Cheapest Online Masters Program in School Psychology

The Master of Science in Supply Chain Management explores industry concepts and provides a deeper understanding of SCM’s inner workings, from point of origin to point of purchase. Through the specialized curriculum, you will build a foundation of knowledge that can be immediately applied in the workplace to improve processes and create efficiencies. The coursework also prepares you for industry certification exams. This 100% online program is designed for professionals who want to be competitive in areas such as purchasing, manufacturing, transportation and consulting.

The supply chain management degree provides an overview of fundamental business applications, as well as specialized knowledge in managing the flow of materials, developing logistics strategies, merging transportation policies with production and marketing tactics, and global supply chain analysis and planning.

Florida Institute of Technology is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associate’s, baccalaureate, master’s, education specialist and doctoral degrees.

By understanding the issues in contemporary psychology, students will be able to recognize and apply psychological knowledge in order to provide solutions to real world problems.

The program is committed to helping students understand and appreciate both the scientific foundations and human service aspects of the field of psychology.

Rider is where your future begins. First-year students are defined as recent high school graduates who are attending college for the first time. There are so many opportunities ahead. Take the first step towards your tomorrow at Rider.

Rider offers flexible pathways for adult learners aged 25 or over, including veterans and active duty military personnel, that allow you to earn your bachelor degree or take courses for personal enrichment.

Courses and experiences in our program provide an all-encompassing edge by teaching and sharing what is known human behavior and cognition and best apply that knowledge. through courses and experiences that emphasize real-world applications.

Students directly apply what they learn behaviors and the mind to their own lives. This unique curricular offering allows students to map out a career path, produce a resumé, and connect findings from Psychology with work experiences.

And the experimental design in the testing of vaccine efficacy were incorporated in Statistics courses, as were discussions of how social distancing remote learning impact Child Development.

The Psychology Learning Community hosts regular talks and events that highlight the applied value of Psychology knowledge.

Many psychology students take advantage of our 4+1 program option, or remain at Rider to complete a second major in a related field, most often in the College of Education and Human Services, to later pursue a career in education.

Three courses in statistics and research design build highly desirable skills to understand scientific evidence and manage spreadsheets. Employers love this skill set!

A professional development course, required of all sopho s, prepares students for their future beyond Rider. Each student gets to apply their knowledge of Psychology to their own life and career trajectory. As a bonus, we weave in work with Rider Career Development and Success center that yields a professional resumé and a plan for life after graduation.

three-fourths of the graduating psychology majors each year will secure employment, while one-fourth go on to further graduate and professional training at the master and doctoral level. Rider psychology majors have been very successful in gaining admission to graduate programs. All seniors that sought admission to graduate school were accepted by at least one of the schools to which they applied, including many of the most prestigious universities in the country.

Psychology major minor in Latin American and Caribbean area studies.

A minor in Psychology offers not-so-minor benefits that extend far beyond college. Indeed, the combination of scientific training with an understanding of people provides a valuable complement to any major. Graduates with a minor in Psychology can pursue successful careers across many domains, from Business and Education to Law, Healthcare, and the Arts. Whatever career path you choose and wherever your personal journey takes you, the study of Psychology can pay off dividends for a lifetime.

M.A. in Psychology.

The M.A. in Psychology, Online Teaching and Learning Concentration program equips graduates with a foundational knowledge of psychology while providing them the opportunity to learn best practices in the field of online teaching and learning.

With a strong understanding of how technology can be used to improve individual learning outcomes and support organizational productivity, graduates of the M.A. in Psychology, Online Teaching and Learning Concentration will be prepared to advance their careers in several areas, including:.

The online program is 30 credits in duration and consists of 15 credit hours in foundational psychology, nine credit hours within the Online Teaching and Learning concentration, and six credit hours in an applied research project.

M.A. in Psychology, Online Teaching and Learning Concentration, Online Student Experience.

The Global Student Dashboard is where students can find all of their courses with online components.

