Philosophy and Goals

As the practice of School Psychology emphasizes a comprehensive problem-solving methodology in which the educational and mental health needs of all children are analyzed and solutions to presenting concerns are addressed, it is the philosophy of the BGSU School Psychology training program that the role pf the school psychologist include the provision of direct and indirect services to all students through collaborative -problem solving methods (consultation), educational research, counseling, skill development, advocacy, assessment, and intervention activities.   Graduates in this program are trained from a psychological perspective which includes a systematic and ecological, problem-solving approach which will facilitate meeting the diverse educational, cultural, psychological, behavioral, social, and emotional needs of all children, adolescents, and youth.

The basic philosophy of the School Psychology Program is founded in respect for the dignity and worth of each individual and in a commitment to foster understanding of human behavior for the purpose of promoting human welfare.   The Bowling Green State University School Psychology Program is therefore committed to the recruitment, retention, and training of school psychologists from ethnically diverse backgrounds.   Multicultural education and understanding of, respect for, and responsiveness to cultural diversity is systematically addressed throughout the School Psychology Program.

The primary goal of the BGSU School Psychology Program is to foster in graduates of the program an ability to work in a collaborative fashion with parents, administrators, teachers, and other community members in order to meet the needs of preschool students, children, and adolescents.   Recognizing the need for students to acquire basic knowledge and applied skills, the Bowling Green State University School Psychology Program emphasizes a combination of both theoretical knowledge and a broad base of applied skills.   The goals of the program are to assist graduate students to acquire knowledge about human behavior, and to use that knowledge to promote mental health and learning in the school setting.   These can include collaborative problem-solving methods, being a child advocate, standardizing and non-standardized assessment procedures, staffings, parent counseling, individual and group psychotherapy, special program/services implementation and acting as a liaison with community agencies and services.

Graduate students participate in seminars and practica specifically designed to reflect the purpose, goals, and philosophy of the BGSU program.   A strong field component supports the academic aspects of the program at the pre-intern level.   The program culminates in a nine or ten month paid internship in the public school setting under the aegis of the field and university supervisors.

Successful completion of the Bowling Green State University School Psychology Program results in knowledge, skilled school psychologists adept in interpersonal communication, methods and skills that will assist in the acquisition of quality education of all preschool students, children, and adolescents.

Major Skills Acquisition

Upon completion of Internship, students will demonstrate the following skills based on NASP Standards

• Demonstrate appropriate interpersonal relationship skills
• Establish effective collaboration relationships
• Facilitating and implementing a collaborative problem solving process
• Behaving in a consistent and appropriate professional and ethical manner
• Recognizing and valuing human diversity
• Serving as a child advocate
• Serving as a liaison
• Developing and training staff, parents, and students
• Developing and implementing appropriate intervention strategies
• Acting as an agent of change
• Implementing comprehensive psycho educational assessment
• Counseling individuals and groups
• Acting with political and organizational competence
• Acknowledging and adhering to laws, rules, and procedures
• Utilizing a scientist-practitioner model
• Use of technology

Application Procedure

Before a decision can be made concerning entrance into the program, full-time or part-time, the following requirements must be fulfilled:

• Submission of three letters of recommendation from people who can describe specifically your academic skills and give concrete examples of any programs, projects and other endeavors you may have been involved in as well as your competency fro graduate work in school psychology.
• Submission of a two-page position paper describing (a) your motivation for coming to graduate school and selecting the field of school psychology, (b) what you hope to achieve in graduate school and in the area of school psychology, (c) what your aspirations are following the receipt of the graduate degree and completion of the program, and (d) your personal qualities which relate to success as a graduate student and school psychologist.
• Applicants will need to attest to good moral character.
• Applicants will need to have an undergraduate GPA of 3.0.
• Applicants must have either an education or psychology undergraduate degree.
• Applicants will demonstrate a "B" or better in 8-9 hours of Psychology.
• Only those candidates that meet all of the above criteria will be selected for a personal interview with the program faculty members.   Prospective candidates will be contacted by the coordinator once the committee reviews all materials.
• Applicants will need to complete and submit scores from the GRE exam prior to entrance into the School Psychology Program.

Each candidate will be reviewed by the school psychology committee for initial review and then, if all areas are met, a personal face-to-face interview will be held by program faculty.

Note:   Only 8-10 applicants are accepted into the program each year.

Internships

Internships are being limited to the State of Ohio and admission to the program at Bowling Green State University does not constitute a guarantee that an internship will be available.   However, some states do not require internships as such, but will provide supervision during the first year's employment.   There also may be internships available in other states.   While admissions are limited to approximately the number of internships available each year, in the event of future cutbacks, the decision for awarding internships will be based on academic performance.

Description of the Program

The School Psychology program offers core foundational courses in educational and psychological principles at the Masters level. Upon successful completion of the Masters, student may apply for the Educational Specialist degree. During the second year of course work, students partake in classes that specialize in School Psychology with a Practicum component of 300 clock hours. During the 2nd year the following areas are emphasized:

• Role and Function
• Classroom Analysis
• Dynamic Assessment
• Neuropsychological Learning and Behavior
• Consultation and Collaboration Problem Solving Practices
• Personality Theory and Behavioral Assessment
• Counseling Use of Technology
• Child Case Studies

The BGSU School Psychology program culminates in a one-year 1,200 clock hour paid internship following successful completion of specified coursework.

The program also follows the guidelines set forth by the National Association of School Psychologists, Ohio Department of Education, and the Ohio Inter-University Council of School Psychologist Trainers' Task Force report regarding minimal certification requirements.

Faculty

Audrey Ellenwood, Ph.D.
Coordinator, Assistant Professor
403 Education Building
419-372-9848

Ed Fiscus, Ph.D.
Professor Emeritus
451 Education Building
419-372-7293

Mary Rizza, Ph.D.
Associate Professor
315 Thurstin Avenue, Room 202
419-372-9611

Michele Michelak, Ed.D.
Lecturer
451 Education
419-372-7293

Pat Hinds, Ph.D.
Lecturer
451 Education
419-372-7293

Christie Hollerich, M.Ed.
Lecturer
451 Education
419-372-7293

John Biltz, M.Ed
Lecturer
451 Education
419-372-7293