Application Information - Alumni Comments - Clinical Adult - Industrial/Organizational - School Specialist - Graduate Handbook
Master of Science in Clinical Child and School Psychology
Introduction, Program Assumptions, M.S. Program, Practica, Faculty
OVERVIEW OF CLINICAL CHILD AND SCHOOL PSYCHOLOGY PROGRAM
Introduction
The Clinical Child and School Psychology Program was developed and adopted by the Department of Psychology at Southern Illinois University Edwardsville in 1973. It was one of the first programs in school psychology to be approved by the Illinois State Board of Education. Approval by the National Association of School Psychologists was granted in 1999. The program is unique in several important ways in that it anticipated many future developments in school psychology. It is based upon the principles of community psychology, which emphasizes prevention, the ecological/systems approach, and the consultative role of the psychologist. Further, the program integrates the education of school and clinical child psychologists. Finally, field experiences in both clinical and school settings are seen as a critical and ongoing adjunct to the academic component of the program.
The goal of the Clinical Child and School Psychology Program is to educate and train students to function as mental health professionals. The program provides a scientific knowledge base and develops professional psychological skills necessary to work with children, adolescents, and families from diverse backgrounds in a variety of school and community agencies.Some Clinical Child students are interested in becoming licensed; for that reason, we provide a web page about licensure.
Program Assumptions
The Clinical Child and School Psychology Program is based upon the philosophical assumptions of Community Psychology. These include:
1. Ecological perspective—The ecological approach emphasizes the relationship or fit between children and the demands of their environments rather than examining the characteristics of either of them in isolation.
2. Competency enhancement—Psychologists help others identify and build upon children’s strengths and enhance their competencies rather than focus upon their deficits and pathology.
3. Prevention of dysfunction—Emphasis is placed upon the promotion of positive mental health and the prevention of psychopathology and academic failure.
4. Early identification and intervention—Assessment and intervention is initiated when problems are first observed. Interventions are designed to help the child build adaptive strength and coping skills that not only help in dealing with current crises, but also in dealing with future stressful situations.
5. Multiple targets of intervention—In using an ecological perspective, interventions are targeted to enhance the skills of the child to better meet the demand of his/her environment, change the demands of the environment, or a combination of the two. The object of intervention is to increase the "goodness-of-fit" between characteristics of the child and his/her environment, thus enhancing the possibility of success.
6. Multicultural perspective—Psychologists develop an understanding and appreciation of diverse cultural groups, their backgrounds, life-styles, and belief systems.
7. Collaboration/consultation—Provision of services is most effective when a team approach is utilized that involves the key members of the child’s ecological system.
Master of Science Program
The Master of Science Program, with a specialization in Clinical Child and School Psychology, provides a foundation in psychological knowledge, research, assessment, and intervention. This specialization includes a clinical child track and a school psychology track. They are designed to serve the needs of two groups of students. One group will be prepared to work with children, adolescents, and their families in the health system and other community agencies under the supervision of licensed clinical psychologists. They may also elect to pursue doctoral education at other universities. A second group will obtain knowledge and skills as preparation for further education and training in the Specialist Degree Program in School Psychology.
The M.S. degree requires a minimum or 40 graduate semester hours including 30 semester hours of regular coursework, 7 semester hours of practica, and 3 semester hours of research.
Required Courses:
Research Design and Inference I
Research Design and Inference II
Seminar in Community Psychology: Prevention Programs for Children And Families
Cognitive Assessment of Children and Adolescents
Counseling and Psychotherapy with Children, Adolescents & Families
Crisis Intervention and Crisis Therapy
Personality Assessment of Children and Adolescents
Advanced Biopsychology
Seminar in Clinical Child Psychology: Psychopathology of Children and Families
Seminar in Developmental Psychology: Infancy and Early Childhood
Practicum
Research Project or Thesis
Suggested Elective Courses:
Professional Issues in Teaching Psychology
Advanced Psychopathology
Counseling and Psychotherapy of the Adult
Contemporary Interpersonal Therapies: Group/Family/Marital
Program Planning and Evaluation in Psychology
Psychology of Stress and Stress Management
As can be seen above, students from both the clinical child and school tracks take the same set of required courses. Programs are differentiated by elective courses, practica settings, and topics of research project/thesis. Specific decisions regarding the development of the student’s program plan are made in conjunction with faculty advisors.
Practica
The practica are designed to provide graduate students an opportunity to develop and practice their professional skills under the supervision of experienced psychologists in the schools and other systems that provide services to children, adolescents, and their families. By applying methods and techniques of psychology to specific problems typically referred to psychologists in these settings, students are encouraged to integrate the systematic knowledge gained from their formal academic training. Psychologists who have special competencies and are employed by the schools and other community agencies, hospitals, clinics, juvenile courts serve as supervisors and role models. Students begin their practica during their first semester in the program and continue to develop their clinical skills in additional practicum settings throughout the entire program.
Profiles of Primary Faculty
Gregory E. Everett is Assistant Professor, full-time psychology faculty member, and co-director of the Attention and Behavior Clinic located within the Department of Psychology. He obtained his Ph.D. in school psychology from the University of Southern Mississippi in 2005. Dr. Everett completed both his predoctoral internship and postdoctoral fellowship in the Department of Behavioral Psychology at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine in Baltimore, MD. Such training was completed through rotations in both the Behavior Management Clinic and the Child and Family Therapy Clinic where he provided direct clinical services, parent training, and consultation to children, adolescents, and their families on an outpatient basis.
