Masters Programs in School Psychology

Compare 11 Masters Programs in School Psychology

School Psychology

This is a masters degree program in school psychology that focuses on the behavioral aspects of students in a school setting. Most universities offer the program online and aim at stressing the existence of individual difference and how to solve any problems arising in school scenarios that are inherent in such settings. The program addresses a variety of fields including: emotional, social, academic, cognitive as well as behavioral aspects in any school setting. Graduates of this program are expected to take up careers in schools.

This masters program stresses on the need to respect the differences that exist between human beings, collaborative problem solving, and on interventions that are empirical based. Strength of the program lies on hands-on experience as opposed to theory and therefore, the coursework is structured in such a way as to allow field training experiences to the students enrolled in the program. One of the main careers that a graduate of a masters degree in school psychology focuses on is to be a school psychologist. However, for most states, it is a requirement to be licensed before one can practice as such.

A graduate of the masters program is expected to approach and effectively engage in problem solving. Evaluation of students in all settings and dimensions affecting their development is another useful technique that is taught to students enrolled in the program. This enables the graduates to effectively analyze the challenges before presenting a solution. Career jobs for graduates of the program include: school psychologists and behavior diagnostician.

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Integrated Master in Psychology

University of Minho - School of Psychology
Campus Full time 10 semesters September 2017 Portugal Braga

The Integrated Masters in Psychology aims to allow for the acquisition of scientific knowledge on the basic areas of the discipline, as well as for the development of deeper knowledge in the applied areas of Psychology, including competencies for the use of methods and techniques of intervention and research in applied contexts. [+]

Masters in School Psychology. Academic degree: Master's degree ECTS: 300 Duration: 10 curricular semesters Regime: Normal Place: Gualtar Campus, Braga Main Scientific area: Psychology INTEGRATED MASTER’S | 5 YEARS The Integrated Master’s in Psychology is designed to enable the acquisition of scientific knowledge in the basic areas and the development of advanced knowledge in the applied areas of psychology. The first three years – bachelor degree in Psychological Science, focus on the study of the basic psychological processes, as well as the techniques and methods used to study them, in the theories built to explain them and its applications in solving human problems. The applied cycle (two following years) assumes a logic of professional nature, seeking to promote competence assessment, intervention and research in specific fields of professional and scientific activity of psychology. Careers The graduates of the Integrated Masters in Psychology are enabled to carry out a professional internship under the responsibility of the Ordem dos Psicólogos Portugueses (OPP), after which they will have access to the professional practice in the different areas of Psychology. [-]

Master in Speech and Language Therapy

University of Geneva
Campus Full time 4 semesters February 2017 Switzerland Geneva

The Master in Speech and Language Therapy is a professional degree recognised across Switzerland and designed to train speech and language therapists. The programmes combines psychology, language sciences, education, neuroscience and medicine and includes a significant hands-on clinical training component, while providing students with a solid scientific foundation through lectures and research. [+]

