Jul 12, 2025

2011-2012 Argosy University Academic Catalog—Graduate Programs | Volume 2, Issue 4

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2011-2012 Argosy University Academic Catalog—Graduate Programs | Volume 2, Issue 4 [ARCHIVED CATALOG]

Doctor of Psychology in School Psychology Degree Program

Offering Campus
Program Overview
Program Outcomes
School Psychology Clinical Training Overview
Admission Requirements
Admission Exceptions to the Grade Point Average

Foundation Courses
Application Deadlines
Graduation Requirements
Non-Academic Competence Policy
Writing Program
Program Requirements

Offering Campus

Argosy University, Sarasota

Program Overview

The Doctor of Psychology (PsyD) in School Psychology degree program is designed to prepare students to meet the criteria for state certification as school psychologists, and to prepare them to become nationally certified school psychologists in accordance with criteria developed by the National Association of School Psychologists (NASP). The PsyD in School Psychology degree program focuses on student preparation and professional development. Students are also eligible to apply to become Nationally Certified School Psychologists in a process designed for graduates of non-NASP approved programs.

The program faculty strive to ensure through direct instruction, assessment, and supervision that students acquire competencies in each of the following areas: psychological and educational foundations, cognitive, academic and personality assessment, psychoeducational interventions, statistics and research methodology, research initiatives, practicum experiences and professional school psychology coursework.

Note

The completion of the PsyD in School Psychology degree program will permit students to request a transcript review by the Florida Department of Education (FDOE) for certification as school psychologists in the State of Florida, pending the successful completion of other requirements. Students are also eligible to apply to become Nationally Certified School Psychologists in a process designed for graduates of non-National Association for School Psychologists (NASP) approved programs. However, there is no guarantee that Florida, or national certification will be granted or that Florida certification will lead to certification in other states. Students are individually and solely responsible for knowing the certification requirements in their state of residence.

Program Outcomes

The program is designed to emphasize the development of attitudes, knowledge, and skills essential to the training of school psychologists who are committed to the ethical provision of quality services. Using objectives built on the training standards by NASP, students will gain knowledge and skills in the areas of:

Data-based decision-making and accountability
Consultation and collaboration
Effective instruction and development of cognitive/academic skills
Socialization and development of life skills
Student diversity in development and learning
School and systems organization, policy development and climate
Prevention, crisis intervention, and mental health
Home/school/community collaboration
Research and program evaluation
School psychology practice and development
Information technology

School Psychology Clinical Training Overview

School psychology clinical training involves he coursework and supervised out-of-class contact of graduate students with children, youth, and families. Through this contact, Argosy University students will apply their theoretical knowledge, implement clinical techniques based on this knowledge, and develop the professional and personal attitudes important to the identity of a school psychologist. By the end of their clinical training in school psychology, students will possess effective assessment and intervention skills, so that they can practice in a highly skilled manner.

During the school psychology clinical training, students advance through progressively challenging levels of training. At each level, a student’s progress is assessed in various ways by faculty members and site supervisors on the skills delineated above. Students generally complete 12 credit hours of practicum and a 1500-hour internship.

Admission Requirements

A bachelor’s degree from a regionally accredited institution, a nationally accredited institution approved and documented by the faculty and dean of the College of Education, or an appropriately certified foreign institution.
A grade point average of at least 3.25 (on a scale of 4.0) in work leading to the bachelor’s degree or any subsequent graduate study.
A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy .”
Completion of an interview with a member of the program Admissions Committee.

All applications for admission must be submitted to the Admissions Department of the campus to which application is being made. An admissions representative is available to help interested applicants complete the following required documentation:

Completed Application for Admission Form.
Application fee (Non-refundable, except in California and Arizona. In the state of Arizona, the application fee is refundable if the application is canceled within three business days of the applicant signing the Enrollment Agreement.).
Personal/professional goal statement with a self-appraisal of qualifications for the profession.
Current résumé (or career summary).
Three completed Applicant Recommendation Forms.
Official transcripts from all post-secondary schools attended.

Admission Exceptions to the Grade Point Average

Applicants with grade point averages lower than the stated admission requirements may be considered for admission with significant evidence of academic and professional potential demonstrated by the career and/or personal accomplishments indicated in the statement of academic and professional goals, the career summary, and academic or professional letters of recommendation. Admission exceptions must be recommended by the Admissions Committee and program chair. Admission exceptions must be justified, documented, signed, placed, and retained in the student’s academic file. Students admitted on an exception basis will be assigned Academic/Financial Aid Warning in accordance with Argosy University’s Standards for Satisfactory Progress. See “Exceptions to Admission Requirements ” under Section Five, Admission Policies .