This course provides a foundation of online instruction and learning best practices. Students will apply delivery frameworks for developing effective online courses that emphasize student engagement, classroom management, and learning theories. This course will provide an of identifying critical design issues, engaging in effective instructional approaches and evaluating online learning experiences. Students will complete a capstone project focused on developing an online learning module.

This course focuses on the foundational concepts of assessment in online settings. Students will examine online learning assessments and their alignment with measurable learning outcomes. This course will assist students in their application of accessible instructional content and the inclusion of Universal Design for Learning as a framework for online course development. Students will expand their Online Learning Communities and Pedagogies capstone project to encompass appropriate assessments and Universal Design for Learning components.

This course explores innovative technologies and digital tools that promote student learning. Students will explore a diverse range of technologies that can be integrated into online learning contexts and apply technology to create technology-enhanced content. Students will also investigate frameworks for meaningful technology integration and explore current innovative technology learning trends. Students will incorporate innovative technologies into their cumulative capstone project in which they will produce a finalized learning module.

The Chicago School of Professional Psychology is pleased to offer digital credentials for students enrolled in the M.A. in Psychology, Online Teaching and Learning Concentration program. Earned through successful progression through the curriculum, digital credentials allow students to communicate their achieved skills in support of their professional goals.

Admissions Operations c o The Chicago School of Professional Psychology 203 N. LaSalle Street, Suite 1900 Chicago, IL 60601.

Students applying to the program must submit the following:.

Essay: Please answer the following question within three double-spaced, typed pages (approximately 500-750 words). The essay must specifically address the M.A. in Psychology, Online Teaching and Learning Concentration program.

Psychology is a vast discipline with many career options. In essay format, please describe:.

Why you chose this particular program specialization. Cite specific experiences and examples.

Why it is important to you to study this discipline at a school that emphasizes cultural awareness, competence, and understanding of diversity (see our Commitment to Diversity Statement).

Why you believe this program will assist you in reaching these goals.

Students must submit official transcripts from all schools where degrees have been earned. Official transcripts may be sent directly from the institution or with your application for admission as long as they are official, sealed, and signed across the envelope flap when they arrive.

The Graduate Record Examination is not required however, students who have taken the exam may submit their scores to enhance their application.

The Chicago School is dedicated to keeping our professional degree programs accessible to anyone, regardless of financial status. In addition to the scholarships that may be available, our Financial Aid Department will help provide you with information to determine what financial arrangements are right for you.

This CAEP accredited online Master in Educational Psychology offers a broad range of practical and theoretical courses.

You will graduate prepared to enjoy a higher level of career success.

The online Masters in Educational Psychology program is fully accredited by CAEP.

Number of years it takes to complete this program on a part-time basis.

It establishes you as a leader in your school, qualified to understand and examine the social, cognitive and behavioral aspects of learning and education. You maybe called upon to develop strategies to increase efficiency and create a classroom environment that is conducive to learning.

Explain and apply theory and best practices in the areas of education and psychology.

Apply principles of education and psychology to help children, adolescents, teachers and families.

Explain applied research methodologies for education and psychology.

Two ten-week courses with a six-day and four-day embedded residency experience (PSY-R6001, PSY-V6002), respectively.

In this course, learners gain an understanding of the School Psychology specialization and the standards developed for the field by the National Association of School Psychologists (NASP). Learners also assess school psychology skills, identify networking opportunities, and develop a professional portfolio. For MS and EdS in School Psychology learners only. Cannot be fulfilled by transfer.

In this residency, learners gain skills in administering standardized assessments and assessment instruments necessary for practicing school psychologists. Learners develop skills in scoring and interpreting test results. Learners also examine the ethical principles associated with the practice of school psychology and receive feedback from experienced professional school psychologists and peers. Learners build and demonstrate the basic skills needed for interpreting and communicating assessment results to parents, teachers, and other professionals. Prerequisite(s): PSY5420 or PSY8220 and PSY72 . Concurrent registration in PSY7234 recommended. Cannot be fulfilled by transfer.

