School Psychology PsyD Advanced
Fairleigh Dickinson University’s Advanced Doctorate of Psychology (Psy.D.) program in School Psychology employs an innovative approach to doctoral education, allowing school psychologists to remain active as full-time professionals in the field while furthering their education. Classes are kept small and frequently taught in a seminar style, with students learning from their colleagues as well as professors. Faculty and students enjoy a bidirectional learning experience as students bring their expertise of real-world school experiences into the University setting. This helps achieve the program’s goals of providing students with practical skills directly applicable to their daily work with children, youth, and families and preparing professionals who will be leaders in the design, evaluation, provision and supervision of comprehensive mental and behavioral health and psychoeducational services to children, youth and families. The practitioner-scholar model adhered to by the program is the most appropriate to achieve its goals. Inherent in the model is quality training and the delivery of evidence-based practices.
The program builds upon Master’s certification level training and prepares students for eligibility for licensure for independent practice. Graduates are able to practice and hold leadership roles in a wide variety of settings, including schools, mental health clinics, child and family agencies, pediatric hospitals, vocational and rehabilitation agencies, educational programs in business and industry, juvenile justice facilities, colleges and universities, and private practice. The dissertation project, a capstone experience in the program, is designed to be useful to students in their current positions as well as to the field at large. It is expected that graduates will maintain a continuing pursuit of scholarly activities and a commitment to concerns of human welfare and social justice.
Professional Licensure and Certification
The Traditional and Advanced PsyD programs include coursework designed to meet the typical academic requirements for licensure in states throughout the country. Given that the programs have not completed the APA accreditation process at this time, graduates must submit evidence of program completion to the state in which they are seeking licensure for review. Our program graduates have successfully demonstrated that they meet licensure requirements in any states they have elected to practice, including the states of New Jersey, New York, and Connecticut. However, given the variability in requirements — particularly in terms of internship requirements — from state to state, please check with the state professional licensing board about its requirements for licensure. Our program faculty will be happy to work with you to understand the process and ensure that you have all the information you need to proceed with an appropriate course of study to meet your professional goals.
Please note that our specialist-level program has approval through the National Association of School Psychologists through 2025, which means that all students who successfully complete the Traditional PsyD program (which requires completion of specialist-level requirements) are eligible to become Nationally Certified School Psychologists.
Applications for admission should be submitted no later than March 1.
Applicants to the Advanced PsyD in school psychology program should hold a master’s degree and certification as a school psychologist. Candidates who are not certified school psychologists will be required to take the necessary course work and field experience to obtain certification prior to admittance into the doctoral program.
Applicants to the program must submit:
- A completed online application form through the psychology common application, PsyCAS. The Apply Now page will direct you to the PsyCAS site.
- Transcripts from all academic institutions previously attended.
- Your official Praxis score report, with a score that demonstrates that you met or exceeded the NCSP cutoff score at the time of administration.
- Three letters of recommendation from academic and/or professional references.
- A statement of professional goals.
- A representative work sample of current professional skills (e.g., psychological testing report, consultation or therapy summary, etc.).
After credentials review applicants will be selected for an in person interview.
Transfer of graduate credits to this program is handled individually by the program director.
A unique benefit of the Advanced Psy.D. is that students remain in the field while completing the program, allowing them to directly and immediately apply relevant coursework. Class discussion is often focused on issues students are facing at their job sites. Additionally, the Advanced Psy.D. program enriches student field experience via completion of a year-long Practicum sequence at FDU’s Center for Psychological Services. Under the supervision of licensed faculty, students complete advanced testing and therapy cases in an outpatient setting during their second year of the program.
In addition to receiving supervision from licensed psychologists during their doctoral training, students in the Advanced Psy.D. program also develop their skills as supervisors themselves by working with students in FDU’s entry-level school psychology training programs. By providing supervision to future school psychologists, our doctoral students learn the fundamental features of quality supervision and emerge better prepared to supervise interns and practicum students.
Advanced PsyD students have the option of completing their internship experience in their current district of employment, allowing them to maintain their salaried role. Some districts also offer tuition reimbursement for coursework taken during the program, and applicants may wish to look into this option with their current employer.
Unfortunately, opportunities for graduate assistantships arise infrequently and generally require daytime availability. We do keep students notified about opportunities for late afternoon and evening teaching at the undergraduate level, and continue to seek out more opportunities and resources for our doctoral students (including participation in grant-funded research).
- PSYC7145 Issues and techniques in research and Evaluation I
- PSYC7651 Seminar in Professional School Psychology Practice and Ethics
- PSYC8720 Seminar on Child/Adolescent Assessment
- PSYC7146 Issues and Techniques in Research and Evaluation II
- PSYC8721 Seminar in Child/Adolescent Intervention
- PSYC8930 Advanced Consultation in School Psychology
- PSYC8130 Pediatric Psychology
- PSYC9125 Advanced Clinic Practicum I
- PSYC8110 School Psychology: Dissertation
- PSYC8112 School Psychology: Dissertation Seminar
- PSYC8951 Administration and Supervision
- PSYC9126 Advanced Practicum II
(with continued enrollment until completion of dissertation and internship)
- PSYC9115 School Psychology: Dissertation Maintenance
- PSYC9150 School Psychology: Internship (Total of 1,800 hours required)
- PSYC9152 School Psychology: Internship Maintenance
PSYC6116 Assessment of the historic development and current status of systematic paradigms in psychology. The influence of classical and contemporary philosophy will be considered in terms of paradigmatic development and the critical evaluation of psychological theory, and psychology's place as a "special science" or a natural science.
