School Psychology (SPY)

You have arrived at one of the finest School Psychology Programs in the United States. We are justifiably proud of our program and our graduates. Our faculty have distinguished themselves in a variety of complementary fields of scholarship all of which are relevant to the practice of psychology with school-age children and adolescents. Our graduates hold many diverse positions of professional leadership in academic settings, school districts, clinics, hospitals, and in the private sector.

Our alumni currently hold positions at diverse and prestigious institutions, such as the University of Texas, University of North Carolina at Chapel Hill School of Medicine, Los Angeles Unified School District, Gwinnett County (Georgia) Public Schools, Texas A & M University, Indiana University, Cobb County (Georgia) Public Schools, Riverside Publishing Company, and the College of William and Mary, and are independent practice in Edmonton, Alberta (Canada), California, and Illinois, among many others. SPY program faculty and alumni have won the Jack Bardon Distinguished Service Award, Lightner Witmer Award, and served as President of Division 16 (School Psychology) of the American Psychological Association. We are gratified and proud of the numerous accomplishments of our alumni.

In this web site you will find everything you need to know about our program, purpose, philosophy, faculty, admission criteria and application procedures, financial support, and a great deal more about the academic environment at The University of Georgia. If desired, you may contact our faculty directly via E-mail if you have specific questions or wish to make an application. So, please explore our site and let us know how we can assist you.

Introduction

The Ph.D. program in Educational Psychology with a specialization in School Psychology at The University of Georgia is accredited by the American Psychological Association (APA; additional information can be obtained from the Committee on Accreditation of the American Psychological Association at 202-336-5979) and NCATE through the National Association of School Psychologists (NASP). The Ph.D. program is consistent with psychology licensure and school psychology certification for public school work in Georgia and in most other states. Some states may have additional requirements.

Purpose

"The doctoral school psychology program at UGA is designed to produce clinically skilled scientists who, whether engaged in scholarship or service, perform all of their duties in a manner consistent with accepted scientific principles and competencies. Principles of theory, science, and practice represent the three core competencies that are acquired by students during their program of study. These core competencies are developed by students through their explication in four major "content" areas: Child and adolescent development & systems, abnormal psychology, appraisal, and intervention/consultation. Content area knowledge and competencies are systematically developed through participation in coursework, practica, seminar, research team, and informal interactions with faculty, clients, supervisors, colleagues in other disciplines and other students."

Evidence of the achievement of this mission is seen in the career paths of our alumni and their record of scientific productivity. A recent study found UGA alumni contribute more research to school psychology journals than any other doctoral program in school psychology. Little (1997) observed that "...the University of Georgia had the greatest number of individuals in the top 306 authors..." and "The graduates of the University of Georgia published in the school psychology literature at a rate 26% higher than number two ranked Indiana University" (p. 24). Little, Akin-Little, and Tingstrom (2004) have recently done an analysis of the training programs that have produced the most persons who are currently at universities in faculty roles. The School Psychology Program at the University of Georgia was ranked seventh of all training programs in the U.S.

There is a broad range of research, theoretical, and applied expertise within the school psychology faculty, the faculty of the College of Education, and other colleges of The University of Georgia. The school psychology faculty has specific expertise in social development, child psychopathology, autism, clinical and psychoeducational assessment, including with preschool populations, cognitive-behavioral interventions, and consultation.

Philosophy

The philosophy of the faculty is to provide students with comprehensive academic coursework, a variety of experiential components which are in agreement with varied theoretical and philosophical orientations, and a degree of individualization that enhances the student's professional goals and ultimately the professional practice of school psychology. The faculty take their responsibility to socialize students into the profession of psychology seriously. This goal is partially accomplished by frequent faculty interaction with the students, encouraging student membership in APS, NASP, APA, SRCD, and other professional organizations, ensuring numerous opportunities to interact with distinguished psychologists from other universities, and systematically reinforcing student research efforts by providing partial funds to allow student travel for presentations at national and international conventions. In addition, and perhaps most significantly, the program draws heavily on faculty expertise and resources in the on-campus APA approved Clinical Psychology Program, Counseling Psychology program, the Department of Educational Psychology and Instructional Technology, the Department of Psychology (Biopsychology), the Institute for Behavioral Research, Department of Special Education, and to a lesser extent, other related departments. Students are encouraged to participate in informal seminars to discuss and synthesize their knowledge and research interests. The implicit goals which the faculty reinforce are the student's identification with the field and commitment to life-long professional growth.