School Psychology Graduate Programs

The School Psychology Program offers a 111-credit hour Ph.D. program in School Psychology that prepares students for Pennsylvania Department of Education Certification as a School Psychologist and eligibility for the Nationally Certified School Psychologist credential from NASP, as well as licensure for independent practice; a 91-credit hour Psy.D. program that prepares students for Pennsylvania Department of Education Certification as a School Psychologist and eligibility for the Nationally Certified School Psychologist credential from NASP, as well as licensure for independent practice. For more in-depth information about these programs, please refer to the Ph.D. School Psychology and Psy.D. School Psychology web pages.

The School Psychology programs at Duquesne University are accredited by the American Psychological Association (APA), a specialized accrediting agency recognized by the Council for Accreditation of Educator Preparation (CAEP) and the Council for Higher Education Accreditation.

Mission Statement

The Duquesne University School Psychology Program, guided by the belief that all children can learn, is dedicated to providing both breadth and depth of professional training in a theoretically- integrated, research-based learning environment. The Program prepares ethical practitioners, scientists and scholars who are life-long learners committed to enhancing the well-being of youth, their families, and the systems that serve them. The Program achieves this by engaging in scholarly activities that advance the field of school psychology, maintaining a modern curriculum that employs aspects of multiculturalism and diversity, examining emerging trends in the profession, conducting continuous outcomes assessment for program improvement, and providing support to our graduates.

Doctoral Programs

Doctorate (Ph.D.) in School Psychology

This 111-credit Ph.D. in School Psychology program is accredited by the American Psychological Association (APA) and approved by the National Association of School Psychologists (NASP). The program curriculum includes coursework, practicum, internship, and dissertation. Completion of this program leads to a M.S.Ed., a Ph.D., Certification in School Psychology by the Pennsylvania Department of Education (PDE), and prepares graduates to apply for licensure through Pennsylvania's State Board of Psychology. In addition to practicing psychology in schools, child clinics, and child service agencies, Ph.D. School Psychology graduates can become licensed for the independent practice of psychology and work as university faculty. Graduates often seek employment in settings where research skills are required. Upon completing the degree program and successfully passing of the Praxis School Psychology Exam, graduates may be credentialed as Nationally Certified School Psychologists (NCSP).

The Ph.D. School Psychology program at Duquesne University is designed to be consistent with the scientist-practitioner model of training. This training model and curriculum encourages future school psychologists to be both producers and consumers of science, allowing empirical research to drive one's professional practice, and allowing ongoing clinical experiences to shape future research questions. Our students are also trained to become professional psychologists with foundational knowledge and skills regarding psychological research, theory, and evidence-based practices. From the very first semester of study, our students are involved in both on-campus research teams and real-world practicum experiences allowing for the opportunities to engage in both the scientist and practitioner roles throughout the program.

Required Courses - Doctorate (Ph.D.) in School Psychology
Year 1: Fall Semester

GPSY 505 Role and Function of School Psychologists, 3 credits
GPSY 512 Psychological Testing, 3 credits
GPSY 619 Child & Adolescent Development, 3 credits
GPSY 625 Academic Interventions, 3 credits
GPSY 810 Directed Research, 1 credit

Year 1: Spring Semester

GPSY 511 Psychology of Learning, 3 credits
GPSY 623 Behavioral Interventions, 3 credits
GPSY 692 Individual Testing, 3 credits
GREV 610 Educational Statistics II, 3 credits
GPSY 810 Directed Research, 1 credit

Year 1: Summer Semester

GPSY 850 History and Systems of Psychology, 3 credits
GPSY 575 Counseling Children, Adolescents and Emerging Adults, 3 credits

Year 2: Fall Semester

GPSY 618 Personality Assessment for Intervention, 3 credits
GPSY 680 Consultation & Program Evaluation, 3 credits
GPSY 691 Psychotherapy with Children & Adolescents, 3 credits
GPSY 691L Psychotherapy and Consultation Practicum School Psychology Practicum I, 1 credit
GPSY 807 Multicultural Pscyhology, 3 credits
GPSY 810 Directed Research, 1 credit

