There are many key differences between the Ed.S. and Ph.D. programs in School Psychology at MSU. The Ed.S. program typically takes 3 years to complete, including 2 years of course work and 1 year of internship. The Ed.S. program is designed to train school psychologists according to the guidelines of the National Association of School Psychologists (NASP). The Ed.S. program is approved by NASP. Graduates of the Ed.S. Program go on to work in schools in Michigan and around the country. 

In contrast, the Ph.D. program typically takes 5-6 years to complete, including 4-5 years of course work and a 1-year predoctoral internship. The Ph.D. program is designed to train psychologists with a specialization in school psychology, according to the guidelines of the American Psychological Association (APA) and NASP. The Ph.D. is approved by NASP and is accredited by APA. Questions related to our program’s APA accredited status should be directed to the Commission on Accreditation: 

Office of Program Consultation and Accreditation 
American Psychological Association 
750 First Street, NE, Washington, DC 20002-4242 
Phone: 202-336-5979 / Email: apaaccred@apa.org 
Web: http://www.apa.org/ed/accreditation 

Graduates of the Ph.D. program go on to work in schools, universities, hospitals, clinics, private practice, and other settings. The table below outlines some key differences between the programs’ missions and goals. 

A teaching certificate is not required, however we strongly recommend experiences working with children, youth, and families in educational, community, or clinical settings. 

No. In fact, the majority of students who have enrolled in the past few years have entered with only a bachelor’s degree. If you enter with a masters degree, you may be able to waive selected courses. 

While applicants without such coursework are considered, these students may need to take some additional courses in psychology to meet the prerequisites for some of the courses in our program. Contact the program directors with specific questions about the adequacy of your preparation for graduate study in School Psychology at MSU. 

We do not offer a terminal master’s degree at MSU. The Educational Specialist (Ed.S.) degree is the entry-level degree for School Psychology in the State of Michigan. Students are able to obtain a non-terminal MA in School Psychology as part of their Ed.S. or Ph.D. program. The MA does not enable students to practice as a school psychologist. Students must complete the Ed.S. or Ph.D. to be eligible for certification. 

Annually we receive approximately 40-50 applications for the PhD program and enroll approximately 2-4 students into the Ph.D. program.  

Nearly all of the coursework for the Ph.D. in School Psychology needs to be completed on campus. A few courses, such as CEP 883, are taken online. 

Ph.D. students, in order to meet the requirements of the American Psychological Association, have little flexibility in their course schedules. Ph.D. students wanting to take additional courses would need to take them during summer semesters or take an additional year of course work. Students should consult their advisors when choosing electives or taking additional courses. 

Ph.D. students who are provided with a funding offer typically receive assistantships for 4 years. Assistantships cover the cost of 9 credits per semester in the academic year, and 5 credits in summer. Students also receive a stipend. Additional financial support is sometimes provided to both PhD and EdS students through training grants, when available. 

The Ph.D. program is designed to be completed in 5 years, including internship. 

There are many resources available on the MSU campus to support graduate students’ physical, emotional, spiritual, intellectual, occupational and social wellness (grad.msu.edu/wellness). There are also graduate workshops available and many graduate student events (grad.msu.edu/calendar). The Olin Health Center and the Counseling Center are also available for students (olin.msu.edu/services/couns_psych.htm). 

During the first year in the program, students are placed in general education classrooms where they work with individual students with academic or behavioral difficulties and assist with classwide learning activities. During the second year and third years , students are assigned to a supervising school psychologist. Students initially shadow their supervisors and then later engage in more independent activities related to the supervisors’ responsibilities. Students have specific course work assignments and projects to be completed as part of their practicum experience. Fourth year doctoral students complete at least one semester of advanced practicum in a placement of their choosing that is not school-based. Doctoral students complete internships through the Association of Psychology Postdoctoral and Internship Centers, and placements range in setting and focus based on the students interests and goals. 

You can read more about what are alumni are doing here and our student group’s alumni page. 

