Program Overview

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Department of Psychology

The Department of Psychology offers various graduate programs, including PhD in Clinical Psychology, PhD in Experimental Psychology, PhD in School Psychology, MA/Ed.S. in School Psychology, and Masters in General Psychology.

PhD in Clinical Psychology

About the Program

The PhD in Clinical Psychology program is designed to provide students with a comprehensive education in clinical psychology.

Clinical Faculty

The clinical faculty includes experts in child clinical, clinical health psychology, and psychotherapy research.

Admission

Admission to the program is competitive, and applicants must meet the department's admission requirements.

Clinical Student Handbook

The clinical student handbook provides detailed information about the program, including curriculum, research requirements, and clinical training.

PhD in Experimental Psychology

About the Program

The PhD in Experimental Psychology program is designed to provide students with a comprehensive education in experimental psychology.

Experimental Faculty

The experimental faculty includes experts in cognitive, behavioral neuroscience, and other areas of experimental psychology.

Required Courses

The program requires students to complete a set of core courses, as well as specialized courses in their area of interest.

Admission

Admission to the program is competitive, and applicants must meet the department's admission requirements.

Financial Support

The department offers financial support to qualified students, including teaching assistantships and research assistantships.

PhD in School Psychology

About the Program

The PhD in School Psychology program is designed to provide students with a comprehensive education in school psychology.

Program Overview

The program is accredited by the American Psychological Association and is designed to meet the requirements for certification as a school psychologist.

School Faculty

The school faculty includes experts in school psychology, including child and family studies, and school psychology research teams.

Historical Statement

The program has a long history of providing high-quality education and training in school psychology.

Financial Support

The department offers financial support to qualified students, including teaching assistantships and research assistantships.

Program Philosophy and Training Model

The program is based on a scientist-practitioner model, which emphasizes the importance of research and practice in school psychology.

Program Competencies

The program is designed to provide students with the competencies necessary to practice as a school psychologist, including assessment, intervention, and consultation.

MA/Ed.S. in School Psychology

About the Program

The MA/Ed.S. in School Psychology program is designed to provide students with a comprehensive education in school psychology.

Program Overview

The program is accredited by the American Psychological Association and is designed to meet the requirements for certification as a school psychologist.

School Faculty

The school faculty includes experts in school psychology, including child and family studies, and school psychology research teams.

M.A./Ed.S. Program Goals

The program goals include providing students with the knowledge, skills, and competencies necessary to practice as a school psychologist.

Historical Statement

The program has a long history of providing high-quality education and training in school psychology.

Financial Support

The department offers financial support to qualified students, including teaching assistantships and research assistantships.

Masters in General Psychology

Program Overview

The Masters in General Psychology program is designed to provide students with a comprehensive education in psychology.

Courses

The program requires students to complete a set of core courses, as well as specialized courses in their area of interest.

Funding + Cost

The department offers financial support to qualified students, including teaching assistantships and research assistantships.

Admission

Admission to the program is competitive, and applicants must meet the department's admission requirements.

MA/EdS Program Goals and Content Domains

The MA/EdS program in School Psychology is designed to provide students with the knowledge, skills, and competencies necessary to practice as a school psychologist. The program goals and content domains are based on the National Association of School Psychologists (NASP) training domains.

DOMAINS OF SCHOOL PSYCHOLOGY TRAINING AND PRACTICE

The NASP training domains include:

• Domain 1: Data-Based Decision Making: School psychologists understand and utilize assessment methods for identifying strengths and needs; developing effective interventions, services, and programs; and measuring progress and outcomes within a multitiered system of supports.
  • School psychologists use a problem-solving framework as the basis for all professional activities.
  • School psychologists systematically collect data from multiple sources as a foundation for decision making at the individual, group, and systems levels, and they consider ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention.
• Domain 2: Consultation and Collaboration: School psychologists understand varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems, as well as methods to promote effective implementation of services.
  • As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others.
• Domain 3: Academic Interventions and Instructional Supports: School psychologists understand the biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies.
  • School psychologists, in collaboration with others, use assessment and data collection methods to implement and evaluate services that support academic skill development in children.
• Domain 4: Mental and Behavioral Health Services and Interventions: School psychologists understand the biological, cultural, developmental, and social influences on mental and behavioral health; behavioral and emotional impacts on learning; and evidence-based strategies to promote social–emotional functioning.
  • School psychologists, in collaboration with others, design, implement, and evaluate services that promote resilience and positive behavior, support socialization and adaptive skills, and enhance mental and behavioral health.
• Domain 5: School-Wide Practices to Promote Learning: School psychologists understand systems structures, organization, and theory; general and special education programming; implementation science; and evidence-based, school-wide practices that promote learning, positive behavior, and mental health.
  • School psychologists, in collaboration with others, develop and implement practices and strategies to create and maintain safe, effective, and supportive learning environments for students and school staff.
• Domain 6: Services to Promote Safe and Supportive Schools: School psychologists understand principles and research related to social–emotional well-being, resilience and risk factors in learning, mental and behavioral health, services in schools and communities to support multitiered prevention and health promotion, and evidence-based strategies for creating safe and supportive schools.
  • School psychologists, in collaboration with others, promote preventive and responsive services that enhance learning, mental and behavioral health, and psychological and physical safety and implement effective crisis prevention, protection, mitigation, response, and recovery.
• Domain 7: Family, School, and Community Collaboration: School psychologists understand principles and research related to family systems, strengths, needs, and cultures; evidence-based strategies to support positive family influences on children's learning and mental health; and strategies to develop collaboration between families and schools.
  • School psychologists, in collaboration with others, design, implement, and evaluate services that respond to culture and context.
  • They facilitate family and school partnerships and interactions with community agencies to enhance academic and social–behavioral outcomes for children.
• Domain 8: Equitable Practices for Diverse Student Populations: School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics and of the impact they have on development and learning.
  • They also understand principles and research related to diversity in children, families, schools, and communities, including factors related to child development, religion, culture and cultural identity, race, sexual orientation, gender identity and expression, socioeconomic status, and other variables.
  • School psychologists implement evidence-based strategies to enhance services in both general and special education and address potential influences related to diversity.
  • School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds through an ecological lens across multiple contexts.
• Domain 9: Research and Evidence-Based Practice: School psychologists have knowledge of research design, statistics, measurement, and varied data collection and analysis techniques sufficient for understanding research, interpreting data, and evaluating programs in applied settings.
  • As scientist practitioners, school psychologists evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels.
• Domain 10: Legal, Ethical, and Professional Practice: School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
  • School psychologists provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including effective interpersonal skills, responsibility, adaptability, initiative, dependability, technological competence, advocacy skills, respect for human diversity, and a commitment to social justice and equity.