Master in Speech and Language Therapy The Master in Speech and Language Therapy is a professional degree recognised across Switzerland and designed to train speech and language therapists. The programmes combines psychology, language sciences, education, neuroscience and medicine and includes a significant hands-on clinical training component, while providing students with a solid scientific foundation through lectures and research. The objective is two-fold: to train students in the scientific study of speech, language, human communication and related disorders and to prepare them for the primary professional activities of speech and language therapists, namely, counselling and prevention, assessment and diagnosis, support and follow-up of patients with disorders affecting the voice, speech, spoken and written language and the ability to swallow or communicate. As the number of places for the practical training module is limited, the admission process comprises three stages: Eliminatory language proficiency test Evaluation of the admission application and day of examinations Interview (for the applicants with the best examination results) More information on the admission process is available on the website of the Master in Speech and Language Therapy. www.unige.ch/fapse/logopedie/futursetudiants/procedure-admission Curriculum Courses (34Credits) : Communication and language disorders in children; Neuropsychology of language in adults; Clinical audiophonology, etc. Clinical training (34Credits) : Problem-based learning seminar: developmental disorders; Acquired disorders; Practical analysis; Professional awareness; Work placements; Block courses, etc. Electives (34Credits) Research training (34Credits) : Research symposium, Dissertation Mobility Students may go on exchange regardless of how many credits they have completed at the Faculty. Students may earn up to 60 credits while on exchange for one or two semesters. www.unige.ch/exchange Opportunities This Master’s programmes enables graduates to work as speech and language therapists (the degree is recognised in Switzerland) in various settings, such as private practices, schools, specialised institutions and hospitals. Admission Criteria Admission is merit-based Bachelor in Psychology from the University of Geneva with prerequisites Bachelor in Psychology from outside the University of Geneva, as long as the applicant has earned or is enrolled for the Complementary Certificate in Psycholinguistics (30 credits) at the University of Geneva Swiss Bachelor’s degree in Education or an equivalent degree, as long as the applicant has earned or is enrolled for the complementary certificates in Psycholinguistics (30 credits) and Psychology of Speech and Language Therapy (60 credits) at the University of Geneva Bachelor in Humanities and Human Sciences from the University of Neuchâtel, as long as the applicant has earned or is enrolled for the Complementary Certificate in the Psychology of Speech and Language Therapy 60 credits) at the University of Geneva Interdisciplinary Bachelor in Linguistics and Psychology from the Faculty of Humanities at the University of Geneva Applications Deadline: 30 April 2017 (28 February 2017 for applicants who require a visa under Swiss Confederation regulations) www.unige.ch/enrolment admissions.unige.ch [-]

Master in Pre-Primary Education

Palacky University
Campus Full time 2 years September 2017 Czech Republic Olomouc

The follow-up Master's degree programme is intended for the graduates of Teaching at kindergartens (Bachelor) and Preschool Special Needs Education Teaching – Nursery School Teacher Training (Bachelor). [+]

Masters in School Psychology. Programme description The follow-up Master's degree programme is intended for the graduates of Teaching at kindergartens (Bachelor) and Preschool Special Needs Education Teaching – Nursery School Teacher Training (Bachelor). The study specialisation is drafted for pre-primary teachers qualified preparation with emphasis on pre-school curriculum development with respect to the specific conditions of the pre-primary institution taking into consideration the specialities and needs of pre-primary children in the pedagogic-psychological context and with emphasis on pedagogical diagnostics and special-pedagogical with applying the inclusive education principles and preprimary institution management in accord with the current trends in the pre-education field. Graduate profile The graduate is trained to: do the profession of a teacher at ordinary kindergartens and in kindergartens for children with special education needs. All this with emphasis on the process of managing and methodology in the concept of current pre-primary curriculum, to draft school curriculum in accord with the conditions and need of an individual preprimary institution, to cooperate on creating the conditions for development of own kindergarten education path, to work in accord with the current trends in education; In accord with pre-primary curriculum, the graduate is ready: to create, manage and implement the process of education activities and conditions progress evaluation implemented within a pre-primary education institution, to implement acquired knowledge as a part of a feedback not only considering himself (self-reflection) but also considering the other kinder garden teachers, to manage the pedagogical process implemented within the whole kinder garden on purpose, to process and evaluate the necessary data for kindergarten management and development; Graduate: acquired expertise necessary for providing the advisory service for parents, is able to mediate the current enlightenment activities in the area of pre-primary education; In cooperation with specialists, the graduate is able: to eruditely mediate the special services for both children and parents, on the basis of his expertise to create the corresponding conditions for education and development of children with special educational needs. All this in accord with the requirements of special and integrated pre-primary children education. The graduate disposes of knowledge and skills necessary for: managing, guiding and support of professional growth and school working team professionalization. The jobs and institutions characteristics where the graduate may use acquired education: an ordinary kindergarten, children clubs, a kindergarten for children with special educational needs. Admission requirements The applicant must prove his/her fitness for study in a motivation letter (in English) and a profile essay 15 000 – 20 000 symbols long, focused on the area of the study programme. Language competence: The standard English language requirement is at a level B2 in accordance to the Common European Framework of Reference for languages (CEFR). Minimum language requirements in the Test of English as a Foreign Language (TOEFL): Internet based Test (IbT): 61, Computer based Test (CbT): 173, Paper based Test (PbT): 500 or an International English Language Testing System (IELTS) overall band score of at least 6.0. The applicants are required to send: application (online application form); proof of recognition of their previous education (i.e. foreign certificate as equivalent to a certificate of education issued in the Czech Republic); motivation letter; profile essay; CV; certificate of language competence to the address dagmar.zdrahalova@upol.cz by 31 May 2016. Admission exams The entrance examination of the candidates a test, which demonstrates its assumptions for the study of: Pre-school education (at the level of completed Bc. Study) Special education (at the level of completed Bc. Study) Psychology (at the level of completed Bc. Study). [-]

