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Title: School Psychology Program doctor of philosophy (PhD) handbook
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Title: School Psychology Program doctor of philosophy (PhD) handbook
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Language: English
Creator: Department of Educational Psychology, College of Education, University of Florida
Publisher: Department of Educational Psychology, College of Education, University of Florida
Place of Publication: Gainesville, Fla.
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Full Text





Department ofEducational Psychology
College of Education
1403 Norman Hall
P.O. Box 11704 7
Gainesville, Florida 32611
352-392-5929 (fax)

Accredited by the American Psychological Association
Office of Program Consultation and Accreditation
750 First Street, NE
Washington, DC 20002-4242
http://www. apa.org/
Approved by the National Association of School Psychologists
4340 East West Highway, Suite 402
Bethesda, MD 20814
www. n asponline. ors

Doctoral Handbook 08-09
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Program Philosophy and Goals 6
Competency Areas 8

UF Campus and Community 10
College of Education 11
Program Faculty 12

Application/Admission Requirements 13
Financial Support 14
Joining Professional Organizations 16

Course Requirements for Ph.D. Degree 17
Sequence of Study 19

Faculty Advisor & Selection of Supervisory Committee 21
Specialization Area 22
Continuous Enrollment 23
Satisfactory Academic Progress 23
Grievance Procedures 24


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Assessment & Evaluation System 24
Annual Student Evaluation 26
Portfolio Contents 27
Guidelines for Portfolio Products 29
Portfolio Review Process 34
State & National School Psychology Examinations 35

Quantitative Dissertations 36
Qualitative Dissertations 36
Dissertation Defense 37
Final Copies of Dissertation 37

University Perspective 37
Field Perspective 38
Host Concerns 38
Intern Concerns 39
Applying for Internships 41





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Welcome to the School Psychology Program (SPP) at the University of Florida! We are
delighted that you have chosen the University of Florida as the institution from which to obtain
an advanced graduate degree in School Psychology. For many of you, this will be your first
introduction to graduate studies. Before long, you will notice three main differences between
your undergraduate experience and your experience in graduate school.
First, you will notice that academics are taken much more seriously in graduate school.
Students generally discover that they are among peers with both high ability and a commitment
to academics. There is more course content to be mastered within a given time period, and more
individual study time is required in preparing adequately for course and practicum assignments.
In addition, there is an expectation that each student become involved in collaborative and
independent research.
Second, you will notice that graduate students receive individual attention and support
from departmental faculty and staff. A small number of students enter graduate school, hence the
student/faculty ratio is smaller. Faculty take a personal interest in their students' academic and
professional development. Graduate students are encouraged to meet with faculty members, get
to know them, and develop mentoring relationships and research partnerships. School
psychology students matriculate through the program with a closely knit cohort of their peers.
Students are encouraged to develop professional relationships and friendships both within and
across cohorts. In addition, there are numerous opportunities for faculty, staff, and graduate
students to socialize in more relaxed and informal settings.
Third, you will notice that organizational skills are crucial in graduate school. You will
understand the importance of carefully organizing your daily schedule in order to more
efficiently maximize your time. This is particularly true for applied professional training
programs such as the SPP. From a student's perspective, there may seem to be an endless stream
of important assignments and activities related to course work, practicum, assistantships, and
research. There are also deadlines of which to be aware; departmental and university forms to fill
out; and rules, regulations, and procedures of which to keep abreast. Students are expected to
remain informed of important information that affects their professional preparation and future
Our goal as SPP faculty and Educational Psychology support staff is to enable your time
with us to be as successful, rewarding, and productive as possible. Toward this end, we have
developed this program handbook that you will be continually referring to throughout your time
with us.


The Doctoral Program Handbook is designed to provide students with information for
successful matriculation through their program of studies in the School Psychology Program at
the University of Florida. Please find included in the handbook policies and procedures set forth
by the Program, the Department of Educational Psychology, and/or the University of Florida

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Graduate School. Needed information that is not contained in this Handbook can be provided by
faculty advisors, the SPP Director, or may be obtained from one of the following sources:

University of Florida Graduate Catalog

University of Florida Graduate Student Handbook

You should become well acquainted with all relevant policies and procedures contained
in handbooks and catalogs provided by the Program and the University Graduate School. Please
save this SPP Handbook, as a source of reference throughout your graduate study. Keep in mind
that this document is intended as a supplement to regular consultation with the SPP Director and
a faculty advisor. The University of Florida SPP Handbook is updated and revised on a regular


The Department of Educational Psychology offers three major graduate programs:
Educational Psychology, Research Methodology, and School Psychology. All programs offer
programs leading to a Masters (MAE or MED) and/or Doctoral (PhD) degree, with the School
Psychology Program also offering the Education Specialist (EdS) degree.
Upon admission to the School Psychology Program (SPP), you are assigned a temporary
faculty advisor, who will work closely with you during your first year in the program. Your
faculty advisor is responsible for guiding your selection of courses, and along with the SPP
Director and Department staff, assisting you with the paper work and procedures necessary for
the administration of your graduate program. Make an effort to get to know your advisor and the
entire school psychology faculty as soon as possible. It is expected that you will take the
initiative in seeking out your faculty advisor when necessary. Schedule meetings with your
advisor to discuss your transition to graduate school, program requirements, research interests,
future career goals, and the selection of a faculty advisor that will serve as the chair of your
doctoral supervisory committee. The SPP expects that your faculty advisor may change as you
get to know the faculty and select an advisor that you are both comfortable with and shares your
professional interests and goals.
Communication within the program occurs through various means and is designed to
enhance your understanding of course and practicum requirements, program policies, changes
that occur in the program, and issues such as licensure and certification that effect your future as
a school psychologist. A primary means of communication is use of the program list serve that is
operated by the School Psychology Graduate Student Association (SPGSA), and notices that are
sent by the Program Director to specific cohort groups. Each August, prior to the beginning of
the fall semester, an "All Program" Meeting is held that all enrolled students are required to
attend. Additional program meetings are scheduled at the discretion of the Program Director.

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Each student has a mailbox in the Department of Educational Psychology Office, and upon
entering UF as a graduate student you will also have an email address assigned. Students are
advised to check their mailboxes and email accounts on a regular basis. During your graduate
study it is important that we maintain an accurate address, telephone number, and email address
for you. These should be given to Ms. Linda Parsons, the Graduate Secretary.
The SPP Committee meets on a monthly basis to plan program activities, discuss needs
and issues, review student progress, and engage in short-term and long-term planning. This
committee also discusses program policies and procedures in relation to the Department of
Educational Psychology, the College of Education, and the University of Florida Graduate
School. In addition to SPP faculty, student representatives are members of the committee.
Student representatives, elected by each cohort group, meet with the SPP Committee. Students
are urged to share ideas and issues with their student representatives in order to have input into
SPP decisions, changes, and future planning.


The School Psychology Program (SPP) at the University of Florida prepares school
psychologists as scientist-practitioners who, through their services, promote the psychological
and academic development of children and youth. Doctoral training in the SPP consists of 136
graduate credit hours, including a year-long internship, early research experience, and
dissertation, and leads to the Doctor of Philosophy (PhD) degree. The SPP doctoral track is fully
accredited by the American Psychological Association (APA) and the Florida Department of
Education and is approved as a "Nationally Recognized" Program by the National Council for
Accreditation of Teacher Education (NCATE) through the National Association of School
Psychologists (NASP).

School Psychology Program Philosophy and Goals

The mission of the University of Florida's School Psychology Program (SPP) is to
prepare school psychology practitioners and scholars whose activities promote the psychological
and educational development and well-being of children and youth. The program is grounded in
a scientist-practitioner model as reflected in its commitment to a synthesis between science and
practice throughout all academic and professional preparation opportunities. As scientists,
students develop a solid foundation of content knowledge in core areas of psychology,
education, research methods, and professional school psychology. SPP students effectively
utilize this body of evolving knowledge to prevent, assess, and intervene regarding psychological
and educational issues impacting children, families, and institutions; and to conduct and evaluate
basic and applied research. Program faculty strive to demonstrate that scholarly and applied
practice roles are not distinct, and instead are inextricably linked when considering the work of
school psychologists across a diverse range of practice settings.
The SPP is committed to preparing future school psychologists to assume professional
leadership roles in university, school, clinical, and other community settings. Across these
settings, school psychologists work to ensure positive educational outcomes for all children and

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youth, and utilize their professional knowledge and skills to function as change agents. School
psychologists help others understand and attain their educational, legal, and individual rights and
work to promote change at various levels. To fulfill these critical roles, SPP students develop
competencies that sustain their ability to provide a comprehensive range of direct and indirect
psychological services to children, youth, their families and educators. This includes competency
to use a wide variety of assessment methods; to consult with families, educators and other
professionals; to design and implement direct and indirect interventions tailored to individual
and group needs; to develop prevention and other intervention programs that promote optimal
development; and to evaluate the effectiveness of interventions, programs, and other school
psychological services.
Professional preparation provided by the SPP is consistent with the program mission,
with particular emphasis on the following four characteristics:

Cognitive-Behavioral Orientation. While the SPP exposes students to a range of
psychological orientations that are evident in school psychology research, scholarship, and
professional practice, emphasis is placed on a cognitive-behavioral orientation. This orientation
recognizes the interrelationship of thoughts, feelings, and behavior and serves as a foundation for
much of the program coursework, practice experiences, and program competencies.

Schools as Organizations. The SPP emphasizes schools as a crucial context for
educational and psychological development. SPP students develop knowledge, skills, and
expertise in understanding children and youth within the schooling process. This is accomplished
through extensive practice in school and educational settings, with a goal of using professional
knowledge and skills to address needs of individual students and to enhance learning
environments and educational opportunities for all students.

Diversity and Individual Differences. The SPP promotes awareness and sensitivity to the
individual differences and diverse backgrounds of children, youth, families, and educators who
are recipients of school psychological services. Through program experiences and faculty
mentoring, students develop knowledge and appreciation for diversity and demonstrate respect
and the ability to work effectively with others regardless of race, ethnic origin, gender, ability,
economic background, or sexual orientation.

Data-basedDecision Making. An organizing theme for the SPP underscores the view of
school psychologists as professionals who rely on data-based decision making in all areas of
professional practice and development. Through a process of identifying needs, collecting
information, intervening and making decisions, and assessing outcomes, school psychologists
demonstrate their problem-solving skills and improve their ability to intervene effectively. The
program cultivates this professional perspective through required program experiences, faculty
mentoring, supervision, and feedback. This framework is viewed as critical to the development
of a school psychologist's knowledge and skills while involved in graduate training and as a
guide to future professional development as SPP graduates work to expand and improve their

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knowledge of scholarship and related professional practices.

Competency Areas

The SPP prepares doctoral students for the profession of school psychology through a
coordinated sequence of coursework; practical experience in applied settings in the context of
practice and internship; opportunities to generate new knowledge through research and other
forms of scholarship; and personal and professional development through interacting closely
with professors, other SPP students, field supervisors, and former program graduates. As a result
of these experiences, at the completion of their program, students will demonstrate competency
in assessment, direct interventions, indirect interventions, research, professional practice and
supervision, and advanced specialization area.
Professional Practice and Supervision Competencies
Assessment Competencies
Direct Interventions Competencies
Indirect Interventions Competencies
Research Competencies
Advanced Specialization Area Competencies

A. Professional Practice and Supervision Competencies
Al. Demonstrates understanding of the major professional issues that influence the profession
and practice of psychology, including school psychology.
A2. Displays behaviors and attitudes consistent with state and federal laws, rules, and policies
that impact the profession and practice of psychology.
A3. Displays behaviors and attitudes consistent with the Ethical Principles of Psychologists and
Code of Conduct.
A4. Demonstrates effective communication and interpersonal skills when interacting with
children, families, educators, colleagues, and other professionals.
A5. Responds to supervisory feedback to promote personal and professional development.
A6. Applies supervision theories through provision of effective supervision to others.
A7. Demonstrates understanding of the organization and operation of schools, including systems
variables that promote positive learning and behavior in students.