Gather all of your syllabi from the required courses offered within the department and program. Reread your notes, decipher important themes and concepts, survey your readings, develop questions based on this survey, and reread materials for information that you look to solidify. Students should also be keeping up on readings within the field including work appearing in School Psychology Review and School Psychology Quarterly. It is not necessary to do “outside reading” as the concepts and content will be found in previous text, readers, articles, and handouts used in courses.

Students are strongly encouraged to refer to the most recent edition of Best Practices in School Psychology issued by the National Association of School Psychologists and the Publication Manual of the American Psychological Association, 7th Edition before and during their completion of Comps.

You may get samples of questions and answers from the academic program coordinator.

For a specific description of the Comprehensive Examination Policy and Requirements, please refer to the Program’s Comprehensive Exam Policy which is available on the School Psychology Student D2L website. The most recent policy — updated in Spring 2017 — consists of five take-home, open-book questions to be completed over a three-day period. The exam typically begins on a Wednesday morning and is usually due by 4:45 pm on Friday of that same week. These five questions cover the following areas: (1) Professional, Legal, and Ethical Issues, (2) Intervention (Consultation, Prevention, Treatment, (3) Assessment Techniques and Issues (Categorization, Labeling, Nondiscriminatory Assessment), (4) Psychopathology and Behavior Disorders in Children and Adolescents, (5) and Research Methods. 

Students entering the Ph.D. Program prior to Fall 2017 have the option to complete the previous Comprehensive Exam format, which can be found on the student D2L page. Please refer to the Comprehensive Examination Policy and Resources folder on this D2L page as well for a Comps Scoring Guideline document developed by the faculty.

The purpose of the doctoral comprehensive examination is to provide an occasion that allows students to review and integrate a large fund of educational and psychological knowledge into a meaningful perspective. Your ability to problem-solve, provide a balanced and defendable response, and communicate effectively are a few of the many skills that are assessed via your completion of this requirement.

Some students organize their studies by reviewing each course they have taken. Others have organized the information learned by each content area addressed by Comps questions (i.e., professional, ethical, and legal issues; assessment; intervention; psychopathology; research methods). It was also recommended that students think about having conversations with other students or faculty about current issues facing the field across each of these topics.

Articles, books, notes, etc. from required School Psychology courses.  

Many students find it helpful to review previous Comps questions to become familiar with the type of questions included, rather than specific topics/issues. Since the purpose of Comps is moreso to demonstrate your ability to integrate your knowledge, articulate your problem-solving approach, and provide a clear rationale for your response, it may benefit students to review previous responses that earned a 4 or 5 (passing score).  With regard to studying, some students tend to spend more time on readings from classes that cover topics related to multuple exam questions (e.g., Practicum courses, Intervention and Assessment I and II, Behavior Disorders).

Students reported being most worried about the Professional, Ethical, and Leagl Issues question because it seemed to be the most broad in terms of what could potentially be asked.

Think about the faculty who are writing these questions.   At this point in your graduate school career, you have a pretty good sense of what areas they are most interested in and how they frame questions.  This is why it may be helpful to look at exam questions they have posed, paper topics they provided in their courses, or reflections they have asked you to write about your practicum experiences.  Remember, Comps is not just about having rote knowledge on each of these topics. The faculty want you to be able to describe, efficiently and effectively, your process of decision-making and to provide a rationale (based on empirical research) for your conclusion.

To be eligible for the National Certification in School Psychology (NCSP) credential, you must successfully complete a minimum of 1200 hours (9 months) of internship in school psychology, of which at least 600 hours must be in a school setting. In terms of licensure as a psychologist, completion of the doctoral degree does not automatically lead to licensure. States have varying requirements for postdoctoral hours. Students typically accrue school-based hours during their 3rd year school-based internship. You should talk with your advisor and the 4th practicum coordinator if you are interested in working on these school-based hours during your 4th year also.

