Training Model: Scientist-Practitioner
In keeping with the philosophy of the program, students who complete the program are expected to achieve competencies as both practitioners and consumers of science or scientists. Recent graduates are applying their competencies in assessment, consultation, and intervention in school, mental health, hospital, and private practice settings. In these settings they continue to keep abreast of new developments in the scientific foundations for the practice of psychology and apply this knowledge base to the practice of psychology. Others are employed in university settings as trainers of school psychologists and continue to generate new knowledge for the practice of psychology.
To accomplish the training objectives of the program, the curriculum covers topics in professional psychology (its history of thought, research methods, and applications), the biological aspects of behavior, the cognitive and affective aspects of behavior, the social aspects of behavior, measurement, research methods, data analysis methods, human development, individual and cultural differences, psychopathology, professional standards and ethics, assessment, consultation, intervention and evaluating its effectiveness, and program evaluation.
In addition to the formal coursework students complete a systematic sequenced set of practicum experiences designed to integrate coursework with practice. Coursework and University-based practica in the curriculum are outlined in the checklist of APA requirements.The requirements in the checklist must be completed before a student can be admitted to prospective candidacy.
In addition to these required courses, students design an individualized program of study that is supervised by a supervisory committee that includes the Faculty Advisor and a Core School Psychology faculty member. Requirements for this individualized program of study, the research inquiry presentation, general exam, and dissertation are described here in the College of Education website and the page with links to all of the required doctoral forms. The predoctoral internship is completed as a culminating experience and must provide training at a more advanced level than the precertification internship. The predoctoral internship requires 1500 hours and can be completed at school or nonschool settings. Students must propose their dissertation before proceeding to their predoctoral internship. Additional information about the predoctoral internship is contained in the Doctoral Student Handbook. Students are encouraged to apply to APA-approved predoctoral internship programs.
To support our Doctoral program specialty in socio-emotional health, we offer three strands of specialization that may be used as degree cognates: Evidence-based interventions, Infant mental health, and Board Certified Behavior Analysis (BCBA). Doctoral students who pursue a "strand" and complete all the requirements for certification may take the exams prior to completing the doctoral program.
Since the 1999-2000 academic year, doctoral students have been required to keep a professional portfolio (See School Psychology Trainee Portfolio in the EdS program description for guidelines). This portfolio will form the basis for the Leadership Portfolio and Professional Growth Plan, which the Program Director and your advisor will discuss with you at the end of the program and which we hope you will continue to keep throughout your career.
Doctoral Program Overview
Statistics and Research (15 credits minimum)
EDLPS 525 Educational Inquiry (3 cr.) ?EDLPS 526 Educational Inquiry (3 cr.)
*EDPSY 581 Seminar: Research in School Psychology (1 cr., ongoing)
* This seminar meets APA core requirements in history and systems of psychology, APA Technical Writing, Program Evaluations, and Psychopharmacology.
And also select two courses from the following:
EDPSY 588 Survey Research Methodology and Theory (3 cr.)
EDPSY 593 Experimental Design and Analysis (5 cr.)
EDPSY 594 Advanced Correlational Techniques (5 cr.)
EDSPE 511 Methods of Applied Behavioral Analysis (3 cr.)
EDPSY 586-587 Qualitative Methods (2 quarters, 5 + 5= 10 cr.)
OR EQUIVALENT COURSES*
(* Note: Equivalence is determined by the student's faculty advisor)
A basic course in statistics and one in educational research must have been completed as part of the master's program or must be taken in addition to the above.
EDPSY 581 School Psychology Research Seminar: Program Evaluation (3 cr.)
History and Psychological Systems
EDPSY 585 School Psychology Research Seminar: History of Psychology (3 cr.)
Area of Specialization in School Psychology. Unless specified otherwise, at least one course totaling at least 5 credits must be taken from each of the following fields of study. However, if one of these fields is selected as a supportive cognate (see below), courses from that field must not be included in the area of specialization. (Courses listed in each field, following, are representative options.)