B. Assessment Competencies
B Demonstrates applications of fundamental measurement concepts and psychometric issues
related to the use and interpretation of assessment results with individuals of varying
abilities and from diverse racial/ethnic and linguistic backgrounds.
B2. Demonstrates knowledge of major classification systems and criteria used to diagnose and
identify psychological and educational problems.
B3. Demonstrates proficiency in administering, scoring, and interpreting a broad range of
methods for assessing cognitive, academic, and social-emotional functioning and
adaptive behavior and skills.

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B4. Demonstrates proficiency in conceptualizing and conducting comprehensive assessments
that address referral questions and are consistent with state and local policy and with
legal and ethical guidelines.
B5. Demonstrates proficiency in communicating the results of assessments in written and oral
B6. Demonstrates proficiency in using assessment results to generate academic and behavioral
interventions in school, family, and community settings.

C. Direct Intervention Competencies
Cl. Demonstrates proficiency in interviewing children, parents, and teachers for the purposes of
information gathering, problem identification and analysis, and problem-solving.
C2. Demonstrates understanding of the reciprocal relationship between child characteristics and
environmental variables and their influence on assessment and direct intervention.
C3. Demonstrates proficiency in observing and recording behavior in classrooms and other
settings using a variety of observational methods.
C4. Demonstrates proficiency in using assessment results to generate, implement, and evaluate
direct interventions in ways that demonstrate awareness and sensitivity to individual
differences and diverse backgrounds.
C5. Demonstrates proficiency in applying various direct interventions, including cognitive-
behavioral, counseling, and applied behavioral methods.
C6. Applies a well-grounded theory and scholarship to justify the planning, implementation, and
evaluation of direct interventions.

D. Indirect Intervention Competencies
Dl. Demonstrates understanding of theory and application of prevention models for the
promotion of psychological wellness and educational development.
D2. Demonstrates understanding of organizational and system variables that promote positive
educational and psychological outcomes for all students.
D3. Demonstrates understanding of responses to crises as well as consultation models for
system-level crisis preparation and response.
D4. Demonstrates proficiency in developing and implementing a program for parents or
professionals that addresses the needs of children, youth, and/or their families.
D5. Demonstrates understanding of prominent consultation theories and approaches.
D6. Demonstrates effective consultation skills when working with parents, families, teachers,
and other professionals.
D7. Demonstrates proficiency in evaluating the outcomes of indirect interventions.

E. Research Competencies
El. Demonstrates understanding of fundamental principles of statistics and research
methodology used in basic and applied research.
E2. Demonstrates understanding of statistical methods for detecting bias in the assessment of
groups from diverse racial/ethnic and linguistic backgrounds.

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E3. Demonstrates proficiency in evaluating basic and applied research in school psychology and
related areas.
E4. Demonstrates the ability to design and conduct research.

F. Area of Specialization Competencies
F Demonstrate advanced knowledge and expertise in a specified and coherent academic or
professional practice area relevant to psychology, including school psychology.


The SPP draws upon four main resources to meet program goals: (a) the UF campus and
community, (b) the College of Education, (c) the SPP itself, and (d) students. These resources
provide students with the tools and experiences needed to obtain a solid graduate education and
specialized preparation for the practice of school psychology. Resources are blended to enhance
the general and specific objectives of school psychology students.

UF Campus and Community

The University of Florida is a public, land-grant research university, one of the most
comprehensive in the United States; it encompasses virtually all academic and professional
disciplines. It is the oldest and largest of Florida's ten universities and a member of the
Association of American Universities. Its faculty and staff are dedicated to the common pursuit
of the University's threefold mission: education, research, and service. Teaching-undergraduate
and graduate through the doctorate-is the fundamental purpose of the University. Research and
scholarship are integral to the education process and to expanding humankind's understanding of
the natural world, the mind, and the senses. Service is the University's obligation to share the
benefits of its knowledge for the public good.
These three interlocking elements span all of the University of Florida's academic
disciplines and multidisciplinary centers and represent the University's obligation to lead and
serve the needs of the nation, all of Florida's citizens, and the public and private educational
systems of Florida, by pursuing and disseminating new knowledge while building upon the past.
The University of Florida is committed to providing the knowledge, benefits, and services it
produces with quality and effectiveness. It aspires to further national and international
recognition for its initiatives and achievement in promoting human values and improving the
quality of life.
The University of Florida offers degrees in more fields than all but two universities in the
world. Students benefit from the numerous cultural and community resources typically generated
by a major university. Many of these resources are located on campus and are easily accessible.
Of special interest to students in school psychology are the related professional programs located
on campus, such as Clinical Health Psychology, which is located in the College of Health
Sciences/Shands Medical Center, and Counseling Psychology and Experimental Analysis of
Behavior, both of which are located in the Department of Psychology. Other desirable features of

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the University of Florida include the Brain Institute, the Center for Latin American Studies,
Black Studies, and a host of other multi-disciplinary institutes. Recently, Gainesville was voted
by Money Magazine as one of the most livable cities in the nation.
UF Libraries. The Libraries of the University of Florida form the largest information
resource system in the state of Florida. While the collections are extensive, they may be
supplemented by drawing upon a variety of library services offered through cooperative library
programs. These provide UF's users access to the resources of many other libraries. The libraries
of the University of Florida consist of eight libraries. Six are in the system known as the George
A. Smathers Libraries of the University of Florida and two (Health Sciences and Legal
Information) are attached to their respective administrative units. All of the libraries serve all of
the university's faculty and students, but each has a special mission to be the primary support of
specific colleges and degree programs. Because of the interdisciplinary nature of research,
scholars may find collections built in one library to serve a specific discipline or constituency to
be of great importance to their own research in another discipline. It most likely will be
necessary to use more than one library to discover all resources available at the University that
are pertinent to a particular research interest. The libraries have built a number of nationally
significant research collections primarily in support of graduate research programs.

College of Education

The mission of the College of Education is to prepare exemplary professional
practitioners and scholars; to generate, use, and disseminate knowledge about teaching, learning,
and human development; and to collaborate with others to solve critical educational and human
problems in a diverse global community.
College Departments. The College of Education provides resources to students in the
SPP in a number of ways. The College includes departments of Counselor Education,
Educational Leadership and Policy, Special Education, and Educational Psychology, which
houses the SPP, and the School of Teaching and Learning. The College of Education is
nationally recognized for its programs in bilingual education, early childhood education,
counselor education, special education, and other areas of interest to school psychology students.
Other resources within the College include the Lastinger Center for Learning and the Alliance
Project which involve research and professional development partnerships with high poverty
schools in Gainesville, Jacksonville, Orlando, and Miami-Dade County.
P.K. Yonge Developmental Research School. The P.K. Yonge Developmental Research
School, established in 1934 as a unit within the College of Education, serves as a vehicle for
research, demonstration, and evaluation regarding teaching and learning. The school's primary
research goal is to enhance instruction in reading, mathematics, science, and foreign languages
using state of the art educational technology. The student body demographically reflects the state
of Florida including students in kindergarten through 12th grade from a wide range of ethnic,
racial, and socioeconomic backgrounds. School psychology faculty and graduate students
provide school psychological services and conduct research projects involving P.K. Yonge
students and teachers.

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School Psychology Program

Resources within the SPP include the school psychology faculty, the resources shared by
the host department, and the extensive network of field placements located throughout Florida.
Resources within the Department include the use of computers, a psychological test library, and
a large faculty with a wide variety of research interests. The SPP has developed an extensive
array of practicum experiences in public schools, hospitals, adolescent/child psychiatric units,
alternative educational settings, child care facilities, P.K. Yonge Developmental Research
School, the Multidisciplinary Diagnostic and Training Program, and other sites on and off

School Psychology Program Faculty. The School Psychology faculty consists of Drs.
Diana Joyce, John Kranzler, Thomas Oakland, Tina Smith-Bonahue, and Nancy Waldron.

Dr. Diana Joyce is an Assistant Scholar in School Psychology and serves as Practicum
Coordinator of the SPP. She received her Ph.D. in School Psychology from the University of
Florida in 2000. Her primary areas of scholarly interest include conduct/behavioral disorders,
temperament, and social-emotional issues. Dr Joyce is a licensed Psychologist and School
Psychologist and supervises practice across four county school systems and nine clinical sites.
She serves on advisory committees and teaches practicum seminars, social-emotional
assessment, and developmental psychopathology.

Dr. John Kranzler is Professor of Educational Psychology and serves as Director of the
SPP. He received his Ph.D. in School Psychology from the University of California, Berkeley in
1990. His major areas of scholarly interest include the structure and development of intelligence,
psychoeducational assessment, and school psychology issues. Dr. Kranzler serves on advisory
committees and teaches Psychoeducational Assessment I, Issues and Problems in School
Psychology, Nature, Nurture and Individual Differences, and Educational Measurement and

Dr. Thomas Oakland is Professor of Educational Psychology. Dr. Oakland received his
Ph.D. in Educational Psychology from Indiana University in 1967. Dr. Oakland was a member of
the school psychology faculty at the University of Texas at Austin, a Fulbright Scholar, and
worked in more than 30 countries. His major areas of scholarly interest include the
psychoeducational assessment of children, international psychology, and children's
temperament. Dr. Oakland serves on advisory committees, teaches Ethics & Law,
Psychoeducational Assessment III, Seminar in School Psychology, and supervises SPP interns.

Dr. Tina Smith-Bonahue is Associate Professor of Educational Psychology. She
received her Ph.D. in School Psychology from the University of North Carolina at Chapel Hill in
1994. Her major areas of scholarly interest include early childhood development, family
interventions, early childhood psychoeducational assessment, and psychological interventions.

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Dr. Smith serves on advisory committees and teaches School Psychology Interventions, and
Measurement and Evaluation in Early Childhood.

Dr. Nancy Waldron is Associate Professor of Educational Psychology. She received her
Ph.D. in School Psychology from Indiana University in 1985 and was a faculty member with the
School Psychology Program before coming to UF in 1999. Dr. Waldron's teaching and research
interests include academic assessment and interventions, school consultation, and the inclusion
of students with disabilities in general education. Dr. Waldron serves on advisory committees
and teaches courses in Academic Assessment and Intervention, School Consultation, Inclusion,
and Cultural Diversity.

School Psychology Program Affiliate Faculty. The SPP has benefited from the
contributions of outstanding adjunct faculty that regularly teach courses and supervise practice.
These individuals have brought their professional experiences into the classroom to benefit
student learning and professional development. Drs. Eric Storch and Marcia Wiesel-Leary hold
Affiliate faculty status with the SPP. Dr. Storch is an Assistant Professor of Clinical Psychology
in Psychiatry at the University of Florida, with additional academic appointments in the
Departments of Pediatrics and Psychology. Dr. Marcia Leary is a school psychologist with the
Alachua County Schools in Gainesville. In 2006, she was named Florida School Psychologist of
the Year by the Florida Association of School Psychologists.


Students are the most valuable resource of the SPP. They shape the SPP and are shaped
by it in the reciprocal process of graduate education. Requirements for admission, opportunities
for financial support, and information about the graduate student association and joining
professional organizations are described below.

Application/Admission Requirements

The minimum requirements for admission to the PhD. track in the SPP include a GPA of
3.00 and a score of 1100 on the GRE. Occasionally, exceptional students meeting one but not
both of these minimum requirements are admitted.
Formal review of applications by the SPP begins in January for admission the following
fall semester (that begins in August). Completed applications are due to the SPP by December
15h, applicants are encouraged to submit application materials to the UF Graduate School by
December 15th to ensure review, as a limited number of applicants are admitted each year. In a
typical year, 12-14 students (EdS and PhD combined) are admitted to the SPP. Approximately
half of the students in each entering class are pursuing a doctoral degree. Admission to the SPP
is competitive. In recent years, less than one-fifth of those applying to the SPP have been
Individuals with undergraduate majors in psychology or education are considered to be
best qualified for admission to the SPP. Relevant professional and life experiences are also

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considered positively in the application process. The course of study assumes the knowledge of
psychology that one would acquire in most undergraduate psychology programs. Students are
expected to be familiar with developmental psychology, learning theory, abnormal/personality
theory, and statistics/experimental design. Applicants who do not have a background in
psychology are expected to take these courses prior to admission to the SPP or early in the
course of graduate study. Coursework taken to meet such prerequisites is not counted towards
the graduate degree. Undergraduate courses taken prior to or during a student's course of study
do not satisfy graduation requirements.
The University ofFlorida does not discriminate on the basis of age, race, color, national
or ethnic origin, religious preference, disability, or sex, in the administration of educational
policies, admissions, financial aid, employment, or any other University program or activity.

Financial Support

Because the SPP is a full-time program, many students are in need of financial support.
There are three main sources of financial support for SPP students: scholarships, assistantships
(research and teaching), and related work on and off campus. Alumni Graduate Fellows
represent the highest graduate student award available at the University. Funded at nationally
competitive levels, these highly prestigious awards support students in all programs and
departments of the University awarding a PhD. The first class of the "Alumni 100" Graduate
Fellows began in the fall of 1999. The University has steadily increased the number of
fellowships available each year. The Alumni Graduate Fellowships focus on identifying and
supporting students who seek the Ph.D. degree or selected terminal master's degrees (e.g., the
MFA). To ensure that Alumni Fellows receive every opportunity to succeed, the Alumni
Graduate Fellowships provide a full four years of support for qualifying students.
Graduate School Fellowships are named in honor of Dr. Linton E. Grinter, who was Dean
of the Graduate School, 1952-1969. Each year $630,000 is awarded to students in the form of
Grinter Fellowships. The intent of the Grinter Fellowship is to facilitate the recruitment of truly
exceptional graduate students to the University of Florida. Currently enrolled UF graduate
students are not eligible, except in the particular case in which they will be entering a Ph.D. (or
other terminal degree) program for the first time. Ordinarily, the Grinter is limited to PhD.
students. Exceptions are made for those areas in the University that have a terminal degree
different from the PhD. (e.g. Master of Fine Arts, Architecture, Building Construction, and
Landscape Architecture). Grinter Fellowships are not assistantships. No duties may be required
of the student (except those duties associated with an assistantship held concurrently). Grinter
Fellowship stipends are normally in the $2,000-$4,000 range. Continuation of the Grinter
beyond the first year (up to a total of three years) is contingent upon satisfactory student
progress. Additionally, the McKnight Doctoral Fellowships are available for African-American
students enrolled in doctoral programs.
In addition to these sources of support, teaching and research assistantships often are
available. Doctoral students and those with excellent academic records generally are considered
first for these positions. Most assistantships are available for serving as instructors for

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undergraduate classes within the Department of Educational Psychology, as well as other
departments within the College. SPP students compete with other graduate students in the
Department of Educational Psychology for departmental assistantships. In order to be eligible for
teaching assistantships, SPP students must have already taken a course (or courses) in the subject
area for which they will serve as a teaching assistant. This can be accomplished within the first
or second years in the program. SPP students can increase their chances for being selected for
teaching assistantships if they display exemplary work in these courses. Students are encouraged
to meet with the Department of Educational Psychology department chair to ask about the proper
procedure for applying for teaching assistantships.
Research assistantships are available to students from a number of sources. Individual
faculty members often receive grant monies that can support a research assistant. Individual
faculty with grants often approach students who demonstrate a consistent record of solid
academic performance, dependability, and a strong work ethic. These assistantships frequently
support students for more than 1 year. In addition to an hourly wage, tuition waivers for in-state
matriculation fees accompany many assistantships. Non-Florida Tuition Waivers are available to
eligible out-of-state students with assistantships. For more information on these sources of
financial assistance, contact the Office of Student Services (G416 Norman Hall) or the chair of
the Department of Educational Psychology.

School Psychology Graduate Student Association

The School Psychology Graduate Student Association (SPGSA) is formally recognized by the
Department of Educational Psychology and the University of Florida as a forum for students' academic
issues and professional development. All students enrolled in the UF-SPP are automatic members of
SPGSA. All students are requested to pay a minimal annual membership fee to off-set the expenses of
the SPGSA. Formal duties are the responsibility of a representative group consisting of two (2) students
from each year of the program. These students serve on a volunteer basis for one year, after which time
two additional members will rotate into these positions. Student representatives are selected by their
respective student cohort (i.e., the first-year representatives are selected by the first-year student cohort,
etc.). Responsibilities of SPGSA members are intended and designed to accomplish the following four
* Facilitate greater communication and social interaction among students across years in the UF
* Establish a behavioral norm among students of academic and professional involvement in school
psychology activities.
* Assist faculty in evaluating the effectiveness of the UF SPP in meeting the resources and needs
of graduate students.
* Establish a clearinghouse for information and opportunities that will prepare students for the
demands of pre- and postgraduate professional work.

Within the SPGSA student representative body, an Executive Board is elected to conduct
administrative duties. The Executive Board consists of the following offices:

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* President-Based on input from the entire body of the SPGSA, establishes the agenda for monthly
meetings. The President orchestrates and presides over the meetings.
* Vice-President-The Vice-President supervises special projects and presides over ad-hoc meetings.
* Secretary-The Secretary is responsible for the taking and distribution of minutes from SPGSA
* APA Representative-The APA Representative reports to the SPGSA on current issues and trends
within the APA (American Psychological Association).
* Treasurer-The Treasurer alerts the SPGSA to any funding available through Student Government
and maintains the SPGSA bank account.

The President of the Executive Board is required to attend all SPP faculty meetings. SPP faculty
are not members of the association, and the SPP Director is designated by the University as the faculty
advisor to the group.

Joining Professional Organizations

Professionals are expected to demonstrate their commitment to their profession by
joining and becoming active in professional associations. School Psychologists often hold
membership in one or more state, national, and international associations. Many school
psychologists in Florida hold membership in the Florida Association of School Psychology. In
addition, many are members of the APA's Division of School Psychology (Division 16) and the
NASP. School psychologists interested in the international dimensions of their profession hold
membership in the International School Psychology Association (ISPA). Students in the SPP
also are also members of the School Psychology Graduate Student Association (SPGSA) at UF.
All students are required to maintain a membership in APA, NASP, or both throughout the
duration of their studies.

Students are encouraged to apply for student membership in one or more of these
associations and to attend and make presentations at their annual meetings. Program faculty have
or currently hold offices in each of these associations. Membership application forms for these
associations can be obtained from the SPP Test Library or by contacting program faculty.


The full-time course of study in the SPP is designed to integrate field experience and
academic study. Through continuous enrollment in practice and internship, rigorous course
work, and supervision of field placements, students continuously apply knowledge and skills in
field settings and generate practical and relevant questions on issues needing further study.
Because of this interwoven sequence of study, part-time study is very difficult. Moreover, non-
degree status in the SPP is not allowed.
All students must meet the standards advanced by the Graduate School, College, and

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Department, as well as the SPP. All SPP requirements are congruent with standards from these
other bodies (e.g., NCATE, NASP, and APA). Among the most important standards are those
governing the formation and composition of committees, final examinations, and program plans.
Students should discuss these issues with their advisor early in their graduate career.
The UF Graduate School standards and rules are extensive and binding for all SPP
students. Therefore, students must familiarize themselves with the rules in the Graduate Catalog
and in the SPP Program Handbook. This Handbook cannot and does not claim to summarize all
relevant rules and regulations. Students are strongly encouraged to consult the UF Graduate
Catalog, the Graduate Student Handbook, and their faculty advisor for additional information.
Students occasionally enter the program with previous course work or experiences that
may allow or require alteration of the typical program. Such changes must be negotiated in
advance with the student's advisor and other relevant individuals, such as the department chair,
assistant dean of graduate studies, and relevant faculty, regarding the acceptability of the
proposed changes. A Planned Program of Study must be written and approved to finalize any
proposed change. This is a formal contract of the course of study and should be filed no later
than the second semester of graduate study.

Course Requirements for the PhD Degree in School Psychology

DEP 6099 Survey of Developmental Psychology 3
OR EDF 6113 Educational Psychology: Human Development

EDF 6215 Learning Theory 3
OR EXP 6099 Survey of Cognition and Perception

PSY 6608 History of Psychology 3
OR EDF 6938 History of Educational Psychology

SOP 6099 Survey of Social Psychology 3
OR EDF 6938 Social Psychology of Education

EDF 6938 Nature, Nurture, and Individual Differences 3
OR PSB 6099 Survey of Physiological & Comparative Psychology

SPS 6195 Developmental Psychopathology

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EDA 6061 Educational Organization and Administration 3
TSL 6700 Issues in ESOL 3
SPS 6193 Academic Assessment & Interventions for Diverse Learners 3

SPS 6052 Issues and Problems in School Psychology 3
SPS 6815 Ethics & Law in Psychology 3
SPS 7931 Internship Seminar in School Psychology 2

SPS 6191 Psychoeducational Assessment I: Cognitive 3
SPS 6192 Psychoeducational Assessment II: Social/Emotional 3
SPS 6197 Psychoeducational Assessment III: Learning Disabilities

SPS 6410 Interventions I: Applied Behavior Analysis 3
SPS 6707 Interventions II: Cognitive Behavioral Approaches 3
SPS 6708 Interventions III: Counseling & Systems Level Interventions 3
SPS 7205 School Consultation 3

SPS 6941 Practicum in School Psychology 6
SPS 6942 School Psychology Practicum II 6
SPS 6945 Advanced Practicum in School Psychology 6
SPS 7949 Internship in School Psychology 12

specific courses to be determined by supervisory committee

EDF 6403 Quantitative Foundations of Educational Research 6
OR EDF 6400 Quantitative Foundations of Educational Research: Overview 3
EDF 6402 Quantitative Foundations of Educational Research: Inferential
Statistics 3

EDF XXX selected* research methods class 3
EDF XXX selected* research methods class 3
specific courses to be determined in consultation i i/th supervisory committee

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EDF 6910 Supervised Research 6
SPS 7980 Dissertation Research 20

Sequence of Study

SPP courses reflect an integrated and sequential program of study, thus they must be
taken in a specific sequence. Practice form an integral and essential component of professional
training. Because practice in the SPP provide opportunities for students to practice, under
supervision, the application of knowledge and specific skills taught in a particular course,
specific practicum must be taken each semester in the program. Students are advised to carefully
select courses required by the SPP, but not taught by the SPP faculty (e.g., statistics and research
methods, foundations courses). The SPP courses are listed below by semester. A minimum of 12
graduate hours is required by the Graduate School for full-time enrollment during the fall and
spring semesters for students not on appointment. Doctoral students are awarded the Master of
Arts after completing 36 credits and a thesis, or the Masters of Education after completing 36
credits and completing supervised research that results in submission of a publication quality
empirical research paper. Given that the Ph.D. is a terminal degree, students completing the
doctoral program are not awarded the Specialist in Education degree (EdS). Please note that non-
SPP course offerings may be subject to change.

Students in the PhD track must enroll for 3 credit hours of practicum (SPS 6941) during the fall
and spring semesters of their first 3 years in the School Psychology Program. All students
accruing supervised practicum hours during the summer and all PhD students accruing
supervised practicum hours in any semester after their third year must enroll for at least 1
credit hour of practicum. All students who are working in practical settings with primary
intention of completing portfolio requirements also must enroll for at least 1 credit hour of
practicum during the semester in which they are placed. The number of credit hours that must be
taken will depend upon the nature of the practicum experience and requisite supervision and will
be determined by the Practicum Coordinator. All practicum and other applied placements require
a minimum of one day per week in the applied setting.