Foundation Courses

Applicants should have completed the following five foundation courses or their equivalent with a grade of “B-” or better prior to the anticipated date of enrollment in the PsyD in School Psychology degree program:

Abnormal psychology

General psychology

Tests and measures or psychological assessment

Statistics or research methods

Personality theories

Applicants are expected to meet the foundation course requirements by the end of the first year of coursework.

Application Deadlines

Fall Semester Admission

January 15	Priority deadline
May 15	Final deadline (applications may be accepted after this date dependent on space availability)

Spring Semester Admission

November 15

Final deadline

Summer Semester Session I Admission

April 15

Final Deadline (applications may be accepted after this date dependent on space availability)

Summer Semester Session II Admission

June 15	Final Deadline (applications may be accepted after this date dependent on space availability)

Graduation Requirements

Students admitted into the Doctor of Psychology in School Psychology degree program will be responsible for completing the requirements that are in effect at the time of their admission. Argosy University retains the right to modify these requirements in accordance with the demands of the profession of school psychology.

To be eligible for awarding of the PsyD in School Psychology degree, students must meet the following requirements:

Satisfactory completion of 98 semester credit hours which include:
- 77 credit hours of required coursework
- 6 credit hours of elective coursework
- 12 credit hours of practicum and practicum seminar
- 3 credit hours of School Psychology Research Project
Successful completion of the required practicum
Successful completion of the School Psychology Evaluation Competency (SPEC)
Successful completion of the School Psychology Intervention Competency Examination (SPICE)
A minimum grade point average of at least 3.0 (on a scale of 4.0), and a grade of “B-” or better in all required courses
Successful completion of the School Psychology Research Project
Successful completion of a full year 1500-hour internship
Completion of these requirements within seven years of matriculation into the program
A completed Petition to Graduate submitted to campus administration

Non-Academic Competence Policy

Argosy University subscribes to the policy of the Student Competence Task Force of the Council of Chairs of Training Councils.

This means that the faculty, training staff, and site supervisors of Argosy University have a professional, ethical, and potentially legal obligation to:

Evaluate the interpersonal competence and emotional well-being of student trainees who are under their supervision, and who provide services to clients and consumers, and
Ensure — insofar as possible — that the trainees who complete their programs are competent to manage future relationships (e.g., client, collegial, professional, public, scholarly, supervisory, teaching) in an effective and appropriate manner.

Because of this commitment, Argosy University strives not to “pass along” students with issues or problems (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) that may interfere with professional competence to other programs, the profession, employers, or the public at large.

Therefore, within a developmental framework and with due regard for the inherent power difference between students and faculty, students and trainees should know that their faculty, training staff, and supervisors will evaluate their competence in areas other than coursework, seminars, scholarship, comprehensive examinations, or related program requirements. These evaluative areas include, but are not limited to, demonstration of the following:

Sufficient interpersonal and professional competence (e.g., the ways in which students relate to clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories)
Sufficient self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and potential impact of one’s own beliefs and values on clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories)
Sufficient openness to processes of supervision (e.g., the ability and willingness to explore issues that either interfere with the appropriate provision of care or impede professional development or functioning.
Sufficient ability to resolve problems or issues that interfere with professional development or functioning in a satisfactory manner (e.g., by responding constructively to feedback from supervisors or program faculty; by participating in personal therapy in order to resolve problems or issues).

The policy in its entirety can be found at www.psychtrainingcouncils.org/.

Writing Program

The Writing program is design to help students master the skills of writing psychological and research reports in an accurate, informative, and professional manner. All new students are required to complete a writing assessment at the time of orientation to evaluate their writing skills and needs in the areas of organization, clarity, and professional writing style. Based on the results of the writing assessment, students may be required to enroll in a tutorial in the Writing program, where they work one-on-one with an advanced student in developing their skills.

In addition, the student will be required to take the writing tutorial if any instructor indicates that it is required, if two instructors recommend it during the same semester, or upon three recommendations for it by instructors accumulating over more than one semester. The writing tutorial may be required more than once. The student instructors work closely with the faculty in order to link the writing program to the actual work requirements of the classes in which the student is enrolled. All students have the option of voluntarily enrolling in the Professional Writing Tutorial at any time. The tutorial does not count toward credits required for graduation, though students are encouraged to take it.

