School Psychology, Psy.D.
The Psy.D. in School Psychology program will enable school psychologists to expand their practice and move into more advanced practice settings. The complete program is a 110- to 113-credit, five-year program for students entering directly from their undergraduate program. Students earn the M.A. and CAGS along the way towards completion of the Psy.D. degree. This program requires completion of 420 practicum hours, a 1,500- to 1,750-hour internship of which at least 600 hours must be completed in a Pre-K–12 educational setting, and a dissertation. Students interested in obtaining licensure from the State Board of Psychological Examiners for the independent practice of psychology must be supervised by a licensed psychologist during internship. The Psy.D. program is designed as a full-time program with no part-time completion option. The program is designed to meet the program approval standards of the National Association of School Psychologists.
The Psy.D. program will provide graduates with:
- the ability to serve children in schools, hospitals, clinics, and other advance practice settings by attending to their mental health and educational needs, while also emphasizing issues of diversity and social justice;
- the importance of understanding and respecting the various contexts of a multicultural, pluralistic society in which children live and shape their lives; and
- a program that reflects the university’s mission and Mercy core values.
Transfer of Graduate Credits
Students who hold a master’s degree in a related field that is not school psychology (child, child-clinical, or educational psychology, counseling, etc.) can transfer up to 15 graduate credits towards the program. Only graduate coursework with a grade of B or higher is eligible for transfer. Decisions on the viability of transfer credit will be made by program faculty via evaluation of course syllabi. Course syllabi must be submitted, and students may be required to submit additional work samples and/or documentation. Each applicant will be evaluated on an individual basis and require the approval of the program director.
The program is dedicated to the principles of the National Association of School Psychologists (NASP), and it has adopted the NASP’s Standards of School Psychology Graduate Education and Practice as the basis for the goals of its training model. The program structure and objectives, field placements, practicum, and externship experiences are based on these 10 standards of practice, articulated in Standards for Graduate Preparation of School Psychologists and adopted by the National Association of School Psychologists Delegate Assembly (2020).
These program goals, as noted in the 10 domains of practice, are to have its students develop expertise in:
Domain 1: Data-Based Decision-Making
Domain 2: Consultation and Collaboration
Domain 3: Academic Interventions and Instructional Supports
Domain 4: Mental and Behavioral Health Services and Interventions
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Services to Promote Safe and Supportive Schools
Domain 7: Family, School, and Community Collaboration
Domain 8: Equitable Practices for Diverse Student Populations
Domain 9: Research and Evidence-Based Practice
Domain 10: Legal, Ethical, and Professional Practice
Visit https://www.nasponline.org/standards-and-certification/nasp-2020-professional-standards-adopted/ for a complete and detailed explanation of the 10 domains of the 2020 NASP Practice Model.
Requirements for Admission for the Psy.D. in School Psychology
Admission is contingent on the outcome of an interview with the program faculty. Candidates will be notified in writing as to their status.
Applicants for the Psy.D. program must submit all application materials by February 1. Interviews will take place in February and March, and all applicants will be notified of their status before the April 15 APA/NASP commitment deadline. The Psy.D. in School Psychology program begins during the fall semester.
- Baccalaureate degree from an accredited college or university.
- Minimum grade point average of 3.4 on a 4.0 scale.
- A minimum of 18 credits in psychology that must include Introduction to Psychology, Abnormal Psychology/Psychopathology, Child/Adolescent/ Lifespan Development, either Statistics or Experimental Psychology (Research Methods), and 6 credits of psychology coursework of the applicant’s choice.
- Applicants with deficiencies may be required to register for appropriate undergraduate course(s) without graduate credit as a condition of their acceptance.
- Completed self-managed application packet (see below).
The completed self-managed application packet must include:
- A check or money order for $40 (nonrefundable) made payable to Georgian Court University.
- A completed graduate application form.
- All Psy.D. applicants must include a personal statement with answers to the following questions: Why do (did) you want to become a school psychologist?; What has influenced you to pursue a career in school psychology?; What experience do you have working with children and adolescents?; Why do you want to pursue a doctorate in school psychology?; What are your research interests?; and How will this program help facilitate your professional goals?
- Sealed and signed envelopes containing official transcripts of each undergraduate and graduate institution the applicant has attended. If the official seal has been broken, the transcript is considered to be unofficial and cannot be accepted for use toward the application. Official transcripts electronically transmitted directly from the Office of the Registrar of each institution will be accepted in lieu of a paper copy.
- All Psy.D. applicants must submit two letters of recommendation. At least one of the letters should be from a faculty member familiar with the applicant's academic performance. Both letters may be from faculty members at the applicant’s discretion. Applicants who have graduated more than five years prior to their date of application may submit letters from certified or licensed mental health or educational professionals in lieu of letters from faculty members.
Accepted students will receive a health form that must be completed and submitted to the Office of Health Services.