First Year Credits
Fall Semester
SPS 6052 Issues and Problems in School Psychology 3
SPS 6410 Direct Interventions I: Applied Behavior Analysis 3
SPS 6193 Academic Assessment & Interventions for Diverse Learners 3
SPS 6941 Practicum in School Psychology 3

Spring Semester
SPS 6191 Psychoeducational Assessment I: Cognitive 3
SPS 6941 Practicum in School Psychology 3

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EDF 6403 Quantitative Foundations of Educational Research 6
Selected course in Human Development or Human Learning 3

Summer Semester
SPS 6195 Developmental Psychopathology 3
Selected course in Human Development or Human Learning 3
Selected course in the area of Educational Foundations 3
Supervised Research or Thesis 3

Second Year
Fall Semester
SPS 6192 Psychoeducational Assessment II: Social/Emotional 3
SPS 6707 Direct Interventions II: Cognitive-Behavioral Approaches 3
SPS 6942 School Psychology Practicum II 3
SPS 6815 Ethics & Law in Psychology 3

Spring Semester
SPS 6197 Psychoeducational Assessment III: Learning Disabilities 3
SPS 6708 Direct Interventions III: Counseling & Systems Level Interventions 3
SPS 7205 School Consultation 3
SPS 6942 School Psychology Practicum II 3

Summer Semester
Selected course in Social Psychology 3
Selected course in the area of Psychological or Educational Foundations 3
Selected course in area of specialization 3
Supervised Research or Thesis 3

Third Year
Fall Semester
SPS 6945 Advanced Practicum in School Psychology 3
Selected course in Research Methodology 3
Selected course in area of specialization 3
Selected course in Physiology/Biological Bases of Behavior

Spring Semester
SPS 6945 Advanced Practicum in School Psychology 3
Selected course in Research Methodology 3
Selected course in History of Psychology 3
Selected course in area of specialization 3

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Fourth and/or Fifth Year
Complete all required coursework, including specialization area;
complete professional portfolio and orals; advance to candidacy; and
develop dissertation proposal.

EDF 7980 Dissertation Research 20

Fifth or Sixth Year

Fall Semester
SPS 7949 Internship in School Psychology 6
SPS 7931 Internship Seminar in School Psychology

Spring Semester
SPS 7949 Internship in School Psychology 6
SPS 7931 Internship Seminar in School Psychology 1

Note: Careful selection of non-SPP courses may shorten the time typically required to
complete the program Keep in mind that SPP courses are offered only once per year and must
be taken in the prescribed sequence.


Faculty Advisor & Selection of Supervisory Committee

By the end of the first year of study, students should select a faculty advisor and chair of
their doctoral supervisory committee. The duties of the chair and supervisory committee are to
provide advice, check on progress, supervise the preparation of the dissertation, and conduct the
final examination. For the degree of Doctor of Philosophy (Ph.D.), the supervisory committee
must consist of at least four (4) graduate faculty members, at least two of whom must be
members of the SPP faculty. In addition, the chair or co-chair must be a member of the SPP
faculty. Finally, the committee must include one member of the graduate faculty outside the
Department of Educational Psychology.
Selecting a chair is one of the most important decisions made in the early stages of
program and dissertation planning. Students work most closely with their chair in developing
their area of specialization, selecting courses, and developing a dissertation research idea and
methodology. The chair provides expertise in the student's area of research, specific feedback on
work, and support. The chair also approves the proposal for and the final version of the
dissertation before these documents are submitted to the other members of the student's
supervisory committee. This often involves reading and critiquing multiple drafts of each section
of the dissertation before final submission.

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Before inviting a SPP faculty member to chair the supervisory committee and
dissertation, students should carefully consider two major issues: (a) how well they would work
in collaboration with the faculty member, and (b) how much expertise he or she has in their area
of professional and research interests. This information can be obtained by meeting individually
with prospective faculty members, by reading their published work, and by talking with other
faculty members and with students who have worked under the guidance of prospective chairs.
After gathering this information, students are advised to meet with the faculty members) they
are considering. They should ask questions that will help them decide whether he or she would
be a good chair for their project, particularly with regard to expectations and roles. Establishing
clear, direct communication with a chair is very important. Students should not necessarily
expect a faculty member to agree to chair their committee, especially if they do not have a clear
area of specialization and research interest.
After obtaining a commitment from a faculty member to chair the committee and
dissertation, students then discuss prospective committee members with him or her before
issuing invitations. The chair may have specific recommendations for the committee. In addition,
it is important for students to know the time frame of the project. Faculty members may go on
leave of absence or on sabbatical. Some faculty members may choose not to be available while
on sabbatical or during the summer months and thus may be unwilling to meet with students or
to attend proposal meetings and defenses during this period. Replacing a committee member can
be difficult, if not impossible, especially in the later stages of a project. Students are not allowed
to replace committee members in the semester in which they intend to graduate.

Specialization Area

PhD preparation can be distinguished from EdS preparation in the greater breadth and
depth of coursework. Students in the Ph.D. track are required to complete twelve (12) credit
hours in an area of specialization. This coursework usually is taken during the student's third
and/or fourth year in the SPP.
An area of specialization is equivalent to a "minor" in other professional preparation
programs. The area of specialization represents the successful completion of coursework that
would enable the PhD candidate to develop expertise in a specified and coherent academic area
selected in consultation with their advisor. This area should be relevant to theory, research, and
practice in school psychology.
Many students have found it helpful to design an area of specialization by first
identifying their professional goals after obtaining the PhD. For example, students who wish to
pursue academic careers may design an area of specialization that would enable them to master
the knowledge base in their anticipated research area. Students who are interested in pursuing
clinical careers may design an area of specialization that would enable them to master the
knowledge base pertaining to a particular subpopulation with which they envision working.
Courses that comprise the area of specialization may be taken from a variety of
departments at UF. These courses must be graduate-level courses. Some graduate-level
specialization classes are offered within the SPP or other sections within the Department of

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Educational Psychology. Other specialization area courses have been taken in other departments
within the College of Education (i.e., Special Education, Teaching and Learning, Counselor
Education, and Educational Leadership). Other classes may be taken outside the College of
Education (e.g., Psychology). It is crucial that students meet regularly with their academic
advisor during the process of designing a specialization area. Advisors are particularly useful for
helping students to design specialization areas that are not too narrow (which results in a paucity
of available courses) and not too broad (resulting in a lack of focus). Listed below are examples
of specialization areas designed by recent PhD candidates: Advanced Quantitative Methods,
Advanced Child Development, Counseling Theories and Methods, Early Childhood
Assessment/Interventions, Family Involvement in Education, Multicultural Issues in School
Psychology, Neuropsychology of Learning Problems, Reading Disabilities, and Theories of

Continuous Enrollment

The SPP, and the UF Graduate School, require continuous enrollment in the program
until the completion of the doctoral degree. If a student fails to enroll in appropriate course work
for two successive semesters they will be dismissed from the program. Reapplication through the
regular admission process, where the student is treated as a new applicant, is then required for
readmission. However, a student may request a leave of absence for a period lasting no longer
than one year. These requests, submitted in writing to the Program Director, must be approved
by the SPP faculty. Requests are usually granted if the student is in good standing and has good
and sufficient reasons for the leave of absence.

Satisfactory Academic Progress

The only passing grades for graduate students in the SPP are A, B+, B, C+, C, and S. In
5000-level courses and above, C+ and C grades count toward a graduate degree if an equal
number of credit hours in courses numbered 5000 or higher have been earned with grades of B+
and A. Grades points are not designated for S and U grades; these grades are not used in
calculating the GPA. Grades of S (Satisfactory) and U (Unsatisfactory) are the only grades
awarded in courses numbered 6910 (Supervised Research), 6941 (School Psychology
Practicum), 6973 (Individual Project), 7979 (Advanced Research), and 7980 (Doctoral
Research). Additional courses for which S and U grades apply are noted in the departmental
offerings. Students must receive a grade of S in all courses graded S/U before they will be
allowed to begin the internship. Grades of I (Incomplete) must be removed no later than the end
of the semester following the semester in which the grade of I was assigned. Grades of "I" carry
no quality points and lower the overall GPA. ALL GRADES OF I, X, D, E, or U MUST BE
OF A GRADUATE DEGREE. In addition to satisfactory progress in academic coursework,
students must meet expectations in each area of training competency (see pp. 8-10). Overall
progress in each competency area will be evaluated during the annual student review at the end

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of each academic year.
Any graduate student may be denied further registration in the University or in a graduate
program such as the SPP should scholastic performance or progress toward completion of the
planned program become unsatisfactory to the SPP, Department, College, or Dean of the
Graduate School. Failure to maintain a B average (3.00) in all graduate coursework is, by
definition, unsatisfactory. Students failing to maintain a B average (3.00) in graduate coursework
required by the SPP for two consecutive semesters will not be allowed to continue in the SPP.

Grievance Procedures

If a student in the SPP believes that he or she has been subject to improper demands or
procedures, the matter may be brought to the attention of the Program Director by filing a
grievance. A grievance should only be filed after first trying to resolve the situation with the
individuals) involved. A grievance is defined as, "dissatisfaction occurring when a student
thinks that any condition affecting him or her is unjust or inequitable or creates unnecessary
hardship. Areas in which student grievances may arise include scientific misconduct, sexual
harassment, discrimination, employment-related concerns, and academic matters" (see UF
Handbook for Graduate Students). Upon receipt of the written grievance, a meeting will be
scheduled with the Program Director to discuss the nature of the complaint. The student and the
program director may elect to have one or more individuals present at the meeting.
During the meeting information will be gathered regarding the nature of the complaint.
After the problem has been identified, alternative actions will be explored for the purpose of
resolving the complaint. If successful, parties involved in the complaint will be informed of the
outcomes of the meeting and steps taken to monitor actions plans until completion.
If the student is not satisfied with the outcome of the meeting with the Program Director,
he or she may appeal any decision or proposed action to the Chair of the Department of
Educational Psychology. The Program Director will forward all information relevant to the
grievance onto the Department Chair. At this point, the grievance procedures of the University of
Florida will be followed as specified in the UF Handbook for Graduate Students.


Assessment & Evaluation System

The UF School Psychology Program (SPP) utilizes a comprehensive, multi-method,
multi-source process to assess candidate learning and professional development to ensure that all
candidates acquire and integrate the knowledge and skills needed to be effective school
psychologists prior to graduation. The following sections describe major assessment components
of the program. Program faculty reserve the right to alter the exact components of each method
to correspond with program goals and requirements, as well as requirements from accreditation
bodies. Candidates will be given sufficient notice of any changes to properly prepare and
complete each component.

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The major components of the SPP Assessment and Evaluation System are presented and
described below.

Year I and Year II

Course-embedded assessments conducted in courses and practicum and may include exams,
papers, reports, presentations, videotapes, simulations, and case studies

Practicum performance appraisal evaluation forms completed by field-based supervisors and
faculty to assess knowledge and professional competencies, professional behaviors, and
interpersonal characteristics.

Working Portfolio an on-going collection of evidence to document candidate progress in
meeting program goals and competencies completed during the first two years in the school
psychology program.

Annual Student Evaluation a summary of candidate progress in the program that includes
completion of evaluation forms by faculty, assistantship supervisors, practicum field-based
supervisors, and a candidate self-evaluation.

Year III and Year IV

Course-embedded assessments conducted in courses and practicum and may include exams,
papers, reports, presentations, videotapes, simulations, and case studies.

Practicum Performance Appraisal evaluation forms completed by field-based supervisors and
faculty to assess knowledge and professional competencies, professional behavior, and
interpersonal characteristics.

Professional Portfolio a collection of evidence to document attainment of program goals and
competencies and demonstrate preparation for entry-level professional practice in school
psychology. The professional portfolio is completed during Year III or Year IV in the doctoral

Qualifying Examination written and oral examination of candidate competency in areas
consistent with program goals and objectives. The completed Professional Portfolio will
constitute the written examination. The oral examination will be conducted by the candidate's
supervisory committee and will involve a review of components of the Professional Portfolio.

