School Psychology, Ph.D.

The fundamental goal of the Michigan State University School Psychology program is to prepare school psychologists as data-based, system-wide problem-solvers in the educational domain who work with learners of all ages. The primary aim of the PhD program is to prepare doctoral-level school psychology graduates for entry-level practice who are ready to assume positions in health service psychology (program area: school psychology) in a variety of settings. A secondary aim is to train doctoral students who are ready to help meet the national shortage of school psychology practitioners and trainers/researchers identified by the Office of Special Education and Programs (USDOE).

Graduates of the PhD program are eligible for state and national certification as School Psychologists at graduation, as well as licensure as a Psychologist and national recognition as a Health Service Psychologist after completing additional postdoctoral requirements associated with these credentials.  To be eligible for employment or for psychology licensure in states other than Michigan, a greater number of courses and internship hours may be required.  

When deciding on a School Psychology program, I looked for the school that had similar research interests to mine, a hands-on curriculum and welcoming students and staff. Michigan State University exceeded my expectations in not only those three categories but also in strong collaboration between different departments, dedicated staff and always trying to improve the field of school psychology!

- Jessica McKindles, Doctoral Student

About the Program

Accreditation

The School Psychology doctoral program is accredited by the Commission on Accreditation of the American Psychological Association (APA) and approved by the National Association of School Psychologists (NASP).

Questions related to our program’s APA accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation 
American Psychological Association 
750 1st Street, NE, Washington, DC 20002-4242 
Phone: 202-336-5979 / Email: apaaccred@apa.org 
Web: http://www.apa.org/ed/accreditation

Students are expected to abide by the ethical principles of the APA and the NASP. The program is also approved by the Michigan State Department of Education. 

Program Aims

Our vision for training and practice in school psychology is informed by the standards of the profession, including the Specialty Definition of School Psychology by APA Division 16 and the Blueprint for School Psychology published by the National Association of School Psychologists (NASP). Our vision emanates from nine aims derived from the profession-wide competencies for health service psychology: 

1. Research. To prepare future doctoral-level school psychologists who demonstrate knowledge, skills, and competence sufficient to produce new knowledge, critically evaluate existing research, disseminate scientific research at local or national levels, and to make appropriate use of scientific methods and findings in all professional roles. 
2. Ethical and legal standards. To prepare future doctoral-level school psychologists who conduct self in an ethical manner in all professional activities, and effectively collaborate with others in the delivery of services according to ethical and legal guidelines. 
3. Individual and cultural diversity. To prepare future doctoral-level school psychologists with foundational knowledge to effectively work with diverse individuals and groups, and integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles and activities. 
4. Professional values and attitudes. To prepare future doctoral-level school psychologists who behave in ways that reflect the values and attitudes of psychology, and effectively collaborate with others in the delivery of services according to the professional standards of the professional psychology discipline. 
5. Communication and interpersonal skills. To prepare future doctoral-level school psychologists with the communication and interpersonal skills necessary for professional practice and for effective collaboration with others in the delivery of professional services. 
6. Assessment. To prepare future doctoral-level school psychologists with the assessment skills, including selection, application, interpretation, and communication of assessments, necessary for competent delivery of professional services.
7. Intervention. To prepare future doctoral-level school psychologists with the intervention skills, including selection, application, interpretation, and communication of interventions necessary for competent delivery of professional services. 
8. Supervision. To prepare future doctoral-level school psychologists with knowledge of supervision practices and basic supervision skills. 
9. Consultation and interprofessional/interdisciplinary skills. To prepare future doctoral-level school psychologists with knowledge of consultation practices and the consultation skills necessary for competent delivery of professional services.