Masters of Education in Child Studies

Vanderbilt Peabody College
Campus Full time 1 - 2 years September 2017 USA Nashville

The M.Ed. in Child Studies program offers an interdisciplinary degree through the Department of Psychology and Human Development. Building upon Peabody College’s long tradition of excellence, the program is designed to train knowledgeable practitioners and researchers in a range of fields related to child and adolescent development. [+]

The M.Ed. in Child Studies program offers an interdisciplinary degree through the Department of Psychology and Human Development. Building upon Peabody College’s long tradition of excellence, the program is designed to train knowledgeable practitioners and researchers in a range of fields related to child and adolescent development. Throughout the program, students are encouraged to integrate research, theory, and practice. The 36-hour program consists of 12-18 credit hours of Core Curriculum Coursework and 18-24 credit hours of Elective Coursework that are individually tailored to each student’s personal interests and professional goals. The program offers traditional classroom preparation alongside hands-on Practicum Experiences or Research Mentorships, which are integrated into the program of studies. All students choose to complete one of two tracks. The Applied Professional Track is well-suited for students who are interested in working directly with children and families in practitioner roles (e.g., Board Certified Behavior Analysts, Child Life Specialists, Youth and Family Program Developers). The Empirical Research Track is designed for students who are interested in enrolling eventually in doctoral programs (e.g., Ph.D., Psy.D., Ed.D. in Clinical, Counseling, Developmental, Educational, or Cognitive Psychology) or pursuing careers in research. Both options require that students become skilled in integrating the most current child development research and theory with effective practice in professional or academic settings. Within each track, additional Areas of Concentration (e.g., Child and Family Services, Clinical Psychology, Poverty and Intervention, etc.) allow for further specialization. The degree culminates in a comprehensive exam that reflects all coursework completed and is directly relevant to the individual student’s development and personal goals. Because of the program’s small size (approximately 20 students per cohort), students can expect to receive individualized attention from their advisors. Current Students are pursuing a wide range of interests through varied programs of study. Alumni have gone on to a variety of career paths. Note: Although the M.Ed. in Child Studies program allows students to pursue a range of interests and includes study of the intellectual, emotional, social, and physical development of children and adolescents, it does not result in licensure as a counselor, therapist, or teacher. Some students may wish to use the program, however, as a foundation for pursuing such licensure or as preparation for related doctoral studies. Program Philosophy The challenges facing children and families today warrant the careful attention of developmental practitioners and scholars informed by developmental theory and research. It is our belief that we are best positioned in our efforts to impact children and families in positive ways when we enter the field armed with a solid foundation of knowledge gleaned from child development research and scholarship. The skillful application of developmental science and theory in the service of prevention, intervention, advocacy, health, and education of children and their caregivers can do much to improve important outcomes in generations to come. These are the applied developmental professionals and researchers we are preparing in the Master of Education in Child Studies program at Peabody College. Applied Professional Track For students whose academic and professional goals include preparation for careers working directly with children and families, this program option offers students opportunities for scholarly didactic and in-depth, supervised professional experiences in child and family service organizations. Students are matched with relevant agencies and organizations within the community to gain hands-on experiences in practicum settings. These experiences are complemented by foundational coursework, as students have flexibility to design their program of study around areas of scientific inquiry of substantive interest to them. The Applied Professional Track is ideally suited for students whose goal is to assume a professional role working directly with children, adolescents, and families. Areas of Concentration may include: Applied Behavioral Analysis Arts and Media Child and Family Services Developmental Disabilities and Early Intervention Educational Program Development Gifted Education Language and Literacy Pediatric Health Care Poverty and Intervention Youth Development and Non-Profit Organizations Empirical Research Track For students whose academic and professional goals include preparation for positions in research or further graduate study, such as doctoral studies in Clinical, Developmental, Educational, or Cognitive Psychology, this program is designed to strengthen students’ backgrounds for success in these settings and to provide experiences that complement that preparation. Students are matched with a faculty mentor and provided opportunities to participate on a research team in an area of substantive interest to them. Research methods and statistics coursework and completion of an independent research project appropriate for submission for publication are further requirements. The Empirical Research Track is well-suited for students whose interests include developing expertise in conducting developmental or clinical research and preparing for doctoral studies and eventual careers in academia, research, and other university and clinical settings. Areas of Concentration may include: Clinical Psychology Developmental Psychology Educational Psychology [-]

