Pursue an in-demand career of transforming the lives of children and families with a degree from an award-winning school.
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.
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.
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:
NOTE: All components of the application must be received before the application is reviewed by the Psy.D. Program in School Psychology. It is the applicant’s responsibility to follow-up with Admissions after the application has been submitted, to verify that the application is complete, prior to the application deadline.
The Doctoral Program in School Psychology is currently not 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 program submitted its ‘Intent to Apply’ for APA Accreditation in the Spring of 2021 and we are pursuing steps necessary to achieve accreditation in a timely manner. 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 on APA accreditation website.
Office of Program Consultation and Accreditation
750 First St., NEWashington, DC 20002-4242
Telephone: 202.336.5979
TDD/TTY: 202.336.6123Fax: 202.336.5978
My experience studying for my doctorate at Adelphi has been engaging and thought provoking. The professors are truly interested in your well-being and push you to perform your best academically.
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.
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.
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 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 is devoted to questions of equity in schools at the levels of policy and practice.
Lea A. Theodore, PhD, a professor at Adelphi's Gordon F. Derner School of Psychology, licensed psychologist and school psychologist, knows the effects of environmental conditions on children all too well.
