The Ph.D. program in school psychology adheres to the scientist-practitioner model of graduate education in health service psychology. The training is designed to prepare students for the practice of health service psychology based on the scientific method, and to promote the commitment to a career of research directed toward the advancement of the science of psychology.
Given this mission, the aims are to prepare psychologists who are knowledgeable and competent in:
- Research with relevance to psychology and the specialty area of school psychology
- The practice of health service psychology
- The specialty area of school psychology
These aims facilitate preparation of health service psychologists who will practice in schools or other educationally related settings that will meet the professional employment demands for: psychologists in psychoeducational research; mental health research specialists in child psychology; psychologists in child treatment agencies, hospitals, and private practice; and professionals in higher education committed to preparing educators and clinicians in psychoeducational services.
Consumer Information Disclosures (Title 4, Department of Education; 34 CFR 668.43): It has not yet been determined if the degree requirements of this program meet the educational requirements for licensure in every US state and territory.
Academics & Curriculum
Although the School Psychology Ph.D. program is designed to be at least four academic years of full-time study, students typically take 4-5 years from the baccalaureate degree to complete all doctoral requirements. This involves a total of at least 100 semester hours of coursework, including 15 hours of dissertation research, and a 1,500-hour internship that meets the requirements for school psychology.
In addition to the sequence required of all doctoral students, each student will complete an Advanced Integrated Concentration (AIC), which includes a minimum of 9 additional credits (i.e., 3 courses). As noted, the aims of the program’s doctoral training are to prepare psychologists who are knowledgeable and competent in research, practice of health service psychology, and the specialty area of school psychology. At the doctoral-level, students acquire discipline-specific knowledge and refine skills across a range of profession-wide competencies (e.g., assessment, prevention/intervention, consultation). Throughout their doctoral program, students work closely with faculty in designing their complete program of study that reflects their particular interests within health service psychology and the specialty area of school psychology. As such, doctoral students are expected to develop an Advanced Integrated Concentration (AIC) that reflects their particular interests and intended area of specialization.
Sample Plan of Study
Year 1, Fall Semester
- EPSY 5605 – Quantitative Methods (in person)
- EPSY 5403 – Intellectual Assessment
- EPSY 5420 – Roles & Functions of School Psychologists
- EPSY 6494 – Practicum 1 (3 credits)
Year 1, Spring Semester
- EPSY 5404 – Social Emotional Behavioral Assessment
- EPSY 5425 – Academic Assessment
- EPSY 5430 – Child Psychopathology
- EPSY 6494 – Practicum 1 (3 credits)
Year 2, Fall Semester
- EPSY 5405 – Applied Behavior Analysis
- EPSY 5408 – Ethics
- EPSY 5450– Issues of Cultural Diversity
- EPSY 5406 – Consultation
- EPSY 6494 – Practicum 2 (3 credits)
- *Optional: EPSY 5195 Introduction to R (1 credit)
Year 3, Fall Semester
- EPSY 5199 – Independent with Major Advisor (1 credit)
- Doc Sem: Res in School Psych
- PSYC 5140 – Foundations of Neuropsychology
- AIC course**
- EPSY 6494 – Doctoral Practicum 2 (3 credits)
Year 3, Spring Semester
- EPSY 5199 – Independent with Major Advisor (1 credit)
- Doc Sem: Res in School Psych
- EPSY 6494 – Doctoral Practicum 2 (3 credits)
- GRAD 6950 – Doctoral Dissertation Research
- 1-9 credits (must take a total of 15 dissertation credits)
- EPSY 6601 – Meth and Tech of Educ Res
- PSYC 5460 Social Development OR PSY 5570 – Current Topics in Social Psychology OR PSY 6750 – The Social Psychology of Stigma
- EPSY 5194 – Cognitive and Affective Bases of Behavior* OR EPSY 5455– Seminar: History and Systems of Psychology*
- (Courses offered every other year – take 1 in either 3rd or 4th)
Year 4, Fall Semester
- GRAD 6950 – Doctoral Dissertation Research
- 1-9 credits (must take a total of 15 dissertation credits)
- EPSY 5318 – Human Development over the Lifespan
- EPSY 6494 – Doctoral Practicum 2 (3 credits)
- AIC Course**
Year 4, Spring Semester
- GRAD 6950 – Doctoral Dissertation Research
- 1-9 credits (must take a total of 15 dissertation credits)
- EPSY 5455– Seminar: History and Systems of Psychology* OR EPSY 5194 – Cognitive and Affective Bases of Psychology*
- (Courses offered every other year – take 1 in either 3rd or 4th)
- EPSY 6494 – Doctoral Practicum 2 (3 credits)
- AIC Course**
Year 5, Fall Semester
- EPSY 6491 – Doctoral Internship in School Psychology (6 credits)
Year 5, Spring Semester
- EPSY 6491 – Doctoral Internship in School Psychology (6 credits)
*Students unfamiliar with the the statistical software R are encouraged to take the Intro to R course prior to regression.