MSEd Educational Psychology

College of Saint Rose
Campus Full time January 2017 USA Albany

If you aspire to motivate children in your classroom, make instruction more exciting, research instructional methods, or evaluate programs and lessons, a Saint Rose program in Educational Psychology can open these opportunities for you. [+]

Masters in School Psychology. If you aspire to motivate children in your classroom, make instruction more exciting, research instructional methods, or evaluate programs and lessons, a Saint Rose program in Educational Psychology can open these opportunities for you. Graduates leave this program with the ability to critique any instructional situation—teaching mathematical concepts in a typical classroom, leading adult workshops for the State Education Department, conducting parenting classes, grant writing, program evaluation, and others—and then develop strategies that will help create the optimal learning environment. Students choose from one of four schemes that lead to the degree: General Scheme: designed for students who seek a broad understanding of educational psychology and its application to diverse contexts Research Scheme: preferred by students—often aiming for their Ph.D. in Educational Psychology— who will be conducting empirical research in their careers School Psychology Scheme: open only to those who have been admitted into the Certificate of Advanced Study in School Psychology What Is Educational Psychology? Educational Psychology is a branch of psychology devoted to understanding the psychological issues associated with learning and motivation. Under this broad umbrella, the educational psychologists focus their research attention on the importance of human development, assessment, culture and technology. They look for the relationship between these issues and ways they may impact the learner. With this understanding, educational psychologists strive to create optimal environments where students can flourish academically, socially and personally. What Does an Educational Psychologist Do? Educational Psychologists work in a variety of settings. Many are classroom teachers who use their master’s degree in educational psychology to obtain their professional teaching certificates. Equally as important, these teachers use the knowledge gained from their educational psychology courses to improve their teaching and their students’ learning. Others may choose to work in the corporations, governmental agencies, testing companies or schools where they analyze data to help organizations make sound decisions, engage in staff training and development and evaluate program effectiveness. Where Are Educational Psychologists Employed? Many educational psychologists find themselves teaching and doing research in college and university settings preparing the next generation of educational professionals. Below are listed some of the settings in which our graduates have worked. Schools Non-Profit Organizations Government Agencies Businesses College Career Centers Health And Human Service Organizations Professional Organizations Community Training Programs Program Overview Educational Psychology is a degree for practitioners. Graduates leave this program with theory and skills that allow them to critique any instructional situation (e.g., teaching mathematical concepts in a typical classroom, leading adult workshops for the State Education Department, conducting parenting classes, grant writing, program evaluation), and then to develop strategies, based on theory, that will help to create the optimal learning environment for the given learners. Students are encouraged to develop their multicultural awareness and technological expertise. Students are challenged to become independent thinkers, to value their roles as professional educators and to become contributing members of the larger community. General Admission Information Eligibility for admission to The College of Saint Rose graduate programs is typically based upon the following minimum requirements: Submission of a completed application and a Statement of Purpose of approximately 300 words detailing the applicant’s goals for graduate study. Evidence of the possession of a baccalaureate degree from an accredited institution through submission of official transcripts from all undergraduate and graduate institutions attended Academic and professional qualifications for graduate study, as indicated by two letters of recommendation. A grade point average of 3.0 (on a 4.0 scale), overall and in the undergraduate major. Other admission criteria specified by academic programs such as submission of resumes, writing samples, portfolios, test scores, and participation in interviews or admissions workshops. Demonstration of English proficiency: Send us your TOEFL, IELTS, or PTE scores. The testing requirement is waived for applicants who have previously earned a bachelor’s or master’s degree in the United States. The College of Saint Rose offers English as a Second Language (ESL) studies and offers conditional acceptances to those who meet all other admission requirements. Conditionally accepted students must show English proficiency before enrolling in their coursework. [-]

