School Psychology - Doctor of Philosophy
The mission of the School Psychology doctoral program is to prepare school psychologists as scientists, practitioners and advocates for mental health and social justice in health service psychology settings, including public schools. The program addresses state and national shortages of personnel who are fully credentialed to serve the needs of children with disabilities. The primary goal of the school psychology program is to prepare scholars to become problem-solvers with the essential entry-level competencies to serve in the schools and agencies that serve school age populations.
The program develops 3 major components: 1) Knowledge of psychological and educational foundations; 2) Skills in data-based decision-making, assessment, consultation, intervention and research; and 3) The capacity to apply knowledge and skills to promote mental health and development and prevent school failure and other disabling conditions. Specifically, the program will accomplish the following goals.
- Prepare and graduate highly qualified school psychologists to meet the academic and psychological needs of infants, toddlers, children, youth and their families from diverse backgrounds (i.e., high need children with disabilities).
- Increase the number of personnel who demonstrate the competencies needed to provide high-quality instruction, evidence-based interventions and services for children with disabilities.
- Retain scholars in a high quality-training program to increase the numbers of school psychologists including scholars from bilingual and traditionally underrepresented backgrounds.
- Provide the workforce needed to meet state licensure for Level 3 school psychologists.
Annual Application Deadline: January 15
For more information on program application requirements and process, see School Psychology, Ph.D. program website: https://cep.nmsu.edu/academic-programs/school-psychology-phd/
Preparation occurs from a developmental sequence of courses that follow scientifically based research and empirically validated strategies. The school psychology program at NMSU adheres to the scientist-practitioner model. This integrated approach to scholarship and practice promotes development of interlocking skills fostering a career-long process of psychological investigation, assessment, and intervention. Throughout the curriculum, the importance of knowledge and experience with a wide range of individual differences including, but not limited to ethnicity, gender, disability, age, culture, sexual orientation, religion, and race are emphasized. Ethical and legal issues, which guide service delivery, are also stressed throughout the curriculum. The American Psychological Association (APA) and National Association of School Psychologists (NASP) Standards and competencies provide the foundation for the program’s conceptual framework. Candidates will complete 81 credits of coursework, at least 450 clock-hours of practica (9 total credits) and an 1800 clock-hour doctoral internship. Of the 1800 clock-hour internship, 750 will be expected to be in a school setting.
Program of Study
|CEPY 505||Appraisal of Psychoeducational Achievement in a Diverse Society||3|
|CEPY 515||Learning Theory||3|
|CEPY 540||History and Systems of Psychology||3|
|CEPY 554||Counseling Theory and Techniques for School Psychologists||3|
|CEPY 566||Group Work Theory and Technique||3|
|CEPY 579||Clinical Psychopharmacology||3|
|CEPY 607||Curriculum-Based Assessment and Intervention||3|
|CEPY 608||Diagnostic Class||3|
|CEPY 612||Human Development||3|
|CEPY 615||Cognitive and Affective Bases Behavior||3|
|CEPY 617||Psychology of Multiculturalism||3|
|CEPY 618||Psychology of Poverty||3|
|SPED 619||School Intervention and Organization in a Diverse Society||3|
|CEPY 624||Ethics, Law & Professional Issues in School Psychology||3|
|CEPY 630||School Psychology Research and Program Evaluation||3|
|CEPY 634||Introduction to Qualitative Research||3|
|or EDUC 606||Qualitative Research I|
|CEPY 636||Advanced Statistics||3|
|CEPY 637||Multivariate Statistics||3|
|CEPY 647||Appraisal of Cognitive Functioning||3|
|CEPY 648||Appraisal of Personality||3|
|CEPY 658||Child and Adolescent Counseling Theory and Technique||3|
|CEPY 662||Family Therapy Theory and Technique||3|
|CEPY 672||Practicum in School Psychology: Psychoeducational||3|
|CEPY 675||Practicum in School Psychology: Psychological||3|
|CEPY 676||Field Experience in Educational Diagnostics||3|
|CEPY 679||Supervision Theory and Practicum||3|
|CEPY 681||Advanced Multicultural School Psychology Field Experience||3|
|CEPY 685||Doctoral Internship in School Psychology||12|
|CEPY 693||Dissertation Seminar||3|
|CEPY 700||Doctoral Dissertation||18|