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Have Questions?

For more information about this program, contact:

Catherine Fiorello , Ph.D.
phone: (215) 204-6254
email: catherine.fiorello@temple.edu

 

School Psychology Doctorate in Education (Ph.D.)

Program Description:

The School Psychology Program at Temple University follows a scientist-practitioner model. This is the case for both the doctoral and certification level programs. This model of training emphasizes that a school psychologist's basic skills are derived from a thorough understanding of the science of psychology. Armed with this understanding of basic psychology, the school psychologist can adapt to changing professional demands and help determine the future of the profession. Without this background a psychologist could only serve the role of a technician, and would be poorly equipped to overcome any obstacles or lead new developments in the profession. It is understood, of course, that theoretical and research training will not be as strong at the certification level as at the doctoral level. Therefore, the certification level graduate is primarily viewed as a professional who will apply basic psychological knowledge in the practice of school psychology. (See also the complete School Psychology Program Guidelines [pdf].)

The Doctoral Program in School Psychology has full accreditation by the American Psychological Association (APA) and the National Association of School Psychologists (NASP). Temple University is one of the few training institutions in the country to have APA approved programs in all three areas of professional psychology. Temple University's Doctoral Program in School Psychology was one of the earliest SP programs in the country to receive APA approval. Additional information about APA-approved programs and approval criteria may be obtained from APA's Program Consultation and Accreditation Office at (202) 336-5979 or at 750 First Street, NE, Washington, DC 20002 or at www.apa.org/ed/accreditation.

Program Objectives

The philosophy of the Program is to prepare students for functioning as high-level scientist-practitioners who are child advocates. The Program's four major goals are (1) to prepare students to utilize evidence-based practice in assessment, consultation, and intervention; (2) to prepare students to integrate and apply research findings to the practice of school psychology and to perform empirical research; (3) to prepare students to understand and appreciate diversity and demonstrate sensitivity to diverse populations; and (4) to prepare students to function at the highest level of professional, ethical, and legal standards.

The specific goals of the program are to train the students to perform the following:

1. To prepare students to utilize evidence-based practice in assessment, consultation, and intervention.
1. Objective 1: Students will demonstrate knowledge of the theoretical, empirical, and practical literature on assessment.
2. Objective 2: Students will demonstrate mastery of administration and scoring of the basic instruments of cognitive assessment, personality and behavioral assessment, educational assessment, and assessment of adaptive behavior.
3. Objective 3: Students will demonstrate the ability to perform diagnostic assessments of a wide variety of students from preschool through twelfth grade, including assessment of children with low-incidence disabilities and children at high risk for school failure, and to convey the results of these assessments orally and in writing.
4. Objective 4: Students will demonstrate knowledge of the theoretical and empirical literature on consultation.
5. Objective 5: Students will demonstrate basic consultation skills, including active listening, hypothesis generation, hypothesis testing, feedback to teachers, summarizing, eliciting case details, dealing with resistance, conducting direct teacher observations (evaluations of the instructional environment) and student observations (both structured and unstructured).
6. Objective 6: Students will demonstrate the ability to consult with teachers about the academic and behavior problems of students in schools, appropriately evaluating the outcomes in terms of student performance.
7. Objective 7: Students will demonstrate knowledge of the theoretical and empirical literature on academic, behavioral, and psychotherapeutic interventions.
8. Objective 8: Students will demonstrate the ability to design, implement, and evaluate the effectiveness of empirically validated academic, behavioral, and psychotherapeutic interventions.
2. To prepare students to integrate and apply research findings to the practice of school psychology and to perform empirical research.
1. Objective 1:  Students will demonstrate knowledge of research findings and the ability to critically analyze research.
2. Objective 2:  Students will demonstrate the ability to design and conduct research to answer basic and applied questions to contribute to the expansion of scientific knowledge in general and School Psychology and the field of Education in particular.
3. Objective 3:  Students will demonstrate the ability to disseminate research findings that contribute to the expansion of scientific knowledge in general and School Psychology in particular.
3. To prepare students to understand and appreciate diversity and demonstrate sensitivity to diverse populations.
1. Objective 1: Students will demonstrate knowledge of diversity, including impact of racial, ethnic, class, cultural, language, lifestyle and ability differences on the practice of school psychology, including assessment, consultation, remediation, intervention, and working with families.
2. Objective 2: Students will demonstrate sensitivity toward diversity by adjusting language to be sensitive to cultural, socioeconomic and lifestyle issues when providing feedback of information to parents, adjusting language when consulting with teachers, and by continued discussion of individual differences relative to assessment and interventions.
4. To prepare students to function at the highest level of professional, ethical, and legal standards.
1. Objective 1: Students will demonstrate knowledge of the APA code of ethics, the NASP code of ethics, the ethical standards of the Pennsylvania State Board of Psychology, and the Pennsylvania State and Federal Laws relevant to school psychology.
2. Objective 2: Students will apply the knowledge APA code of ethics, the NASP code of ethics, the ethical standards of the Pennsylvania State Board of Psychology, and the Pennsylvania State and Federal Laws relevant to school psychology.

