School Psychology

About our School Psychology Program

Our school psychology program is approved by the National Association of School Psychologists (NASP) and graduates boast a 96% employment rate after graduation!

Applications will be reviewed starting in February and interviews will be conducted shortly after. Please have all application materials submitted in order to complete the application in time.

School psychologists are highly trained in both psychology and education with specialized preparation in mental health, child development, school organization, learning theory and behavioral science. School psychologists help youth succeed academically, socially and emotionally through a range of direct services to children and their families, and through collaboration with educators, parents and other professionals. Training emphasizes skills in consultation, psychoeducational assessment, intervention, prevention and individual and group counseling. Degree candidates must complete a minimum of a 63 credit-hour program that includes a yearlong internship. School psychologists must be certified and/or licensed by the state in which they work. They also may be nationally certified by the National School Psychology Certification Board (NSPCB).

The majority of school psychologists work in schools. However, they can practice in a variety of settings including:

• Public and private school systems
• School-based health centers
• Clinics and hospitals
• Private practice
• Universities

School psychology is currently ranked among the top 100 jobs and top social service jobs, according to U.S. News and World Report!

Also, the U.S. Department of Labor projects a nearly 22% uptick in this occupation by 2020.

School Psychology Program Statement

The school psychology program in the College of Education is founded on a commitment to developing school psychologists who, in the Vincentian tradition, individually and systemically foster human growth and development, and spiritual and emotional well-being within a culturally diverse context. Graduates of this program are expected to demonstrate the qualities of outstanding, reflective practitioners such as the dispositions of caring and respect for self and others, and a commitment to equity, social justice, open-mindedness, and fairness. Additionally, candidates within are expected to demonstrate the knowledge, skills, and dispositions as set forth by National Association of School Psychologists (NASP).

Niagara University's school psychology program is aligned with and prepares degree candidates in accordance with the National Association of School Psychology (NASP) Professional Standards. NASP delineates skills and services available form school psychologists across 10 domains of practice:

10 domains of practice

Domain 1: Data-Based Decision Making and Accountability

School psychologists have knowledge and varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs and outcomes.

Domain 2: Consultation and Collaboration

School psychologists have knowledge of varied models of and strategies of consolation, collaboration, and communication applicable to individuals, families, groups, and systems and methods to promote effective implementation of services.

Domain 3: Interventions and Instructional Support to Develop Academic Skills

School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies.

Domain 4: Intervention and Mental Health Services to Develop Social and Life Skills

School psychologists have knowledge of biological, cultural, 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.

Domain 5: School Wide Practices to Promote Learning

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 learning and mental health.

Domain 6: Preventive and Responsive Services

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 multitiered prevention, and evidence-based strategies for effective crisis response.

Domain 7: Family-School Collaboration Services

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 and mental health; and strategies to develop collaboration between families and schools.

Domain 8: Diversity in Development and Learning

School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse student 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 service and address potential influences related to diversity.

Domain 9: Research and Program Evaluation

School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings.

Domain 10: Legal, Ethical, and Professional Practice

School psychologists have knowledge of the history and foundations of school psychology; multiple services models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.