Mary Lou Fulton College of Education - Doctor of Philosophy (PhD)

Doctor of Philosophy (PhD) – School Psychology

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Doctor of Philosophy (PhD) – School Psychology

School Psychology is a doctoral level program in the Division of Psychology in Education. Students earn the Doctor of Philosophy degree (PhD) in Educational Psychology with a concentration in School Psychology. The goal of the program is the development of doctoral level scientist-practitioners who have strong research and applied skills and who bring an empirical problem solving perspective to their work. Students are prepared for careers as psychologists in schools, other educationally related settings, and universities. Because all program students complete core courses in several areas of psychology and education along with supervised training, they are eligible for certification by state education agencies and are academically eligible to take the national examinations for independent practice in psychology and national certification as school psychologists.

The School Psychology Program is accredited by the American Psychological Association (APA) and approved by the National Association of School Psychologists (NASP) and the Arizona Department of Education. The APA Commission on Accreditation can be reached at the following address: Commission on Accreditation, c/o Office of Program Consultation and Accreditation Education Directorate, American Psychological Association, 750 First Street NE, Washington, DC 20002-4242; (202) 336-5979.

Program faculty

Linda Caterino, Marley Watkins, David Wodrich
Research activity includes Attention Deficit Hyperactivity Disorder, working memory, temperament, disproportionality, social skills, response to intervention, genetic correlates of dyslexia, Asperger's Syndrome, neuropsychological and psychometric aspects of classroom learning and developmental problems, effects of childhood illness on schooling, professional issues, educational and behavioral interventions, the psychometrics of assessment, computer applications, diagnostic utility, consultation, and the neurobiological basis of childhood learning and behavior problems.

> Program Handbook

> Student Research (Word) (PDF)

> School Psychology Graduate Student Organization