(119 credits minimum)
The graduate program leading to the doctor of philosophy (Ph.D.) degree in guidance and psychological services in school psychology is designed to prepare persons for positions of leadership in school-based practice; professional psychological practice in diverse settings; and positions focused on research, teaching, and professional service. Admission and retention are based upon appropriateness of educational and career goals, available positions in the program, interpersonal skills, communication ability, and academic and clinical performance. Meeting minimum standards alone does not guarantee either admission or retention.
A minimum of 119 credits of graduate work beyond the bachelor’s degree is required, in addition to the successful completion of a doctoral dissertation as prescribed in the regulations of the College of Graduate and Professional Studies, and a 2,000-hour, year-long internship. The doctoral program is accredited by the American Psychological Association (APA) and approved by the National Association of School Psychologists (NASP). Further information about accreditation and program approval may be obtained from APA (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE, Washington, D.C. 20002-4242, Phone: 202-336-5979, Fax: 202-336-5978, e-mail: firstname.lastname@example.org) or NASP (National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, Phone: 301-657- 0270, e-mail: email@example.com).
The program aspires to prepare professional psychologists through a scientist-practitioner training model. This incorporates preparation focused on theoretical, research, technical, and interpersonal and leadership competencies, which are integrated and applied through a problem-solving model to all aspects of candidates’ work with diverse populations of children, youth, families, and schools. The objectives of the program are to produce professional psychologists who demonstrate:
* Knowledge and skills concerning fundamentals of measurement and assessment, and the use of assessment measures in a non-biased, reliable and valid manner.
* Knowledge and skills concerning the theories and strategies used to guide the design and implementation of effective interventions for children and adolescents.
* The ability to apply theoretical knowledge and skills when consulting with educators, school administrators, family members, and other professionals.
* Knowledge and skills pertaining to research methodology and design, the evaluation of treatment effects, and the communication of findings.
* Skills required for appropriate professional practice, legal and ethical decision-making, and sensitivity to individual and cultural differences.
The Ph.D. degree is regarded as an advanced practitioner’s degree and, as such, is a continuation of work completed in pursuit of the master of education (M.Ed.) in school psychology. Students who have not completed the M.Ed. in school psychology but have a master’s degree in special education, psychology, or a related field may be considered for admission and offered the opportunity to complete any deficiencies en route to completion of the Ph.D. degree. A student admitted to the Ph.D. program must demonstrate evidence of sound scholarship and the ability to carry out individual research. The program listed below includes the coursework for both the M.Ed. and the Ph.D. degrees in school psychology.
The Ph.D. program requirements can be described briefly as follows: