Ph.D. in Educational Psychology with an emphasis on school psychology
About the Degree
The Ph.D. Program in Educational Psychology, with an emphasis in school psychology, prepares professionals for systems interventions as school psychologists, and provides advanced training in consultation, applied development, and program evaluation. The department has obtained approval of the new Ph.D. Program by the Western Association of Schools and Colleges (WASC).
Evening and on-line classes, as well as part-time programs are available.
Admission Information
A completed application form should be sent to the 
Office of Research and Graduate Studies.
- Applicant must hold the baccalaureate degree or equivalent.
- Applicant must take the General and Psychology Subject Test of the Graduate Record Examination (GRE). The General Verbal and Quantitative scores combined should not be lower than 297. In addition, there should be no score lower than 153 in either Verbal or 144 in the Quantitative unless the individual has learned English as a second language and the low score occurs on the Verbal test. The GRE score for the Subject Test in Psychology should not be lower than 500. for any applicant whose native language or principle language of instruction is not English, the Test of English as a Foreign Language (TOEFL) is required. Scores on the TOEFL should not be lower than 550.
- The cumulative undergraduate grade point average (GPA) should not be lower than 3.0. The upper division coursework average should not be lower than 3.5. Psychology coursework should not be lower than 3.5. Overall graduate-level coursework should not be lower than 3.0.
- In the letter of interest, the applicant should explicitly state an interest in a leadership role as a school psychologist. In addition, the applicant should state a research interest that is appropriate to department faculty expertise. The applicant should demonstrate the ability to express thoughts and ideas clearly.
- An interview is required before the applicant can be considered for admission. The applicant should demonstrate the following in the interview: (a) Strong interpersonal skills and the ability to listen, adapt, and address ambiguity; (b) a willingness to examine his/her own biases and assumptions as a graduate student and future professional; (c) communicate sensitivity and skill in recognizing his/her own biases when working with individuals with diverse characteristics; and (d) recognize and deal responsibly with personal strengths and weaknesses.
Student Admission and Outcomes Data
Ph.D. Program Design
The Ph.D. program represents a four-to-five-year course of study, including a year long internship. It is designed for the student who wishes to apply developmental theory to design programs that emphasize prevention and the promotion of mental health and academic success for all learners. Applicants are accepted at the Bachelor's and/or Master's level.
Required Coursework
| Dept. Crs.# | Title | Unit |
|
EPSY 300 |
Sem: Introduction to School Psychology |
1 |
|
EPSY 301 |
Data-Based Decision Making I |
2 |
|
EPSY 302 |
Data-Based Decision Making II |
2 |
|
EPSY 306 |
Psychotherapeutic Interventions in the Schools |
3 |
|
EPSY 307 |
Group Counseling |
3 |
|
EPSY 308 |
History and Systems in Psychology |
3 |
|
EPSY 309 |
Consultation Methods |
3 |
|
EPSY 310 |
Crisis Intervention |
3 |
|
EPSY 311 |
Law & Professional Ethics |
2 |
|
EPSY 312 |
Child Psychopathology & Wellness Promotion |
3 |
|
EPSY 315 |
Individual Assessment |
3 |
|
EPSY 316 |
Behavioral & Personality Assessment in the Schools |
3 |
|
EPSY 317 |
Neuropsychology in the Schools |
3 |
|
EPSY 318 |
Program Evaluation for School Psychologists |
3 |
|
EPSY 330 |
Sem: Advanced Human Development I |
3 |
|
EPSY 331 |
Sem: Advanced Human Development II |
3 |
|
EPSY 332 |
Sem: Advanced Human Development III |
3 |
|
EPSY 324 |
Advanced Consultation & Supervision |
3 |
|
EPSY 325 |
Social Psychology in the Schools |
3 |
|
EPSY 294b |
School Psychology Fieldwork |
4 |
|
EPSY 398 |
School Psychology Internship |
1-4 |
|
EPSY 397 |
Graduate Research |
1-3 |
|
SPED 295e |
Positive Behavioral Support |
3 |
|
EPSY 201 |
Techniques of Research |
3 |
|
EPSY 214 |
Intermediate Statistics |
3 |
|
EPSY 395 |
Quantitative Research Design and Method |
3 |
|
EPSY 394 |
Applied Multiple Regression |
3 |
|
EPSY 396 |
Structural Equation Modeling |
3 |
|
EPSY 399 |
Doctoral Dissertation |
1-15 |
|
EADM 204 |
Pluralism in American Education |
3 |
|
EPSY 220 |
Nature & Conditions of Learning |
3 |
|
SPED 224 |
Assessment of SPED Students |
3 |
|
SPED 228m |
Advanced Programming for Students with Mild/Moderate Disabilities |
3 |
Culminating Experience
(Qualifying Scholarly Activity[QSA] and Dissertation):
After the student has been admitted to candidacy, he or she may begin to develop a dissertation research proposal in conjunction with a dissertation chair and other dissertation committee members.
Ph.D. Student Handbook
2011-2012 Student Handbook-Ph.D. IN EDUCATIONAL PSYCHOLOGY/With an emphasis in School Psychology
Financial Aid Opportunities
There are also additional funding opportunities available to Pacific students.
Additional Information
For additional information, contact 
Dr. Linda Webster, Department Chair.
Department of Educational and School Psychology
Gladys L. Benerd School of Education
University of the Pacific
3601 Pacific Avenue
Stockton, CA 95211
Phone: (209) 946-2559
Fax: (209) 946-3110