Year 2: Spring Semester

GPSY 690 Child and Adolescent Psychopathology, 3 credits
GPSY 693L School Psychology Practicum II, 1 credit
GPSY 695 Child Neuropsychology, 3 credits
GREV 701 Research Methods & Design, 3 credits
GPSY 807 Multicultural Psychology, 3 credits
GPSY 810 Directed Research, 1 credit

Year 2: Summer Semester

GPSY 815 Ethics in School Psychology

Year 3: Fall Semester

GPSY 614 Organizational Consultation and Supervision for School Psychologists, 3 credits
GPSY 705 Single Subject Methods for School Psychologists, 3 credits
GPSY 706 Fundamentals of University Faculty Positions
OR
GREV 611 Statistics III, 3 credits
GPSY 812L Advanced Doctoral Practicum I, 1 credit
GPSY 813 Professional Seminar: Dissertation Research, 1 credit
GPSY 810 Directed Research 1 credit

Year 3: Spring Semester

GREV 612 Statistics IV Statistical Modeling (offered every other year)
OR
A research elective approved by advisor, 3 credits
GPSY 811 Biological Basis of Behavior, 3 credits
GPSY 812L Advanced Doctoral Practicum II, 1 credit
GPSY 813 Professional Seminar: Dissertation Research, 1 credit
GPSY 810 Directed Research 1 credit

Year 4: Fall Semester

GESL 501 Helping English Language Learners in Mainstream Classes, 3 credits
GPSY 706 Fundamentals of University Faculty Positions
OR
GREV 611 Statistics III, 3 credits
Elective (choose 1)
GPSY 808- Early Childhood: Assessment and Intervention, (3) credits
GPSY 810 Directed Research, 1 credit
GPSY 812L Advanced Doctoral Practicum I, 1 credit

Year 4: Spring Semester

GPSY 612 Social Psychology, 3 credits
GREV 612 Statistics IV Statistical Modeling (offered every other year)
OR
A research elective to take the place of Ed. Stats. IV, 3 credits
Elective (choose 1) GPSY 804 Elective - Child Violence in Schools, (3) credits
GPSY 810 Directed Research, 1 credit
GPSY 812L Advanced Doctoral Practicum II, 1 credit

Year 5: Fall Semester

GPSY 901 School Psychology Doctoral Internship I, 1 credit
GPSY 903 School Psychology Doctoral Internship Seminar I, 3 credits
GPSY 906 Dissertation, 3 credits

Year 5: Spring Semester

GPSY 902 School Psychology Doctoral Internship II, 1 credit
GPSY 904 School Psychology Internship Seminar II, 3 credits
GPSY 906 Dissertation, 3 credits

TOTAL CREDITS 111

Note 1: GREV 612 only offered every other spring. If not offered may be taken in spring year 3 or spring year 4. Another research elective, approved by the student's advisor, may be taken in place of GREV 612. Not taking GREV 612 (or equivalent) will reduce semester credit load by 3 credits.

Note 2: Students must select ONE elective (3 credit hour): GPSY 804: Child Violence in Schools (offered each spring), GPSY 808: Early Childhood: Assessment and Intervention (offered each fall) or an elective approved by the student’s advisor. The elective can be taken anytime in the third and fourth years of study. A Ph.D. student’s course sequence must total 111 credits.

Note 3: GPSY 509 (Independent Study), GPSY 812L (Advanced Doctoral Practicum), and GPSY 906 (Doctoral Dissertation) have separate sections for individual faculty members. Be sure to register for the proper faculty member.

Note 4: Dissertation credits do not need to be taken in the suggested semesters above. Students must register for a total of 6 dissertation credits (GPSY 906) to be eligible for graduation.

Learning Outcomes

The aims and competencies of the PhD School Psychology Program are tightly linked to APA's Standards of Accreditation, NASP's graduate education training standards, the Program's training model, and current professional issues of the field. Specific PhD Program aims and competencies include the following:

Aim 1: Train health service psychologists (HSPs) to deliver school psychological services.

Ethical and Legal Standards Competency: Students must be knowledgeable of and act in accordance with relevant professional standards, and legal and ethical guidelines.

Individual and Cultural Diversity Competency: Students must demonstrate knowledge, awareness, sensitivity, and skills when working with diverse individuals and communities.
Professional Values, Attitudes, and Behaviors Competency: Students must behave in ways that reflect the values and attitudes of health service psychology.

