Master of Science in School Psychology

CBU’s PPS School Psychology Master’s and Credential Program prepares candidates to collaborate and communicate effectively with families and school personnel, assess students’ behavior and implement strategies for student success.

The PPS Program in School Psychology follows the National Association of School Psychologists (NASP) Model for Comprehensive and Integrated School Psychological Services.

This program is comprised of a small cohort of students that progress though the program together. The cohort model creates an environment where cooperative learning is cultivated with relationships that are essential for professional networking.

Program Length
2 2/3 Years
Program Cost
Program Accreditations

Why our program?

CBU’s School Psychology program focuses on the following areas:

  • Assessing students with various needs and disabilities.
  • Accurately identifying emotional disturbances that interfere with academic achievement.
  • Developing and coordinating response and intervention programs involving teachers, parents and students.
  • Serving the educational and vocational interest of diverse student populations.

In addition to learning foundational concepts, our program incorporates hands-on experiences starting in the first semester. The blend of theory and practical experience provides a model for success in the student’s internship and career as a School Psychologist.

The program focuses on moral and ethical standards along with faith integration in the field. Graduates of the program share a deeply rooted commitment to recognize and realize the potential of every child and student.

  • Student Learning Outcomes

    1. PPS candidates communicate in a supportive, problem-solving fashion using active listening, flexibility and effective facilitation.

    2. PPS candidates have an awareness of cultural factors that impact student development, behavioral functioning, and home interactions. PPS candidates understand the implications of diversity upon the design and administration of assessments and interventions.

    3. PPS candidates help students, parents, and teachers effectively access technology, as well as how to enhance learning with appropriate technologies. PPS candidates use technology and database in evidence based practice, decision making, program evaluation, assessment and progress monitoring. 

    4. PPS candidates support policy development that creates safe and effective learning environments. Candidates use their knowledge of ethical considerations related to assessment, counseling, professional activity, and personal conduct to drive their professional practice. 

    5. PPS candidates determine how best to collect data, interpret the results, communicate the data to a diverse audience, and use the data effectively to design instructional interventions. Candidates are able to use standardized measures as well as alternative assessment methods to collect student data necessary to develop appropriate behavioral and academic interventions. Candidates are skilled in communication the results of assessment to many types of audiences, including teachers, parents, IEP teams, community agencies and administrators. 

    6. PPS candidates understand how school systems work and how they can use this knowledge to help organize schools and classrooms in ways that promote learning and prevent problems. Candidates develop evidence-based prevention and intervention programs consistent with an understanding of the impact of home, community, and school systems on student success.

    7. PPS candidates help schools develop challenging but achievable cognitive and academic goals for all students, taking into account the need to adjust expectations for individual students. Candidates teach others to implement alternative ways to monitor or assess individual student progress toward goal or standards accomplishment. 

    8. PPS candidates enhance appropriate pupil behavior and develop methodologies such as conflict resolution and social problem-solving and decision-making approaches. Candidates understand development in social, affective, and adaptive domains and are able to identify and apply sound principles of behavior change within these domains. 

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