This class will involve weekly class meetings. Class will involve learning about supervision, and receiving supervision through case conceptualization. You should speak with the course instructor to work toward developing a placement.

In order to answer this question, you really need to give close attention and consideration to your long-term professional goals and aspirations. As you developmentally progress through the program, we would like you to continue to increase the breadth and quality of your experiences. Moreover, your experiences and work should clearly link to the vision that you have for yourself upon graduation. Generally, applicants are more competitive when they have made sufficient progress on their dissertation prior to applying and interviewing. Be sure to focus on dissertation as much as possible during years 3 and 4. With regard to clinical experience, it really depends on the type of internship you want. Most of our students successfully find an internship site that is well-aligned with their experiences and future goals.  However, if you would like a hospital or community mental health placement, it is important to have some practicum exposure (i.e., at least one semester) to indicate your interest and knowledge of the types of activities that typically occur in these sites. If you don’t spend a semester gaining these experiences, it will be important to indicate that you do have some minimal exposure to individual and group therapy 

Placements are typically explored during the spring semester of your 3rd year in collaboration with the course instructor. It is noted that these placements are typically secured after successful completion of comprehensive examinations. Students are encouraged to think about the types of experiences they seek from this advanced practicum opportunity. This typically involves consideration of your long-term goals and the types of settings you may seek out as a part of your internship year. The program continues to work on developing potential practicum placements. Your initiative and persistence in working closely with the advanced practicum coordinator to secure this placement will work to your benefit.

• Capital Area Community Services Head Start (Lansing, MI)
• Community Mental Health (Lansing, MI)
• Pinerest Treatment Facility (Grand Rapids, MI)
• Turning Point Youth Center (St. Johns, MI)
• St. Vincent Catholic Charities (Lansing, MI)
• MSU Psychiatry Clinic (East Lansing, MI)
• Sparrow Hospital (Lansing, MI)
• University of Michigan C.S. Mott Children’s Hospital (Ann Arbor, MI)

1. Plan long-term goals; potential sites should link to these
2. Decide on location
3. Explore internship opportunities in this area as a potential way to identify practicum site (via www.appic.org) and explore previous sites the program has used.
4. If no sites in your area, work to create your own via contacting agency directors and/or psychologists in those setting
5. Work closely with course instructor to develop this placement
6. There are a lot of wonderful sites out there. Attempt to make the best possible decision based on your future goals. Remember: There is always more to learn and professional development is a lifelong endeavor.

Students as a group talked about the diversification of roles and responsibilities during this 4th year practicum. Self-advocacy was noted by many as being one of the most important skills needed during the 4th year practicum. Answers typically involved some aspect of assessment, consultation, and intervention activity that was markedly different from previous experiences. Others had additional exposure to things like policy, organizational change, multidisciplinary teaming, and diverse populations. 

This was largely a function of the characteristics of the setting. Some placements are not ordinarily linked to school psychological services while others involve supervisors with training in other disciplines. This alternative perspective on our role, as well as an interdisciplinary perspective on improving children’s well being and success is very valuable. Key to a good supervisory situation is to be clear about what you want in terms of experiences and feedback.

First, start with an understanding of what it is that you want in terms of goals. Examine your current skill level and look for places that you seek additional growth or refinement. Then match these areas to sites that are likely to afford you the opportunity to meet these goals.

We encourage you to seek out sites that other school psychology doctoral students have participated in previous years. It can be difficult and daunting to arrange a placement on your own and it generally works out better if a program is accredited or working toward accreditation from the American Psychological Association.

