Please note that this program is currently not accepting new students.  If you are interested in pursuing training in School Psychology at FDU, please consider applying to our MA/Certification program and reach out to us with questions about pursuing doctoral-level coursework through our Advanced PsyD program over time. 

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. It is expected that graduates will maintain a continuing pursuit of scholarly activities and a commitment to concerns of human welfare and social justice.

The program is designed to provide students with an integrated, sequential, and systematic program of study and field experiences that take theories of adult learning into account and facilitate professional growth over time.  Students learn about typical development and human diversity within the context of school settings throughout the program, and the need to understand these issues prior to evaluating systems, communities, classrooms, or individuals is emphasized. Students are encouraged to utilize the Problem-Solver model across all coursework and field experiences, and to apply a preventive and multi-tiered framework when addressing identified problems. These opportunities are provided through coursework, course-embedded and independently-pursued practicum experiences, and the capstone 1,500-hour internship.  In conjunction with each course or field experience, feedback regarding growth in relevant domains is shared with students by either/both university- and field-based supervisors.  It is expected that students will incorporate this feedback into their future work with the goal of continuing to develop the professional competencies required for practice.

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 provides the education and experiences necessary for graduates to function in leadership positions and in multiple settings. Roles include (a) practitioner, providing direct services to children and indirect services to school personnel and parents; (b) supervisor, responsible for oversight of other school psychologists; (c) administrator, responsible for developing, implementing, and evaluating educational and psychological programs; (d) researcher, advancing the state of scientific knowledge; and (e) educator, functioning in institutions of higher education.

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.

Fieldwork

Students in the Traditional PsyD program engage in applied practica activities in the first three years of the program before embarking on a year-long, full-time pre-doctoral internship. Practicum sites expose students to diverse educational settings, from early elementary through college. Students work in public schools under the mentorship of practicing school psychologists and FDU faculty, and engage in direct service with clients in the COMPASS program, FDU’s autism support program. Goals of these practica include gaining experience in schools, participating in practical experiences in school psychology, completing applied coursework, increasing knowledge of diversity, and developing doctoral-level clinical skills.

In recent years FDU school psychology students in the Traditional PsyD program have completed supervised internships at the following school districts or sites across the tri-state area (those offering a stipend are noted):

  • Glen Rock, NJ
  • North Rockland, NY
  • Pascack Valley Regional HS (Hillsdale, NJ)
  • Rye City School District (stipend)
  • Benedict’s Preparatory School (Newark, NJ)
  • Westport, CT
  • YBH of Passaic

Funding Opportunities

All students who enroll in this program receive 50% tuition reimbursement during their first three years of training.  Students also have the opportunity to apply for the competitive Logan COMPASS Graduate Fellowship, a two-year position which will accept applications again in 2022-2023, and which covers the other 50% of tuition during that time frame.   In order to receive the fellowship, the student will be required to work directly with the COMPASS program for 10 hours per week throughout the academic school year, and on an as-needed basis during the summer (for example, to assist COMPASS students during Freshman Orientation).  

Degree Plan

FALL 2019 ENTRY AND BEYOND

1st Semester

  • PSYC6111 Theories of Personality
  • PSYC6121 Statistics and Research Methods 
  • PSYC6651 Introduction to School Learning Problems
  • PSYC6651 Ethics & Professional Practice in Schools
  • PSYC9171 Practicum in Schools I

2nd Semester

  • PSYC6129 Research Methods & Psychometrics
  • PSYC7124 Developmental Child & Adolescent Psychology 
  • PSYC6115 Child Psychopathology 
  • PSYC7820 Intro. to School Learning II
  • PSYC9172 Practicum in Schools II

3rd Semester

  • PSYC7615 Child Assessment I with Practicum
  • PSYC7815 Child Assessment II with Practicum
  • EDUC6740 Intro to the student with disabilities in School/Community
  • PSYC7215 Biological Bases of Behavior
  • PSYC9173 Practicum in Schools III

4th Semester

  • PSYC8815 Child Assessment III with Practicum
  • PSYC7125 Applied Social Psychology
  • PSYC8910 School-Based Consultation with Practicum
  • PSYC8725 Prevention and Intervention with Children and Adolescents
  • PSYC9174 Practicum in Schools IV

