For information, call (540) 568-6439
Web site: http://www.psyc.jmu.edu/
Dr. Sheena Rogers, Graduate Psychology Head
Dr. Lennis G. Echterling, Graduate Director
Community Counseling Program, School Counseling Program
Dr. James McConnel, Graduate Co-Director
Ms. Donna Harper, Graduate Co-Director
College Student Personnel Administration Program
Dr. Craig N. Shealy, Graduate Director
Combined-Integrated (C-I) Program In Clinical, Counseling and
School Psychology
Dr. Ashton D. Trice, Graduate Director
Psychological Sciences Program
Dr. Patricia J. Warner, Graduate Director
School Psychology Program
Dr. Donna L. Sundre, Graduate Director
Doctoral Program In Assessment and Measurement
Professors
J. Benson, J. Brewster, D. Brown, H. Cobb, L. Echterling, D.
Erwin, T. Gonzalez, A. Kahn, J. McKee, J. Presbury, S. Rogers, A. Stewart, D.
Sundre, N.W. Walker, P. Warner, R. West, S. Wise
Associate Professors
E. Cowan, S. Evans, T. Gilligan, S. Lovell, C. Shealy, R.
Staton, A. Trice
Assistant Professors
M. Kielty Briggs, D. Bhola, C. DeMars, W. Ernst, W. Evans, S.
Finney, G. Henriques, J. McConnel, A. Menard, P. Meyer, D. Pastor, T. Schulte,
V. Wise
Mission
Assessment
and Measurement Doctoral Program
Psychological Sciences Program
Master of Arts Degree Requirements
School Psychology Program
Community Counseling Program
School Counseling Program
College Student Personnel
Administration Program
Combined-Integrated
Doctoral Program in Clinical, Counseling and School Psychology
Course Offerings
Mission
The Department of Graduate Psychology
creates a challenging and supportive environment that transforms students into
scholars and practitioners of psychology, and celebrates the diversity and
talents of all.
Psychological Sciences Program
Dr. Ashton D. Trice, Graduate
Director
Admission Requirements
§ Completion of a baccalaureate degree with
a satisfactory grade point average
§ Undergraduate course work in psychology,
including at least one statistics and one experimental methods course
§ Satisfactory scores on both the general
and subject area GRE (official score reports required)
§ Three letters of recommendation from
faculty members familiar with previous academic performance and potential for
graduate work
§ Transcripts from all undergraduate and
graduate programs attended
§ Completed application forms, including a
statement detailing goals for graduate study and beyond, description of
research interests and a statement of how the Psychological Sciences program
will help achieve these goals.
Mission
The mission of the M.A.
program in Psychological Sciences is to prepare students for further study in
doctoral-level programs and for immediate employment in research settings.
Students in the program strengthen their background and skills in the
psychological sciences through advanced courses and carefully mentored research
experiences. An exceptionally strong research methodology and statistics
sequence is a special feature of the program. Broad course work, choices of
electives, independent study opportunities and research activities allow
students to develop a special interest area within the psychological sciences.
Alternatively, students may elect to take concentrations of selected courses,
research experiences and a practicum focused on pre-clinical training or
assessment, measurement and statistics.
All students serve as research
apprentices before embarking on their own individual research projects and
writing a thesis. Graduates of the program may apply to our doctoral programs
in Assessment and Measurement and in Combined-Integrated Clinical, Counseling
and School Psychology.
Master of Arts Degree Requirements
|
Minimum
Requirements 1
|
Credit Hours
|
|
Statistics and
Measurement
|
|
|
PSYC 605. Research and Inferential Statistics
|
3
|
|
PSYC 606. Advanced Measurement Theory
|
3
|
|
PSYC 608. Multivariate Statistical Methods in
Psychology
|
3
|
|
Advanced Principles and Theories
|
12
|
|
Area A (select two of the
following):
|
|
|
PSYC 612. Advanced Personality Theory
|
|
|
PSYC 616. Advanced Social Psychology
|
|
|
PSYC 618. Social and Emotional Development
|
|
|
PSYC 622. Advanced Abnormal Psychology
|
|
|
Area B (select two of the
following):
|
|
|
PSYC 610. Advanced Learning Theories
|
|
|
PSYC 611. Advanced Comparative Psychology
|
|
|
PSYC 613. Advanced Cognitive Psychology
|
|
|
PSYC 617. Advanced History of American
Psychology
|
|
|
PSYC 619. Cognitive Development
|
|
|
PSYC 624. Advanced Physiological Psychology and
Psychopharmacology
|
|
|
Research Project/Thesis
|
6
|
|
PSYC 700. Thesis
|
|
|
Elective courses
(adviser approval required)
|
9
|
|
|
|
Successful completion of a comprehensive examination, the
research round table series and two semesters of research apprenticeship are
required prior to enrollment in the first semester of PSYC 700, Thesis. The
round table and apprenticeship programs do not carry course credit but expose
students to a range of research in psychology.