One of the best ways is to engage in a self-assessment. Examine your progress towards meeting the competencies outlined by our program. Some students feel that they have not worked with certain ages or types of academic, social, emotional concerns. Others feel that they have not developed the breadth of knowledge they seek within a particular setting. Others seek to expand their role and functions from those experienced in previous practica. It really depends on what you see yourself doing with your degree. According to the Council of Directors of School Psychology Doctoral Level Internship Guidelines (1998) “the primary focus and purpose of the internship is to assure breadth and quality of training. It should provide an extension of education and supervised training from the university training program. It must include a range of activities such as consultation, intervention, supervision, and research that are designed to meet the health and psychological needs of the clients.” For additional information about these guidelines see the following web site (https://sites.google.com/site/cdspphome/cdspp-internship-guidelines)

Keep copies of your practicum logs. It also helps to have all of your reports in one location. The application requires you to indicate information about the types of clients that you have worked with and the types of techniques that you have utilized as a part of your training.

It depends. The more flexibility that your life circumstances afford you, the greater breadth of potential sites that you may choose from. Students from our program have the skills and competencies to be successful in most child-focused settings, including those with a clinical focus. Potential supervisors, when compared to students from counseling and clinical psychology, often view the breadth of our training in assessment and consultation positively. Remember, if a site doesn’t “want” you because you are from a school psychology program as opposed to having a counseling or clinical psych background, think about whether this placement really matches your professional interests One of the best things to do is to talk with students have already been through this process. Another is to explore internship sites on the web. The Association of Psychology Postdoctoral and Internship Center (www.appic.org) provides a wonderful search engine to explore this topic.   Many training programs across the country also have links to learning more about internships and the process of obtaining one. 

Current students identified a number of post-graduate interests including a desire to work within the schools, work towards licensure as a psychologist, complete a postdoctoral fellowship, and seek a position as a school psychology trainer. There are a lot of different opportunities to explore with a doctoral degree in school psychology.

The answer to this question typically depends on the site. Sites that have not traditionally accepted students from School Psychology Program are likely to perceive applications differently from those sites that previously have accepted students from the school psychology discipline.

There appears to be a number of different ways to address this issue. The first would be to complete the school-based internship hours prior to the predoctoral internship; students are expected to accrue 600 school-based hours in their third year school-based internship (CEP 894K) so this should not be an issue. If you are looking for additional school-based experiences, you may consider a predoctoral internship that is located in the schools. Another way would be to work with existing sites to arrange for the completion of required hours within a school-based context.

Students independently select and apply to sites they feel are well-aligned with their post-graduation and career goals. See www.appic.org for the directory of sites. Students typically receive additional guidance from the Program’s Director of Clinical Training during the internship application process.  This guidance involves peer support and discussions, as well as individual advising as needed.

Do lots of exploration on the web in terms of potential sites and do a lot of soul searching to clarify your own long-term goals. Explore areas of strengths and areas that you are in need of experience. Consider how these experiences will further your long-term goals.

A site that is designated as accredited by the American Psychological Association is likely to provide a smoother route toward licensure as a psychologist compared to programs that are not accredited. If you choose a site that is not endorsed by APA, we strongly encourage you to talk with this site about how to set up an experience to allow you to parallel the structures inherent in APA-accredited sites (see the APA Standards of Accreditation for more information about expectations for accredited internships). Students should be aware of state licensure requirements to consider these important factors when applying for and setting up an internship site.

Students must have successfully passed their comprehensive examination prior to applying for the predoctoral internship. In addition, students must complete their dissertation proposal meeting prior to the APPIC ranking deadline (usually early February). Students who are not planning to participating in the APPIC Match need to discuss dissertation timelines and progress with their individual advisor prior to accepting an internship. 

1. Be prepared. Know as much as you can about the site and staff prior to the interview.
2. Have a list of questions to ask.
3. Know your strengths and link your weaknesses to future goals.
4. Demonstrate good listening skills.
5. Meet with classmates and pose questions to each other; mock interviews

Some of the program strengths include the quality and quantity of our practicum work. In addition, many of our courses require service-learning activities, an emphasis on the larger context of children’s development, and a focus on indirect approaches to promoting children’s well-being and successful functioning.

We encourage you to seek out sites that other school psychology doctoral students have participated in previous years. It can be difficult and daunting to arrange a placement on your own and it generally works out better if a program is accredited or working toward accreditation from the American Psychological Association.