phd programs for school psychology

Ph.D. in School Psychology

What you can earn, credits earned, time commitment, upcoming deadline, leaders of school psychology research and practice.

The School Psychology Ph.D. degree prepares leaders in the field of research and practice within school psychology. Our program stresses the expanded role of the school psychologist and offers formal coursework and practica in assessment, consultation, intervention, and counseling.

Our philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

The program is accredited by the American Psychological Association (APA) , approved by the  National Association of School Psychologists (NASP) , and meets requirements for state level licensure as a psychologist.

Our mission is to prepare scientist-practitioners whose practice of psychology is grounded in scientific knowledge and focused on enhancing the educational and socio-emotional competence of school-age children and youth.

The role of a health service psychologist with a specialty in school psychology is to assess, consult, and provide prevention and direct intervention services that focus on learning, behavior, and mental health. The graduate program in School Psychology at the University of Washington stresses the expanded role of the school psychologist and offers formal course work and practica in assessment, consultation, intervention, and counseling. In addition, the program philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

What you'll learn

The following are the nine profession-wide competencies and the specific objectives for graduates. Students' learning experiences are guided by the Discipline Specific Knowledge areas of APA and by the Profession-Wide Competencies in the APA Standards of Accreditation.

Program Objective: To prepare health service psychologists to be critical consumers of research, to have the knowledge and skills to conduct scientific inquiry, and to disseminate research.

Program Objective: To prepare health service psychologists to be competent in navigating and legal and ethical challenges and engaging in best practices associated with the APA Ethical Principles for Psychologists and Code of Conduct.

Program Objective: To prepare health service psychologists to integrate self-awareness, cultural knowledge, and culturally responsive skills in all professional activities including research, teaching, and clinical service.

Program Objective: To prepare health service psychologists to reflect the values and attitudes of psychology through integrity, professional identity alignment, professional behavior, and responsiveness to supervision and feedback.

Program Objective: To prepare health service psychologists to maintain effective relationships with colleagues, communities, organizations, supervisors, supervisees, and clients.

Program Objective: to prepare health service psychologists to incorporate the diversity characteristics of clients in psychological assessments and to present findings in an effective manner that is appropriate for audiences outside the discipline of psychology.

Program Objective: To prepare health service psychologists to implement evidence-based interventions with fidelity to empirical models along with the flexibility to adapt the interventions to the cultural and linguistic context of the clients.

Program Objective: To prepare health service psychologists to provide effective supervised supervision to less advanced students and peers appropriate for the service setting.

Program Objective: To prepare health service psychologists to demonstrate the ability to effectively collaborate in interdisciplinary contexts and integrated healthcare settings.

After graduation

Graduates are prepared for college teaching, clinical, and research positions in a variety of settings:

• School settings to serve students from all cultural, ethnic, and socioeconomic backgrounds
• University settings as trainers of school psychologists and continue to generate new knowledge for the practice of psychology
• Research settings where investigations are conducted related to learning, development, and behavior of school-aged children
• Teaching hospitals and other health agencies providing outpatient services for patients with school-related problems

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Related programs

The first three years of this Ph.D. program follow the sequence of the Educational Specialist (Ed.S.) program . The final three years of the Ph.D. program build upon and extend the training.

School Psychology Clinic

The UW School Psychology Clinic serves as a training site for graduate students in the School Psychology Ed.S. and Ph.D. programs. All services are supervised by a licensed psychologist/clinician, along with a program faculty member. The center also services as a clinical-research site for faculty and students.

The Ph.D. degree is a six-year, full-time program that requires three years of Ed.S. degree coursework, two years of Ph.D. coursework and one year of a predoctoral internship. If you already have an Ed.S. degree, the Ph.D. course of study can be shortened to three or more years.

With the support of your advisor, you will design an individualized program of study that is guided by a supervisory committee and chaired by a core school psychology faculty member.

Students who complete their Ed.S. degree at UW will use that coursework as their specialty area. Students who completed their Ed.S. at another institution will have their transcripts reviewed to determine course credits that may be applied to their Ph.D. program of study.

As doctoral students are completing the individualized program of study requirements, they must also complete the Ph.D. degree milestones (research and inquiry, general exam, dissertation proposal, dissertation defense). These procedures are described in the program handbook sections under “Ph.D. degree milestones.”

For details,  download the student handbook

The first three years of the Ph.D. degree follow the course sequence of our Ed.S. degree . The Ed.S. course sequence is organized so that all basic foundation courses are completed the first year, the second year is centered on applied experiences in schools and at the University of Washington, and the third year is a full-time, school-based internship in public schools. Students who have already earned their Ed.S. degree may begin the Ph.D. coursework immediately.

Autumn quarter

• EDPSY 565: Adv Practicum in Clinical Practice (4)
• EDPSY 508: Adv Practicum- Supervision & School Mental Health (2)
• EDLPS 525: Educational Inquiry (3)
• EDPSY 529: Developmental Psychopathology and the DSM (3)
• Additional cognate courses (including research methods courses)

Winter quarter

• EDLPS 526: Educational Inquiry (3)
• EDPSY 538: Multiple Regression (3)
• Additional cognate and research methods courses
• Prospective Candidacy

Spring quarter

• EDPSY 585: History, Systems, & Contemporary Issues in School Psychology (3)
• Research and Inquiry

Summer quarter (session A)

EDPSY 581: Seminar in APPIC/CDSPP internships (2)

• EDPSY 579: Advanced Practicum in Assessment and Intervention (3)
• R & I presentation (Nov)
• General Exam (Nov or Dec)
• If not doing APPIC, start working on creating a local CDSPP-aligned Internship
• Register only if completing the general exam this quarter
• To obtain an add code for dissertation credits, go to  education.uw.edu/practicum , select your advisor, EDUC 800 course, and describe your dissertation project.
• General Exam (if not completed in Autumn)
• Dissertation Proposal (or in Spring)
• Internship interviews and APPIC Match Day
• Register for 25 dissertation credits (total) by the end of the academic year. Leave 2 credits for the following year when you defend your dissertation (final orals).
• Dissertation Proposal (if not completed in Winter)
• EDUC 800: Dissertation (8-10)

Students apply for “on leave” status EVERY quarter except the quarter of the dissertation defense. If a student does not apply each quarter, they will drop from the University system and have to reapply for active status and pay a $250 fee to the Graduate School. During the quarter of the dissertation defense, students MUST register for the remaining 2 credits.

Each doctoral student is required to identify two supportive cognate fields in addition to the area of specialization. Depending upon your academic background, the range of credits required for each supportive cognate is between 6 and 15. The breadth and depth of each cognate is normally defined by the graduate advisor and the faculty member selected to represent the cognate area.

Each student must form a specialization from a unit outside of the College of Education.  The specialization outside the College will normally be in a single department (e.g., Social Work, Public Health). In exceptional cases, it may be a series of courses from different departments containing a common thread (e.g., Ethnic Studies, which may draw upon courses based in several departments). The breadth and depth of the specialization outside the College is normally defined by the graduate faculty representative from that specialization serving on your Supervisory Committee. 

The culminating experience for the Ph.D. degree is a predoctoral internship, which includes advanced, integrative, supervised experiences in applying science to practice. The predoctoral internship must be completed after the general exam is passed and the dissertation proposal has been approved.

The predoctoral internship requires an additional 1,500 hours of experience and can be completed in a school or non-school setting. Students are strongly encouraged to apply to APA-accredited predoctoral internship programs through the Association of Postdoctoral Psychology and Internship Centers (APPIC) Match process. Those who do not have the ability to complete APA accredited internships must complete local predoctoral internships that are CDSPP compliant.

Students take a required 27 dissertation credits after passing the oral general examination, complete an approved dissertation proposal prior to predoctoral internship,  and complete the dissertation either before or during the predoctoral internship.

Admission requirements and process

Preferential consideration is given to applicants who have had employment or volunteer experiences in P-12 schools and who also have research training and experience.

We accept applications once a year, for autumn quarter admission.  You must apply to the Graduate School by December 1 . Faculty reviews commence in January and continue until all vacancies are filled.

We are committed to recognizing and fostering the values derived from a diverse student population and are striving to promote increased diversity among practicing school psychologists. Toward this end, we apply a variety of criteria when evaluating applicants. We strongly encourage racially and ethnically diverse students to apply to this program.

A bachelor’s degree is required for applicants who will complete their Ed.S. degree coursework first. A degree may be in-progress when applying but it must be completed before the Program starts.

Applicants may apply to begin the Ph.D. coursework under ONE the following conditions:

• They are enrolled in the UW Ed.S. degree in School Psychology Program and have completed at least two years of coursework,
• They have completed their school psychologist certification, or
• They have earned a master’s degree or Ed.S. in school psychology.
• Include one transcript from each institution from which you've earned a degree and one from every institution you have attended in the previous 5 years.
• Your transcripts must include your name, coursework, and degree (if completed).
• If you are offered admission, the UW Graduate School will request an official transcript from your most recent degree earned.

The UW Graduate School requires a cumulative GPA of 3.0. However, we review your application holistically. If your GPA is below 3.0, contact us at [email protected] for advice on how to strengthen your overall application.

During the online application process, you will be given instructions for adding your recommenders and getting their letters submitted electronically. Your recommenders should be able to address:

• your communication skills, both written and oral
• your ability to interact productively with supervisors, peers, and children
• your ability to function without supervision
• your research competence and experience
• your teaching, counseling and/or assessment skills 
• other relevant aspects of your academic or professional development

A current academic and professional resume or vita is required. In addition to educational degrees and professional experience, you should include a list of all relevant awards, publications, presentations or other achievements that will help us to evaluate your application.

The admissions committee uses your statement of purpose, along with other evidence, to determine whether your goals are well-matched with our Program. Your statement should address goals, relevant experience, future plans, and how the desired specific program meets your needs. Include personal experiences that have prepared you for the challenge of graduate school, topics like:

• Reasons for seeking entry into this program 
• Post-baccalaureate experiences in teaching, counseling, and assessment  
• Your professional aspirations
• Your research interests

Your statement must be no more than 750 words (3 pages double-spaced) using 12-point font and 1-inch margins.

While optional, you can add to your application by submitting a personal history statement with each application. This statement should address your intellectual growth and development, inclusive of and beyond your academic goals. 

Statements should be no longer than two pages long, double-spaced, with 12-point font and 1-inch margins.

• Gather all required documents
• Visit the Graduate School website
• Log into your account or create a new profile if you are a first-time applicant
• Complete all steps in application process and upload your documents
• You may request a fee waiver during the application process
• Submit your application

Here is our general timeline for decisions.

Step 1: Application processing

• Within 7 business days after the deadline, we will check if your application if fully complete
• We will email you whether your application is complete or incomplete
• If your application is missing anything, you will have a short amount of time submit these items
• You can also log into the online tool and check your status and see any missing items

Step 2: Application review

• Committees begin reviewing applications about two weeks after the deadline
• You will receiving an email when your application has entered the review phase

Step 3: Interview day

We host an interview day during the first or second week of February for finalists who remain competitive after the primary and secondary review of their application. For those who are unable to attend this event, a web based or phone interview with one or more members of the core faculty in school psychology is required. Interviews are only by invitation.

Step 4: Decision notification

• The final decision will be emailed to you
• Your status will also be updated in the online application tool

We value and welcoming applications from international students! If you are applying from outside the United States, there are additional requirements and application materials.

• At minimum, you must have the equivalent of a U.S. bachelor's degree (a four-year degree from an institution of recognized standing)
• The national system of education in the foreign country
• The type of institution
• The field of study and level of studies completed
• International transcripts must be submitted in the original language.
• Your transcript should include date of graduation and title of the awarded academic degree
• If your transcript is not in English, you must also provide a certified English translation
• You do not need to have your transcript evaluated for the degree by an agency

Per  UW Graduate School policy , you must submit a demonstration of English language proficiency if your native language is not English and you did not earn a degree in one of the following countries:

• United States
• United Kingdom
• New Zealand
• South Africa
• Trinidad and Tobago

The following tests are accepted if the test was taken fewer than two years ago:

• Minimum score: 80
• Recommended score: 92+
• The UW's 4-digit code is 4854
• University of Washington All Campuses, Organisation ID 365, Undergrad & Graduate Admis, Box 355850, Seattle, WA, 98105, United States of America
• Minimum score: 6.5
• Recommended score: 7.0+
• School information for submission: University of Washington, All Campuses Undergraduate & Graduate Admission Box 355850 Seattle, WA 98195
• Minimum score: 105
• Recommended score: 120+
• Follow the instructions on the Duolingo website to submit your scores

If apply and are offered admission to UW, you will need to submit a statement of financial ability.

Costs and funding

We are a tuition-based program. Estimated tuition rates are based on your residency: 

• Washington state residents: $19,584 per year
• Out-of-state students: $35,352 per year

Estimates are subject to change and may differ due to course load and summer quarter enrollment. Estimates include building fees, technology fees, U-Pass, etc. Additional program-specific fees are not included in this estimate.

View the UW tuition dashboard → Visit the Office of Planning & Budgeting →

Graduate Student General Scholarships

Disclosure, outcomes and other data.

We post Program data, including students’ time to completion, program costs, internship placement, attrition, licensure, and other disclosures.

View outcome data

Program Director

Kristen Missall

Program faculty.

Janine Jones

Alexa Matlack

James Mazza

Program staff.

Jen Haveman

Education & Human Development

Educational psychology, how to apply.

The Department OF Educational Psychology

The Department of Educational Psychology (EPSY) is home to a variety of interrelated disciplines and degree options focused on human development and well-being in educational and community contexts. Our undergraduate programs prepare students to work with children and youth in a variety of community and school contexts. We also offer a range of professional master’s degrees geared towards professionals in schools, communities, and the corporate world. For those interested in doctoral studies we offer Doctor of Philosophy (Ph.D.) degrees in Educational Psychology, Counseling Psychology, and School Psychology.

Program Areas to choose from

Educational psychology, us news & world report 2021, number of online courses available, former student highlight, michele sheppard.

“When I started at A&M, it was unlike any other, they push you to be your very best. Being a single mom and going back to school was not always easy but you can do it!”

Master’s →

Bachelor’s →

Certificates →

Emphasis Areas

Educational psychology programs.

UNDERGRADUATE STUDIES

EPSY offers a Bachelor of Science (B.S.) in Education and University Studies, with one of three focuses.

Undergraduate Studies

Graduate Programs

The department of Educational Psychology offers a range of professional graduate degree programs.

ONLINE EDUCATION

EPSY offers a wide variety of online programs and courses to many the diverse needs our students.

Online Education

Certificates

Undergraduate students have the opportunity to complete certificate programs while completing their degree requirements.

FROM OUR FORMER STUDENTS

“I came to the conclusion that being a special educator is less about whom you teach and more about what you teach.”

– Stephanie Haetchen ’12 Special Education Programs

Upcoming Events

View all upcoming EPSY events

Doctorate in:

School psychology.

Ph.D. in School Psychology

Our Ph.D. in School Psychology is designed to give candidates a thorough and comprehensive knowledge their professional field and training in methods of research, as well as competencies required for practice.

This degree is awarded based on a candidate’s grasp of subject matter in a broad field of study, a demonstrated ability to do independent research, and demonstrated competencies for practice as a health service professional. In addition, candidates must have acquired the ability to express thoughts clearly and forcefully in both oral and written languages.

This degree is not granted solely for the completion of coursework, residence and technical requirements, although these must be met.

• For a student who has completed a master’s degree, a DDS/DMD, DVM or MD at a U.S. institution, a minimum of 64 hours is required on the degree plan for the degree of Doctor of Philosophy.
• For a student who has completed a baccalaureate degree but not a master’s degree or a U.S. DDS/DMD, DVM or MD , a minimum of 96 hours is required on the degree plan for the degree of Doctor of Philosophy.

Students gain the knowledge and skills for:

• Research • Assessment • Intervention • Consultation • Supervision • Ethical and Professional Practice

Program graduates work in a variety of private and institutional settings, including:

• Public and private schools • Hospitals and medical clinics • Community-based health and educational organizations • University settings

Disclosure of Education & Training Outcomes

SPSY 2023 Student Admissions, Outcomes, and Other Data is for informed decision-making by prospective students, as well as others.

Where are our Graduates?

A recent evaluation of program graduates over the last 10 years, from the academic year 2010-2011 to 2019-2020, finds our graduates are currently in the following work settings:

School District

Hospital/medical centers, community mental health clinic, independent practice, other: dod schools (consultant), other: community agency, university academic setting (non-medical) teaching/faculty, chosen unemployment, admissions deadlines.

