School Psychology

The Adelphi University School Psychology philosophical and educational models of training are born within an ecological framework in which research and teaching are guided by advancing social justice for all children through science, practice and policy. The ecological model suggests a structure for the training of practitioner-scientists who understand and practice psychology in a sociocultural context that 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). The program promotes an understanding of the systematic approach to human and social development and aspires to graduate school psychologists who think systemically and are aware of the profound impact culture and the environment have on the learning and emotional health of children. This framework allows faculty to point to how influenced the children’s development is by biological factors, the immediate environment and the interplay of the larger environment, and how media, school, and state and federal policies can play a major role in children’s learning experiences.

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, practitioner-scientist course of study ensures that student learning is appropriately sequenced and integrated into relevant practical experiences. The program’s mission embodies a commitment to work from an ecological and social justice perspective and to promote an understanding of a child’s development through the lens of a larger sociocultural 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. 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. Emphasis is also given to being mindful of the children’s subjective states and experiences with others and how their reactions and coping mechanisms can affect their learning and adjustment.

Given this mission, the program aims to ensure that a) all students are knowledgeable and competent in research and scientific-backed practice, particularly as it relates to school psychology, b) are competent in the practice of health service psychology, and c) are competent in the practice in the specialty area of school psychology. These aims facilitate preparation of health service psychologists who will practice in educationally related settings and meet the professional employment demands for psychologists in schools and in child treatment agencies, hospitals and private practice, and for psychoeducational research and mental health research specialists in child psychology.

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.