School of Education

Core Faculty:

Scott C. Bellini, Ph.D.
Jack A. Cummings, Ph.D.
Thomas J. Huberty, Ph.D., ABPP
Rebecca S. Martinez, Ph.D.
Russell J. Skiba, Ph.D.

Associate Faculty:

Julia A. Byers, Ph.D.

Program Philosophy

The School Psychology program at Indiana University is grounded in the scientist-practitioner model in which the graduate is prepared to solve problems associated with the personal, social, and educational development of children and youth from diverse cultural, economic, ethnic, and racial backgrounds. Emphasis is placed on the integration of research and practice, with the goal to instill in the student the belief that the professional psychologist should use current knowledge to address the myriad of factors that may affect children's development. Scientist-practitioners also contribute to the knowledge base of psychology. School psychologists address the needs of individual students and advocate for change using population-based approaches to serve children and families.

Program Goals

Goal 1: Develop Knowledge and Competence in Cultural Diversity

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 in 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.

Goal 2: Develop Knowledge about Organizations and Professional Roles

Schools, families, and communities are complex institutions. Understanding the intricacies and dynamics of these institutions is essential to successfully improving children's academic and social-emotional health. To negotiate these systems, knowledge of ethical and legal standards is essential. Ethics, statutes, regulations, and institutional cultures are not distinct, but are inextricably interwoven and should guide the behavior and conduct of all professional psychologists. To become a competent school psychologist, students must develop a thorough understanding of ethical principles, legal requirements, professional behavior, and best practices and how they are intertwined. These principles are addressed continually through direct orientation, applied practice, and reflection in all core classes, practicum, and internship.

Goal 3: Develop Observation and Assessment Skills

Observation and assessment form the base upon which interventions are built. It is critical that the psychologist be able to understand and respond to a referral question. We believe quality assessment is comprehensive and involves the use of multiple tools. Selection of appropriate tools requires knowledge of their evidence base for use.

Goal 4: Develop Intervention and Consultation Skills

The school psychology program has a long-standing commitment to the scientist-practitioner model of preparation. Toward that end, we provide experiences that prepare school psychologists who rely on evidence-based practices when designing and implementing interventions. It is essential that psychologists develop professional and collaborative relationships with teachers, parents, administrators, and community members. These relationships form the basis for trust and increase the fidelity with which interventions are implemented.

Goal 5: Develop Research, Evaluation, and Dissemination Skills

A scientist-practitioner also contributes to the knowledge base. Toward this end an early inquiry project is required prior to the dissertation. The dissertation serves as the culminating project where research skills are demonstrated.

Admissions and Graduation Requirements for the Ph.D. in School Psychology Program

The majority (~90%) of our students have undergraduate degrees in psychology from major research institutions, with the majority of the remainder having undergraduate degrees in education. We do not use a single criterion to make admissions decisions and base our considerations on multiple criteria, including GRE scores, undergraduate GPA, graduate GPA (if applicable), research experience, experience with children, writing ability, professional goals, letters of reference, personal characteristics, and commitment to social justice. Although we do not base decisions solely on GRE scores, a minimum combined score of 302 on the revised Verbal (V) and Quantitative (Q) portions is recommended by the Graduate School. Since the change in the GRE format occurred in 2011, limited data are available. For those students who have taken the revised GRE, the mean scores are as follows: V=155.4, Q=149.6, Total=305.0 (N=5). For those students who have taken the original version over the last several years, the average scores are: V=523, Q=613, Total=1136. The average undergraduate GPA is approximately 3.60. If you have taken the earlier version within the last five (5) years of application we will accept those scores. (Educational Testing Service will not report scores older than five (5) years.) You should submit three (3) letters of recommendation, at least two of which should be from current or recent professors. If you have been out of college for several years and do not have current references from professors, we will accept letters from other persons who can attest to your potential for graduate study at the doctoral level. Also, you are to provide a writing sample, such as a term paper or honors thesis. After applications are received subsequent to the December 1 application deadline, the faculty meet to select a subset of applicants for a personal campus interview, usually in mid to late February. In rare cases due to hardship, we may conduct telephone interviews. We strongly encourage personal interviews for your benefit and the program. From the pool of applicants who are interviewed, we make offers of admission to the majority of them. Applicants have until April 15 to accept or decline the offer of admission.

The program is designed so that graduation can occur in about five (5) years for students entering with a bachelor's degree. Currently, the program requires 99 hours of graduate credit, inclusive of internship and dissertation credits. The first three (3) years are focused on completion of coursework, practicum, and comprehensive/qualifying examination procedures. In the fourth year, students are working in earnest on the dissertation, completing additional elective practica, and applying for APA-accredited or public school internships. In the fifth year, students complete the internship of at least 1500 hours and dissertation. Students must maintain at least a 3.3 graduate GPA, although the average GPA is typically between 3.8 and 4.0. Students are expected to maintain a high level of performance in all coursework, practicum, professional development, and research. Strong emphasis is placed on practicing at the highest level of ethical, professional, and legal standards.

Admissions data for the Ph.D. in School Psychology Program

Student Characteristics for the Ph.D. in School Psychology Program

The program is committed to attracting a varied body of students with diverse backgrounds, including, but not limited to ethnic, racial, sexual orientation, and socioeconomic status. The following table presents data regarding student demographics for the last seven (7) years.