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 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 three 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.
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.html
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 5310||Appraisal of Psychoeducational Achievement in a Diverse Society||3|
|CEPY 6160||History and Systems of Psychology||3|
|CEPY 5235||Counseling Theory and Techniques for School Psychologists||3|
|CEPY 5260||Group Work Theory and Technique||3|
|CEPY 6180||Physiology of Behavior||3|
|CEPY 6265||Diagnostic Class||3|
|CEPY 6120||Human Development||3|
|CEPY 6140||Cognitive & Affective Basis of Behavior||3|
|CEPY 6220||Spanish for Mental Health Professionals||3|
|CEPY 6130||Psychology of Multiculturalism||3|
|CEPY 6170||Psychology of Poverty||3|
|SPED 6170||School Intervention and Organization in a Diverse Society||3|
|CEPY 6185||Ethics, Law & Professional Issues in School Psychology||3|
|CEPY 6210||School Psychology Research and Program Evaluation||3|
|CEPY 6410||Introduction to Qualitative Research||3|
|or EDUC 6440||Qualitative Research I|
|CEPY 6430||Advanced Statistics||3|
|CEPY 6440||Multivariate Statistics||3|
|CEPY 6330||Academic & Behavioral Assessment & Intervention||3|
|CEPY 6340||Appraisal of Cognitive Functioning||3|
|CEPY 6350||Appraisal of Personality||3|
|CEPY 6240||Child and Adolescent Counseling Theory and Technique||3|
|CEPY 6250||Family Therapy Theory and Technique||3|
|CEPY 6510||Practicum in School Psychology: Psychoeducational||3|
|CEPY 6530||Practicum in School Psychology: Psychological||3|
|CEPY 6520||Field Experience in Educational Diagnostics||3|
|CEPY 6580||Supervision Theory and Practicum||3|
|CEPY 6540||Advanced Multicultural School Psychology Field Experience||3|
|CEPY 6640||Doctoral Internship in School Psychology||12|
|CEPY 6450||Educational Experimentation||3|
|CEPY 7000||Doctoral Dissertation||18|