Graduate programs in the division include the Doctor of Psychology (Psy.D.) in School Psychology, and the Certificate of Advanced Study in School Psychology. Information is available on the Web at www.albany.edu/schoolpsych/ (The Doctoral of Psychology in School Psychology is accredited by the American Psychological Association, Office of Program Consultation and Accreditation, 750 First St., NE, Washington, DC 20002-4242, (202) 336-5500, http://www.apa.org/ed/accreditation.)
Doctor of Psychology in School Psychology
The Psy.D. program at the University at Albany prepares school psychologists to integrate psychological theory, research, and established methods of scientific inquiry into effective practice; and to engage in research and evaluation activities that contribute to the science and practice of psychology. Specifically, the Program prepares graduates as life-long learners who engage in the issues of cultural and individual diversity. The Program's philosophy is that preparation of professional psychologists is dependent on: (a) a solid foundation in psychological theory and research, established methods of scientific inquiry, and skill-based training in psychological assessment and intervention methods; (b) opportunities for supervised application of theory, research, and methods of inquiry and practice; and (c) opportunities to engage in research and evaluation of psychological practice. This philosophy is consistent with an integrated theory-research-practice model in which theory and research provide the basis for psychological practice, the implementation and evaluation of which subsequently informs theory, research, and practice. Students are involved in a systematic and reasoned, sequential plan of study which includes integrated course work in general psychology and professional school psychology, field training experiences, and opportunities to engage in research and evaluation of psychological practice. Training competent professional school psychologists thus encompasses multiple areas; specifically, personal characteristics, academic knowledge, research, field training experiences, comprehensive examination, and dissertation. The sequential plan of study is designed to aid the students' attainment of the knowledge necessary to engage in and enhance psychological practice. This program is accredited by the American Psychological Association.
Program of Study
Each student, in consultation with a faculty advisor, develops a course of
study using the course distribution listed below as a guide. Each program is
subject to review and approval by the Division of School Psychology.
1. Scientific Psychology (27)
2. Theoretical Foundations of Psychology (12)
3. Professional School Psychology (22)
4. Educational Foundations and Related Areas (9)
5. Electives (9)
6. Professional Field Experiences and Internship (12) (Note: Advanced field experiences and internships do not carry academic credit. There is a total of 22 months supervised experience required.)
Minimum = 91 credits.
Additional requirements. In addition to required course work and field training, all students are required to pass doctoral qualifying examinations, and complete an applied research project (professional dissertation).
Full Time Study in Residence
Students enrolled in the Psy.D. program in School Psychology must complete a minimum of one academic year in full time residence. One academic year is defined as consecutive Fall and Spring semesters. Full time study is defined as 12 credits in each semester (i.e. 12 credits in the Fall semester and 12 credits in the Spring semester).
Any student may apply to the faculty in the Division of School Psychology to request a modification (with rationale) of this requirement. The Division faculty will then meet to discuss the student request and decide if the modification will be allowed.
Certificate of Advanced Study in School Psychology
The University at Albany, State University of New York offers a program in School Psychology which leads to a Certificate of Advanced Study (CAS). The CAS is minimally a three-year, 76 credit-hour training program. Students who complete this program are eligible for New York State certification as a school psychologist. The Program's philosophy is that preparation of school psychologists is dependent on: (a) a solid foundation in psychological and educational theory and research, and skill-based training in psychological assessment and intervention methods; and (b) opportunities for supervised application of theory, research, and reflective practice. This is accomplished through an academic component consisting of coursework in psychological foundations; educational foundations and related areas; research, measurement, and statistics; intervention/problem solving; and professional school psychology. Furthermore, a second component involves the trainee in applied professional experiences through field training. This philosophy is consistent with an integrated model in which theory and research provide the basis for school psychological practice, the implementation and evaluation of which subsequently informs theory, research, and practice. The aim of the Program is the development of school psychologists who are well educated in both psychology and education. Using this knowledge, school psychologists are able to use a variety of skills to improve students' educational experiences and psychological well being. As such, these individuals provide a variety of services, including consultation, assessment, and direct intervention.
1. Psychological Foundations (18).
2. Research, measurement, statistics (12).
3. Intervention/Problem Solving (21-22).
4. Educational Foundations (9).
5. Professional School Psychology (3).
6. Professional Practice (10).
This internship, in an appropriate school system, is arranged by and under the supervision of the University for a period of not less than one year of full-time activity.
The student must pass a comprehensive examination in school psychology.