MA School Counseling

University of San Francisco - School of Education
Campus Full time September 2017 USA San Francisco

Preparing School Counselors to be Social Justice Agents of Change in Urban Schools [+]

The 49 credit School Counseling program meets requirements recently issued by the California State Commission on Teacher Credentialing (CTC) for those seeking a career in school counseling in K-12 schools. OPTION: After their first semester at USF, students enrolled in the 49-credit School Counseling/Pupil Personnel Services (PPS) Credential Program have the option to enroll in a 60-credit Dual Concentration Program in School Counseling and Professional Clinical Counseling. Graduates of the program obtain a Master of Arts (M.A.) degree and are eligible for the Pupil Personnel Services (PPS) Credential. They may be employed: - in public or private educational settings, - in community-based agencies, - as consultants to schools, education programs, and other institutions serving the educational needs of youth. They also may choose to pursue a doctoral degree. Program Description The School Counseling program is a unique, innovative educational program for preparing counselors to address the social, emotional, and academic needs of children, adolescents, and young adults in educational settings. The program emphasizes: - multicultural youth development and counseling - problem-solving, goal-oriented, counseling - social justice orientation - ecological systems in urban contexts Students learn theories and effective, pragmatic interventions with youth in schools. The program has a social justice orientation which seeks to foster equity, respect for diversity, creativity, compassion and community empowerment. “When asked if I feel ‘ready’ to enter the field of school counseling, I always reflect on how the USF School Counseling Program has prepared me to work with the universal issues faced by adolescents as well as those specifically related to underserved youth in urban schools.” - Andrea Davis, School Counseling Psychology Alumna The curriculum is designed sequentially - The first year focuses on counseling theory and practice, legal and ethical issues, child and adolescent development, multicultural counseling, research, group counseling, and prevention and intervention in schools. - The second year focuses on problem-solving counseling strategies, learning and instruction, counseling students with exceptional needs, academic and career counseling, assessment and program evaluation, and consultation with parents, teachers, and schools. A partnership of fieldwork and classroom learning forms the core of the program. Students begin their fieldwork in the schools during a first semester practicum class and complete the fieldwork requirements during three semesters of fieldwork classes. Each semester, the fieldwork class is conducted under the supervision of an experienced PPS credentialed instructor. Entry Requirements - Completed online application with non-refundable $55 application fee. - One set of unofficial transcripts from each university/college previously attended. For U.S. applicants, the degree must be from a regionally accredited university/college. An applicant with a pending degree must provide official verification of expected degree completion from institution's Registrar or school official. An undergraduate degree is required to apply to a master's program. A master's degree is required to apply for a doctoral program. Please note: if admitted you will need to submit official transcripts prior to enrolling. - MA and Credential applicants: Minimum GPA of 2.75 - Doctoral applicants: Minimum GPA of 3.0 from a graduate program - Two current, signed letters of recommendation, noting suitability for graduate work. - Current résumé. - A Statement of Intent Visit our website directly here to learn more about the School Counseling program Financial Resources Federal financial aid, state, and university resources are available as funding to newly admitted and current USF School of Education students. In order to offset the cost of graduate education tuition, many School of Education courses are offered in the late afternoon and evening, and/or on alternating weekends. Most students find they can maintain a full time job while earning their credential, master’s or doctoral degree. However, if your program requires you to spend time in a classroom (i.e. student teaching) or to complete a fieldwork or traineeship experience, such commitments will interfere with a normal workday.     Visit our website to learn more about financial resources for this program [-]