Program Requirements

The PsyD in School Psychology degree program requires the successful completion of 98 semester credit hours, distributed as follows: assessment and intervention requirements, 27 credit hours; consultation and clinical knowledge requirements, 18 credit hours; elective requirements, 6 credit hours; professional roles and issues requirements, 11 credit hours; psychological foundations requirements, 15 credit hours; science and scholarship requirements, 9 credit hours; and practicum and practicum seminar requirements, 12 credit hours.

Assessment Intervention Requirements — Students Are Required to Take the Following

Assessment Intervention Requirements — 27 Credit Hours

Consultation and Clinical Knowledge Requirements — Students Are Required to Take the Following

Consultation and Clinical Knowledge Requirements — 18 Credit Hours

Professional Roles and Issues Requirement — Students Are Required to Take the Following

Professional Roles and Issues Requirements — 11 Credit Hours

Psychological Foundations Requirements — Students Are Required to Take the Following

Psychological Foundations Requirements — 15 Credit Hours

Science and Scholarship Requirements — Students Are Required to Take the Following

Science and Scholarship Requirements — 9 Credit Hours

Practicum and Practicum Seminar Requirements — Students Are Required to Take the Following

Practicum and Practicum Seminar Requirements — 12 Credit Hours

Internship Requirement — Students Are Required to Take the Following

PS8900 - Internship — Doctoral (0)

Internship Requirement — 0 Credit Hours

Elective Requirements

Students in the PsyD in School Psychology degree program are required to complete 6 credit hours of electives, to be approved by the campus dean or program chair prior to enrollment in the class.

Professionalization Group Requirements

During their first year, students participate in weekly Professionalization Groups that focus on topics related to professional school psychology. Through readings and discussions led by a faculty member, students can begin to develop a professional identity and become familiar with current issues in school psychology. The groups are design to provide a comfortable environment in which students can freely exchange concerns, questions and issues relevant to their studies and their future careers. The faculty member who leads the student’s Professionalization Groups also serves as his/her academic advisor.

Practicum and Practicum Seminar Requirements

The goal of the practicum, or field work, experience is to assist students in relating their knowledge in a practical setting by learning professional skills that make them a school psychology professional. The objective of the practicum is to learn the knowledge and skills. The learning objectives that are used are the same as the requirements for the National School Psychology Certification System of the National Association of School Psychologists.

Eligibility Requirements for Practicum

All students who enter the practicum application process must be in good academic standing, have a minimum GPA of 3.0 (on a scale of 4.0).

Students must demonstrate readiness to assume a professional role and interact appropriately with children, youth and parents. Personal adjustment issues, interpersonal difficulties, poor communications skills, or other behavioral problems may reflect on a student’s ability to interact with clients in a competent and ethical manner. Students on probation are not eligible to make application to practicum or to begin practicum. Students placed on probation during practicum must petition the director of Clinical Training regarding their eligibility to continue practicum.

Practicum Prerequisites

To be eligible for Practicum and Seminar I (PS 8201 ), students must have successfully completed (or transferred, if applicable) the following courses or equivalent (unless special arrangements have been made with the campus dean or program chair of the School Psychology program):

To be eligible for Practicum III (PS 8203 ), [the second year of practicum], students must have fulfilled the following requirements:

Successful completion of the SPEC
Successful completion of Practicum and Practicum Seminar I (PS 8201 )/Practicum and Practicum Seminar II (PS 8202 )
Good academic standing

Practicum Seminar

All students enrolled in the practicum must also attend the practicum seminar. The content of the practicum seminar varies according to the learning outcomes and practicum site of the enrolled students and the learning outcomes for the year. Concurrent enrollment in practicum seminars is mandatory.

Practicum Experiences

A practicum may not be done in a student’s place of employment. All students placed on practicum must be covered by professional liability insurance, purchased through Argosy University. This coverage is mandatory even if the student is otherwise insured. Payment for insurance coverage is made through the Student Services Department at the time of registration.

Advanced Practicum

Students may opt to complete practicum hours beyond the required 12 credit hours of practicum. To be eligible for Advanced Practicum, students must be in good academic standing, have completed 12 credit hours of required practicum, and successfully completed the School Psychology Intervention Competency Examination (SPICE) or the equivalent (e.g., be certified as a psychologist).