Dr. Everett’s research interests center on the application of behavior analytic principles to the behavioral and academic difficulties of children. Specific areas of interest include the identification and remediation of behavior problems in young children, functionally based behavioral interventions, as well as academic interventions in the areas of reading and math. Dr. Everett has published his research findings and presented them at several national, regional, and state conferences including the annual meetings of both the National Association of School Psychologists and the Association for Behavior Analysis. Dr. Everett is a member of the National Association of School Psychologists and Illinois School Psychologists Association.
Dr. Everett teaches courses in school psychology including cognitive assessment of children and adolescents, response to intervention, and psychoeducational assessment and intervention, as well as undergraduate courses including child psychology and psychological tests and measures.
Stephen Hupp is Assistant Professor and full-time psychology faculty member. He obtained his Ph.D. in psychology with specializations in clinical and school psychology from Louisiana State University, and he obtained his undergraduate degree from the University of Kansas. Dr. Hupp completed his predoctoral internship at the University of Nebraska Medical Center, Munroe-Meyer Institute. His internship training focused on providing clinical services for children and adolescents.
Dr. Hupp has provided parent consultation with families in a wide variety of settings. His primary research interests include assessment, treatment, and prevention of childhood behavioral and emotional problems. Other research interests include childhood attention problems, sports camps, autism, and the assessment of behaviors and attitudes related to drinking and driving. He has published several research articles and book chapters related to clinical and school psychology. He has presented his research at the Association for Behavioral and Cognitive Therapies (ABCT) and the American Psychological Association (APA).
Dr. Hupp teaches courses in child development, applied behavior analysis, clinical child psychology, prevention programs, and behavioral assessment.
Jeremy D. Jewell is Associate Professor and a full-time psychology faculty member. He obtained his Ph.D. in psychology with a specialization in school psychology from the University of Texas at Austin. Dr. Jewell completed a one-year internship with the Nebraska Internship Consortium in Professional Psychology, and was placed at Father Flanagan’s Boy’s Home (Girls and Boys Town) in Omaha, Nebraska. This internship training was on the home campus treatment facility for children and adolescents, and focused on consultation with schools, foster families, and administration, individual and family therapy, psychoeducational and psychological assessment, and research.
Dr. Jewell has also worked in a number of related fields prior to his appointment at SIUE. Previously, Dr. Jewell was a school psychologist for the Austin Independent School District in Austin, Texas for two years. He has also worked for a number of years as a social worker, child abuse and neglect investigator, and supervisor in a state hospital for the mentally retarded. Much of this previous work has been with ethnic minority populations as well as those in poverty.
Dr. Jewell’s previous and current research has focused on three primary areas. The first research area concerns the etiology, diagnosis, and treatment of youth diagnosed with Conduct Disorder as well as the broad area of juvenile delinquency. The second research interest is in the effects of the family environment, parenting style, and discipline practices on children’s mental health and the development of psychopathology. The third area of research is in the area of drinking and driving risk assessment and prevention. Dr. Jewell is currently involved in several research studies including the use of relaxation skills training as a violence prevention program with youth in juvenile detention and examining the components of ‘shock’videos related to drinking and driving in order to improve their effectiveness. Dr. Jewell is also currently developing the Behaviors & Attitudes Drinking & Driving Scale (BADDS) in collaboration with Dr. Hupp, which will enter the market in the fall of 2007.
Dr. Jewell teaches courses in adolescent psychology, , therapy with youth and families, consultation, and crisis intervention. Dr. Jewell also supervises research projects, serves as an academic advisor, directs thesis research, and assists in program development. He is also a member of the American Psychological Association and on the Governing Board of the Illinois School Psychologists Association. Dr. Jewell holds several leadership positions at both the local and state level in an effort to improve mental health service delivery to youth.
Emily J. Krohn is Professor of Psychology and program director of the school psychology program, which includes the M.S. and SSP degree programs. She obtained a Ph.D. in Psychology with a specialization in School Psychology from Saint Louis University. She was an elementary and special education teacher before she became a certified school psychologist. She functioned as a school psychologist for six years prior to joining the university and has served as a consultant to several educational and community agencies over the years.
Currently, Professor Krohn's responsibilities include administration of the Clinical Child and Community Psychology Program, coordinator of practica and the internship, and teaches courses in child psychology, developmental psychology, cognitive assessment, and school psychology. She supervises both masters and specialist level research projects. Professor Krohn serves as the consulting school psychologist for an adolescent program at a forensic mental health hospital.
Dr. Krohn's research interests have focused on psychological assessment, especially in the area of early childhood cognitive development. She has published articles and presented papers at state and national conferences. Dr. Krohn and her colleague, Dr. Lamp, are currently conducting a longitudinal research study designed to assess the validity of new assessment techniques for use with young African-American and White children from impoverished families.
Professor Krohn is a member of the National Association of School Psychologists, Illinois School Psychologists Association, and American Psychological Association, Division of School Psychology. She has served as Secretary and Trainer Representative to the Illinois School Psychologists Association.