A clinic in nearby Hempstead, run by the Gordon F. Derner School of Psychology, is providing mental health care to disadvantaged students while teaching graduate students just how big a difference they can make in the life of a child.
Pursue an in-demand career of transforming the lives of children and families with a degree from an award-winning school.
Why Earn a PsyD in School Psychology?
With a doctorate in school psychology, you can develop the core psychology skills you’ll need to become a leader in the field of school psychology, addressing both the complexity of contemporary schools and the needs of students and families. You can pursue a career in elementary, middle and high schools, as well as agencies, hospitals, community-based organizations, colleges and universities.
Why Earn Your PsyD in School Psychology at Adelphi?
- Receive exemplary training in clinical, diagnostic research and consultative skills from a premier school of psychology in our full-time program.
- Study in a program committed to community engagement and social justice, with a focus on multicultural educational contexts, emphasizing diversity, equity and inclusion.
- Benefit from hands-on training at the school-based Equity Lab Institute, Social Training Center for Students on the Spectrum and the Derner Hempstead Child Clinic.
Where Do School Psychologists Work?
Here’s a sampling of the various settings in which school psychologists may work:
- Public and private schools
- Private practice
- Colleges and universities
- Community mental health centers
- Institutional/residential facilities
- Pediatric clinics and hospitals
- Criminal justice systems
- Public agencies
- Publishing houses
The Adelphi University Doctoral Program in School Psychology philosophical and educational models of training are born within an ecological framework. That is, research and teaching are guided by advancing social justice for all children through science, practice, and policy. The ecological model, as articulated by Bronfenbrenner, suggests a structure for the training of practitioner-scientists who understand and practice psychology in a sociocultural context. The ecological model allows for the conceptualization of relationships among various aspects of the individual (i.e., biological, cultural, and relational), in numerous forms of social organizations (i.e., families, schools, neighborhoods, communities, vocational settings) and through multiple structural influences (i.e., socioeconomic factors, social policy, reward systems). Traditionally, the discipline and practice of psychology have focused more on the individual and internal influences and less on the context and environment of the person. The ecological model takes a multi-leveled perspective by including the influences of the social context and the environment in relation to the individual. The model also requires consideration of systemic forces operating on individuals and promotes continued evaluation of current constructs and standards for theory, research, and practice. The Adelphi School Psychology Doctoral Program prepares school psychologists to think systemically and be aware of the profound impact culture and the environment have on the learning and emotional health of children.
Our ecological model underscores the influence that the family, school/learning environment, peers, community, and culture have on the developing child, and the subsequent interaction and influence that these relationships have on the lives of children. The program promotes an understanding of the systematic approach of human and social development, the ecology behind it and the environment involved. This ecological framework allows faculty to teach fundamental relationships to students so that they might better understand how media, school, government (i.e., state, and federal policies), or a child’s neighborhood can influence how children develop. The ecological model espouses a commitment to evidence-based practice and an infusion of social justice into our curriculum. Bronfenbrenner’s ecological theory defines and delineates these environmental systems, with each having an interrelated effect on a child’s development. The interaction between factors in the child’s maturing biology, his/her immediate family/community environment, and the societal landscape, fuels and guides his/her development. As each system is interrelated, change in one system will have a ripple effect on other systems. In sum, a child’s development is strongly influenced by biological factors, the immediate environment, and the interplay of the larger environment as well. The Program’s emphasis on evidence-based practices and functional competencies is illustrated in a graphical display of our conceptual framework.
The course of study in the School Psychology doctoral program at Adelphi University prepares students to meet the increasingly diverse responsibilities of school psychologists in an increasingly diverse society. Emphasis is placed on important content areas that contribute to the development of competencies with an understanding and respect for individual differences and human diversity. Our developmental and competency-based course of study ensures that student learning is appropriately sequenced and integrated into relevant practical experiences.
The program and its conceptual framework reflect a practitioner-scientist model in health service psychology, designed to ensure that school psychologists become competent, evidence-based practitioners with well-developed functional competencies who are also skilled researchers. That is, training is focused on the practical application of scholarly knowledge. The mission of the program is to train future school psychologists whose practical experiences are underscored by the application of evidence-based research to solve problems. That is, student training is based on the reciprocal influence of knowledge gained from established methods of scientific inquiry. Moreover, our mission embodies a commitment to work from an ecological and social justice perspective, understanding a child’s development through the lens of a larger socio-cultural context. This training is intended to extend students’ awareness, knowledge, and expertise to address the needs of all children and families, regardless of their particular status (e.g., wealthy, underserved populations). In addition, the program is designed to acquaint students with the diversity of theories and practices of school psychology, allowing the student sufficient intellectual freedom to experiment with different delivery systems and various theoretical bases.
Fieldwork and Clinical Training
Students are required to complete fieldwork and clinical training whereby applied experiences are integrated with school psychology doctoral course work and theoretical knowledge across multiple field training experiences.
During the third year of doctoral study, students are required to complete a clinical/community externship. Externs shall extend their learning and practicing of professional skills in a clinical or community mental health setting (e.g., hospital, community mental health center, substance abuse recovery program, etc.). This field placement provides students with experiential learning with children, adolescents, families, or adults with myriad academic, behavioral, emotional, and other handicapping conditions.