The requirements for Advanced Practicum are the same as those for the first two years of school psychology practicum. Students are expected to provide services consistent with those provided by professional psychologists in school and clinical settings, including assessment, interventions, consultations, research, program development and evaluation, and outreach/educational services.

6 credit hours of Advanced Practicum are equivalent to one 3-credit hour general elective in the doctoral program.

Practicum Evaluation

Students are expected to demonstrate mastery of their educational and psychological knowledge base, demonstrate mastery of assessment and intervention skills, and demonstrate appropriate professional attitudes throughout the practicum. The summary evaluations of student progress will be based on these criteria as the student progressively becomes more competent. The student will keep a portfolio to demonstrate this growth.

The formative evaluations are done by site supervisors and fieldwork leaders (seminar leaders) after each practicum. The summative evaluations are done through the evaluation of the students portfolio and two major outcome measures: the School Psychology Evaluation Competency (SPEC) and the School Psychology Intervention Competency Examination (SPICE).

National School Psychology Certification System Requirements

All students must take the National School Psychology Certification test to become nationally certified.

School Psychology Evaluation Competency Examination (SPEC) Requirements

The School Psychology Evaluation Competency Examination (SPEC) requires each student to present a diagnostic interview and conceptual analysis in writing resulting in a case formulation, diagnostic formulation, and recommendations for treatment relevant to the case conceptualization. The purpose of the SPEC is to monitor the growth and development of the student’s competency in school psychology problem-solving in diagnosis and proposed delivery of services, direct and indirect. The SPEC ensures that students are prepared to demonstrate their conceptual abilities, theoretical knowledge, and applied skills in class and in supervised clinical field training. Faculty evaluators assess the student’s fund of knowledge regarding the foundation of school psychology, the student’s ability to manage a clinical interview, and the student’s ability to arrive at an accurate diagnostic and case formulation. Students are also evaluated on their ability to make appropriate and individualized treatment recommendations based on their case formulation. Students must pass the SPEC prior to beginning the second year of practicum. The SPEC is taken during the spring semester of the student’s first practicum year.

The SPEC requirement is met by submitting a tape and transcript or other approved sample of a psychodiagnostic interview that the student has conducted with a client, and a diagnostics case formulation report, including self-critique. This tape cannot have been submitted either in the school or outside of it for review, supervision, or critique.

Students should refer to the School Psychology Evaluation Competency Examination document for complete information concerning the requirements and process for completing the SPEC.

School Psychology Intervention Competency Examination (SPICE) Requirements

The School Psychology Intervention Competency Examination (SPICE) requires each student to make a presentation of either a direct or indirect intervention. A direct intervention should include a summary detailing the assessment of the client’s needs, plans for remediation, implementation of treatment and evaluation of progress or improvement. An indirect intervention should include consultation, the assessment of needs/risks, planning of an intervention program, the implementation and evaluation of the program’s successor or benefits. Following successful passage of the written analysis and work sample, the student schedules an oral defense with her/his seminar faculty and an additional faculty member. During the oral defense, the student answers questions based, in part, upon SPICE materials. Additionally, the student’s fund of knowledge regarding foundations in clinical psychology will be assessed.

The SPICE requirement is met by submitting a tape and transcript, or other approved sample, including self-critique. This tape cannot have been submitted either in the school or outside of it for review, supervision, or critique.

A student is ineligible for internship until he/she has passed the SPICE. In the event of a failure, the examination may be re-taken once. If the written component of the SPICE is passed, an oral examination is scheduled. Failure of either the written or the oral component of the SPICE constitutes a failure of the SPICE.

Students should refer to the School Psychology Intervention Competency Examination document for complete information concerning the requirements and process for completing the SPEC.

School Psychology Research Project Requirements

Each doctoral student is required to develop a School Psychology Research Project (SPRP) as a requirement for graduation. The SPRP is intended to provide students with an opportunity to deepen their knowledge and thought about a particular clinical area, to demonstrate the ability to analyze methodological issues, and to produce an original piece of scholarly work in the field of school psychology.