Program Requirements:

As scientist-practitioners, graduates function as problem solvers capable of contributing to a pluralistic, culturally diverse society.

The scientific basis of the model is provided through courses relating to human behavior based on biology (e.g., neuropsychology, physiological psychology), social sciences (e.g., group processes, social psychology), cognitive-affective domains (e.g., intelligence, learning theory, motivation & teacher efficacy research), and individual differences (e.g., personality theory, psychopathology). Additionally, courses in research methodology (e.g., statistics, research design) are required. The goal of these basic didactic experiences in the science of psychology and the additional practical experiences in research is to prepare professionals who are thoroughly knowledgeable about the rigorous data-oriented foundations of the field. It is expected that students take theoretical courses prior to practicum experiences.

The practitioner aspects of the model can be described as encompassing diagnostic-prescriptive, consultative, psychotherapeutic, advocacy, and change-agent approaches to the profession. The program addresses the promotion of learning and adjustment in schools. Not only does the program provide courses specifically designed to prepare professionals to carry out these diverse functions competently, but it emphasizes the manner in which these approaches to school psychology relate to the scientific foundations of the field. Through this training, it is hoped that students will be prepared not only to resolve the general problems of the individual child, but also attend to the educational and psychological problems of the school, the family, and the community.

Required Core Courses:

The course sequence is designed to indicate how full-time students would proceed through the program. Students enter the program with a base of core courses in the theoretical and scientific foundations of psychology. The program begins with basic courses in school psychology. Following this core are courses which blend the theoretical and scientific contributions of psychology with the problems of practical application. This blending occurs both in the introductory clinical courses and in the development of research projects. The final phase consists of practical clinical experiences in schools, agencies, and residential treatment facilities which include involvement in research that is relevant to the field. Throughout this structured program students are provided options to pursue individual projects.

Courses which blend theoretical foundations with practical applications include approaches to intellectual and personality assessment, personality and family dynamics, clinical interviewing, psychotherapy, integrating of psychological data in reports, classroom observation, behavior assessment and functional analysis, and prescriptive intervention and consultation with teachers, parents, and administrators. Actual practical experiences occur in two psycho-educational clinics, a clinic for the children with disabilities, an academic remediation clinic, a practicum in school consultation, and the full-time internship in field settings.

Interspersed throughout the program is the provision for research and project activities with individual professors. This is organized through independent study, course projects, and The research apprentiship.

Doctoral students must complete a residency year, which consist of full-time course work on campus.

Admissions Requirements:

Prerequisites: Admission to the program is contingent upon applicants having already achieved a basic knowledge about the science of psychology. This is determined by scores on the Graduate Record Examination and completion of four undergraduate or beginning graduate level courses including general psychology, elementary statistics, child development and learning theory.. The requirement may be met by taking general psychology, basic statistics (Educ 5325), learning and theory (Ed Psych 5531) and human development (Ed Psych 5541) at Temple University.

