Educational Psychology, EdD

Doctor of Education

Major in School Psychology

The doctoral program in Educational Psychology (EdD) provides professional preparation in applied educational psychology with a major in school psychology. There are two learning tracks to choose from. Students may choose the school psychology track with an emphasis on learning disabilities and child development to meet the educational requirements for a licensed school psychologist in Massachusetts, and similar professional designations in other states. In addition, students may choose the non-licensure track for experience addressing special education, human dynamics and social justice in a variety of institutions or workplaces. The program is based on a balanced sequential scientist/practitioner model and emphasizes the interrelatedness of theory, research, and practice, and offers choices to meet the individual needs of students.

Program Tracks:

  1. School Psychology
  2. Non-Licensure

Those who are interested in pursuing certification or licensure will generally meet academic, experiential, and other requirements depending on the type of certification/licensure sought, however, each state or jurisdiction may have additional requirements. Students are responsible for ensuring that they meet all state licensing requirements. For specific information, your state or provincial certification/licensing board should be contacted.

Learning Outcomes for Educational Psychology
  • Students will develop psychological and psychoeducational competencies in assessment, diagnosis, case conceptualization, treatment and educational planning.
  • Students will develop competencies in individual/cultural differences, and ethical and legal standards in order to provide ethical and culturally sensitive services to culturally diverse populations and organizations.
  • Students will develop competencies in psychotherapeutic interventions, psychoeducational strategies, clinical skills, remediation, and consultation.
  • Students will develop written and oral competencies in scientific methodology and the application of these competencies to psychoeducational and clinical practice and other scholarly activities.
  • Students will develop personal and interpersonal competencies and skills essential for school psychologists and educational specialists to conduct themselves in a competent and professional manner.

In the classroom. In the workforce.

What You'll Learn

As a student, you’ll complete the each of the components, the psychology component, the assessment/process component, the learning disability/child development component, and the research component.

Career Opportunities

As a graduate of the program, you will have the knowledge and experience to work in educational and rehabilitative settings.

Core Course Requirements

  • PSY5036 Behavioral Statistics #
  • PSY5205 Applied Research Methodology #
  • PSY5215 Counseling Theory and Practice #
  • PSY5225 Family Counseling
  • PSY5315 Group Counseling
  • PSY5325 Psychology of Development
  • PSY5355 Systems and Theories in Psychology#
  • PSY5325 Psychology of Learning #
  • PSY5338 Theory and Practicum – Diagnostic Assessment I
  • PSY5345 Advanced Abnormal Psychology #
  • PSY5418 Theory and Practicum – Diagnostic Assessment II
  • PSY6225 Psychology of Behavior Management for Special Needs #
  • PSY6230 Psychology of the Exceptional Child #
  • PSY6330 Theories of Learning Disabilities
  • PSY6505 Issues and Ethics in Psychology #
  • PSY6605 Therapeutic Techniques and Consultation
  • PSY6515 Psychopharmacology and Substance Abuse
  • PSY6615 Social Bases of Behavior and Cultural Diversity
  • PSY6850 Diagnostic Psychoeducational Assessment #
  • PSY8340 Racial and Ethnic Bases of Behavior
  • PSY8410 Cognitive Psychology
  • EDU8520 Seminar in Learning Disabilities
  • PSY9210 Physiological Bases of Behavior
  • PSY9220 Multivariate Research Methods

Practicum and Internship Requirements

(Students required to complete only the practicum and internship in their area of study)

School Psychology Track

  • PSY8228 Practicum in Educational Psychology – School Psychology I
  • PSY8229 Practicum in Educational Psychology – School Psychology II
  • PSY8528 Internship in Educational Psychology – School Psychology I
  • PSY8529 Internship in Educational Psychology– School Psychology II