Annual Student Evaluation A summary of candidate progress in the program that includes
completion of evaluation forms by faculty, assistantship supervisors, practicum field-based
supervisors, and a candidate self-evaluation.

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Year V and Year VI

Annual Student Evaluation A summary of candidate progress in the program that includes
completion of evaluation forms by faculty, assistantship supervisors, and a candidate self-

Intern performance appraisal an evaluation completed by field-based supervisors to assess
knowledge and professional competencies, professional behaviors, and interpersonal

Dissertation completion of an independent research study under the advisement of a doctoral
supervisory committee.

Certification Examination obtain a passing score on all sections Florida Teacher Certification
Examination (FTCE) including General Knowledge, Professional Education, and Subject Area in
School Psychology; and the ETS-Praxis II Exam in School Psychology.

Annual Student Evaluation

At the end of each academic year, students receive an annual evaluation of their
professional development and progress. Information for this evaluation is collected from a
diverse range of individuals. Information considered in the annual review process includes:

* Academic Performance forms completed by all SPP faculty who have had substantial contact
with the student over the course of the year. This results in 3-5 completed evaluations for
each student. For advanced doctoral students who are not completing core school psychology
courses, an academic performance evaluation must be completed by at least one instructor
they have completed a course with over the past two semesters.
* An Annual Student Progress form completed by an Employer/Supervisor typically connected
to a student's teaching or research assistantship. If this supervisor happens to be a school
psychology faculty member, students will be encouraged to solicit one evaluation from a
course instructor, research mentor, or employer outside of the program.
* Practicum Evaluation Forms completed for the fall and spring semesters by an on-site
supervising psychologist.
* Review of graduate transcripts to provide information about overall GPA and courses
competed in the past year.
* Completion of a self-evaluation using the academic performance, employment, and
practicum evaluation forms. Students also submit an annual activity report that summarizes
coursework, practicum experiences, research experiences, and dates for completion of
program requirements.

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The SPP faculty meet as a group to review the evaluation forms and discuss each
student's progress. The Director of the SPP, in conjunction with the student's advisor, then
completes a written summary of the discussion. A formal letter of evaluation is completed by the
SPP Director and forwarded to each student. Faculty members meet individually with their
advises to discuss the faculty's evaluations, along with the student's self-evaluation. The
purpose of this meeting is to discuss academic and professional progress as well as future plans
and goals. The meeting also is intended to provide students with an opportunity to provide
feedback to faculty regarding the annual evaluation and the SPP in general. The signature of the
student is required to indicate receipt of the letter. If the student wants to contest any portion of
the evaluation letter they have the option of submit a written statement to the Program Director
identifying any disagreement or concerns they have with the evaluation. The annual evaluation
letter and any student dissent statement are kept in the student's program file.

Portfolio Contents

A portfolio is a systematic and organized collection of evidence concerning a candidate's
knowledge and professional competencies. The portfolio is used to demonstrate that candidates
possess the specific professional competencies that are expected in the UF School Psychology
Program. The content of the portfolio will include samples of work that have been completed
throughout the program, as well as work created specifically for the portfolio. The process of
putting together the portfolio has been divided into two phases, working and professional. The
Working Portfolio is created during the first two years in the program and generally reflects
products from course work and practicum. The Professional Portfolio includes the content of the
Working Portfolio, as well as additional products that are developed during the second and third
years in the program. Therefore, candidates in the doctoral program will be completing the
Professional Portfolio during the third year of the program during advanced practicum, prior to
internship. A formal review of the completed Professional Portfolio will occur in Year IV of the
degree program.

Current Vita A revised, up-to-date curriculum vita that includes education, professional
positions, practicum experiences, professional memberships, awards or recognition, conference
presentations, and publications.

Statement of Professional Goals A current and updated statement of professional goals which
details a) short-term and long-term career/professional goals and plans after completion of the
degree program, and b) the candidate's specific goals and plans for the remainder of the

Attendance at Professional Conferences/Workshops Documentation of attendance at
professional conferences, in-services, workshops, and other professional meetings.

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Four Psychological Evaluations with Reflection Paper -Four examples of psychological reports
that address a range of academic and behavioral concerns. Psychological reports should include a
reason for referral, background information, range of assessment procedures appropriate to the
referral concern, discussion of assessment data, and recommendations. Each report must be
accompanied by a reflection paper that discusses the comprehensiveness of the evaluation and
connections to the professional literature and research.

Working Portfolio

Professional Portfolio

Two examples of psychological reports that represent evaluations
completed during course work, practicum, or other professional
experiences. One evaluation must address an academic concern,
and one an emotional/behavioral concern.

Two examples of psychological reports that represent evaluations
completed during advanced practicum or internship. One
evaluation must address an academic concern, and one an
emotional/behavioral concern.

Five Intervention Case Studies with Reflection Paper- Five examples of intervention case studies
that demonstrate a range of intervention competencies including behavioral intervention,
counseling, and consultation. Each case study must address the following areas: background and
context of the problem, a description and analysis of the problem, goals for intervention, a
specific description of the intervention, collaboration efforts with school, family, and/or
community-based individuals, outcome data and a discussion of the results of the intervention.
Each case study must be accompanied by a reflection paper that demonstrates how the
intervention reflects a selected theoretical orientation, as well as connections to the professional
literature and research.

Working Portfolio

Professional Portfolio

Three examples of intervention case studies that were completed
during course work, practicum, or other professional experiences.
The completed case studies must include a behavioral intervention,
a counseling intervention, and a consultation. At least one of the
three case studies must address an academic concern.

Two examples of intervention case studies that were completed
during advanced practicum or internship. The completed case
studies must include a direct (counseling or behavioral
intervention) and an indirect (consultation at the individual or
systems-level) intervention. Case studies should demonstrate that
the interventions) resulted in measurable, positive impact on
children, youth, and/or families.

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Research Proposal A research proposal completed as part of a course requirement that
proposes an empirically-based research study in an area of interest. The proposal should include
a literature review, statement of the research problem, and proposed research design.

Response to an Ethical/Legal Dilemma A short paper that discusses the resolution of an
ethical/legal dilemma. Candidates may propose a specific legal or ethical dilemma they have
encountered in practicum and/or internship or select from a list of dilemmas developed by the
program faculty. Candidates will apply specific principles from the Principles for Professional
Ethics (NASP, 2000) and Ethical Principles of Psychologists and Code of Conduct (APA, 2002).

In-service Training Program or Workshop Substantive contribution in the development and
presentation of an in-service workshop or program to an educational, community agency, or
family/parent organization or group. Evidence provided should include a detailed outline of the
presentation, specific objectives and expected outcomes, and samples of handouts and materials
used during the presentation.

Publication Quality Empirical Research Study Completion of an empirical research project
individually or substantive contribution with colleagues or faculty on a collaborative project.
Final product must be of publishable quality, with evidence provided of submission for peer
Candidates may also chose, in lieu of the above described publication quality empirical
research study, to complete a Master's Thesis that meets all department and university
requirements and is accepted by the Graduate School.

Presentation at a State, National, or International Conference Substantive contribution to a
presentation delivered at a state, national, or international conference. Evidence provided should
include a conference program with listing of presentation, outline of the presentation, and sample
handouts or other materials used during the presentation.

Critical Review of the Literature in the Specialization Area A critical review of research
literature on a selected topic in the area of specialization. Candidates are encouraged to complete
the literature review in preparation for dissertation.

Evidence of Teaching (Optional) If a candidate has served as a Teaching Assistant (TA) during
the program, evidence of teaching competence should be presented. Evidence may include
student evaluation forms from one or two courses, as well as sample course materials such as
syllabi, assignments, and selected student products.

Guidelines for Completion of Portfolio Products

To assist candidates in the preparation of the portfolio, specific guidelines are provided

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regarding the organization of the portfolio, as well as specific products that require more detailed
instructions. These guidelines should serve as a starting point for candidates and faculty advisors
as they work collaboratively to develop a portfolio that appropriately reflects the competencies
of the UF SPP and the individual knowledge, skills, and experiences of the candidate.

General Organization of the Portfolio
A portfolio that is submitted to faculty for review should follow these general guidelines
with regard to appearance and presentation:

Organize portfolio in a three-ring binder of appropriate size for the volume of products
Select a binder that has a professional appearance
Include identifying information on the front and spine of the binder
Include a Table of Contents
Use clear plastic inserts or other appropriate system to display products
Divide sections in the binder by using tabs that are labeled and extend beyond inserts
Layout/ presentation quality of each product should be clear and easy to read
Products should be free of spelling/grammatical errors and instructor comments
All identifying information regarding clients should be removed from each product
In consultation with your faculty advisor select the best exemplars of your work

Intervention Case Study
The purpose of the Intervention Case Study is to demonstrate that candidates possess the
knowledge and professional skills to collaborate with families, school, and community-based
professionals in designing, implementing, and evaluating interventions that effectively respond
to the educational and mental health needs of children and youth. The candidate is able to
integrate knowledge and skills in delivering a comprehensive range of services that result in
measurable positive outcomes for children and youth.
The case study must focus on a direct (behavioral intervention, counseling) or indirect
(consultation) intervention that the candidate was responsible for developing, implementing, and
evaluating. Case studies may involve academic and/or behavioral/social concerns and may
reflect interventions conducted in a home, school, or community setting. Candidates should
consult with a faculty advisor to determine the cases that are best suited for inclusion in the
It is expected that case studies included in the Professional Portfolio demonstrate
measurable, positive outcomes for children, youth, or families who are the recipients of
intervention services.
The case study should be 8 to 10 pages in length and address the following areas:

1. Background and Context of the Problem
Problem is identified in observable, measurable terms
Present and expected level of performance is described
Baseline data is provided

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2. Description and Analysis of the Problem
Assessment procedures are described
Hypotheses are discussed
Specific goals for the intervention are presented

3. Intervention Design & Implementation
Description of the intervention
Description of phases/steps in implementation of intervention
Discussion of factors that effected the design and implementation of the intervention
Discussion of collaboration efforts with family, school and/or community-based
Include a sample of all relevant intervention materials

4. Evaluation and Outcome of the Intervention
Provide outcome data and discussion of results
Include a graphic presentation of data
Discussion of progress toward established goals
Discussion of future needs for intervention/support

Reflection Papers
Each psychological evaluation and intervention case study included in the portfolio must
be accompanied by a 5 page single-spaced reflection paper. The purpose of each paper is to
consider the actions and decisions made during the assessment and/or intervention process. The
papers should demonstrate an understanding of a theoretical orientation and reliance on
empirically-based research and the professional literature. Additionally, each candidate should
demonstrate their ability to critique their own professional decisions and practices and thus
demonstrate continuing professional growth and development.

Psychological Evaluations
For each evaluation included in the portfolio address the following issues and questions
in the reflection paper.
1. Based on the referral question, what was the purpose of this evaluation (diagnosis,
program planning, intervention development, eligibility determination)?
2. How did the referral question guide the assessment process? To what extent did the
techniques selected adequately address the referral question and child's needs? What
would you do differently in terms of selection of techniques?
3. What legal and/or ethical considerations affected the selection of the measures and
techniques used in the evaluation? For example issues related to special education
services and supports and/or issues related to the reliability and validity.
4. Discuss theoretical or empirical bases used in the interpretation of findings. To what
extent are the conclusions in the report supported on these bases?

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5. Discuss the link between assessment and possible interventions. To what extent does
this report provide evidence for the development and evaluation of intervention
strategies? If you find the report inadequate in this regard, how would you change the
assessment process to improve the link between assessment and intervention?