SUMMER SESSION

5th Semester

6th Semester

  • PSYC8112 Dissertation Seminar
  • PSYC8721 Seminar in Child/Adolescent Intervention  
  • EDUC6661 The Multicultural Classroom
  • PSYC8930 Advanced Consultation in School Psychology
  • PSYC9176 Practicum in School Psychology VI

SUMMER SESSION

7th Semester

  • PSYC9110 School/Community Mental Health
  • PSYC9150 Internship (School Psychology)

8th Semester

  • PSYC8951 Supervision and Administration of School Psych Services
  • PSYC9150 Internship (School Psychology)

PRAXIS exam must be taken prior to graduation. 

Student may choose to postpone internship seminar until the 5th year. The 4th year may be used for dissertation. The goal would be dissertation completion prior to or in conjunction with internship

FALL 2018 ENTRY

1st Semester

  • PSYC6111 Theories of Personality
  • PSYC6121 Statistics and Research Methods 
  • PSYC6651 Introduction to School Learning Problems
  • PSYC6651 Ethics & Professional Practice in Schools
  • PSYC9171 Practicum in Schools I

2nd Semester

  • PSYC6129 Research Methods & Psychometrics
  • PSYC7124 Developmental Child & Adolescent Psychology 
  • PSYC6115 Child Psychopathology 
  • PSYC7820 Intro. to School Learning II
  • PSYC9172 Practicum in Schools II

3rd Semester

  • PSYC7615 Child Assessment I with Practicum
  • PSYC7815 Child Assessment II with Practicum
  • EDUC6740 Intro to the student with disabilities in School/Community
  • PSYC8910 School-based Consultation with Practicum
  • PSYC9173 Practicum in Schools III

4th Semester

  • PSYC8815 Child Assessment III with Practicum
  • PSYC7125 Applied Social Psychology
  • PSYC7825 Child Neuropsychology
  • PSYC8725 Prevention and Intervention with Children and Adolescents
  • PSYC 9174 Practicum in Schools IV

Summer Session

5th Semester

6th Semester

  • PSYC8112 Dissertation Seminar
  • PSYC8721 Seminar in Child/Adolescent Intervention  
  • EDUC6661 The Multicultural Classroom
  • PSYC8930 Advanced Consultation in School Psychology
  • PSYC9176 Practicum in School Psychology VI
  • PSYC7146 Issues and Techniques in Research and Evaluation II

Summer Session

7th Semester

  • PSYC9110 School/Community Mental Health
  • PSYC9150 Internship (School Psychology)

8th Semester

  • PSYC8951 Supervision and Administration of School Psych Services
  • PSYC9150 Internship (School Psychology)

PRAXIS exam must be taken prior to graduation. 

Student may choose to postpone internship seminar until the 5th year. The 4th year may be used for dissertation. The goal would be dissertation completion prior to or in conjunction with internship.

Course Descriptions

  • EDUC6661 This course focuses on understand how biases at the institutional, individual and societal levels impact the educational context and academic achievement of all students, and covers different teaching strategies on topics related to cultural difference with respect to race, ethnic class, gender, sexual orientation, religion and English language learners in schools. Current topics such as the Achievement Gap and Bullying are addressed.

  • EDUC6740 Introduction to the student with disabilities and autistic spectrum disorders. Overview of normal growth and development as a basis to identify developmental delays and learning differences. Characteristics of different disabilities and their effects on how children learn. Review of federal, state and local regulations and their effects on local policies, procedures and placement. Transition planning, resources and assistive technology to enhance the performance of students with disabilities and autistic spectrum disorders.

  • PSYC6111 Overview of nature of personality theory; summaries of theories of personality selected because of influence upon clinical practice, psychological research. Freud, Adler, Jung, Murray, G.W. Allport, Rogers, Maslow, Fromm; some existentialists, some social behavioral or learning approaches included.

  • PSYC6115 Examination of behavior disorders most likely to have childhood onsets or variants. Variables such as effects of age onset, treatment modalities that are age specific, approaches or techniques, recovery rates and adult correlates are considered.

  • 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.