Or

Non-Licensure Track

  • PSY8238 Practicum in Psychology- Non-Licensure I
  • PSY8239 Practicum in Psychology- Non-Licensure II
  • PSY8538 Pre-doctoral Internship in Psychology –Non-Licensure I
  • PSY8539 Pre-doctoral Internship in Psychology– Non-Licensure II

Dissertation Requirements

(Continuation only in place for those who have not completed dissertation after 2 semesters)

  • PSY9989 Dissertation in Educational Psychology I (6 Credits)
  • PSY9990 Dissertation in Educational Psychology II (6 credits)
  • PSY9991 Dissertation in Educational Psychology Cont. (3 credits)

Total Required Credits: 96

#Students without a Master’s may qualify for a Master’s in Educational Psychology (MAEP). See Admissions Requirements.

Additional Program Notes

Students must pass the Comprehensive Qualifying Exam (COMPS) before starting dissertation. Two semesters of practicum and two semesters of internship are required for the degree. The total number of hours for practicum and internship is dependent on the licensure the student is pursuing. It is the student’s responsibility to contact their specific state or provincial certification/licensure board for further licensing information.

 

Course Descriptions

Coverage includes descriptive statistics: central tendency, variability, transformed scores, graphing, skewness, and kurtosis. Also included will be probability and inferential statistics, including z test, t tests (one and two sample), ANOVA, Chi square and the Pearson r. Basic preparation in mathematics is needed. PREREQUISITE: Preparation in math.

This course examines social science research including evaluative methodologies and strategies, types of research, program evaluation, needs assessments, and ethical and legal considerations. This course links statistical analysis and research methodology so that the student may become a sophisticated research consumer as well as research producer. Understanding research strategy and the logic behind the statistical tests for applied purposes is the underlying theme of the course. This course will allow students to understand the nature of empirical research in developing surveys, educational interventions, program evaluations, and therapeutic strategies. PREREQUISITE: None

This course examines the major theories, principles and techniques of mental health counseling and the application of such theories to counseling settings. This includes the examination of the influence of psychoanalytic, interpersonal/social, cognitive and behavioristic theories on present therapeutic techniques. A number of treatment modalities and styles of counseling are evaluated and the relationship between the nature of the disturbance and the effectiveness of each approach is discussed. Coursework, classroom discussion and role play is used to translate theoretical understanding into effective counseling behavior for a clear understanding of applying theoretical perspectives to work with clients. PREREQUISITE: None

This course will provide students with a solid basis in General Systems Theory in relation to mental health counseling. Coverage will include theories and techniques that could be used by the counselor or psychologist in dealing with family issues. Topics will include initial interview skills, therapeutic intervention techniques and the application of systems theory to the family setting. Included will be usefulness and application of theory to culturally diverse groups, single parent and blended families. PREREQUISITE: None

This course will examine the theoretical and experiential understandings of group development, purpose, dynamics, group counseling methods and skills, as well as leadership styles for group facilitation. Coursework covers the dynamics and processes of mental health groups (therapeutic, psychosocial, psycho‑educational). An emphasis of this course is on personal growth and the counseling process within the group setting. Among the concepts included are curative factors, interpersonal learning, group composition, and tasks and techniques for change. Topics such as addiction, poverty, and education, will be explored in understanding the individual response to group counseling. PREREQUISITE: None

Intensive coverage of the major learning theories in psychology and their epistemological roots in philosophy, both from the point of view of rationalism and empiricism. The emphasis, however, will be on the twentieth century and will include Pavlov, Thorndike, Watson, Guthrie, Hull and Skinner as behaviorist-associationists and Wertheimer, Kohler, Lewin and Bruner on the cognitive gestalt side. Bandura’s social modeling theory will be stressed, including discussions of racial prejudice and attitude change. Piaget’s cognitive model will be stressed, including discussion of qualitative differences in learning according to developmental stage. Coverage will also include processing models, cognitive acquisition theories and the basic models concerning the physiology of learning and memory. PREREQUISITE: None

