school psychology phd programs massachusetts

MA/EdS in School Psychology

The MA/EdS in School Psychology prepares students to be culturally responsive problem-solvers ready to serve all children from diverse backgrounds across a range of communities. This is accomplished by analyzing children's school-based challenges from multiple perspectives to inform interventions that promote school success.

Successful applicants to the program are:

• Diverse, including underrepresented groups in school psychology. Over the past three years, we have averaged 33% of our incoming class representing these groups.
• Prepared to engage in conversations around issues of race, class, culture, language, gender, dis/ability, and sexuality as they are reproduced in our schools.
• Willing to question themselves, asking "How do I need to change myself before I can become an effective professional working with all children?"
• Experienced (volunteer or paid) working with children, adolescents, and/or families in educational or mental health settings, or in a research capacity.

This program is designed to meet the Massachusetts state licensure requirements and the Nationally Certified School Psychologist requirements (NCSP) through the the National Association of School Psychologists (NASP) making graduates immediately eligible for both a state and national license as a School Psychologist. Candidates are not required to obtain the NCSP credential, but are qualified to do so. NASP maintains a site that provides information about whether the NCSP is accepted and what, if any, other exams or requirements must be satisfied for every state . 

Message from Co-Directors

Erin Seaton  and Scott Greenspan Co-Directors, School Psychology Program

School psychologists have a vital responsibility in the nation's schools to promote mental health and secure quality education for all children.

• We are morally and ethically compelled to push graduate students to question the inequitable educational systems that give power and privilege to some children and families and oppress, marginalize, and disenfranchise others.
• We emphasize an expanded, problem solving role for school psychologists as informed by ecological and developmental perspectives, using multiple lenses to explore the challenges of contemporary schooling.

Job Placement

On average, 100% of our graduates are employed as school psychologists within three months of graduating from the program. In any given year, 75% are typically employed at schools in Massachusetts across the K-12 age range.

Program Requirements

The School Psychology MA/EdS prepares students for practice providing comprehensive services in schools. Students are participating in field-based experiences from the first year. Over the three years of the program the balance of course preparation and field experiences shifts, so that students are in their field sites one day per week the first year, three days per week their second year, and five days per week their third year. During their first two years (including summer study) students complete the course-work needed to prepare them for their practicum and internship fieldwork. During these two years, course assignments and seminars draw upon field experiences and offer opportunities for integrating developing knowledge and skills.

Year One MA Requirements (12 Courses and 2 semesters of pre-practicum)

Fall semester (5.5 courses).

• ED 142: Education of the Exceptional Child
• ED 230: Foundations of Learning, Cognition, and Academic Intervention
• ED 237: Common Factors in Counseling: Initial Interviewing and Basic Clinical Skills
• ED 241: Foundations and Contemporary Practices in Psychoeducational Assessment
• ED 249: Social Justice in Schools
• ED 221: First Year Seminar in School Psychology Practice (half course)

Spring Semester (4.5 courses)

• ED 140: Behavior Management in the Classroom
• ED 236: School-Based Mental Health
• ED 246: Social, Emotional, and Behavioral Assessment
• ED 255: Professional Practice, Ethics, and the Law in School Psychology

Summer I (2 courses)

• ED 253: Biological Bases of Behavior
• ED 274: Methods of School Psychology Research

Additional Courses needed for Masters

Summer ii (2 courses as needed).

• One course required for EdS degree - see Year 2 Requirements for which course
• ED 161: Anthropology and Sociology of Schooling
• ED 162: Critical Histories of US Education
• ED 167: Critical Race Theory Seminar: Issues in Urban Education
• ED 171: Sociology of Education
• ED 172: Creating Inclusive Learning Spaces
• CSHD 164: Cultural Diversity in Child/Family Services
• CSHD 177: Bilingual Children in U.S. Schools

The MA is awarded following completion of 12 courses and completion pre-practicum fieldwork (2 half credit seminar courses).

NOTE: Students entering with teaching experience, experience with children with disabilities, or an undergraduate major in special education or related field, may, with advisor permission, take one course from the approved list of courses in Exceptionalities in Learning in lieu of ED142.

Year Two EdS Requirements (9 Courses)

Summer ii (1 course).

• ED 191: Tier 2 Social and Emotional Intervention

Fall Semester (4 courses)

• ED 191: Family, School, and Community Partnerships
• ED 231: Practicum in School Psychology
• ED 238: Advanced Approaches to Counseling: Cognitive-Behavioral Interventions in School
• ED 243: Assessment of Cognitive Abilities

Spring Semester (4 courses)

• ED 232: Practicum in School Psychology
• ED 244: Assessment and Intervention for Learning Problems in the Classroom
• ED 254: Developmental Psychopathology in Educational Settings
• ED 256: School-Based Consultation
• Up to 2 courses as needed

Year Three EdS Requirements (2 Courses)

Fall semester (1 course).

• ED 257: Internship in School Psychology

Spring Semester (1 course)

• ED 258: Internship in School Psychology

The EdS is awarded following completion of a minimum of 11 courses post master's, practicum, and internship.

Program Co-Directors

Erin Seaton

Scott Greenspan

Program faculty.

Meet our School Psychology Faculty

UMass Boston

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• Counseling & School Psychology
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Welcome to the Department of Counseling and School Psychology

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Academic Programs

Graduate programs.

• Mental Health Counseling MS
• Counseling MEd/CAGS
• School Psychology MEd/EdS
• School Psychology PhD
• Counseling Psychology PhD

Undergraduate Programs

• Sport Leadership & Administration BA

Certificates

• Applied Behavior Analysis for Special Populations Certificate

UMass Boston’s Applied Behavior Analysis for Special Populations Certificate focuses on providing students with the preparation to serve as effective practitioners who can assess, design, implement, and evaluate applied behavior analysis (ABA) programs. It’s for education professionals who want to hone their skills and add a certification to their résumé. Explore cutting-edge knowledge, concepts, and skills of basic ABA principles, ethical considerations, generalization strategies, and application to special populations and settings. Apply these skills to many areas — from neighborhoods and specialized schools to residential programs to serving children and adults with disabilities.  

About Our Department

The faculty of UMass Boston's Counseling and School Psychology Department are world-renowned psychologists and counselor educators, who impact national and global policy on mental health, schools, and activism … and who love to teach!

We train clinicians, counselors, and leaders from a unique social justice perspective that emphasizes work to fight oppression, combats stigma surrounding mental health concerns, and addresses institutional barriers to healthy human development in diverse populations

We are committed to the following goals for our students. Through training and experience:  

• Our students will become knowledgeable and skilled practitioners; 
• Our students will become caring, principled, and respectful professionals; 
• Our students will become committed agents of change for social justice; 
• Our students will become committed reflective and critical thinkers. 

Project Beacon

An innovative training partnership between UMass Boston and three high needs school districts in Massachusetts: Brockton, Lawrence, and Quincy Public Schools.

Career Services & Handshake

Handshake is a comprehensive online career site where students and alumni can search for jobs and internships! Create and manage your online career profile Search postings for jobs

What We Focus On

Student learning prioritizes a social justice perspective and a focus on diverse populations from childhood through adulthood, in schools, communities, mental health and counseling centers, agencies, and hospitals.

• Resources for Students
• Academic Calendar
• Course Listings College of Education

School Psychology Professor Awarded $2 Million U.S. Department of Education Grant

Lindsay Fallon, associate professor of school psychology in the College of Education & Human Development, has received a four-year award for $1,999,991 from the United States Department of Education to develop resources that will help educators provide culturally relevant social, emotional, and behavioral supports in the classroom.

Advising helps you to find the right program and courses, stay on track to graduate, and get ready for a successful career. The Office of Advising Excellence coordinates academic advising across UMass Boston.

EdS School Psychology

Program summary.

Program: School Psychology

Degree: Education Specialist in School Psychology

Credential(s): EdS

Credits: 66-71

100% Online Option: No On-campus/Blended Option: Yes

Cost per Credit : $636.00 (with VA educator discount) $748.50 in state $948.50 out of state

Do you enjoy helping others, solving problems, and being part of a team? Have you always wanted to work with children? Become a school psychologist, one of the top jobs in Social Services ranked by U.S. News and World Report .

The School Psychology Program at Mason encompasses three years of full-time study, with an internship of 1,200 hours in the third year. For most students, the program follows a cohort model, meaning that students admitted for the same year take the same classes and field experiences or practica in sequence at the same time. In the classroom, students obtain knowledge of evidence-based services in assessment and evaluation, counseling, consultation, prevention, and intervention. Students also take classes in research methods and statistics. Across the five practica and internship, student integrate the skills of a practicing school psychologist with the classroom knowledge.

A Master of Arts (M.A.) degree in School Psychology is awarded upon completion of the first 36 credit hours. However, the M.A. is not considered a terminal degree and is not sufficient for a License with an Endorsement in School Psychology. An Educational Specialist (Ed.S.) degree in School Psychology is awarded upon completion of the remaining 30 credits of the program. Completion of the Ed.S. does allow students to seek a License with an endorsement in School Psychology and National Certification as a School Psychologist (NCSP).

Our faculty and staff have strong relationships with our local schools, and many of our GMU alumni have elected to remain in the metropolitan DC area. A number of our alumni have risen to positions of leadership in the schools and enjoy partnering with the faculty to train the next generation of professionals as supervisors, guest lecturers, and adjunct faculty. At the same time, our graduates are qualified to be Nationally Certified School Psychologists and have obtained internships and jobs in states ranging from New York, to Florida, Texas, Arizona, and California, to name a few.

The field of school psychology continues to expand and grow. Become a professional in this dynamic and important profession.

If you have additional questions, please see our Frequently Asked Questions page.

Careers in the Field

School psychologists are uniquely qualified members of school teams that support students' ability to learn and teachers' ability to teach. They apply expertise in mental health, learning, and behavior to help children and youth succeed academically, socially, behaviorally, and emotionally.

The majority of the graduates of the program are employed as school psychologists in public school districts across the United States. Our graduates also work in private and charter schools, universities, independent practice, and in educational research. More information about School Psychology as a career can be found at  National Association of School Psychologists Careers .

Internships and Licensure

In the third year of the program, students complete a 1200-hour internship in a school district. These positions are advertised by schools and in the metropolitan DC area, they are generally paid. Interns go through an interview process, and once hired, they are considered employees of the school. While many of our students elect to remain in the Maryland/Virginia schools, our students are eligible and prepared for internships across the country. Our students have sought and obtained internships nationally. Students receive supervision from their field-based intern supervisor as well as from university faculty. Upon successful completion of internship and graduation from the program, students take the national Praxis Exam in school psychology. This leads to licensure by the State Board of Education as a school psychologist. Students are also eligible for National Certification in School Psychology (NCSP), which is an additional certificate that is well respected in the field. Because the Mason program is an NASP-approved program, the application process for the NCSP is streamlined.

Complete and detailed requirements for the Mason School Psychology Training Program internship appear in a separate document entitled  The School Psychology Internship: A Handbook of Guidelines .

Licensure Disclosure

George Mason University will verify completion of the Virginia Department of Education (VDOE) state-approved preparation program at the graduate or undergraduate level. Such verification does not guarantee the issuance of a Virginia Collegiate Professional, Postgraduate Professional, or Pupil Personnel license from the Commonwealth of Virginia. It is solely the student's responsibility to comply with all requirements for licensure by the Commonwealth. Under Virginia law, a social security number is required for licensure.

This program has been identified by George Mason University as one that may lead to a career requiring professional licensure/certification. Federal regulations require George Mason to disclose information as to whether this program meets/does not meet the educational requirements for licensure/certification in your state, or whether such a determination has not been made. Please consult our Licensure Disclosure Tool for the disclosure statement specific to your desired state/program combination.

Master of Arts Coursework (36 credits)

The following 36 credits of coursework will apply to the Master of Arts (MA) degree in Psychology, concentration in School Psychology:

• SPSY 722: Advanced Child Assessment (4 credits)
• EDCD 603: Counseling Theories and Practice (3 credits)
• EDRD 629: Literacy Foundations and Instruction for School Psychologists (3 credits)
• SPSY 619: Consultation and Applied Behavioral Analysis (3 credits)
• SPSY 671: Role and Function of the School Psychologist (3 credits)
• SPSY 672: Schools as Systems Practicum in School Psychology (3 credits)
• SPSY 709: Cognitive Assessment (4 credits)
• SPSY 617: Child Psychopathology (3 credits)
• SPSY 710: Social, Emotional, and Behavioral Assessment (4 credits)
• SPSY 750: Cognitive Assessment Practicum (3 credits)
• SPSY 773: Prevention, Intervention, and Consultation in Schools (3 credits)

Additional Required Coursework for EdS (15-16 credits)

• EDCD 525: Advanced Human Growth and Development (3 credits)
• EDCD 606: Counseling Children and Adolescents (3 credits)
• EDCD 608: Group Processes and Analyses (4 credits)
• SPSY 692: Counseling in the Schools (3 credits)
• EDRS 590: Education Research (3 credits)
• EDRS 620: Quantitative Inquiry in Education (3 credits)
• SPSY 753: Diversity, Equity, and Social Justice in Schools (3 credits)

Additional Experiential Learning Coursework for EdS (15-19 credits)

• SPSY 751: Advanced Assessment Practicum in School Psychology I (3 credits)
• SPSY 752: Advanced Assessment Practicum in School Psychology II (3 credits)
• SPSY 775: Prevention Intervention Consultation Practicum (3 credits)
• SPSY 790: School Psychology Internship (3 credits)*

*Students must register for at least 3 credits in two semesters.