  • PSYC6121 Review of issues related to research design, psychometrics, and descriptive and inferential statistics. Statistical topics include, but are not limited to, parametric techniques such as t-tests, analysis of variance, and simple and multiple regression analysis. Heavy emphasis will be placed on application of techniques using statistical software and interpretation of results.

  • PSYC6129 This covers basic topics and issues in psychometrics and research design. In addition to review of basis statistical concepts, topics include: classical true core theory and scale creation, scale reliability and validity assessment, experimental design validity (internal, external, statistical, construct), major threats to valid inferences in research, and ethical issues in behavioral research.

  • PSYC6651 Ethical issues, professional problems and legislation affecting the practice of school psychology are examined. APA and NASP ethical practice guidelines are discussed. The role and function of the school psychologist and a mental health professional and educational specialist are reviewed.

  • PSYC7124 Childhood through adolescence, including major theories of development (Piaget, Freud and social learning theories), research and application. Special emphasis on research concerning the development of prosocial behavior, internalization and sex typing.

  • PSYC7125 Developing understanding of social underpinnings of psychological phenomena. Topics include attitude formation, attitude change, prejudice and discrimination, altruism, attribution theory, emotions, research techniques and applications of social psychology to clinical practice. Research project included.

  • PSYC7133 This course provides an introduction to the cognitive and affective bases of behavior. Topics to be addressed include basic principles of learning theory and alternative theoretical perspectives on the nature of emotion. The nature of cognitive processes such as memory and decision-making will also be addressed. The course is designed to be particularly relevant to the application of these topics to clinical psychology.

  • 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.

  • PSYC7615 Development of skills in objective testing and intellectual assessment focusing on the WPPSI, McCarthy, K-ABC and Wechsler batteries. Translation of findings into reports relevent to the school system. Emphasis will be placed on the assessment of culturally diverse populations.

  • PSYC7815 Development of skills in personality assessment with children and adolescents. Objective assessment of personality will be considered.

  • PSYC7820 Theories of teaching and learning, research and methods of assessing effectiveness as related to classroom experience. Issues of learner diversity as it affects the process are examined along with Functional Behavioral Assessment (FBA)

  • PSYC7825 Neuropsychology provides important underpinnings for effective assessment and planning interventions. Developmental neuropsychological approaches as they relate to child development and education will be presented together with appropriate assessment strategies. Educational and curriculum implications will be reviewed.

  • 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.

  • 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.

  • PSYC8725 An overview of different intervention approaches in the treatment of child and adolescent disorders. A particular emphasis will be placed on effective treatment selection in the context of developmental and diagnostic issues. Clinical case material, theoretical approaches and empirical outcomes research will be integrated to provide a basis for decision making.

  • PSYC8815 New directions in assessment are examined. The focus will be integration of intellectual, personality and cognitive informa- tion, resulting in meaningful data sharing. Students will be expected to complete two comprehensive psychological assessments.

  • PSYC8910 Indirect methods of intervention are explored through different approaches to consultation which include: mental health consulta- tion, behavioral consultation, and instructional consultation. Students are required to complete a consultation project at an assigned site.

  • 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.

  • PSYC9110 This course addresses the history, philosophy, research and practice of school-community mental health efforts. Particular emphasis is on the design and implementation of primary preven- tion interventions in the schools and inter-agency coordination in the delivery of psychological services. Students will be expected to develop a model grant proposal.

  • 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.

  • PSYC9171 The primary goal of the practicum sequence is to provide incremental opportunities to acquire an understanding of the skills to implement school-related practice under supervision.

  • PSYC9172 The primary goal of the practicum sequence is to provide incremental opportunities to acquire an understanding of the skills to implement school-related practice under supervision.

  • PSYC9173 The primary goal of the practicum sequence is to provide incremental opportunities to acquire an understanding of the skills to implement school-related practice under supervision.

  • PSYC9174 The primary goal of the practicum sequence is to provide incremental opportunities to acquire an understanding of the skills to implement school-related practice under supervision.

  • PSYC9175 The primary goal of the practicum sequence is to provide incremental opportunities to acquire an understanding of the skills to implement school-related practice under supervision.

  • PSYC9176 The primary goal of the practicum sequence is to provide incremental opportunities to acquire an understanding of the skills to implement school-related practice under supervision.