Learners in this residency gain skills and techniques related to Response to Intervention (RTI) introduced as an authority in the identification of specific learning disabilities in the Disabilities Education Act (IDEA) and Functional Behavior Assessment (FBA). Learners build skills to implement the RTI framework in local and state education agencies. Learners also examine and practice skills related to the RTI components for screening students, monitoring student progress, providing evidence-based interventions, and identifying students with special learning needs in a collaborative approach. Learners 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, including reviewing standardized assessment measures and completing FBA and BIP forms. Prerequisite(s): PSY7234 and PSY-R6000. Concurrent registration in PSY5063 recommended. Cannot be fulfilled by transfer.

This course is an examination of substantive and theoretical issues concerning the cultural differences of individuals and groups and their influence on the practice of professional psychology. Learners explore the role of culture-specific programming, the needs and values of cultural subgroups, and approaches to providing psychological services to culturally diverse populations. Learners also critically analyze the interactions of multiple dimensions of diversity to better understand the ways in which individual differences contribute to professional psychological practice.

This course introduces learners to the diagnostic schema used with children and adolescents in mental health and school psychology professions. Learners examine the DSM-5, focusing on developing mastery of diagnostic criteria for childhood disorders and applying this criteria to case studies, methodology, research, historical, and political aspects of diagnosis. Learners consider alternatives to the current diagnostic system in order to develop comprehensive counseling plans, and identify crisis prevention and intervention models used within the educational setting.

In this course, learners develop the skills needed to correctly administer, score, and interpret norm referenced intelligence tests (verbal and non-verbal) while simultaneously considering various diagnostic issues present within multiculturally diverse school populations and reflecting the established standards of educational and psychological testing. Learners examine measurement and measurement tools, including instruments used to assess cognitive function and intelligence synthesize norm-referenced assessments with observational assessments to develop recommendations for research-supported interventions and create audience-appropriate psychological reports. For MS, EdS, and PsyD in School Psychology learners only. Test kits are required and are available for loan at [email protected] Prerequisite(s): PSY7610.

In this course, learners further develop the skills needed to correctly administer, score, and interpret norm-referenced intelligence tests (verbal and non-verbal), achievement tests, and adaptive functioning while simultaneously considering various diagnostic issues present within multiculturally diverse school populations and reflecting the established standards of educational and psychological testing. Learners examine measurement and measurement tools, including instruments used to assess cognitive function and intelligence, achievement, and adaptive functioning synthesize norm-referenced assessments with observational assessments to develop recommendations for research-supported interventions and create audience-appropriate psychological reports. For MS, EdS, and PsyD in School Psychology learners only. Test kits are required and are available for loan at [email protected] Prerequisite(s): PSY72 .

This course is an introduction to physiological psychology and associated topics, including genetics, functional neuroanatomy, and physiology. Learners develop and demonstrate an understanding of brain functioning sensory systems attention, memory, perception, and language mechanisms and the effects of neurotransmitters on human behavior. Learners also identify the relationship between brain functions and behavioral disorders and analyze current physiological psychology research, ethics, and the implications of culture and diversity on field-related issues.

This course is an examination of the history and practice of school psychology and its current and evolving trends. Learners review the roles and functions of school psychologists, employment contexts, and professional evaluation and accountability. Learners also explore the practice of school psychology from an international perspective and examine the laws and regulations guiding the future of the profession.

Learners 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.

Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

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. 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.

Sign up for a trial course with us.

Take a trial course and see all the great benefits our original learning format has to offer. Keep in mind, this trial course is representative of the experience but does not necessarily reflect the courseroom for this program.

Learning online doesn't mean going it alone. Help is here. Plus a supportive community of students who are as passionate their careers as you are yours.

You learn classical and fundamental schools of thought and gain contemporary insight into how the human mind works through organizational and behavioral psychology.

Apply core concepts of psychology to normal and abnormal individual, social, cultural, and organizational functioning.

