Program Objective

To educate a new generation of school psychologists whose central concern is the contribution of psychological science to the educational and emotional well-being of children and adolescents.

Specialty Areas

Doctoral, educational specialist level curriculum that emphasizes a variety of skills, including assessment, intervention and consultation.

Students are encouraged to take courses outside of school psychology - specifically, in special education, as well as psychology, speech pathology, sociology, anthropology and law. Students are offered a variety of supervised field experiences designed to promote the development and application of research and professional practice skills. Supervised experiences are also included in course-related field activities, and in practicum and internship courses.

The Doctoral Program (Ph.D.)

The program's philosophy involves the conceptualization of the "school psychologist as a problem solver" within a multicultural society that is diverse in terms of, for example, language, race, disability status, religion, cultural background and sexual orientation. In this regard, the program trains students in the application of a wide range of psychological principles, theories and research, as well as evidence-based assessment and intervention procedures, that focus on the remediation of school-related social, emotional, and learning problems in children and adolescents of diverse backgrounds.

Doctoral study in school psychology is designed to prepare students for positions of leadership associated with the task of relating psychology as a behavioral science to the education and socialization of children and adolescents in contemporary culture.

Roles for the School Psychologist with a Doctoral Degree:

• Scholar-practitioner providing psychological services within school settings, residential treatment centers and/or in mental health clinics.
• Trainer of school psychologists in institutions of higher education.
• Administrator responsible for the development, implementation and evaluation of programs utilizing psychological principles to enhance the effectiveness of the education and socialization of children and adolescents.

Graduates of the program meet the application requirements for taking the national examination for becoming a nationally certified school psychologist, as well as taking the national examination for becoming a licensed psychologist (some states, however, require the completion of a one-year postdoctoral residency program before an applicant is permitted to take this examination).

The Ph.D. program accepts between five and eight students per year and has approximately 30 students currently enrolled in the Program. The program follows the scholar-practitioner training model and emphasizes the "school psychologist as problem solver" philosophy.

Goals of the Ph.D. Program

1. Prepare graduates to provide school psychological services and engage in scholarly activities within a culturally diverse society
2. Prepare students to follow a problem solving approach to the practice of school psychology with children and adolescents
3. Prepare graduates for lifelong learning who are skilled in the interface between science, theory, and practice
4. Prepare graduates for supervisory and leadership roles in the field of school psychology
5. Prepare graduates in the ethical principles, professional standards, and laws associated with the delivery of school psychological services to children and adolescents

The School Psychology Ph.D. Program is accredited by the American Psychological Association. Inquiries regarding accreditation should be addressed to: Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE, Washington, DC 20002-4242 www.apa.org (202)336-5979.

Ph.D. Program Requirements

The School Psychology - Ph.D. Degree Requirements document (pdf, 302kb) offers more information an outline of coursework (course sequence), and other requirements for completion of a doctoral degree in the School Psychology program. In reading the document, referring to the Course Descriptions (pdf, 23kb) will provide addditional information about coursework.

A fingerprint criminal background check is required by all school districts and psychological services agencies where our PhD students are placed for their practicum, externship, internship and clinical assistantship work. The fingerprinting and criminal background check will take place during the first two weeks of a student's first semester on campus.

Handbooks, Materials, and Statistics/Outcomes

• Handbook for Doctoral Program Students (pdf, 1.5MB) [revised 2011 June]
• Practicum Handbook (pdf, 420KB) [revised 2011 October 25]
• Statistics/Outcomes of the Doctoral Program
• Department Forms (external link)

School Psychology Faculty Information

The School Psychology Specialty faculty consists of highly active and productive scholars with a wide scope of relevant academic specialties, ideologies and ethno-cultural experiences. The research and scholarship activities of several of our faculty have had a marked impact on the field of school psychology, and research programs directed by our faculty have resulted in direct services to thousands of school-age children throughout the nation. Interests of our faculty include applied psychometrics, neuropsychological study of at-risk learners, nondiscriminatory assessment, early childhood cognition, childhood emotional disturbance and child psychotherapy.

School Psychology Faculty:

• Richard J. Morris
• Michelle Perfect
• David L. Wodrich
• Kristin C. Thompson

Admissions

The School Psychology Ph.D. Program encourages applications by students from diverse cultural and individual backgrounds.

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