Best School Psychology Masters Programs in New Jersey

Graduate work within the Psychology emphasizes preparation for research and teaching in psychology, with specialization in the following broad areas: cognitive neuroscience, developmental psychology, language, learning and memory, perception and cognition, the psychology of inequality, social neuroscience, social psychology, and systems neuroscience. The program is designed to prepare students for attaining the degree of Doctor of Philosophy (Ph.D.) and a career of productive scholarship in psychology.

Second-year students conduct research, prepare a written report of a research project, and prepare a theoretical of research in their field. Students sometimes take relevant seminars and courses across departments. During the fourth and fifth years, students are expected to dedicate their time to mastering methods and techniques in the relevant area of study, discussing a dissertation proposal with their committee, completing dissertation-related research, and writing the thesis. Students are expected to write up and submit their research for publication on an ongoing basis throughout their graduate career.

The final public oral examination for the doctoral degree is based on the research questions, methods, and results of the dissertation and the relation of its findings to current problems in psychological research.

During the first year of their Ph.D., all students will complete the following courses:.

Proseminar in Basic Problems in Psychology: Cognitive Psychology (PSY 501).

Responsible Conduct of Research course (PSY 591A NEU 591A), normally taken during the second year.

Each semester starting in the first year, students will enroll in either a Research Seminar in Cognitive Psychology or Design and Interpretation of Social Psychological Research (PSY 543 PSY 551).

Interdisciplinary courses are encouraged, and students in a joint degree program may have additional course requirements.

Students can take the general examination beginning in the fourth semester of enrollment, and nearly all students complete the general exam by early October of the third year. All students are expected to have successfully completed the general examination by the end of the third year of enrollment. No student will be admitted to a fourth year without completing the general examination. All components of the examination must be passed before a graduate student can advance to candidacy for the Ph.D. degree.

The Master of Arts (M.A.) degree is normally an incidental degree on the way to full Ph.D. candidacy and is earned after successfully passing all parts of the general examination. It may also be awarded to students who, for various reasons, leave the Ph.D. program, provided that the following requirements are met: passing the proseminar, passing coursework in graduate statistics and ethics, successfully completing the pre-generals research project, and passing the general examination.

Teaching experience is an important and meaningful part of graduate education in the Psychology, and students are encouraged to reason their roles as teachers by engaging with pedagogy-related talks and workshops both in the department and at the McGraw Center for Teaching and Learning. Ph.D. candidates in psychology do not teach during the first year, but every Ph.D. candidate is required to teach a minimum of nine hours during their graduate career, which usually corresponds to three semesters of teaching.

Permanent courses may be offered by the department or program on an ongoing basis, depending on curricular needs, scheduling requirements, and student interest. Also not listed are graduate-level independent reading and research courses, which may be approved by the Graduate School for individual students.

A survey of modern neuroscience in lecture format combining theoretical and computational quantitative approaches. Topics include systems and cognitive neuroscience, perception and attention, learning and behavior, memory, executive function decision-making, motor control and sequential actions. Diseases of the nervous system are considered. This is one-half of a double-credit core course required of all Neuroscience Ph.D. students.

An introduction to the biophysics of nerve cells and synapses, the mathematical description of neural networks, and how neurons represent information. This course surveys computational modeling and data analysis methods for neuroscience and parallels some topics from 549, but from a computational perspective. Topics include representation of visual information, spatial navigation, short-term memory, and decision-making. Two 90 minute lectures, one laboratory. Lectures in common with MOL 437. Graduate students carry out and write up an in-depth semester-long project. Prerequisite: 410, or elementary knowledge of linear algebra.

PSY 500 Proseminar in Basic Problems in Psychology: Social Psychology.

Social Proseminar: Introduction to graduate level social psychology for first year graduate students in psychology. This course will serve as the basis for advanced graduate courses on specific topics in this area.

PSY 501 Proseminar in Basic Problems in Psychology: Cognitive Psychology.

Introduction to cognitive psychology for first-year graduate students. This course will serve as the basis for advanced graduate courses on specific topics in this area.