• Applications are currently closed and will reopen on August 1, 2024.

RECOMMENDED GRE/GPA SCORES

Recommended gre/gpa scores.

• 1000 (old scoring system) or
• 310 (new scoring system)
• Undergraduate (and Graduate, if applicable) GPA could impact admission.
• GRE scores are not required for 2022 applicants.

SUBMISSION CRITERIA

Submission criteria.

• Letters of reference from professors and employers.
• Membership in professional organizations.
• Involvement in research activities.
• Relevant job experience.
• Personal characteristics such as bilingual status or experience working with individuals with disabilities.
• Essay outlining goals, research interests, and skills.

Application reviews occur in December. Full program faculty and a graduate student select students for interviews in early January. On-campus interviews start at the beginning of February.

Admission Interviews

• Expect a formal interview, informative sessions, and interaction with both faculty and graduate students. Applicants also will have the opportunity to see the campus, clinics, and community.
• For out-of-state students, we try to subsidize the cost of travel.

Post-Interview Process

• Admitted students must notify us in writing by April 15 of their intent to enroll the following fall.
• Students who enter the program are assigned a student mentor and a temporary advisor.

Program Details

Degree: Ph.D. in School Psychology Degrees Offered: Doctor of Philosophy (Ph.D.) Credit Hours: minimum 104-112 hours

• Students completing the program obtain the Doctorate of Philosophy (Ph.D.) in School Psychology.
• For students entering with a baccalaureate, the program requires  a non-thesis option M.Ed. after completion of the first 36 credits . The doctoral degree plan includes a minimum of an additional 64 credits for all students including internship.
• The program meets criteria for the state and national credentials for practice in the schools and licensure as a psychologist in most states.

Select School of Education and update credit hours.

Accreditation

The School Psychology Program at Texas A&M University is fully accredited by the American Psychological Association (APA) .

Office of Program Consultation and Accreditation 750 First Street, N.E. Washington, DC 20002-4242 (202) 336-5979

Our Program has been approved by the National Association of School Psychologists (NASP) .

Program Requirements

• Students engage in coursework and field experiences that are sequential and increase in complexity.
• All students must complete the core curriculum.
• Students choose an area of more in-depth coverage as they progress through the program.

Read the School Psychology Student handbook for details about our mission, required coursework, field experiences, and student performance evaluations.

Consideration for Prior Graduate Credit

In recognition that some students enter the program with a master’s or specialist’s degree in School Psychology or related field, the program has established the Direct to Doctorate  process.

Degree Requirements

Review the School Psychology degree requirements associated with time commitment and acquiring residency.

Research Apprenticeship

Students participate in mentored research activities beginning in their first year. They present as part of research at the regional, national and international convention and publish with faculty mentorship.

Scientific inquiry (i.e., research) is the most powerful and prominent method for creating new knowledge and testing extant theories. The skills and attitudes of scientific inquiry are essential to the development and delivery of sound professional services, and directly benefit the clients and constituencies served.

We believe that the Ph.D. degree in School Psychology should indicate the student’s ability to generate and disseminate (e.g., through professional conferences and journals) new knowledge that contributes to our understanding of important theoretical and/or practical issues and questions in the area of psychology. This requires that students are well versed in the knowledge base in their specialty area, and have developed facility with all aspects of the research process. Our graduates are able to function as researchers both independently and collaboratively in clinical and research settings.

Expectations

Our program is designed to foster doctoral students’ continuous involvement in research. Students are expected to participate in mentored research activities from the start of their doctoral training by joining existing research teams led by faculty mentors. At early stages, involvement in research may include assistance with data collection, study management, and data entry or organization. As students’ skills develop, opportunities for conducting data analyses, designing new studies, producing scholarly products (e.g., conference presentations, journal articles), and mentoring in grant writing may be available.

Through these mentored research opportunities, students will develop the full spectrum of research skills necessary for formulating their dissertation and conducting research independently. Research involvement and competence will be reviewed annually by the student’s doctoral committee and/or program committee to provide written feedback about their progress toward meeting program research expectations.

Program Assessments

Annual evaluation.

Annual Evaluation of School Psychology Student

Practicum Student Evaluation

Practicum Student Evaluation Form

Annual Review of Departmental and Clinical Expectations

Practicum Directory

Practicum opportunities.

Elective Practicum Opportunities

Program Handbook

Notice to students pursuing programs that may lead to a professional license or certification required for employment:

The following programs may lead to a professional license or certification that is required for employment. Professional licensure/certification requirements vary from state to state, which may affect a student’s ability to apply for a professional license/certification upon the completion of the program. The U.S. Department of Education regulation,  34 CFR 668.43 (a) (5) (v) , requires an institution to disclose whether the program will fulfill educational requirements for licensure or certification for each state. The administrative departments that offer the programs have made the following determination regarding their curriculum.

Additional conditions explained

* The School Psychology Doctoral program is aligned with requirements for the License as a Psychologist (LP) and Licensed Specialist in School Psychology (LSSP) in the State of Texas and the National Certification as a School Psychologist (NCSP). The curriculum is consistent with accreditation by the American Psychological Association and as such provides required coursework and training for most states; however, students should be aware that state licensure and educational certification requirements change and vary by state. In particular, some states (i.e., California and Michigan) require specific didactic courses or supervisory provisions (i.e., New Jersey and Virgin Islands) not required in Texas or other states for licensure/certification. As such, students are encouraged to investigate the requirements in other states to identify additional courses they may need. For a fuller summary of the requirements for licensure in each state, please visit the Association of State and Provincial Psychology Board .

** North Dakota Board of Examiner’s specifies that telepsych may not replace face-to-face individual supervision. During the COVID pandemic, the TAMU School Psychology program utilized telepsych practices to engage in supervision. We advise students interested in licensure in ND to consult with that psychology board regarding these special circumstances if we continue this approach for safety reasons.

Contact Advisors

Peggy Brigman

Academic Advisor IV

View Directory Profile

Program Faculty

Sara Castro-Olivo

Associate Professor

Daniel Hajovsky

Clinical Assistant Professor

Justin Allen

Assistant Professor

Frequently Asked Questions

• Doctoral 10

List of Bachelor Degree Equivalencies

Please view a brief  List of Bachelor Degree Equivalencies by Country . If you do not find your country listed and are unsure of your degree equivalency, please contact the Office of Admissions at  [email protected] .

Can my Application fee be waived?

Yes. This fee may be waived only in exceptional cases for low-income applicants and McNair Scholars. To receive the waiver, you must submit an awards letter from your current school’s financial aid office showing the award of a Pell Grant. Your Student Aid Report (SAR) from a current FAFSA can also be submitted to show financial need. McNair Scholars must submit a letter from their McNair Program Director verifying their status as a McNair Scholar in good standing to receive the fee waiver. Submit this information to the Academic Affairs Business Office and include your major of interest and term of application. Waiver of application fee is not available for international students.

Statement of Purpose Essay

All applicants must complete the Essay, Statement of Purpose and explain the following:

• Why you applied to this program
• Academic background and training
• Potential for graduate study
• Research experience
• Other relevant professional experiences

I want/need a Graduate Assistantship/Fellowship – how do I apply?

Please note that we cannot guarantee any financial assistance to any student. We will contact all admitted students about the process for applying for all available assistantships. This is a separate process from applying for admission. The department and programs will choose students to be nominated for Graduate Diversity or Graduate Merit fellowships. These fellowships are only open to U.S. citizens. Please do not ask to be nominated for one of these fellowships as the program will determine which students are competitive for these awards.

How do is submit my letters of Recommendation?

The  GraduateCAS  online application includes a Recommendations section where you must add your recommenders’ information. Once you have saved the recommendation requests, GraduateCAS will contact each recommender via email to request the completion of the recommendation form and letter of recommendation. We require three letters of recommendations and they must be submitted directly by recommenders through the electronic system.

Is there an admissions cycle for Spring semester?

No. For our Ph.D. programs we only have admissions in fall semesters.

What are the typical program costs?

Check out the cost of attendance estimator.

Please note, you must update the program hours.

For a better understanding of your total cost of attendance (COA), please visit our cost and tuition rates webpage ( https://aggie.tamu.edu/billing-and-payments/cost-and-tuition-rates ). This webpage will provide you with an opportunity to review estimated COA information for undergraduate, graduate and professional students, as well as other resources such as the tuition calculator and billing and fee explanations.

Can you guide me through the application process?

How to Apply: Master’s Application Information | Doctoral Application Information

I live out of state. Do you accept out-of-state applicants?

Yes, we accept in-state and out-of-state applicants.

Is there any opportunity for financial assistance?

Yes, there are opportunities for financial assistance through the following departments: Office of Graduate Studies Financial Aid

Request Information

Tuition & fees.

For a better understanding of your total cost of attendance (COA), please visit our cost and tuition rates webpage ( https://aggie.tamu.edu/billing-and-payments/cost-and-

tuition-rates). This webpage will provide you with an opportunity to review estimated COA information for undergraduate, graduate and professional students, as well as other resources such as the tuition calculator and billing and fee explanations.

Can't find what you are looking for?

• Partnerships

School Psychology (PhD)

YOU ARE BOUVÉ

Have a positive impact on the emotional health and learning of children.

The aim of Northeastern University’s School Psychology Doctoral Program (SPDP) is to train health service psychologists in the specialty of school psychology who are prepared to work within a variety of settings (e.g., schools, universities, clinics, and hospitals).

Through coursework, research, and fieldwork experiences, students develop competencies across research, intervention, assessment, consultation and inter-professional/interdisciplinary skills, individual and cultural diversity, ethical and legal standards, supervision, professional values — attitudes, behaviors, and communication — and interpersonal skills.

Eligibility For Licensure

The PhD in School Psychology at Northeastern University is accredited by the Commission on Accreditation of the American Psychological Association and meets the “Guidelines for Defining ‘Doctoral Degree in Psychology’” as implemented by the ASPPB/National Register Designation Project.

Graduates of our program who decide to apply for licensure as a psychologist typically will meet the jurisdictional educational requirements for licensing. However, individual circumstances vary, and, there may be additional requirements that must be satisfied prior to being licensed as a psychologist, potentially including specific clinical practice supervision requirements at the advanced practicum, internship, and post-doctoral level.

Students should contact the state/provincial/territorial licensing board in the jurisdiction in which they plan to apply for exact information.

Additional information including links to jurisdictions is available on the ASPPB’s website . For questions about the PhD in School Psychology as it relates to doctoral psychology licensure, please contact the Director of Clinical Training, Jessica B. Edwards George , PhD.

Degree type: – School Psychology PhD Modality: – On-ground – Full-time

Application Deadline: Dec 1

Credit Hours: 97 semester hours

Program Length: Typically 5-6 years from BA admission

The PhD program in school psychology requires a total of 97 semester hours, including a full-year internship. Students entering with a Bachelor’s degree typically complete the program in 5-6 years. We prepare school psychologists who think systemically and who are aware of the profound effect culture and the environment has on the learning and emotional health of children.

Please see the program requirements in the  university catalog . 

Professional Identity and Social Conscience

Our students have a strong professional identity and social conscience. In addition, many of our alumni have assumed leadership roles in state and national organizations.

Practice-Oriented Education

Consistent with the mission of the university, real-world projects, and work experiences are integrated into coursework throughout the program.

Interdisciplinary Collaboration

Our students learn how to work on teams in delivering services, and how to draw upon the rich resources of professionals from related disciplines.

Supportive Learning Environment

We view ongoing support and feedback as critical for students’ learning and professional development. Faculty members take pride in mentoring and advising students and incoming students receive peer mentorship from advanced students.

Core Requirements

A grade of B or higher is required in all coursework.

Comprehensive examination Annual review Mentored research project Dissertation committee Dissertation proposal Dissertation defense

Handbooks and Manuals

Sample curriculum.

Sample curriculum,  subject to change.

• Professional
• Elective Course
• Dissertation

CAEP 6365 Seminar in School Psychology

CAEP 7702 Scholarship, Teaching, and Leadership in Applied Psychology

CAEP 7732 Legal and Ethical Issues in Community and Educational Settings

CAEP 6206 Learning Principles

CAEP 6218 Infant, Child, and Adolescent Development

or CAEP 6220 Development Across the Life Span

CAEP 6390 History and Systems of Psychology

CAEP 7750 Biological Bases of Behavior

CAEP 7755 Cognitive and Affective Bases of Behavior

CAEP 7756 Social Psychology in an Organizational and Ecological Context

Complete a total of 3 semester hours with faculty advisor’s prior approval.

Multicultural Competency

CAEP 6203 Understanding Culture and Diversity

CAEP 6394 Advanced Multicultural Psychology

Assessment and Intervention

Coursework CAEP 6247 Child and Adolescent Psychopathology

CAEP 6345 Promoting Youth Academic Success in Schools

CAEP 6347 Behavior Management

CAEP 6350 Introduction to Cognitive Assessment

CAEP 6353 Curriculum-Based Assessment and Data-Based Decision-Making

CAEP 6354 Social, Emotional, and Behavioral Assessment

CAEP 6360 Consultation and Program Evaluation

CAEP 6401 Counseling Children and Adolescents in Schools

CAEP 6402 Promoting Social, Emotional, and Behavioral Success in Schools

Practicum CAEP 6400 Prepracticum in School Psychology

CAEP 6999 Practicum Continuation

CAEP 8415 Practicum in School Psychology 1

CAEP 8416 Practicum in School Psychology 2

Fieldwork Complete a minimum of 2 semester hours required per course, for a total of 8 semester hours: CAEP 7741 Advanced Fieldwork 1

CAEP 7742 Advanced Fieldwork 2

CAEP 7743 Advanced Fieldwork 3

CAEP 7744 Advanced Fieldwork 4

Internship Complete 3 semester hours. Prior to beginning the internship consult with the director, DCT, and/or the Doctoral Internship Seminar instructor. CAEP 7798 Doctoral Internship

Research CAEP 6202 Research, Evaluation, and Data Analysis

or NRSG 7712 Quantitative Research Methods

CAEP 6328 Single-Case Research Design

CAEP 7703 Grant Writing in the Health Professions

CAEP 7711 Measurement: Advanced Psychometric Principles

CAEP 7712 Intermediate Statistical Data Analysis Techniques

CAEP 7716 Advanced Research and Data Analyses

CAEP 9990 Dissertation Term 1

CAEP 9991 Dissertation Term 2

Program Credit/GPA Requirements

97 total semester hours required Minimum 3.000 GPA required

Admissions Requirements

Candidates for admission are expected to meet the following requirements:

Strong undergraduate record

Strong graduate record, if applicable

TOEFL or IELTS; GRE is optional

Personal statement of prior experience and professional goals

Three letters of recommendation

Personal interview with faculty and current students

Graduation Requirements

• GPA 3.00 or better
• Mentored research project
• Passing grades on all comprehensive portfolio Sections
• Completed internship
• Completed dissertation

Measures Of Satisfactory Progress

• Satisfactory progress in field placements (Practicum, Advanced Field Work, Internship)
• Satisfactory progress on Comprehensive portfolio
• Satisfactory completion of the mentored research project
• Development/approval of dissertation proposal
• Satisfactory completion/defense of dissertation

Got questions?

Please reach out to us.

Dr. Jessica Edwards-George Director of Clinical Training 617-373-3681

Dr. Robin Codding   Program Director 404  Int’l Village 617-373-2485

Virtual Information Sessions

November 16, 2023 3 – 4 PM

It is preferable for prospective students to have an undergraduate major or minor in psychology. At a minimum prospective students should have taken the following undergraduate courses: (1) Introduction to Psychology; (2) Child Development; (3) Abnormal Psychology; and (4) Research Methods and Statistics. Prospective students should have prior experience working with children and conducting research.

The program faculty reviews your credentials to assess the likelihood of your successful completion of the program and your potential for contribution to the field of school psychology and the community at large.

Admission is based on the evaluation of demonstrated academic performance, quality of recommendations, previous relevant experience, and your fit within our program.

Students are accepted into the program based on undergraduate grades and GRE or MAT scores, which are reviewed by the program director. Applicants who do not hold an undergraduate degree from a U.S. institution and whose native language is not English must also take the TOEFL or IELTS.

Important Information

Fieldwork training for the PhD Program in School Psychology consists of a 75-hour pre-practicum, a 200-hour practicum in a school, two years of advanced fieldwork (600 hours each year, or approximately 20 hours/week) in a school with the possible option to be in a non-school setting, and one year of an approved full-time, pre-doctoral internship, all with corresponding on-campus seminars where they receive university supervision and benefit from the experiences of their peers.

