RECOMMENDATION OF THE FACULTY OF THE SCHOOL OF EDUCATION FOR A SPECIALIZATION IN SCHOOL PSYCHOLOGY IN THE DOCTOR OF PHILOSOPHY DEGREE PROGRAM IN URBAN EDUCATION
I. Description
1.1 A new specialization in School Psychology 1.2 Urban Education Doctoral Program
1.3 School of Education II. Program Objectives
2.1 Statement of Objectives
Students wishing to pursue doctoral course work in school psychology must be admitted to the School of Education Ph.D. program (see Urban Education).
Students then specialize in School Psychology. Course work includes professional school psychology,
foundations of psychological science, foundations of educational psychology, quantitative methods and
research design, and practicafinternship. The program incorporates the scientist-practitioner model and
provides a concrete link between theory and practice. The program prepares students for employment in applied and academic settings.
2.2 Course of Study
A. Admission Requirements
1. Students seeking admission to the doctoral program must indicate their intended area of specialization. The application will be reviewed by the Admissions Committee of the Urban Education Doctoral Program as well as the graduate faculty of the School Psychology Area in the Department of Educational
Psychology.
2. Subsequent to admission, the student must submit a program of specialization in School Psychology developed in conjunction with the student's advisor.
3. When the student's course of studies in School Psychology is approved by the School Psychology Area in the Department of
4. Prior to admittance, or within the first 30 graduate credits after admittance to the School Psychology specialization, students must complete a research project, e.g. thesis or publishable paper.
B. Program Requirements
1. Admission to the Ph.D. program does not require a Master's degree. students not having a Master's degree in Psychology or Educational Psychology, or a graduate degree in a related field recognized by the
Department of Educational Psychology, may be required to take Master's level course work and complete a thesis or publishable paper as a prerequisite to the doctoral specialization in School Psychology. The following courses or their equivalent are required at the
Master's level: 315-624 315-640 315-631 315-720 315-728 315-742 272-747 360-600 315-752
Educational statistical Methods Human Development: Theory and Research
Cognition: Learning, Problem Solving and Thinking
Techniques of Educational and Psychological Measurement
Techniques of Educational Research Personality Theory
Diagnosis and Treatment of Reading Disability
Survey of Exceptional Education Psychopathology of School-age Children
2. Doctoral Program Course Requirements in School Psychology
a. Professional courses - the following courses are required:
265-715 315-732 315-750 315-751 315-755 315-756 265-805 315-851 Multicultural counseling Cognitive-Behavioral Intervention Strategies Diagnostic Procedures for Exceptional Persons
Roles and Issues in School Psychology
Individual Assessment: School Age
Individual Assessment: Young Children
315-852 315-853 315-855 315-959 315-974 315-975 315-976
Diagnosis and Remediation of Learning Disorders
Neuropsychological Basis of Childhood Disorders
Legal Issues in School Psychology
Seminar in School Psychology Beginning Practicum
Advanced Practicum Internship
b. Foundations in Educational Psycholoqy
Students must complete twelve credits in Educational Psychology foundations.
Three of those credits must be in learning and three in development. A minimum of six credits must be taken at the 800 level or above and may be
selected from the following: 315-831
315-834 315-840 315-949
Cognition: Theory and Research The Psychology of Achievement Motivation
Theory and Issues in Human Development
Seminar in Human Development c. Research course Requirement
The following courses are required: 272/103-729
315-724 300-910
Qualitative Research and Field Studies in
Educational Settings Educational Statistical Methods II
Urban Education Research Seminar
No less than six credits chosen from the following: 315-820 315-822 315-821 315-824 315-825 315-826 Instrument Construction Theory of Behavioral Measurement
315-827 315-828 315-829
Survey Research Methods in Education
Program Evaluation in Education
272/103-829
Methods of Uni- and
Multidimensional Scaling Advanced Qualitative Research Techniques d. seminar Requirements: Urban Education
Issues
The following courses are required: 300-701
315-801
300-901
Urban Educational Issues Urban Education: Doctoral Seminar in Educational Psychology
Advanced Seminar in Urban Education
e. Minor Proqram Requirements (Option A) A minimum of nine credits are
required and can be drawn from the following courses in the Psychology Department: 820-741 820-912 820-930 820-960 820-961 Systems of Psychotherapy Seminar in Psychopathology Social Psychology
Seminar in Child Psychology Seminar in Child-Clinical Psychology
f. Preliminary Exams
Preliminary examinations include
sections covering the student's School Psychology specialization. These
sections will test the student's
competence in research and statistics, psychological foundations, educational psychology foundations, and school psychology.
