Apr 16, 2024  
2020-2021 Academic Bulletin 
2020-2021 Academic Bulletin [ARCHIVED CATALOG]

School Psychology PhD

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E-mail: gpc@andrews.edu

The PhD in School Psychology builds on the NASP approved EdS in School Psychology. School psychologists work in public and private school systems, colleges and universities, preschool and child-development centers, and private practice. Typical responsibilities include assessment, diagnosis, consultation, program planning and intervention services to preschool and school-age children with educational, emotional and behavioral problems. This degree extends the school psychologist’s skills in the area of supervision or more in-depth understanding of school psychological practice, and research methodology. Since the EdS School Psychology degree is part of the PhD School Psychology, students entering must have either graduated with the EdS, or be concurrently enrolled. Licensure/certification as a school psychologist is necessary for practice in that field, so graduates of the EdS may be certified to practice in Michigan  and may apply for a Nationally Certified School Psychology certificate from the National School Psychologists Association. 

Total Credits - 48

Additional Requirements

A minimum of 32 credits of the doctoral coursework must be taken in residence at Andrews University. A portion of an EdS that is completed elsewhere may apply to this minimum residence requirement as defined by the school.

Admission Requirements

To be eligible for the 48-credit PhD in School Psychology, a student must already have an EdS in School Psychology from a NASP and state accredited university. Additionally, a graduate level course in cognitive and biological psychology, research methods, as well as EDFN 500 Philosophical Foundations for Professionals, must have been previously completed. If not, these courses will be added to the doctoral level curriculum.  

Student Learning Outcomes

Graduates of this program will:

  • Demonstrate knowledge and skills concerning fundamentals of measurement and assessment, and the use of current assessment tools in a non-biased, reliable, and valid manner.
  • Demonstrate knowledge and skills concerning the theories and techniques used to guide the design and implementation of effective interventions for children, adolescents, and families.
  • Demonstrate the theoretical knowledge and skills needed to engage in respectful, effective consultation and collaborative problem solving with all stakeholders, including parents, teachers, administrators, and community providers.
  • Demonstrate knowledge and skills regarding the operation of schools, including the sociopolitical climate, state rules and regulations, effective educational practices that are practical in the delivery psychological services in school settings.
  • Demonstrate knowledge and skills pertaining to research design and methodological issues, the evaluation of treatment effects, and the communication of research results in meaningful, clearly understood language.
  • Demonstrate knowledge and awareness of human abilities, disability areas and counseling skills needed to work effectively with a variety of people.
  • Demonstrate knowledge and skills pertaining to legal and ethical issues, effective communication, and one’s own professional strengths and weaknesses.

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