School Psychology - PhD Program

  • Program Report 2008
  • Description of Program
Doctor of Philosophy (PhD) in School Psychology
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 structured to meet the requirements for licensure as a school psychologist (Nationally Certified School Psychologist) and psychologist. The program is currently fully NASP approved, with training requirements that are fully aligned with both NASP and APA standards of graduate training for Doctoral level psychologists. National Association of School Psychologists (NASP)
  • Professional Training Sequence
    The Howard University School Psychology (HUSP) Doctoral training sequence involves 5-6 years of full-time study. Emphasis is placed on developing cultural, clinical, and scientific competencies necessary for students to assume the responsibilities of a psychologist primarily in school, clinical and community settings, as well as, in university faculty positions. Graduate students are expected to progress toward the Doctoral degree by achieving five graded and sequential levels of competency. These five levels of competency/progress are aligned with training standards from NASPs Domains of Training and Practice and APAs Competency benchmarks for Professional Psychology, and include: the Psychology Scholar (Year 1), the Psychology Apprentice (Year 2), the Emerging Scientist-Practitioner (Year 3), the Doctoral Candidate (Year 4), the Pre-Doctoral Intern (Year 5), and the Doctoral Graduate (Year 6). Students' matriculations or progress through each level is competency-based, rather than "time-based" and thus, is evaluated annually through the annual review process. Students must successfully complete/achieve each level of competency before matriculating onto the next level of scientific aspects of psychology and school psychology through a sequence of didactic and experiential training experiences.
    The HUSP Doctoral Program curriculum is designed for students entering at the post-Bachelor's level of study. For graduate students who enter the program with existing graduate-level (Masters) work from Howard or another university, the Program Director, in consultation with core HUSP faculty, will make recommendations by the end of the first semester as to which courses taken elsewhere should be credited toward the HUSP doctorate. If the student wishes to receive credit for one of the core school psychology courses, approval must be obtained from the HUSP faculty teaching that course before a recommendation is made by the Program Director. With regard to other transfer credits (non-core HUSP courses), the student's advisor will make a recommendation to the Program Director and HUSP faculty at-large regarding the applicability of the courses/credits of interest.