g. Dissertation
be from the Educational Psychology Department.
h. Exit Requirements
Contingent upon successful completion of program requirements, passage of the preliminary examination, and successful defense of the dissertation, the Chair of the Department of Educational
Psychology must give final approval for the inclusion of School Psychology on the student's transcript.
2.3 Relationship to Existing UWM Mission and Academic Plan The new School Psychology specialization ~ill prepare School Psychologists to work effectively 1n a
multicultural, urban/metropolitan context. Course work within the specialization and general program
requirements of the Urban Education Doctoral Program, which includes 9 credits of Urban Seminars, will address this need.
2.4 Closely Related UWM Programs and Areas of Strength No other UWM program currently meets the needs of the proposed specialization.
III. Effects
3.1 Faculty Requirements
No additional faculty will be required. Vitae of school psychology faculty who will act as Major advisors and Doctoral Committee members are attached.
3.2 Library Requirements
The current library resources and procurement procedures are adequate support for the School Psychology Specialization in the UEDP.
3.3 Required Additional Facilities and Equipment
No additional facilities or equipment are required for the implementation of the School Psychology
Specialization in the UEDP. 3.4 Program Costs
IV. Justification for Proposed Revision
The proposed School Psychology specialization in the UEDP has a demonstrated record as a curricular area of interest within the Educational Psychology specialization. Over twenty doctoral students have matriculated in the area. Students are represented at all levels of the program, including nine graduates, four at the dissertation stage
(completed course work and internship), fourteen completing course work or internship requirements, and six new
applicants for the Spring, 1994 semester.
A high level of scholarly and professional development for these students are evidenced in their publications in
refereed journals and presentations at national conferences. Both within the Department of Educational Psychology and the School of Education, doctoral students in the School
Psychology curricular area have a solid reputation as teaching, research, and program assistants.
The School Psychology transcript designation will enhance students' opportunities to obtain competitive internships and academic positions. The clear designation of the program as a doctoral specialty will facilitate the
acquisition of necessary national accreditation by School Psychology associations. Accreditation of the School Psychology program by these governing bodies is viewed as essential for attaining national recognition of the program, which is necessary for the recruitment and retention of
competent doctoral students.
V. Proposed Graduate School Bulletin Copy Specialization in School Psychology Admission Requirements
1. Students seeking admission to the doctoral program must indicate their intended area of specialization. The application will be reviewed by the Admissions
Committee of the Urban Education Doctoral Program as well as the graduate faculty of the School Psychology Area in the Department of Educational Psychology. 2. Subsequent to admission the student must submit a
program of specialization in School Psychology
developed in conjunction with the student's advisor. 3. When a student's course of studies in School Psychology
is approved by the School Psychology Area in the
Proqram Requirements
The program requirements for the School Psycholoav Soecialization are outlined below. Students must be admitted first to the Ph.D. Program in Urban Education, then specialize in School Psychology. Course requirements are outlined below:
1. Admission to the Ph.D. program does not require a Master's degree. Students not having a Master's degree in Psychology or Educational Psychology, or a graduate degree in a related field recognized by the Department of Educational
Psychology, may be required to take Master's level course work and complete a thesis or publishable paper as a
prerequisite to the doctoral specialization in School
Psychology. The following courses or their equivalent are required at the Master's level:
315-624 315-640 315-631 315-720
Educational Statistical Methods
Human Development: Theory and Research
Cognition: Learning, Problem Solving and Thinking Techniques of Educational and Psychological
Measurement 315-728 315-742 272-747 360-600 315-752
Techniques of Educational Research Personality Theory
Diagnosis and Treatment of Reading Disability Survey of Exceptional Education
Psychopathology of School-age Children
2. Within the first 30 graduate credits after admittance to the School Psychology specialization, students must complete a research project, e.g. thesis or publishable paper.
