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Masters in School Psychology MS in School Psychology courses

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School Psychology coursework overview

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Planning for your degree

  • total quarter credits: 53
  • Quarter length: 10 weeks
  • Course length: 10 weeks
  • Break: 3 weeks between quarters
Example sequence Core Residency

Course requirements

  • Core 9 courses
  • Residencies 2 courses

Example program course sequence

This example course sequence takes course prerequisites into account, so it can be helpful as a general guide when you register for courses. In GuidedPath, the number of courses you take in a quarter and time it takes to complete your program can vary. Your academic coach can help answer any course registration questions.

Show all descriptions
PSY6000 Core Foundations of Practice for School Psychology Learners 5 quarter credits In this course, students gain an understanding of the School Psychology specialization and the standards developed for the field by the National Association of School Psychologists (NASP). Students formulate a plan to meet program and state requirements for clinical training, including certification and licensure requirements; ethics and professional standards, including the NASP practice domains; and the specialization's course requirements and residency sequence. Students also assess school psychology skills, identify networking opportunities, and develop a professional portfolio. For MS and EdS in School Psychology students only. Must be taken during the student's first quarter. Cannot be fulfilled by transfer. 5 quarter credits
PSY7310 Core Biological Basis of Behavior 5 quarter credits This course is an introduction to physiological psychology and associated topics, including genetics, functional neuroanatomy, and physiology. Students develop and demonstrate an understanding of brain functioning; sensory systems; attention, memory, perception, and language mechanisms; and the effects of neurotransmitters on human behavior. Students also identify the relationship between brain functions and behavioral disorders and analyze current physiological psychology research and ethics. 5 quarter credits
PSY7610 Core Tests and Measurements 5 quarter credits Students investigate focuses on essential concepts, principles, applications, and social and theoretical issues of psychological testing. Students gain understanding in the construction of tests; analyze the development and use of tests in measuring aptitudes, achievement, attitudes, interests, and personality; and identify underlying theories of various tests. Students analyze the characteristics desired in psychological and educational tests, with particular emphasis on reliability and validity, and evaluate best practices and professional standards for educational and psychological testing. In addition, students assess the role of technology in delivery, administration, scoring, and interpretation of tests. 5 quarter credits
PSY7212 Core Childhood Mental Health, Counseling, and Crisis Intervention/Prevention 5 quarter credits Students analyze diagnostic criteria used by school psychologists for special education eligibility and determining the presence of mental health disorders, based on Federal law and the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD). Students apply these criteria and evaluate the impact of various factors on childhood mental health and school functioning. Students also assess prevention methods and response to intervention techniques used to mitigate the effects of mental health disorders on school performance and identify evidence-based counseling techniques used by school psychologists. 5 quarter credits
PSY5420 Core Multicultural Perspectives in Human Behavior 5 quarter credits This course is an examination of substantive and theoretical issues concerning individual and group differences and their influence on the practice of professional psychology. Students explore the needs and values of social subgroups, and approaches to providing psychological services to a wide variety of populations. Students also critically analyze the interactions of multiple dimensions of varied human functioning to better understand the ways in which individual differences contribute to professional psychological practice. 5 quarter credits
PSY7421 Core Cognitive/Affective Psychology 5 quarter credits Students in this course apply their knowledge of theoretical foundations and the basic principles and models of cognitive/affective psychology to mental processes, such as how individuals acquire, process, and store information; how they think, perceive, remember, and learn; and how they experience feelings, moods, and emotions. Students also demonstrate the ways in which the integration of cognition and affect influence an individual's behavior. 5 quarter credits
