School Psychology PhD
The University of Massachusetts Boston's PhD in School Psychology program utilizes a scientist-practitioner model that emphasizes practice to support students, school staff, families, and community members that is grounded in rigorous research and science. In adhering to this model, our School Psychology PhD program of study is designed to:
- develop scientist-practitioners who deliver evidence-based, prevention, assessment, consultation and intervention services in school and community settings;
- prepare doctoral level school psychologists to apply advanced research skills exploring and evaluating educational and psychological issues, and conduct independent research;
- promote culturally responsive graduates and leaders who understand contextual, policy, and social justice issues related to diversity and educational disparities at local and transnational levels.
The School Psychology PhD program is accredited by the American Psychological Association (full accreditation until 2023) and fully approved by the National Association of School Psychologists (NASP). Our faculty, in collaboration with students, are actively engaged in funded research and applied practice to evaluate and support data-driven and culturally responsive behavior screening, classroom management, implementation, and multi-tiered systems of support. In addition to this research, our students have the opportunity to pursue transnational work as part of the local and global social justice initiative of the program
Why Apply for UMass Boston's School Psychology PhD Program?
School psychologists are in-demand experts in assessment, consultation, and intervention for students and school systems. The School Psychology PhD program provides students with core psychology training and the ability to become licensed psychologists. School psychology faculty partner with students to publish and disseminate widely on important topics for today’s schools including multi-tiered systems of support, behavioral screening, culturally competent classroom instruction, mindfulness, and implementation science. Our students receive competitive internship placements and graduates are employed in leadership positions in schools and other settings. Our program is driven by a commitment to social justice, including opportunities to advocate and contribute to local and transnational work. We make every effort to provide all doctoral students with a stipend, which covers tuition, for the duration of the program as they complete graduate assistant work in research, teaching, and practicum.
The School Psychology program at the University of Massachusetts Boston meets applicable licensure requirements in the state of Massachusetts. The program has not made a determination whether the curriculum meets the educational requirements for licensure in states outside of Massachusetts.
Letters of Recommendation
Minimum of 5 social science classes (preferably psychology including introduction, human development, and statistics); completed project or academic paper; statement of purpose; transcripts; résumé; interview
Visit https://www.umb.edu/bursar/tuition_and_fees for cost information. Note that online courses are typically billed at the CAPS course fee rate. Contact the program representative with any further questions.
The University of Massachusetts Boston PhD in School Psychology program curriculum is aligned with the American Psychological Association and National Association of School Psychology training standards. Students receive foundational coursework in assessment, intervention, consultation, and multi-cultural competence as well as a sequence of research courses, advanced topics related to social justice, multi-tiered systems of support, teaching, and supervision. Students complete a sequence of dissertation courses, including a seminar and research credits to facilitate their successful completion of this milestone.
UMass Boston's PhD in School Psychology program develops scientist-practitioners proficient in:
- delivering evidence-based, prevention, assessment, consultation, and intervention services in school and community settings
- applying advanced research skills to explore and evaluate educational and psychological issues, and conduct independent research
- promoting culturally responsive graduates and leaders who understand contextual, policy, and social justice issues related to diversity and educational disparities at local and transnational levels.
Doctoral-level school psychologists are in-demand across a variety of settings, including schools, districts, community clinics, and university faculty for careers as scholars, university faculty, and practitioners.
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- Stacy Bender, Assistant Professor of Counseling and School Psychology, College of Education and Human Development
- Melissa Collier-Meek, Assistant Professor and Graduate Program Director of the School Psychology PhD Program, Department of Counseling and School Psychology, College of Education and Human Development
- Amy Cook, Department Chair, Associate Professor, and Graduate Program Director of Counseling, College of Education and Human Development
- Brian Daniels, Assistant Professor of Counseling and School Psychology, College of Education and Human Development
- Lindsay Fallon, Assistant Professor of Counseling and School Psychology, College of Education of Human Development
- Tracy Paskiewicz, Lecturer I and Graduate Program Director of the School Psychology MEd/EdS Program, Department of Counseling and School Psychology, College of Education and Human Development
- Melissa Pearrow, Associate Professor of Counseling and School Psychology, College of Education and Human Development