This course traces the history of the major theoretical positions in psychology (structuralism, functionalism, behaviorism, gestalt and psychoanalysis) from their epistemological, both rationalistic and empirical and philosophical roots, dating from ancient Greece to the present time. Coverage will include discussions of the scientific method and the philosophy of science. Finally, contemporary positions, especially those involved in the cognitive revolution, will be covered from both the psychological and physiological points of view. Throughout these latter discussions, emphasis will be placed on the developmental aspects of human growth. PREREQUISITE: None

Provides a thorough understanding of the administration, scoring and interpretation of both the WISC and WAIS. Subject analysis stresses an understanding of cognitive strengths and weaknesses. Scoring analysis covers comprehensive personality descriptions Differential diagnosis is also integrated in the course from a treatment-planning perspective for mental health counselors or psychologists. A major emphasis will be placed on the proper administration, scoring, interpretation and preparation of a written report based on the Wechsler Scales. In addition, direct and indirect assessment techniques will be covered. PREREQUISITE: None

This course includes the identification and diagnosis and mental health treatment planning for abnormal, deviant, or psychopathological behavior and includes assessments and treatment procedures. This course examines disorders in adulthood, adolescence, and childhood with consideration of the relationship between biological, social, psychological and environmental factors, as well as problems in classification and potential behavior systems. The concepts of normal and abnormal will be explored especially when attempting to understand the behaviors of culturally diverse groups. The symptomatological disorders, including borderline personalities and various phobic and obsessive-compulsive syndromes will be studied. The standards for differential diagnosis will be clarified. Conditions relating to dis-compensation, stress, anxiety, and defense mechanisms will be covered. PREREQUISITE: PSY 5415

A continuation of PSY5338. In this course, the student will be encouraged to develop a personal frame of reference around personality assessment. Specifics include an examination of several traditional and non-traditional diagnostic instruments such as the TAT and Rorschach. Problems involved in assessing dysfunction will be included, as well as the application of assessment and diagnoses to the selection of treatment modalities used by mental health counselors or psychologists. PREREQUISITE: None

Basic behavioral measures and techniques involved in working with special needs children, including theory, assessment, materials and problem remediation. Special attention is given to communication, observation and group management skills. PREREQUISITE: None

Exceptional children are those for whom special educational programming is considered necessary. In this course, we consider the characteristics, prevalence, etiology, neurological correlates (if applicable), developmental course, assessment and treatment for the categories of learning disabilities (including reading disability and nonverbal LD), ADHD, Autism/Asperger’s syndrome, children with limited English proficiency, children from culturally diverse backgrounds and the gifted and talented. PREREQUISITE(S): PSY 5415

This course is designed to familiarize the student with the field of learning disabilities and acquaint students with the various concepts of learning disability and the changing and developing perspectives during the past 20 years. Included will be a review and evaluation of the evidence for the existence of a social learning disability and nonverbal learning disabilities. The evidence for a neurological basis of learning disabilities is explored. Definitions and terms are introduced and discussed. Particular emphasis is placed on the concept that a learning disability is not a single entity that will respond to a single remedial strategy but exists rather as a multi-dimensional phenomenon basically occurring in the context of school-related tasks. PREREQUISITE: None

The purpose of this course is to acquaint the student with the major ethical issues in the practice of mental health counseling or school psychology. This course includes the understanding of professional roles and functions of counselors or psychologists, with particular emphasis on legal and ethical standard through ethical case conceptualization, analysis and decision making as it relates to clinical practice. The course involves an intense analysis of the philosophical, technical and consultative issues contributing to the professional identity and function of the counselor or psychologist in a clinical or school setting. Emphasis will be placed on the practical application of theory and the demands of particular setting. This course stresses professional ethics and general standards of conduct. The course examines the standards set by the code of ethics of the American Counseling Association and the American Mental Health Counselors Association for the understanding of licensure and regulatory practices. In addition, a guide for this section of the course is also the American Psychological Associations Code of Ethics. PREREQUISITE: None

