School Psychology

M.A. and Advanced Certificate (AC) in School Psychology

The School Psychology Program at the University at Buffalo, SUNY is a 69-hour dual award curriculum (Master of Arts degree and Advanced Certificate) located in the Graduate School of Education. Upon successful completion of the program, the Advanced Certificate credential is awarded simultaneously with the M.A. degree. Graduates of the program are eligible for initial certification from the Bureau of Certification of the New York State Education Department.

The program adheres to the practitioner-scientist model of training, is NASP approved, and offers experiences in four areas: educational/psychological foundations, assessment, direct/indirect interventions, and consultation. Required courses are distributed to ensure preparation in each area.

The practitioner-scientist model prepares graduates to function in schools by utilizing: (a) psychological assessment to guide interventions, (b) primary and secondary psychoeducational interventions, and (c) pre-referral consultation with parents and teachers. The program combines theoretical and on-site experiences and requires three years of continuous full-time residency.

School Psychology at a glance:
Application deadline: February 1
Degree granted: M.A. with Advanced Certificate

UB School Psychology Program Goals and Objectives

The program follows a practitioner-scientist model of training for the preparation of students who will practice as school psychologists. Congruent with the practitioner-scientist model, the program has identified four program goals and related objectives.

Goal 1

To train specialist-level school psychologists consistent with the practitioner-scientist model (i.e., to maintain a curriculum and training environment in which psychological science and service provision are integrated and firmly grounded on, and guided by, evidenced-based practice).


  1. Students will be well versed in the foundational psychological science knowledge areas in-cluding, but not limited to: (a) human development, (b) human learning, (c) principles of measurement, and (d) statistics.
  2. Students will demonstrate knowledge of, and competencies in, research-based methods and techniques of practice, and will understand the conceptual and research findings upon which such practices are based (i.e., evidence-based practice).
  3. Students will value and be capable of evaluating and conducting applied research such as, but not limited to, curriculum-based assessment, single subject design, responsiveness to intervention, ecological assessment, and functional-based assessment.

Goal 2

To provide students with in-depth training under supervised conditions in both the direct and indirect service models as articulated in the school psychology literature.


  1. Students will demonstrate conceptual understanding of the two predominant service models (indirect, direct) currently extant in school psychology.
  2. Students will demonstrate knowledge and appropriate application of theory and research pertinent to the direct ser-vice model in regard to (a) psychoeducational assess-ment, (b) behavioral interventions to address academic and social issues, and (c) individual and group counseling of school-age students.
  3. Students will demonstrate knowledge and appropriate application of theory and research pertinent to the indirect service model in regard to: (a) case- and consultee-centered consultation, (b) team-based support systems, and (c) systems-level consultation.
  4. Students will acquire and demonstrate competence in direct and indirect service provision via practica experiences that include close, individual supervision by Program faculty and on-site supervisors in the areas of (a) psychoeducational and behavioral assessment, (b) school-based consultation services, and (c) school-based individual and group interventions.

Goal 3

To train students to provide school psychological services in the context of a multicultural, pluralistic society such that inter-individual differences and differences in culture, ethnicity, gender, socioeconomic status and sexual orientation are understood and respected.


  1. Students will demonstrate knowledge of inter-individual differences (e.g., temperament earning abilities, personality attributes, disability status) and knowledge of the influences of social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors on students’ development and learning.
  2. Students will apply knowledge of such differences in their assessment, consultation, counseling and other professional work in order to ensure effective, equitable, and respectful school psychological services to all of their clients and other service recipients.

Goal 4

To facilitate students' professional identity development as school psychologists and foster strong commitments to ethical guidelines regarding both professional practice and research.


  1. Students will demonstrate knowledge of school psychology in terms of its historical development, traditional and emerging roles and functions, and its scope of re-search and practice.
  2. Students will demonstrate professional identities as school psychol-ogists through their membership and participation in national and state organizations, and through their expressed professional goals.
  3. Students will demonstrate knowledge of, and adherence to, ethical and legal guidelines in all aspects of their professional work.