Application Deadlines

For more information and to apply, visit the admissions website .

* Priority deadline ensures consideration for the intended semester as well as financial aid options for students. Programs will continue to review applications until at capacity. Some programs do not review applications past the priority deadline.

Application Requirements

All application materials must be submitted through George Mason’s online graduate application . In addition to meeting general university admissions requirements , applicants will need to provide the requirements below.

To be considered for graduate studies, the following items are evaluated during the admission review process:

• Graduate application and fee
• 750- to 1,000-word written statement of your goals and interest in the program
• Current resume
• Two letters of recommendation: Applicants should follow the instructions included in the online application to submit the recommendation forms directly to their recommenders. Mason does not accept paper recommendations. Recommendations should be professional or academic in nature.
• Transcripts from all previous institutions attended in the United States. Please refer to the Office of Graduate Admissions information page for specific requirements regarding uploading unofficial transcripts.
• Applicants with transcripts from institutions outside of the United States could have additional requirements. Please refer to the How To Apply page for specific requirements about submitting international transcripts, evaluations, and English language proficiency.

Admissions Requirements

Admission to graduate programs at George Mason University is competitive. Applicants are evaluated on the strength of their academic backgrounds, results of standardized exams (if required by the program), work experience, and any additional evidence of potential success in the program. Faculty admissions review is a holistic review of requirements as well as the applicant’s potential academic and professional success upon completion of the program.

At a minimum all admitted students must have:

• An earned baccalaureate from a regionally accredited institution of higher education, or international equivalent, verified from official transcripts. Expectation of an earned baccalaureate prior to the first day of classes for the term for which the student is applying will also meet this requirement. See the graduate admissions policy for more information.
• A minimum 3.00 GPA on a 4.00 scale in baccalaureate study. Students with less than a 3.0 GPA are encouraged to apply, addressing previous academic challenges and highlighting evidence for future success in their goal statement.
• International students should reference Admission of International Students for additional requirements.

Tuition (2024-25)

Please Note: Refer to the Students Accounts Office website for more information on tuition and fees. Internship courses will incur a higher course fee to fund on-site assistance involving intensive clinical training/supervision.

*Mandatory Student Fee (MSF): $159.50

**VA state residents who are eligible must apply for the 15% PreK-16 VA Educators Discount in order to take advantage of the lower tuition. Eligible students receive 15% off the total tuition and mandatory student fee.

Financial Aid

For information on loans and scholarships, visit the Office of Student Financial Aid . For information regarding grants, tuition waivers, and other merit aid, please inquire with your graduate department. Also, many school districts offer tuition reimbursement options. Speak to your employer for more information.

The school psychology curriculum is sequential with students who follow a cohort model taking classes at the same time. The sequence of classes is found under the courses tab. There is also a specific sequence of classes for students who elect to pursue the program part-time. Students who wish to enroll part-time are encouraged to discuss the sequence with faculty before enrolling.

Although students follow a set curriculum, advising from faculty is welcomed, frequent, and ongoing. The range of advising topics is broad. Common advising topics include practicum placements, student goals for a particular class or the program, how to obtain an internship, or maintaining a balance of school, work, and life. All the faculty in the School Psychology Program are involved in advising.

Current students should visit MyMason for important forms and documents.

School Psychology

Anticipated start term Spring 2025 Fall 2025 Spring 2026 Fall 2026

If you're interested in more than two programs or aren't sure which program to select, just choose the most relevant and we can discuss your options with you.

Program of interest Add-on Endorsement in Special Education - General Curriculum Certificate Advanced Studies in Teaching & Learning - Diverse & Exceptional in PK-12 - MED Advanced Studies in Teaching & Learning - Physical Education - MED Advanced Studies in Teaching & Learning - Sci, Tech, Eng, Math STEM - MED Advanced Studies in Teaching and Learning - MED Advanced Studies in Teaching and Learning - Spanish - MED Applied Behavior Analysis - Certificate Arabic Foreign Language Education [PK-12 Licensure] - MED Assistive Technology - Certificate Assistive Technology - MED Athletic Training - MS Autism Spectrum Disorders - Certificate Blindness and Visual Impairments - Certificate Chinese Foreign Language Education [PK-12 Licensure] - MED Counseling - Clinical Mental Health - MED Counseling - School Counseling - MED Critical Studies in Education - Certificate Early Childhood Ed-PK3 - Certificate Early Childhood Education for Diverse Learners - MED Early Childhood Education for Diverse Learners Licensure - MED Early Childhood Special Education Licensure - Certificate Educ Assessment Evaluation & Data Literacy - Data Literacy - Certificate Educ Assessment Evaluation & Data Literacy - Program Evaluation - Certificate Education - PHD Education Kinesiology - PHD Education Leadership - Certificate Education Leadership - MED Education Leadership - PHD Education Policy - Certificate Educational Psychology - Educ Assessment, Evaluation & Data Literacy - MS Educational Psychology - Individualized Studies - MS Educational Psychology - Learning Sciences in Diverse Contexts - MS Educational Psychology - Learning, Cognition, and Motivation - MS Elementary Education - MED English to Speakers of Other Languages [ESOL] Education [PK-12 Licensure] - MED English to Speakers of Other Languages [ESOL] Education [PK-12 Non-Lic] - MED French Foreign Language Education [PK-12 Licensure] - MED German Foreign Language Education [PK-12 Licensure] - MED Gifted Education - Certificate Graduate Non-Degree Studies - College of Education and Human Development Inclusive Early Childhood Education - Early Childhood Spec Ed [Licensure] - MED Inclusive Early Childhood Education - Early/Primary Ed PK3 [Licensure] - MED Inclusive Early Childhood Education - MED International Baccalaureate [IB] in Teaching and Learning - Certificate Japanese Foreign Language Education [PK-12 Licensure] - MED Kinesiology - MS Korean Foreign Language Education [PK-12 Licensure] - MED Latin Foreign Language Education [PK-12 Licensure] - MED Leadership and Human Development - Independent School Leadership - MED Leadership and Human Development - MED Learning Design and Technology - MS Learning Technologies - Blended & Online Learning in Schools - Certificate Learning Technologies - Designing Digital Learning in Schools - Certificate Learning Technologies - E-Learning - Certificate Literacy Education - K-12 Literacy Instruction [Non-licensure] - MED Literacy Education - Literacy Leadership for Diverse Schools - MED Literacy/Reading Instruction - Literacy Coaching - Certificate Literacy/Reading Instruction - Reading Specialist - Certificate Mathematics Specialist Leader - MED Research Methods - Concentration in Anti-Racist & Decolonizing Rsr - Certificate Research Methods - Qualitative Research - Certificate School Psychology - EDS Secondary Education - Biology - MED Secondary Education - Chemistry - MED Secondary Education - Computer Science - MED Secondary Education - Earth Science - MED Secondary Education - English - MED Secondary Education - History/Social Science - MED Secondary Education - Math - MED Secondary Education - Physics - MED Secondary Education License - Certificate Spanish Foreign Language Education [PK-12 Licensure] - MED Special Education - Concentration in K-12 Adapted Curriculum Licensure - MED Special Education - Concentration in K-12 General Curriculum Licensure - MED Special Education - Early Childhood Special Education - MED Special Education - MED Special Education - PK-12 Blindness and Visual Impairments Licensure - MED Sport and Recreation Studies - Individualized Study in Sport, Recreation, and Tourism - MS Sport and Recreation Studies - Recreation Administration - MS Sport and Recreation Studies - Sport and Leisure Studies - MS Sport and Recreation Studies - Sport Management - MS Sport Coaching - Certificate Sport Management - International Sport Management - Certificate Tactical Athlete - Certificate Teaching English to Speakers of Other Languages [TESOL] [PK-Adult Non-Lic] - MED Teaching ESOL for PK-12 Practitioners - Certificate

Add-on Endorsement in Special Education - General Curriculum Certificate Advanced Studies in Teaching & Learning - Diverse & Exceptional in PK-12 - MED Advanced Studies in Teaching & Learning - Physical Education - MED Advanced Studies in Teaching & Learning - Sci, Tech, Eng, Math STEM - MED Advanced Studies in Teaching and Learning - MED Advanced Studies in Teaching and Learning - Spanish - MED Applied Behavior Analysis - Certificate Arabic Foreign Language Education [PK-12 Licensure] - MED Assistive Technology - Certificate Assistive Technology - MED Athletic Training - MS Autism Spectrum Disorders - Certificate Blindness and Visual Impairments - Certificate Chinese Foreign Language Education [PK-12 Licensure] - MED Counseling - Clinical Mental Health - MED Counseling - School Counseling - MED Critical Studies in Education - Certificate Early Childhood Ed-PK3 - Certificate Early Childhood Education for Diverse Learners - MED Early Childhood Education for Diverse Learners Licensure - MED Early Childhood Special Education Licensure - Certificate Educ Assessment Evaluation & Data Literacy - Data Literacy - Certificate Educ Assessment Evaluation & Data Literacy - Program Evaluation - Certificate Education - PHD Education Kinesiology - PHD Education Leadership - Certificate Education Leadership - MED Education Leadership - PHD Education Policy - Certificate Educational Psychology - Educ Assessment, Evaluation & Data Literacy - MS Educational Psychology - Individualized Studies - MS Educational Psychology - Learning Sciences in Diverse Contexts - MS Educational Psychology - Learning, Cognition, and Motivation - MS Elementary Education - MED English to Speakers of Other Languages [ESOL] Education [PK-12 Licensure] - MED English to Speakers of Other Languages [ESOL] Education [PK-12 Non-Lic] - MED French Foreign Language Education [PK-12 Licensure] - MED German Foreign Language Education [PK-12 Licensure] - MED Gifted Education - Certificate Graduate Non-Degree Studies - College of Education and Human Development Inclusive Early Childhood Education - Early Childhood Spec Ed [Licensure] - MED Inclusive Early Childhood Education - Early/Primary Ed PK3 [Licensure] - MED Inclusive Early Childhood Education - MED International Baccalaureate [IB] in Teaching and Learning - Certificate Japanese Foreign Language Education [PK-12 Licensure] - MED Kinesiology - MS Korean Foreign Language Education [PK-12 Licensure] - MED Latin Foreign Language Education [PK-12 Licensure] - MED Leadership and Human Development - Independent School Leadership - MED Leadership and Human Development - MED Learning Design and Technology - MS Learning Technologies - Blended & Online Learning in Schools - Certificate Learning Technologies - Designing Digital Learning in Schools - Certificate Learning Technologies - E-Learning - Certificate Literacy Education - K-12 Literacy Instruction [Non-licensure] - MED Literacy Education - Literacy Leadership for Diverse Schools - MED Literacy/Reading Instruction - Literacy Coaching - Certificate Literacy/Reading Instruction - Reading Specialist - Certificate Mathematics Specialist Leader - MED Research Methods - Concentration in Anti-Racist & Decolonizing Rsr - Certificate Research Methods - Qualitative Research - Certificate School Psychology - EDS Secondary Education - Biology - MED Secondary Education - Chemistry - MED Secondary Education - Computer Science - MED Secondary Education - Earth Science - MED Secondary Education - English - MED Secondary Education - History/Social Science - MED Secondary Education - Math - MED Secondary Education - Physics - MED Secondary Education License - Certificate Spanish Foreign Language Education [PK-12 Licensure] - MED Special Education - Concentration in K-12 Adapted Curriculum Licensure - MED Special Education - Concentration in K-12 General Curriculum Licensure - MED Special Education - Early Childhood Special Education - MED Special Education - MED Special Education - PK-12 Blindness and Visual Impairments Licensure - MED Sport and Recreation Studies - Individualized Study in Sport, Recreation, and Tourism - MS Sport and Recreation Studies - Recreation Administration - MS Sport and Recreation Studies - Sport and Leisure Studies - MS Sport and Recreation Studies - Sport Management - MS Sport Coaching - Certificate Sport Management - International Sport Management - Certificate Tactical Athlete - Certificate Teaching English to Speakers of Other Languages [TESOL] [PK-Adult Non-Lic] - MED Teaching ESOL for PK-12 Practitioners - Certificate

