School Psychology Program

The University of Arizona School Psychology Program was formally established in the mid-1960s in response to the expanding need for school psychological service in the State of Arizona and in the nation. The sequence of study in School Psychology is designed to prepare students for assuming leadership positions in research and practice that leads to the advancement of the profession of school psychology.

Program Objective

To educate a new generation of school psychologists whose central concern is the contribution of psychological science to the educational and emotional well-being of children and adolescents.

Specialty Areas

Doctoral, educational specialist level curriculum that emphasizes a variety of skills, including assessment, intervention and consultation.

Students are encouraged to take courses outside of school psychology - specifically, in special education, as well as psychology, speech pathology, sociology, anthropology and law. Students are offered a variety of supervised field experiences designed to promote the development and application of research and professional practice skills. Supervised experiences are also included in course-related field activities, and in practicum and internship courses.

The Doctoral Program (Ph.D.)

The doctoral degree (Ph.D.) program was first accredited in 1979 by the American Psychological Association and since 1991 by the National Association of School Psychologists. Since the profession of school psychology provides a concrete link between psychological science and practice, the doctoral program endorses the Scholar-practitioner model of graduate training in psychology.

The Scholar-practitioner emphasizes research and scientific aspects of psychology and application of these foundations to the professional practice or application of the discipline, but also has extensive expectations for production of scholarly work, such as dissertation research.

Doctoral study in school psychology is designed to prepare students for positions of leadership associated with the task of relating psychology as a behavioral science to the education and socialization of children and adolescents in contemporary culture.

Roles for the School Psychologist with a Doctoral Degree:

• Scholar-practitioner providing psychological services within school settings, residential treatment centers and/or in mental health clinics.
• Trainer of school psychologists in institutions of higher education.
• Administrator responsible for the development, implementation and evaluation of programs utilizing psychological principles to enhance the effectiveness of the education and socialization of children and adolescents.

Graduates of the program meet the application requirements for taking the national examination for becoming a nationally certified school psychologist, as well as taking the national examination for becoming a licensed psychologist (some states, however, require the completion of a one-year postdoctoral residency program before an applicant is permitted to take this examination).

The Ph.D. program accepts between five and eight students per year and has approximately 30 students currently enrolled in the Program. The program follows the scholar-practitioner training model and emphasizes the "school psychologist as problem solver" philosophy.

Goals of the Ph.D. Program

1. Prepare graduates to provide school psychological services and engage in scholarly activities within a culturally diverse society
2. Prepare students to follow a problem solving approach to the practice of school psychology with children and adolescents
3. Prepare graduates for lifelong learning who are skilled in the interface between science, theory, and practice
4. Prepare graduates for supervisory and leadership roles in the field of school psychology
5. Prepare graduates in the ethical principles, professional standards, and laws associated with the delivery of school psychological services to children and adolescents