May Institute

Predoctoral Internship in School Psychology

The primary goal of the internship program is to train interns who will become certified school psychologists, prepared to practice in public schools or related settings. The objective of the internship is to train interns to promote educationally and psychologically healthy environments for all children and youth by implementing research-based, effective programs that prevent problems, enhance independence, and promote optimal learning. (Please note that this program is not APA-approved and does not have any relation to our APA predoctoral internship program in Clinical Psychology.)

The school consultation services at May Institute provide consultation and technical assistance to public schools for individual students with challenging prosocial and learning issues as well as systematic training and technical assistance for entire schools. Services include:

  • conducting individualized functional and academic assessments
  • developing and implementing behavior support interventions based on functional behavior assessments with school staff and families
  • designing, developing and implementing direct instruction programs
  • providing technical assistance to educators on individual, classroom, and school-wide academic and behavioral interventions designed to improve academic engagement, reduce problem behavior and improve inclusionary opportunities across students served in both general and special education.

Program Philosophy

The Internship Program is based on the scientist-practitioner model of training. Our interpretation of this model holds that the scientist-practitioner is a school psychologist who:

  • bases school and home based strategies on evidence-based assessment strategies
  • can reference research literature while developing an intervention plan
  • collects treatment data using a valid methodology
  • conducts research in the context of clinical work
  • shares findings at professional conferences or through publication
  • understands the scientific limitations of the field at this time

The Internship Program prepares students for school psychology practice through three principle training components: 1) structured field training, 2) a sequence of didactic training, and 3) a mentored research project. These components are described below.

Structured Field Training

The Internship Program offers opportunities in schools to deliver consultation and direct service, primarily for children and adolescents with severe behavior disorders associated with brain injury, autism, mental retardation, and other developmental disabilities. The primary clinical approach is based on the principles of applied behavior analysis.

Didactic Training Sequence

Seminars are taught by program faculty with strong backgrounds in school psychology, special education, and applied behavior analysis. Seminars are considered an integrated part of this program, rather than a series of disconnected lectures on various topics. Topics include functional behavior assessment, behavior support planning, social skills assessment, social skills interventions, classroom behavior support planning, and academic assessment.

Mentored Research Projects

Further training occurs during the mentored completion of a research project consisting of a demonstration of the application of the principles of evidenced based school psychology to a clinical case. For this project, interns usually take a single case from their caseload and write it as a single-case submission to a peer reviewed journal.

Goals and Objectives of the Internship Program

The Internship Training Program in School Psychology is focused on training interns in ten specific domains recommended in the NASP Standards for Training and Field Placement Programs in School Psychology. They are:

  • Data-based decision-making and accountability
  • Consultation and collaboration,
  • Effective instruction and development of cognitive/academic skills,
  • Socialization and development of life skills
  • Student diversity in development and learning,
  • School and systems organization, policy development and climate prevention
  • Crisis intervention, and mental health,
  • Research and program evaluation,
  • Information technology.

The NASP Standards for Training and Field Placement Programs in School Psychology (National Association of School Psychologists, 2000) describes these domains as follows:

  • Data-Based Decision-Making and Accountability: School psychologists have knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. School psychologists use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. Data-based decision-making permeates every aspect of professional practice.

  • Consultation and Collaboration: School psychologists have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations. School psychologists collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels.

  • Effective Instruction and Development of Cognitive/Academic Skills: School psychologists have knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional interventions and consultation.

  • Socialization and Development of Life Skills: School psychologists have knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling.

  • Student Diversity in Development and Learning: School psychologists have knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.

  • School and Systems Organization, Policy Development, and Climate: School psychologists have knowledge of general education, special education, and other educational and related services. They understand schools and other settings as systems. School psychologists work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.

  • Prevention, Crisis Intervention, and Mental Health: School psychologists have knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. School psychologists provide or contribute to prevention and intervention programs that promote the mental health and physical wellbeing of students.

  • Home/School/Community Collaboration: School psychologists have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. School psychologists work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.

  • Research and Program Evaluation: School psychologists have knowledge of research, statistics, and evaluation methods. School psychologists evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.

  • School Psychology Practice and Development: School psychologists have knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards. School psychologists practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development.

  • Information Technology: School psychologists have knowledge of information sources and technology relevant to their work. School psychologists access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.

Admission and Application Requirements

Program Requirements
The program is designed for advanced-level doctoral students specializing in school psychology in accordance with the specific standards set by the National Association for School Psychologists.

Interns devote a range of 45-60 hours per week in program components for a minimum of 1500 hours of training (approximately 45 hours per week for 40 weeks, minus 15 days leave and paid holidays).

Supervision is provided by licensed psychologists or nationally certified school psychologists. Interns are required to participate in weekly individual supervision with their direct supervisor and group supervision with educational consultants providing similar clinical services.

Admissions Requirements
Applicants must be in the process of completing a doctoral degree in school psychology from an accredited, degree-granting institution in the United States. Applicants must demonstrate ethical conduct and interpersonal skills appropriate to the professional practice of psychology. Applicants' interests and aptitudes must be in concert with our program's goals and objectives. Applicants should have an understanding of our program's philosophy and model of training.

Applicants are evaluated on the basis of academic preparation, practicum experience, letters of recommendation, and degree of fit between the applicant's goals and the goals of the program. The May Institute does not discriminate on the basis of race, gender, age, ethnicity, sexual preference, or religious affiliation.

Interview Process
Typically, select applicants participate in a series of interviews with program faculty. This format allows applicants the opportunity to meet several faculty members and current and former interns, and clarify their understanding of the program model and requirements. An individualized interview process may be arranged as needed.

Application Process

Applicants must submit the following:

  • A copy of your most recent C.V.
  • Three letters of recommendations
  • One to three samples of a recent written evaluation (e.g., psychological, diagnostic, or psychoeducational assessment, behavioral assessment, social skills assessment)
  • All official graduate transcripts
  • Consent for CORI and driving record check

Massachusetts Law requires criminal record checks to be conducted of all applicants to Human Service agencies. In addition, we require driving record checks of all employees. Your acceptance to our internship program is contingent upon the successful completion of a criminal record (CORI) and driving record check with the Department of Motor Vehicles.

Stipend and Benefits
The position is a 10-month position. Dates of employment will parallel typical public school schedules (i.e., end of August to end of June). Interns receive a competitive stipend while participating in the program and the agency offers health and dental insurance, basic life insurance, a 403(b) plan and short term disability. Interns also receive 15 days paid leave and 8 paid holidays. All benefits are available on a pro-rated basis for interns who attend less than full-time.

Please submit application materials by February 1, 2010 to:

Claire Merolli
Administrative Assistant
May Institute
41 Pacella Park Drive
Randolph, MA 02368