graduate Programs

Throughout the 20th century, a societal emphasis has been placed on schools to provide a better future for children through a life-long educative process. In their professional roles, school psychologists are sensitive to the needs of a culturally diverse community, value the importance of children to the future of society, and advocate on the behalf of children. As an integral part of human services available to children, adolescents, adults, and families, school psychologists function across multiple settings with a focus on educational institutions. School psychologists address diverse referral issues with varied services such as psychoeducational assessment, consultation, counseling and other interventions, inservice education, administrative services, research and evaluation.

The primary distinction that separates school psychology from other psychological specialties is the combining of education and psychology in the study and delivery of services to children, youth, families, and learners of all ages. The additional focus of education to this area of psychology stems from the assumption that "schools play a primary nurturing and socializing role" in the lives of all individuals. School psychologists focus on the natural ecologies of children, youth, families, learners, and persons involved in schooling; and the process of schooling in multiple settings. Because of the training in both education and psychology, school psychologists are in a unique position to coordinate educational, psychological, and behavioral health services to learners across the life span. The curriculum of our program is an integrated course of study in areas of education and psychology that contribute to the preparation of school psychologists, in addition to a core of school psychology courses.

The overall philosophy of the school psychology program at The University of Memphis is an ecological, empirically-based model that focuses on the multiple systems in which children exist. This perspective recognizes the complex interaction of person variables within and across multiple systems. This philosophy also acknowledges that the manner in which problems are defined influences the subsequent use of assessment and intervention strategies. Using Brofenbrenner's ecological model (see College of Education model above) and Bandura's notion of reciprocal determinism, this blend of problem definition and system analysis is driven by the following premises.

1. The client is not only the center of the ecological model but is also an active participant who brings multiple dynamics to the model. These variables (e.g., biological and genetic make-up, internal representations of psychological constructs, metacognition) demonstrate that to some extent behavior is under the control of the client and that the client possesses the ability to rationally reflect on and modify his/her interaction with the environment.
2. The context in which the client resides includes multiple systems that have both direct and indirect influences. The microsystem includes immediate environments such as home, school, and community. Larger systems such as the cultural and political context of the community (e.g., exosystem and macrosystem) influence the client's microsystem indirectly. The mesosytem includes interactions between the client and his/her microsystem and the larger systems.
3. A reciprocal relationship exists between client and system. The client acts on his/her environment exerting control and influence over variables in the immediate and larger systems. Also, the multiple contexts in which the client resides influence the psycho-social development, adjustment and educational experiences and performance of the client.
4. School psychologists intervene in the ecology in multiple ways. For existing concerns, problems are defined with information related to the client, the multiple contexts, and the interaction between the client and context. This information guides the practice of school psychology including prevention, assessment, and intervention services.
5. Additionally, school psychologists provide services that assist in the creation of healthy individuals and systems. These services focus on wellness and maintenance of healthy environments and individuals.

The overarching program model reflects the scientist-practitioner approach that balances knowledge, competencies, and skills in both research and practice. Nondoctoral students draw upon the scientific literature to make decisions regarding practice with a focus on empirically-supported services. Students are also instructed regarding basic program evaluation techniques and treatment monitoring and evaluation in order to determine the effectiveness of their assessment and interventions. In addition to these skill areas, doctoral students are trained in more advanced design and statistical techniques to become producers of scientific knowledge for the practice of school psychology. All students are taught to use a scientific, problem focussed model to make clinical decisions by operationalizing problems, identifying appropriate data collection techniques, analyzing and interpreting data collected, and utilizing the findings to determine the target variables for intervention.

The MA/EdS program focuses on practitioner training for the delivery of comprehensive school psychological services primarily in school settings. The training of practitioner skills follows a curricular sequence in assessment and intervention with a focus on linking assessment to all other roles of the school psychologist. In addition to practitioner skills, MA/EdS students are trained in a "scientist as consumer" model which emphasizes the use of research findings in clinical decision-making.

The theoretical orientation and skill development of the non-doctoral program is built into the doctoral program as well. In addition to practitioner skills, the doctoral program seeks to prepare school psychologists whose main contributions will be through research and academic careers, perhaps as future trainers of school psychologists and/or future leaders in the field of school psychology. The research preparation for doctoral students is based on a "scientist as producer" model. Clinically, doctoral students are also trained to develop skills as case managers, clinicians in comprehensive school and mental health settings, and supervisors of others who provide educational and psychological services to children, adolescents, and families.

• M.S./Ph.D
• M.A./Ed.S.

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