Through the round table and apprenticeship students are
involved in a program of research early in their graduate training which will
facilitate the development and completion of the thesis.
Only six credit hours of
PSYC 700 may be used to satisfy the Master of Arts program requirements. After
enrollment for six credit hours the student must continue to enroll until the
thesis has been accepted by the student’s faculty committee and the College of
Graduate and Professional Programs.
School
Psychology Program
Dr. Patricia J. Warner, Graduate
Director
Admission Requirements
The minimum
admission requirements for the school psychology program include:
§ completion of a baccalaureate degree with
a satisfactory grade point average
§ 18 hours of undergraduate psychology
§ satisfactory scores on the general portion
of the GRE
§ a personal interview with faculty and
students
§ a personal statement
§ three letters of recommendation from
professionals familiar with the applicant’s potential for graduate education
§ transcripts from all undergraduate and
graduate programs attended.
Minimum admission requirements for the Educational Specialist
degree in school psychology include a 3.5 grade point average and satisfactory
review by the School Psychology Program Committee. Students applying to the
program with a related master’s degree from another institution will be
required to provide three references and to participate in the interview
process.
Mission
The school psychology program promotes the role of the school
psychologist as a developer of an individual’s potential. The program prepares
students to be interpersonally skilled, data-oriented problem solvers who are
able to provide a broad array of psychological services to children. The school
psychology program emphasizes an integrated theoretical orientation in
understanding children and adolescents as part of a family, school, community
and culture. Students acquire skills in psychological assessment, intervention,
consultation, counseling and applied research.
The program is designed to prepare students for employment in
a variety of settings including schools, mental health clinics, hospitals, and
other clinical and educational settings. An emphasis is placed on an integrated
model of training with a substantial focus on field and practicum experiences.
The first level of the program includes basic psychological
foundations and leads to a Master of Arts degree (33 credit hours). Successful
completion of the master’s degree, including passing a comprehensive
examination, enables the student to apply for admission to the Educational
Specialist level of the program. A second year of course work, in addition to a
research project and a 10-month internship, leads to the Educational Specialist
degree (an additional 45 credit hours).
Students completing only the master’s degree are not eligible
for licensure as a school psychologist. The Educational Specialist degree
is the entry-level credential in school psychology and leads to eligibility for
licensure as a school psychologist by the Virginia Department of Education.
After additional supervised experience, students are eligible to sit for the
licensure examination given by the Virginia Board of Psychology for
sub-doctoral licensure as school psychologists.
The concentration in school psychology is approved by the
Virginia Department of Education and is accredited by the National Council for
Accreditation of Teacher Education and the National Association of School
Psychologists.
.
Priority will
be given to applications received by February 15 for fall admission. Interviews
are scheduled in March, and applicants are notified of admission decisions
shortly after the interview.
Master of Arts Degree
|
Minimum
Requirements 1
|
Credit Hours
|
|
PSYC 525. Role and
Function of the School Psychologist
|
3
|
|
PSYC 527. Psychological
Foundations of Education
|
3
|
|
PSYC 605. Research and
Inferential Statistics
|
3
|
|
PSYC 606. Advanced
Measurement Theory
|
3
|
|
PSYC 618. Social and
Emotional Development
|
3
|
|
PSYC 626. Advanced
Developmental Psychopathology
|
3
|
|
PSYC 661. Counseling
Techniques
|
3
|
|
PSYC 674. Assessment I.