This course covers the fundamental principles of pharmacology, drug actions, tolerance, clinical use of psychotic medications, substance abuse and addiction treatment. A component of this course includes a focus on addiction and the treatment of individuals within this special population relevant to mental health counseling. Research that explores the efficacy of medications taken during treatment, specific treatment programs and the degree of recidivism is presented. PREREQUISITE: None

This course examines the theories of multicultural counseling, issues and trends of a multicultural and diverse society and includes the foundational knowledge and skills needed to provide mental health counseling services to diverse populations in a culturally competent manner. This course covers a number of advanced topics in the general area of social psychology, including cultural, ethnic and group processes, sex roles, organizational behavior, group dynamics, status and role, attribution theory and leadership. Special emphasis will also be placed on cultural diversity, including those issues related to cultural, racial and ethnic bases of behavior. PREREQUISITE: None

The purpose of this course is to learn how to carry out a psychoeducational assessment using appropriate assessment instruments and how to write an effective report of the assessment. Students will become familiar with the particulars of testing and test administration and will critique and study formal and informal tests and testing procedures in the areas of reading, math, language, attention deficit, cognitive functioning, and behavior. The influence and impact of standardized tests on groups such as racial, ethnic, cultural minorities and English Language Learners will be explored. This course will deal with the techniques of synthesizing and integrating psychological and practical information into an effective report and educational plan. Emphasis will be placed on assessment techniques, an overview of presenting problems, the development of appropriate intervention strategies, the presentation of psychological reports and consultation and collaboration with both parents and professionals. PREREQUISITE: PSY 6330

This course emphasizes cultural diversity, especially regarding persons of color. The focus is on the impact of cultural diversity on psychological health and growth. The students will be involved in becoming familiar with the challenges and opportunities presented by a diverse culture. Although the emphasis will be on persons of color, coverage will also include diversity in other areas, such as gender, socioeconomic class, and cultural background.

This course will provide students with an intensive analysis of cognitive functioning. Different paradigms of information processing, especially those that are developmentally related, will be reviewed with emphasis on cognitive development and assessment.

A seminar course covering current trends in the research literature. Essentially, “whats happening now” in the field of learning disabilities. Presentations by students on individual topics will be covered in-depth.

Introduction to the gross and microscopic anatomy of the central nervous system and to the physiology of the nerve impulse and synaptic transmission. The course reviews the relationship of behavior to the nervous system on such chemical factors as hormones and neural transmitters. A term project is assigned for which the student prepares a paper, lecture, videotape, audio tape, or any combination of these dealing with the physiological correlates of any behavior.

The focus in this course is on the practical problems involved in real-world research. Topics covered include the nature of causal inference, validity of instruments and design, experimental and quasi-experimental field-based research approaches, design development, and problems involved in the statistical analysis of data obtained from complex design.

The purpose of the practicum is to provide experience for the student in a school and/or clinical setting. The student is offered an opportunity to apply skills gained from course work in actual practice of psychology. The student works under the direct supervision of a certified or licensed psychologist with the assistance of a college adviser. The adviser helps the student to develop appropriate goals, to effectively use interpersonal skills, and to determine the areas to be further developed. Periodic group meetings are held with the college supervisor in order to provide additional academic information and to discuss practical experiences.