Pre-Practicum

As its name denotes, the pre-practicum occurs prior to the practicum. Students complete the 75-hour pre-practicum in May and June in their first year of study. The purpose of the pre-practicum is for students to gain observational experiences and to learn about school ecology. In addition to school- based observational experiences, students participate in a one-semester hour pre-practicum seminar on campus, which is taught by one of the core school psychology faculty members.

Students complete 200 hours of field experience in school psychology during their second year in the program. Prior to beginning practicum, students must have a contract signed by their site and Northeastern University. Practicum begins in September and continues until the end of the public school year in June. Practicum supervision and mentoring must be provided by a state credentialed school psychologist with a minimum of three years of experience. Students should receive at least one hour of face-to-face supervision per week during their practicum.

Students should receive at least one hour of face-to-face supervision per week during their practicum. Students should complete between 3-6 assessments during their practicum year with at least two comprehensive psycho-educational assessments. The comprehensive assessments should include multiple reliable and valid methods that assess multiple domains of functioning, and the choice of instruments should be derived from the presenting concerns / referral questions.

Note: the second-year practicum experience for doctoral students involves less than half of the hours completed by students in our C.A.G.S. program in their second year. Doctoral students should not exceed the 200-hour guideline as this will have a negative impact on their research development and the demands placed on them by their challenging coursework.

Course Work :  Practicum students in the PhD program will have already taken the following courses:

• Learning Principles
• Infant, Child & Adolescent Development
• Seminar in School Psychology
• Understanding Culture and Diversity
• Behavior Management
• Research, Data Analysis, and Evaluation
• Cognitive Assessment
• Clinical Skills in Counseling Psychology
• Pre-practicum Seminar
• Advanced Psychometric Principles
• Biological Basis of Behavior

During the practicum year students will take the following courses, some of which have associated fieldwork (see requirements below*) that must be completed in a school-based field site:

Fall Semester

• Social, Emotional, and Behavioral assessment
• Counseling Children and Adolescents in School
• Intermediate Statistics
• Practicum Seminar

*Fall Course-Based Requirements

Spring Semester

• Advanced Research and Data Analysis
• Consultation and Program Evaluation

For the Social, Emotional, and Behavioral Assesment Course, students are required to complete a comprehensive assessment including (a) systematic direct observations (b) teacher, student, and parent interviews, and (c) broad and narrow band rating scales.

For the Counseling Children and Adolescents course sequence, students (a) must be able to counsel an individual and group for the semester and (b) write two comprehensive case summaries (“treatment plans”) for each (See Portfolio Guidelines for details of the requirement).

For the Consultation course, students (a) must identify a teacher who would be willing to meet four times and (b) implement strategies in the classroom

Advanced Fieldwork

Students complete 600 hours of Advanced Fieldwork during years 3 and 4 of the program. Students typically meet the requirement by completing 20 hours of fieldwork over the course of the academic year (September-June). Fieldwork sites typically offer the opportunity for several different types of psychological services including assessment, intervention, consultation, and systems-level prevention. In all cases, the first 600-hour Advanced Fieldwork placement must occur in a K-12 school. Although it is possible for the second 600-hour Advanced Fieldwork placement to be completed in a non-school setting, students who wish to pursue this in their second year of AFW must receive approval from the program faculty prior to applying to non-school sites. Decisions regarding whether students are able to pursue AFW placements in non-school sites will be made based on the breadth and depth of the student’s prior school-based experiences.

Field Supervision:

Field supervisors in school sites must have a Massachusetts educator’s license (certification) as a school psychologist and a minimum of three years of experience as a school psychologist. Practicum and Advanced Fieldwork supervision consists of a minimum of one hour per week, in a face-to-face format. In non-school sites, supervisors must be licensed health providers in the state of Massachusetts and a minimum of three years experience as a psychologist.

University Supervision:

Students are enrolled in a seminar course, instructed by a (a) certified school psychologist during the practicum year and (b) licensed psychologist during the Advanced Fieldwork years. The university supervisor maintains contact with the field supervisor through two site visits and phone calls when necessary. At the end of the year, the field and university supervisors determine if the student has progressed adequately in core areas and is ready for the subsequent fieldwork experience.

The following list includes examples of where current and former students have done their pre-doctoral internship.

• AHRC New York City, NY
• Center for Effective Child Therapy at Judge Baker Children’s Center, Boston, MA
• Devereux, Villanova, PA
• Franciscan Hospital for Children, Boston, MA
• Hawaii Psychology Internship Consortium (Kauai School District), Kauai, HI
• Mailman Center for Child Development
• May Institute, Randolph, MA
• Milton Hershey School, Hershey, PA
• Newton Public Schools, Newton MA
• Primary Children’s Hospital, Salt Lake City, UT
• University of New Mexico Health Sciences Center, Albuquerque, NM
• Washburn Center for Children, Minneapolis, MN

Northeastern University’s School Psychology MS/CAGS and PhD Programs offer an optional concentration in Applied Behavior Analysis (ABA) that provides students with the opportunity to apply to sit for the BCBA exam upon completion of the concentration. This optional sequence includes additional coursework from Northeastern University’s Certificate Program in ABA under the direction of Dr. Nicole Davis. Three of the courses are already part of the regular school psychology curriculum (CAEP 6206 Learning Principles, CAEP 6328 Single Case Design, and CAEP 6347 Behavior Management).

Students take four additional online courses that are part of Northeastern University’s Certificate Program in ABA (CAEP 6326 Behavioral Concepts and Principles, CAEP 6327 Behavior Assessment, CAEP 6329 Service Administration, CAEP 6336 Systematic Inquiry in Applied Research). In addition, students have the opportunity to gain supervised experience hours by taking CAEP 8417 Intensive Practicum in ABA I and CAEP 8418 Intensive Practicum in ABA II. These two courses fulfill 50% of the required supervised experience hours. The ABA courses are independently offered by the School Psychology PhD Program and are not required for the program.

None of the online courses are permitted to substitute for courses in the required PhD curriculum. If students are interested in pursuing the ABA concentration, they should inform the ABA and School Psychology program directors of their interest at the start of the program because this choice will have implications for their coursework and fieldwork in year 1 of the program.

(i) Research

• Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertations, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, and program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base.
• Conduct research or other scholarly activities.
• Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local (including the host institution), regional, or national level.

(ii) Ethical and legal standards

• Be knowledgeable of and act in accordance with each of the following: (1) The current version of the APA Ethical Principles of Psychologists and Code of Conduct, (2) Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels, (3) and Relevant professional standards and guidelines.
• Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
• Conduct self in an ethical manner in all professional activities.

( iii) Individual and cultural diversity

• An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
• Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
• The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
• Demonstrate the requisite knowledge base, ability to articulate an approach to working effectively with diverse individuals and groups, and apply this approach effectively in their professional work.

(iv) Professional values, attitudes, and behaviors

• Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others
• Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
• Actively seek and demonstrate openness and responsiveness to feedback and supervision.
• Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.

(v) Communications and interpersonal skills

• Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
• Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
• Demonstrate effective interpersonal skills and the ability to manage difficult communication well.

(vi) Assessment

• Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
• Demonstrate understanding of human behavior within its context (e.g., family, social, societal, and cultural).
• Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.
• Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.
• Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
• Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

(vii) Intervention

• Establish and maintain effective relationships with the recipients of psychological services.
• Develop evidence-based intervention plans specific to the service delivery goals.
• Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
• Demonstrate the ability to apply the relevant research literature to clinical decision making.
• Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.
• Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation.

(viii) Supervision

• Demonstrate knowledge of supervision models and practices.
• Apply supervision knowledge in direct or simulated practice with psychology trainees, or other health professionals. Examples of direct or simulated practice examples of supervision include, but are not limited to, role-played supervision with others, and peer supervision with other trainees.

(ix) Consultation and interprofessional/interdisciplinary skills

• Demonstrate knowledge and respect for the roles and perspectives of other professions.
• Demonstrates knowledge of consultation models and practices.

Student Admissions Outcomes and Other Data

Accelerated information.

Northeastern’s School Psychology PhD Program is accredited by the Commission on Accreditation of the American Psychological Association (APA). Students who graduate from an accredited program are eligible for licensure.

Questions related to the program’s accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association 750 First Street, NE Washington, DC 20002 Phone: (202) 336-5979/E-mail:  [email protected]

Web:  www.apa.org/ed/accreditation

Northeastern’s School Psychology MS/CAGS Program is also fully accredited by the National Association of School Psychologists. For more information click on the following link:  NASP Approved Programs

Frequently Asked Questions

What makes northeastern’s school psychology programs special.

Both the MS/CAGS and PhD programs are distinct for a number of reasons, including strong faculty mentoring relationships with students, a supportive learning community, a rigorous curriculum with excellent applied training in both research and practice, an ecological and multicultural approach to learning with a focus on family, school and community systems, culture, and diversity, a strong network of practice sites for field placements in urban schools and academic medical centers, and opportunities to develop leadership skills.

Does my undergraduate major need to be psychology to apply to the program?

No. Although most applicants to the program were psychology majors in college, some are not. Our program does require the following four undergraduate psychology courses as prerequisites: (1) Introduction to Psychology (2) Research Methods and Statistics (in psychology or in another social science field) (3) Developmental Psychology (4) Abnormal Psychology.

What is a CAGS degree?

CAGS stands for Certificate of Advanced Graduate Study and is the equivalent to an Educational Specialist (EdS) or 6th year degree. Our program prepares students for National Certification in School Psychology (NCSP) and Massachusetts licensure in school psychology.

See more FAQs

School Psychology Program FAQs .

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School Psychology PhD

Doctor of philosophy in school psychology.

For Fall 2024 admissions, the TC School Psychology programs have retained use of the GRE scores. Faculty use the scores, along with undergraduate GPA, letters of recommendation, the personal statement, and other materials to perform a holistic review of each applicant. There is no minimum GRE cutoff score for either the EdM or PhD program in School Psychology.

For Fall 2024 admissions, the following faculty members will be reviewing PhD applications from external students (i.e., students not already in our EdM program): Dr. Melissa Collier-Meek -  [email protected]  

Please indicate in your personal statement which of these faculty you are applying to work with.

The Ph.D. program is fully accredited by the American Psychological Association (APA) and the National Association of School Psychologists (NASP). For general information about APA accreditation or specific information about the accreditation status of our program contact:

Jacqueline Remondet Wall, Ph.D. Director, Office of Program Consultation and Accreditation American Psychological Association  750 First Street, NE Washington, DC 20002-4242 (202) 336-5979;  http://www.apa.org

If you have questions regarding the accreditation of the program by the National Association of School Psychologists (NASP) contact:

Natalie Politikos, Ph.D. National Association of School Psychologists 4340 East West Highway Suite 402 Bethesda, MD 20814 301-657-4155 http://www.nasponline.org

Our Ph.D. program requires a minimum of 90 points. Attainment of the doctoral degree prepares students for certification as a school psychologist and licensure as a psychologist. On average, doctoral students should plan on five years of full-time attendance, including summers. This includes three years of coursework, a two-semester externship in the third year, a full-year internship during the fifth year, and a dissertation. The program can be completed in 5.2 years (enter in September of Year 1, graduate in October of Year 5 as internships end on either June 30 or August 31 and the next graduation date is early October) if students begin a program of research early in the program and complete the doctoral certification requirements (research methods examination, theoretical and empirical paper) by the 4th year of the program. Typically, most of the coursework (including practica, fieldwork, and externship) is completed by the end of the third year if the student completes only the one required externship. However, for many years, all students have completed two externships to make themselves more competitive in the APPIC match (one in a clinical setting, one in a public school), extending externship into the 4th year. Some students have chosen to do a third externship if they are specializing in intellectual disabilities/autism or child neuropsychology. The third externship increases competitiveness in the internship match and postdoctoral competition. The 4th and 5th (or 6th) years are devoted to dissertation and internship. Beginning in the 2024-2025 academic year, the Ed.D. degree required credit load for this program will change from 90 to 75 credits. Up to 30 credits from prior graduate studies may be transferred, subject to advisor approval. Prospective new students who apply for spring, summer or fall 2024 terms and are successfully admitted will follow the new reduced Ed.D. credit requirements.

For more detailed information about our program, please download our Student Handbook.

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 90
• Entry Terms: Fall Only

Certification

View Public Disclosure Notification

• NY State Provisional: School Psychology

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• One (1) Letter of Recommendation should be academic
• GRE General Test
• Academic Writing Sample

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

Doctor of Philosophy (Ph.D., 90 points)

Our American Psychological Association (APA)- and National Association of School Psychologists (NASP)- accredited doctoral program (Ph.D.) requires a minimum of 90 points. Students may have to complete courses in addition to those included in the curriculum if their advisor deems it necessary (e.g., an extra statistics course). Attainment of the doctoral degree prepares students for certification as a school psychologist and licensure as a psychologist. On average, doctoral students should plan on five years of full-time attendance, including summers. This includes three years of coursework, a two-semester externship in the third year, a full-year internship during the fifth year, and a dissertation.

Suggested Sequence of Courses by Year and Semester

Fall (12 credits)

HBSK5320(3) Individual Psychological Testing I*

HBSK4025(3) Professional and Ethical Functions of School Psychologists

HBSK4073(3) Childhood Disorders*

HUDM4122(3) Probability and Statistical Inference (most semesters)

HBSK657_(0) Research Practicum

Spring (15 credits)

HBSK5321(3) Individual Psychological Testing II*

HBSK5378(3) Practicum in Psychoeducational Assessment of School Subject Difficulties*

HBSK5050(3) Cognitive and Behavioral Interventions for Youth

HBSK6380(3) Practicum in Psychoeducational Assessment with Culturally Diverse Students

HBSE 4015(3)  Applied Behavior Analysis I

Summer (6 credits)

HUDM5122(3) Applied Regression Analysis (most semesters)

ORL5362(3)    Group Dynamics: A Systems Perspective (most semesters)

Second Year

Fall (13 credits)

ORLJ5040(3)   Research Methods in Social Psychology

HBSK5280(4)   Fieldwork in School Psychological Services

HBSK6584(3)   Seminar: School Psychology Consultation

HBSK6382(3)   Advanced Practicum in Psychoeducational Interventions in Schools

HBSK657_(0)   Research Practicum

Spring (18 credits)

HBSK5031(3) Family as the Context for Child Development

HBSK5280(4) Fieldwork in School Psychological Services

HBSK 6362(3) Group Work with Children & Adolescents

HBSK 4030 (3)   Multicultural Issues in School Psychology

BBS 5069 (2)  Brain and behavior I

Summer (8 credits)

HUDM5059(3) Psychological Measurement

HUDM5123(3) Linear Models and Experimental Design

BBS 5069 (1)   Brain and behavior II

Fall (5 credits)

HBSK5271(2)  Supervised Externship in Psychoeducational Practice (Section 1)

HBSK657_(0)  Research Practicum

HUDK6520(3) Seminar in Lifespan Developmental Psychology (offered every other year)

HBSK4074(3)   Development of Reading Comprehension

Spring (6 credits)

HBSK5096(3)  Psychology of Memory: Cognitive and Affective Bases

HBSK5273(1)  Supervised Experience in Supervision

HBSK 6383 (3)    Neuropsychological Assessment of Children and Adults

HBSK657_(0)  Research Practicum: 

Summer (3 credits)

CCPX6020(3) History and Systems of Psychology

Fourth Year

Fall (4 credits)

ORLJ5540 (3) Pro-seminar in Social Psychology

HBSK7503(1) Dissertation Seminar**

HBSK5271(0) Supervised Externship in Psychoeducational Practice (Section 2)

Spring (0 credits)

HBSK8902(0) Dissertation Advisement

HBSK6480(0)  School Psychology Internship

PLEASE NOTE

The following courses, which are included in a fall or spring semester in the suggested sequence can be taken in the summer. However, before deciding to take any of the following in the summer, please consult with your advisor.

1. HUDM4122, Probability and Statistical Inference (most semesters)

2. HBSK4074, Development of Reading Comprehension

• View Other Degrees

Phone: (212) 678-3942

Email: schoolpsychology@tc.columbia.edu

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• Catalog Home
• School Psychology, Ph.D.

The PhD in School Psychology is guided by a scientist–scholar–practitioner model of professional training. Students prepare for positions as professors in colleges and universities, psychologists in elementary and secondary schools, and with other organizations or agencies that focus on psychological services for children, youth, and families. The program is fully accredited by the American Psychological Association and approved by the National Association of School Psychologists.