Examine past and current trends related to theory, research, and practice within the field of psychology.

Program of interest (You can modify it later).

Students must choose a concentration for this degree program:.

The concentration in Development Personality Psychology provides students with in-depth study of theory and research associated with normal and abnormal human development and personality. The topics associated with lifespan development, psychopathology, substance abuse and counseling are addressed.

Compare and contrast major theories of personality and developmental psychology.

This course reviews social, emotional, cultural, cognitive, biological, and learning theories and research related to human development. Emphasis is on both healthy development and challenges experienced by individuals and groups across the human life cycle. Cultural differences and commonality noted in the developmental process are examined.

This course explores the processes of normal and abnormal personality development and models of counseling and psychotherapy including psychoanalytic, behavioral, cognitive, and existential approaches.

This course guides graduate level learners in in-depth study of classic and contemporary theories and treatment of abnormal human functioning. Students will undertake extensive investigation of cultural factors related to the expression and effective assessment of pathology.

This course guides graduate learners in advanced level study of addictive disorders, including the historical and social context of the addictive process and the neurobiology of substance dependence. Course foci include the assessment of addiction, the substances of abuse, issues experienced by special populations, and available treatments for substance abuse and addiction.

The General Concentration allows students to select from a variety of course offerings in various specialties in the field. Coursework provides students with a broad understanding of theory, principles, research, and ideas across multiple psychological domains.

Examine historical and contemporary trends occurring across multiple domains of theory, research and practice within the field of psychology.

This course guides students through advanced level, in-depth and detailed study of classic and contemporary models of human cognition and learning through the lenses of the principle schools of psychology. Specific theories addressed include: functionalistic, associationistic, and cognitive.

This course provides an of the primary concepts and theory in industrial and organizational psychology. Focus will be on understanding human behavior in organizations and the workplace. Concepts such as motivation, leadership, employee training and recruitment, performance measurement, and work life balance will be discussed.

This course will explore the unique psychology associated with military deployment, both for the person being deployed and their family and loved ones. Military culture, common psychological difficulties such as depression and PTSD, as well as provider self-care and burnout will be discussed.

This course is a graduate level study of cultural issues and social influences on human functioning. Classic foundations combine with new research, recent methodological and up-to-date theoretical innovations to form the basis of a study that integrates scholarship and applied social psychology for everyday living.

In this course, students will learn human behavior in a variety of organizational contexts. The influence of inter and intrapersonal behavior, motivation, group dynamics, leadership, organizational culture structure, and ethics in organizational behavior will be explored through study of organizational behavioral theory, research, and case studies.

This course will provide students with instruction on the theory and application of leadership behaviors, particularly in the context of leading change. Concepts such as influence, motivation, decision-making, conflict negotiation strategies and mentoring will be explored.

This advanced level course focuses on the physiological processes underlying normal and pathological behavior. Neurological features of disorders such as schizophrenia and depression are examined.

This course offers an in-depth analysis of crisis and trauma events, survivor responses and needs, and competent strategic interventions. A theoretical approach draws on systems and developmental constructs to provide an assessment and intervention model that is both holistic and integrated within particular environments. Unique crisis events are addressed, including sexual assault, domestic violence, disasters (both natural and man-made), service provider stress, complicated bereavement, child abuse and neglect, and school crises.

The concentration in Industrial Organizational Psychology explores psychological topics related to organizational and workplace settings including, among others: motivation, organizational culture, leadership, and workplace assessment.

This course provides an in-depth exploration of the industrial organizational theory and research. With a focus on application and problem solving in organizational and work contexts, students will evaluate theories and investigate research on motivation, leadership, employee training, performance management, and work life balance. (Prerequisite: PSYC512).

The concentration in Military and Trauma Psychology prepares students to have a strong understanding of psychology topics uniquely associated with military and trauma settings. Students will focus on learning disaster management, leadership, deployment, and emergency intervention.