The philosophy of the doctoral program faculty with respect to research, research skills and the SPRP is consistent throughout the program. The program model is the scholar-practitioner model in which students are expected to learn to understand research and use research findings as a primary resource for their professional work. Students are expected to read current research articles and understand the methods and statistics, draw appropriate conclusions from research, and critique research interns of internal and external validity. All of these skills are important and necessary when integrating information in the field and, more generally, in being a qualified school psychologist. Types of projects that are acceptable for the SPRP include a broad range of qualitative and quantitative methods, such as empirical research including archival studies, case studies, literature reviews, program development, and program evaluation. Students should refer to the School Psychology Project Manual for complete information concerning the requirements and process for completing the SPRP.

Students must register for a minimum of 3 credit hours of SPRP during one, two, or three semesters. If the SPRP has not been successfully completed after the completion of 3 credit hours, students must continuously register for 1 credit hour per semester until it is completed. Students must be registered for SPRP when they defend their proposal, while they are using faculty committee time, and Argosy University resources, and when they defend the final project. Students must complete the SPRP prior to beginning the internship.

Internship Requirements

The internship serves as a Capstone Course, where theory and practice are demonstrated. Students in the school psychology program demonstrate knowledge and skills that reflect the professional and ethical standards of the field. The internship allows students to provide the full range of school psychological services to pupils in regular and special education in school and clinical settings.

The internship involves direct and indirect services to students and their families in conjunction with school personnel and related mental health professionals. Some internship sites may be paid.

1500 hours of internship are required in the PsyD in School Psychology degree program. Students may complete a 2,000-hour internship, if they desire. At least 600 hours of the internship must be spent in the schools. The remaining hours of the internship may be spent in clinical settings with children, youth, and their families.

This requirement for the School Psychology program cannot be obtained in more than two placements. Internships are an invaluable culminating experience for school psychology students, providing the opportunity to work with a variety of children and adolescents with and without disabilities in both regular and special education, and in clinical settings.

The internship experience allows students to integrate all of their previously learned skills and knowledge in a comprehensive service delivery system. The internship sites must meet state and national professional and ethical guidelines. Typically, full-time students will begin the internship during their fifth year of enrollment.

Eligibility Requirements for Internship

To be eligible to begin internship, students must be in good academic standing, and must have completed all program requirements, including the following:

Successful completion of the School Psychology Evaluation Competency Examination (SPEC)
Successful completion of the School Psychology Intervention Competency Examination (SPICE)
Successful completion of all coursework, with no grades of “Incomplete”
Successful completion and defense of the School Psychology Research Project (SPRP)

Students should consult their campus dean or program chair about the Internship Applications and the specific application procedures.

Evaluation and Remediation of the Internship

Internship supervisors complete a mid-year and final internship progress report. These forms are an evaluation of the student’s progress, competence, and performance relative to the learning objectives as well as other factors of importance to the internship site program. These forms are carefully reviewed by the Training Department and/or program chair to make certain that the student is meeting the minimum standards for academic progress.

The Training Department and/or the program chair of the School Psychology program actively work to address areas of significant difficulty. If the student is in need of remediation at any point of the internship, the Argosy University Training Committee and/or program chair will work with the internship site to develop and/or implement a remediation plan. At the completion of the internship year, the Training Department and/or program chair make the final determination as to whether or not the internship requirements have been met. If post-internship remedial work is required, the student, the Training Department, the program chair, and the internship site supervisor will develop a written contract specifying the areas needing improvement, methods by which such improvement will be achieved, and criteria by which improvement will be measured. The process of consultation and approval by the Training Department and the program chair and/or the hearing of student appeals by the Appeals Board apply to internship remediation.

Course/Credit Transfer

Courses Taken at Other Institutions

Students who have completed graduate coursework at another institution may petition for a transfer of courses in the PsyD in School Psychology degree program up to a maximum of 10 courses (30 credit hours). Complete information on course/credit transfer criteria can be found in section 7, “Academic Policies and Procedures .”

Practicum, practicum seminars, and the first-year Professionalization Group are not eligible for transfer.

All course transfer requests must be submitted to the Student Services Department before or during the first year of enrollment in the program. Request forms are available from the Student Services Department. A separate form must be submitted for each course request. The transfer request must be accompanied by a transcript reflecting completion of the course and the grade received, along with other supporting documentation, such as course description, syllabus, and work samples. The request will be reviewed and a decision rendered within four weeks of the request.

If approved, the transferred course and credit will appear on the student’s transcript as a “transfer course” under the corresponding course number and title.