Within the areas of professional practice for school psychologists the program emphasizes social justice across psychological assessment and psychodiagnostic evaluation, prevention and intervention procedures, consultation and program planning, and research and evaluation. The program also requires the study of applied behavior analysis, cognitive-behavior therapy, social-learning theory, and ecological-behavioral-systems theory. Applied experience and training are provided in individual and group work with both typical classroom populations and special groups, including individuals with developmental disabilities and others with special education needs. Included in the practicum and internship experience is work with families, classroom peer groups, and community and school systems.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

For admission to graduate work, the department does not require a specific undergraduate major. However, it is preferred that applicants have completed approximately 18 credits in courses that provide a relevant foundation for further study in educational psychology. Neither certification as a teacher nor teaching experience is required. An undergraduate grade point average of at least 3.0 (4.0 basis) based on the last 60 semester hours of undergraduate coursework is requisite. A statement of purpose is also required.

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Information

Students are eligible to apply for UW-Madison fellowships. A limited number of teaching and project assistantships are available within the department, and prospective students are encouraged to refer to the instructions for fellowships and assistantships contained in the program application information.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

MODE OF INSTRUCTION

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

CURRICULAR REQUIREMENTS

 required courses.

ED PSYCH 943 Internship in School Psychology taken for 3 credits/semester until dissertation is defended. Once dissertation is defended, ED PSYCH/​COUN PSY/​PSYCH/​RP & SE  995 Predoctoral Internship for 0 credits is taken. Students must complete 2000 hour internship in a program-approved setting. Students typically complete 4 semesters of internship.

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

MAJOR-SPECIFIC POLICIES

Prior coursework, graduate work from other institutions.

With program approval, students are allowed to count no more than 49 credits of graduate coursework from other institutions. Coursework earned ten years or more prior to admission to a doctoral degree is not allowed to satisfy requirements.

UW–Madison Undergraduate

With program approval, students are allowed to count no more than 7 credits of coursework numbered 300 or above taken as a UW–Madison University undergraduate student. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.

UW–Madison University Special

With program approval, students are allowed to count no more than 3 credits of coursework numbered 300 or above taken as a UW–Madison University Special student. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.

This program follows the Graduate School's Probation policy .

ADVISOR / COMMITTEE

This program follows the Graduate School's Advisor policy and Committees policy.

CREDITS PER TERM ALLOWED

Time limits.

This program follows the Graduate School's Time Limits policy .

GRIEVANCES AND APPEALS

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Dean of Students Office (for all students to seek grievance assistance and support)
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed.  Many issues can be settled informally at this level.  If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor.  The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
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• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
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• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427

The department offers assistantships to incoming students.

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

• Demonstrate a strong foundation in current and past theories, research findings, and methodologies in school psychology. Use critical thinking skills to synthesize existing knowledge, evaluate strengths and limitations in existing theory and research, and identify issues in need of additional inquiry - including conceptual and methodological approaches available to address these issues.
• Demonstrate a knowledge of and sensitivity to human diversity in terms of individual abilities, orientations, and sociocultural backgrounds with implications for school psychology and related fields.
• Retrieve, evaluate, and interpret professional and scientific literature; use this information to develop or adapt theoretical frameworks and derive testable hypotheses or predictions for research / program evaluation projects relevant to school psychology and related fields.
• Learn to design realistic and feasible research or assessment projects in school psychology and to prepare necessary protocols that are sensitive to the backgrounds of individuals who are the focus of their work.
• Conduct independent research and analyze and interpret resulting data in school psychology and related fields.
• Create clear and concise reports of their research or program evaluations relevant to school psychology and related fields that are appropriate to the intended audiences, which may include fellow scholars (via scholarly journals), practitioners (via practitioner journals or reports), and lay audiences (via online or other published reports).
• Communicate effectively in collaborative work, instructional activities, and/or consultation settings with students and professional colleagues.
• Conduct research or program implementation / evaluation in accordance with ethical standards established in school psychology and related fields.

Professors:  Asmus, Quintana Associate Professors:  Albers, Eklund (Co-Chair), Garbacz (Co-Chair), Kilgus Assistant Professor:  Klingbeil Clinical Associate Professor:  Kelly Clinical Assistant Professor:  Hagermoser-Bayley

For access to individual faculty profiles, click here

• Accreditation

American Psychological Association

Accreditation status: Accredited. Accreditation administratively transferred from the Educational Psychology PhD: Educational Specialist in School Psychology name option. Next accreditation review: 2028-2029.

CERTIFICATION/LICENSURE

 School Psychology Praxis Exam (NASP)

Examination for Professional Practice in Psychology

Professional Certification/Licensure Disclosure (NC-SARA)

The United States Department of Education requires institutions that provide distance education to disclose information for programs leading to professional certification or licensure about whether each program meets state educational requirements for initial licensure or certification. Following is this disclosure information for this program:

The requirements of this program meet Certification/Licensure in the following states:

Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia,  Wisconsin,  Wyoming, District of Columbia; American Samoa, Guam, Northern Mariana Islands, Puerto Rico, U.S.   Virgin Islands

The requirements of this program do not meet Certification/Licensure in the following states:

Not applicable

The requirements of this program have not been determined if they meet Certification/Licensure in the following states:

• Requirements
• Professional Development
• Learning Outcomes
• Certification/Licensure

Contact Information

Educational Psychology School of Education edpsych.education.wisc.edu

Amy Moschkau, Graduate Coordinator [email protected] 608-262-1427 880 Educational Sciences Building, 1025 West Johnson Street, Madison, WI 53706-1796

James A. Wollack, Director of Graduate Studies [email protected]

Graduate School grad.wisc.edu

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UMass Boston

• School Psychology PhD

Begin the path to becoming a licensed school psychologist and sought-after expert in educational settings.

Accredited by the Commission on Accreditation of the American Psychological Association, UMass Boston's School Psychology PhD program provides students with core psychology training and the ability to become licensed psychologists. School psychologists are in-demand experts in assessment, consultation, and intervention for students and school systems.

The School Psychology PhD program utilizes a scientist-practitioner model that emphasizes practice to support students, school staff, families, and community members that is grounded in rigorous research and science. In adhering to this model, our School Psychology PhD program of study is designed to:

• develop scientist-practitioners who deliver evidence-based, prevention, assessment, consultation, and intervention services in school and community settings
• prepare doctoral level school psychologists to apply advanced research skills exploring and evaluating educational and psychological issues, and conduct independent research
• promote culturally responsive graduates and leaders who understand contextual, policy, and social justice issues related to diversity and educational disparities at local and transnational levels

The School Psychology PhD program is accredited by the American Psychological Association and fully approved by the National Association of School Psychologists (NASP). Our faculty, in collaboration with students, are actively engaged in funded research and applied practice to evaluate and support data-driven and culturally responsive behavior screening, classroom management, implementation, and multi-tiered systems of support. In addition to this research, our students have the opportunity to pursue transnational work as part of the local and global social justice initiative of the program.

Why Apply for UMass Boston's School Psychology PhD Program?

School psychologists are in-demand experts in assessment, consultation, and intervention for students and school systems. The School Psychology PhD program provides students with core psychology training and the ability to become licensed psychologists. School psychology faculty partner with students to publish and disseminate widely on important topics for today’s schools including multi-tiered systems of support, behavioral screening, culturally competent classroom instruction, mindfulness, and implementation science. Our students receive competitive internship placements and graduates are employed in leadership positions in schools and other settings. Our program is driven by a commitment to social justice, including opportunities to advocate and contribute to local and transnational work. We make every effort to provide all doctoral students with a stipend, which covers tuition, for the duration of the program as they complete graduate assistant work in research, teaching, and practicum.

The School Psychology program meets applicable licensure requirements in the state of Massachusetts. The program has not made a determination whether the curriculum meets the educational requirements for licensure in states outside of Massachusetts.

Start Your Application

Plan Your Education

How to apply.

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements:

• Have a bachelor’s degree from a regionally accredited U.S. institution of recognized standing or an international equivalent at the time of enrollment
• A minimum, cumulative GPA of 3.0 on a 4.0 scale (or international equivalent) in all undergraduate work
• Official transcripts for all institutions where you have earned more than 6 credits
• Statement of Purpose
• Writing Sample
• Two(2) letters of recommendation

Deadlines & Cost

Deadline: December 1 for a fall start

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar’s Website

Psychological Foundation Courses (18 Credits)

• COUNSL 608 - Psychopathology and Diagnosis 3 Credit(s)
• COUNSL 620 - Life Span Human Development 3 Credit(s)
• COUNSL 660 - College Readiness Counseling 3 Credit(s)
• CSP 641 - Cognitive and Affective Foundations 3 Credit(s)
• CSP 680 - History & Systems in Counseling and School Psychology 3 Credit(s)
• CSP 705 - Social and Cultural Psychology 3 Credit(s)

School Psychology, Systems Change, and Social Justice Courses (27 Credits)

• CSP 701 - Social Justice in Counseling and School Psychology 3 Credit(s)
• CSP 785 - Practicum in School Psychology I 3 Credit(s)
• CSP 786 - Practicum in School Psychology II: Evidence-Based Practice 3 Credit(s)
• CSP 787 - Advanced Practicum III in Counseling and School Psychology 3 Credit(s) - complete two times
• CSP 801 - Transnational Social Justice in Counseling and School Psychology 3 Credit(s)
• SPY G 601 - Issues and Ethics in School Psychology 3 Credit(s)
• SPY G 608 - Systems Consultation, Prevention, and Organizational Change 3 Credit(s)
• SPY G 653 - Culturally Responsive Practice & Social Justice in School Psychology 3 Credit(s)

Prevention, Assessment, and Intervention Courses (24 Credits)

• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)
• COUNSL 632 - Collaborative Consultation in Schools 3 Credit(s)
• CSP 780 - Supervision and Training in Psychology 3 Credit(s)
• SPY G 602 - Standardized Assessment and Report Writing 3 Credit(s)
• SPY G 603 - Foundations of Educational Assessment and Data-Based Decision Making 3 Credit(s)
• SPY G 604 - Social, Emotional, and Behavioral Assessment and Intervention 3 Credit(s)
• SPY G 607 - School-Based Interventions and Data-Based Decision Making 3 Credit(s)
• SPY G 635 - Behavior Therapy in Schools 3 Credit(s)

Research Courses (24 Credits)

• CSP 703 - Research in Counseling and School Psychology 1-6 Credit(s) - complete at least three credits
• CSP 704 - Qualitative and Quantitative Research Methods in Counseling and School Psychology 3 Credit(s)
• CSP 708 - Intermediate Statistics in CSP 3 Credit(s)
• CSP 770 - Advanced Statistics in Counseling and School Psychology 3 Credit(s)
• CSP 891 - Dissertation Seminar 3 Credit(s)
• CSP 899 - Dissertation Research 1-9 Credit(s) - complete nine credits

Teaching Course (3 Credits)

• CSP 782 - Teaching in Counseling and School Psychology 3 Credit(s)

Graduation Criteria

Complete 73 credits from 28 courses including six psychological foundation courses; eight school psychology, systems change, and social justice courses; eight prevention, assessment, and intervention courses, six research courses, and one teaching course.

Doctoral candidacy: Successful completion of a qualifying paper, a critical and synthetic review of a focused body of literature in the area in which each student plans to complete the dissertation. Dissertation: Compose and defend a dissertation based on original empirical research that makes a substantive contribution to the knowledge base in school psychology. It is usually completed by the end of the fifth or sixth year, although students are strongly encouraged to complete the dissertation prior to the internship year. Practicum and internship: Participate in at least two semesters of practicum and complete a full year internship. Four semesters of practicum are strongly encouraged. Research team:  Participate in faculty-led research team for five semesters. Students are strongly encouraged to participate in research teams led by multiple faculty members to obtain diverse experiences and hone research skills. Research teams are composed of faculty mentors and other graduate students who collaborate on research projects, presentations, and papers. Through these activities, students are expected to contribute to scholarly presentations and publications. Teaching: Co-teach at least one semester to build skills in disseminating research and practice and delivering university instruction. To prepare for this experience, students complete the course Teaching in Counseling and School Psychology in addition to an opportunity to serve as a Teaching Assistant and when available a course instructor.

Students who enter with a master’s degree in school psychology or a related field will have a reduction in required course credits to the extent their master’s level courses match required courses.

Statute of limitations: Eight years.

Student Admissions, Outcomes, and Other Data

School Psychology PhD Student Admissions, Outcomes, and Other Data

Graduate Program Director Lindsay Fallon lindsay.fallon [at] umb.edu (617) 287-7613

Counseling & School Psychology Graduate Programs csp.admissions [at] umb.edu

About Our PhD Programs

Hear why our students chose UMass Boston's Counseling & School Psychology PhD programs.

Counseling & School Psychology

Learn more about UMass Boston's Counseling & School Psychology department, our research, and our faculty.

College of Education & Human Development

Learn more about the faculty, research, and programs that make up our College of Education & Human Development.

Accreditation

Questions related to the program’s APA accreditation status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 / E-mail: [email protected] / Web: www.apa.org/ed/accreditation

College of Education

School psychology doctoral program.

The University of Houston's School Psychology doctoral program is home to faculty and students committed to impacting the academic, behavioral and social-emotional functioning of children. Our faculty teaches students how to apply the core principles of school psychology inside and outside of schools. They challenge students to develop innovative solutions that connect the systems in which children and their families exist.

• PHLS Faculty
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About the Program

Our goal: Develop professional school psychologists who are engaged in applied research and ecologically sensitive evidence-based practice. To accomplish this, the School Psychology program adheres to a scientist-practitioner training model, and students learn to conceptualize according to an ecological-behavioral theoretical model. We aim to instill an awareness of diversity issues into our students, a task made easier considering the University of Houston’s status as one of our nation’s most culturally and linguistically diverse research institutions. That diversity extends to the program itself: almost one-half of our doctoral students claim non-Caucasian ancestry.

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington D.C. 20002-4242 Phone: (202) 336-5979 TDD/TTY: (202) 336-6123 Fax: (202) 336-5978 [email protected]

• Accredited by the American Psychological Association
• Approved by the National Association of School Psychologists
• 5 - 6 years to complete program without transferable graduate credit
• 4 - 5 years to complete program with prior graduate credit
• School Psychology Student Handbook
• Student Admissions, Outcomes, and Other Data
• UH Graduate School

What will I learn while attending the school psychology program?

• Scholarly inquiry, research, writing and presentation skills
• Application of critical analysis and inquiry to existing research and the ability to identify, select, implement and evaluate evidence-based practices.
• Sensitivity to ecological, diverse and developmental considerations and concern for client preferences
• Exposure and supervised experience with diverse populations, conditions, professionals, settings and procedures.
• Understanding of the scientist-practitioner model which emphasizes an integrated, hierarchical sequence of coursework, practica, internship and research experiences

What can I do with my degree?

A doctoral degree in School Psychology prepares graduates for professional work as psychologists in academic and non-academic positions. Students who complete the program are prepared to apply for the following credentials:

• Licensed Psychologist
• Licensed Specialist in School Psychology
• National Certified School Psychologist
• Designation as a Health Service Provider by the National Register of Health Service Providers in Psychology
• Diplomate in School Psychology.

School Psychology Faculty

The following is a list of current school psychology faculty:, dr. jorge e. gonzalez.

School Psychology

Faculty Profile | Email

Dr. Kristen Hassett

Dr. elizabeth jelsma, dr. milena keller-margulis, dr. michael matta, dr. sarah s. mire.

Associate Professor — School Psychology

Dr. Bradley H. Smith

• PHLS Homepage
• Our Programs

The School Psychology faculty's research ranges from Autism Spectrum Disorder and language development to student assessments and multilingual classrooms. Visit the PHLS Research Portal to learn more about our diverse interests and discover faculty pursuing answers to the questions that matter to you.

Feel free to contact faculty directly to learn more about their research. You can find contact information in the Research Portal or by visiting the COE Faculty Directory .

• PHLS Research Portal

Financial Aid

All School Psychology doctoral students are encouraged to apply for scholarships through the UH and the College of Education. To learn more about how to fund your graduate studies, visit the Graduate Funding page .

Graduate Tuition Fellowship

Graduate Tuition Fellowship (GTF) provides tuition remission for 9 credit hours, during the academic year, to students who enroll in at least 9 credit hours. During the summer term, GTFs are contingent upon available budget. Not all years in the graduate program may be covered by this program.

