School Psychology

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.

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.