School Psychology (PSE)
Doctor of Philosophy (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) [Adobe Reader or other PDF viewer required])
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
Objectives of the program are to prepare students for functioning as high level scientist-practitioners. The program's major objective is to develop professional entry-level doctoral psychologists, who have (a) a data-based orientation to scientific phenomena, (b) a multi-theoretical orientation toward human behavior, (c) the personal desire to continue to learn, create and continuously develop greater skills, (d) an understanding of cultural diversity, and (e) the desire to advocate for children at both individual and policy levels.
- The specific objectives are to train students to perform the following:
- Function at the highest level of professional and ethical standards as presented in the American Psychological Association Code of Ethics and the Code of Ethics of the National Association of School Psychologists.
- Consult directly to school superintendents, administrators, counselors and teachers to enhance the academic and emotional development of all students.
- Design and implement psychoeducational interventions for students requiring more individualized attention.
- 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.
- Integrate and apply research findings to answer questions on discipline, mental health, teacher effectiveness, behavior and personality, etc.
- Perform research and develop grant proposals to answer basic and applied questions to contribute to the expansion of scientific knowledge.
- Use psychological knowledge to affect public policy.
- Function as child advocates in the school setting.
- Understand and appreciate diversity, including individual differences, diversity of abilities, and socioeconomic, lifestyle, cultural and linguistic diversity.
- Function as team members and team leaders on child study and pre-referral intervention teams in school districts or residential treatment homes:
- provide in-service training for school staff.
- serve as expert witnesses in court cases and due process hearings.
- supervise other professionals (which may be accomplished by obtaining Supervisory Certification); becoming chief psychologists in schools, agencies, or institutions.
- function in private practice after receiving state licensing. Serve as a diagnostic-prescriptive-remedial specialist providing consultation for psycho-educational problems.
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 a one-year residency seminar.
Doctoral students must complete a residency year, which consist of full-time course work on campus plus participation in one of two professional development activities. The residency year normally falls in the second year of study. Students must sign a residency application from Student Services and a residency contract with the program. Students must contract to participate in either running a continuing education conference or assisting with admissions. Students will meet weekly with faculty on Wednesday afternoons to receive supervision for their professional development activity, as well as, keep a log of hours and activities that will be evaluated as part of their portfolio that year.
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 in Psychology and completion of five undergraduate or beginning graduate level courses including general psychology, elementary statistics, child development, learning theory, and tests and measurement. The requirement may be met by taking general psychology, basic statistics (Educ 525), learning theory (Ed Psych 531), human development (Ed Psych 541), and tests and measurement (Ed Psych 529) 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, Analytic, and Psych), (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
Deadline for submission of materials: JANUARY 2.
Students who have excellent records and feel they may be competitive for a University Fellowship are encouraged to submit their materials by DECEMBER 15.
- Complete the Graduate School online application.
- Graduate Record Examination (G.R.E.); Verbal, Quantitative, and Analytic
- Advanced G.R.E. Examination in Psychology.
- Three (3) letters of recommendation
- Official transcripts from all universities attended
- Two required essays
- 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.
All supplemental application material should be sent to the Office of Student Services, College of Education. It is the student's responsibility to see that everything is completed by the deadline date.
As the deadline for submission of applications approaches, the Admissions Office becomes increasingly overwhelmed by paperwork. The School Psychology Program is not informed of the status of an application until it is completed and processed. We strongly urge that applicants apply early and periodically check with the Office of Student Services (215-204-8011) and the School Psychology Program secretary (215-204-8075) 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 equal 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.
Contact Information:
For more information about this program, contact:
Dr. Catherine Fiorello
phone: (215) 204-6254
email: catherine.fiorello@temple.edu
Dept. of Psychological Studies in Education
College of Education, Temple University
1301 Cecil B. Moore Avenue
Philadelphia, PA 19122-6091