PSYC7145 The first of a two-semester course that introduces the doctoral student to reseach methodology, and exemplary research in school psychology and related fields of child mental health and special education. Student will be exposed to topics including data collection and analysis, meta-analysis methods, statistical packages (e.g. SPSS and SYSTAT), program evaluation and outcome- based school psychological services, qualitative research, case study, and single designs.
PSYC7146 The second of a two-semester course that introduces the doctoral student to research methodology, and exemplary research in school psychology and related fields of child mental health and special education. Student will be exposed to topics including data collection and analysis, meta-analysis methods, statistical packages (e.g. SPSS and SSYSTAT), program evaluation and outcome- based school psychological services, qualitative research, case study, and single subject design.
PSYC7651 This course provides an overview of the critical issues and emerging perspectives in professional school psychology. Students are reacquainted with historical, sociocultural, philosophical, and fiscal issues facing the profession. Attention to role and function, with emphasis on the school psychologist in a leadership role in orchestrating a full range of prevention and intervention services to children, youth, and families.
PSYC8110 Research project required of all doctoral candidates in school psychology.
PSYC8112 Functional neuroanatomy, neurophysiology and neuropharmacology, emphasizing the relationship of brain mechanisms and synaptic chemistry to behavior. Special topics include: techniques for studying brain-behavior relationships; sensory and motor systems; homeostasis and regulation of internal states; emotions, aggression and stress; learning and memory; and the biological bases of mental illness.
PSYC8128 This course focuses on up-to-date and practical information pertaining to the use of psychopharmacological agents in the treatment of childhood and adolescent disorders. Topics covered include: general and cellular neuroanatomy, physiology and function:basic pharmacology; general principles of psychopharmacotherapy; and the use of sympathomimetic amines, CNS stimulants antipsychotics, antidepressants, lithium carbonate, anxiolytics and other medications in children and adolescents.
PSYC8130 This course focuses on the relationship between physical and mental health in children and adolescents, from a biopsycho- social approach. Developmental disabilities, pervasive developmental disorders, chronic illnesses, failure to thrive, and delayed development are among the topics covered. Assessment and treatment will be emphasized along with the mental health impact of physical, developmental, and medical disorders on the child, the family, and schooling.
PSYC8132 This course focuses on comtemporary and critical topics in the school psychology field. Topics may vary from semester to semester.
PSYC8140 This advanced level course focuses on synthesizing theoretical formulations and evidenced-based research findings in order to facilitate significant changes in the educational environment. Issues focusing on barriers and resistance to change as well as contributors to resilient environments will be examined.
PSYC8720 Builds upon the students' training and experience with various child and adolescent diagnostic and assessment procedures and techniques. Introduces new assessment instruments and techniques Student is provided an opportunity to apply advanced assessment techniques in either their work setting or at a practicum site
PSYC8721 The practice and application of empirically supported psychoeduca tional and psychotherapeutic interventions with children, pre- school through high school. Takes a developmental and trans- actional perspective on children's learning and behavior problems Students will be expected to bring case material from their field work placement to complement lecture and discussions.
PSYC8930 This course will cover the major models of school-based consultation (e.g., mental health, behavioral, instructional, and ecological). Students will develop strong background knowledge in various models of psychological consultation, strengthen their problem solving skills as applied to indirect service provision, master specific techniques used in various consultative models, and practice applying their consultative skills to sample cases. Special attention will be paid to ethical issues as well as to issues pertaining to diversity and equity in psychological practice.
PSYC8951 This doctoral-level seminar introduces the student to the theory and practice of administration & supervision of psychological services. Topics will include strategic planning, budget, human resources, marketing, and staff development. Students are required to supervise a masters-level school psychology student.
PSYC9115 Continuation of the Research Project required of all doctoral candidates in school psychology.
PSYC9125 Supervised training experiences at FDU's Center for Psychological Services. Doctoral students are supervised by faculty on two or more child, adolescent or adult treatment and/or testing cases during the course. Practicum encompasses approximately 100 hours of training.
PSYC9126 Supervised training experience at FDU's Center for Psychological Services. Doctoral students are supervised by faculty on two or more child, adolescent or adult treatment and/or testing cases during the course. Practicum encompasses approximately 100 hours of training.
PSYC9150 Yearlong applied field experience in a school system, educational agency, and or mental health facility, required for Psy.D. candi- dates in school psychology.
PSYC9152 Continuation of applied field experience in a school system, educational agency, and or mental health facility.