MPhil in Psychology

Lingnan University
Campus Full time 2 years September 2017 Hong Kong Tuen Mun

Teaching and research in the Department of Applied Psychology cover many exciting areas, including occupational health psychology, positive psychology, applied social psychology, cross-cultural psychology, cognitive psychology, work-life balance, and human-computer interaction, etc. [+]

Masters in School Psychology. MPhil in Psychology Duration: 2 years (Full-time) Place: Hong Kong Teaching and research in the Department of Applied Psychology cover many exciting areas, including occupational health psychology, positive psychology, applied social psychology, cross-cultural psychology, cognitive psychology, and human-computer interaction, etc. Members of staff have internationally recognised expertise in the areas of: Occupational health psychology (occupational stress, work-life balance, psychology of safety, job insecurity) Positive psychology (positive emotion, positive leadership, psychological capital including resilience, self-efficacy, optimism and hope.) Cross-cultural psychology Applied social psychology Interpersonal communication Human error, human-computer interaction Human cognition Sensation and perception Application for Admission Applicants who are interested in seeking admission to the MPhil programme should apply to the University directly. Successful applicants will normally be provided with a Postgraduate Studentship with a monthly stipend of HK$15,540* (US$1 = HK$7.8). *rate subject to review Application Period The University invites applications from 1 November 2016 to 27 January 2017. Late applications will be considered on an individual basis, subject to the availability of places. General Admission Requirements An applicant for admission to candidature for the degree of MPhil should normally: a. hold a relevant bachelor's degree with first or second class honours or at an equivalent standard awarded by a tertiary education institution recognised for this purpose by the University; or b. have obtained an equivalent qualification; or c. have provided satisfactory evidence of academic and professional attainment. In addition to the above, an applicant whose degree is not from a tertiary institution in Hong Kong or an English-speaking country should obtain a minimum score of 550 (paper-based test) or 213 (computer-based test) or 79 (internet-based test) in the Test of English as a Foreign Language (TOEFL), or a band score of 6.5 or above in the International English Language Testing System (IELTS), or an equivalent score in a recognised test, or an equivalent qualification to prove his/her language proficiency which will be considered on a case-by-case basis. Applicants are required to fulfill additional requirements, if any, set by the programmes to which they apply for admission. Programme Specific Admission Requirements ... [-]

Máster Universitario En Psicopedagogía

Jaume I University (Universitat Jaume I)
Campus Full time 1 year September 2017 Spain Castellón

El máster en Psicopedagogía se ha articulado en torno a una serie de materias más transversales al perfil profesional y en dos especialidades de intervención psicopedagógica [+]

