Degrees & Programs
See how much of a difference you can make in an individual student’s life. As a school psychologist, you’ll work one on one with children and adolescents who are experiencing challenges that prevent them from reaching their full potential. You will help students develop the skills to be academically successful, including time management, study skills, and self-discipline. Other students may need your guidance to resolve emotional and behavioral problems that affect their performance. As an educational leader, your work will not only improve outcomes in your students’ daily lives, but will also set them on a course for long-term success.
In our graduate programs, you’ll explore the theoretical foundations of clinical and educational psychology and gain the practical experience to work with students from all cultural, economic, racial, and ethnic backgrounds to help each reach his or her full potential. You’ll also have the opportunity to participate in research in educational equity, school discipline, and school violence prevention. You’ll enjoy practicum opportunities in large metropolitan areas and overseas.
The Indiana University School Psychology program’s faculty and students have a strong commitment to social justice as an integral part of our training. Longstanding patterns of oppression and discrimination have left our nation with inequities that continue to plague our schools and society.
We believe that school psychologists have a responsibility to develop an identity that incorporates a commitment to social justice. This dedication to equity cannot be an add-on or a single course in diversity. Rather, the commitment to cultural responsiveness and advocacy must be an integral part of the training and role of the school psychologist, as central as our commitment to evidence-based practice and effective collaboration.
Thus, we train our students to follow the concept of a continuum of care to provide the most effective evidence-based services for all individuals, but also to act as an advocate and systems change agent, actively monitoring the quality of the educational experience and outcomes for students from groups who have been under-represented or marginalized.
Student Affiliates in School Psychology
School Psychology students are invited to join the Indiana University Student Affiliates in School Psychology. It's a great place to network with fellow students and faculty. You can also participate in volunteer projects, enjoy speakers, and find new career opportunities.
The Ph.D. program in School Psychology is accredited by the American Psychological Association.
Office of Program Consultation and Accreditation
American Psychological Association
750 First Street NE
Washington, DC 20002-4242
Phone: (202) 336-5979
The Ph.D. program in School Pscychology has full approval from the National Association of School Psychologists.
National Association of School Psychologists
4340 East West Highway, Suite 402
Bethesda, MD 20814
Phone: Toll Free: (866) 331-NASP; (301) 657-0270
The School of Education offers the following degrees in School Psychology:
Ed.S. in School Psychology
The Ed.S. in School Psychology prepares students for practitioner roles in the public schools and in mental health centers and hospitals. You’ll get a solid foundation in the legal, ethical, and professional issues related to school psychology, as well as training in psychological assessment, counseling, and consultation. This 65-credit hour program leads to licensure as a school psychologist in Indiana and eligibility for licensure in other states. Through practicum and internship experiences, you’ll accrue the experience to provide psychological services in public school settings. The program is recognized by the National Association of School Psychologists.
Course descriptions and complete degree requirements can be found in the IU School of Education Graduate Bulletin.
Major (24 cr.)
This is the area of specialization. Eighteen (18) of these credit hours must be taken at the Bloomington or Indianapolis campus. Each program area office has a document that specifies which courses are to be taken in this category.
Minor (9 cr.)
The minor area should complement the major, and should consist of courses that in combination form a cohesive entity. The minor courses must be outside of the major area of study and may be from within or outside the School of Education. The minor committee member must approve the selection of courses in this category.
Research/Inquiry (6 cr.)
A list of approved inquiry courses is available in the Office of Graduate Studies in Bloomington.
Electives (26 cr.)
Elective courses must be approved by the advisory committee. They must be relevant to the program. The electives category may be used to add to the major, research/inquiry, or minor components.
Capstone Project or Comprehensive Examination
A substantial project or a comprehensive examination constitutes the culmination of the Ed.S. program. A project normally requires a written manuscript describing the project. Projects vary from program to program.
Ed.S. students must have demonstrated successful practical experience in order to be eligible for graduation. This experience may be in the form of work experience prior to or during the program of studies, or it may be accomplished through practicum and internship courses taken during the program.
A final meeting of the advisory committee is required, at which the student's entire program, including the project manuscript or comprehensive examination results, are reviewed. If the committee is satisfied that all program requirements have been successfully completed, the student is recommended for graduation.