Psy.D. in School Psychology
| First Year | Credits | |
|---|---|---|
| Fall Semester | ||
| SPS5190 | Sem in Psych Services in the Schools | 3.0 |
| SPS5401 | Sem in Child & Adolescent Development | 3.0 |
| SPS5402 | Seminar: Psychopathology of Childhood | 3.0 |
| ABA503 | Experimental Analysis of Behavior 1 | 3.0 |
| Credits | 12.0 | |
| Spring Semester | ||
| SPS5104 | Data-BasdDec-MkingI:Beh&Soc/EmoAss&Intrv | 3.0 |
| SPS5110 | Multicultural Issues in Sch Psych | 3.0 |
| SPS5700 | Statistics & Research Design I | 3.0 |
| SPS5910 | Beh Assessment in Edu & Comm Settings 1 | 3.0 |
| ABA504 | Philosophy of Behaviorism (elective; necessary for BCBA@ credential) 1 | 3.0 |
| Credits | 15.0 | |
| Summer Semester | ||
| SPS5102 | Asmnt & Intvntn of Reading Difficulties | 3.0 |
| SPS5105 | Sem in Ethical Conduct for Sch Psych 1 | 3.0 |
| SPS5406 | School Crisis Prevention & Intervention | 3.0 |
Note: At the completion of these 33 to 36 credits, students will sit for the comprehensive examination. With a passing score, students receive their M.A. in School Psychology and are eligible to move on to advanced-level coursework. |
||
| SPS5000 | MA Comprehensive Exam | 0.0 |
| Credits | 9.0 | |
| Second Year | ||
| Fall Semester | ||
| SPS6100 | Introduction to Counseling Skills | 3.0 |
| SPS6103 | Data-BasdDec-MkingII:CogAsmnt&Intvntn | 3.0 |
| SPS6106 | Prac I: Consultation & Collaboration | 3.0 |
| SPS6911 | Beh Interventions in Edu & Comm Settings 1 | 3.0 |
| Credits | 12.0 | |
| Spring Semester | ||
| SPS6109 | Data-BasdDec-MkingIII:PsychoEdAsmnt&Intv | 3.0 |
| SPS6405 | Sem Adv Counseling withi Children & Adol | 3.0 |
| SPS6801 | Practicum II: Advanced Practice | 3.0 |
| SPS6912 | Adv Beh Chng Procdr in Edu&Comm Settings 1 | 3.0 |
| Credits | 12.0 | |
| Summer Semester | ||
| SPS6403 | Neuro Basis of Educational Disorders | 3.0 |
| ABA502 | Measurement & Experimental Design 1 | 3.0 |
| Credits | 6 | |
| Third Year | ||
| Fall Semester | ||
| SPS7100 | History & Developmental Theory in Psych | 3.0 |
| SPS7300 | Seminar in Advanced Psychopathology | 3.0 |
| SPS7500 | Statistics & Research Design II | 3.0 |
| Credits | 9.0 | |
| Spring Semester | ||
| SPS7150 | Personality Theory | 3.0 |
| SPS7400 | Prac III:Systems-LevelSrvcsInEduSetting | 3.0 |
| SPS7550 | Statistics & Research Design III | 3.0 |
| Credits | 9.0 | |
| Summer Semester | ||
| SPS7600 | Research and Psychological Measurement | 3.0 |
| Credits | 3 | |
| Fourth Year | ||
| Fall Semester | ||
| SPS7350 | Physiological Basis of Behavior | 3.0 |
| SPS7200 | Social & Organizational Psychology | 3.0 |
| SPS7700 | Dissertation | 3.0 |
| Credits | 9.0 | |
| Spring Semester | ||
| SPS7250 | Cognition & Learning | 3.0 |
| SPS7450 | Advanced Clinical and Supervision Skills | 3.0 |
| SPS7700 | Dissertation | 3.0 |
| Credits | 9.0 | |
| Summer Semester | ||
| Psy.D. students must defend their dissertation proposal and pass the doctoral qualifying exam before moving on to internship | ||
| SPS7000 | Dissertation Proposal Defense | 0.0 |
| SPS7001 | Oral Qualifying Exam | 0.0 |
| Credits | 0.0 | |
| Fifth Year | ||
| Fall and Spring Semesters | ||
| SPS7900 | Pre-Doctoral Internship I | 4.0 |
| SPS7901 | Pre-Doctoral Internship II | 4.0 |
| Credits | 8.0 | |
| Total Credits | 113.0 | |
- 1
Indicates coursework that is part of the 18- to 21-credit ABA sequence.
Note: Psy.D. students will be awarded the CAGS at the successful conclusion of the pre-doctoral internship. Students will be awarded the Doctor of Psychology (Psy.D.) degree once they pass the doctoral qualifying exam (SPS7001 Oral Qualifying Exam), complete their internship, and their dissertation is successfully defended (SPS7002 Dissertation Defense) and filed with the university library (SPS7003 Dissertation in Library).
Minimum levels of performance are outlined in the School Psychology program handbook. Students are evaluated and expected to maintain expected levels of performance in their academic coursework, field placements, and professional characteristics. Failure to maintain minimum levels of performance across any of these areas may lead to dismissal from the program. The program handbook is available on the program website and the program BlackBoard site.