Biological Bases of Behavior (6 credits minimum)
EDPSY 577 Neuropsychology of Learning & Behavior (5 cr.)
EDPSY 578 Educational Applications of Neuropsychology: Assessment & Intervention (5 cr.)
OR OTHER ELECTIVES APPROVED BY FACULTY ADVISOR
Development (6 credits minimum)
Six credits in developmental bases of behavior must have been completed as part of the specialist program or must be taken in addition to the above in the doctoral program.
Social Bases of Behavior (6 credits minimum)
Six credits in social bases of behavior must have been completed during the specialist program or must be taken in addition to the above in the doctoral program. In addition, students are strongly encouraged to take an advanced course in social psychology.
Individual Differences (11 credits minimum)
Six credits in exceptionality and five credits in personality development and differences must have been completed as part of the masters plus certification program or must be taken in addition to the above in the doctoral program.
Assessment (21 credits minimum)
21 credits in intellectual, behavioral and academic assessment must have been completed as part of the specialist program or must be taken in addition to the above in the doctoral program.
Scientific/Professional Ethics and Standards (4 credits minimum)
EDPSY 570 Introduction to School Psychology (2 cr.) ?EDPSY 568 Ethics and School Law (3 cr.)
12 credits of counseling and behavioral interventions must have been completed as part of the specialist program or must be taken in addition to the above in the doctoral program.
Advanced Practicum (6 credits)
Students must take 6 hours of an advanced practicum that is individually designed by the advisor and the student to fulfill doctoral level expertise in assessment, consultation, and intervention in the area of specification that is appropriate for the student. EDPSY 578 may count as an advanced practicum. Advanced practica must be approved by faculty advisor.
Each doctoral student is required to select two supportive cognate fields. One of these cognates can be chosen within the same broad area as your specialization; however one must be outside the broad area of your specialization. Students may wish to choose both cognates outside of their specialization field which is perfectly acceptable. Depending upon your academic background, the range of credits required for each supportive cognate is between 3 and 15. The breadth and depth of each cognate is normally defined by the graduate faculty member selected to represent the cognate area. (Courses from a field of study that are utilized to fulfill the supportive cognate requirements must not be included in the area of specialization).
Specialization outside of the College of Education
The College requires that a specialization from a department other than Education be identified. This is defined as the intellectual content of a department outside Education. The specialization outside the College will normally be in a single department (e.g., History). In exceptional cases, it may be a series of courses from different departments containing a common thread (e.g., Ethnic Studies, which may draw upon courses based in several departments). The breadth and depth of the specialization outside the College is normally defined by the graduate faculty representative from that specialization serving on your Supervisory Committee. Students may complete one of the recommended "strands" to fulfill this requirement.
EDUC 800 Dissertation (27 credits total)
Internship (On Leave status)
In accord with APA requirements and with accepted clinical guidelines, students are required to complete an internship experience following completion of both the written and oral general examinations. The internships must consist of at least 1500 hours completed with a 24 month period and must be under the supervision of a licensed psychologist. If the dissertation has not been defended before internship, continued work on the dissertation also may be pursued and is recommended. To qualify for licensure more than one licensed psychologist must be at the site which has a formal program of supervised internship activity. Faculty strongly encourage students to apply to APA-approved predoctoral internships.
Student Evaluations required by the APA
Students are assessed by the core faculty in School Psychology on a quarterly basis to discuss their progress in the School Psychology program. Issues of timely progress and professional development in general are the primary focus of these reviews.
The APA Commission on Accreditation (750 First St, NE, Washington, DC 20002; phone (202) 336-5500) monitors the programs compliance with APA standards.
The University of Washington reaffirms its policy of equal opportunity regardless of race, color, creed, religion, national origin, sex, sexual orientation, age, marital status, disability, or status as a disabled veteran or Vietnam era veteran in accordance with University policy and applicable federal and state statutes and regulations.