Psy.D. in School Psychology
The Doctor of Psychology in School Psychology (Psy.D.) Program in the School of Human Services and Science provides a comprehensive plan of advanced studies that integrates respect for diversity in theory and practice, basic and advanced psychological principles, consultative and interventionist skills, data-based and problem-solving approaches, and scholarly and research-based learning that advance the field of school psychology and the practice with students who are deaf and hard of hearing. The fundamental commitment of the program is to develop competent doctoral-level school psychologists who possess a sub-specialization in working with and serving deaf and hard of hearing children, skilled in the delivery of multiple services in a variety of settings (schools, private practice, hospitals, clinics, universities, etc.). The program is anchored in the Practitioner-Model. The goal of the Practitioner-Scholar model is to develop and produce practitioners informed by research and whose training prioritizes the acquisition of practical and hands-on-experiences.
The Psy.D. program in School Psychology requires completion of 97 graduate semester hours, including extensive practicum and internship experiences. The degree awarded at completion of the full program is the Doctor in Psychology (Psy.D.). The program generally requires four years to complete. The first year includes a 31-credit sequence of courses in psychology and related areas, courses in American Sign Language (ASL), and successful completion of comprehensive examinations. Successful completion of these requirements results in the Master of Arts degree in Developmental Psychology with a Specialty in Working with Deaf Children. The post-Masters (or 2nd – 3rd years) portion of the program requires an additional 66-semester credit sequence of courses emphasizing school psychological services, content areas, extensive practicum/externship experience, and completing a yearlong applied research project. The fourth year of the program requires a 12-credit, full-time school psychology internship, served in a school or school/clinical setting anywhere in the United States, the completion of two Comprehensive Internship Case Studies, and taking the Praxis national exam. Upon successful completion of all internship year requirements, the Psy.D. in School Psychology will be awarded.
A series of “Transition Points” will guide candidates through the four-year curriculum toward Psy.D. Degree and eventual alumni status. The program identifies six Transition Points that serve as benchmarks for monitoring progress through the program. The six Transition Points are Entry into the Program, M.A. Degree in Developmental Psychology with a Specialty in Working with Deaf Children, Advancement to Practicum II, Advancement to Internship, Psy.D. Degree in School Psychology, and Alumni Status. A summary of requirements at each Transition Point is presented in Table 1. Faculty advisors will monitor candidate progress through each transition point.
Table 1. Summary of Transition Point Requirements
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Transition Point
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Requirements
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1. Entry into the Program
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Recommendation for admission by the Admissions Committee based on completed application (GREs optional; Psychology Major or Equivalent Course Background; GPA minimum 3.0; recommendation letters; interview, Personal Statements/Essays on experience related to deafness sub-specialization, the rationale for entering the profession, goals, & related work experience).
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2. Awarding the M.A. in Developmental Psychology with Specialty in Working with Deaf Children
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Successful completion of 31 semester hours of specified graduate courses, an additional six credits in ASL required, and comprehensive examinations.
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3. Advancement to
Practicum II
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Completion of all previous transition points plus a prerequisite grade of B or above in Practicum I, successful ratings on Practicum I Field Supervisor/Faculty Surveys, and successful completion of the Communication Profile and ASL classes.
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4. Advancement to
Internship
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Successful completion of M.A. plus 85 credits, Practicum II, successful Practicum II logs, successful Field Supervisor/Faculty Surveys (Practicum II and Consultation) and Pre-Internship Intervention Binders, completing a yearlong applied research project, and successful completion of the Pre-Internship File (Individual Internship Plan, and Communication Profile).
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5. Awarding the PsyD
Degree in School
Psychology
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Successful completion of all previous transition points plus 12 internship credits, a full-time academic year internship of at least 2000 hours, monthly Internship Logs, successful Field Supervisor/Faculty Survey, and Internship Intervention Binder (includes: Comprehensive Internship Case Studies (Assessment & Intervention), Family/Parent and Teacher Workshop Report, and Legal and Ethical Case Application Report), completion of the Candidate Exit Survey, Evaluation of Internship Site/Supervisor, and taking the Praxis II National School Psychology Test.
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6. Alumni Status
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Receipt of Praxis II National School Psychology Examination scores, completion of the Alumni Survey and Employer Survey (+ 3 years).