During the fourth year of doctoral study, students are required to complete a year-long, school-based practicum. The school psychology doctoral practicum, in concert with APA and NASP guidelines, is designed to provide students with opportunities to demonstrate their skills in an applied school setting. The practicum experience is specifically designed to prepare students for internship and ultimately, to work effectively with children, families, educators, and community mental health agents. Practicum activities are designed to systematically integrate theory, techniques, empirically-supported practices, research, ethics, and professional behaviors.
The application deadline for the School Psychology PsyD program is December 1st.
Please complete the Centralized Application Service for Graduate Psychology (PSYCAS) application. Once received by PSYCAS, your application and materials go through a verification process before being transmitted for review to the School Psychology Doctoral Program at Adelphi University.
Please submit the following application materials directly to PSYCAS:
- Official application form
- Official transcripts of all previous undergraduate and graduate work. Failure to provide official transcripts from all schools attended will delay the processing of your application.
- The School Psychology Doctoral faculty recommend a grade point average of at least 3.5 (on a 4.0 scale).
- Final transcripts indicating a conferred bachelor’s degree from an accredited four-year institution.
- Official Graduate Record Examination test scores (GRE), no more than five (5) years old. It is the responsibility of the applicant to request official copies of their test score reports be forwarded directly to Adelphi University; the Adelphi GRE code is 2003.
- The School Psychology Doctoral faculty recommend a score that is at or above the 50th percentile on both the Verbal and Quantitative Sections of the GRE
- The School Psychology Doctoral faculty recommend a score that is at or above the 50th percentile on Psychology Subject GRE
- The School Psychology Doctoral faculty recommend a Written GRE score that is at or above a Standard Score of 4
- The School Psychology Doctoral faculty recommend submitting scores from the Psychology Subject GRE
- For International Students: TOEFL or IELTS Scores should be forwarded directly to Adelphi University, using code 2003
- Three letters of recommendation from three individuals qualified to evaluate the applicant’s personal, ethical, and academic/professional qualifications for graduate study.
- Curriculum vita
- A well written, clearly articulated personal statement that does not exceed 500 words, that addresses the following:
- How did you come to learn about school psychology?
- What is your motivation for pursuing your field of study?
- What are your professional goals?
- A $50 non-refundable application fee.
Student Admissions, Outcomes, and Other Data
|Description||2020-2021 1st– year Cohort Cost|
|Tuition for full-time students (in-state)||36,720|
|Tuition for full-time students (out-0f-state)||36,720|
|Tuition per credit hour for part-time students (if applicable enter an amount; if not applicable enter “NA”)||NA|
|University/Institution fees or costs||1,426|
|Additional estimated fees or costs to students (e.g., books, travels, etc.)||1,200|
Adelphi University makes financial assistance available based on academic merit and financial need.
Many school psychology doctoral students receive graduate assistantships, although funding is not guaranteed. To improve the probability of being awarded a graduate assistantship, students should familiarize themselves with program faculty members, the courses they teach, and their research interests.
The School Psychology PsyD Program offers four types of assistantships:
- Research GA
- Assessment TA
- Departmental GA
- Writing Assistance TA
Graduate assistantships range from 5-20 hours per week. Students have the option of tuition deferral, whereby tuition may be paid in installments for an additional fee, arranged with the Bursar’s Office.
Part-time employment is another option, with job opportunities available through the university’s Center for Career and Professional Development.
General need-based financial aid includes Federal Stafford Loans (FSL) and Federal Work Study (FWS). These latter forms of assistance can be acquired by completing the Free Application for Federal Student Aid (FAFSA) or Renewal FAFSA. Students interested in additional sources of financial aid, including federal and private loans, may contact Student Financial Services.
The Doctoral Program in School Psychology received approval from the American Psychological Association’s (APA) Commission on Accreditation (CoA) for our “Intent to Apply” application and voted to provide public notice of the program’s intent to seek accreditation on the CoA website. The doctoral program is not currently accredited by the American Psychological Association (APA). The program is, however, designed to be aligned with the APA’s accreditation standards set forth by the “Standards of Accreditation in Health Service Psychology” (SoA). The Doctoral Program in School Psychology will apply for accreditation as soon as possible.
APA accreditation is designed so that new doctoral programs can apply for, and possibly achieve accreditation, which is the goal for this nascent Psy.D. program. We cannot guarantee accreditation, but will make every effort to be successful toward that goal. Graduation from a nonaccredited program may impact eligibility for licensure in the state in which the student intends to practice. All applicants should investigate licensure requirements of the state in which they intend to practice.
For more information visit the APA accreditation website.
Office of Program Consultation and Accreditation
750 First St., NE
Washington, DC 20002-4242
Our Research Labs and Centers
Research and clinical experiences are critical to doctoral-level training, and through Adelphi's own Derner Hempstead Child Clinic, the Social Training Center and the Equity Lab Institute we offer our students experience on and off-campus.
The Derner Hempstead Child Clinic
Staffed by faculty and students from Derner, provides opportunities for clinical practice and mental healthcare to students and their families in Hempstead, Long Island, school systems.
The Social Training Center
The Social Training Center for Students on the Spectrum at Adelphi University provides ongoing therapeutic and support services for individuals, aged 15-22, with a diagnosis of Asperger's syndrome or high functioning autism.
The Equity Lab Institute
The Equity Lab Institute is devoted to questions of equity in schools at the levels of policy and practice.