PSY-R7231 Residency Cognitive and Adaptive Assessment with Residency 5 quarter credits Students gain hands-on experience in the standardized and ethical administration, scoring, and interpretation of norm-referenced cognitive and adaptive behaviorassessments used in school settings. Students work with commonly used psychological assessments, including the latest versions of the Wechsler Intelligence Scale for Children (WISC), the Woodcock-Johnson (WJ), and the Adaptive Behavior Assessment System (ABAS) and apply assessment data to identify disabilities and support educational planning. For MS, EdS, and PsyD in School Psychology students only. Test kits are required and are available for loan at [email protected]. Cannot be fulfilled by transfer. Prerequisites(s): PSY5420, PSY7610, completion of or concurrent registration in PSY7421; Master of Science in School Psychology students must have completed PSY7310; Doctor of Psychology in School Psychology students must have completed PSY7320. Students who have taken PSY7233 may not take PSY-R7231. 5 quarter credits
PSY6005 Core Child and Adolescent Counseling 4 quarter credits Graduate students gain the skills necessary to apply foundational models of brief psychological intervention to support the emotional and behavioral well-being of children and adolescents. With an emphasis on ethical practice, developmental sensitivity, and responsiveness to individual needs, students investigate evidence-based approaches including cognitive-behavioral therapy, solution-focused strategies, motivational interviewing, and mindfulness techniques. Students analyze ways to conceptualize and address both internalizing and externalizing concerns through targeted, goal-oriented interventions delivered within time-limited or resource-constrained service settings such as schools. Through case analysis and applied planning, students develop individualized strategies that reflect treatment goals, contextual realities, and professional responsibilities in working with youth populations. For MS, PsyD in School Psychology and MS, PsyD in Clinical Psychology students only. Prerequisite(s): PSY7212. Students who have taken PSY7233 and PSY-R6000 cannot take PSY6005. Master of Science (MS) in Clinical Psychology and Doctor of Psychology (PsyD) in Clinical Psychology students are exempt from this prerequisite. 4 quarter credits
PSY7234 Core Cognitive and Academic Assessment 5 quarter credits Students gain hands-on experience in the standardized and ethical administration, scoring, and interpretation of norm-referenced cognitive and academic achievement assessments used in school settings. Students work with commonly used psychological assessments, including the latest versions of the Woodcock-Johnson Cognitive and Academic Achievement (WJ) and the Comprehensive Test of Phonological Processing (CTOPP) and apply assessment data to identify disabilities and support educational planning. For MS, EdS, and PsyD in School Psychology students only. Test kits are required and are available for loan at [email protected]. Cannot be fulfilled by transfer. Prerequisite(s): PSY7233 or PSY-R7231 5 quarter credits
PSY-V6002 Residency Response to Intervention and Functional Behavior Assessment 4 quarter credits In this residency course, students practice application of the Response to Intervention (RTI) and Functional Behavior Assessment (FBA) processes. Students build capacity to implement the RTI framework in local and state education agencies. Students also examine and practice skills related to the RTI components for screening students, monitoring student progress, providing evidence-based interventions, and identifying students with unique learning needs in a collaborative approach. Students practice identifying appropriate circumstances and steps for conducting a functional behavioral assessment (FBA), developing the behavior intervention plan (BIP) and identifying the individual components of an FBA and BIP. Additionally, students practice interpreting case study data and integrate and summarize this data, orally and in writing, to provide important feedback to school personnel about a student's challenging behaviors. Cannot be fulfilled by transfer. Prerequisite(s): PSY7234; PSY-R6000 or PSY-R7231. 4 quarter credits
PSY7331 Core Principles of School Psychology 5 quarter credits This course is an examination of the history and practice of school psychology and its current and evolving trends. Students review the roles and functions of school psychologists, employment contexts, and professional evaluation and accountability. Students also explore the practice of school psychology from an international perspective and examine the laws and regulations guiding the future of the profession. 5 quarter credits

Total

At least 53 quarter credits

One or more courses in this program may require a prerequisite(s). Refer to the course descriptions for details.

Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.

Learners in the MS in School Psychology are required to complete PSY6000 with a grade of “B" or higher as a condition of continued enrollment in the program.

Capella University is not currently accepting applications for the MS in School Psychology program from Arkansas, Indiana, Kentucky or Massachusetts residents.

Capella’s MS in School Psychology is not intended to lead to license, endorsement, or professional credential. Learners who are interested in preparing to apply for state or national certification as a school psychologist should also complete an EdS in School Psychology or a PsyD in School Psychology. For more information, see the professional licensure disclosures for the EdS and PsyD programs on Capella’s website. Capella University cannot guarantee eligibility for licensure, endorsement, other professional credential, or salary advancement. State licensing regulations and professional standards vary; learners are responsible for understanding and complying with the requirements of the state in which they intend to work. Contact your Enrollment Specialist or Academic Advisor for more information.

Core course requirements

Complete at least 45 quarter credits in the core courses category. Choose from the courses shown below.

Show all descriptions
PSY7310 Core Biological Basis of Behavior 5 quarter credits This course is an introduction to physiological psychology and associated topics, including genetics, functional neuroanatomy, and physiology. Students develop and demonstrate an understanding of brain functioning; sensory systems; attention, memory, perception, and language mechanisms; and the effects of neurotransmitters on human behavior. Students also identify the relationship between brain functions and behavioral disorders and analyze current physiological psychology research and ethics. 5 quarter credits
PSY7421 Core Cognitive/Affective Psychology 5 quarter credits Students in this course apply their knowledge of theoretical foundations and the basic principles and models of cognitive/affective psychology to mental processes, such as how individuals acquire, process, and store information; how they think, perceive, remember, and learn; and how they experience feelings, moods, and emotions. Students also demonstrate the ways in which the integration of cognition and affect influence an individual's behavior. 5 quarter credits
PSY7212 Core Childhood Mental Health, Counseling, and Crisis Intervention/Prevention 5 quarter credits Students analyze diagnostic criteria used by school psychologists for special education eligibility and determining the presence of mental health disorders, based on Federal law and the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD). Students apply these criteria and evaluate the impact of various factors on childhood mental health and school functioning. Students also assess prevention methods and response to intervention techniques used to mitigate the effects of mental health disorders on school performance and identify evidence-based counseling techniques used by school psychologists. 5 quarter credits
PSY6005 Core Child and Adolescent Counseling 4 quarter credits Graduate students gain the skills necessary to apply foundational models of brief psychological intervention to support the emotional and behavioral well-being of children and adolescents. With an emphasis on ethical practice, developmental sensitivity, and responsiveness to individual needs, students investigate evidence-based approaches including cognitive-behavioral therapy, solution-focused strategies, motivational interviewing, and mindfulness techniques. Students analyze ways to conceptualize and address both internalizing and externalizing concerns through targeted, goal-oriented interventions delivered within time-limited or resource-constrained service settings such as schools. Through case analysis and applied planning, students develop individualized strategies that reflect treatment goals, contextual realities, and professional responsibilities in working with youth populations. For MS, PsyD in School Psychology and MS, PsyD in Clinical Psychology students only. Prerequisite(s): PSY7212. Students who have taken PSY7233 and PSY-R6000 cannot take PSY6005. Master of Science (MS) in Clinical Psychology and Doctor of Psychology (PsyD) in Clinical Psychology students are exempt from this prerequisite. 4 quarter credits
PSY6000 Core Foundations of Practice for School Psychology Learners 5 quarter credits In this course, students gain an understanding of the School Psychology specialization and the standards developed for the field by the National Association of School Psychologists (NASP). Students formulate a plan to meet program and state requirements for clinical training, including certification and licensure requirements; ethics and professional standards, including the NASP practice domains; and the specialization's course requirements and residency sequence. Students also assess school psychology skills, identify networking opportunities, and develop a professional portfolio. For MS and EdS in School Psychology students only. Must be taken during the student's first quarter. Cannot be fulfilled by transfer. 5 quarter credits
PSY5420 Core Multicultural Perspectives in Human Behavior 5 quarter credits This course is an examination of substantive and theoretical issues concerning individual and group differences and their influence on the practice of professional psychology. Students explore the needs and values of social subgroups, and approaches to providing psychological services to a wide variety of populations. Students also critically analyze the interactions of multiple dimensions of varied human functioning to better understand the ways in which individual differences contribute to professional psychological practice. 5 quarter credits
PSY7610 Core Tests and Measurements 5 quarter credits Students investigate focuses on essential concepts, principles, applications, and social and theoretical issues of psychological testing. Students gain understanding in the construction of tests; analyze the development and use of tests in measuring aptitudes, achievement, attitudes, interests, and personality; and identify underlying theories of various tests. Students analyze the characteristics desired in psychological and educational tests, with particular emphasis on reliability and validity, and evaluate best practices and professional standards for educational and psychological testing. In addition, students assess the role of technology in delivery, administration, scoring, and interpretation of tests. 5 quarter credits
PSY7331 Core Principles of School Psychology 5 quarter credits This course is an examination of the history and practice of school psychology and its current and evolving trends. Students review the roles and functions of school psychologists, employment contexts, and professional evaluation and accountability. Students also explore the practice of school psychology from an international perspective and examine the laws and regulations guiding the future of the profession. 5 quarter credits
PSY7234 Core Cognitive and Academic Assessment 5 quarter credits Students gain hands-on experience in the standardized and ethical administration, scoring, and interpretation of norm-referenced cognitive and academic achievement assessments used in school settings. Students work with commonly used psychological assessments, including the latest versions of the Woodcock-Johnson Cognitive and Academic Achievement (WJ) and the Comprehensive Test of Phonological Processing (CTOPP) and apply assessment data to identify disabilities and support educational planning. For MS, EdS, and PsyD in School Psychology students only. Test kits are required and are available for loan at [email protected]. Cannot be fulfilled by transfer. Prerequisite(s): PSY7233 or PSY-R7231 5 quarter credits

Total

At least 53 quarter credits

One or more courses in this program may require a prerequisite(s). Refer to the course descriptions for details.

Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.

Learners in the MS in School Psychology are required to complete PSY6000 with a grade of “B" or higher as a condition of continued enrollment in the program.

Capella University is not currently accepting applications for the MS in School Psychology program from Arkansas, Indiana, Kentucky or Massachusetts residents.

Capella’s MS in School Psychology is not intended to lead to license, endorsement, or professional credential. Learners who are interested in preparing to apply for state or national certification as a school psychologist should also complete an EdS in School Psychology or a PsyD in School Psychology. For more information, see the professional licensure disclosures for the EdS and PsyD programs on Capella’s website. Capella University cannot guarantee eligibility for licensure, endorsement, other professional credential, or salary advancement. State licensing regulations and professional standards vary; learners are responsible for understanding and complying with the requirements of the state in which they intend to work. Contact your Enrollment Specialist or Academic Advisor for more information.

Residency course requirements

Complete at least 8 quarter credits from the residency courses shown below.

Show all descriptions
PSY-V6002 Residency Response to Intervention and Functional Behavior Assessment 4 quarter credits In this residency course, students practice application of the Response to Intervention (RTI) and Functional Behavior Assessment (FBA) processes. Students build capacity to implement the RTI framework in local and state education agencies. Students also examine and practice skills related to the RTI components for screening students, monitoring student progress, providing evidence-based interventions, and identifying students with unique learning needs in a collaborative approach. Students practice identifying appropriate circumstances and steps for conducting a functional behavioral assessment (FBA), developing the behavior intervention plan (BIP) and identifying the individual components of an FBA and BIP. Additionally, students practice interpreting case study data and integrate and summarize this data, orally and in writing, to provide important feedback to school personnel about a student's challenging behaviors. Cannot be fulfilled by transfer. Prerequisite(s): PSY7234; PSY-R6000 or PSY-R7231. 4 quarter credits
PSY-R7231 Residency Cognitive and Adaptive Assessment with Residency 5 quarter credits Students gain hands-on experience in the standardized and ethical administration, scoring, and interpretation of norm-referenced cognitive and adaptive behaviorassessments used in school settings. Students work with commonly used psychological assessments, including the latest versions of the Wechsler Intelligence Scale for Children (WISC), the Woodcock-Johnson (WJ), and the Adaptive Behavior Assessment System (ABAS) and apply assessment data to identify disabilities and support educational planning. For MS, EdS, and PsyD in School Psychology students only. Test kits are required and are available for loan at [email protected]. Cannot be fulfilled by transfer. Prerequisites(s): PSY5420, PSY7610, completion of or concurrent registration in PSY7421; Master of Science in School Psychology students must have completed PSY7310; Doctor of Psychology in School Psychology students must have completed PSY7320. Students who have taken PSY7233 may not take PSY-R7231. 5 quarter credits

Total

At least 53 quarter credits

One or more courses in this program may require a prerequisite(s). Refer to the course descriptions for details.

Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.

Learners in the MS in School Psychology are required to complete PSY6000 with a grade of “B" or higher as a condition of continued enrollment in the program.

Capella University is not currently accepting applications for the MS in School Psychology program from Arkansas, Indiana, Kentucky or Massachusetts residents.

Capella’s MS in School Psychology is not intended to lead to license, endorsement, or professional credential. Learners who are interested in preparing to apply for state or national certification as a school psychologist should also complete an EdS in School Psychology or a PsyD in School Psychology. For more information, see the professional licensure disclosures for the EdS and PsyD programs on Capella’s website. Capella University cannot guarantee eligibility for licensure, endorsement, other professional credential, or salary advancement. State licensing regulations and professional standards vary; learners are responsible for understanding and complying with the requirements of the state in which they intend to work. Contact your Enrollment Specialist or Academic Advisor for more information.

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