Smiling group of teenagers

Doctor of Psychology

School Psychology

Program of Study

Most students complete the program in five to six years. You need to enroll full-time for a minimum of one academic year, and may transfer up to 47 approved graduate credits to shorten your completion time.
 

Core Courses

  • History and Systems of Educational Psychology
  • Introduction to School Psychology
  • Social Psychology Foundations in Professional Psychology
  • Multicultural Counseling
     

Human Development

  • Individual Differences in Human Behavior
  • Developmental Psychopathology
  • Developmental Neuropsychology
  • Choose two: Advanced Developmental Psychology, Comparative Theories of Human Development, Seminar in Human Development.
     

Cognition and Affect

Choose one: Advanced Educational Psychology: Learning and Instruction, Children's Learning, Advanced Topics
 

Research Methods

  • Statistical Methods II
  • Multivariate Methods for Applied Researchers and Evaluators
  • Choose two: Educational Research Design, Seminar in Educational Research, Research Issues in School Psychology.
     

Assessment and Diagnosis

  • Educational and Psychological Assessment
  • Psychoeducational Assessment I, II, and III (Intellectual, Educational, Behavioral and Social-Emotional)

    Effective Intervention and Consultation

    • School Crisis Preparedness and Intervention
    • Instructional Consultation and Intervention
    • Psychoeducational Intervention I, III, and IV (Behavioral Intervention and Consultation, Psychotherapy, and Prevention and Health Promotion)
       

    Educational Foundations

    • Philosophy of Education
    • Introduction to Human Exceptionality
    • Emergent Literacy


    Field Training in School Psychology

    • Practicum: 450 hours
    • School Experience: 750 hours
    • Advanced School or Agency Fieldwork: 750 hours
    • Full-Time Internship in School Psychology: 12 months


    One Elective

    Choose an additional course that interests you.


    Comprehensive Exam

    Pass a series of subject exams that indicate your readiness to continue with your proposed dissertation research.


    Dissertation

    Complete an independent school psychology research project and present your findings in a publishable written report.

     

    See the Graduate Bulletin for details.

    For more information, contact Sandy Romano at [email protected].

    This program is approved for licensure or certification in New York State and the institution has not made a determination regarding the educational requirements for any other state.

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    APA-Accredited Program

    The PsyD in School Psychology is accredited by the American Psychological Association (APA). Conferral of the degree meets the education requirement needed to achieve professional licensure as a practicing psychologist in the state of New York.
     

    For further accreditation information, contact:

    Commission on Accreditation
    American Psychological Association
    Office of Program Consultation and Accreditation
    750 First St., NE, Washington, DC 20002-4242
    202-336-5979

    Student Admissions, Outcomes and Other Data

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    Careers in School Psychology

    The majority of PsyD graduates pursue careers that do not require a professional license. However, more than a third of program alumni choose to complete additional requirements and become state-licensed psychologists.

    Common employers include government agencies; public elementary and secondary schools; educational service organizations, mental health agencies, and residential treatment facilities. Some graduates also work as indepented practitioners.

    According to the U.S. Bureau of Labor Statistics, average wages were $75,090 per year for all clinical, counseling, and school psychologists in 2017. Half of these reported annual earnings were more than $77,030.

    Psychologist working with a child

    Admissions Requirements

    Deadlines

    Departmental Assistantship Consideration

    Fall: December 6
    Spring: Not Available
    Summer: Not Available

    No Departmental Assistantship Consideration

    Fall: December 6
    Spring: Not Available
    Summer: Not Available

    Required Application Materials
    • Transcripts from all schools attended
    • Three letters of recommendation
    • Official GRE scores

    Supplemental Documents

    Statement of Goals
    The statement is generally one to two pages discussing what you have to offer the program and what you wish to get out of the program.  It should include a brief description of the applicant's field of interest, related background, desired area of study and research emphasis or career goals. 

    12 credits of psychology coursework

     

    Special Notes

    This program requires an internship, field experience, study abroad component, or clinical experience requirement. Students who have previously been convicted of a felony are advised that their prior criminal history may impede their ability to complete the requirements of certain academic programs and/or to meet licensure requirements for certain professions.  If applicants have concerns about this matter please contact the Dean’s Office of the intended academic program.

    Student Learning Objectives
    Doctor of Psychology

    The aim of the PsyD program is to prepare 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 health service psychology. To achieve this, the Program is built on two complementary goals that reflect a commitment to a practitioner-scientist model of training and are consistent with the substantive areas of health service psychology:

    • To develop students' discipline-specific knowledge
    • To develop students' profession-wide competencies

    The Program has identified the following competencies in these areas:

    Discipline-Specific Knowledge Category I and II

    • To prepare competent school psychologists who demonstrate knowledge across the basic foundational areas of health service psychology to understand and explain human behavior (demonstrate and apply basic knowledge of the breadth of health service psychology [i.e., typical and atypical development, cognition and learning, biological and social basis for human behavior, individual differences, research methods, statistics, psychometrics, and history of psychology]; demonstrate understanding and advanced integrative knowledge of content areas with application in practice)

    Profession-Wide Competencies

    Students acquire and demonstrate substantial understanding of and competencies in:

    1. Research Methods and Psychometrics (application of aspects of research design and methods, psychological measurement, data analysis, and data interpretation; generate original research and scholarship)
    2.  Ethical and Legal Standards (APA principles and code of conduct; NASP principles and code of conduct; relevant laws and policies at organizational, local, regional, state, and national level with adherence to these standards in practice)
    3. Individual and Cultural Diversity (knowledge of and sensitivity to issues of diversity in professional practice [self awareness, relevant theories, integration of individual and cultural diversity in case conceptualization, ability to work with individuals from diverse backgrounds) and the extension and application of this knowledge in practice
    4. Professional Values, Attitudes, and Behaviors (values and attitudes of health service psychology including professionalism, integrity, deportment, professional identity, self-reflection, critical thinking, overall professional effectiveness)
    5. Communication and Interpersonal Skills (establish and maintain effective relationships, ability to produce and comprehend verbal, nonverbal, and written communications for varying audiences) in professional practice
    6. Assessment (identify individual strengths and needs across multiple areas of behavior using multiple methods that are based on empirical literature and reflect the science of measurement and psychometrics; diagnostic classification systems; functional and dysfunctional behaviors; interpret assessment results using research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations; guard against biases; effectively and accurately communicate results orally and in written documents)
    7. Interventions (knowledge of theory and research of direct interventions and prevention; identify goals and develop plans based on current scientific literature and linked to assessment findings, characteristics, and contexts; evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation)
    8. Consultation and interprofessional/interdisciplinary skills (demonstrate knowledge of and respect for the roles and perspectives of other professions; knowledge of consultation models and practices)
    9. Supervision (knowledge of supervision models and practices)
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    Careers and Advisement

    The Pathways Into Education (PIE) Center is the central office on campus serving undergraduate, graduate, and prospective students interested in pursuing careers in education and programs leading to teacher certification.

    Please call or email to schedule an appointment.

    Graduate Advisement:
    Email Graduate Advisement
    (518) 442-3529