To qualify for an endorsement to serve as a school psychologist, a person must:

1. Have completed a program approved by the Board which prepares a person to be a school psychologist; or 

2. Hold a certificate as a Nationally Certified School Psychologist issued by the National School Psychology Certification System of the National Association of School Psychologists; or  

3. Hold a graduate degree with preparation in school psychology; and

1. Have earned 60 semester graduate credits from the required areas and, if necessary, the optional areas listed below; and

2. Have completed practicum and a minimum of 1000 hour internship in school psychology (refer to NAC 391.318 and NAC 391.319 for specific guidelines and options).

Required Areas and Course of Work

The required areas and course work for an endorsement to serve as a school psychologist are:

1. In the area of psychology and education of the normal child:   

1. Child development;

2. Child and adolescent psychology; and

3. Theories of learning.

2. In the area of psychology and education of the handicapped child:   

1. Abnormal psychology; and/or

2. The emotionally disturbed or behaviorally disordered child.

3. In the area of psychoeducational assessment:   

1. Assessment of individual intelligence;

2. Testing of individual personality or projective assessment, with a practicum;

3. Diagnosis and treatment of reading disabilities, with a practicum; and

4. Standardized appraisal.

4. In the area of techniques of intervention:

1. A practicum on individual counseling; and

2. The process of counseling.

5. In the area of experimental design:

1. Statistics; and

2. Methodology for research.

Optional Areas and Course Work

The optional areas and course work for an endorsement to serve as a school psychologist are:

1. In the area of psychology and education of the normal child:

1. Educational psychology.

2. Development of a curriculum.

3. Foundations of education.

4. Theories of personality.

5. Affective education.

2. In the area of psychology and education of the handicapped child:

1. Theories of learning disabilities.

2. Psychology of handicapped persons.

3. Etiology of reading disabilities.

3. In the area of characteristics of school systems:

1. Services of personnel for pupils.

2. Multicultural education.

3. School law.

4. In the area of psychoeducational assessment:

1. Assessments for careers or vocations.

2. Physiological assessment.

3. Neuropsychological assessment.

4. Assessment of the gifted and talented.

5. In the area of techniques of intervention:

1. Techniques for group counseling, with a practicum.

2. Techniques for consultation or clinical interviewing.

3. Family and marriage counseling, with a practicum.

4. Psychotherapy and advanced counseling.

5. Techniques for behavioral analysis and management.