School psychologists take a scientific problem-solving approach and have broad competencies in science-based assessment, intervention, and consultation. The PhD Program training builds on specialist-level training by preparing school psychologists with strong scientific research skills and additional competencies related to the broader practice of psychology outside of schools. Doctoral-level school psychologists are capable of being employed as practitioners in a variety of settings e.
To produce graduates with understanding of the basic areas of psychology. Competencies Expected for Goal 1: Students will understand biological bases of behavior. Students will understand cognitive and affective bases of behavior.
Students will understand theories and research that underlie the social aspects of behavior. Students will demonstrate knowledge of the historical and philosophical influences on psychology, including school psychology 1.
Students will demonstrate knowledge of typical and atypical human development with a focus on children and adolescents Goal 2: To produce graduates who are competent in research and scholarship.
Competencies Expected for Goal 2: Students will demonstrate the ability to formulate meaningful research questions based upon a broad critical review of the extant literature and relate their own findings to extant literature.
Students will demonstrate competence in research design both group and single case and program evaluation methods, taking into consideration threats to internal and external validity in addition to ethical considerations.
Students will demonstrate knowledge of a wide variety of statistical methods, including assumptions and limitations of each approach, and be able to select appropriate analyses given their research questions. Students will demonstrate knowledge of traditional and modern test theory e.
To produce graduates who use a systematic, problem-solving approach in the practice of psychology. Competencies Expected for Goal 3: Students will demonstrate the appropriate selection and administration of assessment procedures, taking into consideration contextual factors.
Students will demonstrate the ability to accurately integrate and interpret assessment findings from multiple sources and use these data to make recommendations that are evidence-based and culturally sensitive.
Students will demonstrate the ability to implement, monitor and evaluate evidence-based, culturally sensitive interventions. Students will demonstrate the ability to provide consultation at the individual, and group, and systems levels.
Students will demonstrate the ability to provide prevention services. To produce graduates with awareness, sensitivity and skills in working with diverse individuals, groups, and communities, who represent various cultural and personal backgrounds and characteristics defined broadly.
Competencies Expected for Goal 4: Students will monitor and apply knowledge of themselves as cultural beings in assessment, intervention, consultation, and research. Students will apply knowledge of others as cultural beings in assessment, intervention, consultation, and research.
Students will apply knowledge of the role of culture in their interactions with diverse others in assessment, intervention, consultation, and research. To produce graduates with the knowledge and skills to engage in professional behavior that is ethically and legally appropriate.
Competencies Expected for Goal 5: Students will demonstrate that they know and follow relevant federal and state laws and regulations in their research and practice. Students will demonstrate knowledge of, purpose for, and roles in supervision.
Students complete the hour pre-practicum in May and June in their first year of study. The purpose of the pre-practicum is for students to gain observational experiences and to learn about school ecology. In addition to school- based observational experiences, students participate in a one-semester hour pre-practicum seminar on campus, which is taught by one of the core school psychology faculty members.
Prior to beginning practicum, students must have a contract signed by their site and Northeastern University. Practicum begins in September and continues until the end of the public school year in June. Practicum supervision and mentoring must be provided by a state credentialed school psychologist with a minimum of three years of experience.Northeastern University’s Doctoral Program in School Psychology is designed to prepare the next generation of leaders in school psychology.
The ecological perspective and scientist-practitioner training model provide the foundation for the program’s educational goals.
The PhD dissertation in psychology will consist of two separate but related portions: Literature Review: The first portion is a stand-alone literature review article that is submitted in a form that is potentially acceptable to a peer review journal. Dissertation. Dissertation writing is a major assignment that the students of higher studies are must required to take up at some point.
But, most of the students face difficulties with writing dissertation since they are not got used to writing such sort of assignment during their past academic years. Howard University is the #1 producer of on-campus African-American PhD's in the world! The Doctoral program in School Psychology at Howard University is housed within the School of Education and is one of only two doctoral school psychology programs at an HBCU or minority serving institution.
The Graduate School has granted permission to the Department of Psychology to have theses and dissertations written in a form consistent with the Publication Manual of .
School Psychology Doctoral Program. Dissertation Outline. 1. Final Version 6/2/ Instructions: Double Underline means the item should be a title or heading in your dissertation.