Tanya L. Eckert, Ph.D.
430 Huntington Hall
Emily B. Ansell, Kevin Antshel, Sara E. Burke, D. Bruce Carter, Catherine A. Cornwell, Amy H. Criss, Joseph W. Ditre, Tanya L. Eckert, Joshua C. Felver, Les A. Gellis, Shannon C. Houck, Brittany K. Jakubiak, Randall S. Jorgenson, Michael L. Kalish, David Kellen, Lawrence J. Lewandowski, Stephen A. Maisto, Brian K. Martens, Leonard Newman, Tibor Palfai, Aesoon Park, Natalie Russo, Lael J. Schooler, Bradley Seymour, Shannon M. Sweeney, Stanislav Treger, Peter A. Vanable, Laura VanderDrift, and Sarah Woolf-King
The school psychology program at Syracuse University is accredited by the American Psychological Association (APA Office of Program Consultation and Accreditation, 750 First Street NE, Washington, D.C. 20002-4242; 202-336-5979). Completion of the program satisfies the current requirements for certification and licensure in New York State. The residency requirements for the program includes at least one year in full-time residence at Syracuse University and at least two years of full-time study at Syracuse University. A minimum of three years total of full-time study is required for the doctoral degree. Full disclosure of education/training outcomes and information allowing for informed decision-making can be found at our web site psychology.syr.edu/graduate/School_Psychology_Program.html
The school psychology program prepares students to engage in research and practice to meet the needs of children and youth in schools and other related settings. The program is committed to providing high-quality doctoral training that prepares students to meet the needs of children and youth both directly and indirectly by working with parents, teachers, and other direct care providers. In addition, the program offers broad and general doctoral education and training that includes preparation in health service psychology (HSP). The program adheres to the scientist-practitioner training model. A primary goal of the program is for students to understand the principles of scientific inquiry and to apply these principles to their professional decision making. Within this model, students are encouraged to be data-based problem solvers, to seek converging information when making professional decisions, and to evaluate the outcomes of their services, while engaging in actions that indicate respect for and understanding of cultural and individual differences and diversity.
The program is strongly committed to the recruitment of individuals from diverse backgrounds. Applications are considered for the fall term only, and the deadline for receipt of the completed application is December 1. The program receives approximately 70 applications per year for three to four openings. There are approximately 15 students in the program. Most students entering the school psychology program have had an undergraduate major in either psychology or education, but the program is not restricted to these students. However, students with an undergraduate major in other fields may need more study in psychology and education than those who already have the appropriate foundation. Only full-time students are considered for admission. Students admitted to the program typically have a grade point average exceeding 3.0 and combined verbal and quantitative above the 50th percentile. Prior involvement in independent research (e.g., paper presentations) as well as mental health or education-related services (e.g., supervisor evaluations) is recommended.
The program focuses on the integration of behavioral science and the application of psychological principles, with emphasis on direct and indirect service to children in the schools. Each semester students participate in a research group, a small informal seminar relating to the development and conduct of their research, progressing to the formulation and completion of the master’s thesis (for those entering without a master’s degree), and culminating in the doctoral dissertation.
The school psychology program is committed to providing high-quality doctoral training that prepares students to meet the needs of children in schools, hospitals, and other child-related settings. Students are trained to meet these needs directly through the assessment of learning and adjustment problems, individual and group counseling, and the design of school-and home-based intervention programs. Nine program goals guide training:
a.) demonstrate a thorough knowledge of psychology and educational theory and research;
b.) contribute to scholarship by applying research methods and tools of inquiry;
c.) demonstrate skills in the foundations of school psychology practice;
d.) provide a full range of psychological services in diverse and inclusive settings;
e.) use assessment data on student learning to adapt instruction and design treatment;
f.) engage in continuing professional growth;
g.) provide collaborative consultation with school personnel, families and caregivers, and direct care staff;
h.) adhere to professional, ethical, and legal standards governing the profession; and contribute to improve student learning and behavior.
The program incorporates a continuously integrated practicum-internship in the schools. Supervision of field experiences is provided by local psychologists, University faculty in the program, and adjunct faculty. All doctoral students are required to complete a full-time, one-year internship in a school system or in a combination of school systems and a clinic, institutional setting, or community agency. These are paid internships, with primary supervision (within jointly agreed upon guidelines) from the school system or agency involved.
The Ph.D. requires a minimum of 90 credits, including up to 18 thesis/dissertation credits, as well as 6 credits of internship described above. Students usually take three courses in both the fall and spring semesters and two during the summer term. Consistent with the American Psychological Association’s Standards of Accredication for Health Service Psychology and New York State’s Regulations of the Commissioner of Education, students must successfully complete coursework required for the doctoral degree under three categories: (a) the School Psychology Core (foundation courses, assessment, consultation and supervision, and practica) (33 credits); (b) Intervention Models (principles of applied behavio analysis and one counseling course) (6 credits); and (c) the Psychology Core (statistics and research design, human development, history and systems, biological bases, individual differences, cognitive and affective bases, social bases, and diversity) (27 credits). After completing coursework requirements, students become candidates for the doctoral degree. Formal advancement to candidacy is based on successful completion of the master’s thesis (or its equivalent) and the comprehensive qualifying examination. This examination involves a written critical review of theory and research literature and a related research proposal in an approved area, an oral presentation of both the research and proposal, and an oral defense of the written and oral presentations. The student’s written dissertation proposal must be defended before a dissertation committee. Following the research, the student must defend the completed dissertation in an oral examination. Student progress is reviewed each semester by the faculty, and written feedback is provided to students.
All students who are in good standing are eligible for four years of funding. which includes a stipend and a tuition scholarship for appointments as teaching or research assistantships; university fellowships, or clinical externships and internships.
Questions related to the program should be directed to Dr. Tanya Eckert, Syracuse University, Department of Psychology, 430 Huntington Hall, Syracuse, NY 13244. Phone: 315-443-3141; Email: email@example.com. Questions related to the program’s accreditation status should be directed to the Commission on Accreditation, Office of Program Consultation and Accreditation, American Psychological Association, 750 1st Street, NE, Washington, DC 20002, Phone: (202)336-5979; Email: firstname.lastname@example.org; Web: www.apa.org/ed/accreditation.
*The official designation required by the New York State Board of Regents is School Psychologist.