|
3
|
|
PSYC 695. Practicum in
School Psychology
|
3
|
|
PSYC 749. Multicultural
Perspectives of Intervention
|
3
|
|
PSYC 777. Assessment
II.
|
3
|
|
|
|
Educational Specialist
Degree
|
Minimum
Requirements
|
Credit Hours
|
|
PSYC 609. Applied Research Methods
|
3
|
|
PSYC 750. Consultation and Intervention Techniques
|
3
|
|
PSYC 751. Psychotherapy with Children and Adolescents
|
3
|
|
PSYC 755. Cognitive and Behavioral Interventions
|
3
|
|
PSYC 778. Advanced Practicum in School Psychology
|
6
|
|
PSYC 779. Assessment III.
|
3
|
|
PSYC 790. Internship in School Psychology
|
9
|
|
PSYC 800. Educational Specialist Research Project 1
|
6
|
|
PSYC 880. Introduction to Child and Adolescent
Neuropsychology
|
3
|
|
SPED 501. Special Education Interventions
|
3
|
|
READ 658. Principles, Practices and Applications of
Reading Assessment
|
3
|
|
|
|
Students must complete all program requirements to be
recommended for certification or licensure. Certain courses may be waived or
substituted with adviser approval.
Community
Counseling Program
Dr. Lennis G. Echterling, Graduate
Director
Admission Requirements
Minimum admissions requirements for entry to the community
counseling program include the following:
§ completion of a baccalaureate degree with
a satisfactory grade point average
§ satisfactory scores on the general portion
of the Graduate Record Examination
§ a personal statement
§ three completed reference forms from
individuals familiar with the student’s potential for graduate education
§ a minimum of 18 credit hours of
undergraduate preparation in psychology or related behavioral sciences
§ a personal interview and a screening
session with the program committee
Mission
The mission of Counseling Psychology is to train students
from a variety of geographic areas, primarily from the Virginia and
mid-Atlantic area, to become successful professionals who:
1. Provide
competent, caring, and ethical services to diverse populations;
2. Pursue a life-long
process of personal and professional growth; and
3. Advance the
profession through service, research, innovation, and training.
As members of the Community Counseling Program of James
Madison University, we have formed our own special community of faculty, staff,
and students. We vary in abilities, age, class, gender, ethnicity, race,
religion, sexual orientation, and place of birth, but we share a common vision
of achieving a vitally important mission – transforming students into
successful community counselors.
Our community counseling alumni are dedicated to providing
competent, caring, and ethical services to diverse clients in public agencies,
community programs, and private practices. Putting our principles into
practice, we strive to create a caring community in which we can thrive
personally and grow professionally. While many of our graduates work in rural
communities in Virginia’s Shenandoah Valley or among the mountains of West
Virginia, many more have moved on to serve in other communities throughout the
mid-Atlantic region, and across the nation. We invite our students to embark on
a life-long journey of exploring new possibilities, refining their skills, and
staying fresh throughout their careers. We encourage them to support one
another in the formidable task of facilitating the change process in
individuals, couples, families, groups, and communities as licensed
professional counselors. Finally, we challenge our graduates to advance the
community counseling profession through service, research, innovation,
advocacy, and training.
The Educational Specialist degree program in community
counseling includes the common core courses for the Master of Arts in
psychology, other courses required for accreditation and licensure, and
electives to meet individual needs and interests. The program requires the
completion of a minimum of 60 credit hours.
The Master of Arts degree in psychology is awarded only after
completion of all Educational Specialist degree requirements. This program
provides the academic and applied training necessary for individuals seeking
employment as counselors in community agencies, psychiatric facilities or
private practice.
The Community Counseling Program is approved by the Council
for the Accreditation of Counseling and Related Educational Programs, an
affiliate of the American Counseling Association. The JMU transcript endorses
students as graduates of an accredited program and as being eligible to take
the National Board for Certified Counselors examination leading to recognition
as a National Certified Counselor. Students also take all courses required for
licensure as professional counselors in the Commonwealth of Virginia. A comprehensive
examination including oral, written and applied components is required prior to
internship.
Educational Specialist
Degree Requirements
|
Minimum
Requirements
|
Credit
Hours
|
|
Common Core
|
|
|
Statistics and
Measurements
|
|
|
PSYC 600. Measurement
and Statistics
|
3
|
|
PSYC 607.