Applicants are reviewed on seven major criteria: (a) undergraduate grade point average, (b) graduate grade point average (if applicable), (c) scores on the Graduate Record Examination (Verbal, Quantitative, and Analytic writing), (d) letters of recommendation, (e) writing ability, (e) personality, maturity, interpersonal skills and life experiences which are examined as part of the interview, and (f) research ability. Special qualities such as volunteer work, enthusiasm, dedication to working with children and integrity are considered. We attempt to maintain a culturally diverse student body and also value students who have had a variety of life experiences.

While the GRE is used as one basis for admission, it is evident from the above that the program attempts to use a variety of criteria. Further, admission procedures result in a student population which is diverse in terms of gender, racial/ethnic background, and age. The program takes pride on the quality of its student body, a quality which reflects our ability to choose from a large pool of applicants.

Admissions Procedure

A completed application will include:

1. Temple University Application for Graduate Study
2. Official transcripts of all previous undergraduate and graduate work.
3. Official score reports from either the Graduate Record Exam (GRE). Scores must be current within the last 5 years.
   NOTE: Scores from the GRE Subject exam in Psychology may also be submitted; however, beginning with applications for admission in Fall 2013, the subject exam is no longer required for a completed application. .
4. Students for whom English is their second language must also submit TOEFL scores. Minimum TOEFL score needed to be accepted: 600 paper-based, 250 computer-based, or 100 internet-based.
5. Three (3) letters of recommendation [pdf]. Letters of recommendation should be obtained from former and current professors who can provide insight into the applicant's abilities and talents and can comment on the applicant's aptitude for graduate study.  If already working in the field, the applicant may include letters from professional colleagues.
6. A current, professional resume.
7. A personal statement of goals and scholarly interests. The Statement of Goals, which should indicate your goals and objectives in obtaining a specialist degree and certification as a school psychologist, is typically 2-3 pages in length. It is evaluated against the program's mission. The statement should include the following elements: your reason for seeking certification with a specific focus on the career to which you aspire; your research and practice interests; and your academic and job-related experiences that are relevant to the program.
8. Three supplementary essays are also required for the Ph.D. program application:
   • Why do you wish to become a school psychologist?
   • What do you perceive as the role and functions of the school psychologist?
   • What is your area of research interest?
9. In addition, an interview with program faculty and students is required for admission to the school psychology program. Applicants will also be required to write a short essay. Applicants whose applications are not complete or who do not meet minimum criteria are not interviewed.

Submitting Your Materials

See the Application Checklist for complete details on how to submit your application materials. Required supplemental materials should be sent attention to:

Graduate Programs Office
Attn. Application Processing
Temple University - College of Education
150 Ritter Annex
1301 Cecil B. Moore Avenue
Philadelphia, PA 19122-6091

Please allow delivery and processing time before your application will be reviewed. For faster service, the College of Education at Temple University also receives supporting application materials for graduate admissions electronically via the Interfolio service.

It is the student's responsibility to see that everything is completed by the deadline date.

Application deadlines:

To be considered for admission, your complete application, including all required supplemental materials must be post-marked no later than:

• For Fall admission: January 5
• Students who have excellent records and feel they may be competitive for a University Fellowship are encouraged to submit their materials by December 15.

We strongly encourage applicants to apply early and to periodically check TUPortal (http://tuportal.temple.edu) as to the status of their materials.

All applications and materials are reviewed by an Admissions Committee consisting of program faculty and students. Students have complete access to all admissions materials. Our students have an important voice in our admissions policies since accepted applicants will become their peers and future colleagues. However, any applicants who feel that any of the contents of their applications should not be reviewed by future peers should contact the Admissions Chair in writing specifying which materials should be kept confidential.