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Admissions Requirements
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A bachelor’s degree (BA, BS) minimum
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Official Transcript of undergraduate or any graduate work
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Required undergraduate courses: Child Psychology/Developmental Psychology, Statistics, Research Design, and Abnormal Psychology.
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GPA 3.0 or higher
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GRE Scores optional
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Three letters of recommendation with one letter addressing the applicant’s potential for advanced study and research.
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Personal Goal Statement
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Interview
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Resume
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All applicants must be able to pass a background check to be advanced to practicum or internship (Why? All school systems require a background check before granting access to school-age children for practicum and internship field experiences), and all applicants must demonstrate scholastic ability and interpersonal skills to be an effective psychological practitioner in the schools.
| DEADLINE |
DATE |
| First Date for Consideration of Application: |
No set date |
| Last Date for Completed Application: |
February 1 |
Typical Program of Study
Semester 1
| PSY 701 | Legal, Ethical and Professional Issues in School Psychology | 3 |
| PSY 706 | Equity, Diversity, Inclusion and Social justice in Schools and Communities | 3 |
| PSY 711 | Principles of Statistics | 3 |
| PSY 723 | Psychology and Deafness | 3 |
| PSY 743 | Assessment I: History, Theory, and Psychometrics | 4 |
Semester 2
| PSY 712 | Research Methods in Psychology | 3 |
| PSY 734 | Memory and Learning | 3 |
| PSY 746 | Assessment II: Intellectual Assessment | 3 |
| PSY 770 | Practicum in School Psychology | 3 |
Summer 1
| HSL 507 | Audiology and Communication Access for Service Providers and Professionals | 3 |
| ASL | Class as needed | |
Semester 3
| PSY 732 | Child Psychopathology and Behavior Disorders | 3 |
| PSY 754 | Biological Psychology: Brain & Behavior | 3 |
| PSY 760 | School Psychology and Prevention Services | 3 |
| PSY 722 | History and Systems of Psychology | 2 |
Semester 4
| PSY 748 | Academic Assessment, Learning Disabilities & Evidence Based Interventions | 3 |
| PSY 766 | Behavioral and Therapeutic Interventions with Children | 3 |
| PSY 854 | Clinical Psychopharmacology | 2 |
Summer 2
Semester 5
| PSY 735 | Applied Behavior Analysis | 3 |
| PSY 767 | Consultation and Collaboration: Theory, Research, and Practice | 3 |
| PSY 771 | Advanced Practicum and Supervision in School Psychology | 3 |
| PSY 774 | Advanced Therapeutic Methods with Children and Adolescents | 3 |
| PSY 809 | Social Psychology and Human Diversity | 3 |
Semester 6
| PSY 702 | Seminar for Professional Practice in School Psychology | 1 |
| PSY 705 | Single Subject Methods for the Behavioral Sciences | 3 |
| PSY 765 | Assessment III: School and Clinical Assessment of Child and Adolescent Personality and Behavior | 3 |
| PSY 768 | Home/ School/ Community Collaboration, Family and Exceptionalities | 3 |
| PSY 773 | Advanced Practicum and Supervision in School Psychology III | 3 |
Semester 7
| PSY 790 | Internship: Individual Case Study | 3 |
| PSY 791 | Internship: Teacher Consultation and Counseling | 3 |
Semester 8
| PSY 792 | Internship: System Consultation and In-Service | 3 |
| PSY 793 | Internship: Advanced Case Conference | 3 |
Program Outcomes
School psychologists who demonstrate cultural competencies across multicultural, multiethnic, bilingual (ASL/English) contexts who have a subspecialty in working with children who are deaf, hard of hearing, and children and families of diverse backgrounds.
School psychologists who can demonstrate skills and apply scientifically based knowledge or theoretical and empirically-based data to conceptualize and solve increasingly complex academic or behavioral problems and who can design, implement, and appraise individual, group, family, or community mental health interventions and educational services to support and create safe and healthy environments.
School psychologists who demonstrate an understanding of mental health challenges in children, adolescents, and families, and develop psychological assessment and intervention plans to address these challenges while acknowledging the impact of biological, social, cultural, socioeconomic, and linguistic factors on the learning and behavior of children and their families.
School psychologists who can perform professional duties in accordance with NASP and APA ethical principles.