Assessment Procedures in Counseling Principles and Theories of Psychology
|
3
|
|
PSYC 614.
Advanced Developmental Psychology
|
3
|
|
PSYC 685.
Psychopathology: Diagnosis and Intervention Planning
|
3
|
|
Research Project/Thesis
|
3
|
|
Choose
one of the following:
|
|
|
PSYC 800.
Educational Specialist Project
|
|
|
PSYC 700.
Thesis (Note: Thesis option requires an additional 3 credit hours.)
|
|
|
Other Required
Courses
|
|
|
PSYC 630.
Community Counseling
|
3
|
|
PSYC 660.
Counseling Theories
|
3
|
|
PSYC 661.
Counseling Techniques
|
3
|
|
PSYC 663.
Substance Abuse Counseling
|
3
|
|
PSYC 664.
Counseling Process
|
3
|
|
PSYC 665. Group
Counseling
|
3
|
|
PSYC 668.
Couple and Family Systems
|
3
|
|
PSYC 669. Career
Development
|
3
|
|
PSYC 695. Practicum in
Counseling
|
3
|
|
PSYC 710. Counseling
Strategies: Special Topics
|
3
|
|
PSYC 749. Multicultural
Perspectives of Intervention
|
3
|
|
PSYC 760. Consultation
and Supervision for Counseling
|
3
|
|
PSYC 790. Internship in
Community Counseling
|
6
|
|
Elective courses
(adviser approval required)
|
3
|
|
|
|
School
Counseling Program
Dr. Lennis G. Echterling, Graduate
Director
Admission Requirements
Minimum admissions requirements for entry to the School
Counseling Program include the following:
§ completion of a baccalaureate degree with
a satisfactory grade point average
§ satisfactory scores on the general portion
of the Graduate Record Examination
§ a personal statement
§ three completed reference forms from
individuals familiar with the student’s potential for graduate education
§ a minimum of 18 credit hours of
undergraduate preparation in education , psychology, or related behavioral
sciences
§ a personal interview and a screening
session with the program committee
Mission
The School Counseling Program of James Madison University is a
learning community of faculty, staff, and students who vary in abilities, age,
class, gender, ethnicity, race, religion, and sexual orientation. Coming
together from a variety of geographic areas, we share a common vision of
achieving a vitally important mission – training students to become successful
school counselors.
Our alumni are dedicated to providing competent, caring, and
ethical services to diverse students in public and private schools. Putting our
principles of school counseling into practice, we strive to create an academic
community in which our students can thrive personally and grow professionally.
While many of our graduates play vital roles in schools along Virginia’s
Shenandoah Valley or among the mountains of West Virginia, many more have moved
on to serve in rural, suburban, and urban schools throughout the mid-Atlantic
region, and across the nation. We invite our students to embark on a life-long
journey of exploring new possibilities, refining their skills, and staying
fresh throughout their careers. We encourage them to support one another in the
formidable task of making a difference in students’ lives by meeting their
emotional, social, educational, and career development needs as licensed or
certified school counselors. Finally, we challenge our graduates to advance the
school counseling profession through service,
research, innovation, advocacy, and training.
The school counseling program
prepares students to be school counselors in elementary, middle or secondary
school settings. Program graduates enter the field with the knowledge and
competencies essential to provide quality developmental school counseling
services.
The Educational Specialist degree in school counseling is in
compliance with the 2001 Virginia State Board of Education licensure
regulations for school counselors. The school counseling program is accredited
by the Council for the Accreditation of Counseling and Related Educational
Programs, an affiliate of the American Counseling Association. The program
requires the completion of a minimum of 60 credit hours. The Master of
Education degree is awarded only after completion of all Educational Specialist
degree requirements. A comprehensive examination including oral, written and
applied components is required prior to internship.
Educational Specialist Degree Requirements
|
Minimum
Requirements
|
Credit
Hours
|
|
Common Core
|
|
|
Statistics and
Measurements
|
|
|
PSYC 600.
Measurement and Statistics
|
3
|
|
PSYC 607. Assessment
Procedures in Counseling Principles and Theories of Psychology
|
3
|
|
PSYC 614.