An introduction to quantitative methods in psychological research appropriate for first-year graduate students. The topics covered include exploratory data analysis, analysis of variance and covariance, and multiple regression.

Through a combination of lectures, tutorials, and workshops, this course introduces a wide-array of statistical methods that are increasingly used in psychological science. Students learn interpret and use methods such as, but not limited to, network analysis, regression discontinuity design, text analysis, machine learning, and directed acylic graphs (DAGs).

Research practices and statistical methods are dynamic. First, psychologists continuously reassess the meaning of scientific rigor and adopt new practices aiming to improve the reliability of their findings. In this course, students explore the latest advances in these domains and learn implement them in their own research programs.

PSY 543 Research Seminar in Cognitive Psychology.

An advanced seminar that considers current research in social psychology. Contemporary research conducted by the seminar participants is discussed.

Examination of issues in the responsible conduct of scientific research, including the definition of scientific misconduct, mentoring, authorship, peer review, grant practices, use of humans and of animals as subjects, ownership of data, and conflict of interest. Class will consist primarily of the discussion of cases. Required of all first and second year graduate students in the Psychology. Open to other graduate students.

Discussion of ethical issues raised by developments in neuroscience, including pharmacological enhancement of mood and cognition, neuroimaging, and transmagnetic stimulation. (Half-term course).

Examines the principles of negotiation in organizational settings and provides firsthand experience in simulated negotiations. Theoretical and empirical research on the variables that affect success in negotiations is discussed. Students engage in a series of bargaining exercises between individuals and teams, and results are analyzed in detail by the class. Course is taught in two versions, 519a for MPA 519b for MPP .

Two major areas of psychology make important contributions to the study of social policy and inequality . The first is social psychology, which focuses on inter-group relations, interpersonal perception, stereotyping, racism, aggression, justice and fairness. These are the micro-level building blocks of structural inequalities and processes that are shaped by the larger context of race, ethnic and gender relations. The second is the fields of social-cognition, judgment and decision making areas of research that study human information processing in a way that is not individual differences, and often not social.

Graduate School of Applied and Professional Psychology (GSAPP).

The mission of Rutgers University Graduate School of Applied and Professional Psychology (GSAPP) is threefold: education, research scholarship, and public service.

GSAPP core values of achieving academic excellence in preparing the next generation of mental health practitioners are based on a deep commitment to diversity, equity, and inclusion, generating and disseminating knowledge, and promoting social justice in service to underserved populations, all aspects that are foundational to the mission of our world-renowned land grant institution, Rutgers University.

The Applied Psychology department houses several programs at GSAPP including: the Master of Applied Psychology (MAP), the Master of Applied Behavior Analysis (MABA), the Doctorate of Organizational Psychology (PSYD), certificate programs in Applied Behavioral Analsysis (ABA), alcohol studies (ACT), performance psychology (AASP-CMPC eligible).

Provides students with a solid foundation in clinical work, including the basic areas of psychology, within which much of clinical practice is grounded.

The doctor of psychology (PsyD) program in school psychology prepares doctoral level psychologists for professional practice with children and youth in schools and other community settings.

With multiple programs accredited by the Commission on Accreditation of the American Psychological Association (APA), GSAPP offers you access to a host of research and clinical opportunities, plus a pathway to professional licensure through foundational and specialized courses that integrate knowledge with innovation in the delivery of psychological services.

The program combines rigorous academic classes with an opportunity for individually supervised research apprenticeships. The program emphasizes scientific research methods that can be used to assist in the solution of real-world problems. The program focuses on basic and applied research and does not offer training or clinical licensing in psychological assessment, counseling, or therapy.

Two different tracks: thesis track for students interested in doctoral study and content track for non-academic research careers (marketing, HR, pharmaceutical research, etc.).

Two (but preferably three) letters of recommendation addressing your potential for graduate study in psychology.

A statement your personal and professional goals. Identify whether you are interested in the Content Track or Thesis Track.

GRE scores are not required but scores from the Verbal and Quantitative sections may be submitted.

Fall Priority Deadline for financial consideration: March 15th.

Content Track: Pass a written qualifying exam demonstrating competency in content areas studied in the program.

