Curriculum - Ph.D. in School Psychology The Doctor of Philosophy in school psychology was granted full accreditation by the American Psychological Association in 1992; full accreditation was renewed in 2005. The program's goal is to prepare doctoral-level school psychologists who will promote psychology as a science and contribute to the advancement of the profession. The faculty members endorse a scientist/practitioner model of training and expect students to become competent researchers and proficient practitioners. Specializations are available in gifted and talented and in pediatric psychology. ADMISSION Applicants must meet the admission requirements of the Graduate College. Preference is given to applicants with an undergraduate major in psychology or education, a g.p.a. above 3.00, and combined verbal and quantitative scores above 1000 on the Graduate Record Examination (GRE) General Test. Admissions statistics can be found here. The faculty also encourages applications from individuals with an M.A. or Ed.S. and experience as psychologists or other human service providers. Applications must include three letters of recommendation, a personal statement of interest and goals, and a writing sample. Complete application materials, including transcripts and test scores, must be received by January 1 to be considered for fall semester admission. Admission decisions usually are made by March 15. The program admits from six to eight students each year. REQUIREMENTS The Ph.D. in school psychology requires a minimum of 103 s.h. of graduate credit. All students are required to have a thorough grounding in the basic discipline of psychology, which may be achieved through earning a minimum of 3 s.h. of credit in each of the following areas: biological bases of behavior, cognitive/affective bases of behavior, social bases of behavior, individual differences, and history and systems. The plan of study is developed by students and their academic advisors. Students are required to complete yearly portfolio reviews, which include oral examinations; carry out a preliminary dissertation research project equivalent in scope to an M.A. thesis; participate in an internship; and complete a doctoral dissertation, earning a minimum of 10 s.h. in 07P:493 Ph.D. Thesis in Psychological and Quantitative Foundations. The following courses constitute the school psychology core. | 07P:224 Prepracticum in School Psychology | 3 s.h. | | 07P:237 Practicum in School Psychological Service (minimum 150 hours) | 3 s.h. | | 07P:238 Assessment of Learning Difficulties (taken with 07P:237) | 3-4 s.h. | | 07P:313 Psychopathology in Childhood | 3 s.h. | | 07P:315 Psychodiagnostics: Children and Adolescents | 3 s.h. | | 07P:337 Advanced Practicum in School Psychology (minimum 750 hours) | 12 s.h. | | 07P:352 Seminar: Behavioral Assessment and Evaluation | 3 s.h. | | 07P:367 Organizations as Social Systems | 3 s.h. | | 07P:380 Practicum in College Teaching (optional) | 1-3 s.h. | | 07P:390 Supervision of School Psychology Practicum/Internship | 1 s.h. | | 07P:437 Internship in School Psychology (one year full-time or two years half-time, total of 1800 hours) | 3 s.h. | Program course work in evaluation is required. Students must enroll in practicums to reach a specified level of client contact, supervision, and additional experience hours. Placements must have prior approval of the school psychology faculty. Students must successfully complete one semester of 07P:237 Practicum in School Psychological Service before enrolling in 07P:337 Advanced Practicum in School Psychology. Students must adhere to the most recent ethical principles and standards of the American Psychological Association. |