Specialist in School Psychology (SSP) Program

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  Program Objectives

  The Program is designed to provide a strong and broad-based knowledge of both psychology and education and to prepare students to apply that knowledge within school settings.  Objectives are as follows:

  1. Graduates recognize the dignity and intrinsic worth of all individuals and demonstrate respect for human diversity and individual differences.

  2. Graduates are able to deliver a full range of school psychological services, including:

  (a.) Assessment of individuals as well as systems,
  (b.) Intervention design, and
  (c.) Provision of both direct and indirect services.

  3. Graduates are advocates for children on both the individual and the group levels.

  4. Graduates communicate clearly and effectively and demonstrate appropriate, respectful conduct in their professional interactions with others.

  5. Graduates adhere to legal and ethical standards in their professional practice.

  In addition, the program follows the 10 domains of knowledge that are requisite to the practice of school psychology as articulated in the Standards of Training and Field Program in School Psychology. The 10 domains are:

  • Data-Based Decision-Making and Accountability
  • Consultation and Collaboration
  • Interventions and Instructional Support to Develop Academic Skills
  • Interventions and Mental Health Services to Develop Social and Life Skills
  • School-Wide Practices to Promote Learning
  • Preventive and Responsive Services
  • Family–School Collaboration Services
  • Diversity in Development and Learning
  • Research and Program Evaluation
  • Legal, Ethical, and Professional Practice

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  Admission Requirements

  The Detroit Mercy program accepts full-time-only students. During the Years 1 & 2 field experiences, some daytime hours in the public schools will be required; these hours may not be regular. In addition, some courses are offered during the daytime. Finally, the internship itself is a full-school-year commitment (usually paid by the district).

  Requirements

  Admission occurs at two levels:

  1. At the master’s level, for those who have not yet attained a master’s degree in school psychology; and
  2. At the specialist level, for those who have already been granted a master’s degree in school psychology from another appropriately credentialed program.

  Each prospective student must meet the admission requirements of the College of Humanities, Arts & Social Sciences, which requires an overall grade point average of 2.7 for the last two years of undergraduate work and 3.0 for graduate work. The program preference is for a minimum GPA of 3.0. An undergraduate degree in psychology is not required, however, any student who does not have undergraduate coursework in child development and statistics will be required to take compensatory coursework prior to enrollment or within the first semester, as directed by the advisor. GRE scores are not required.

  The school psychology program is intended to lead to certification by the state board of education. Candidates who would not qualify for teacher certification (see http://www.legislature.mi.gov/(hzka3q2cfmj4r0vc4mdmp055)/documents/mcl/pdf/mcl-380-1535a.pdf) should not apply; if admitted, those students will be dismissed as the program is informed of disqualifying circumstances.

  Re-specialization

  Applicants who have already completed graduate programs in related areas may apply; application procedures and requirements are the same as for other candidates. Re-specialization applicants who are accepted into the program may be eligible for a modified program. Transcripts and documentation from previous coursework will be reviewed to determine if some courses may be transferred. Such courses must be comparable and completed with at least a “B.” It is unlikely that a substantial number of courses will meet this criterion. Additionally, it is the position of this program that the practice of school psychology is a specialization requiring intensive school-based field experiences; therefore, it is the policy of this program not to waive field experience requirements.

  Deadline

  Priority deadline for fall of 2024 is Jan. 15, 2024. Late apps may be reviewed if cohort size allows. Applicants are strongly advised to submit materials as soon as possible to ensure their complete file has been forwarded to the department by the application deadline. It is the applicant’s responsibility to ensure that all materials have been received. Incomplete applications will not be considered. In order to be considered for the school psychology program, applicants must submit the following materials:

  1. Transcripts documenting a minimum undergraduate GPA of 2.7 (for admission to Graduate School) and for the School Psychology program, a preferred GPA of 3.0.;
  2. Graduate school application for the Specialist degree in School Psychology;
  3. Three (3) letters of recommendation, at least two of which must address the applicant's academic potential (i.e., from a University faculty member);
  4. Statement of purpose, which should be 2-3 pages, explaining the applicant's interest in school psychology as a career. The statement of purpose should be typed and submitted separately to admissions as a Word document;
  5. Graduate transcripts (if applicable); and
  6. Professional resume

  All application materials can be uploaded to the application portal once you apply online at: udmercy.edu/apply.
  
  For questions regarding the application process, please contact:
  
  Graduate Admissions
  admissions@udmercy.edu
  313-993-1245

  Criteria

  When an applicant’s file is complete, it is forwarded to the Program Screening Committee for consideration. Those who do not meet minimum College requirements are eliminated from the pool of candidates. To maintain program quality and be consistent with NASP standards, space is limited and admission is competitive. Applicants are considered based on 7 qualities associated with successful candidates:

  • Child advocacy
  • Understanding of/commitment to the profession of school psychology
  • Written communication skills
  • Oral communication skills
  • Academic ability/test-taking skills
  • Professional behavior skills
  • Relevant background experiences

  The Screening Committee will select those applicants most likely to be successful in the program; those applicants will be invited for an on-campus interview in late winter or early spring. The purpose of this interview is to determine the applicant’s match with the training program and profession, and potential for successful completion of the program. A student entering with some applicable graduate work but without an appropriate master’s degree may be given a maximum of nine credit hours of advanced standing toward the specialist degree. Recommendation for certification from the State Department of Education to work as a school psychologist is contingent upon completing the specialist degree.

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  Financial Aid

  Qualified candidates for this program may be eligible for as much as 60 percent off of the published tuition price. Students should also contact the University's Financial Aid Office for additional information regarding other sources of financial assistance 313-993-3350.

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  Accreditation Status

  University of Detroit Mercy's Specialist in School Psychology program is fully accredited through 2029 from the National Association of School Psychologists (NASP). This program follows the NASP 10 Domains Practice Model.
  

  Since 1988, NASP has been pleased to provide a national review and approval service for graduate programs in school psychology. NASP program approval/national recognition is an important indicator of quality graduate education in school psychology, comprehensive content, and extensive and properly supervised field experiences and internships, as judged by trained national reviewers. In addition, programs obtaining NASP approval allows for a streamlined process for program graduates to obtain the Nationally Certified School Psychologist (NCSP) credential. Thus, NASP approval/national recognition confers multiple advantages to programs, program graduates, the profession of school psychology, and, most importantly, to the children, families, and schools that we serve.

  Specialist level (60+ graduate credits) and doctoral level programs in school psychology are reviewed and approved by NASP by providing evidence of consistency with the NASP Standards for Graduate Preparation of School Psychologists. The NASP standards provide the foundation for program review and approval. NASP is one of the specialized professional associations (SPAs) of the Council for Accreditation of Educator Preparation (CAEP), previously the National Council for Accreditation of Teacher Education (NCATE), and conducts program reviews as a part of the CAEP unit accreditation process. CAEP accredits units (e.g., Schools of Education), not programs, but does provide "national recognition" status (full or with conditions) to NASP-approved programs in CAEP-accredited units. NASP also conducts reviews of school psychology programs that are not in CAEP units and that submit materials for review by NASP on a voluntary basis.