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Second program of interest Add-on Endorsement in Special Education - General Curriculum Certificate Advanced Studies in Teaching & Learning - Diverse & Exceptional in PK-12 - MED Advanced Studies in Teaching & Learning - Physical Education - MED Advanced Studies in Teaching & Learning - Sci, Tech, Eng, Math STEM - MED Advanced Studies in Teaching and Learning - MED Advanced Studies in Teaching and Learning - Spanish - MED Applied Behavior Analysis - Certificate Arabic Foreign Language Education [PK-12 Licensure] - MED Assistive Technology - Certificate Assistive Technology - MED Athletic Training - MS Autism Spectrum Disorders - Certificate Blindness and Visual Impairments - Certificate Chinese Foreign Language Education [PK-12 Licensure] - MED Counseling - Clinical Mental Health - MED Counseling - School Counseling - MED Critical Studies in Education - Certificate Early Childhood Ed-PK3 - Certificate Early Childhood Education for Diverse Learners - MED Early Childhood Education for Diverse Learners Licensure - MED Early Childhood Special Education Licensure - Certificate Educ Assessment Evaluation & Data Literacy - Data Literacy - Certificate Educ Assessment Evaluation & Data Literacy - Program Evaluation - Certificate Education - PHD Education Kinesiology - PHD Education Leadership - Certificate Education Leadership - MED Education Leadership - PHD Education Policy - Certificate Educational Psychology - Educ Assessment, Evaluation & Data Literacy - MS Educational Psychology - Individualized Studies - MS Educational Psychology - Learning Sciences in Diverse Contexts - MS Educational Psychology - Learning, Cognition, and Motivation - MS Elementary Education - MED English to Speakers of Other Languages [ESOL] Education [PK-12 Licensure] - MED English to Speakers of Other Languages [ESOL] Education [PK-12 Non-Lic] - MED French Foreign Language Education [PK-12 Licensure] - MED German Foreign Language Education [PK-12 Licensure] - MED Gifted Education - Certificate Graduate Non-Degree Studies - College of Education and Human Development Inclusive Early Childhood Education - Early Childhood Spec Ed [Licensure] - MED Inclusive Early Childhood Education - Early/Primary Ed PK3 [Licensure] - MED Inclusive Early Childhood Education - MED International Baccalaureate [IB] in Teaching and Learning - Certificate Japanese Foreign Language Education [PK-12 Licensure] - MED Kinesiology - MS Korean Foreign Language Education [PK-12 Licensure] - MED Latin Foreign Language Education [PK-12 Licensure] - MED Leadership and Human Development - Independent School Leadership - MED Leadership and Human Development - MED Learning Design and Technology - MS Learning Technologies - Blended & Online Learning in Schools - Certificate Learning Technologies - Designing Digital Learning in Schools - Certificate Learning Technologies - E-Learning - Certificate Literacy Education - K-12 Literacy Instruction [Non-licensure] - MED Literacy Education - Literacy Leadership for Diverse Schools - MED Literacy/Reading Instruction - Literacy Coaching - Certificate Literacy/Reading Instruction - Reading Specialist - Certificate Mathematics Specialist Leader - MED Research Methods - Concentration in Anti-Racist & Decolonizing Rsr - Certificate Research Methods - Qualitative Research - Certificate School Psychology - EDS Secondary Education - Biology - MED Secondary Education - Chemistry - MED Secondary Education - Computer Science - MED Secondary Education - Earth Science - MED Secondary Education - English - MED Secondary Education - History/Social Science - MED Secondary Education - Math - MED Secondary Education - Physics - MED Secondary Education License - Certificate Spanish Foreign Language Education [PK-12 Licensure] - MED Special Education - Concentration in K-12 Adapted Curriculum Licensure - MED Special Education - Concentration in K-12 General Curriculum Licensure - MED Special Education - Early Childhood Special Education - MED Special Education - MED Special Education - PK-12 Blindness and Visual Impairments Licensure - MED Sport and Recreation Studies - Individualized Study in Sport, Recreation, and Tourism - MS Sport and Recreation Studies - Recreation Administration - MS Sport and Recreation Studies - Sport and Leisure Studies - MS Sport and Recreation Studies - Sport Management - MS Sport Coaching - Certificate Sport Management - International Sport Management - Certificate Tactical Athlete - Certificate Teaching English to Speakers of Other Languages [TESOL] [PK-Adult Non-Lic] - MED Teaching ESOL for PK-12 Practitioners - Certificate

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School Psychology Graduate Programs in Massachusetts

1-8 of 8 results

Harvard Graduate School of Education

• Cambridge, MA ·
• Harvard University ·
• Graduate School
• · Rating 4.75 out of 5   16 reviews

Harvard University, Graduate School, CAMBRIDGE, MA. 16 Niche users give it an average review of 4.8 stars. Featured Review: Master's Student says I've just started the Online Education Leadership Master's Program and am finishing the first online course, How People Learn. I can already tell how intentional the course content and coursework are... Read 16 reviews.

School of Arts and Sciences - Tufts University

• Medford, MA ·
• Tufts University ·
• · Rating 4 out of 5   4 reviews

Tufts University, Graduate School, MEDFORD, MA. 4 Niche users give it an average review of 4 stars. Featured Review: Master's Student says My experience was mostly great! I felt supported by faculty and staff and became involved in student activities. It was just unfortunate that my on-campus experience was cut short due to the pandemic... Read 4 reviews.

Bouvé College of Health Sciences

• Boston, MA ·
• Northeastern University ·
• · Rating 4.4 out of 5   5 reviews

Northeastern University, Graduate School, BOSTON, MA. 5 Niche users give it an average review of 4.4 stars. Featured Review: Master's Student says NUPA is a rigorous program. Classes are scheduled Monday-Friday 8-5 pm with a one-hour lunch break at noon. There are 1-3 exams per week throughout each semester. There are scheduled skills and... Read 5 reviews.

Graduate College of Education - San Francisco State University

• San Francisco State University ·
• Graduate School ·
• SAN FRANCISCO, CA

SUNY Plattsburgh School of Arts and Sciences

• SUNY Plattsburgh ·
• PLATTSBURGH, NY

Sawyer Business School

• Suffolk University ·

College of Education - University of Massachusetts Amherst

• Amherst, MA ·
• University of Massachusetts Amherst ·
• · Rating 4.75 out of 5   4 reviews

University of Massachusetts Amherst, Graduate School, AMHERST, MA. 4 Niche users give it an average review of 4.8 stars. Featured Review: Doctoral Student says I have some of the best professors teaching me and supporting me. Classes are stressful and packed but I have acquired immense knowledge and experience. I have become more confident as a teacher... Read 4 reviews.

College of Education and Human Development - University of Massachusetts Boston

• University of Massachusetts Boston ·
• · Rating 4.13 out of 5   8 reviews

University of Massachusetts Boston, Graduate School, BOSTON, MA. 8 Niche users give it an average review of 4.1 stars. Featured Review: Alum says University of Massachusetts Boston was a perfect fit for graduate school. As a full-time working parent, the online option for graduate school was key. I was able to continue to work full-time and... Read 8 reviews.

School of Education, Health, and Natural Sciences - Worcester State University

• Worcester, MA ·
• Worcester State University ·
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School Psychology

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The School Psychology Program at the University of Massachusetts Boston (UMass Boston) is designed to prepare professionals whose primary interests involve children, families, and the educational process. Training goals are founded on a respect for the dignity and worth of all people, with a commitment to appreciating and responding to human diversity. Coursework integrates theory and research in child and adolescent development. CIP Code: 42.2806

Possible Career Paths

Managers, All Other | Psychologists, All Other | Psychology Teachers, Postsecondary

The University of Massachusetts Boston is a nationally-ranked public research university known for its inclusive culture, student-centered teaching and deep connections to the booming economy and rich civic life of Boston. Nationally recognized as a model of excellence for urban public research universities, UMass Boston is the most diverse research university in the Northeast.

School Psychology

The MA/EdS in School Psychology is offered by the Department of Education to prospective school psychologists. School Psychologists have a vital responsibility in the nation's schools to promote equitable educational and mental health services for all children with special attention to the systems and structure that harm, marginalize, and disenfranchise students, families, and educators in schools.

This program typically takes three years to complete with students completing 24 courses and field work.

This program is geared toward school-based practice. It is fully approved by the National Association of School Psychologists and the Massachusetts department of Elementary and Secondary Education.

Program Outcomes

A hallmark of the Tufts School Psychology program is the emphasis on the application of classroom-based knowledge. Students participate in field experiences during all three years of the program and apply knowledge and skills from the classroom to field-based experiences. You'll receive support and guidance in your field placements from supervisors at your field sites as well as program faculty.

Graduates of the program are immediately eligible for both a state and national license as a School Psychologist. On average, 100% of our graduates are employed as school psychologists within three months of graduating from the program. In any given year, 75% are typically employed at schools in Massachusetts across the preK-12 age range.

Application Requirements

• Application fee
• Personal statement
• Official TOEFL, IELTS, or Duolingo English Test, if applicable
• Transcripts
• Three letters of recommendation
• Interview with Practitioner: In order to become informed about the roles and responsibilities of practitioners in the field, arrange to interview a practicing school psychologist.
• Shadowing: School Psychology candidates must interview or shadow a school psychologist to become informed about the roles and responsibilities in the field. Candidates must also submit a supplemental essay of 500 words or less describing what they've learned from the experience of shadowing a school psychologist.
• Select candidates will be invited to the virtual School Psychology Program Interview Day in March.

Prerequisites

Students are required to have a course in Abnormal Psychology (or the equivalent), Developmental Psychology, and Statistics/Research Methods as prerequisites for enrollment. In addition, a course on racism, racial equity, or social justice, or relevant fieldwork related to racial or social justice is required.

Tuition and Financial Aid

See Tuition and Financial Aid information for GSAS Programs. Note: This program is eligible for federal loans and Tufts tuition scholarships.

Director's Message

Scott Greenspan

Research/Areas of Interest: Scott's research focuses on school-based mental health services and multi-tiered systems of support, physical activity promotion, and affirming psychosocial supports for LGBTQIA+ youth. He publishes his work in peer-reviewed journals and presents at national conferences.

Erin Seaton

Research/Areas of Interest: Special Education, human development, teaching and learning, adolescence, gender, equity in education, qualitative research methods, child and adolescent literature and literacy, writing

Anna Banerjea

Denise Carver

Victoria Downes

Meredith Edelstein

Cathryn Magielnicki

Noelle Roop

Robert Trant

Rachel Vorkink

Michele Welch

Related programs, educational studies, middle and high school education, stem education, elementary stem.

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Education Specialist in School Psychology

Get your credentials for an in-demand career..

The Education Specialist in School Psychology program (formerly certificate of advanced graduate studies) at Worcester State University provides you with the knowledge and practical experience to become a thoughtful and responsive professional who is prepared for an in-demand career in school psychology.

Approved by the  National Association of School Psychologists Accreditation Board  and grounded in an ecological framework focused on prevention, assessment, and intervention, our program imparts in you the values of social and educational equality, sensitivity, and empathy. It is one of only 6 programs of its kind in Massachusetts, and it provides you with a high-quality education at a competitive cost.

As a full-time, 72-credit, 3-year program, it offers you course sequences in assessment, counseling, and neuropsychology as well as opportunities for collaborative research with experienced faculty. In recent years, students have presented their findings nationally.

Upon successful conclusion of the program’s requirements—including passing the necessary licensure exams, completing more than 1,800 hours of supervised practicum and internship experience, and performing successfully on a comprehensive exam—you will earn an education specialist degree in school psychology and a master of education in school psychology, which results in endorsement as a credentialed school psychologist in the state of Massachusetts through the Department of Elementary and Secondary Education .

Graduates of this program help students in today’s diverse public schools to achieve academically, socially, and emotionally—and they are sought after by employers. Although most go on to rewarding careers as school psychologists in public schools, others pursue careers in hospitals, private schools, prison facilities, and private practice.

View the Catalog

Admission Requirements

The Education Specialist in School Psychology program welcomes applications from those who have an interest in commitment to the delivery of psychological services in a diverse society. Diversity among students in the program is expected; however, it is anticipated that all applicants will possess a bachelor’s degree with appropriate coursework or complete such coursework during the beginning phases of training.

The Education Specialist in School Psychology program admits students for the fall semester only. Priority application review for fall admission begins February 1.

Following formal application and meeting the graduate school’s general admission criteria, the EdS in School Psychology program utilizes multiple criteria for admission:

• An official transcript from the institution that awarded your bachelor’s degree
• An overall undergraduate grade point average of 3.0 or above
• An undergraduate major in psychology or education*
• Passing score on the MTEL Communication and Literacy subtest (may be completed during the first semester of study)
• Official transcript from each graduate institution that awarded your degree(s) or course credit, if applicable

*Students may be admitted to the program from a variety of academic backgrounds. However, it is expected that an appropriate number of courses in psychology may be required in the initial phases of training. The faculty reserves the right to determine those courses to be taken. This preparatory coursework will not directly apply to the course requirements for the EdS in School Psychology.

Worcester State offers you a cadre of professionals, faculty, adjunct faculty, and clinical supervisors who view themselves as partners and mentors with students, as they undertake this arduous, yet satisfying journey.

Clinical Experience

All clinical experience is fully supervised.

Pre-Practicum A 30+ hour pre-practicum is completed during the second semester of the first year. Students are placed in a school and work directly with children.

Practicum A 600+ hour practicum is completed during the second year of study.

Internship During the third year, students complete a 1,200+ hour, unpaid internship in a school system.

Program Outcomes

Students receive a EdS in school psychology and an MEd in school psychology at the culmination of 3 years of full-time study. Upon completion, students may receive institutional endorsement to obtain the credential of school psychologist in the state of Massachusetts.

The education specialist degree is awarded upon successful completion of 72 credits combined planned program of study including a supervised, full-time practicum (600+ hours) and supervised full-time, unpaid internship (total 1,200+ hours), completion of an acceptable professional portfolio, and successful performance on a comprehensive examination. Candidates must satisfy all other graduate and degree requirements.

Institutional endorsement for professional credential as a school psychologist requires a passing score on the Massachusetts Teacher Educator Licensing Examination (MTEL) and sitting for the Praxis II exam and successful completion of all education specialist components.