Ph.D. in School Psychology
Become a practicing school psychologist, conduct independent research, take a leadership role in special education, or prepare for private practice. The program is grounded in the scientist-practitioner model, where research and theory will inform your practice, and real-world experiences will inform your research.
Completion of this 90-credit hour degree program takes most students five to six years of full-time study. In that time, you’ll complete at least 800 hours of practica and 1,500 hours of internship work, which will give you the real-world experience you’ll need to earn licensure. You’ll also conduct field-based research under the guidance of a faculty mentor.
Here, our research focus includes:
- Educational equity
- School discipline and school violence
- Response to intervention
- Autism spectrum disorders
- The Internet as a tool for psychologists
- Anxiety orders and depression
Course descriptions and complete degree requirements can be found in the IU School of Education Graduate Bulletin.
Inquiry Core (9-15 cr.)
See a list of approved inquiry courses.
The inquiry core includes a survey course in research methodologies (e.g., Y520) and beginning courses in statistics, measurement, program evaluation, or in ethnographic, qualitative, quantitative, and historical research methods. Inquiry core courses are to lay a rudimentary methodological foundation for applied inquiry courses in the major, and for dissertation research.
Major (36 cr. minimum)
There is substantial flexibility in the major. Courses from related areas of study may be included in the major component if their relevance to the major can be demonstrated and if committee approval can be secured.
In addition to the inquiry core course work, six (6) credit hours of inquiry course work are required in the major. One of these inquiry courses must be an early inquiry experience, during which a student carries out an actual research project, including the collection and analysis of data to answer a research question, and the writing of a research manuscript. This research is to be prior to the dissertation and not a direct part of the dissertation research. The early inquiry experience may be implemented through an independent study course (e.g., a 590 course), through a master's thesis (a 599 course), or through a departmental research seminar. Each student must carry out an independent research project. The research manuscript that results from this study must be read and approved by the student's advisory committee.
The second of the two major area inquiry courses is an inquiry linkage course. This is a course in which research relevant to the major field of specialization is studied. Such study, however, focuses more on the research design and methodology of research in the major area than on the findings of the research. Analyzing and critiquing the research methodology are of primary importance in this experience. Each department has a research seminar or a specialized research methodology course for this purpose. The inquiry core courses normally should be completed prior to taking inquiry courses in the major.
Minor (12 cr. minimum)
The minor must complement the major. The committee member representing the minor field must approve the selection of courses in the minor area. An interdepartmental (interdisciplinary) minor is also possible. In this case the student must submit a written description of the theme of the minor, an explanation of the contribution of each course to that theme, and a rationale for the selection of the minor representative.
Electives or Second Minor (6–18 cr)
The electives category is designated to allow students freedom in course selection. This is also the place to put foundations courses. Each program area has specified courses in foundations, substantive core perspective, or other areas outside the major and minor, which are required for breadth. Courses that may fall into this category are those needed to meet the doctoral program requirement for 27 credit hours outside of the major program area. (This ordinarily includes the 12 credit hours of minor course work, and the 9 or more credit hours of inquiry core courses.)
Dissertation (15 cr. minimum)
- P795 Dissertation Proposal Preparation* (3 cr.)
- P799 Doctoral Thesis (12 cr. minimum)
Our faculty includes licensed psychologists, nationally recognized editors and authors, experienced administrators in special education, mental health law experts, practicing psychologists, and respected scholars. Our researchers interests include special education, the needs of autistic students, treatment of emotional problems in children and adolescents, and the effectiveness of “zero tolerance” violence prevention programs.
- Scott Bellini, Assistant Professor
- Jack Cummings, Professor
- Thomas Huberty, Professor
- Rebecca Martinez, Associate Professor
- Russell Skiba, Professor
There is a strong and growing demand for qualified school psychologists. Nearly 75 percent of practicing school psychologists have either master’s or specialist degrees.
Among our graduates, nearly 95 percent of students earning the Ed.S. in School Psychology go on to positions as psychologists in public school settings. Some students also pursue careers in mental health centers, hospitals, or private schools.
Our Ph.D. students enjoy a wide range of career opportunities as well. From tenure-track faculty positions to psychologist positions in clinical settings and public schools, we boast a 100 percent placement rate for our graduating Ph.D.s.
For detailed program information, please contact:
Department of Counseling and Educational Psychology
201 North Rose Avenue, Suite 4000
Bloomington, Indiana 47405-1006
Phone: (812) 856-8300