Assistantships

Graduate appointments are usually available to students during the first two years of graduate studies. The program doesn't cover mandatory fees or course fees. Not all years in the graduate program are covered by this program. 

To learn more about funding your education, contact the COE's College of Graduate Studies at  [email protected]  or call 713-743-7676.

• COE Financial Aid and Scholarships
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Houston, Texas

Houston is the fourth largest city in the United States and one of the nation's most diverse cities. This fact benefits our students and faculty both personally and professionally. Home to more than 100 different nationalities and where more than 60 different languages are spoken, Houston is the perfect environment to practice what you're learning in the classroom. The city also boasts more than 12,000 theater seats and 11,000 diverse restaurants featuring cuisines from around the globe (Don't know where to start? Just ask a Houstonian, and they're sure to bombard you with at least a dozen places to eat.) 

Houston is bustling with culture, energy and offers something for everyone inside and outside the classroom.

(Background photo: “ Metropolis ” by eflon is licensed under CC BY 2.0 .)

• Student Housing & Residential Life
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Ready to Apply?

Are you ready to apply to the University of Houston School Psychology doctoral program ? Yes? You can learn more about the application process by visiting the College of Education's Graduate Admissions page  or jump right into the application process by visiting the UH's How to Apply to Graduate School page .

If you need more information about the School Psychology program, we are here to help. You can always contact the COE Office of Graduate Studies by phone at 713-743-7676  or by email .

The School Psychology doctoral program is a member of UH's Psychological, Health, & Learning Sciences department .

Program Director:  Dr. Brad Smith

UH College of Education Stephen Power Farish Hall 3657 Cullen Blvd., Room 491 Houston, TX 77204-5023

Undergraduate: [email protected] or 713-743-5000 Graduate: [email protected] or 713-743-7676 General: [email protected] or 713-743-5010

Northeastern University’s PhD Program in School Psychology is designed to prepare the next generation of leaders in school psychology. Students learn how to conduct research, to use research to inform practice, and to contribute to the scientific foundation of professional practice.

In The News

Being a First-Generation American Gives Her an Edge as a School Psychologist

Amy Briesch Will Help Evaluate Integrated Support Systems in Elementary Schools

Improving Food Options

The Doctoral Program in School Psychology is a full-time program that prepares the next generation of leaders in the field. Doctoral level school psychologists conduct research, teach, supervise students and professionals, consult with school systems, teachers and families, and provide direct services to children. School psychologists also play a central role in planning and evaluating school-based educational and health promotion programs.

Northeastern’s doctoral program includes all components of the MS/CAGS in School Psychology in addition to a major focus on research and additional fieldwork experiences. The doctoral program espouses a scientist-practitioner training model, as set forth by the American Psychological Association (APA). The program is fully accredited by the APA and National Association of School Psychologists (NASP). It is designed for students to meet state and national certification requirements for school psychology and pursue state licensure for psychologists. The program emphasizes applied research related to the education, development, and health promotion of children, and scientifically-based practice in urban schools, community centers, and hospitals. The program has three principal themes and five major training goals, which are described below.

• Optional specializations in Early Intervention and Applied Behavior Analysis
• Students can enter the program from a Bachelor’s or Master’s degree
• Students complete a 75-hour pre-practicum, a 200-hour supervised practicum experience, two 600-hour supervised advanced fieldwork experiences, and a one-year pre-doctoral internship
• Students complete a mentored research project in the first two years in the program under the guidance of their doctoral advisor
• Ph.D. students must complete and defend a dissertation that involves original research

Students in this program are trained to meet both APA and NASP standards. As in Northeastern’s NASP approved MS/CAGS program in school psychology, the doctoral program is designed to produce school psychologists who have a strong foundation across the following domains of school psychology training and practice as delineated by NASP:

• Data-Based Decision-Making and Accountability
• Consultation and Collaboration
• Interventions and Instructional Support to Develop Academic Skills
• Interventions and Mental Health Services to Develop Social and Life Skills
• School-Wide Practices to Promote Safe and Effective Learning Environment
• Preventive and Early Intervention; Crisis Response
• Family–School Collaboration Services
• Diversity in Development and Learning
• Research and Program Evaluation
• Legal, Ethical, and Professional Practice

Northeastern’s School Psychology PhD Program is accredited by the Commission on Accreditation of the American Psychological Association (APA).  Northeastern’s School Psychology PhD Program is also fully accredited by the National Association of School Psychologists.

Below is a look at where our Psychology & Mental Health alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Universities
• K-12 Public Education settings
• Educational and behavioral consulting agencies
• School-based clinics

What They Do

• Intervention
• Consultation with parents, teachers and schools
• Implementation science
• Train graduate students
• Conduct research

What They’re Skilled At

• Data-based decision making
• School systems change
• Social justice advocacy
• Dissemination of scientific practices

Application Materials

Application.

• Application fee – US $100
• Three letters of recommendation
• Transcripts from all institutions attended
• Personal Statement
• TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English
• Personal interview with faculty and current students
• Official GRE scores are optional

Admissions deadline for Fall term: December 1

• Program Website

Request Information for PhD in School Psychology

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School of Education

• Doctoral Programs

Ph.D. in School Psychology

School psychology.

Become a practicing school psychologist, conduct independent research, take a leadership role in special education, or prepare for private practice.

This program gives you several career options while you learn from the scientist-practitioner model, where research and theory will inform your work, and real-world experiences will help your research.

During the course of completing this program, you will also earn a master's degree in school psychology.

Completion of this 94-credit hour degree program takes most students five to six years of full-time study. You’ll complete at least 800 hours of practica and 1,500 hours of internship work, which will give you the experience you’ll need to earn licensure. You’ll also conduct field-based research under the guidance of a faculty advisor.

Admission offers are made using a faculty mentoring approach. Students are selected, in part, based on their fit with the research interests of specific professors. If accepted, you will join the program as an advisee of a specific faculty. When applying, please indicate in your personal statement which professor(s) in the School Psychology Program you are interested in working with and why.

Our research areas includes:

• Action research in schools
• Autism and related neurodevelopmental disabilities, including ADHD, learning disabilities, intellectual developmental disorder
• Culturally Responsive Psychological and Psychoeducational Assessment
• Interdisciplinary and Interprofessional (school-medical) collaboration
• Social justice and educational equity
• School-based mental health
• Students with emotional and behavioral disorders, particularly students placed in self-contained classroom settings
• Trauma-informed practices

Application Deadlines

Admission requirements.

The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.

If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »

• Bachelor’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75 out of 4.00
• Personal statement
• Three letters of recommendation
• GRE scores are required only if applicant does not have a degree from an accredited U.S. institution
• Minimum 79 TOEFL score or minimum 6.5 IELTS score or minimum 115 Duolingo score (international students only)
• Writing sample

Learn more about how to apply

Program Requirements

• Ph.D. in School Psychology Program Requirements

2023-2024 Academic Year

Costs listed are per credit hour.

*Does not include fees, which will vary depending on the number of credits enrolled. Find more information and calculate your expected costs at Student Central .

• Learn about the variety of fellowships and assistantships available to graduate students.
• Visit Student Central for information about financial assistance.
• Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
• Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.
• Accreditation

Our programs are approved by the National Association of School Psychologists (NASP).

The Ph.D. in School Psychology is accredited by the American Psychological Association (APA).

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington, DC 20002-4242 Phone: (202) 336-5979

• Request info

Our faculty

• Testimonials
• School Psychology Student Portal
• Program Handbook - Fall 2023 Entry

Program data

Student Admissions, Outcomes, and Other Data

No GRE Required

for applicants with a degree from an accredited U.S. institution

Meet Our Current Students

Jac'lyn Bera is from Price, UT. Her research interests include rural mental health, access to diagnostic and therapeutic services, and marginalized/minority mental health access. She enjoys cooking, camping, theatre, and spending time with her dog, Ever. In the future, she hopes to work in a rural community clinic as a licensed psych providing services to under resourced communities. Her favorite thing about the program is her  peers.

Meet more current students

Scott Bellini

Associate professor.

Maryellen Brunson McClain

Heather Ormiston

Assistant professor.

David Shriberg

Maryellen Brunson McClain Associate Professor ED 4058 mcclainm@iu.edu

Start your life-changing journey

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Orange Alert

School psychology graduate program overview.

Tanya Eckert Associate Professor [email protected]

Dr. Eckert is accepting new graduate students

Meredith Martin Associate Teaching Professor [email protected]

Dr. Martin is NOT accepting new graduate students

Natalie Russo Associate Professor [email protected]

C.A.R.E. Lab

Dr. Russo is accepting new graduate students

Huilin "Linda" Sun Assistant Professor [email protected]

Dr. Sun is accepting new graduate students

Our department has eliminated the GRE General Test for admission to the Fall 2024 class. Applicants should NOT submit their GRE scores through ETS nor report their scores in the application portal or on their CVs or personal statements.

Please note that our interviews for Fall 2024 will be offered virtually.

Syracuse University’s doctoral program in school psychology prepares students to engage in research and practice in order to meet the needs of children in schools and other child-related settings. The School Psychology Program is committed to providing high-quality doctoral training that prepares students to meet the needs of children both directly and indirectly by working with parents, teachers, and other direct care providers. In addition, the program offers broad and general doctoral education and training that includes preparation in health service psychology (HSP). The program adheres to the scientist-practitioner training model. Within this model, students are encouraged to be data-based problem solvers, to seek converging information when making professional decisions, and to evaluate the outcomes of their services, while engaging in actions that indicate respect for and understanding of cultural and individual differences and diversity.

Completion of the program satisfies the current requirements for certification and licensure in New York State. The residency requirements for the program includes at least one year in full-time residence at Syracuse University and at least two years of full-time study at Syracuse University. A minimum of three years total of full-time study is required for the doctoral degree.

Student Admissions, Outcomes, and Other Data

Applications are considered for the fall term only, and the deadline for receipt of the completed application is December 1. The program receives approximately 40 to 50 applications per year for three to four openings. Most students entering the school psychology program have had an undergraduate major in either psychology or neuroscience. Only full-time students are considered for admission. Prior involvement in independent research (e.g., paper presentations) as well as mental health or education-related services (e.g., supervisor evaluations) is recommended.

The student population of the School Psychology Program consists of individuals who have entered the program immediately after completion of an undergraduate degree and those students who have earned a Master's degree. Data on students' time to completion, program costs, attrition, internships, and licensure are collected and reported in keeping with requirements of programs accredited by the Commission on Accreditation of the American Psychological Association. These education and training outcomes can be found here at this link: Student Admissions, Outcomes, and Other Data .

Diversity in School Psychology

Our doctoral program seeks to prepare students to be sensitive to issues of inclusion and diversity in all aspects of their culturally competent work. The Syracuse University School Psychology doctoral program is committed strongly to promoting diversity with respect to race, ethnicity, gender, sexual orientation, socioeconomic status and age. We support strongly Syracuse University's institutional commitment to diversity and inclusion.

Financial Support

The Department of Psychology makes a determined effort to provide at financial support for all graduate students in good standing. For decades, all Psychology graduate students in good standing have been funded. Financial support consists of tuition scholarship, assistantships that provide a competitive stipend, research funding, and the opportunity for summer assistantships.

Tuition Scholarship

Students receive 24 hours of remitted tuition per year, up to 90 credits in total across the span of the graduate career, which funds the full PhD program of study. The tuition scholarship does not cover the costs of student fees or student insurance.

Assistantships

Students receive a competitive stipend that meets or exceeds the cost of living in Syracuse from one of several different sources including teaching assistantships, clinical assistantships, internships or externships, research assistantships, or fellowships. In most cases these are 9-month appointments although some are 12-month positions. Teaching assistants support the education of undergraduate students by teaching lab or recitation sections, grading, providing reviews, proctoring exams, or other activities. Research assistantships support a specific research project, typically one funded by extramural funding agencies such as the NIH. Fellowships provide protected time to pursue independent research projects. Clinical assistantships provide mental health services to community and campus clients. Internships and externships are offered in conjunction with community partners.

Summer Funding

Summer funding opportunities are available in the form of independent teaching, clinical assistantships, research assistantships, or fellowships.

Research Support

The department offers a research fund to support the research and professional development of each student. These funds can be used for the collection or analysis of data, to attend a scientific conference or workshop, or other purposes that will enhance student training.

Cost of Living Comparison

Syracuse is a very affordable city. We encourage you to use a cost of living comparison (like the one at this site ) to compare Syracuse to other cities.

Doctoral Training

The education and training offered in the School Psychology Program is sequential, cumulative, graded in complexity, and designed to prepare students for further education and professional practice in health service psychology. The Ph.D. requires a minimum of 90 credits, including up to 18 thesis/dissertation credits, as well as 6 credits of internship. All students are required to complete a masters thesis upon completion of approximately 30 hours of graduate work unless they enter the program with a completed thesis or a masters degree. Students who completed a masters thesis elsewhere will be required to complete a pre-doctoral project. Formal advancement to doctoral candidacy follows the successful completion of a comprehensive exam, which includes two levels: (1) professional examination assessing broad and general preparation for entry level practice; and (2) integrative program examination assessing research preparation and broad and general preparation for the recognized specialty practice. All students are required to complete a doctoral dissertation, and their doctoral dissertation proposal must be defended prior to beginning the pre-doctoral internship, which is a year-long, organized training program that is designed to provide students with a planned, programmed, sequence of training experiences associated with the practice of psychology and is satisfactory in quality, breadth, scope, and nature.

The U.S. Department of Education requires institutions to identify the states for which the institution has made a determination of whether a program’s curriculum meets the state educational requirements for licensure or certification in the states where students are located and provide notification of the outcome of these determinations. This requirement applies to educational programs that are designed to meet educational requirements for a specific professional licensure or certification that is required by a state for employment in an occupation. The U.S. Department of Education does not require an institution to make an independent determination about whether a program it offers meets the licensure or certification requirements in a particular state.

Syracuse University has conducted an independent determination of the requirements for some states as noted below as of July 1, 2020. However, state requirements are subject to change and to interpretation by state regulators. In addition, state licensure boards and agencies may require applicants to meet additional requirements beyond completion of an educational program in order to obtain professional licensure or certification including, for example, passing licensure examinations, successfully completing background checks, and complying with other application and eligibility requirements. Students should contact the state licensure board or agency in the state in which they intend to work in order to learn more about the requirements for professional licensure and certification in the state before beginning a program at the University.

State Professional Licensure and Certification Disclosure Information

Application Information

The School faculty considers the mentoring of graduate students to be an integral part of our professional endeavors. Graduate students are carefully selected from a pool of applicants and work closely with a major advisor in a research apprentice training model. Although admissions decisions are made by the faculty as a committee, major advisors and students are matched based on shared research interests at the time an offer of admission is made. The following is intended to provide a quick reference for potential applicants.

• Applications are due no later than December 1
• Three letters of recommendation
• Personal Statement of Purpose (indicate at least one faculty member you are interested in working with)
• Resume or Curriculum Vitae
• To begin the application process visit https://www.syracuse.edu/admissions/graduate/apply/
• Click the online application link and create a New User account with Embark
• When queried as “to which program and degree do you intend to apply?” select “School Psychology, Ph.D.”
• Tanya Eckert
• Natalie Russo

Accreditation

The school psychology program is accredited by the American Psychological Association (APA). Inquiries regarding the program’s accreditation status should be directed to the APA Committee on Accreditation (CoA) via:

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington, DC 20002-4242 Phone: 202-336-5979 TDD/TTY: 202-336-6123 Web: www.apa.org/ed/accreditation Email: [email protected]

The Department of Psychology has temporarily transitioned to a fully digital platform until further notice. For questions directly related to the School Psychology Program, please visit our FAQ page or contact us at [email protected] .

School Psychology, Ph.D.

The University of Maryland School Psychology Program is a research-intensive, Ph.D. program in professional psychology that embodies the scientist-practitioner orientation. Faculty and students represent a breadth of theoretical orientations, research and professional interests. Program graduates pursue academic/research and practice-oriented careers. Graduates of the Program are eligible for licensure as professional psychologists in Maryland and other states. Graduates also are eligible for the Nationally Certified School Psychologist (NCSP) credential, awarded by the National Association of School Psychologists (NASP). Because the training program is approved fully by the Maryland State Department of Education (MSDE), graduates are automatically eligible for MSDE certification as a School Psychologist.