The Child Life Concentration allows students to focus on rigorous study of Child Life theory, practice and application. Coursework will promote development of skills needed to work with children and families during times of acute or chronic illness or trauma while preparing students to complete the academic requirements for the Certified Child Life Specialist credential. There are additional requirements regarding clinical hours that the University does not provide and students must secure their own placement.

Note: Completion of this program does not award any professional certifications.

Gain professional-level academic training in the field of Child Life.

Advanced Child Life Theory and Practice provides students with the knowledge and tools to educate, prepare and support children and their families who are experiencing acute or chronic illness or trauma. This course covers scope of practice, impact of illness, family centered care, therapeutic play, preparation and official documents of the Association of Child Life Professionals. ACLP® is a registered trademark of Child Life Council, Inc.

This course will cover the history, theories, techniques, applications, and skills as they relate to therapeutic play. (Prerequisite: HDFS501).

This course explores issues around death and dying and the impact on children to include the theoretical and multicultural perspectives as well as ethical and moral issues. Students will also examine the impact of death and dying on a family and community. Students will engage with tools such as legacy building and memento creation, identify and utilize resources that promote positive coping skills, and identify strategies for helping children to cope with terminal illness and impending death. (Prerequisite: HDFS501).

This course will examine the ecological or systems approach to understanding families as well as a review of historical and contemporary family theories. The course will include a look at family structure, family dynamics, family relationships, and family roles particularly as they are impacted by a wide range of stressors that necessitate intervention strategies. The nature of families will be explored across cultures and diverse family composition.

This course examines theory and research relating to cognitive, physical, socio-emotional, and moral development from birth to age 18 years. Emphasis is placed on typical development with some examination of challenges faced during development. Cultural differences and commonalities are reviewed. Applications of theory to educational settings are also examined.

This course supports students who are completing a clinical practicum in child life as part of their graduate program in Psychology. This experience will expose students to relevant clinical practices in child life. Students will complete their practicum experience while participating in weekly online discussions throughout the course. Students will be expected to complete a work journal, keep accurate time records, and evaluate their practicum experience. The course will integrate the competencies as outlined by the profession throughout the course. (Prerequisite: HDFS401 or HDFS501) Note: Students are required to secure their own practicum experience. The University does not assist in placement.

Vocabulary used in the healthcare field provides a common language for practitioners, positively addressing global, as well as safety issues. Students will examine the issues of competing standards, and the different goals and criterions in which terminology and codes were created to address. Students will study the structures and organization of bodily systems as they relate to the appropriate terminology.

Cyberpsychology is an emerging subfield within psychology that examines the relationship and implications of artificial intelligence and other technology on human interaction and behavior. This graduate concentration provides students from any disciplinary background with an understanding of the interface between technology and human behavior as viewed through the lenses of marketing, cyberintelligence, psychology, ethics, and the law.

Apply general principles of law and ethics to online digital behavior.

It begins by building an understanding of fundamental psychological principles and practices and then taking a look at key information practices. From there, it will look at how some of these practices developed from WWI to the present. Throughout the course, students will be exposed to and will analyze the use of deception and other persuasion techniques in various contexts. These deceptive techniques are illustrated with a series of historical and current case studies, scenarios, and interactive simulations.

This course focuses on the ways that law, ethics and cybersecurity overlap and intersect. Besides laws related to cybersecurity, the course examines laws related to intellectual property, civil litigation, criminal prosecutions, and privacy. This examination will provide the means to identify and analyze the policies reflected in those laws. Those policies could guide the creation of policies on a business-level, using qualitative risk assessment and planning. An exploration of ethics and cybersecurity, as well as of workplace ethics, will involve the use of an ethical framework.

This is an introductory course in Cyberpsychology studying the methods that social media (SM) uses to influence consumer decisions and drive effective marketing techniques. The primary topic covered includes the role of social media platforms in social interaction. Students will become familiar with what SM was intended to do, as well as what it has evolved into and why it poses a risk to normal behavior and decision-making. Additional topics covered include an examination of factors that influence election outcomes, factors that guide thought processes and awareness through targeted messaging, and the use of blacklisting or shadow-banning content. The implications of these processes on consumer behavior will also be discussed.