Advanced Developmental Psychology
|
3
|
|
Research
Project/Thesis:
|
3
|
|
Choose one
of the following:
|
|
|
PSYC 800. Educational Specialist Research
Project1
|
|
|
PSYC 700. Thesis (Note: Thesis option requires
an additional 3 credit hours.)
|
|
|
Other Required
courses
|
|
|
PSYC 626.
Advanced Developmental Psychopathology
|
3
|
|
PSYC 640.
School Counseling
|
3
|
|
PSYC 643.
Advanced School Counseling
|
3
|
|
PSYC 660.
Counseling Theories
|
3
|
|
PSYC 661.
Counseling Techniques
|
3
|
|
PSYC 663.
Substance Abuse Counseling
|
3
|
|
PSYC 664.
Counseling Process
|
3
|
|
PSYC 665.
Group Counseling
|
3
|
|
PSYC 669.
Career Development
|
3
|
|
PSYC 695. Practicum
in Counseling
|
3
|
|
PSYC 710.
Counseling Strategies: Special Topics
|
3
|
|
PSYC 749.
Multicultural Perspectives of Intervention
|
3
|
|
PSYC 760.
Consultation and Supervision for Counselors
|
3
|
|
PSYC 790.
Internship in School Counseling
|
6
|
|
Elective
courses (adviser approval required)
|
3
|
|
|
|
College
Student Personnel Administration Program
Dr. James McConnel, Graduate Co-Director
Ms. Donna Harper, Graduate Co-Director
Admission Requirements
Minimum admissions requirements for entry to the college
student personnel administration program include the following:
§ completion of a baccalaureate degree with
a satisfactory grade point average
§ satisfactory scores on the general portion
of the Graduate Record Examination
§ a personal statement and resume
§ three completed reference forms from
individuals familiar with the student’s potential for graduate education
§ a minimum of 18 credit hours of undergraduate
preparation in behavioral sciences
§ a personal interview and a screening
session with the program committee
Mission
The mission of the College Student Personnel Administration program
is to prepare students to be educated and enlightened professionals who will
lead productive and meaningful careers, and to advance the profession of
student personnel administration.
The Master of Education degree in college student personnel
administration is designed to provide professional preparation for college,
university and community college administrative positions. Preparation for
college student personnel careers involves participation in learning
experiences designed to provide an understanding of the college student,
counseling theories, various collegiate subcultures and the nature of higher
education as an institution in the United States. The program’s link with
counseling psychology provides opportunities for personal growth and the
development of interpersonal relationship skills.
Master of Education Degree Requirements
|
Minimum
Requirements
|
Credit Hours
|
|
AHRD 670. American Higher Education
|
3
|
|
PSYC 600. Introduction to Measurement and Statistics
|
3
|
|
PSYC 645. Student Personnel Services
|
3
|
|
PSYC 646. American College Student
|
3
|
|
PSYC 649. Professional Issues in Student Personnel
|
3
|
|
PSYC 650. Organization and Administration of Student
Services
|
3
|
|
PSYC 651. Supervision and Consultation Processes in
|
3
|
|
Student Personnel
|
|
|
PSYC 660. Counseling Theories
|
3
|
|
PSYC 661. Counseling Techniques
|
3
|
|
PSYC 665. Group Counseling
|
3
|
|
PSYC 695. Field Practicum in Student Personnel
Administration
|
3
|
|
Select one of the
following:
|
3
|
|
PSYC 669.
Career Development
|
|
|
PSYC 680.
Independent Study
|
|
|
PSYC 749.
Multicultural Perspectives of Intervention
|
|
|
|
|
College Student
Personnel Certificate Program
The certificate program accepts students who have earned a
master’s degree in a discipline other than higher education/student personnel
services. Students admitted to the program are required to complete four
courses. Upon completion of four higher education/student personnel courses
(chosen in concert with an adviser) a student will receive a certificate of
completion.
Students must complete four courses (12 credit hours) from
the list of existing courses:
PSYC 645. Student
Personnel Services
PSYC 646. American College Student
PSYC 649. Professional Issues in Student Personnel
PSYC 650. Organization and Administration of Student
Services
PSYC 651. Supervision and Consultation in Student
Personnel
PSYC 661. Counseling Techniques
AHRD 670. American
Higher Education