Take the next step towards becoming an Education Specialist in School Psychology

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School Psychology (MS/CAGS)

YOU ARE BOUVÉ

Excel as a school psychologist

School psychologists are behavioral health specialists who conduct psychological, educational and behavioral assessments for the purpose of designing effective interventions, counseling children and parents, consulting with teachers and parents, implementing and evaluating school-wide prevention programs and performing in-service training.

Northeastern University offers a Master of Science (MS) in School Psychology and a Certificate of Advanced Graduate Study (CAGS) in School Psychology. The entire three-year program (M.S. and CAGS) has full approval from the National Association of School Psychologists and the Massachusetts State Department of Education.

Distinctive features of our program include:

• Urban and culturally diverse field placements and applied research projects
• Early childhood emphasis
• Highly collaborative and student-centered faculty
• Strong and supportive student cohort groups

Our training approach incorporates the importance of interdisciplinary collaboration. Our students learn how to work on teams in delivering services, and how to draw upon the rich resources of professionals from related disciplines.

Our students have a strong professional identity and social conscience. The department has a very active student chapter of the school psychology division of the American Psychological Association (Student Affiliates in School Psychology-SASP).

This student chapter plans educational workshops, conferences, and social activities. Many of our alumni have assumed leadership roles in state and national organizations. In addition, they consider themselves advocates for the needs of children.

Degree type: – MS in School Psychology Study options: – On ground (Boston Campus) – Full-time only – Fall admission only

Application deadlines: Jan 15 (Priority Deadline) June 15

Duration: 3 years (typically)

GRE: Not required

F1 Eligible: Yes

If you have questions or concerns regarding professional licensure, please contact program manager Robin Codding .

School Psychology MS

A cornerstone of Northeastern University and our program is practice-oriented education. We train students to become highly skilled scientific practitioners and lifelong learners, who employ the scientific, problem-solving method to evaluate their own practice.

Real world projects and work experiences are integrated into coursework and fieldwork. Students complete practicum and internship fieldwork requirements in local area schools. The faculty have developed a rich network of collaborative school psychologists who serve as excellent field supervisors. Faculty assist with placing students at school fieldwork sites in and around the Boston Metropolitan area.

During the third year internship students document their mastery of the training goals through comprehensive case studies.

Students complete 525 hours of field experience in school psychology during the first 2 years, including 75 hours of course-based practicum in the first year and 450 hours (roughly 2 days/week) of field-based practicum in the second year,

During the field-based practicum, students are expected to demonstrate their skills in the following core areas of school psychology:

• Domain 1: Data-Based Decision Making 
• Domain 2: Consultation and Collaboration 
• Domain 3: Academic Interventions and Instructional Supports 
• Domain 4: Mental and Behavioral Health Services and Interventions 
• Domain 5: School-Wide Practices to Promote Learning 
• Domain 6: Services to Promote Safe and Supportive Schools 
• Domain 8: Equitable Practices for Diverse Student Populations 
• Domain 9: Research and Evidence-Based Practice 
• Domain 10: Legal, Ethical, and Professional Practice 

In accordance with the National Association of School Psychologists (NASP) and Massachusetts Department of Education (DOE) requirements for certification/licensure in school psychology, students are required to attain a minimum of 1200 hours of field experience during their internship in school psychology.

Internship students are enrolled in a seminar course during the internship year. A university supervisor, who is a certified school psychologist, instructs this course. For internship within Massachusetts, the university supervisor maintains contact with the field supervisor through three site visits. At the end of the internship year, the field supervisor and university supervisor determine if the student has progressed adequately in the major competency areas.

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Handbooks and Manuals

Sample curriculum.

Sample curriculum, subject to change.

The MS/CAGS program in school psychology requires a total of 62 semester hours, including a full-year internship. Students electing to pursue the Applied Behavior Analysis or Early Intervention concentrations require additional coursework, and will complete the program in 3 years.

For that information, students should consult with their academic advisor or see the  university course catalog .

Fall Semester

CAEP 6201 Introduction to assessment

• CAEP 6206 Learning Principles

CAEP 6218 Infant, Child and Adolescent Development 

• CAEP 6365 Seminar in School Psychology

Spring Semester

• CAEP 6203 Understanding Culture and Diversity

CAEP 6247 Child and Adolescent Psychopathology 

• CAEP 6350 Cognitive Assessment

CAEP 6360 Consultation 

CAEP 6328 Single Case Research Design 

CAEP 6400 Pre-Practicum in School Psychology 

HLTH 5410  Statistics in Health & Behavior Sciences

CAEP 6347 Behavior Management 

CAEP 6353 Curriculum-Based Assessment and Data-Based Decision Making 

CAEP 6354  Social, Emotional and Behavioral Assessment 

CAEP 8415 Practicum in School Psychology I 

CAEP 6401 Counseling Children and Adolescents in Schools

CAEP 6345  Promoting Youth Academic Success in Schools

CAEP 6402 Promoting Social, Emotional, and Behavioral Success in Schools  

CAEP 8416   Practicum in School Psychology II 

Complete 6 semester hours from the following:

• Internship in School Psychology 1
• Internship in School Psychology 2

Admissions Requirements

Although most applicants to the program were psychology majors in college, some are not. Our program does require the following four undergraduate psychology courses as prerequisites:

• Introduction to Psychology
• Research Methods and Statistics (in psychology or in another social science field)
• Developmental Psychology
• Abnormal Psychology

To apply, applicants must also have the following:

An undergraduate major in psychology or its equivalent (6-8 courses with emphasis on the science of human behavior)

A minimum grade point average of 3.0

Two letters of recommendation  (academic and professional)

Personal statement of goals and expectations.

Personal interview with faculty

TOEFL or IELTS (International Students)

Official transcript from baccalaureate program  and all college coursework

International students must have their transcripts verified. Students who are interested in the School Psychology program can use WES , ECE , or Scholaro for credential verification.

For more requirements please visit our graduate admissions page .

Got questions?

Please reach out to us.

Dr. Robin Codding Program Director 408 Int’l Village

Program Information

School psychology accreditation.

The MS/CAGS program in School Psychology at Northeastern University is accredited by the National Association of School Psychologists and the Massachusetts State Department of Education . Therefore, students who successfully complete all program requirements will be eligible to obtain an Initial School Psychology License from the Massachusetts State Department of Education.

Although Massachusetts has licensing reciprocity with several states, licensing requirements do differ from state-to-state. Students should therefore contact the state department of education in which they plan to apply for exact information. Additional information including links to state credentialing requirements is available on the NASP website .

For questions about the MS/CAGS program in School Psychology as it relates to school psychology licensure, please contact:

Jessica B. Edwards George , PhD Director of Clinical Training

Program Annual Report and Student Outcomes Data

Pre-Practicum and Practicum

Pre-practicum.

As its name denotes, the pre-practicum occurs prior to the practicum and is 75 hours in duration. The pre-practicum can be completed at the end of the first year of the program or at the beginning of the second year. The purpose of the pre-practicum is for students to gain observational experiences and to learn about the school ecology.

Practicum : Students complete 525 hours of field experience in school psychology during the first 2 years, including 75 hours of course-based practicum in the first year and 450 hours (roughly 2 days/week) of field-based practicum in the second year,

• Domain 10: Legal, Ethical, and Professional Practice

In regard to the assessment requirements, students should complete at least two comprehensive psycho-educational assessments, and their total number of assessments should be between a minimum of 5 and a maximum of 10. The comprehensive assessments should include multiple reliable and valid methods that assess multiple domains of functioning, and the choice of instruments should be derived from the presenting concerns/referral questions. More detailed guidance can be found in the portfolio guidelines.

Course Work

Our practicum students have already taken the following courses:

• CAEP 6201 Introduction to Assessment
• CAEP 6218 Infant, Child and Adolescent Development
• CAEP 6247 Child and Adolescent Psychopathology
• CAEP 6360 Consultation
• CAEP 6328 Single Case Research Design
• CAEP 6400 Pre-practicum in School Psychology
• HLTH 6510 Statistics in Health and Behavior Sciences
• CAEP 6347 Behavior Management

During the practicum year students will take the following courses:

FALL SEMESTER

CAEP 6353  Curriculum-Based Assessment and Data-Based Decision Making 

CAEP 6354   Social, Emotional and Behavioral Assessment 

CAEP 8415   Practicum in School Psychology I 

CAEP 6401   Counseling Children and Adolescents in Schools  

SPRING SEMESTER

CAEP 6345  Promoting Youth Academic Success in Schools

CAEP 6402  Promoting Social, Emotional, and Behavioral Success in Schools

CAEP 8416 Practicum in School Psychology II

Field Supervision

Field supervisors, who provide practicum supervision and mentoring, must have a Massachusetts educator’s licensure (certification) as a school psychologist and a minimum of three years of experience as a school psychologist. Practicum supervision consists of a minimum of one hour per week, in a face-to-face format.

University Supervision

Practicum students are enrolled in a seminar course during the practicum year. A university supervisor, who is a certified school psychologist, instructs this course. The university supervisor maintains contact with the field supervisor through two site visits and phone calls when necessary. At the end of the practicum year, the field supervisor and university supervisor determine if the student has progressed adequately in core areas and is ready for internship.

Benefits for Supervisors

In recognition of the valuable guidance and supervision students receive from field-based supervisors, the Bouvé College of Health Sciences at Northeastern University offers a host of benefits to field-based supervisors. A list of these benefits can be provide upon request.

School Psychology Internship

In accordance with the National Association of School Psychologists (NASP) and Massachusetts Department of Education (DOE) requirements for certification / licensure in school psychology, students are required to attain a minimum of 1200 hours of field experience during their internship in school psychology.

Out of State Internships

Students may elect to conduct their internship in another state.  They should check with the state’s Department of Education to determine state licensure/certification requirements.

Prerequisites

In order for students from the Northeastern University School Psychology Program to be eligible to begin their internship, they must complete the following milestones in the program:

• Successful completion of the Massachusetts Tests for Educator Licensure (MTEL)
• Successful completion of all coursework with the exception of internship
• Successful completion of the master’s level portfolio (master’s thesis equivalent)

Internship supervision and mentoring should be provided by a credentialed school psychologist with a minimum of three years of experience.  Internship supervision consists of a minimum of two hour per week, in a face-to-face format.

Internship students are enrolled in a seminar course during the internship year.  A university supervisor, who is a certified school psychologist, instructs this course.  For internship within Massachusetts, the university supervisor maintains contact with the field supervisor through three site visits.  At the end of the internship year, the field supervisor and university supervisor determine if the student has progressed adequately in the major competency areas.

Practice Requirements

• Consultations with four staff and two parents
• Counsel 6 students (individually or in groups)
• 1 Professional Development or Student-centered Prevention Program
• Demonstrate multicultural competencies in all areas
• Demonstrate knowledge of state and federal laws.
• Familiar with and conform to the ethical standards established by NASP and APA
• Demonstrate competency in communication and information technology

Comprehensive Case Studies

During the internship year, students are required to produce four case studies that illustrate their competencies across NASP domains. These case reports are: 

• Academic Concern (Consultation) 
• Social-Emotional/Behavioral Concern (Consultation or Direct Service) 
• Prevention 
• Comprehensive Psychoeducational Assessment

Successful Completion of Internship

• Completion of 1200 hours of fieldwork
• Passing score on school psychology praxis exam prior to April 1.
• Completion of requirements in internship syllabus 
• Ratings at the “expected level” or higher on all competency areas from internship supervisor 
• Completion of all internship paperwork 

Experiential Learning and Clinical Opportunities

Real world projects and work experiences are integrated into coursework and fieldwork. Students complete practicum and internship fieldwork requirements in local area schools. The faculty have developed a rich network of collaborative school psychologists who serve as excellent field supervisors. Faculty assist with placing students at school fieldwork sites in and around the Boston Metropolitian area.

Frequently Asked Questions

What is the employment landscape like for your program graduates.

In general the job market is extremely positive for school psychologists. Our alumni receive job offers soon after graduation and oftentimes they have multiple job offers to choose from in the summer after graduation.

Opportunities to develop expertise in Applied Behavior Analysis (ABA) or Early Intervention (see concentration information below), opportunities to engage in school psychology research and scholarship by co-presenting with faculty at conferences and co-authoring articles, and leadership opportunities available through Northeastern’s local Student Affiliates in School Psychology (SASP) chapter help our students’ resumes “stand out from the crowd” when they are applying for jobs. Our program has a 100% pass rate on the School Psychology Praxis Exam.

Do I have to complete all of the prerequisite undergraduate courses before applying to the program?

Applicants can be admitted to the program conditionally, pending completion of the prerequisite courses. We expect conditionally accepted applicants to pass all of the prerequisite courses prior to beginning the program. The program is flexible about how incoming students meet the prerequisite requirement. Courses can be taken through an online course offered at an accredited university or at a community college if that is more convenient and affordable.

How much is tuition and is financial aid available?

Typically there are a small number of Dean’s Scholarships for MS/CAGS students, which are awarded based on merit. No additional application is needed to be considered for these awards.

See more FAQs

School Psychology Program FAQs .

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• School Psychology MA/CAGS Graduate Program
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• Department of Counseling, Educational Leadership, and School Psychology

Psychological and Educational Services in Schools

The Rhode Island College School Psychology graduate program prepares candidates to provide a range of psychological and educational services to support the academic, behavioral, and social-emotional health of children and families in the school community. Candidates earn a M.A. in counseling and a C.A.G.S. in school psychology within three years. Our unique partnerships with outstanding field-based supervisors provide you with the highest quality training experiences.

