UWRF Counseling & School Psychology Department
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Programs within the Department of Counseling and School Psychology prepare individuals to enter professional roles in school and mental health settings. The department is unified by common goals of providing graduate education to prepare our students to be thoughtful, involved, and responsive professionals, particularly in meeting the needs of children, their families, and others in a collaborative and problem-solving fashion. Members of the department collaborate to insure that students develop expected proficiencies in their respective fields of study, consistent with state and national standards. Programs within the department adhere to the highest standards of the professions of counseling and school psychology.
Graduates from our programs will develop both the knowledge base of their respective professions, and interpersonal professional skills to work directly with children, and closely with parents, teachers, administrators, other school specialists, and community professionals, to provide support for learners with many needs. Graduates from our programs will value diversity and individual differences, and follow a commitment to lifelong learning and professional development.
The Counseling and School Psychology Department consists of two separate graduate level programs. The Counseling Program leads to a Masters of Science in Education (M.S.E.), while the School Psychology Program culminates with a Specialist in Education (Ed.S.).
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Recent Submissions
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Impact of a cultural immersion experience on high school students' perceptions of self and identity
(2012-10-01)The purpose of the present study was to investigate the impact that study abroad/cultural immersion had on 14 high school students from the Upper Midwest in terms of their self-concept, self-efficacy, cultural competence, ... -
Ready or not: do preschool experiences impact early literacy skills?
(2011-05-09)This study examined the role of the early childhood experiences that students are bringing with them as they enter Kindergarten, and investigated the impact of various types of early childhood experiences on student ... -
Examining the availability of mental health services and supports in a school setting
(2011-07)An electronic survey was sent to staff members at one middle school and one high school in a rural Minnesota school district. The survey addressed teacher perceptions on the availability of mental health services in their ... -
Parents of youth who identify as transgender: an exploratory study
(2010-12)The present qualitative study explores the experiences, perceptions, support systems, and coping strategies on which parents of youths who identify as transgender rely. Specifically, parental challenges and concerns about ... -
Teacher perceptions of social skills in sixth-graders in elementary school versus sixth-graders in middle school
(2010-06-14)Sixth grade is a very exciting and interesting time for children where multiple life changes occur, including the type of school setting that 11 and 12 year olds attend. Each school district has the choice of placing sixth ... -
Discovering the third grade non-reader: isolating factors that impede reading proficiency
(2010-04-27)In order to address the needs of struggling third grade readers, it was important to understand the factors that possibly impeded their successful acquisition of reading skills. This study was designed to begin to identify ... -
Increasing stakes in testing: the impact on test anxiety in middle school students
(2010-03-21)Over the past 40 plus years, research on the construct of test anxiety has resulted in multiple theoretical models and much sociological and psychological data. The study being presented examined whether different types ... -
Evaluating school psychologists' connections to change, leadership, and resources in RTI implementation
(2009-12-12)The authors of this study explored Response to Intervention (RTI) implementation in relation to school psychologists' attitudes toward change, leadership skills, and access to resources. A random national sample of school ... -
Teacher skill and stress levels: are they prepared for Response to Intervention?
(2009-12-14)Elementary-level general education teachers' role-related stress and preparedness regarding Response to Intervention (RtI) were examined across 30 Western Wisconsin public school districts and seven counties. The relationship ... -
School psychologist's role in response to intervention (RtI): factors that influence RtI implementation
(2009-06-03)The purpose of this study was to determine if the actual implementation of Response to Intervention (RtI) was related to school psychologists' knowledge, district opportunities for RtI training within the school district, ... -
Effectiveness of the Soar to Success reading intervention in a Midwestern school district
(2009-06-01)Data was gathered to determine the effectiveness of Houghton Mifflin's Soar to Success (1998), a commercially published reading intervention, in a southeastern Wisconsin school district. Students participating in the Soar ... -
School psychologists and the emphasis placed on student resiliency in the assessment process
(2009-04-30)An action research study was initiated involving school psychologists among various Minnesota and Wisconsin school settings. A single ten-item questionnaire was used. This questionnaire included several Likert scale items ... -
Effect of resiliency factors on the success of students with emotional and behavioral disorders
(2009-04-30)This exploratory quantitative study examined resiliency characteristics in students placed in Emotional and Behavioral Special Education programs (EBD). From the 250 K-12, licensed, EBD special education teachers throughout ...