We accept both those with or without previously earned master’s degrees. All Program students without a previously earned master’s degree must earn an M.A. with thesis prior to advancement to doctoral candidacy. The Program essentially subsumes a typical “specialist” (M.A. plus Advanced Graduate Specialist Certificate) program that corresponds to NASP standards for training of specialist-level school psychologists, such that doctoral students typically earn the MA/AGS (or AGS only in the case of doctoral students with previously earned master’s degrees) within their doctoral programs.

The School Psychology Program is embedded within the Counseling Psychology, School Psychology, and Counselor Education (COPE) Program Area within the Counseling, Higher Education, and Special Education (CHSE) Department.

Video: School Psychology- An Overview of the Profession and Training Program at UMD

Graduates of the University of Maryland Ph.D. School Psychology Program are prepared to pursue a variety of career paths including academic, research or practitioner careers.

Why Choose School Psychology at Maryland?

Our Program stresses the application of psychological knowledge from a variety of theoretical orientations to address educational and mental health issues of students and schools. Program and Departmental faculty are diverse in terms of research interests and theoretical perspectives. Faculty members model a scientist-practitioner approach in the application of psychological knowledge to address school-related prevention, academic, developmental, and mental health issues. Students are encouraged to think simultaneously as researchers and practitioners. Admissions offers are made to applicants judged to have the potential to develop competencies in both research and professional practice.

The Emphasis of our Program The Program's curriculum includes several especially strong components that mark the Program's graduates. In particular, we provide intensive experiences in both the research and practice components of the discipline. We combine an emphasis on psychological research and the use of research to inform practice with intensive clinical training. Our program includes: an assessment model that integrates both cognitive and personality dimensions; an emphasis on the theory and practice of consultation at multiple levels; and commitment to personal and individual diversity through specific coursework, infusion in the curriculum, and field experiences with culturally diverse populations.

Accreditation Status

The University of Maryland Ph.D. School Psychology Program is accredited by the American Psychological Association (APA; next site visit scheduled for 2028), and we are fully accredited by the National Association of School Psychologists (NASP; next review scheduled for 2030). The training program is housed within the College of Education, which is accredited by the National Council for the Accreditation of Teacher Education (NCATE). All of the College of Education’s school professional preparation programs are approved by the Maryland State Department of Education (MSDE).

Accreditation organization contact information is as follows: American Psychological Association Office of Prog. Consultation and Accreditation 750 First Street, NE Washington, DC 20002-4242 E-mail: [email protected] Phone: 202.336.5979 Fax: 202.336.5978  Web-based listing of APA-accredited programs: www.apa.org/ed/accreditation/programs/accred-school.aspx National Association of School Psychologists 4340 East West Highway, Suite 402 Bethesda, MD 20814 E-mail: [email protected] Program Approval Board Phone: 301.657.0270 Fax: 301.657.0275 Web-based listing of NASP-approved programs: Program Annual Report and Student Outcomes Data

School Psychology Student Organizations

Student Affiliates of School Psychologists (SASP)

Our doctoral students have the opportunity to join SASP, a student-run organization that fosters growth and professionalism among the students in the School Psychology program at the University of Maryland. SASP facilitates an awareness and understanding in the school psychology profession by providing support and developmental opportunities. By providing students with the opportunity to be involved in social activities and conducting research with faculty, SASP refines and strengthens the program's overall mission for maintaining and training quality school psychologists. More Information on SASP

Program Goals and Objectives

The following goals and objectives operationalize the program’s mission of integrating foundational scientific knowledge, clinical practice, and research experiences.

Scientific Knowledge

Goal: Students will develop foundational knowledge and become well-versed in profession-wide competencies via the required course sequence.

• Obejective 1a: Students will be well-versed in foundational scientific knowledge including: (a) history and systems of psychology; (b) affective, biological, cognitive, and social aspects of behavior; (c) research methods, statistical analysis, and psychometrics. 
• Objective 1b: Students will gain knowledge regarding professional competencies including (a) research, (b) ethical/legal standards; (c) individual and cultural diversity; (d) professional values and attitudes; (e) communication/interpersonal skills; (f) assessment; (g) intervention; (h) supervision; and (i) consultation.

Clinical Practice

Goal: students will demonstrate entry-level competence, provide evidence-based school psychological services, and develop identities as professional psychologists..

Sub-goal 1: Students will demonstrate entry-level competence as specified by the American Psychological Association with respect to “discipline-specific knowledge, profession-wide competencies and learning/curriculum elements required by the profession.”

• Objective 1a: Students: (1) will demonstrate knowledge of theory and research pertinent to mental health service delivery in regard to: (a) psychodiagnostic, psychoeducational, and educational assess­ment, (b) interventions to address academic and social behavior issues, and (c) individual and group counseling of school-age students; and (2) will demonstrate the ability to apply their knowledge in the foregoing areas to the solution of identified client problems.
• Objective 1b: Students: (1) will demonstrate knowledge of theory and research in regard to: (a) case- and consultee-centered consultation, (b) team-based support systems, and (c) systems-level consultation; and (2) will demonstrate the ability to apply their knowledge in the foregoing areas to the solution of identified client or systems-level problems.

Sub-goal 2: Students will be able to provide evidence-based school psychological services in the context of a multicultural, pluralistic society such that inter-individual differences and differences in culture, ethnicity, gender, socioeconomic status and sexual orientation are understood and respected.

• Objective 2a: Students will demonstrate knowledge of inter-individual differences (e.g., temperament, learning abilities, personality attributes, disability status) and knowledge of the influences of social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors on students’ development and learning.
• Objective 2b:     Students will apply knowledge of such differences in their assessment, consultation, counseling and other professional work in order to ensure effective, equitable, and respectful school psychological services to all of their clients and other service recipients.

Sub-goal 3: Students will develop identities as professional psychologists specializing in school psychology, and practice in accord with professional practice standards and a scientific knowledge base.

• Objective 3a: Students demonstrate knowledge of the historical development of psychology and of school psychology in the context of current developments in the discipline.
• Objective 3b: Students will demonstrate professional identities as psychologists through their membership and participation in professional and scientific organizations, and through their expressed research and professional goals.
• Objective 3c: Students will demonstrate knowledge of, and adherence to, ethical and legal guidelines in all aspects of their professional work.

Research Component

Goal: Students will understand, generate, and disseminate research in order to contribute to the scientific knowledge base.

• Objective 1a: Students will have an ongoing involvement in all stages of the research process with increasing independence over time.
• Objective 1b: Students will engage in conducting original research and disseminating psychological science via completion of the master’s thesis, doctoral dissertation, and comprehensive requirements.

Research Labs

Emotions, Equity, & Education Lab (Dr. Colleen O'Neal) Temperament & Narratives Lab (Dr. Hedy Teglasi)   Bullying Prevention and Mental Health Promotion Lab (Dr. Cixin Wang) Risk, Resilience, and Culture Lab (Dr. Chunyan Yang)

Our AGS and PhD graduates meet MSDE requirements for certification as a school psychologist. Our graduates are also eligible for the NCSP, Nationally Certified School Psychologist, through NASP.

Per new US Department of Education regulations regarding state licensure disclosure, a determination has not been made as to whether this program meets the requirements for professional certification in any particular state or territory other than Maryland. We are in the process of reviewing state certification requirements and will update this page when more information is available.

For more information visit the  graduate admission requirements  webpage. Select an area of interest from the various offerings in the College of Education to determine the admission requirements and deadlines.  If you are unsure of your area of interest you may request information by submitting an  Inquiry Form . 

Admissions Information

Information about applying to the School Psychology program can be found  here . 

Also, please refer to the University of Maryland  Guide to Applying  for guidance on the steps to follow and how to apply for graduate admission. If you have questions or concerns about the administrative process, we ask you to first review their list of  Frequently Asked Questions .  For questions about the application process, or to check on the completion of your application please contact:

Judy Foster,  Coordinator of Graduate Admissions Office of Student Services, College of Education (301) 405-2359                   

After you apply for graduate admission you may check your application status by logging into the  online graduate application  using your user name and password.  Graduate faculty in the Academic Department you applied to will review your completed application for graduate admission. 

Please refer to the Guide to Applying  for instructions on how to apply for graduate admission. If you have questions or concerns, we ask you to first review our list of  Frequently Asked Questions .  International applicants should visit the International admissions webpage for additional information.  For questions about the application process, or to check on the completion of your application please contact:

Judy Foster, Coordinator of Graduate Admissions Office of Student Services, College of Education (301) 405-2359                  

After you apply for graduate admission you may check your application status by logging into the  online graduate application  using your user name and password.  Graduate faculty in the Academic Department you applied to will review your completed application for graduate admission.  Questions regarding application reviews and decision recommendations should be directed to Department of Counseling, Higher Education, and Special Education (CHSE).  Please contact:

Carol Scott , Coordinator of Graduate Studies Counseling, Higher Education, and Special Education (301) 405-8384

Please contact the Office of Student Services, [email protected] , or (301) 405-2364.

Academic advisement for graduate students is provided by the graduate faculty in the Department of Counseling, Higher Education, and Special Education (CHSE).   For advising information, please contact the Coordinator of Graduate Studies, Carol Scott at (301) 405-8384 or [email protected] .

For a list of the College of Education Scholarship opportunities visit:  /admissions/ financial-aid-scholarships .  For information about additional funding opportunities, including the Graduate School Fellowship and Graduate Assistantship availability visit:  https://gradschool.umd.edu/funding/fellowship-information .    

For information about other student financial aid, review the Office of the Student Financial Aid website .

Required Coursework

The curriculum requirements are designed to ensure adequate preparation in reference to the Program's goals. A total of 74 coursework credits are required, with an additional 21-27 credits being required for research and fieldwork/internship. The Program typically requires four years of full-time, resident graduate study in coursework and fieldwork prior to the pre-doctoral internship. Students are required to have an approved dissertation proposal prior to beginning internship. The Program Handbook includes a detailed listing of course requirements. Those entering the program with advanced degrees may have some requirements waived based on previous graduate work, as described in the Program Handbook

Required Course Sequence here

Typical Course Sequence here

Practicum/Fieldwork Requirements

The School Psychology Program provides a sequence of experiential coursework and field placements starting in the first year with pre-practicum laboratory experiences, practicum, fieldwork, and the pre-doctoral internship. Lab experiences and practicum courses have on- and off-campus components. Post-practicum fieldwork typically occurs during the fourth year and internship during the fifth year. Practicum experiences are closely supervised and directed by program faculty. Post-practicum fieldwork and the pre-doctoral internship allow for a greater degree of independent functioning by the student under field-based supervision, with oversight by the program faculty.

Fieldwork Experiences

Typically completed during a student’s fourth year, fieldwork experiences call for an assignment of 10 hours per week gaining experience in school psychology science and practice in an education-related setting, with field-based supervision and support by a faculty member.  Students may choose a variety of activities, based on their interests. For example, a student may work in assessment or consultation in a school or school system; conduct program evaluations for school, school system, or educational agency programs; engage in consultation or research for a school system; or engage in an administrative or advocacy role in a school psychology-related organization.

Pre-Doctoral Internship

A paid, pre-doctoral internship equivalent in length to full-time work for either one K-12 school year or one calendar year, totaling at least 1750 hours, is required after the completion of all coursework. The internship must be completed in no longer than a 24 month period. Internships must either be APA-accredited or conform to the CDSPP Internship Guidelines . Pre-doctoral internships are either: (a) a full-year, school-based internship, or (b) a full-year internship in a consortium arrangement in which at least half is in a school setting. Alternative internship placements are available for students who either: (a) have previously completed a 1200-hour specialist-level school psychology internship, or (b) whose combination of previous internship and work experience as a school psychologist are judged to be equivalent to the required specialist-level internship. Specific requirements for the internship, and policies and procedures pertaining thereto, are detailed in the Program Handbook

Research Requirements

Research involvement is an integral part of the School Psychology Program.  Accordingly, students become involved in research activities during their first semester, and continue their involvement continuously prior to their internship year. Students are required to make at least one presentation at a national conference and to submit at least one manuscript for publication prior to earning their Ph.D.

Master's Thesis

The master's thesis is the culminating requirement for the master’s degree. All students must complete a formal master's thesis in order to earn the M.A.

Research Competency

Doctoral students entering with a master's degree who have not completed an acceptable research project must demonstrate research competency in lieu of doing a master's thesis.  This research competency project must be completed and approved by the Program prior to advancement to doctoral candidacy.  The Program Handbook includes criteria for evaluating students’ previous research work.

Doctoral Dissertation

The doctoral dissertation is a major research project designed to both demonstrate the student's research competence and to make a substantive contribution to the research literature.  An approved dissertation proposal is due prior to beginning the pre-doctoral internship.

Summary of Comprehensive Requirements here

Waiver of Program Requirements for Students with Previous Graduate Work

The school psychology program welcomes applicants who have done previous graduate work. Inevitably, individuals with previous graduate work are interested in how such work will affect the require­ments of their program. The program's policy on waivers of curriculum requirements is guided by two considerations: (a) that students not be required to engage in needless repetitious coursework when they have satisfactorily acquired the knowledge and skills embodied in a particular requirement, and (b) notwithstanding the first consideration, that graduates of any program in psychology are regarded and evaluated by the professional community on the basis of completion of their most advanced degree. Therefore, it is the Program's responsibility to ensure adequate development of the knowledge and skills that are required of all professional school psychologists.

Coursework: A specific course may be waived by the Program Faculty under the following conditions:

• the previous course for which the student desires credit was a course taught at the graduate level and restricted to graduate students only at a regionally accredited college or university;
• the student earned a grade of A or B in the course;
• review by an instructor of the course to be waived for comparability of content, where applicable; and
• approval by the student's advisor.

Internship: In accordance with accreditation and licensure standards, all students must complete a full-year (or equivalent) pre-doctoral internship regardless of previous professional experience or training. However, the nature (e.g., emphasis of activities, type of setting) of the internship may be modified based on the student's professional background and experience.

Research: A student who has completed a previous master's thesis that involved the collection and analysis of empirical data has satisfied the pre-dissertation research competency requirement. Students who have completed other research projects (including non-empirical master's theses), published or unpublished, will be waived from the research competency requirement if the student's involvement in the research project was equivalent to all of the aspects of the research competency requirement.

Waiver vs. Transfer: Coursework, fieldwork, or research requirements for which a student obtains a waiver do not appear on the student's University of Maryland transcript. Although credits do not appear on the student's transcript, waivers of courses reduce the total number of credits required at Maryland; it is not necessary for students to make up these credits with substitute courses.

Note to Those with Completed Specialist Training in School Psychology: Although individual circumstances vary, students who have previously completed specialist-level preparation as a school psychologist may expect programs that require four years of full-time study at Maryland (including internship); in unusual cases the program for such students can be completed in three years total. The internship year does not, necessarily, require the student to remain in the Baltimore/Washington metropolitan area.

Program Contacts

Dr. Cixin Wang, Program Director ( [email protected]  )

Ami Patel, Graduate Assistant  ( [email protected] )

Carol Scott, Coordinator ( [email protected] )

Program Faculty

The School Psychology Program faculty is composed of four core full-time members responsible for administering the Program (Drs. O’Neal, Teglasi, and Wang) but other faculty members from the CHSE Department and other Department in the College and University teach courses and serve on thesis and dissertation committees for our students. The core faculty members typically supervise our students’ research and practicum experiences as well as teach. Brief biographies of core faculty are provided below.

Colleen O’Neal, Ph.D.,  Associate Professor, is a graduate of Long Island University’s APA-accredited clinical psychology Ph.D. program. She earned a B.A. in psychology at Cornell University and a masters in child development at Auburn University. She completed an NIH postdoctorate in mental health statistics at NYU and continued at the NYU School of Medicine Child Study Center as an assistant professor conducting school-based intervention research. She recently received a Fulbright Alumni Award, as a team co-leader, to study the prevention of Burmese refugee minority child mental health and promotion of academic competence in Malaysia. She currently serves on the Fulbright refugee higher education and peer review committees for Southeast Asia. She is also the co-coordinator of the emotions preconference at the Society for Research in Child Development. The overarching goal of her research is mental health service equity for minority children. In addition to international mental health prevention among refugee children, her research focuses on the longitudinal study of emotional development, stress, and the prevention of anxiety and depression among low-income, minority children in the U.S.