Program Details

Why ric school psychology, about school psychology, admission requirements, course information, field, practicum and internship experiences.

• Fully Accredited by the National Association of School Psychologists (NASP).
• Approved "With Distinction" by the Rhode Island Department of Education (RIDE).
• Candidates earn a MA in counseling and CAGS in school psychology in three years.
• Small cohorts of 12-15 candidates per year ensure the best in personalized learning.
• 100% of recent graduates report being "Mostly" or "Extremely" Satisfied with the graduate training they received in our program. 
• Financial aid is available, including graduate assistantships and funding through grants. 
• Courses are scheduled in the evenings during Fall and Spring semesters
• We have excellent partnerships with local school districts and field supervisors.
• We coordinate internship experiences in Year 3 to ensure that all candidates have a paid internship (minimum $10,000 stipend).
• The employment rate for program graduates is 100%.

School Psychology Program FAQs

"The professors are extremely knowledgeable, helpful, and friendly - easily the best part of the program. I still will, on occasion, reach out to professors for help with a situation at work."

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A Career That Makes A Difference

School psychologists make a lasting difference in children's lives. They support students' ability to learn and teachers' ability to teach. They are experts in learning, behavior, mental health, and school systems   ( A Career that Makes a Difference: National Association of School Psychologists, 2023 ). 

What School Psychologists Do

School psychologists apply expertise in mental health, learning, and behavior to help children and youth succeed academically, socially, behaviorally, and emotionally. They provide assessment, support, and intervention services to students; partner with families, teachers, and other professionals to create safe, healthy, and supportive learning environments; work with school administrators to improve school-wide policies; and collaborate with community providers to coordinate services for students ( A Career that Makes a Difference: National Association of School Psychologists, 2023 ). 

Strong Job Outlook

Demand for school psychologists is exceptionally strong and on the rise. School psychology is consistently rated among the 100 Best Jobs in the  U.S. News and World Report School Psychologist Overview . The national average salary for school psychologists is $87,550. The average salary for school psychologists in Rhode Island is $84,230, and the average salary in Massachusetts is $92,730 ( Occupational Employment and Wage Statistics, U.S. Bureau of Labor Statistics, 2022 ). The National Association of School Psychologists also provide additional information on workforce and salary information . 

Visit the National Association of School Psychologists

Criteria for Admission

To be considered for admission, you must provide the following by February 1:

• completed application form accompanied by a $50 nonrefundable application fee
• official transcripts of all undergraduate and graduate records
• résumé or curriculum vitae
• professional goals essay
• 3 letters of recommendation accompanied by candidate rating forms
• performance based evaluation

Additional Admissions Criteria (strongly recommended):

• A minimum of three undergraduate or graduate courses in psychology (the admissions committee will consider experiences or coursework in the areas of child mental health or educational settings, in lieu of these requirements, on an individual basis).
• A minimum cumulative grade point average (GPA) of B (3.00 on a 4.00 scale) in undergraduate course work, and/or a minimum GPA of 3.25 in previous graduate work. Applicants with undergraduate GPAs less than 3.00 will be considered upon submission of other evidence of academic potential.

The deadline to submit a complete application packet is February 1. Materials must be postmarked by February 1 to be reviewed. If materials are late your application packet will be considered in the next cycle (the following year).

• Application Deadline: February 1
• Select Applicants Invited for Interview: March
• Notification of Acceptance Decision: March/April
• Earliest Admission Point: Fall Semester

After February 1, application materials are reviewed and select applicants are invited for an on-campus interview (scheduled in March). Applicants receive official notification of their acceptance from the Rhode Island College Graduate School in April. 

Additional Questions? 

Please review our  Frequently Asked Questions  about the RIC school psychology program application requirements.

For general questions about applying to the program or to be connected with a current student in the program, please contact the school psychology graduate assistant .

For specific questions about applying as a C.A.G.S-only student, please contact Dr. Jenlyn Furey , the program director.

For questions related to submitting your online application materials, please contact Rosina Misuraca .

How to Apply

You will need to apply through the Feinstein School of Education and Human Development Graduate Programs Admission​.

RIC's school psychology program is a three-year, entry-level professional training program designed to prepare school psychologists to be proficient in delivering psychological and psycho-educational services to children and youth in school settings. 

First Year: Foundational Knowledge Courses

Fall semester.

• CEP 532: Theories and Methods of Counseling (3 hrs.)
• CEP 534: Quantitative Measurement and Test Interpretation (3 hrs.)
• CEP 601: Cognitive Assessment (3 hrs.)
• CEP 603: Professional School Psychology (3 hrs.)

Spring Semester

• CEP 533: Psychology of students with Exceptionalities (3 hrs.)
• CEP 551: Behavioral Assessment and Intervention (3 hrs.)
• CEP 604: Psychoeducational Assessment and RTI (3 hrs.)
• TESL 539: Language Acquisition and Learning (3 hrs.)

Summer Semester

• CEP 536: Biological Perspectives in Mental Health (3 hrs.)
• CEP 538: Clinical Practicum I (3 hrs.)
• CEP 531: Human Development Across Cultures (3 hrs.)
• CEP 537: Introduction to Group Counseling (3 hrs.)

Second Year: Practicum and Courses

• CEP 651: Academic Instruction, Intervention, and Supports (3 hrs.)
• CEP 675: Consultation and Collaboration in School and Community (3 hrs.)
• CEP 605: School Psychology Practicum (3 hrs.) *Two days per week in a school, supervised by a school psychologist, and the CEP 605 class is held on Thursday evenings.
• M.A. in Counseling – Comprehensive Examination
• CEP 554: Research Methods in Applied Settings (3 hrs.)
• CEP 602: Social Emotional Assessment and Intervention (3 hrs.)
• CEP 605: School Psychology Practicum (3 hrs.) *Two days per week in a school, supervised by a school psychologist, and the CEP 605 class on Thursday evenings.​
• ​SPED 534: Involvement of Parents and Families Who Have Children with Disabilities (3 hrs.)
• Submission of Training Portfolio

Third Year: Internship 

• CEP 629: Internship in School Psychology (6 hrs.) *Five days per week in a school, supervised by a school psychologist. The CEP 629 class is held on Friday afternoons.
• National School Psychology Examination: PRAXIS Exam
• CEP 629 –Internship in School Psychology (6 hrs.) *Five days per week in a school, supervised by a school psychologist. The CEP 629 class is held on Friday afternoons.
• Submission of Performance Portfolio

Additional Information About Courses

• During Fall and Spring semesters, classes are scheduled once per week in the evenings from 4–6:50 pm or 7–9:50 pm
• Summer Sessions I and II classes are scheduled twice per week from 3–6:35 pm or 7–10:35 pm
• Most class formats are 100% in-person, but some are offered in a Hybrid format (half in-person, half online). 
• Sample plans of study for part-time or C.A.G.S.-only students can be found in the School Psychology Handbook .
• The program must be completed within six years. Candidates are allowed to attend part time in year one, but full-time attendance is required for years two and three.

Course Requirements

Course Descriptions

Field experiences provide opportunities for school psychology candidates to practice and master skills consistent with the reflective practitioner model of the FSEHD Conceptual Framework and  NASP's Practice Model . Certified field supervisors and college-based faculty members oversee practicum and internship experiences. 

During year two, candidates complete a full-year practicum experience in a supervised K-12 school setting. A minimum of 400 practicum hours (approximately two full days per week) must be completed by candidates. In addition to training in a school setting, year two candidates attend weekly seminars where field-based experiences are integrated with best practices in school psychology. 

During year three, candidates complete a full-year internship experience in a supervised K-12 school setting. A minimum of 1,200 internship hours (five full days per week), must be completed by candidates. In addition to training in a school setting, interns attend weekly seminars where field-based experiences are integrated with best practices in school psychology. 

Partnerships

The program has strong connections with regional school districts. Recent cooperating school districts include: Attleboro, Burrillville, Blackstone Valley Prep, Cranston, Coventry, Cumberland, Fall River, Providence, Woonsocket, Exeter-West Greenwich, Seekonk, Fairhaven, Somerset, Strategic Psychological Associates, and East Providence.

Hear from Recent Graduates

“Practicum and internship placements were well thought out and ensured a well-rounded experience at all grade levels.”

"My intern supervisor was extremely helpful and made sure I have a wide array of experiences within the school setting."

Additional Information

For more details about goals and objectives related to field experiences, refer to the  School Psychology Handbook .

Our Faculty

Dr. Shannon E. Dowd-Eagle

Dr. John W. Eagle

Dr. Jenlyn Furey

Associate Professor

Dr. Elizabeth Gibbons Holtzman

Adjunct faculty, yanilda goris.

• Adjunct Faculty I

Ms. Alexis B. Moniz

Program Director

• email [email protected]
• phone 401-456-8555
• Request Information

Psychology Doctoral Programs in Massachusetts

Are you searching for doctoral programs in psychology in Massachusetts to prepare for a rewarding professional career in academic, research, community, school, or clinical practice settings? You have certainly come to the right place!

Situated in the New England region of the northeastern United States as the 14th most populous and 3rd most densely populated state, it is no surprise that Massachusetts is packed full of some of the best universities in the nation offering accredited psychology graduate programs for aspiring licensed psychologists. Whether you are born and raised or considering moving to the “Bay State,” the following are the psychology doctoral programs that have been approved by the American Psychological Association (APA) in Massachusetts.

Boston College

Lynch school of education.

Founded in 1863 by the Society of Jesus with a strong Roman Catholic and Jesuit religious affiliation, Boston College is a comprehensive private research institution situated on a 338-acre campus in the suburban setting of Chestnut Hill just six miles west of downtown Boston. Known for having one of the highest graduation rates for student-athletes in the nation, BC is currently ranked as the 31st best college and 36th top value school in the nation by the U.S. News and World Report. As the 19th best education school in the United States, the Lynch School of Education is also acclaimed for having the 67th best psychology graduate programs.

Doctor of Philosophy (Ph.D.) in Counseling Psychology

Focused on providing outstanding training in a scientist-practitioner approach to deliver a breadth of top-notch practical opportunities in diverse mental health settings under close supervision of an internationally recognized counseling faculty, the Ph.D. in Counseling Psychology program aims to advance knowledge and engage in practices that help students build relationships beyond the classroom with meaningful community involvement. With an emphasis on cutting-edge and purposeful research, students are able to explore the complex challenges of our society, including trauma resiliency, domestic violence, bias-based bullying, gender issues, culture, and immigration. Requiring advanced practicum, a year of full-time internship, and successful defense of a dissertation, the program typically requires five years of full-time study for students who already graduated from one of the APA-accredited psychology master’s programs.

Accreditations

• American Psychological Association (APA) Commission on Accreditation (CoA)
• New England Association of Schools and Colleges (NEASC)

Contact Information

Campion Hall Room 101 140 Commonwealth Avenue Chestnut Hill, MA 02467 (617) 552-4214 [email protected] http://www.bc.edu/content/bc/schools/lsoe/academics/departments/cdep/counseling-psychology/doctoral-program.html

Boston University

Department of psychological and brain sciences.

Highly regarded as one of the largest independent non-profit universities in the nation with a diverse community of more than 33,000 students, Boston University is a leading elite private research institution standing proudly along the shores of the Charles River in the heart of the global city of Boston. According to the U.S. News and World Report, BU is currently ranked as the 41st best college and 14th top up-and-coming school in the entire nation. Even more importantly, the Department of Psychological and Brain Sciences is recognized for delivering the 46th best psychology graduate programs in the United States.

Doctor of Philosophy (Ph.D.) in Clinical Psychology

As one of the first twelve psychology doctoral programs approved by the APA in 1948, the Ph.D. in Clinical Psychology program has a long-lasting dedication to the scientist-practitioner Boulder model of doctoral training to produce competent graduates with essential clinical assessment, intervention, and research skills. With the mission of helping students develop strengths in research and clinical practice along with the critical thinking skills to integrate the two domains, the program involves early involvement in faculty research, numerous clinical training at sites with licensed psychologists, and coursework developed from up-to-date research findings. After completing an intensive practicum experience on-campus in the Psychological Services Center and finishing the independent research dissertation, students conclude their training with an APA-approved clinical internship in the final fifth year.

Cummington Hall Room 149A 1 Silber Way Boston, MA 02215 (617) 353-3820 [email protected] http://www.bu.edu/psych/graduate/clinical/

Clark University

School of psychology.

As a small private liberal arts research institution with a close-knit atmosphere of just over 2,500 students, Clark University is in the midst of 12 other universities within the Worcester College consortium situated in the heart of Worcester overlooking the ski spot of Wachusett Mountain. According to the U.S. News and World Report survey, Clark is currently ranked as the 75th best college and 29th top value school in the United States. Furthermore, the School of Psychology is nationally recognized for having the 101st best psychology and 70th best clinical psychology graduate programs.

Designed to train students in the scientist-practitioner model with practical experiences that will develop proficiency in theory, empirical research work, and clinical practice, the Ph.D. in Clinical Psychology program provides a strong foundation in general psychology, theory, and research as well as specialized education in clinical psychology through an integrated series of intensive practicum in clinical settings. With an emphasis on assessment and therapy with adults and children or marital and family intervention, students are encouraged to acquire clinical skills and knowledge suited to a broad range of conceptual approaches. Throughout the five-year program, students are actively engaged in advanced coursework, clinical workshops, practicum experiences, supervised research, a dissertation, and a full-time year-long internship that has been approved by the APA for licensure.