El máster en Psicopedagogía se ha articulado en torno a una serie de materias más transversales al perfil profesional y en dos especialidades de intervención psicopedagógica: a) Necesidades Educativas Especiales. Supone facilitar y gestionar los recursos y la formación de todos los y las profesionales implicados para atender las necesidades individuales del alumnado y su entorno socioeducativo. b) Intervención Psicopedagógica desde la mejora educativa y la inclusión. La respuesta a la diversidad debe hacerse desde modelos educativos inclusivos e interculturales que proporcionen estrategias y competencias profesionales para mejorar los contextos socioeducativos, evitando la exclusión y la desigualdad, favoreciendo la participación y la autonomía, el trabajo cooperativo y la gestión de la convivencia desde la pluralidad y la equidad. Se trata de ofrecer modelos educativos, principios y estrategias de intervención psicopedagógica, orientación académica, personal y profesional, acción tutorial y recursos y destrezas para el asesoramiento profesional y recursos y destrezas profesionales que garanticen la máxima calidad de los procesos de enseñanza/aprendizaje, y la participación ciudadana. El máster contempla, junto al carácter profesionalizante, el de investigación, por lo que supone una especialización del perfil profesional en la mejora de la práctica profesional a través de la investigación que contribuye a la construcción de nuevo conocimiento científico que tenga impacto en la realidad educativa del entorno. En este sentido, cabe destacar la vinculación en este título de los grupos y líneas de investigación ya consolidadas en la Universitat Jaume I en el ámbito de las necesidades educativas especiales y la mejora educativa desde la inclusión y que posibilitan trabajos de investigación y proyectos I+D en este campo de la intervención psicopedagógica de prestigio nacional y reconocimiento internacional. Tipo de enseñanza Enseñanza presencial. Duración y calendario Duración: un curso académico (septiembre de 2014 / septiembre de 2015). Docencia presencial (septiembre de 2014 / junio de 2015). Créditos e importe 60 créditos ECTS. Según tasas oficiales pendientes de publicar. Precio en el curso 2013/14: 46,20 €/crédito Requisitos de acceso obligatorios Las titulaciones previas consideradas más idóneas para matricularse al Máster universitario en Psicopedagogía son las que se especifican a continuación. Entre las titulaciones previas al EEES: - Licenciatura de Psicopedagogía, de Pedagogía y de Psicología. - Diplomatura de Maestro en todas sus especialidades. - Diplomatura de Educación Social - Diplomatura de Trabajo Social. - Licenciados con el Curso de Aptitud Pedagógica (C.A.P.) realizado, que habilita para impartir docencia en Educación Secundaria. Entre las titulaciones adaptadas al espacio Europeo de Educación Superior: Titulaciones de Grado o Máster del ámbito educativo: Grados de Pedagogía, Psicología, Maestro en Educación Primaria, Maestro en Educación Infantil, Educación Social, Trabajo Social y titulados con el Máster de Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas. [-]

Master in Interventions in Childhood

Jönköping University
Campus Full time 1 - 2 years September 2017 Sweden Jönköping

The Master’s programme Interventions in Childhood is an interdisciplinary education focusing on effective interventions for children in need of support — beyond what is normally provided to all children. [+]

Masters in School Psychology. The Master’s programme Interventions in Childhood is an interdisciplinary education focusing on effective interventions for children in need of support — beyond what is normally provided to all children. The Master’s programme Interventions in Childhood offers an interdisciplinary education to provide effective interventions for children in need of support for their development, learning and functioning in everyday lifebeyond what is provided to all children. The programme is based on an ecological perspective on child development, learning, and functioning. A critical perspective focusing on the individual, the environment, and their interrelationship, is emphasized. The programme addresses everyday life situations of children in various settings, including family, preschool/school, hospital, and community, and the connection between research and practical everyday work is stressed. The programme is open for international and domestic students. It is closely connected to the CHILD (Children-Health-Intervention-Learning- Development) research programme at the Schools of Education and Communication and Health and Welfare at Jönköping University and associated with the Swedish Institute for Disability Research SIDR). The programme is designed to provide students with a good background for doctoral education, and for leadership roles in early childhood education and care, school-systems, early intervention/habilitation, special education, child healthcare, social services or other child related organizations. Interventions in Childhood is offered as a 1-year (60 credits) and a 2-year (120 credits) programme. Degree 1 year, 60 credits or 2 year 120 credits. Master of Science with a major in Child Studies and specialization in Disability Sciences, Health and Caring Sciences, Special Education, or Welfare and Social Sciences Career prospects The program is designed to prepare students for further education in research and leadership roles in child care and preschool, school, early intervention/habilitation, special education, child healthcare, social services and the equivalent. Courses NB Preliminary list of courses 1 year Introduction to Interventions in Childhood 15 credits Theory of Science and Scientific Methods 15 credits Developmental Sciences and Intervention Processes 15 credits Thesis (Systematic Literature Review) 15 credits 2 year Research Strategies and Design Problems 7.5 credits Children and Research Methods 7,5 credits Team Collaboration and Child Participation 7.5 credits Reading Course – Thesis Plan 7.5 credits Elective Courses 15 credits Thesis Work (Empirical Study) 15 credits Facts Credits: 60 / 120 credits Level: Master's Rate of study: Full-time Place of study: Campus-based Language: English Start date: Autumn 2016 Requirements: The applicant must hold the minimum of a bachelor's degree (ie. the equivalent of 180 ECTS credits at an accredited university) within health and caring sciences, behavioural science, social work, or educational sciences, including independent, theoretical based work- i.e. a thesis or equivalent. Proof of English proficiency is required. [-]