Intervention Case Studies
For each case study included in the portfolio address the following issues and questions
in the reflection paper.
1. Identify and discuss the primary theoretical orientation or model that was selected to
guide the intervention process. Provide a rationale for the selected theoretical
orientation or model. How did the selected orientation or model affect the methods,
decisions, and outcomes of this intervention?
2. Identify the type of intervention used as either direct (behavioral intervention,
counseling) or indirect (consultation) and explain the rationale for this selection.
What are the benefits and limitations of the selected type of intervention given the
primary concerns in the case? Upon reflection, would you choose a different type of
intervention for a case like this in the future? Why or why not?
3. Discuss the empirical bases for the selected intervention. What other interventions did
you consider? Provide a rationale for why the selected intervention was appropriate
or not based on the assessment data, the needs of the client, and the professional
4. To what extent did the intervention result in "measurable positive changes for the
client?" Was the change sufficient? What are the primary factors that contributed to
this positive or negative change?

Research Proposal
The research proposal may be completed as part of a course requirement that involves the
development of an empirically based research study in an area of interest. The proposal should
include a literature review, statement of the issues addressed by the research, and proposed
research design. The proposal should be approximately 20 pages, double-spaced, and in a style
consistent with the APA Publication Manual (5th edition). Candidates should consider the
following guidelines when completing the research proposal:

Basic components of paper are title page, abstract, literature review, methods section, and
evaluation section.
Based on the identified topic or area of research, select and synthesize the relevant
literature surrounding that topic, establish guiding research questions, and propose a
specific research study. Identify how your proposed research question clearly fits with
existing literature.
The Literature Review should consider current research related to the identified topic.
Approximately 20 references should be used that are drawn from a range of scientific
journals. A clear statement of the research problem must be included.

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The Methods section should identify the specific procedures and details needed to
conduct the proposed experimental investigation including participants, setting,
materials, dependent variable(s), data collection and reliability of methods, experimental
design, data analysis, and procedures that identify step-by-step how the research will be
carried out.
The evaluation section should identify how you will determine the effectiveness of your
proposed study. Identify the findings you expect to obtain and how that finding will
advance the services, the field, and professional literature.

Response to an Ethical/Legal Dilemma
Candidates will write a 5 to 6 page, single-spaced paper, consistent with APA 5th Edition
format, that discusses an issue that has important legal and ethical dimensions and is important to
the practice of school psychology. Candidates may propose a specific legal or ethical dilemma
they have encountered in practicum and/or internship, or select from a list of ethical dilemmas
available from the school psychology faculty. The selection of the specific issue or dilemma
should be done in consultation with a faculty advisor.
Candidates will demonstrate knowledge of the APA ethics code and the NASP principles
of professional ethics, together with relevant state and federal judicial opinions, statutes, codes,
rules, and policies.
The paper will be evaluated on the extent it addresses the following:
the issues are defined clearly
the potential legal and ethical issues are identified
relevant state and federal judicial opinions, statutes, codes, rules, and policies are
identified and discussed
relevant sections of the ethics code are identified and discussed
a suitable program of action that addresses the issue is discussed
methods to prevent the future occurrence of this issue are identified and discussed
knowledge of a problem-solving model applicable to legal and ethical issues is

Publication Quality Empirical Research Study (PQERS)
The purpose of the PQERS is to provide candidates with guided experience in conducting
research in the early stages of a doctoral program. As an early research experience candidates are
encouraged to work collaboratively with faculty and/or colleagues to engage in all steps of the
research process. These steps include:

1. Literature review and conceptualization of research questions
2. Data collection
3. Data management
4. Data analysis
5. Interpretation of results
6. Manuscript preparation

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For a manuscript to be included in the portfolio a candidate must contribute to the work in a
substantive way as evidenced by participating in some stage of the data collection and/or
analysis, as well as contributing to the preparation of the manuscript. It is expected that
contribution to the research study and manuscript preparation will be recognized by the
candidate being listed as a co-author. No specific order of authorship is required, though
confirmation of the candidate's contribution to the research project and manuscript preparation
will be provided by the faculty member or co-author.
Given that the purpose of this assignment is to prepare the candidate for independent
research, the candidate's supervisory committee may choose to specify other requirements as
appropriate to the candidate's abilities, preparation, as well as specific research and career goals.
The portfolio entry should include a copy of the manuscript, evidence of submission to a
journal for publication (i.e., a letter from the journal editor confirming receipt of the manuscript),
and a statement from the faculty member or co-author describing the candidates specific
contributions to the research project and manuscript preparation.

Portfolio Review Process

The portfolio review process is designed to meet the following goals:

* To provide candidates with a systematic and instructional opportunity to 1) assess their own
competencies and progress in the program, 2) demonstrate competencies consistent with
program goals and expected outcomes and 3) reflect on areas in need of further preparation
and training.

* To provide a mechanism for faculty to evaluate candidate progress in the program and
determine readiness for internship and initial professional practice in school psychology.

* To meet university and program requirements for completion of a Qualifying Examination to
continue work toward a PhD degree.

The acquisition of portfolio products will be monitored each semester through practicum.
Portfolio reviews will be conducted for all candidates in the school psychology program each
spring as part of the annual student evaluation process. Reviews of the Working Portfolio will be
completed by the candidate's faculty advisor. A formal review of the completed Professional
Portfolio will occur in Year IV of the degree program. This final review of the portfolio will be
conducted by the candidate's supervisory committee and will serve as the Qualifying
Examination for the PhD degree. A review of the entire contents of the portfolio will be
completed by each supervisory committee member, followed by an oral examination conducted
by the entire committee. To pass the Qualifying Examination and be admitted to Candidacy for
the PhD degree, students must pass both the written and oral portions of the exam.

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State & National School Psychology Examinations

Successful completion of state and national school psychology examinations are required
by the SPP, the UF College of Education, and the State of Florida in order to obtain a degree in
school psychology. All students in state-approved educator preparation programs at the
University of Florida must pass all pertinent sections of the Florida Teacher Certification
Examination (FTCE). To obtain a degree in School Psychology there are three sections of the
FCTE to complete: General Knowledge, Professional Education, Subject Area Exam in School
Psychology. Students must receive a passing score on all sections of the FCTE, as established by
state guidelines, prior to graduation. This requirement applies to all students graduating from the
UF SPP, even if you intern or intend to seek a position outside of the state of Florida.
Additionally, the SPP requires that all students pass the PRAXIS II exam in School
Psychology that is administered by the Educational Testing Service (ETS). The passing score for
the exam is 660; which is consistent with the standards set by the National School Psychology
Certification Board to become a Nationally Certified School Psychologist (NCSP) and the State
of Florida to become a Licensed School Psychologist.
A suggested examination timeline is included in the Appendix to assist students in
completing all college and program required exams in advance of graduation. Additional
questions about examinations and licensure requirements can be directed the SPP program
director or the UF College of Education Student Services Office in G416 Norman Hall.


The doctoral dissertation (DD) is required for partial fulfillment of a Doctor of
Philosophy degree. It reflects an original, scholarly contribution to the research literature
relevant to school psychology. Sometimes (but not always) PhD students use their publication
quality research paper or master's thesis as a "pilot study" in an area before conducting a more
in-depth and methodologically sound study that will eventually result in a doctoral dissertation.
Students work closely with the chair of their supervisory committee to formulate ideas for the
dissertation. A dissertation proposal is completed which generally includes an introduction,
literature review, statement of the problem, and proposed methodology. The exact requirements
for the proposal are determined by the chair of the supervisory committee. When completed, a
dissertation proposal meeting is scheduled with the supervisory committee. The purpose of this
meeting is to ensure that the committee is in agreement with the choice of topic, depth of
literature review, and design of the study. Once the dissertation proposal is approved by the
supervisory committee, the student may proceed with data collection and analysis.
Based on a review of doctoral dissertations approved by the College of Education, the
following list highlights the distinguishing features of both quantitative and qualitative doctoral

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Quantitative Dissertations

1. A conflict between two existing theories or a conflict between a well-known theory and a
body of empirical research is identified. There is a direct logical link between specific
questions addressed and the theory. The study is expressly designed to provide some
evidence for resolving conflict between theories or for testing the theory in a new
situation. The hypotheses are derived directly from this theoretical position.
2. Questions or hypotheses that guide the data analysis must be generated around variables
that play prominent roles in the "guiding theory."
3. Sample is selected from multiple sites when the phenomenon studied is likely to be
affected by the institutional context in which it occurs (i.e., campus, school, or class
4. If a treatment or intervention is studied, this treatment is well-documented in literature,
and if modified, the modifications are such that they can be replicated by others.
5. One or more outcome variables are measured by standardized instruments, or procedures
well-documented in research literature (This enhances the significance of the study and
its appeal to national audience).
6. In studies of educational interventions, strong quasi experimental or experimental designs
are employed to permit strong causal inferences. If this is not possible in a particular field
setting, the researcher chooses another setting.
7. Methods of analysis are commensurate with those currently used in leading scholarly
research journals in education. Analyses of the types taught in the statistics courses
required for the Ph.D. track are typically employed (e.g., factorial ANOVA multiple
regression, factor analysis, etc.)
8. The target audience is a national community of researchers/scholars who study this same
topic and who tend to publish their works in scientific journals (The language and format
are conducive to preparation of an article for such a journal).
9. Discussion of the findings emphasizes the theory or theories that provided the impetus
for the study.

Qualitative Dissertations

1. Guiding questions for the study are formulated in association with theoretical constructs.
For example, the main purpose of the study may be testing application of a particular
theory or competing theories. Failure to be able to meaningfully apply the chosen theory
to the data collected would result in discontinuation of the study. If new theory is
developed, its need is justified by pointing out inadequacies in previous theories.
2. The literature review is focused heavily on the theory and empirical studies in which
researchers have tested that theory, perhaps in different settings with different samples.
3. Questions or hypotheses that guide the data analyses must be generated around variables
that play prominent roles in the "guiding theory."
4. Primary target audience for the study is the community of scholars who do research on

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the theory chosen to guide the study.
5. Data will be analyzed and reported around themes that have direct bearing on the
theoretical focus of the study.
6. Organization and presentation of results are primarily related to underlying theoretical
constructs, rather than the surface structure of documents reviewed or data collection
7. Data are analyzed using methods learned in the Ph.D. qualitative track. For example,
ethnography, historiography, or educational criticism methods are more common; case
study methods that do not permit in-depth analysis are unusual; however, other single-
case design studies may be appropriate.
8. Discussion of results must include a section on how the present findings extend the body
of knowledge, supporting or failing to support the guiding theory.

Guidelines for writing the dissertation are provided by the UF Graduate School and are also
available in the College of Education Office of Graduate Studies.

Dissertation Defense

After submission of the dissertation and the completion of all other prescribed work for the
degree, but no earlier than the term preceding the semester in which the degree is conferred, the
candidate will complete a final oral examination by the supervisory committee. At least four
faculty members, including all supervisory committee members, must be present with the
candidate at the oral portion of this examination. At the time of the defense, all committee
members should sign the signature pages and all committee and attending faculty members
should sign the Final Examination Report. These may be retained by the supervisory chair until
acceptable completion of corrections. Satisfactory performance on this examination and
adherence to all Graduate School regulations outlined above complete the requirements for the
Ph.D. degree.

Final Copies of Dissertation

Each student is to provide the chair of their supervisory committee with 2 final bound
copies of the dissertation. One copy is for the chair and the second copy is for the School
Psychology Program.


University Perspective

Internships are the culmination of a student's professional training. A successful
internship is an interactive, dynamic experience in which the intern applies knowledge and skills
gleaned from coursework to real settings. Successful internships develop abilities (i.e., the

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appropriate application of knowledge and skill) for problem identification, hypothesis
generation, intervention, and determination of outcomes. Internships should not merely consist
of exposure to the "real world" or be a source of inexpensive labor for hosting sites. The most
important part of the internship is the growth and development of the intern.
Internships are taken at the end of the student's program of professional preparation.
Students must complete all required coursework prior to the beginning of the internship. Courses
with grades of I, X, D, E, or U are considered incomplete. Students must advance to candidacy
for the doctoral degree before applying for an internship and have a dissertation proposal
approved by their supervisory committee before they may accept an internship. Six hours of
credit per semester is awarded for the internship, but no more than 12 hours of internship credit
may be counted toward the minimum units required for the PhD degree in the SPP.

Field Perspective

Internships typically consist of a full-time experience in a public school or clinical setting
for the course of one year. Guidelines and requirements put forward by the National Association
of School Psychologists and the American Psychological Association are followed by the
program. Generally, this means that PhD interns must work a minimum of 1500 clock hours,
with at least 600 clock hours in a school setting. Ph.D. interns seeking the generic Psychologist
License must complete at least 2000 clock hours. Half-time placements over a 2-year period,
work during summer months in a school setting, and other deviations from a full-time, school-
year internship are made only when the characteristics of the student (e.g., experienced school
psychologist) and of the placement (e.g., year-round school) argue in favor of meaningful
The SPP encourages students, with the assistance of faculty, to investigate a wide range
of internship possibilities at least 1 year before the internship begins. Every effort is made to
honor student preferences for the location of the internship. Occasionally, however, it is in the
best interest of the students to be placed in internship sites that are not the top choice. All
internship placements must be approved by the school psychology faculty prior to initiation of
the internship. Ultimately, the final decision as to an internship site for each student rests with
the UF school psychology faculty.
Occasionally, students desire to complete the internship at a location out of the state of
Florida. This is permitted under three conditions: (1) the internship meets both APA/NASP and
SPP standards, (2) the interns are provided with university-based supervision, and (3) the
internship is approved by UF school psychology faculty.

Host concerns

Hosting sites are expected to provide a minimum of two hours of supervision per week
per intern. This supervision should be regularly-scheduled, formal "set aside" time for
supervision, reflection, and development of appropriate competencies. This is not meant to be a
time when the intern is taught routines, district policies, etc. The later activities should take place

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on a daily basis during the internship time. Host supervisors must be credentialed and have a
minimum of three years of experience in their current place of employment. In some cases (e.g.,
doctoral interns), other requirements may be needed (e.g., licensure as a psychologist). These
must be negotiated in advance with the intern, the host, and the university. Host supervisors may
not supervise more than two interns at a time.
All internships are governed by a written contract. It is the responsibility of the faculty
internship coordinator to explain the contract and negotiate its approval with site supervisors.
Other plans, contracts, etc. required by the host district must be reviewed by the university
internship coordinator in order to approve the internship placement. In order to insure all parties
are informed of internship activities, it is expected that all parties (intern, host, and university)
will receive copies of all documents, letters, etc., pertaining to the internship.

Host supervisors are expected to provide the following:
1. Two hours per week of supervision (one hour may be shared with the university when
logistics permit);
2. A salary commensurate with the duties and actions of the intern;
3. Material resources needed to perform the duties associated with the internship (e.g.,
office space, telephone, secretarial support, test materials);
4. Support for developmental activities of the intern (e.g., funds with availability for in-
service activities and professional conventions);
5. Written contractual agreement specifying these features (i.e., period of appointment and
terms of compensation (if applicable), schedule of appointment/calendar, provision for
professional development, expense reimbursement, appropriate work environment,
release time for supervision, and commitment to internships as a training experience);
6. Bi-annual evaluation by the site supervisor of the intern's progress (using forms created
by the university).

In return for these services, hosts receive from the UF:
1. The skills, abilities, and human resources of the intern;
2. A tuition waiver for any Florida public university campus for each semester that they
serve as a supervisor;
3. Input and contact from university trainers that naturally stems from the activities
associated with supervision of an intern.

Intern concerns

Interns are responsible for identifying an internship site, negotiating the terms of the
internship, and meeting the demands of the internship as represented in the internship plan and
other formal agreements among the university, host, and intern. Although this is a significant
responsibility for interns, they are assisted in this process by the SPP faculty member providing
university-based supervision of interns and the SPP Director. In a sense, the identification and
negotiation process is a supported, supervised "dry run" for the search for employment that

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follows the internship. Note: Interns must educate themselves regarding University, Program,
and host site requirements and meet these requirements.
Most interns have little difficulty meeting the diverse and at times competing demands of
the university and site host, but an active, vigilant, and informed stance regarding these issues is
the best insurance against problems with missed deadlines, misunderstandings, and other
unnecessary difficulties.
The internship plan must be individually negotiated to reflect the needs of each
individual intern and the intern's host. However, internship plans must have certain features if
they are to meet the training needs of the university.

General guidelines for plans include the following:
1. An expected breakdown of intern activities, including:
a. 75-80% (30-35 hrs./wk) in required job activities;
b. 10-15% (4-6 hrs/wk) for university responsibilities, such as time off to travel to
UF for
c. exams, collect thesis data;
d. 5-10% (2-4 hrs./wk) in professional development activities, such as supervision,
e. service activities, professional workshops, etc.
2. A delineation of work hours (times to begin, end, and working days).
3. A graded course of activities to move the intern from a passive learner to an active
psychologist with full responsibilities for at least one school or segment of a "full load."
4. Clear acknowledgment that the intern, university, and site host will honor and are bound
by NASP/NCATE and APA standards for internship and professional conduct.

The SPP provides contracts that interns should use to develop internship plans.
Signatures are required from appropriate parties to insure all individuals understand and agree to
the internship plan.

Important: Students in the SPP must accept personal responsibility for any injuries they may
sustain while performing any required practicum and internship placements. Neither the school,
school district, nor the University of Florida provides workers' compensation for students while
they are engaged in field experience, practice, or internships required by the SPP. Therefore, we
strongly encourage all students to maintain health insurance to cover any injury they might
sustain while participating in a required field placement in an educational setting. Should a
student be injured while in a required field setting, he or she will not be covered by workers'
compensation insurance.

University Supervision

The SPP provides supervision of internships via direct contact with interns in individual
and group settings, indirect supervision of interns through field supervisors, and regular contacts

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(by phone and visits) with site hosts. The university supervisor must, at a minimum, insure at
least one direct visit with a host supervisor per semester in order to supplement the indirect
contact provided by quarterly supervision forms. More frequent contact may be necessary or
desirable, and host-initiated contact is always welcomed. University supervisors may not
supervise more than 10 interns at any one time.

Applying for Internships

The internship experience represents the culmination of the student's applied professional
preparation in the SPP. Doctoral students obtains internships in either public school settings or
clinical settings (e.g., hospitals). The following are responses to the most commonly asked
questions concerning the internship application process.

When should I begin thinking seriously about applying for internships?
Many students worry about where they will intern, almost from the beginning of their
first semester in the program. This is partly due to a natural habit of conscientious planning for
the future, tinged with unwarranted fears that an internship will be unavailable if early plans are
not made. Most internships begin in August. The internship application process follows a natural
progression in school psychology programs, and there is no need to worry about this earlier than
is necessary. A description of the internship application procedure follows.
Doctoral students are strongly encouraged to consider an APA-approved internship,
whether it be school or clinic based. PhD students desiring APA-approved internships should
begin seriously considering locations about 1 year before the internship begins (summer
semester after their third or fourth year). Many clinic-based doctoral internships sites are
members of the Association of Psychology Postdoctoral and Internship Centers (APPIC), which
publishes guidelines for the application process. A directory of APPIC internships can be found
online at
http://www.appic.org/directory/. Preparation for application to an APA-approved clinic-based
internship site should begin with a review of the APPIC Directory. The applicant then contacts
the internship site to request an application, as well as additional information about the training
opportunities. Applications generally are due between November 1st and December 15th of the
year before the internship begins. Selected applicants are invited for interviews during January.
All sites notify their selected applicants according to a specific day determined by APPIC. This
schedule includes applicants submitting a rank order list of preferred internship sites, notification
regarding whether they have been selected by a ranked site, and identification of the internship
site on "Match Day." The match process occurs in February each year.
For doctoral students who are considering an internship in a public school system, the
process typically begins in December or January for selection of an internship site to begin the
following academic year. School districts in Florida have recently moved to coordinating the
interview and selection dates for school psychology interns across the state. Applicants to
school-based internships are encouraged to make initial contacts with preferred districts in
December, submit application material in January, and complete interviews in January and
February. Notification of selected interns typically occurs in March.

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How would I know what internships are available?
Some school districts mail official announcements of internship openings to school
psychology programs well in advance of the starting date for the internship. The SPP Director
and Internship Coordinator disseminate these announcements as soon as they are received on the
program list serve, or post them on the program bulletin board in the Educational Psychology
Department. Some psychological service directors will advertise openings by informally
contacting the SPP by phone. Again, this information is disseminated to potential interns as soon
as it is received.
Some students prefer to contact school districts or other internship sites directly to
inquire about internship positions and request application materials. This practice is
commonplace and is expected by contact persons at internship sites. The program has a directory
of phone numbers for psychological service directors in school districts across all Florida
counties; this information is generally available on the website for the Florida Association of
School Psychologists.
Students gain information about the availability of internships in both formal and
informal ways. The APPIC Directory is an excellent source for doctoral students seeking clinic-
based APA-approved sites. In addition, the Joint Committee on Internships for the APA Council
of Directors of School Psychology Programs (CDSPP) and the National Association of School
Psychologists (NASP) publish an annual Directory of Internships for Doctoral Students in
School Psychology that is disseminated free of charge to school psychology programs. This
reference includes both school and clinic-based sites across the nation. The SPP Director has a
copy of both directories, and would be happy to lend them to students on an as-needed basis. In
addition, a list of addresses for APA-approved doctoral internship sites is published each year in
the American Psychologist.

How will I pay for my tuition during the internship year?
The Florida legislature has made it possible for students in school psychology programs
to have their tuition fees waived for internship credit hours during all semesters of their
internship year, provided that the internship is (a) in a public school system in the state of
Florida and (b) supervised by a school psychologist certified by the Department of Education.
This policy does not extend to internships in other sites in Florida or to internships in other
states. It also does not extend to credits for courses beyond SPS 7949 (6 credit hours) and the
associated internship seminar, SPS 7931 (1 credit hour). In the summer before the internship
year, the SPP Director submits names of interns and their social security numbers to the
department program assistant, who in turn submits this list to the financial services office (S 113
Criser Hall). The financial services office processes the fee waivers.

Do internships pay?
There is much latitude in what internship sites offer financially. Some sites cannot offer
any financial compensation. However, this does not present a hardship to some students who
elect to live with (and are financially supported by) family while working in these settings. Other

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settings offer payment based on an hourly rate or based on the number of psychoeducational
evaluations that are completed by the intern (e.g., case-by-case basis). Most settings will offer
stipends ranging from $8,000 to $15,000 for no less than a 10 month per year contract. Some
districts include fringe benefits with this stipend (e.g., travel reimbursement, sick days,
health/dental insurance), while others do not.

What happens before, during, and after an interview?
Students are required to first obtain approval from the SPP faculty before submitting
application materials to a prospective internship site. Students may not request an interview from
sites that are not approved by the SPP faculty. Prior to submitting application materials, students
must complete the "Request to Apply for Internship" Form which can be obtained from the
Graduate Secretary in the Educational Psychology Office. This form asks for information about
completion of program requirements, as well as the list of preferred internship sites. To
encourage discussions between students and faculty about the selection of appropriate internship
sites, the form must be signed by the student's faculty advisor, SPP Director, and the coordinator
of internship. Once this form is signed, and the list of potential internship sites is approved by all
individuals, the student can proceed to submit application materials and schedule interviews.

