1 School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings.
2.9 Research and Program Evaluation – Skills
2.9A. Candidates evaluate and synthesize a cumulative body of research and its findings as a foundation for effective service delivery.
2.9B. Candidates provide assistance in schools and other settings for analyzing, interpreting, designing, and applying empirical evidence as a foundation for effective practices at the individual, group, and/or systems levels.
2.10 Legal, Ethical, and Professional Practice – Knowledge
2.10.1 School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
2.10 Legal, Ethical, and Professional Practice – Skills
2.10A. Candidates provide services consistent with ethical and professional standards in school psychology.
2.10B. Candidates provide services consistent with legal standards and regulations relevant for practice in settings in which school psychologists work.
2.10C. Candidates advocate for school psychologists’ professional roles to provide effective services, ensure access to their services, and enhance the learning and mental health of all children and youth.
The application process for admission into the MA in Educational Psychology degree program requires the submission of all materials that will enable the School Psychology Admissions Committee to verify the applicant’s academic qualifications to enroll in a graduate professional school. Because the admissions procedure also takes into consideration the qualities essential to becoming an effective educational and mental health professional, material is also required to which will help to determine the individual’s personal integrity, maturity, interpersonal skills, and ability to communicate.
- A bachelor’s degree from a regionally accredited institution.
- A grade point average (GPA) as described below. Additional requirements may apply.
- 3.0 (on a scale of 4.0) for the last 60 hours of coursework (including graduate work).
- Applicants with grade point averages lower than the stated program minimums may be considered for admission with significant evidence of academic and professional potential demonstrated by the career and/or professional accomplishments indicated in the statement of academic and professional goals, the career summary, and academic or professional letters of recommendation. Such Admission must be recommended by the Admissions Committee and department chair and must be justified, documented, signed, placed, and retained in the student’s academic file.
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy .”
- Completion of an interview with a member of the program Admissions Committee .
- Evidence of Criminal Background check.*
All applications for admission must be submitted to the Admissions Department. An admissions representative is available to help interested applicants complete the following required documentation:
- Completed Application for Admission Form.
- Personal/professional goal statement with a self-appraisal of qualifications for the profession.
- Current résumé (or career summary).
- Three completed Applicant Recommendation Forms.
- Official transcripts from all postsecondary schools attended.
*Students at Argosy University, Phoenix are required to present a photocopy of valid Identity Verified Prints (IVP) Fingerprint Clearance Card (plastic) issued by the Arizona Department of Public Safety.
Students entering with an undergraduate program major not related to psychology or education, or are not certified educators, must complete courses in the following content areas within the first two semesters of matriculation.
- Introduction to Psychology
- Abnormal Psychology
To be eligible for awarding of the master’s degree, candidates must meet the following requirements:
- Satisfactory completion of 30 credit hours.
- A minimum grade point average of at least 3.0 (on a scale of 4.0), and a grade of “B-” or better in all required courses.
- A completed Petition to Graduate form submitted to campus administration.
Students enrolled in the MA in Educational Psychology degree program are required to successfully complete 10 core courses (30 credit hours).