The School Psychology M.A. Ed.S. program provides students with professional and academic training to address the individual, contextual, and systemic needs of children and adolescents as well as those who nurture and support them. The National Association of School Psychologists Domains of School Psychology Training and Practice also guides the students' professional development and practicum internship experiences.

The School Psychology M.A. Ed.S. program has two separate parts and requires two separate admission applications. First, there is a 36 credit master degree (known as the Master in Psychological Studies School Psychology Concentration. Upon successful completion of the master program, students need to reapply for admission to the 29-credit program leading to the Education Specialist (Ed.S.) degree. The Ed.S. program includes a pre-internship (practicum) field experience of 300 hours as well as an Internship of 1200 hours. The M.A. and Ed.S. programs together take four years to complete.

The successful completion of all credits (65 total) in both the M.A. and Ed.S. programs leads to certification by the New Jersey Education as a school psychologist. This certification only allows one to work in the schools. It is not a license leading to private practice.

Seton Hall University M.A. Ed.S. in School Psychology is not just a program, it a community that values diversity. Our program is recognized for its strong multicultural component, ensuring students from all backgrounds feel respected and valued. This program equips students with skills in psychological assessments, crisis interventions, IEP development, and individual and group counseling. It is accredited by the Council for the Accreditation of Educator Preparation (CAEP), with some school districts preferring Seton Hall graduates exclusively. This preparation positions most school psychologists for successful careers.

Seton Hall School Psychology graduate program provides students with professional and academic training to address the individual and systemic needs of children and adolescents in a school setting.

Completion of the M.A. program with a 3.25 minimum cumulative GPA.

Note: application to the program is required and completion of the M.A. program does not guarantee admission to the Ed.S. program.

School Psychology Concentration and the Ed.S. School Psychology is April 1.

Many are actively engaged with schools and community agencies, modeling best practices to their students in the university classroom and in the field. Collaboration within departments and across is encouraged with the recognition that supporting and improving the lives of children, families and communities is a complex process.

Uniting scholars and students from four dynamic academic departments, the College provides cutting-edge, transdisciplinary inquiry into the stickiest problems of our time.

Master of Arts in School Psychology at Rowan University provides a background in the theories, major knowledge, and methodological procedures in psychology. They combine traditional classroom learning and extensive field experience to help you build knowledge and skills simultaneously. The Rowan 2-year School Psychology Program emphasizes the integration of didactic training and field experience under close supervision.

During the final semester of the MA portion of the program, students complete a 20-hour “shadowing” experience of a school psychologist in the public schools. During the second year, students practice their skills in areas of psychoeducational assessment, behavioral assessment, intervention, counseling, and consultation while enrolled in Educational Specialist-level courses. Finally, during the second semester of the Educational Specialist program, students complete a 300-hour practicum experience under the close supervision of a school psychologist. Graduates of the 33-credit M.A. in School Psychology program at Rowan University are qualified to work as school psychologists in New Jersey and other states. They are also prepared to pursue doctoral degrees in school psychology or other related fields. Highlights of the program include:

• Fully accredited: The program is fully accredited by the National Association of School Psychologists (NASP).
• Comprehensive curriculum: The curriculum covers all aspects of school psychology, including assessment, consultation, intervention, and research.
• Experienced faculty: The faculty are experienced practitioners and researchers who are passionate about teaching and mentoring students.
• Extensive field experience: Students complete over 1,000 hours of field experience in a variety of school settings under the supervision of qualified school psychologists.
• Career preparation: The program prepares students for successful careers as school psychologists in a variety of settings, including public and private schools, hospitals, and mental health clinics.

Rowan University School Psychology curricula are designed in order that graduates gain knowledge and skills based on psychology and education, including theories, models, empirical findings, and techniques in each domain. These domains are not mutually exclusive and are fully integrated into graduate curricula, practica, and internships. The Rowan University School Psychology Program has been designed to meet the National Association of School Psychologists (NASP) Standards for Graduate Preparation of School Psychologists (NASP, 2010). These standards are integrated into courses, practicum, and internships to ensure that graduates demonstrate entry-level competency in each of the following.