This is an introductory course to cyberdeviance with a unique emphasis on the social science components of criminality in cyber settings. Primary topics include the definition of cybercrime, cyberterrorism, cyberwarfare, and cyberbullying with consideration of possible motivation for such occurrences as well the intrapsychic impacts of such circumstances. Further topics include identify theft, hacking, the global implications of cybercrime, child pornography, law enforcement responses to cybercrime, sociological and psychological implications of cybercrime, and the prospective future of cybercrime as technology continues to evolve.

This course serves to introduce students to the topic of psychological testing. In addition to describing the various types of psychological testing, it will also provide information test design and construction, administration and scoring, and reliability and validity.

This course provides an of the primary concepts, genres and mechanics of academic writing at the graduate and professional level. Students will develop writing and editing skills that will assist them in their success as graduate students and future professionals. Discussions, assignments, readings and editing will be utilized to successfully accomplish the goals of this course.

This course is an advanced level study of the ethical, legal and professional issues relevant to the practice of professional psychology. Topics include APA ethical standards and codes related to confidentiality, competence, and duty to warn, ethical decision-making guidelines, as well as federal and state laws pertinent to psychology. Application of ethics to professional psychology activity is emphasized.

This course provides an of the cross-section of research methods that fall under the rubric of qualitative methodology. In examining these multiple approaches to qualitative methods, this course will discuss issues of research ethics, interviewing methods, conversation and discourse analyses, content analyses, and unobtrusive measures. The completion of this course will have applications in pure research, as well as in clinical assessments.

This research methods course provides an in-depth examination of quantitative research methods used in sociology and related social sciences. Students will practice designing quantitative research that collects observational, interview, survey, and other types of data.

This graduate level course covers the historical, research and theoretical underpinnings of multicultural psychology. It guides students in a comprehensive examination of diverse cultural groups and in-depth analysis of contemporary multicultural trends and issues related to ethnicity, race, gender, sexual orientation, socioeconomic status, disability, age and religion. Students will research issues in cultural psychology through the development and design of their own empirical study.

Select any courses that have not been used to fulfill major requirements. Credits applied toward a minor or certificate in an unrelated field may be used to fulfill elective credit for the major.

This course is designed to guide students through a review of the content domains covered along the degree path of the Master of Arts in Psychology degree. It affords an opportunity to synthesize and articulate knowledge obtained during degree progression via the selection of multiple threads of inquiry and analysis of peer-reviewed, scholarly literature related to successfully completed coursework. The course requires informed library research and concise exposition. NOTE: This course may not be taken until all other courses are COMPLETED and student has a 3.0 GPA.

Note: Not all courses are taught each month.

In addition, the following is required for admission into this program. All documentation must be provided prior to course registration:.

Introduction to psychology or general psychology: a course designed to introduce students to the broad discipline and study of psychology, its key historical and contemporary events, publications, practices, and perspectives.

Research methods in psychology: a course in which students learn develop sound laboratory and field behavioral science research protocols with human subjects.

Statistical methods in psychology: a course that focuses statistically analyze and interpret laboratory and field behavioral science research results.

For those wishing to pursue the Child Life concentration, an additional prerequisite of a Child Development course covering any age range from birth to 18 (but not all ages) is required. Those pursuing the Child Life concentration will also need to submit a signed statement of understanding (SOU).

Preadmission courses completed at the graduate level must be grade B or better.

Please read all graduate admission requirements before applying to this program and be prepared to submit the required documentation including a legible copy of your valid government-issued photo ID (civilian students) or government issued JST or CCAF transcript (military students).

Most courses in this program use Open Educational Resources (OER). These teaching, learning, and research materials are made available to you at no cost, meaning there are minimal book costs associated with earning this degree.

So you can focus on the opportunities ahead, without the financial burden of expensive schools who are not as invested in your success.