The NC State Ph.D. school psychology program is accredited by the Commission on Accreditation of the American Psychological Association. Questions related to the program's accredited status should be directed to:

Office of Program Consultation and Accreditation
American Psychological Association
750 1st St. NE
Washington, DC 20002
Phone: (202)336-5979
Email: apaacred@apa.org
APA accreditation website

See APA President Frank Worrell’s Q&A with faculty and students at NC State University

School Psychology Social Justice Task Force

The School Psychology Social Justice Task Force aims to promote diversity, equity, and inclusion for all students within the School Psychology program by providing an environment conducive to the wellbeing and belongingness of students of diverse backgrounds.

The Task Force and the NC State School Psychology program aim is to facilitate the following goals for the benefit of our program’s social and academic climate for current and future students.

Goal 1: Increase diversity in the field of school psychology for adequate representation of individuals from historically underrepresented and minoritized groups.

Goal 2: Promote program faculty members’ and students’ cultural humility, awareness of implicit bias, and ability to engage in culturally responsive and socially just practices.

Goal 3: Through coursework and practica, promote equitable educational experiences and outcomes for birth to higher education students from historically underrepresented and minoritized groups, including empowerment of families and communities.

Goal 4: Use our knowledge and skills to actively promote anti-racist policies and practices in our immediate and broader community.

The School Psychology Social Justice Task Force regularly engages in the collection of data to monitor progress toward stated goals. Through the action of the School Psychology Social Justice Task Force and through all our collective action, the program will provide a welcoming, equitable, and inclusive space for all students as we all work towards achieving these goals.

Announcement:

The North Carolina State University School Psychology Program is proud to announce the beginning of a master’s degree in school psychology (admitting students for the fall semester of 2017). Matriculated students will be licensed as public school psychologists in the State of North Carolina. The program requires 60 semester credit hours. The first two years of course work are conducted alongside PhD students admitted to the School Psychology Program described below. In addition, a summer practicum course is required for master’s students prior to beginning the second year of course work. In the third year, master’s students will complete a full-time 1200 hour internship in a public school district in North Carolina.

About the program:

There are two School Psychology Programs in the Department of Psychology at NC State University: a three-year Master’s of Science degree with a Certificate of Advanced Studies Certificate (two years of course work and one year of internship) which is completed without a thesis, and there is a PhD degree program. The PhD School Psychology Program is accredited by the American Psychological Association. It has been accredited since 1987 and the next submission of accreditation materials is in the fall of 2020. Read a complete description of both Programs in the NC State University School Psychology Student Handbook.

The NC State University PhD School Psychology program mission is to develop school psychologists who are trained as Health Service Psychologists who work in a variety of settings including public schools, community mental health centers, private practice, psychological research centers, and academia. They are trained in domain specific knowledge and profession-wide competencies.

The School Psychology Program provides training within the scientist-practitioner model. The scientist goal is met through an integration of practice, theory, and research in course content, readings, field experiences, and research requirements for PhD students and data-based case studies for Certificate of Advanced Studies (CAS) students. The practitioner goal is met through supervised field experience in assessment, intervention, and consultation involving students, parents, teachers, school administrators, and other professionals.

The 10 domains described in the National Association of School Psychologists Standards for Graduate Preparation of School Psychologists (2010) serve as specific program goals for students in the CAS program. Students are trained in (1) data-based decision making and accountability, (2) consultation and collaboration skills, (3) interventions and instructional support, (4) interventions and mental health services, (5) school-wide practices to promote learning through Multi-tiered Systems of Support, (6) preventive and responsive services, (7) family–school collaboration services, (8) diversity in development and learning, (9) research and program evaluation, and (10) legal, ethical, and professional practice.