Predoctoral Internship
in School Psychology
NAVIGATION

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 doctoral 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
     

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.

Internship timeline runs from the third week in August to the final week in June of the calendar year. 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.). Opportunities may exist to extend the length of the internship for candidates needing more than 1500 hours.

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 recommendation
  • 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

Note: Once an individual has matched to this program, May Institute will conduct a criminal record check (CORI), as required by Massachusetts Law. In additional we require driving record checks of all employees. Your acceptance to our internship program is contingent upon the successful completion of the 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.

Interviews will be conducted in January and final decisions will be made February 1.

Please submit application materials by December 30.
 

Contact
Jane Shamaly
Director of Talent Acquisition, May Institute           
14 Pacella Park Drive
Randolph, MA 02368
781.437.1408   |   jshamaly@mayinstitute.org