Jonas Clark Hall 3rd Floor 950 Main Street Worcester, MA 01610 (508) 793-7274 [email protected] https://www.clarku.edu/departments/psychology/phd-programs/phd-in-clinical-psychology/

Harvard University

Department of psychology.

Located on a vast 5,076-acre urban campus in the historic town of Cambridge just outside of Boston, Harvard University is a major elite private research institution in the prestigious Ivy League with a community of over 20,000 degree candidates. Known for being the oldest institution of higher education in the United States, established in 1636, today Harvard is ranked as the 2nd best college and 1st top value school in the nation by the U.S. News and World Report. Not only is the Department of Psychology recognized for having the 4th best psychology graduate programs, but it is also acclaimed for the 14th best clinical psychology doctoral program in the nation.

As a leading member of the Academy of Psychological Clinical Science, the Ph.D. in Clinical Psychology program strong adheres to the clinical science model of training to produce competent clinical psychologists whose research advances the scientific knowledge of psychopathology and its treatment. With an emphasis on research on severe psychopathology, the program also aims to train graduate students for applying evidence-based methods of assessment and intervention to clinical settings. Usually taking five years to complete for those with a master’s degree, the program includes research, advanced coursework, clinical practicum, general comprehensive examination, dissertation project, and a one-year full-time clinical internship to fulfill all requirements for licensure in the state of Massachusetts.

William James Hall Room 1230 33 Kirkland Street Cambridge, MA 02138 (617) 495-3810 [email protected] https://psychology.fas.harvard.edu/clinical-psychology

Massachusetts School of Professional Psychology

Division of clinical psychology.

Founded in 1974 as a graduate college devoted exclusively to the several branches of the field of psychology, the Massachusetts School of Professional Psychology is located in the town of Newton within minutes of downtown Boston on an intimate campus of just over 600 students. As one of the four departments offering eleven graduate academic degree programs, the Division of Clinical Psychology is committed to preparing competent clinical psychologists for treating individuals, families, groups, and systems in professional clinical practice settings.

Doctor of Psychology (Psy.D.) in Clinical Psychology

Ideal for graduate students who wish to become treating clinicians, supervisors, program directors, administrators, or consultants in major mental health agencies throughout New England, the PsyD in Clinical Psychology program is focused on the practical application of existing psychosocial knowledge with respect for diversity and cultural competence to ameliorate human psychological problems. As one of the few hybrid online doctoral programs in the nation, the four-year program consists of a seamless blend of online coursework with applied clinical field placement and internship experiences. Designed to provide broad and rigorous training in clinical knowledge to engage the development of the “professional self,” the PsyD degree places a strong emphasis on the science of psychology strictly for the service of applied practice with clients across the lifespan in diverse settings.

• National Council of Schools and Programs of Professional Psychology (NCSPP)

One Wells Avenue Newton, MA 02459 (617) 327-6777 [email protected] https://www.williamjames.edu/academics/clinical/psyd/index.cfm

Suffolk University

Situated in the historic neighborhood of Beacon Hill just blocks from the Massachusetts State House and Faneuil Hall in downtown Boston, Suffolk University is a comprehensive private institution that stands as the third largest university in Boston with over 8,900 students. Recognized as one of the “Best 376 Colleges” by the prestigious Princeton Review and one of Barron’s “Best Buys in College Education,” Suffolk is ranked as the 60th best college in the North by the U.S. News and World Report. Even more importantly, the Department of Psychology is distinguished for offering the 145th best clinical psychology and 191st best psychology doctoral programs in the entire nation.

Established in accordance with the scientist-practitioner Boulder model grounded in science informed by the dynamic character of the discipline, the Ph.D. in Clinical Psychology program involves systematic and cumulative training in both psychological research and applied clinical practice to prepare graduate students for careers in practice, research, community, or academic settings. With the mission of preparing competent clinical psychologists who can function with high levels of ethical and cultural awareness, the program addresses the developmental, psychodynamic, systemic, behavioral, cognitive, humanistic, and integrative perspectives for intervention in psychotherapy. For completion, students must accomplish 72 credits of advanced coursework, two years of practicum experience, a teaching assistantship, early research project, comprehensive examination, doctoral dissertation, and full-time internship.

41 Temple Street Boston, MA 02114 (617) 573-8293 [email protected] https://www.suffolk.edu/cas/degrees-programs/psychology

University of Massachusetts – Amherst

Known for being the central location of the state school system on an immense 1,463-acre campus in the famous college town with New England charm just 90 miles away from Boston, the University of Massachusetts at Amherst is a large comprehensive public research institution with a community of more than 23,000 students. Consistently recognized as one of the most sustainable campuses in the country, UMass Amherst is currently ranked as the 91st best college and 40th top public school in the entire United States. The Department of Psychology is also distinguished for having the 46th best psychology and 47th best clinical psychology graduate programs in the nation.

Following a clinical science model of training to prepare graduate students for careers in clinical research and empirically supported clinical practice, the Ph.D. in Clinical Psychology program provides plentiful opportunities to engage in psychotherapy and neuropsychological assessments with clients from across the lifespan and diverse backgrounds in a wide range of clinical settings. Home to the renowned Rudd Adoption Research Program with a strong relationship with the Center for Research of Families, the program also offers a unique concentration in Child, Adolescent, and Family (CAF) Psychology. Throughout the five-year program, students are assigned a faculty mentor to gain training in effective research methodologies for engaging in the applied studies of psychopathology, development, emotion, psychotherapy, cognition, family systems, and neuropsychology.

Doctor of Philosophy (Ph.D.) in School Psychology

As the only APA-accredited psychology doctoral program in the state focused on preparing graduate students for leadership in K-12 school settings, the Ph.D. in School Psychology program is based on an ecological-oriented scientist-practitioner model of training to immerse students in quality pre-professional activities. With the mission of preparing professionals who practice school psychology with sensitivity to the individual case and careful attention to relevant features of education, social, behavioral, or emotional needs, the program admits applicants with backgrounds in psychology, education, and/or special education. As a 109-semester hour program with a one-year full-time internship in a school-based setting, the program typically requires at least five years to complete the Ph.D. degree for licensure.

• National Association of School Psychologists (NASP)

Tobin Hall Room 441 37 Mather Drive Amherst, MA 01003 (413) 545-2383 [email protected] http://psych.umass.edu/research_and_training/

University of Massachusetts – Boston

Psychology department.

Nationally recognized as a model of excellence for urban universities, the University of Massachusetts at Boston is a comprehensive public research doctoral-granting institution of the state school system on a 186-acre campus along scenic waterfront in the hub of downtown Boston. Home to more than 16,000 students, UMass Boston is known for combining a small college experience with low student-to-faculty ratios and the vast resources of a major research institution. According to the U.S. News and World Report, the Psychology Department is currently ranked as having the 117th best psychology and 70th best clinical psychology doctoral programs in the United States.

With an emphasis on the theoretical issues in normal and abnormal development from infancy through adolescence to adulthood, the Ph.D. in Clinical Psychology program adheres to the scientist-practitioner model to provide students with a balance of research and clinical practice training. Designed to prepare academics, researchers, and clinicians who have a strong theoretical background in scientific psychology with essential skills for clinical intervention, the program aims to train students for serving under-served populations to meet the needs of individuals across the lifespan from diverse economic, racial, and socio-cultural groups. Involving five to six years of full-time graduate study, the doctoral degree program consists of advanced academic coursework, two year-long practicum, a Master’s thesis, a qualifying paper, a dissertation, teaching experience, and a one-year full-time APA-approved internship.

McCormack Hall 4th Floor 100 Morrissey Blvd. Boston, MA 02125 (617) 287-6350 [email protected] http://www.umb.edu/academics/cla/psychology/grad/cp

As one of the most important areas of study and service to better understand the human experience for meeting the diverse mental health needs of today’s society, the field of psychology is consistently growing faster than average in response to greater demand for psychological services in schools, social service agencies, hospitals, clinics, and other community-based mental health facilities. Therefore, if you have a strong drive to work intimately with people at the core of their personal challenges or advance the profession through conducting research studies, it is recommended that you check out these top-notch doctoral programs in psychology in Massachusetts.

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Psychology Graduate Programs: Master's & PhD in Massachusetts

What is a psychology graduate program.

Psychology graduate programs are courses of study designed to prepare students for professional practice in the field of Psychology. The program typically includes advanced coursework, clinical experiences, and research projects. They may help students pursue career paths related to the human mind, behavior and explore the ways people interact with each other and the world.

Graduate students study Psychology to gain insight into human challenges. They apply what they’ve learned to new problems and complete projects in an area of interest.

One main application for these programs is addressing mental health problems. You may study what abnormal psychology looks like. And, you may learn how to treat patients with conditions like depression or addiction.

What Types of Psychology Graduate Programs Are There?

Psychology graduate programs can be earned at the Master’s and Doctor degree levels. At the doctoral level, you could choose from two paths. One is a PhD in Psych. The other is a Doctor of Psychology (Psy.D.) degree.

You’ll also find different Master’s programs in Psychology near Massachusetts . One is the M.S. (Master of Science) and M.A. (Master of Arts) degrees. The M.S. may focus more on scientific research. And the Masters of Arts program may apply psychology theory to real world issues. You can also find many different specializations. From mental health counseling to experimental psychology!

Types of Psychology Majors in Massachusetts

• Applied Behavior Analysis . Explore ways to create behavioral changes.
• Clinical Psychology . Study how to treat mental, emotional, and behavioral disorders.
• Developmental Psychology . Explore the ways humans learn and change through their lives.
• Organizational Psychology . Also called industrial organizational psychology. Learn methods to improve performance in businesses.
• Forensic Psychology . Learn how the criminal mind works.
• Counseling Psychology . In a counseling program, learn how to assess personal challenges. And, plan a treatment approach.

Schools with Psychology Graduate Programs in Massachusetts

Popular Psychology Graduate Programs in Massachusetts

Psychology graduate programs are reported by NCES under the category of Psychology. Let’s look at the most recent data (2015/16). 34,177 Psychology degrees were awarded to U.S. graduate students. That is up 4% from 2013/14. Most (81.9%) of these programs were at the Master’s level. So a master’s degree is the most popular grad program in psychology.

Do You Need a Psychology Graduate Program?

Career paths that need a psych grad degree are growing. For instance, BLS projects a need for Mental Health Counselors. These roles should grow 18% by 2032. The same applies to Substance Abuse and Behavioral Disorder Counselors. New jobs may arise from growing need. Especially among veterans. And people with addictions.

You do need a grad degree in psychology for most career paths in this field. For instance, BLS states that most psychologists need to earn a doctoral degree. This should be in the area of psych you want to practice. Master’s degree programs could be enough to prep you for other career paths. (You can also consider a related field. Like, social work. Clinical social workers may do counseling. Like for addiction.)

The amount of education you’ll need also depends on other factors. Like your state’s licensing laws. For example, Substance Abuse and Behavioral Disorder Counselors . In private practice, these pros need a license. In all states, that means earning a Master’s degree. You’ll also need supervised clinical experience.

What Psychology Jobs Can You Get with a Graduate Degree?

Many career paths that need a psych grad degree involve working with patients. You could treat people for mental illness. Or counsel them to resolve personal challenges. Mental counselors are a good example of this. They address a variety of concerns. Like stress. Or relationship problems. Also, more serious issues. Like depression and suicidal thoughts.

Clinical and Counseling Psychologists have similar goals. But, they may use different techniques. For instance, Clinical Psychologists often give tests. This helps identify problems. They also design programs to help change patients’ behavior.

Other career paths involve research. Or solving problems by applying psych principles. For instance, Organizational Psychologists solve problems at work. They help improve culture and morale in businesses. How? By using their knowledge of human behavior to find out how employees work best.

Annual Mean Salary for Psychology Careers

Source: U.S. Bureau of Labor Statistics ( BLS )

Top States for Psychology Employment: Psychologists (All Other)

If you don’t plan to work in health care, consider other industries. For instance, forensic psychologists work in criminal justice. They also apply their knowledge in the courtroom. And school psychologists work in educational settings. They address student behavior and learning challenges.

Masters in Psychology vs PhD in Psychology

A Master’s in Psychology is the minimum education requirement in this field. That’s true for many career paths in Psychology. A Master’s program usually covers an in-depth overview of the field.

But, most psychologists need to earn a PhD or Psy.D. degree. This is key for meeting state license requirements. A PhD program delves deeper into the field. Its features include:

• A focus on research
• Courses in statistics and more
• An exam on all you learned
• A dissertation

Often, doctoral programs help students prepare for a certain branch of psych. For instance, you could specialize in addictions. Or health psychology.

Pursuing a doctorate in Massachusetts could be your next move after earning your Master’s. Either program could be a step toward your career goals. And you could earn both! You could even pursue a dual Master’s / PhD program. In this case, you enter with a Bachelor’s degree. Then you earn your Master’s on the way to your doctorate.

What Classes Are Needed for a Psychology Graduate Degree?

Psychology graduate programs cover the basic science of psychology. And, they cover how to use that knowledge in practice. You could study developmental psychology. And the biological bases of human behavior. You may also take courses on how to practice psychology. Plus, explore ethics and how to work with patients. And if you pursue a concentration, you’ll take courses in that area.