Hedy Teglasi, Ph.D.,  Professor, is a graduate of Hofstra University's APA-accredited psychology program, and is Board Certified in School Psychology of the American Board of Professional Psychology (ABPP) and a Fellow of the APA (Div. 16), Society for Personality Assessment, and the American Academy of School Psychology. She has held elected office in the American Academy of School Psychology and served as Chair of the American Board of Professional School Psychology. She completed her internship in a public school system, a university-based psychological evaluation and research center, and a family clinic serving the judicial system.  She has served as associate editor of the School Psychology Quarterly and as member of several editorial boards, including Psychological Assessment. Dr. Teglasi's research has focused on the impact of temperament and social-information processing schemas on social and emotional adjustment as these relate to assessment and interventions.  Her publications include chapters and articles on assessment (including parent conferences and report-writing), temperament, social information processing, and programs for interventions (including bullying, and enhancing social-emotional competence).  She is the author of two recent reference texts on the use of storytelling techniques in personality assessment.

Cixin Wang, Ph.D.,  Assistant Professor, received her Ph.D. in School Psychology from University of Nebraska-Lincoln in 2011. She then completed a two-year postdoctoral training at Kennedy Krieger Institute/Johns Hopkins University in 2013. Her research interests focus on bullying prevention and mental health promotion among children and adolescents. Her research seeks to: (1) better understand different factors contributing to bullying/ victimization and mental health difficulties, including individual, family, school, and cultural factors; (2) develop effective prevention and intervention techniques to decrease bullying at school; and (3) develop school-wide prevention models to promote mental health among students, especially among culturally and linguistically diverse (CLD) students.

Chunyan Yang, Ph.D., Associate Professor, focuses on understanding the risk and resilience experiences of PreK-12 students and other school members (e.g., educators, parents, and school leaders) in the contexts of school-wide SEL implementation, universal pre-K policy implementation, and bullying/school violence prevention. Her scholarship has contributed to the fields of school psychology, developmental psychology, educational psychology, teacher education, international psychology, and the interdisciplinary field of school violence. Across the above fields, she has published over 70 scholarly works and given more than 80 presentations at national and international conferences. Her work has been funded by the Spencer Foundation, Jacobs Foundation, the William T. Foundation, and the Society of the Study of School Psychology. Dr. Yang received her Ph.D. in Education with a specialization in school psychology from the University of Delaware. Prior to joining the faculty at the UMD, she served as an assistant and then associate professor of school psychology at the University of California Santa Barbara and the University of California Berkeley, respectively. She also worked as a school psychologist in the district-wide Multicultural Assessment and Consultation Team in northern Colorado. Dr. Yang was the recipient of the National Academy of Education/Spencer Postdoctoral Fellowship in 2020, the Outstanding Early Career Psychologist Award from APA Division 52: International Psychology in 2021, and the Lightner Witmer Early Career Award from APA Division 16: School Psychology in 2022. 

Emeritus Faculty

Emeritus faculty includes those who have been long-standing core members of the school psychology faculty, but who are now retired. Emeritus faculty may continue to advise students who began their work with them, continue an active program of research and scholarship, and serve on thesis and dissertation committees. These valued faculty members do not accept new advisees.

William Strein, D. Ed., Associate Professor Emeritus, graduated from the APA-accredited school psychology program at the Pennsylvania State University.  He is a Fellow of APA (Division 16 – School Psychology). Prior to joining the program in 1981, he worked for several years as a school psychologist in public schools in Pennsylvania and Virginia, and served as a visiting faculty member in the school psychology program at UNC-Chapel Hill.  He is actively involved in professional organizations both nationally and in Maryland.  His research focuses on children's social-emotional learning, particularly children’s self-perceptions of competence. His publications also have addressed work on professional issues in school psychology, including prevention and the application of population-based models to school psychology.

Gary Gottfredson, Ph.D . , Professor Emeritus, earned his PhD in psychology from the Johns Hopkins University.  He was principal research scientist and directed the School Improvement Program and the Program in Delinquency and School Environments at the Johns Hopkins Center for Social Organization of Schools.  He is a fellow of APA Divisions 5 and 17 (Evaluation, Measurement and Statistics; Counseling Psychology), the Association for Psychological Science, and the Society for Experimental Criminology; has served on the APA Task Force on Victims of Crime and two National Research Council committees; chaired the APA Committee on Employment and Human Resources, been president of the APA Division of Population and Environmental Psychology; and has been a member of MSDE's Achievement Initiative for Maryland's Minority Students Steering Committee.  His research and publications have focused on educational program development and evaluation, school-based prevention of problem behavior, the assessment of school environments, and psychological assessment. 

Sylvia Rosenfield, Ph.D ., Professor Emerita, graduated from the school psychology program at the University of Wisconsin-Madison.  Previously, she was a school psychologist in the Madison (WI) public schools and a faculty member at Fordham and Temple Universities. She has served as treasurer and president of the APA Division of School Psychology, as well as a member of the APA Board of Educational Affairs.  She is a Nationally Certified School Psychologist. Her awards include the NASP Legends Award, the NASP Lifetime Achievement Award, and the APA Distinguished contributions to Education and Training Award; she is a Fellow of APA and AERA. Her research and multiple publications have focused on training and practice in indirect services, particularly consultee-centered and instructional consultation, and school psychology.  Recent publications include co-authorship of the Blueprint for Training and Practice III, published by NASP, and a co-edited book on implementation of evidence based practices in schools.

In addition to working with Program faculty, students take courses and may do research with other nationally recognized graduate faculty members in the CHSE Department, and in other departments such as Psychology or Human Development and Quantitative Methods.

Academic deadlines are provided by the Office of the Registrar for the academic year. Students should refer to the deadlines listed in Important Dates  prior to the beginning of the degree completion semester.  

Students should check with their Department or Program for any deadlines it may have.  Please contact:

Visit the School Psychology program  handbooks and forms  page.

The Graduate Student Life Handbook provides information on academics, campus resources, finances, health, job opportunities, and information on how to get involved as a graduate student. 

Graduate students in the College of Education are responsible for meeting University and the Graduate School policy, and for meeting Program requirements.   The Graduate Catalog  is the official listing of Policies governing graduate education at the University of Maryland.  The schedule adjustment policy is available from the Office of the Registrar and provides information on adding and dropping courses, penalties, and refund schedules.

Graduate students are required to submit various forms at specific points in the program and as part of the degree clearance process.  Please refer to Steps Toward Graduation to determine the steps and forms that are required.    The  forms for use by graduate students are available here. 

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Doctoral Degrees

Disability & psychoeducational studies, school psychology ph.d..

The School Psychology Ph.D. program is designed to prepare students for leadership positions in school psychology and related disciplines. More specifically, it is designed to prepare graduates for positions of leadership that involve applying psychological principles to improve student outcomes. Students in the program are provided with a range of training and research opportunities that aim to increase their competence in school psychology and their ability to function as effective professionals who collaborate well with individuals from different disciplines and celebrate diversity. The program leads to Arizona certification and is known for its strong emphasis on research, scholarship, and professional practice.

The program has been accredited since 1979 by the American Psychological Association and since 1991 by the National Association of School Psychologists. Questions related to the program’s accredited status should be directed to the APA’s commission on accreditation:

Office of Program Consultation and Accreditation American Psychological Association 750 1st. St. NE, Washington, D.C. 20002. Phone: (202) 336-5979 / Email: [email protected] apa.org/ed/accreditation NASP program data on student admission, student outcomes, and other information are available .

Study and analyze theories and methodologies to investigate social behavior

Learn to use a problem-solving approach when working with children and adolescents

Graduate prepared for supervisory, leadership, and service roles in the field of school psychology

Program aims.

• Prepare graduates to provide school psychological services and engage in scholarly activities within a culturally diverse society.
• Prepare students to use a problem-solving approach when working with children and adolescents.
• Prepare graduates for lifelong learning who are skilled in the interface between science, theory, and practice.
• Prepare graduates for supervisory, leadership, and service roles in the field of school psychology.
• Prepare graduates in the APA and NASP ethical principles, professional practices, and relevant laws associated with the delivery of school psychological services to children and adolescents.
• Prepare graduates to exhibit professional attitudes, values, effective communication, and interpersonal skills in their provision of health service activities and conduct of research.

Learn more about student admissions, outcomes, and other data.

Graduates of the program are prepared to assume roles that may involve research, scholarship, or practice. They may function as academic school psychologists, licensed psychologists who work in schools, certified school psychologists, educational consultants, or private practitioners. Graduates will be qualified to pursue becoming credentialed as nationally certified school psychologists (NCSPs) as well as licensed psychologists in Arizona.

For more information about the program, contact Program Director Desiree Vega .

2023-2024 Academic Catalog

School psychology, ph.d..

Program Director: Nicholas F. Benson, Ph.D.

The School Psychology Ph.D. program is offered in the Department of Educational Psychology located in the School of Education. The program is accredited, on contingency, by the American Psychological Association. School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science and practice of psychology with children, youth, families; learners of all ages; and the schooling process. The basic education and training of school psychologists prepares them to provide a range of psychological assessment, intervention, prevention, health promotion, and program development and evaluation services with a special focus on the developmental processes of children and youth within the context of schools, families, and other systems. School psychologists are prepared to intervene at the individual and system level, and develop, implement, and evaluate preventive programs. In these efforts, they conduct ecologically valid assessments and intervene to promote positive learning environments within which children and youth from diverse backgrounds have equal access to effective educational and psychological services to promote healthy development. The overall aim of the School Psychology Ph.D. program is to prepare highly skilled and competent scientist-practitioners. Earning a degree from this program requires mastery of a coherent body of knowledge and skills. Doctoral students must acquire substantial competence in the discipline of psychology as specified in the Standards of Accreditation and must be able to relate appropriately to clients/patients, fellow students, faculty and staff members, and other health care professionals.

The admissions process for the SP Ph.D. program conforms to the general admissions requirements for the BU Graduate School, the SOE, and the EDP department. Prospective students are encouraged to access the admissions information available on the Graduate School’s website. The application is available online at https://www.baylor.edu/graduate/gobaylor or can a printed version can be obtained by telephoning the BU Graduate School at 254-710-3588 or by writing them at:

One Bear Place #97264 Waco, TX 76798-7264

Students are admitted for the fall semester only and the application deadline is January 15.The BU school psychology faculty desire to admit qualified applicants from a diversity of backgrounds. Students do not have to have an undergraduate degree in psychology, but should have taken courses in general psychology, introductory statistics, research design, and child/adolescent development. Admission decisions are made by consensus of the BU school psychology faculty based on multiple factors including:

• Letters of recommendation
• Potential match between the applicant’s goals and the program goals
• Relevant work, clinical experience, research experience
• Previous course work and grades

Required Courses and Typical Course Sequence

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2023-2024 Undergraduate Catalog

A PDF of the entire 2023-2024 Undergraduate catalog.

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A PDF of the entire 2023-2024 Graduate catalog.

2022-2023 Diana R. Garland School of Social Work Catalog

A PDF of the entire 2022-2023 Diana R. Garland School of Social Work catalog.

2023-2024 George W. Truett Theological Seminary Catalog Catalog

A PDF of the entire 2023-2024 George W. Truett Theological Seminary catalog.

2023-2024 School of Law Catalog

A PDF of the entire 2023-2024 School of Law catalog.

Assistantships

Assistantships for students in the PsyD in School Psychology program is a way to obtain financial assistance and gain experience within the program in a variety of settings.

All doctoral students at Derner receive assistantships for the first four years of their enrollment and are assigned to a particular professor.

Types of Assistantships

The PsyD program offers four types of assistantships:

• Departmental assistantships  are available to first- and second-year students.
• Testing assistantships  are offered to students in the 5-year track and are available in the third and fourth years for the Intellectual Assessment I and II (fall and spring) and School Neuropsychology courses.
• Clinical assistantships   are available to third- and fourth-year students and involve work in the Derner Hempstead Child Clinic.
• Research assistantships are available from the first year on. Assistants work with a faculty member on a project and involve a number of duties, including data collection, literature review, and scoring of protocols.

Financial Assistance

Each year, students in our PsyD program receive at least  $7, 500 in assistantships. The decision as to which students receive the larger assistantships is based on a variety of factors, including previous academic or professional accomplishments and financial need. 

The expectation is that an incoming student receiving financial aid will continue to receive aid for all four years, contingent on satisfactory academic progress in general as well as on satisfactory performance as a graduate assistant. At the end of the academic year, faculty members prepare evaluations for their graduate assistants and express their preferences with respect to having the same assistant the following year. The students are also asked for their preferences, and every attempt is made to accommodate both professors’ and students’ preferences.

Work Requirement

Assistantships are for a maximum of 5 hours per week for a total of 45 hours per semester. 

Assignment to Professors

Each assistant is assigned to a particular professor, who decides what work the student will do, and a time schedule for its completion. Students generally receive assistantships for the first four years in which they are enrolled. However, this is contingent on satisfactory academic progress in general as well as on satisfactory performance as a graduate assistant. Assistantship assignments are made based on a combination of faculty and student preferences. Every attempt is made to accommodate these preferences.

Additional Opportunities

In addition to program-specific assistantships, there are graduate assistantships offered to Derner students by other departments at Adelphi. These departments, such as  Admissions  and the  Center for Academic Enrichment and Support , have their own budgets and make their own decisions, but they always do so after consulting with the Dean and Associate Dean.

Gordon F. Derner School of Psychology

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IOE - Faculty of Education and Society

Study Psychology: Education & Human Development internationally at world #1 institution in education

Develop your knowledge and career in psychology education with the leading centre devoted to developmental psychology and its application in education and other real-world settings.

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Psychology: education and human development.

• Child Development MSc
• Developmental and Educational Psychology MSc
• Education (Psychology) MA
• Educational Neuroscience MSc/MA
• Psychology of Education MSc
• Psychological Science of Mental Health and Wellbeing in Education MSc

What our students have said about us

The empirical research you get to conduct for the dissertation; the access to resources, materials and sample population makes the research actually worth it. And the constant dedication by the staff, from the administrators to the professors, has been extremely impressive. - Dhanishtha Patel “

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We have been number one for Education worldwide since 2014 in the QS World University Rankings by Subject.

Engage with globally-influential academics and research centres

Like the Multilanguage and Cognition Lab , formed to understand how multilanguage acquisition can reshape our minds.

Join a diverse and welcoming network

Our students and academics are breaking boundaries and getting involved, from using psychological insights to support young people who have been victims of violence to exploring the psychology of education as an aspiring professor .

Gain the critical thinking and advanced skills to further your career

Learn from experts at the Department of Psychology and Human Development , who are pioneering the fields of educational neuroscience and developmental psychology.

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UCL named University of the Year

IOE named World Number 1 for Education in QS subject rankings

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Doctoral Internship in Clinical and Community Psychology Matches New Fellows

Yale doctoral internship in clinical and community psychology graduates celebrate.

The results of the national match were announced for psychology internship programs on Feb. 16. Through this process, the Yale Department of Psychiatry's Doctoral Internship in Clinical and Community Psychology selected its incoming class of 14 fellows who will spend a year training at one of nine clinical sites based at the Connecticut Mental Health Center and Yale New Haven Hospital.

Fellows were selected from a large pool of over 300 highly qualified applicants. Donna LaPaglia, PsyD, ABPP, the department's acting director of training, said, These individuals represent the future leaders of the field, I have no doubt that they will make significant contributions to our Yale community and to the field of psychology.”

The success of this year’s match speaks to the faculty and staff investment in the internship recruitment process. Rajita Sinha, PhD, deputy chair of psychiatry for psychology and chief of psychology said, "We have one of the largest Psychology Sections among academic medical centers across the country with stellar psychology faculty involved in this training program. Their efforts have yielded an exceptional internship program that draws the best graduate students from across the country. We look forward to training the next generation of health service psychology leaders.”

Jacob Tebes, PhD, chief of psychology at the Connecticut Mental Health Center, said, “We had another outstanding match this year, one of our best ever. We look forward to welcoming an exceptional group of psychology fellows.”

" We couldn’t be more pleased with the results of this year’s match," said Dwain Fehon, PsyD, chief of psychology at Yale New Haven Hospital. "The pool of applicants was quite competitive, and we were able to match with our top choices. We are truly looking forward to their arrival in July.”

Students typically complete this clinically oriented internship as the final year of a five-year program of graduate study, which leads to a PhD or PsyD. Additional information on the internship is available at www.psychologytraining.yale.edu .

Connecticut Mental Health Center

Yale new haven hospital, featured in this article.

