School Psychology - PhD Program
- Program Report 2008
- Description of Program
|Doctor of Philosophy (PhD) in School Psychology
(93-99 credit hours)
The PhD in school psychology prepares culturally and technologically competent urban school psychologists who are skilled in integrating psychological theory with tested educational principles and techniques and in applying cultural, home, and community resources (ecology framework) to better respond to the growing needs of more pluralistic and ethnically diverse urban students, clients, families, community, and society. The Doctoral Program in School Psychology is accredited by the National Association of School Psychologists (NASP).
- Goals and Objectives
The Doctoral Program in School Psychology at Howard University has three central goals: a) to "diversify the profession" by increasing the representation of African American and minority individuals in the field of School Psychology, b) produce culturally competent School Psychology scientist-practitioners who are able to respond to the educational and mental health needs of ALL students in an increasingly diverse society, and c) produce psychologists who are both consumers and producers of culturally responsive research. Guided by the scientist-practitioner model of training, the School Psychology training program (SPP) is rooted in an extensive knowledge base that infuses science and culturally responsive training to better respond to the growing needs of diverse students, families, and communities.The conceptual foundations of our curriculum are rooted primarily in contemporary theories, evidence-based practices, and research in psychology, especially cultural competency. The courses emphasize 1) the interplay between theory, research, and practice (using science to inform practice and practice to inform science), b) proactive and preventive approaches to meet the complex needs of an increasingly diverse population, c) shared responsibility of schools, homes, and communities; d) attending to the entire student population, with a special attention to the needs of minorities and other traditionally underserved student groups, and e) the integration of traditional and non-traditional service delivery models that focus on solutions, rather than problems. Finally, Masters/CAGS level and theory-based courses taken in the first year of the doctoral program represent the building blocks for more advanced coursework taken at the Doctoral level, both in terms of breadth and depth of knowledge and training experiences provided.