Courses you could take include:

• History, Systems & Philosophy of Psychology
• Psycho pharmacology
• Cognitive/Intellectual Assessment
• Drug Addiction
• Life Span Development
• Multicultural and Gender Issues
• Personality Disorders
• Group Dynamics

What Courses Will I Take?

You could take core courses in psychology. Plus, electives in areas of interest to you. Common courses include:

• Psycho pathology. This course explores disorders in psychology. Expect to study the causes of mental illnesses. And how to diagnose them. You could also learn how to treat these disorders.
• Behavior Analysis. This course covers adaptive behavior. And also when behavior goes wrong. You could explore factors that go into how people act. And, you could study how people learn behaviors.
• Psycho therapy. This course focuses on how to treat mental illness. You’ll study assessment methods. And intervention strategies. You could also learn how to work with patients.
• Personality Psychology. Many programs offer a course that explores personality. You could study factors that make up a person’s identity. And how they see themselves. These include gender, culture, and family.
• Research in Psychology. Research is an important part of graduate school. So, expect to take one or more courses in research methods. Like statistical data analysis. And hypothesis testing.

What Should I Know About Accreditation and Licensure in Psychology?

Earning a grad degree from an accredited program is wise. Especially for certain career goals. For example, you may need to graduate from an APA accredited program to earn licensure in your state.

The American Psychological Association (APA) accredits these grad programs:

• Doctoral psychology programs. These could be in Clinical Psychology, Counseling Psychology or School Psychology. Or, combination programs
• Doctoral internships
• Postdoctoral residency programs

APA bases accreditation on many factors. Like, the quality of what students learn. The goal is to make sure what is being taught in your program is valid. So the coursework needs to meet current industry standards.

APA only accredits doctoral level programs. But, the MPCAC helps fill the gap. They accredit Master’s programs. Namely those in counseling and psychology.

Are you pursuing a counseling psychology program? CACREP accredits Master’s and doctoral programs in counseling.

How Long is Graduate School for Psychology?

That depends on the grad program. And whether you study part time or full time. Doctorate in psychology programs usually take four to six years. That is, for full-time students. Psychology master’s programs are usually around two years. However, some take as little as one year . Looking for more flexibility? Consider online master of psychology programs . In an online program, you could study the same curriculum as a campus program. And you could still learn from expert faculty members. The difference is that you’ll explore the field of psychology on your schedule.

How Much Does Graduate School Cost for Psychology?

The average cost of a grad degree from a public college is $11,617 per year. This means you will be able to find programs that are more affordable. And of course, more expensive than the average.

This graphic shows grad tuition costs of four schools. They have psychology graduate programs as reported by the NCES. We compared those costs to the typically most affordable colleges. And, the most expensive college options. (Also reported by NCES.)

Bureau of Labor Statistics

written by Shannon Fandler

GradSchools.com offers 17 Graduate Schools with Psychology Graduate Programs in Massachusetts

• Capella’s online psychology degrees are for busy professionals who want to pursue advancement in their career skills.
• Choose between the GuidedPath or FlexPath learning format, so you can learn in a way that fits your life.
• Learn from accomplished faculty who teach rigorous, real-world curriculum.

Explore our 17 Schools with Psychology Programs in Massachusetts

• Applied Behavior Analysis
• Clinical Psychology
• Cognitive Psychology
• Community Psychology
• Developmental Psychology
• Forensic Psychology
• Organizational Psychology
• Social & Personality Psychology
• Sports Psychology
• Earn your degree from a university with a “Whole Human Education” approach that focuses on assisting you in all aspects of your education: academic, emotional, career, financial, and family.
• Choose from 75+ programs: Whether you’re starting fresh or seeking advancement, our career-focused programs are designed to help you make an impact in your chosen field.
• National University is regionally accredited by the WASC Senior College and University Commission (WSCUC).

California Southern University, a member of the American InterContinental University System

Grand canyon university, the chicago school of professional psychology, liberty university online, national university, westfield state college, regis college, cambridge college, lesley university, anna maria college, northeastern university, browse graduate programs.

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Massachusetts Master’s in Psychology Programs and Resources

Below is an affordability ranked list of colleges in Massachusetts that offer postgraduate psychology programs. There are 65 programs offered by 29 educational institutions in Massachusetts. The programs include psychology, applied behavior analysis, industrial/organizational psychology, behavior analysis, counseling psychology, clinical psychology, forensics, clinical counseling, psychological studies, school counseling, educational psychology, developmental psychology, community social psychology, sport and exercise psychology, professional psychology, clinical developmental health, school psychology, developmental and brain sciences, leadership psychology, applied human development; and brain, behavior and cognition. See the resource section at the bottom of the page for helpful Massachusetts psychology information. Bordering states providing psychology graduate programs are Rhode Island , Connecticut , New York , Vermont and New Hampshire .

Massachusetts Master’s in Psychology Programs

Massachusetts Doctorate in Psychology Programs

Massachusetts Psychology Licensing and Resources

Massachusetts Psychology Related Podcasts

63: Jessica Sinarski, MA, LPCMH – Licensed Professional Counselor of Mental Health (LPCMH) and Founder of BraveBrains Discusses Her Ongoing Journey and Mission to Help Children and Adults

59: Sa-kiera Tiarra Jolynn Hudson, PhD – A “must listen to” podcast as “Kiera”, Assistant Professor at UC Berkeley Hass, Reflects on her Journey, and Offers Insightful Advice

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David B. Newman, PhD, MA, MA

Assistant Professor, Psychology

Contact information.

Email  [email protected]

Department of Psychology Loma Linda University, Central Building, Suite 119 11130 Anderson St., Loma Linda, CA  92350

David B. Newman

Degrees and Certifications

• PhD, Social Psychology - University of Southern California, 2019
• MA, Social Psychology - University of Southern California, 2016
• MA, Experimental Psychology - College of William and Mary, 2014

Areas of Specialization

• Social psychology
• Personality psychology
• Health psychology
• Ecological Momentary Assessment
• Multilevel modeling

Professional Licenses and Memberships

• Society for Personality and Social Psychology, Member
• Association for Psychological Science, Member
• International Positive Psychology Association, Member

Recent Publications and Presentations

Publications.

• Newman, D. B. , Gordon, A. M., O’Bryan, J., & Mendes, W. B. (2024). Stress reduction experiments in daily life: Scaling from the lab to the world. Journal of Experimental Psychology: General, 153 (4), 1076-1092.
• Newman, D. B ., Nezlek, J. B., & Tay, L. (2024). General gratitude and gratitude to God: Associations with personality and well-being. Journal of Positive Psychology, 19 (1), 157-165.
• Busseri, M. A. & Newman, D. B. (2024). Happy days: Resolving the structure of daily subjective well-being, between and within individuals.  Social Psychological and Personality Science, 15 (1), 80-92.
• Lutz, P. K., Zelenski, J. M., & Newman, D. B. (2023). Eco-anxiety in daily life: Relationships with well-being and pro-environmental behavior. Current Research in Ecological and Social Psychology, 4, 100110.
• Newman, D. B., & Sachs, M. E. (2023). Variation in bittersweet nostalgic feelings and their divergent effects on daily well-being. Emotion, 23 (4), 937-948.
• Newman, D. B., Gordon, A. M., Prather, A. A., & Mendes, W. B. (2023). Examining daily associations among sleep, stress, and blood pressure across adulthood. Annals of Behavioral Medicine, 57 (6), 453-462.
• Newman, D. B. , Nezlek, J. B., & Thrash, T. M. (2023). The dynamics of prayer in daily life and implications for well-being. Journal of Personality and Social Psychology, 124 (6), 1299-1313.
• Lutz, P. K., Newman, D. B. , Schlegel, R. J., & Wirtz, D. (2023). Authenticity, meaning in life, and life satisfaction: A multicomponent investigation at the trait and state levels. Journal of Personality, 91 (3), 541-555.
• Tay, L., Thapa, S., Newman, D. B. , & De Choudhury, M. (2022). Using social media to assess expressions of gratitude to God: Issues for consideration. Religions, 13 (9), 778.
• Newman, D. B.  (2022). Low income amplifies the negative relationship between nostalgia proneness and well-being. Applied Research in Quality of Life, 17 , 3311-3326.
• Newman, D. B., Epel, E. S., Coccia, M., Puterman, E., & Prather, A. A. (2022). Asymmetrical effects of sleep and emotions in daily life. Affective Science, 3,  307-317. https://doi.org/10.1007/s42761-022-00112-x
• Newman, D. B.,  Schneider, S., & Stone, A. A. (2022). Contrasting effects of finding meaning and searching for meaning, and political orientation and religiosity, on feelings and behaviors during the COVID-19 pandemic. Personality and Social Psychology Bulletin, 48 (6), 923-936
• Newman, D. B. , & Nezlek, J. B. (2022). The influence of daily events on emotion regulation and well-being in daily life. Personality and Social Psychology Bulletin, 48 (1), 19-33 .
• Newman, D. B., Gordon, A. M., & Mendes, W. B. (2021). Comparing daily physiological and psychological benefits of gratitude and optimism using a digital platform. Emotion, 21 (7), 1357-1365.
• Wen, C., K., Junghaenel, D. U., Newman, D. B. , Schneider, S., Mendez, M…. & Stone, A. A. (2021). The effect of training on participant adherence with a reporting time frame for momentary subjective experiences in Ecological Momentary Assessment: Cognitive interview study. Journal of Medical Internet Research: Formative Research, 5 (5), e28007
• Newman, D. B.,  Schwarz, N., & Stone, A. A. (2021). Global reports of well-being overestimate aggregated daily states of well-being. Journal of Positive Psychology, 16 (3), 407-416. doi. 10.1080/17439760.2020.1725608
• Newman, D. B.,  & Sachs, M. E. (2020). The negative interactive effects of nostalgia and loneliness on affect in daily life. Frontiers in Psychology, 11,  2185, doi. 10.3389/fpsyq.2020.02185
• Newman, D. B. , Sachs, M. E., Stone, A. A., & Schwarz, N. (2020). Nostalgia and well-being in daily life: An ecological validity perspective. Journal of Personality and Social Psychology, 118 (2), 325-347. doi: 10.1037/pspp0000236
• Nezlek, J. B., Newman, D. B. , Schuetz, A., Baumeister, R. F., Schug, J., Joshanloo, M., … Yokota, K. (2019). An international survey of perceptions of the 2014 FIFA world cup: National levels of corruption as a context for perceptions of institutional corruption. PLoS ONE, 14 (9). e0222492. https://doi.org/10.1371/journal.pone.0222492
• Newman, D. B. , Schwarz, N., Graham, J., & Stone, A. A. (2019). Conservatives report greater meaning in life than liberals. Social Psychological and Personality Science, 10 (4), 494-503. doi: 10.1177/1948550618768241
• Newman, D. B. , & Nezlek, J. B. (2019). Private self-consciousness in daily life: Relationships between rumination and reflection and well-being, and meaning in daily life. Personality and Individual Differences, 136,  184-189. doi: 10.1016/j.paid.2017.06.039
• Newman, D. B. , & Stone, A. A. (2019). Understanding daily life with Ecological Momentary Assessment. In F. Kardes, P. M. Herr, & N. Schwarz (Eds.), Handbook of research methods in consumer psychology  (pp. 259-275). New York: Routledge.

Presentations

• Newman, D. B. , Gordon, A. M., & Mendes, W. B. (2024, February). Is it better to be rich or educated? An Ecological Momentary Assessment study examining associations of individual and community level socioeconomic indicators with health and happiness.  Symposium talk presented at the 25th annual conference of the Society for Personality and Social Psychology, San Diego, CA.
• Newman, D. B. , Gordon, A. M., O’Bryan, J., & Mendes, W. B. (2023, March). Examining the effectiveness of a paced breathing exercise on positive affect and blood pressure: Scaling from the lab to daily life.  Flash talk presented at the annual conference for the Society for Affective Science, Long Beach, CA.
• Newman, D. B. , Gordon, A. M., & Mendes, W. B. (2023, March). Large scale mobile sensing to assess physiological and psychological states in daily life.  Symposium talk presented at the 80th annual conference for the American Psychosomatic Society, San Juan, Puerto Rico.
• Newman, D. B. , Lutz, P., & Sachs, M. E. (2023, February). Nostalgia’s bitter potential: Bidirectional relationships between nostalgia and envy.  Symposium talk presented at the 24th annual conference of the Society for Personality and Social Psychology, Atlanta, GA.
• Newman, D. B. , Nezlek, J. B., & Tay, L. (2023, February). Expressions and feelings of interhuman gratitude and gratitude to God in daily life.  Invited talk presented at the Psychology of Religion and Spirituality Pre-Conference at the 24th annual conference of the Society for Personality and Social Psychology, Atlanta, GA.
• Newman, D. B. , Gordon, A. M., Moore, J., & Mendes, W. B. (2022, October). Stress reduction experiments in daily life: Scaling from the lab to the world.  Symposium talk presented at the annual conference for the Society of Experimental Social Psychology, Philadelphia, PA.
• Newman, D. B.  (2022, March). The unique affective benefits of gratitude to God relative to interhuman gratitude in daily life. Flash talk presented at the Positive Emotions Pre-conference at the annual conference for the Society for Affective Science, virtual conference.
• Newman, D. B.  (2022, February). Reflections of gratitude to God in daily life. Data Blitz talk to be presented at the Psychology of Religion and Spirituality Pre-conference at the 23rd annual conference of the Society for Personality and Social Psychology, San Francisco, CA.
• Newman, D. B. , & Mendes, W. B. (2021, July). The influence of dispositional gratitude and optimism on health and well-being in daily life.  Podium talk presented at the 7th International Positive Psychology Association World Congress, virtual conference.
• Newman, D. B. , & Sachs, M. E. (2021, April). The effect of nostalgia on well-being depends on the elicitor. Talk presented at the conference for the Society for Affective Society, virtual conference.
• Newman, D. B. , Schneider, S., & Stone, A. A. (2021, February). Contrasting effects of finding meaning and searching for meaning in life on feelings and behaviors during the covid-19 pandemic.  Symposium talk presented at the 22nd annual conference of the Society for Personality and Social Psychology, virtual conference.
• Newman, D. B.  (2020, February). Religiosity and the search for meaning in life: Between- and within-person considerations. Data Blitz talk presented at the Psychology of Religion and Spirituality Pre-conference at the 21st annual conference of the Society for Personality and Social Psychology, New Orleans, LA.
• Newman, D. B. , Sachs, M. E., Stone, A. A., & Schwarz, N. (2019, February). Nostalgia and well-being in daily life: An ecological validity perspective.  Symposium talk presented at the 11th annual USC Graduate Research Symposium, Los Angeles, CA.