• Donna LaPaglia, PsyD, ABPP Associate Professor of Psychiatry; Director of the Substance Abuse Treatment Unit of the Connecticut Mental Health Center; Associate Director of Addiction Services, the Connecticut Mental Health Center
• Rajita Sinha, PhD Foundations Fund Professor of Psychiatry and Professor in the Child Study Center and of Neuroscience; Deputy Chair of Psychiatry for Psychology, Psychiatry; Director, Yale Interdisciplinary Stress Center; Chief, Psychology Section in Psychiatry
• Jacob Tebes, PhD, BS Professor of Psychiatry (Psychology), in the Child Study Center and of Public Health (Social and Behavioral Sciences); Director, Division of Prevention and Community Research, Department of Psychiatry; Director, The Consultation Center; Chief Psychologist, Connecticut Mental Health Center; Program Director, NIDA T32 Postdoctoral Research Training Program in Substance Abuse Prevention; Director, Elm City COMPASS, Psychiatry
• Dwain Fehon, PsyD Professor of Psychiatry; Chief Psychologist, Psychiatric Services, Yale New Haven Hospital; Director, Behavioral Medicine Service

30 Best universities for Psychology in Moscow, Russia

Updated: February 29, 2024

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Below is a list of best universities in Moscow ranked based on their research performance in Psychology. A graph of 406K citations received by 66.7K academic papers made by 30 universities in Moscow was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Psychology

2. National Research University Higher School of Economics

3. Moscow Medical Academy

4. Russian National Research Medical University

5. RUDN University

6. Moscow Institute of Physics and Technology

7. National Research Nuclear University MEPI

8. Russian Presidential Academy of National Economy and Public Administration

9. Moscow State Pedagogical University

10. Finance Academy under the Government of the Russian Federation

11. Bauman Moscow State Technical University

12. Moscow State Institute of International Relations

13. N.R.U. Moscow Power Engineering Institute

14. Moscow Aviation Institute

15. Plekhanov Russian University of Economics

16. Russian State University for the Humanities

17. State University of Management

18. Russian State Social University

19. National University of Science and Technology "MISIS"

20. Moscow State Linguistic University

21. New Economic School

22. Russian State University of Oil and Gas

23. mendeleev university of chemical technology of russia.

24. Moscow Polytech

25. Moscow State University of Railway Engineering

26. National Research University of Electronic Technology

27. Moscow State Technological University "Stankin"

28. Pushkin State Russian Language Institute

29. Russian State Agricultural University

30. Moscow International University

Universities for Psychology near Moscow

Psychology subfields in moscow.

Update to 2024 Best Graduate Schools Launch

Best Medical Schools, Best Engineering Schools and Best Clinical Psychology Programs launch delayed.

Update for 2024 Best Grad Schools Launch

During our regular rankings pre-publication process, U.S. News received and is currently reviewing queries from some graduate schools, including whether and to what extent affiliated institutions were considered in the bibliometric data used in the 2024 Best Medical Schools and 2024 Best Engineering Schools rankings, and which accrediting body was used as a source of reference for the 2024 Best Clinical Psychology Programs rankings. We take our role as a journalism enterprise very seriously and we will not publish information without full confidence in what we publish.

As a result, we have made the decision to delay the publication of the 2024 Best Medical Schools, Best Engineering Schools and Best Clinical Psychology Program rankings until such time that we can appropriately address these questions. All other graduate school rankings – across 82 professional fields – will be released as planned on April 9.

Our focus remains on providing the best information for prospective students.

We will provide updates with more information as to the timing of these rankings as soon as we are able.

About Morse Code: Inside the College Rankings

Robert Morse is chief data strategist for U.S. News & World Report and has worked at the company since 1976. He develops the methodologies and surveys for the Best Colleges and Best Graduate Schools annual rankings, keeping an eye on higher-education trends to make sure the rankings offer prospective students the best analysis available. Morse Code provides deeper insights into the methodologies and is a forum for commentary and analysis of college, grad and other rankings.

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MS in Clinical Psychoparmacology (Post Doctorate)

Increasing access to multi-dimensional mental health care

  Credit hours: 30

  On-campus (1 intensive Maymester course) and online courses

  Start terms:  fall

Apply to CU Denver

The post-doctoral masters of clinical psychopharmacology is designed to provide you with the didactic information to use clinical psychopharmacology information, comprehend new psychopharmacology research, and consider how this information can be integrated into an ethical and culturally responsive clinical psychology practice. Prescribing psychology has been shown to be a safe and effective step toward meeting the overwhelming unmet mental health needs in the US for over 30 years.  We are excited that the passage of HB-1701 in Colorado, now means that psychologists in Colorado have the opportunity to be part of this growing field.

The program is designed to meet the didactic requirements as laid out by the American Psychological Association and the state of Colorado for the training of prescribing psychologists.

• Program Highlights
• Learning Outcomes
• Tuition and Funding
• Admission Process and Deadline
• Admission Requirements

Becoming a prescribing psychologist doesn't just give you the power to prescribe medication, but also the power to unprescribe medication when the patient has reached their sustainable clinical goals to prevent medication overuse, reduce patient costs, and the impact of side effects. Our program will teach you to do both.

The program is primarily online, with the exception of a 1 week intensive on campus course in the summer between year 1 and 2 covering physical assessment and lab analysis. The program is designed for working professionals with weekly synchronous online class meetings, and asynchronous work. Academic year semesters will be divided into 8 week terms, with 2 classes per semester (so that students will take 2 courses per semester, but they take them sequentially rather than simultaneously). Courses are generally required to be completed in the order listed below, though exceptions could be made in unique situations.

The Psychopharmacology curriculum

The program is designed to meet the didactic requirements as laid out by the American Psychological Association and the state of Colorado for the training of prescribing psychologists. Complete the required courses in order:

• Clinical Science 1: Basic Science
• Clinical Science 2: Neuroscience
• Pathology and Pathophysiology
• Clinical Medicine
• Applied Clinical Science
• Pharmacology
• Clinical Pharmacology
• Neuropharmacology & Neurotherapeutics
• Clinical Psychopharmacology 1
• Clinical Psychopharmacology 2
• Professional & Ethical Issues

Third Year Clinical Psychopharmacology Fellowship Certificate

If you are on the Clinical Licensing Track and intend to pursue licensure, you will also need to complete the 3rd year Psychopharmacology Fellowship Certificate. This is designed to meet the supervised practice requirements of the state of Colorado. It is a period of not less than 12 months with a minimum of 750 hours with 150 unique patients . For those wishing to have a geriatric or pediatric special population endorsement for their Colorado license, 250 of those hours must be focused on the specific population desired (e.g. geriatric or pediatric).

Topics include:

• Observatory Fellowship – including physical assessment and integrative health components
• Prescribing Psychopharmacology Fellowship 1 – initial experience in supervised psychopharmacology practice
• Prescribing Psychopharmacology Fellowship 2 – expanded experience in supervised psychopharmacology practice

Program Objectives

Goal #1: prepare students to use clinical psychopharmacology scientific research., objectives for mscp goal #1:.

• 1a.Students will acquire knowledge of basic research methods in clinical psychopharmacology.
• 1b.Students will acquire basic understanding of statistical analytic methods in clinical psychopharmacology.
• 1c. Students will be able to read and integrate empirical research into their clinical psychopharmacology practice.

Competencies for Goal 1 Objectives:

• Demonstrate entry-level ability to review, integrate, and critically evaluate research in clinical psychopharmacology.
• Demonstrate entry-level ability to understand and share scientific psychopharmacology research findings to peers and patients.
• Demonstrate critical and integrative thinking skills as well as intellectual curiosity.

Goal #2: Students will be trained to be capable entry-level practitioners of clinical psychopharmacology information.

Objectives for goal #2:.

• 2a. Students will acquire information about human anatomy and physiology, pharmacology, and neuroscience.
• 2b. Students will acquire knowledge of theory and research to understand psychological disorders in the context of multi-dimensional aspect of physical health and illness.
• 2c. Students will acquire knowledge of theory and research and related skills to conduct effective evidence-based psychopharmacological assessment and psychopharmacological interventions.
• 2d. Students will acquire knowledge regarding the application of ethical concepts and awareness regarding professional activities.
• 2e. Students will be knowledgeable and sensitive to individual, group, and cultural differences in clinical practice.

Competencies for Goal 2 Objectives:

• Demonstrate entry-level knowledge of human anatomy, physiology, pharmacology and neuroscience.
• Demonstrate entry-level ability to diagnose psychological disorders in the context of physical health and illness.
• Demonstrate entry-level ability to conduct psychopharmacological and physical assessment.
• Demonstrate entry-level ability to select and deliver empirically-supported and evidence-based psychopharmacological interventions.
• Understand ethical principles and demonstrate ethical behavior in the application of clinical psychopharmacology practice.
• Demonstrate sensitivity to cultural and diversity issues and adapt clinical psychopharmacology practice accordingly.

PF_C Goal #1: Students will be trained to be competent as entry-level clinical psychopharmacology prescribers.

Objectives for pf_c goal #1:.

• 3a. Students will acquire basic knowledge of biopsychosocial principles and research relevant to clinical psychopharmacology.
• 3b. Students will acquire basic, entry-level skills to conduct diagnostic assessments, and provide psychopharmacology services in clinical psychology and integrated health settings.

Competencies for PF_C Goal #1 Objectives:

• Demonstrate knowledge of biopsychosocial principles in the application of psychopharmacology practice.
• Demonstrate knowledge of clinical psychopharmacology research and ability to integrate best-principles into practices.
• Demonstrate knowledge and entry-level skill in application of clinical psychopharmacology assessment and prescribing skills in clinical psychology and integrated health settings.

Course tuition rates for the MSCP program AY 2024-25 if you are taking the program as outlined to complete the MSCP in two years and the Fellowship in your 3rd year.

For 2024-25 Academic Year:

• Extended Studies Online courses: $700/credit hour + online course fees
• Extended Studies In person course (Physical Assessment): $700/credit hour + course and materials fee -TBD
• Fee Schedule   
• No surcharge for out of state tuition

This is an extended studies professional program. Some employers may fully or partially reimburse you for participating in this degree program. Please check with your employer to see if they may provide reimbursement to lower the final cost of the program for you.

Clinical Psychopharmacology MS students are accepted for Fall admission only. Applications by pre-doctoral applicants must submitted by July 15th. Post-doctoral candidates who submit by July 15th will receive priority consideration for admission and funding opportunities. Applications by post-doctoral candidates submitted after the deadline are considered on a rolling basis until the first day of the semester.

Application Materials

For applicants currently holding a phd or psyd in a mental health field:.

• Two letters of recommendation (must be from academic/professional sources)
• Arrange submission of official transcripts from all schools where graduate credit hours were taken
• Statement of purpose and goal of graduate study (Part 2, Question 6 on application).
• International students: Please contact International Education for requirements and guidance.

For pre-doctoral applicants:

• Three letters of recommendation (must be from academic/professional sources)
• Arrange submission of official transcripts from all schools where graduate and undergraduate credit hours were taken
• Professional De-identified Clinical Writing sample
• Optional: GRE score not required, but may be submitted to aid application file

University Graduate Admissions (How to Apply)

Post-doctoral Applicants

• Completion of a PsyD or PhD in a mental health field
• If licensed, must be in good standing.

Pre-doctoral Applicants

• Must be currently enrolled in a PsyD or PhD mental health program
• Must have successfully completed a minimum of 45 hours of graduate coursework in their mental health program with a minimum 3.0 GPA. As part of the graduate coursework requirement, the applicant must have evidence on their transcript that they completed the 5 courses below with a minimum of a B-/80% in each class:
• Psychopathology/Abnormal Psychology/Diagnostics
• Biological Bases of Behavior/Neuroscience
• Research Methods
• Clinical Assessment/Interviewing/Clinical Practicum

Other professionals

For unique situations, please contact the program director prior to the July 15th application deadline to discuss your qualifications further.

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• The Education Gradebook

New USF degree aims to address shortage of school psychologists

• Divya Kumar Times staff

Editor’s note: This story includes discussion of suicide. If you or someone you know is considering suicide, resources are available to help. Please see the information at the end of this story.

The University of South Florida plans to launch a three-year degree program in the fall to help address a national shortage of school psychologists.

The program will be based in USF’s College of Education, which for decades has trained school psychologists in its Department of Curriculum, Instruction and Learning. The subject was offered as an area of concentration, but graduates sometimes faced questions from employers about their credentials and applicants faced various obstacles to admissions, said Evan Dart, an education professor and school psychologist who designed the proposal for a separate degree.

“We feel compelled to address the shortage because the benefits that school psychologists can provide in terms of students’ academic, mental and behavioral health are just kind of unparalleled,” he said. “We’re required to wear a lot of different hats and be experts on a lot of different subjects.”

The National Association of School Psychologists’ ideal ratio of school psychologists to students is 1 to 500, but across the country it’s about 1 to 1,127. Florida has one school psychologist for every 1,856 students, according to a recent presentation before USF’s board of trustees.

Dart said the job of a school psychologist goes beyond what school counselors or school social workers do. While traditionally they’ve been viewed as professionals who assess students for special education needs, USF takes a more proactive and progressive view of the role, he said.

The university sees school psychologists as “change agents at the school district or even state level to improve student functioning in the areas of academics, behavior, mental health,” Dart said. “We do a lot of family-school collaboration. We do a lot of crisis prevention and school safety work.”

The National Center for Education Statistics reported in 2022 that 69% of public schools saw an increase in the percentage of students seeking mental health services at school since the start of the pandemic. Seventy-six percent of schools saw an increase in staff who were concerned about students “exhibiting symptoms such as depression, anxiety, and trauma,” the center said.

A survey by the U.S. Centers for Disease Control and Prevention found that 42% of high school students “experienced persistent feelings of sadness or hopelessness” in 2021 — up from 28% in 2011. The survey also reported increases in the percentage of students who considered, attempted or made a plan to commit suicide.

“Youth with poor mental health may struggle with school and grades , decision making, and their health,” the agency said, adding that it helps when schools and parents “create protective relationships with students.”

Dart said the school psychologist shortage is multifaceted.

“I think we see a bottleneck at the point of training,” he said. “There’s an issue of training programs not being able to produce really high-quality school psychologists at the level they would be needed to fully address the shortage. But then on the other side, it’s school districts possibly not having the resources to hire as many school psychologists as they would like.”

Locally, he said, USF has worked well with school districts in Pasco, Pinellas and Hillsborough counties, where students often earn their practicum.

Jonathan Chasin, Pasco County’s supervisor for school psychology services, said the district welcomes USF students.

“The need is great,” he said. “COVID was eye-opening for a lot of reasons. We have a lot of students with a lot of needs.”

College of Education Dean Anthony Rolle told members of USF’s board of trustees that those in the role can expect to earn between $75,000 and $90,000 a year, with an average of $86,000 a year. Dart said graduates can expect to move anywhere in the country and be able to find a job.

“We’re excited about the thing that we’re doing,” he said. “We think it’s progressive, and really producing trainees who are going to be the next generation of school psychologists.”

Divya Kumar covers higher education for the Tampa Bay Times, working in partnership with Open Campus.

Contact the National Suicide Prevention Lifeline at 988, visit suicidepreventionlifeline.org or call the Crisis Center of Tampa Bay by dialing 2-1-1.

Divya Kumar is the higher education reporter. Reach her at [email protected].

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Combined Degrees Psychology/Clinical Mental Health Counseling

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• Majors & Degrees

Save on tuition and fast-track to a Clinical Mental Health Counseling master’s degree through JWU’s combined B.S. Psychology/M.S. Clinical Mental Health Counseling program.

If you apply and qualify* for this unique option, you’ll be able to enroll in 4 core counseling graduate courses that will count toward your Psychology bachelor’s degree.

Receive your bachelor’s degree in Psychology and master’s degree in Clinical Mental Health Counseling and start working toward your professional licensure a full semester ahead of schedule.

Note for Charlotte Students

Charlotte students only need to transfer to Providence after they have completed their senior year and are ready to start full time as graduate students. The 4 Grad courses offered as part of this accelerated program will be offered synchronously to both Charlotte and Providence students over Zoom.

* Students must satisfy separate admission requirements for both undergraduate and graduate programs. Admission to the undergraduate program does not guarantee admission to the graduate program.

Explore the full JWU Catalog course listing for the M.S. program:

Clinical Mental Health Counseling

Explore the JWU Catalog course listing for the combined B.S./M.S.:

Combined B.S./M.S.

Faculty Contacts

Jonathan Mosko, Ph.D. 401-598-1425 Email

Howard Slutzky, Psy.D. 980-598-3224 Email

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• Start your application