**Note: Students can choose the semesters in which they will select courses to fulfill their requirements for the Area of Integrated Concentration (AIC) which requires a minimum of 9 credit hours. It is typically recommended that the AIC credits be completed in the third and fourth years.
***To be competitive for APPIC internships, students are encouraged to take EPSY 6494 (2 credits) in the summer after year 3 and/or 4.
Application Deadline
The school psychology program admits students once a year for entry in the following fall semester. The application deadline is December 1.
Accreditation
The program is accredited by the American Psychological Association (American Psychological Association, Office of Program Consultation and Accreditation, 750 First Street, NE, Washington, DC 20002-4242) and as such complies with the guidelines and principles for accreditation of programs in health service psychology as outlined by the American Psychological Association.
Practicum
The practica sequence was developed in accordance with APA and NASP guidelines that require planned supervised experiences that include direct service and formally scheduled supervision. The primary focus of the practicum is to adequately prepare students for their internships. The practica experiences are designed to have a direct relationship to the objectives of the practicum as outlined in the Practicum Syllabus. Further, the practicum experiences are provided under conditions of appropriate supervision and are distinct from and occur prior to the internship.
The practicum is designed to provide students with planned, supervised experiences of directed observations and participation in educational settings with emphasis on empirically supported practices. In addition, the practicum is designed to ensure the student has sufficient supervised experiences to provide an early exposure and identification with the professional practice of school psychology. The field experiences are coordinated with coursework to allow students ample opportunity to combine their theoretical and practical knowledge in a supervised situation. Students are required to spend time in the public schools and may spend additional time in other approved school-related agencies or clinics.
Practicum experiences in a school or related educational setting are a required component of program completion and graduation. Students pursuing the doctoral degree who enter the program with a bachelor’s degree are required to earn a minimum of 800 practicum/advanced practicum hours across their first four consecutive years. Students pursuing a doctoral degree who enter the program with a specialist-level degree in school psychology are required to earn a minimum of 250 practicum/advanced practicum hours. Students are required to complete practicum rotations in elementary and middle/high school settings, as well as a diverse setting.
Internship
The internship in school psychology complies with APA and NASP standards. The internship settings are selected on the basis of their appropriateness relative to the specific training objectives of the program and with sensitivity to the student's professional background and goals. The field-based internship supervisors for doctoral interns are licensed psychologists. The internship is designed to enhance the development of competencies and professionalism and to be the culminating experience of the student's program. As such, the internship allows the student to participate in educational settings and the opportunity to integrate coursework, research, theory, and practical experiences in a supervised, applied setting.
The internship occurs on a full-time basis over a period of one academic year, or on a half-time basis over a period of two consecutive years. This amounts to at least 1,500 clock hours of supervised experiences relevant to the practice of school psychology of which a minimum of 600 hours must be in a school setting. Doctoral students with prior, appropriately supervised, experience in school settings are not necessarily required to complete their 1,500-hour internships in schools. These students may be placed in other supervised settings that are both appropriate to the professional practice of school psychology and compliment the student's professional interests and goals.
Examinations
General Examination
Students must pass the doctoral program’s comprehensive examination as part of their graduation requirements. Students are evaluated on their ability to integrate and apply their doctoral studies to the exam questions, responses to professional issues, and ability to function as school psychologists. Students will not receive approval to seek a doctoral-level internship or to defend their dissertation until they have passed the comprehensive examination. The general examination is designed to align with the APA standards of accreditation for health service psychology, specifically as relevant to (a) category 2 of discipline-specific knowledge in advanced integrative knowledge and (b) profession-wide competencies. The Comprehensive Examination Committee (CEC) will develop two questions to provide you with an opportunity to demonstrate your expertise and integration of professional wide competencies. The comprehensive exam is meant to be an assessment of student knowledge and understanding of school psychology research and practice.
Final Examination/Dissertation Defense
Guidelines for the final examination follow the rules as specified by the University. After being admitted to candidacy for the Ph.D. degree, and completing the dissertation, the final oral examination or dissertation defense is conducted. The content of the final examination is primarily related to the student’s dissertation. At least five faculty members, including all of the student’s advisory committee, must participate in the final examination. However, the decision regarding the student’s performance rests solely with the advisory committee.
Organizations & Resources
Student Association of School Psychology
UConn SASP Mission Statement: The Student Association of School Psychology at the University of Connecticut‘s Neag School of Education (UConn SASP) is a student organization within the School Psychology Program that aims to maintain collaboration with the program, increase professional development activities, and promote social justice and equity.
Email: uconnsasp@gmail.com
National & Regional Organization Resources
NASP Principles for Professional Ethics
APA Division 16: School Psychology
APA Ethical Principles of Psychologists and Code of Conduct.pdf