Dyson College of Arts and Sciences

23 e PhD in School Psychology was approved in 2019 and enrolled the first cohort in fall 2021. Program overview Pace University's PhD in School Psychology program is designed to provide education and training in school psychology within a scientist-practitioner model. It prepares students to develop competencies in psychological assessment, measurement, and intervention; to act in accordance with professional values consistent with the highest ethical standards; to properly receive and benefit from supervision; and to implement evidence-supported practices in intervention. It also equips students to develop and implement research methods that are pertinent to the recognition of, distinctions among, and effective preventions and interventions for young individuals facing the many types of risk (e.g., academic, biological, environmental, experiential, psychosocial) that compromise developmental potential. Students will also be equipped to analyze efficacy in the educational system, as well as pediatric health care and others systems, and to inform policy creation in education and mental health care. Additionally, students will develop abilities to carry out scientific research in the area of school psychology, and to develop skills pertaining to the academic and professional communication of research findings. e PhD in School Psychology program will broaden the scope of knowledge in school psychology by addressing individual, group, and system issues along with biological, developmental, environmental, psychological, and social factors affecting well-being, through the promotion of research and scholarship by faculty and students. e PhD in School Psychology program was approved by New York State in 2019. Striving for excellence as a professional training program, it is fully intended that this new PhD Program will attain contingent accreditation status, and ultimately, full American Psychological Association (APA) accreditation status. Purpose of the program e PhD in School Psychology program is designed to prepare graduates for practice in a variety of settings, such as developmental centers, hospitals, integrated health and mental health centers, schools, and universities. Graduates will be equipped to provide a range of psychological services, including, for example, assessment and evaluation, health promotion, intervention, prevention, and program development and evaluation services with a special focus on the developmental processes of children and youth within the context of schools, families, and other systems. ey will be prepared to coordinate behavioral/mental health, educational, and psychological services by working at the interface of these systems in varied contexts, and to promote positive learning environments for individuals from diverse backgrounds, promoting equal access to psychoeducational services. e anticipation is that school psychological services will be provided to district, state, and federal educational and mental health entities through the development and implementation of policies aimed at promoting child and adolescent learning, social-emotional development, and mental health from earliest childhood through young adulthood and beyond. e PhD School Psychology program follows a competency-based model in which students are evaluated and monitored with respect to their progress toward attainment in the areas of discipline-specific knowledge and profession-wide competencies outlined by APA and as appropriate to a school psychologist. Students develop a scientific approach to knowledge generation and scientific foundations for evaluating practices, interventions and programs. Program goals e specific goals related to student learning in the PhD Program align with the following areas of discipline-specific knowledge (DSK) and profession-wide competency (PWC) goals proposed by APA: Discipline-specific knowledge • Biological bases of behavior • Cognitive bases of behavior • Affective bases of behavior • Social aspects of behavior • Psychological measurement • Research methodology and techniques of data collection • Statistical analysis • History and systems of psychology • Development across the lifespan Profession-wide competencies • Research • Ethical and legal standards • Individual and Cultural Diversity • Professional attitudes, values, and behaviors • Communication and interpersonal skills • Assessment • Intervention • Supervision • Consultation and interprofessional/interdisciplinary skills Criteria for admission • Admission is open to qualified holders of a bachelor's degree from an accredited institution. Typically, program graduates have been awarded the Master of Science in Education (MSEd) in School Psychology (or equivalent program in school psychology), and been recommended for New York State Doctor of Philosophy in School Psychology

• Cover