Master of Arts (MA) in Psychology with an emphasis in Counseling Psychology

Webster Vienna Private University
Campus Full time Part time October 2017 Austria Vienna

Webster University’s Master of Arts (MA) in Psychology with an emphasis in Counseling Psychology is an advanced, international program in English which has been designed to meet the growing demand for qualified professionals assisting those in emotional distress in today’s intercultural society. [+]

Master of Arts (MA) in Psychology with an emphasis in Counseling Psychology

 

Webster University’s Master of Arts (MA) in Psychology with an emphasis in Counseling Psychology is an advanced, international program in English which has been designed to meet the growing demand for qualified professionals assisting those in emotional distress in today’s intercultural society. An MA in psychology with an emphasis in Counseling Psychology prepares students for a wide range of exciting careers. Relevant professional areas include  mental health agencies, social services, private practices, human resources departments, personnel departments, and a variety of educational and organizational settings.... [-]


Master's Degree In Educational Psychology

La Universidad Latina de Costa Rica
Campus Full time February 2017 Costa Rica San Pedro

The new way to educate and train requires updating to meet the social demand for creative, comprehensive and relevant manner, enabling improvements in the design, development and innovation. [+]

Masters in School Psychology. A new way of educating to respond to social demands: The new way to educate and train requires updating to meet the social demand for creative, comprehensive and relevant manner, enabling improvements in the design, development and innovation of each of the tasks and objectives that the environment demands. The master's degree in educational psychology is the bridge between the demand and the response that society requires. A human and experienced faculty: Because we contemplate our students as people who deserve the proper and necessary to work in the field of educational psychology humane treatment, we have a faculty of excellent human quality, with extensive knowledge in the areas of expertise they bring in their classes beyond theory., making learning a humanist process. At the same time, through this master the professional acquires the tools and knowledge to perform competitively in the labor market. Requisitos: To join the master's program requires: Original and copy of the title of secondary education. Original and copy of bachelor's degree or corresponding degree. Notes approved certificate from the last approved college degree. Only for students coming from other universities. Original and copy of identity card. 2 passport size photographs. Curriculum vitae. Interview with the program coordinator. Headquarters: San Pedro Student profile: The profile of the professional graduate Psychology from Universidad Latina, is aimed at the acquisition of knowledge on theories of learning, curriculum design and innovation, attention to diversity, so will be able to analyze any situation related to your professional work and can develop intervention programs psicopedagógico level, according to the demands of the environment in which it is found, contributing from their area of ​​expertise. professional field: The professional graduate psychologist from Universidad Latina, will have all the knowledge regarding theories of learning, curriculum design and innovation and attention to diversity. It will be able to analyze any situation related to their work and can develop intervention programs psychopedagogic level according to the demands of the environment in which you are contributing from their area of ​​expertise. Responsibility: The graduate psychologist from Universidad Latina can perform in fields that go beyond education. For example, from the educational psychology field you can work in: Interdisciplinary teams for care at risk, In the clinical area, Developing human potential in the field of human resources, Designing educational material level, Giving advice to curricular level, In private educational psychology attention. [-]