Master of ARTS IN Child, Family and School Psychology

Begin your degree path to pursuing doctoral work in our Child, Family, and School Psychology (CFSP) program. Our Master of Arts (M.A.) degree is not a terminal degree—it is your starting point for a Ph.D.

You will begin building a strong understanding of the diverse environmental, neurobiological, and cultural influences that impact child development.

As a full-time M.A. student, you will complete this degree program in one year or four quarters. This degree prepares you to apply to a Ph.D. program in school psychology or a related field.

LEARNING OUTCOMES

The program learning outcomes for the Masters of Arts in Child, Family, and School Psychology are as follows:

  • Application of contemporary, scientifically-based knowledge of typical and atypical development from birth to age 21 within the core areas of cognition and learning, language and communication, motor and movement, social-emotional, and adaptive behavior.
  • Family sensitive practice that acknowledges the impact of biological, social, cultural, ethnic, socioeconomic, and linguistic factors on the learning and development of students and families from diverse backgrounds.
  • Collaborative problem-solving with school, family, and community professionals leading to practical applications of human learning and development theory and a full continuum of empirically valid prevention and intervention strategies to promote mental health, learning, and physical well-being for students in regular and special education.
  • Recursive data-based decision-making and goal-setting using a broad array of assessment approaches, the results of which are functionally linked to program interventions and services that result in measurable positive academic, social-emotional, and behavioral outcomes.
  • The ability to design, implement, and appraise a continuum of universal, targeted, and intensive individual, group, family, classroom, district, or community mental health agency interventions and educational services intended to create and maintain safe and supportive environments for learners of all abilities and with diverse needs.
  • Program development and evaluation that include, but are not limited to, progress monitoring, outcome accountability, and formative and summative evaluation of school, family, and community partnerships to enhance academic, social-emotional, and behavioral outcomes for students.
  • The ability to appraise and communicate empirical evidence and literature based on a thorough understanding of research design, measurement, and statistics.
  • Ethical, legal, and socially responsible practice in the professional fields of School Psychology and Child and Family studies that reflects current knowledge of public policy, federal and state legislation and regulations, and a strong professional identity.
  • Shared decision-making that utilizes information sources and technology to safeguard and enhance services and promote change at the individual, family, classroom, building, district, or community level.
  • Advocacy that promotes wellness and ensures that prevention of learning, emotional, and behavior problems commands as much attention, effort, and resources as remediation.
PROGRAM REQUIREMENTS

You’ll need to complete 47-quarter credit hours, as well as an applied Capstone project.

ACCREDITATION

This program is not accredited at this time.

APPROXIMATE COMPLETION TIME

One year or four quarters.

This is a full-time program (5-6 courses per quarter) and requires intense student commitment to complete the degree in the anticipated timeframe. Due to the structured coursework plan, it is recommended that students restrict employment to limited and flexible hours.

Contacts

Department Chair
Dr. Rashida Banerjee
303-871-6597, KRH 245
Rashida.Banerjee@du.edu

Academic Services Associate
Jessica Espinosa-Galindo
303-871-4216, KRH 250C
jessica.espinosa-galindo@du.edu

Admissions Contact
Noah Schlueter
303-871-2509, KRH 110
mce@du.edu
Office Hours: By appointment only

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