MA vs. MS in Psychology: Which Graduate Program Should You Pursue?

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Updated: September 12, 2024 , Reading time: 9 minutes

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Introduction to Psychology Graduate Programs

The cost of higher education is rising rapidly. As a result, more and more students are looking for degrees that lead to high-paying careers and better job stability . Masters in psychology are included in several rankings for the best degree for a strong return on investment .

Masters in Psychology programs are not exclusively offered only to those with bachelor’s degrees in psychology. These advanced degrees can be pursued by anyone who shows an interest in understanding human behavior. Yet, they may need to show proof of the basic foundation of psychological concepts .

Masters in Psychology graduates have a bright future ahead of them. According to recent Labor Statistics data, psychology careers will grow 7% from 2023 to 2033. With an average annual salary of $92,740, graduates can look forward to rewarding financial prospects.

Beyond financial gains, masters in psychology programs also bring along other benefits , such as:

• Networking Opportunities
• Professional Development
• Personal Fulfillment

Did you know that Master’s in Psychology programs are highly customizable? With over 20 specializations to choose from, you can shape your studies to fit your personal interests and career goals.

This flexibility not only helps you focus on what you’re passionate about but also gives you more control over your future earnings and work environment.

Just a quick overview: among the highest-paid psychology majors are:

• Industrial Organizational Psychology
• Forensic Psychology
• Clinical Psychology
• Neuropsychology
• School Psychology

Students who want to pursue a psychology master’s program have two options:

• Master of Arts in Psychology
• Master of Science in Psychology

Each degree has its own strengths and can open different career paths, so choosing the right one depends on your specific career goals and interests.

In this post, we will intensively dive into the differences between an MS and an MA in Psychology programs. By the end of the article, you should have an idea of which best suits you.

What Is A Master of Science in Psychology Program?

Master of Science or MS psychology programs are practice-oriented programs. These programs dive deep into how psychological principles shape our understanding of motivation, behavior, learning, and emotions . It’s all about making these concepts practical, so you’ll see how biological, environmental, and societal factors influence individuals and groups in real-world settings.

These programs usually require 33-36 credits to complete. Students usually graduate in three years, depending on their course load and whether they study full-time or part-time. Some of the most common courses in MS psychology programs include:

• Research Methods in Psychology
• Statistics for Psychology
• Biopsychology
• Cognitive Psychology
• Social Psychology
• Developmental Psychology
• Clinical Assessment

Common specializations are experimental, developmental, learning, and cognitive psychology.

As an MS in Psychology student, you’ll get hands-on experience applying theories to tackle social and organizational challenges.

You’ll also learn to conduct and analyze psychological research, all while following the ethical guidelines set by the American Psychological Association (APA). This program is designed to help you develop the skills to address professional issues and make a real impact effectively.

Because MS in Psychology doesn’t focus much on practical counseling skills, they aren’t usually used to get a license.

Instead, MS psychology programs often serve as a springboard for those aiming to pursue a PhD later. Their focus on the scientific aspects of psychology is very useful for research or entry-level roles in mental health and forensic psychology.

However, compared to an MA, an MS offers fewer opportunities for direct practice. The most common career paths for MS psychology graduates are:

• Research Scientist
• Data Analyst
• Clinical Research Coordinator
• Behavioral Therapist
• Forensic Psychologist
• Human Resources Specialist
• Academic Advisor

Exploring the Master of Arts in Psychology Program

On the other hand, MA Psychology programs are designed for students who want to emphasize the practical application of psychological principles. These programs concentrate more on hands-on skills and direct practice.

Similar to MS psychology programs, MA usually requires 33-36 credit hours. However, instead of doing research, MA students are required to engage in supervised internships or practicum experiences. Sample coursework for MA psychology programs include:

• Assessment and Evaluation
• Clinical Practice
• Counseling Techniques
• Crisis Intervention
• Ethical and Legal Issues in Psychology
• Human Development
• Psychotherapy

Coursework plus hands-on experiences in MA psychology programs are directed to help students pursue practice-based careers. Furthermore, MA programs are known to offer more specialization options than MS degrees.

Some of the most common roles pursued by MA psychology graduates include:

• Mental Health Counselor
• Marriage and Family Therapist
• School Psychologist
• Clinical Therapist
• Rehabilitation Specialist

MS vs. MA in Psychology

When deciding whether to pursue a Master’s in Psychology, consider these factors:

According to the Education Data Initiative, MA degrees in psychology are more expensive than MS programs . There are two main reasons for this.

• Program Structure

MA programs sometimes include additional components like internships , practical training, or capstone projects, which can increase costs due to associated fees or resources.

• Demand and Market Value

The higher cost of MA programs could reflect their perceived value in the job market. As MA degrees often lead to roles with higher salaries, such as clinical or counseling positions, the programs may charge a premium.

Personal Interests

Consider what excites you the most. If you’re passionate about conducting experiments and analyzing data, the MS route aligns with those interests. But if you’re drawn to direct client work and practical skills, the MA’s focus on hands-on experience might be more fulfilling.

Career Goals

When choosing between an MA and an MS in psychology, think about your career goals :

• MA Programs : These focus on practical, hands-on work, preparing you for careers in counseling, therapy, or social services. They teach skills for working directly with people, which is ideal if you want to be a therapist or counselor.
• MS Programs : These are more about research and data. They prepare you for jobs that involve analyzing data, designing research studies, or working in academia. If you’re interested in doing research or plan to pursue a PhD, an MS might be a better fit.

Whether you pursue an MA or an MS in psychology, you will have a challenging time. This is especially true for those maintaining responsibilities, such as work or family commitments.

Here are a few general tips on how to succeed in masters in psychology programs:

1. Ensure academic fit.

Students do better when they pursue something they’re passionate about. Look into the program’s curriculum, faculty expertise, and the experiences of current students to determine if the program matches your academic and professional objectives.

2. Commit to mastering time management.

Balancing graduate school and work can be tricky, and multitasking doesn’t help as much as we think. The American Psychological Association (APA) says switching between tasks can actually cut our productivity by 40%. Instead, focus on managing your time effectively.

One common mistake is the “planning fallacy”—underestimating how long tasks will take. To prevent this, track how you spend every hour of your week. This will help you see where your time goes and adjust your schedule accordingly.

3. Apply coursework learning to your career.

While it’s crucial to keep work and school separate—like not checking work email during class—there are times when combining them can be really beneficial. Since your job and studies are likely related, try to apply your coursework to your current role.

For instance, you could use a class project to address a real issue at work or implement new ideas you’re learning in your studies to improve processes in your job. By linking your assignments to your work, you can deepen your understanding of both and make your education more relevant to your career.

4. Tap your network for support.

Balancing grad school, work, and personal life can be tough. Keep friends, family, and colleagues informed about your new commitments to avoid misunderstandings. You also need to network with your broader academic community actively .

Here are a few tips on how to network with ease:

• Get involved in APA divisions or specialized groups to expand your network. Attend conferences, participate in job fairs, and take on active roles to boost your visibility.
• Overcome shyness by joining social events and preparing a brief introduction about your research. Be mindful of networking challenges for women and minorities by engaging with supportive groups.
• Build a professional online presence and use social media to share your work and connect with others. Seek help from mentors for networking and always follow proper etiquette, like sending thank-you notes.

Here are a few practical tips for research in an MS in Psychology program

• Focus on a specific niche concept or disorder within your study.
• Thoroughly review existing research on your topic . Create a research folder with relevant published papers. This will help with easy citation and inspire your project.
• Dive into your research project with enthusiasm.

Our best pieces of advice for aspiring MA in Psychology students to land the best internship opportunities :

• Find and compare internships that match your career goals.
• Connect with field experts through social media and university contacts.
• Seek internship opportunities and referrals from your professors. You can also use your school’s career services.

Key Takeaway: Investing in a Master’s in Psychology Program for Career Success

Both MA and MS programs in psychology offer valuable paths to achieving your goals. The best choice depends on your long-term objectives, interests, and what you hope to gain from the program.

Explore your options to find the program that best prepares you for your future in psychology.

Additional Resources:

• Best Online Master of Psychology Graduate Schools
• Cheapest Online Master’s Degree in Psychology
• Fastest Online Masters in Psychology

Related Posts

We’re certain of one thing—your search for more information on picking the best graduate degree or school landed you here. Let our experts help guide your through the decision making process with thoughtful content written by experts.

• Clinical Psychology

The University of Massachusetts Amherst Clinical Psychology Program offers a PhD in Clinical Psychology and espouses the clinical science model of training. We prepare students for careers in clinical research. Faculty and students engage in basic and applied studies of psychopathology, development, emotion, cognition, psychotherapy, neuropsychology, and family systems. Students who are interested in research and academic careers will thrive in our program. Our program is a proud member of the Academy of Psychological Clinical Science .

Consistent with our clinical science model, we train all of our students to engage in empirically supported clinical practice. As a result, our program may not be appropriate for students interested in full-time practice with a minimal research commitment. Students have the opportunity to engage in psychotherapy and neuropsychological assessments with clients from across the lifespan, from diverse backgrounds, and in a wide variety of settings. In research and practice, we appreciate and consider issues of diversity in terms of culture, socioeconomic status, ethnicity, gender, age, sexual orientation, and other individual differences. Please see our Statement of Support for Cultural Diversity and for a Community Process that Affirms Diversity. More information on our commitment to diversity can be found in the Diversity section.

The Clinical Psychology Program operates the Psychological Services Center , which provides evidence-based mental health services to the university and surrounding communities and engages in naturalistic psychotherapy and neuropsychological research.

Within our doctoral program we offer a major area of study in  Clinical Child Psychology , an emphasis in  Family Psychology  and exposure to  Behavioral and Cognitive Psychology .  The clinical program is also the home of the  Rudd Adoption Research Program  which conducts research on adoption and connects adoption research with policy and practice.  We also maintain a strong relationship with the  Center for Research on Families .

The University of Massachusetts Amherst Clinical Psychology Program has been continuously accredited since 1957 by the  American Psychological Association.  For information about our accreditation status, you can contact the  Office of Program Consultation and Accreditation , located at 750 First Street, NE, Washington, DC, 20002-4242 and can be reached by calling (202) 336-5979.

APA required information regarding students time to completion, program cost, internship rate, attrition rate, and licensure percentage can be found  here . Graduate students receive funding from a variety of sources and this funding is sufficient to cover some living expenses. Graduate students who work as teaching or research assistants can earn a full tuition waiver. You can learn more about  UMass tuition and fees .

For additional information about our program, please see our  FAQ page , Student Handbook , and current  faculty . Another useful resource is a CUDCP information sheet on selecting a graduate program. As a member of the Council of University Directors of Clinical Psychology (CUDCP), the Clinical Psychology program at UMass Amherst adheres to CUDCP’s policies and guidelines for graduate school admissions , offers, and acceptance.  More information about clinical programs and tips on submitting your applications can be found at  clinicalpsychgradschool.org , a resource provided by CUDCP.

Questions about the Clinical Psychology Program can be directed to our  program email   or to Katherine Dixon-Gordon, PhD ( e-mail ), the Director of Clinical Training/Area Head.

The University of Massachusetts Amherst Clinical Psychology Program uses a mentor-model for the education of students. This means that individual faculty members select students to work with them. The criteria used for selection depends to a large extent on the compatibility of research interests between student and faculty member.

• Diversity Statement
• Clinical Child (Major Area of Study) and Family Psychology (Emphasis)
• Behavioral and Cognitive Psychology (Exposure)
• Resources and Links
• How to Apply

Faculty Reviewing Applications for Fall 2025

Michael Constantino Adam Grabell Jennifer McDermott Elsbeth Neil *

* Joining department Fall 2025

Student Admissions, Outcomes, and Other Data

135 Hicks Way / 401 Tobin Hall University of Massachusetts Amherst Amherst, MA 01003 USA

Phone: 413-545-2383 Fax: 413-545-0996 [email protected]