The purpose of this second semester of practicum is to continue to provide experience for the student in a school setting. The student is offered an opportunity to apply skills gained from coursework in actual practice of school psychology. The student works under the direct supervision of a certified or licensed school psychologist with the assistance of a college adviser. The adviser helps the student to develop appropriate goals, to effectively use interpersonal skills and to determine the areas to be further developed. Periodic meetings are held with the college supervisor in order to provide additional academic information and to discuss practical experiences. PREREQUISITE: Advanced standing and permission of the department chair

The first semester of a two semester supervised experience in psychometric and assessment procedures in an approved public or private school setting that must be supervised by a licensed school psychologist. The internship may be selected after the student has completed 60 credit hours of doctoral work and involves a total of 1200 hours over two semesters. On campus meetings are also required as a key part of the supervision. Additional requirements may apply. PREREQUISITES: Advanced standing and permission of program director

The second semester of a two semester supervised experience in psychometric and assessment procedures in an approved public or private school setting that must be supervised by a licensed school psychologist. The internship may be selected after the student has completed 60 credit hours of doctoral work and involves a total of 1200 hours over two semesters. On campus meetings are also required as a key part of the supervision. Additional requirements may apply. PREREQUISITES: Advanced standing and permission of program director


PREREQUISITES: PSY8528

The purpose of this first semester of non-licensure practicum is to provide experience for the student in human dynamics in a variety of settings with an overarching sense of social justice.  Settings can be school systems, mental health programs, work places or other institutions that serve the needs of individuals or groups. The student is offered an opportunity to apply skills gained from coursework in actual practice in that setting. The student works under the direct supervision of a mentor in the field with the assistance of a college adviser. The adviser helps the student to develop appropriate goals, to effectively use interpersonal skills and to determine the areas to be further developed. Periodic meetings are held with the college supervisor in order to provide additional academic information and to discuss practical experiences. PREREQUISITE: Advanced standing and permission of the department chair

The purpose of this second semester of non-licensure practicum is to continue to provide experience for the student in human dynamics in a variety of settings with an overarching sense of social justice.  Settings can be school systems, mental health programs, work places or other institutions that serve the needs of individuals or groups. The student is offered an opportunity to apply skills gained from coursework in actual practice in that setting. The student works under the direct supervision of a mentor in the field with the assistance of a college adviser. The adviser helps the student to develop appropriate goals, to effectively use interpersonal skills and to determine the areas to be further developed. Periodic meetings are held with the college supervisor in order to provide additional academic information and to discuss practical experiences. PREREQUISITE: Advanced standing and permission of the department chair

The first semester of a two semester supervised experience in human dynamics and human development issues in a chosen setting. Areas of interest can include special issues across the lifespan that effect optimal performance and potential of an individual or group. The experience includes an overarching sense of social justice and is supervised by a mentor in the field of study. The internship may be selected after the student has completed 60 credit hours of doctoral work and involves a total of 600 hours over two semesters. On-campus meetings are also required as a key part of the supervision. Additional requirements may apply. PREREQUISITES: Advanced standing and permission of program director

The second semester of a two semesters supervised experience in human dynamics and human development issues in a chosen setting. Areas of interest can include special issues across the lifespan that effect optimal performance and potential of an individual or group. The experience includes an overarching sense of social justice and is supervised by a mentor in the field of study.  The internship may be selected after the student has completed 60 credit hours of doctoral work and involves a total of 600 hours over two semesters. On-campus meetings are also required as a key part of the supervision. Additional requirements may apply.

PREREQUISITES: Advanced standing and permission of program director


PREREQUISITES: PSY8538

Limited to candidates for the Doctor of Educational Psychology degree who have successfully completed the comprehensive examination.

The second semester of the dissertation process. Part II of the dissertation process includes the completion of the dissertation and passing the oral defense of the dissertation in accordance to the program manual and approval of the completed dissertation and oral defense by the dissertation committee and program director. Limited to candidates for the Doctor of Educational Psychology degree who have successfully completed the comprehensive courses PSY9949 and PSY 9950. PREREQUISITE: Completion of all course requirements and permission of the program director.

The continuance of any incomplete portion of the dissertation process. If necessary, students must continue to enroll in dissertation continuance credits each semester until the dissertation is complete and oral defense is passed. Limited to candidates for the Doctor of Educational Psychology degree who have successfully completed the comprehensive course PSY9949 and PSY9950.  PREREQUISITE: Completion of course requirements and permission of the program director.

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