Is School Psychology Right For You?
The School Psychology training at USM prepares behavioral scientists who can apply their skills to the solution of a broad range of problems related to the processes of education. Our program is based on the scientist-practitioner model with an emphasis in applied behavior analysis. Generalized, empirically-based problem-solving skills represent the program's primary emphasis and are seen as essential for graduates to assume the diverse role associated with school psychology today and in the future.
What Will I Learn?
The School Psychology program trains practitioners who will demonstrate a behavioral, data-based problem solving perspective. Students are trained to identify strengths and needs across diverse clients, and interpret assessment data and develop corresponding interventions. Students receive rigorous training in implementation of interventions at individual, group, and school level. Students receive training in direct service provision, consultation, and the provision of supervision. Program emphasizes need for students to become intelligent consumers and producers of research, and are trained to deliver culturally sensitive and ethical practices.
One of the program’s primary training objectives is to produce School Psychologists who approach their professional activities from a cohesive frame of reference. The data-based problem solving model teaches students to view all school psychological functions from a problem-solving perspective requiring systematic progression through steps of (a) problem identification, (b) problem solution, and (c) problem evaluation. In addition, the data-based problem solving model stresses the importance of basing hypotheses and conclusions on empirical data.
Cohorts admitted to the School Psychology program are small. Our model admits students to the program instead of a research lab. This encourages students to participate in research activities with several faculty members before identifying a faculty mentor. Faculty members invest significant time to ensure students are well prepared for post-graduate experiences. This includes regular research mentorship, including publications and presentations, and includes supervision in the in-house training clinic and in externship sites.
Students are admitted to the program and not to a specific faculty member. All faculty members in the School Psychology Program maintain active research teams, and admitted students are encouraged to quickly get involved with faculty members. Much of the research conducted in the School Psychology Program is applied in nature, emphasizing the scientist-practitioner model of the program. Graduate students in the School Psychology Program are expected to engage in all aspects of the research process including presentations at national conventions and publications in top-ranked journals in the field.
The School Psychology program is behaviorally-oriented, with students becoming experts in behavioral assessment and intervention. Cohorts are small, allowing students to receive individualized training experiences. The faculty in the School Psychology program are highly research active. For students interested in pursuing careers in academia, this allows students to gain substantial experience in designing studies, publishing, and presenting. For students interested in applied careers, the empirical focus of the program ensures that students are receiving cutting edge training that will provide them with the necessary tools to be effective practitioners.
Practicum experiences include training opportunities in our on-campus clinic, the School Psychology Service Center, as well as carefully arranged training opportunities in community sites. Community sites include school districts, Head Start agencies, and community behavioral health providers. Practicum experiences are closely supervised by licensed faculty members and provide a high quality, closely supervised training environment emphasizing evidenced-based interventions.
Regarding internship placement, students in the school psychology program have had a 100% match rate for internships accredited by the American Psychological Association over the last five years, exceeding the national average.
Graduate Assistantships support students by providing both a full tuition scholarship and a 9-12 month stipend. Opportunities exist for teaching, teaching assistantship, research assistantship, or paid externship. Externships may be in school districts or local behavioral health agencies.
The deadline for receipt of all required admissions materials is January 1 for admission beginning the following Fall semester. Please note that this differs from the Graduate School. Late applications are not accepted.
The School of Psychology requires GRE scores for all graduate applications. For the 2021 Fall application cycle, the GRE is not required and all graduate admission interviews will be conducted online.
In addition to the standard graduate application, please submit the following:
- GRE scores (For the 2021 Fall application cycle, the GRE is not required and all graduate admission interviews will be conducted online.)
- 3 letters of recommendation
- Personal Statement: Your personal statement should address the following:
- Why are you interested in School Psychology, particularly the School Psychology Program at the University of Southern Mississippi?
- What are your research and practical interests, and how would the program allow you to pursue these interests? (tip: connect your response to a specific faculty member)
- What strengths do you believe you would bring to the School Psychology program?
Student Admissions, Outcomes and Other Data
Please review the Student Admissions, Outcomes, and Other Data for program admission and graduation rates and other important program outcome statistics.
The School Psychology program has been continually accredited by the American Psychological Association Commission on Accreditation since 1983. For information about our accreditation status, you can contact the Commission on Accreditation of the American Psychological Association at:
Office of Program Consultation and Accreditation
750 First Street, NE
Washington, DC 20002-4242
Professional Licensure Disclosure
Our program is modeled after the psychology licensure requirements in the State of Mississippi. We cannot determine if our program meets the licensure requirements in other states. We recommend that students verify their program of study meets the desired state’s licensure requirements.
For a list of the state psychology boards overseeing school psychology licensing, review the National Association of School Psychologist State School Psychology Credentialing Requirements webpages.
|Psychology (School) PhD||Hattiesburg|
- School Psychologist, School Setting
- Licensed Psychologist, Private Practice
- Board Certified Behavior Analyst
- Assistant Professor, School Psychology
- Dr. Roderick O’Handley, 2016,
Assistant Professor, California State University-San Bernardino
- Dr. James Moore, 2002,
Director of Autism Solutions, Canopy Children’s Solutions
- Dr. Thomas Schanding, 2006,
Associate Professor, University of Houston-Clear Lake
- Dr. Abby Lambert, 2015,
Licensed Psychologist, Live Oak Children’s Center.
- Dr. Allison Battaglia, 2017,
Postdoctoral Research Fellow, Nationwide Children’s Hospital