3. Doctoral Program Course Requirements in School Psychology The following courses are required.
A. Professional Courses - the following courses are required (45 credits): 265-715 315-732 315-750 315-751 315-755 315-756 265-805 315-851 315-852 315-853 315-855 315-959 315-974 315-975 Multicultural Counseling
Cognitive-Behavioral Intervention Strategies Diagnostic Procedures for Exceptional Persons Roles and Issues in School Psychology
Individual Assessment: School Age Individual Assessment: Young Children Consultation Strategies
Personality Assessment
Diagnosis and Remediation of Learning Disorders
Neuropsychological Basis of Childhood Disorders
Legal Issues in School Psychology Seminar in School Psychology
315-976 Internship
B. Foundations in Educational Psychology (12 credits) students must complete twelve credits in Educational Psychology foundations. Three of those credits must be in learning and three in development. A minimum of six credits must be taken at the 800 level or above and may be selected from the following:
315-831 315-834 315-840 315-949
Cognition: Theory and Research
The Psychology of Achievement Motivation Theory and Issues in Human Development Seminar in Human Development
c.
Research Course Requirement (minimum 15 credits) 1. The following courses are required:272/103-729 315-724 300-910
Qualitative Research and Field Studies in Educational Settings Educational Statistical Methods II Urban Education Research Seminar 2. No less than six credits chosen from the
following: 315-820 315-822 315-821 315-824 315-825 315-826 315-827 315-828 315-829 272/103-829 Instrument Construction
Theory of Behavioral Measurement Psychometric Theory and Practice Educational Statistical Methods III Multivariate Analysis
Analysis of Cross-classified Categorical Data
Survey Research Methods in Education
Program Evaluation in Education Methods of Uni- and
Multidimensional Scaling
Advanced Qualitative Research Techniques
D. Minor Program Requirements (Option A)
A minimum of nine credits are required and may be drawn from the following courses in the Psychology Department:
820-741 820-912 820-930 820-960 820-961 Systems of Psychotherapy Seminar in Psychopathology Social Psychology
Seminar in Child Psychology
E. Preliminary Exams
Preliminary examinations include sections covering the student's School Psychology specialization. These
sections will test the student's competence in research and statistics, psychological foundational, urban
educational foundations, educational psychology foundations, and school psychology foundations. F. Dissertation
A dissertation is required in the area of School Psychology. The dissertation advisor must be an approved doctoral advisor and a member of the
Department of Educational Psychology. At least two other committee members (including a School Psychology faculty member) must be from the Educational Psychology Department. Students must complete a defense of their dissertation. Refer to Bulletin, p. 18, for
information on Dissertator Status. Exit Requirements
Contingent upon successful completion of program requirements, passage of the preliminary examination, and successful completion of the dissertation defense, the Chair of the Department of
Educational Psychology must give final approval for the inclusion of School Psychology on the student's transcript.
VI. Recommendations for Action
1. The Doctor of Philosophy degree program in Urban
Education is approved for revision as reflected in the proposed changes and Graduate School Bulletin copy described above.
2. The program revision is effective immediately for students seeking admission for the next enrollment period following administration approval of
recommendation #1 above. students who have already been admitted may continue under the former program or may select the revised program.
