Program Overview

Program Philosophy

  • The program’s philosophy and training adhere to the scientist-practitioner model that assumes that the effective practice of school psychology is based on the reciprocal influence of knowledge gained from established methods of scientific inquiry and informed by school psychological practice. Emphasis is on the preparation of competent practitioners who are also skilled and dedicated researchers who will contribute to the knowledge base in school psychology.
  • The faculty is committed to a learning environment that stresses an organized and explicit curriculum with clear expectations; however, there is also a strong commitment to informal student-faculty interactions that further encourages the student’s professional development and identification with the field. In addition, the program is designed to acquaint students with the diversity of theories and practices of school psychology, allowing the student sufficient intellectual freedom to experiment with different delivery systems and various theoretical bases.
  • The atmosphere is intended to foster informal student-faculty interaction, critical debate, and respect for theoretical diversity of practice, thus creating a more intense and exciting learning experience. It is believed that such a philosophy encourages and reinforces the student’s creativity and intellectual risk-taking that are fundamental in the further development of the professional practice of school psychology.


Students interact with a wide variety of faculty within the Department of Educational Psychology and university-at-large through a diverse set of experiences that include traditional coursework, field placements, and research activities. However, four faculty comprise the core program faculty with three holding licensure as professional psychologists in Connecticut.

Core faculty include:

Melissa A. Bray
Professor and Program Director
Gentry 011A


Jacqueline M. Caemmerer
Assistant Professor
Gentry 015A


Sandra M. Chafouleas
Board of Trustees Distinguished Professor
Gentry 208


Lisa M. H. Sanetti
Gentry 011B



The master’s/sixth-year program is accredited by the Council for Accreditation of Educator Preparation (CAEP) and is approved by the National Association of School Psychologists (NASP Program Review Board, 803-323-2341) and the Connecticut State Board of Education

The doctoral 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
(202) 336-5979