Before the Interview. Most internship sites require students to submit any or all of the
following information: (1) a cover letter, (2) completed application (available from the site), (3)
two to three letters of recommendation, (4) a resume, (5) samples of written reports, and (6)
transcripts of undergraduate/graduate coursework.
Good cover letters include a clear statement expressing interest in completing an
internship at that site. This letter should include a brief description of your specific interests,
goals, and expectations for the internship. Ask your advisor or other students to review what you
have written before mailing it. Some sites mail a batch of applications to school psychology
program directors. These applications are then disseminated to interested students. Other sites
may mail applications only upon request. The school psychology faculty are usually the persons
from whom students request recommendation letters. Faculty usually mail these letters directly
to the internship site.
In our experience, prospective sites are most interested in the evaluation procedures
students are proficient in, the types of prior experiences the student has had in practice, and the
kinds of special competencies that students may possess. Students should save their best reports
written in assessment classes, make any necessary corrections by retyping them (if necessary),
delete or fictionalize names to protect the student's anonymity, and prepare them in an attractive
binder or clear plastic cover. Specific products from the student's Professional Portfolio will also
be appropriate for this purpose. Official copies of transcripts should be requested from the
appropriate institution, and not Xerox copies.

During the interview. Thoughts of interviewing for an internship may cause some
students to feel anxious, insecure, and incompetent. Employers recognize that the internship is a

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learning experience, and they do not expect you to be a "fully formed" professional. Keep in
mind that the internship site needs an intern just as badly as you need an internship. Be warm,
personable, emphasize your strengths, and display a positive attitude as to your willingness to
develop any weaknesses you have. Since they should have reviewed your application materials
already, their primary interest is in getting to know you as a person and seeing if there will be a
good "fit" between your needs/interests, their needs, and what they have to offer.
You must be on-time for the interview. Both men and women should wear a comfortable
suit that is conservative and professionally appropriate. Carry an attractive portfolio or brief case
in which you can store (1) a pencil, pen, and notepad on which to write; (2) additional copies of
your vita and written reports; (3) other information you received about the internship site, and
(4) other materials that may be given to you by the interviewers.
In order to be mentally prepared for the interview, it is helpful to anticipate typical
questions that may be asked of you:
a. What is the theoretical orientation of your graduate program? (Usually asked by sites that are
unfamiliar with the UF SPP).
b. Describe your practicum experiences.
c. What kinds of experiences are you looking for in this internship?
d. You may be asked "scenario" questions (e.g., how would you consult with a teacher who is
having a problem with a young student who is throwing tantrums? How would you evaluate a
student suspected of having ADHD?).
e. How would you describe your strengths and weaknesses?
f. Are you interviewing at any other sites?
g. What questions do you have about the internship?

After the interview. Thank the interviewers for the opportunity to interview at their site.
Do not be afraid to ask the interviewers when they will be making their decision. Make sure that
they have your address and phone number where you can be reached.
If the site selects you as an intern, the following procedures are followed. First, the SPP
faculty must approve the internship. Students should not verbally accept an internship until after
they have consulted with Internship Coordinator. Second, the program sends a written contract to
the internship site that specifies the length and conditions of employment, general
responsibilities, supervision requirements, and other matters (if applicable). A copy of this
contract is given to you, and the other copy is kept by the SPP. Third, many internship sites have
their own employment contracts that may be signed in addition to the UFSPP contract. Students
should consult with the Internship Coordinator if questions arise about any terms of employment
for the internship. Internships should be approved and internship contracts signed by all
involved parties by the end of the spring semester as SPP faculty are not required to be on
campus during the summer. Failure to obtain an acceptable internship by the end of spring may
delay the start of an internship.

Who ultimately decides where I do my internship?
The SPP has a strong commitment to pairing students with internship sites in which they

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will be happy, productive, and supported in developing their professional skills and talents. It is
our experience that factors which make internship locations desirable for students are a function
of (1) opportunities for professional growth, (2) a suitable match between a student's qualities
and those of the internship site, (3) opportunities to fulfill personal and social needs, (4)
constraints imposed by family responsibilities, and (5) financial considerations. Assuming that a
site accepts you for an internship, every effort is made by the SPP to pair students with their first
choices for internship sites.
However, internship sites differ widely with respect to the quality of supervision and the
availability of opportunities to develop important skills. In most cases, students' first choices of
an internship site will coincide with a high quality internship experience. In situations in which
this is not the case, it is necessary for the SPP faculty to require students to complete internships
in locations that may not be their first choices. Students are encouraged to discuss with SPP
faculty the specific characteristics that high quality internship sites must possess. In summary,
while students are allowed wide latitude in selecting possible internship sites, the final approval
for placement ultimately rests with the SPP faculty. All internships must be approved in advance
by the internship coordinator and the SPP Director.

What if I want to do an internship in a school district in another state?
Due to the limited pool of APA-approved clinic/school-based doctoral internships within
Florida, doctoral students commonly consider internships outside of Florida. In these
circumstances, the SPP is more flexible in approving these internships. Internships within school
districts are not required to be APA-approved for doctoral students. Since school-based
internship sites are plentiful within Florida, the SPP encourages interns to select a site within the
state. Nevertheless, we recognize that there may be circumstances that necessitate an out-of-state
school-based internship for students.
The SPP will approve an out-of-state school-based internship only under the following
conditions: (1) The circumstances for moving out of state reflect a necessity, and not merely a
preference; (2) the host school district agrees to the terms, conditions, and training philosophy of
APA, NASP and the SPP (as determined by the program director), and (3) the student will have
opportunities for university-based supervision (in addition to the site-based supervision) from a
school psychology training program in that state. All three conditions must be met in order for an
out-of-state school-based internship to be approved.

How is my performance evaluated in an internship?
The SPP evaluates student performance in their internship by both formal and informal
methods. Toward the end of the fall semester (e.g., November), the internship instructor will
mail an evaluation form to the student's site supervisor. The site supervisor will complete the
evaluation, share the results with you, and have you sign the evaluation. The evaluation will then
be mailed back to the SPP. This same procedure will be followed again toward the end of the
spring semester (e.g., April). This information, along with other information, will be used to
assign a letter grade for SPS 7949 in both semesters.
Students also are required to travel to UF to meet with their university-based supervisor

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on designated days throughout the internship year in order to complete requirements for SPS
7941 (out-of-state interns will participate in this experience in their state). Attendance and
participation in these meetings will be used to assign a grade for SPS 7941.
Informally, the on-site supervisor and SPP faculty may communicate evaluation
information by phone (in addition to the formal evaluation described above). This information
also will be considered in assigning grades to SPS 7949 and SPS 7941.


A degree in school psychology is an integral part of obtaining credentials in the field of
psychology and can provide many career opportunities. Credentials can be divided into three
categories (certification, license, and diplomat) with each having different requirements and
Certification involves an application process that requires fingerprinting, criminal records
review, verification of employment, passing entry exams, and demonstration of state
professional competencies. Some states also offer additional certification as a Clinical Educator
to meet requirements for supervision of interns and colleagues. This certification requires
completion of a state mandated training program and a competency measure. National
certification as a school psychologist can be obtained through the National Association of School
Psychologists. This certification provides recognition for professional standards and achievement
and requires an application process, verification of supervision, and a passing score on a national
exam (ETS-Praxis II in School Psychology). As a graduate of a NASP approved school
psychology program, applicants complete a streamlined application process.
Licensure can be obtained as a school psychologist with an EdS or PhD degree in school
psychology, verification of supervised experience (often 2-3 years), and successfully passing a
state mandated exam. Licensure as a psychologist is obtained with a PhD in school psychology
or other psychology majors from an APA accredited program, verification of licensed
supervision, and successful completion of state law and national EPPP exams. Some states may
also require an oral examination. Licensure is required for private practice as a psychologist and
can permit insurance billing, and billable supervision. In addition, some employers grant greater
opportunity for advancement and supervision responsibilities with licensure. Additional
recognition for expertise among APA licensed psychologists can be obtained through the
Diplomate and Fellow status. This recognition is conferred by the American Board of
Assessment Psychology and involves an application process, verification of five years
experience, review of publications/reports, and an oral exam.
Some employers provide income supplements to persons with advanced credentials (i.e.,
certifications/licensure), especially if the clinician has additional responsibilities (e.g.,
supervision). Obtaining additional credentials can afford greater competitive advantage when
seeking employment, more diverse career opportunities (e.g., school /clinical settings, private
practice, academia), and increased expertise. A detailed review of the credentialing process is
noted in the Appendix based on the State of Florida requirements. Please note that this process is
subject to change and may vary from state to state.

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General Timeline
School Psychology PhD Degree

1) Complete all required SPP coursework during the first three years in the program.

a) Complete specialization coursework during third and fourth year in the program.

2) Select a faculty advisor for supervision of your thesis or publication quality empirical research
study (PQERS) and your supervisory committee by the end of spring semester of your first year.

a) Thesis/PQERS committee must consist of 2 faculty members. One must be a SPP
faculty. If a faculty member outside of the Educational Psychology Department is going
to chair the thesis, they must co-chair with a SPP faculty member.
b) See Linda Parsons to fill out the form to officially designate your supervisory
c) Working portfolio will be reviewed by your advisor at the end of years one and two.

3) Begin work on your PQERS the summer after your first year.

4) Complete Planned Program of Study form (see Linda Parsons) by the end of the second year.

5) Complete PQERS in the fall of your third year in the program.

a) Graduate with MEd degree semester in which you submit the PQERS for publication
and it is approved by your faculty advisor.

6) Select doctoral committee to oversee portfolio and dissertation in the third year.

a) Doctoral committee must consist of 4 faculty members. Two must be SPP faculty
(including the chair, unless dissertation advisor is outside the department, then a SPP
must agree to be a co-chair). One person must be from outside the Educational
Psychology Department.
b) See Linda Parsons to fill out the form to officially designate your supervisory

7) Complete doctoral qualifying examination by completing and defending final portfolio during
the end of the year three or beginning year four. Complete paperwork to be "Admitted to
Candidacy" for the doctoral degree and register for dissertation research hours.

8) Submit "Request to Apply for Internship" form to the program director and internship
coordinator the fall prior to your internship year.
a) Must have completed portfolio/qualifying examination, been admitted to candidacy,

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and have dissertation proposal approved by doctoral supervisory committee prior to
submitting an internship application had prior to application for internship.
b) Apply to internship sites the fall prior to internship year for APPIC sites.
c) Apply in early spring prior to internship year if applying for non APPIC sites.

9) Data collected prior to leaving for internship.

10) Complete internship and dissertation during year 5 and year 6.

11) Graduate at the end of internship or when dissertation is completed during year 5 or year 6.

Meet regularly with your faculty advisor
to develop an individual degree plan.

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Education and Training Outcomes

The tables below present important information on education and training outcomesfor
students in the PhD track over the past seven years (2001-2007).

Table 1
Time to completion for all PhD graduates.

Table 2
Time to completion for PhD graduates
who began i i/th advanced standing
(e.g., separate master 's program in

Percentage completion ii i/hin
<5 years 25%
5-6years 50%
6-7 years 25%
7+ years 0%
Mean 5.0
Median 5. 0

Table 3
Time to completion for PhD graduates
who began ii ith bachelor's degree.

Percentage completion ii i/hin
< 5 years 3%
5-6years 23%
6-7 years 42%
7+ years 32%
Mean 6.3
Median 6.0

Percentage completion ii i/hin
< 5 years 6%
5-6years 26%
6-7 years 40%
7+ years 28%
Mean 6.1
Median 6.0

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Table 4
Internship outcomes for PhD candidates.

PhD students who obtained. Number Percentage
Internships 34 100%
Paid internships 34 100%
APPIC member internships 12 35%
APA/CPA accredited internships 12 35%
Internships conforming to CDSPP guidelines 34 100%
Two-year half-time internships 4 12%

Table 5
Number and percentage ofPhD who have left the program once matriculated.

PhD students: Number Percentage
Currently inactive 2 3%

Table 6
Number and percentage ofPhD graduates during the period 1997-2005 who
have achieved licensure.

PhD students: Number Percentage
Obtained licensure 15 58%

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