M.A. in Applied Psychology: Applied Behavior Analyst (ABA) provides training in evidence-based practices in Applied Behavior Analysis (ABA) to support to clients, community members and family members across a variety of settings.

Students in Rider’s Applied Behavior Analysis (ABA) graduate program learn behavioral principles to solve performance problems, build new behaviors and strengthen existing appropriate behaviors. Students will gain a compassionate understanding of individual differences and the skills needed to develop strategies that will impact behavior and learning. Through a combination of coursework and supervised practical experiences, students completing this program will earn a master’s degree in Applied Psychology and meet the Behavior Analysis Certification Board (BACB) requirements for taking the exam to become Board Certified Behavior Analysts.

Rider’s convenient location between Philadelphia and New York City, offers rich opportunities for internship placements and employment as an applied behavior analyst in education, business, and non-profit organizations.

Required Applied Behavior Analysis (ABA) Core (24 credit hours).

Selected Topics in Applied Psychology (topic varies each semester).

In recent years, applied behavior analysis (ABA) has shown remarkable success in helping students learn, particularly children with autism spectrum disorders, as well as individuals with other developmental disabilities, intellectual disabilities, and brain injuries. With the growing number of children and adults presenting with unique behavioral challenges and requiring additional supports, mental health providers, agencies and school districts are increasingly seeking the services of professionals with highly specialized training in ABA.

As a result, board certification as an applied behavior analyst is becoming increasingly important, providing professionals with enhanced training and credentials to work with children and adults with autism and other developmental disabilities.

Rider students learn from the best. Our professors are dedicated and passionate teachers. The psychology department has longstanding, successful relationships with nationally recognized, local private schools providing services for children with disabilities.

Bancroft and Rider University M.A. Applied Psychology Program Partnership.

Register for this event Graduate Information Session, June12.

Register for this event Graduate Information Session, July17.

M.A in School Psychology at Fairleigh Dickinson University-Metropolitan Campus features opportunities to develop special competencies in areas such as assessment, identifying and treating behavior problems in children and adolescents, utilizing curriculum-based measurement tools to assess school health and student progress, and providing evidence-based therapeutic services to children and adolescents. A multitude of settings are available for practicum and externship training, including varied public and private schools in Bergen County for students completing this 3-year program. The program is 60 credits, and its outcomes include:

• Knowledge of varied models can be applied, and methods of assessment can be used to identify strengths and needs in understanding problems and monitoring progress.
• Students will obtain and apply knowledge of behavioral, mental health, and collaborative consultation.
• Human learning processes and differential learning needs, together with the implementation of appropriate strategies addressing the strengths and needs of students.
• Individual differences can be understood better, and the development of cultural competence, recognizing the importance of context on academic health and mental health of individuals.
• Knowledge of general education, special education, and related services and an understanding of schools as complex social systems will be gained.
• Students will obtain knowledge of and implement evidence-based services for prevention, crisis intervention, and psychological intervention to promote the mental health and physical well-being of students.

The School Psychology MA certification program has been approved through the National Association of School Psychologists, and, accordingly, the program meets the academic requirements for licensure in all states to be Nationally Certified School Psychologists.

Georgian Court University Launches Psy.D. in School Psychology Doctoral Program.

Georgian Court University Launches Psy.D. in School Psychology Doctoral Program.

This expansion will enable GCU graduates to give back and service their respective communities by being able to reach children and adolescents who are in need of mental health services.

The doctoral program will provide graduates with:.

The ability to serve children in schools, hospitals, clinics, and other advance practice settings by attending to their mental health and educational needs, while also emphasizing issues of diversity and social justice .

Second Class of GCU Accelerated Nursing Program Students Graduate.

Master of Social Work student sitting at a computer.

Georgian Court University Launches New Master of Social Work (MSW) Program.

Completion of the general graduate studies admission requirements.

Students are admitted for entry into the program for Spring and Fall semesters of each year.

The Graduate Record Examination (Verbal and Quantitative sections) is required an MAT score is not an option for applicants to this program.

An individual interview with the Coordinator of the School Psychology Program should be arranged prior to November 1 or April 1.