Communication and Interpersonal Skills Competency: Student must maintain effective professional relationships marked by effective communication skills.

Assessment Competency: Students must demonstrate competence in conducting evidence-based assessments consistent with the scope of Health Service Psychology.

Intervention Competency: Students must demonstrate competence in evidence-based interventions consistent with the scope of Health Service Psychology.

Supervision Competency: Students must demonstrate knowledge of supervision models and practices.

Consultation and interprofessional/interdisciplinary Skills Competency: Students must demonstrate knowledge of consultation models and practices, and respect for the roles and perspectives of other professions.

Aim 2: Train leaders in the field who promote the science of psychology.

Research Competency 1: Students must demonstrate knowledge, skills, and competence sufficient to contribute and disseminate new knowledge to the scientific evidence base.

Research Competency 2: Students must critically evaluate and use existing knowledge within the practice of health service psychology.

Doctorate (Psy.D.) in School Psychology

Accredited by the American Psychological Association (APA) and approved by the National Association of School Psychologists (NASP), the 91-credit Psy.D. in School Psychology program at Duquesne University is designed to be consistent with the local-clinical scientist model of training. Students are trained in evidence-based practices founded in scientific literature and theory, and are additionally trained to consider local contextual variables when implementing these practices. Students learn to adapt empirically-validated research programs and interventions for use in unique practice settings, and with unique individuals and communities. Consistent with this model of training, each student intensively studies and addresses a problem of applied practice identified by a practice site in the year-long Applied Project. Graduates are license eligible for independent practice and are prepared to work in schools, hospitals, and child agencies and clinics. The modern curriculum employs aspects of multiculturalism and diversity, examining emerging trends in the profession, conducting continuous outcomes assessments for program improvement, and providing support to our students and alumni.

Required Courses - Doctorate (Psy.D.) in School Psychology
Year 1: Fall Semester

GPSY 505 Role and Function of School Psychologists, 3 credits
GPSY 512 Psychological Testing, 3 credits
GPSY 619 Child & Adolescent Development, 3 credits
GPSY 625 Academic Interventions, 3 credits

Year 1: Spring Semester

GPSY 511 Psychology of Learning, 3 credits
GPSY 623 Behavioral Interventions, 3 credits
GPSY 692 Individual Testing, 3 credits
GREV 610 Educational Statistics II, 3 credits

Year 1: Summer Semester

GPSY 850 History and Systems of Psychology, 3 credits
GPSY 575 Counseling Children, Adolescents and Emerging Adults, 3 credits

Year 2: Fall Semester

GPSY 618 Personality Assessment for Intervention, 3 credits
GPSY 680 Consultation & Program Evaluation, 3 credits
GPSY 691 Psychotherapy with Child & Adolescents, 3 credits
GPSY 691L School Psychology Practicum I, 1 credit

Year 2: Spring Semester

GPSY 690 Child and Adolescent Psychopathology, 3 credits
GPSY 693L School Psychology Practicum II 1 credit
GPSY 695 Child Neuropsychology, 3 credits
GPSY 807 Multicultural Psychology, 3 credits
GREV 701 Research Methods & Design, 3 credits

Year 2: Summer Semester

GPSY 815 Ethics in School Psychology, 3 credits
GESL 501 Helping English Language Learners in Mainstream Classes, 3 credits

Year 3: Fall Semester

GPSY 614 Organizational Consultation and Supervision for School Psychologists, 3 credits
GPSY 705 Single Subject Methods for School Psychologists, 3 credits
GPSY 808 Early Childhood: Assessment and Intervention, 3 credits
GPSY 812L Advanced Doctoral Practicum I, 2 credits
GPSY 905 Applied Project, 1 credit

Year 3: Spring Semester

GPSY 612 Social Psychology, 3 credits
GPSY 804 Child Violence in Schools, 3 credits
GPSY 811 Biological Basis of Behavior, 3 credits
GPSY 812L Advanced Doctoral Practicum, II 2 credits
GPSY 905 Applied Project, 1 credit

Year 4: Fall Semester

GPSY 901 School Psychology Doctoral Internship I, 1 credit
GSPY 903 School Psychology Internship Seminar I, 3 credits

Year 4: Spring Semester

GPSY 902 School Psychology Doctoral Internship II, 1 credit
GSPY 904 School Psychology Internship Seminar II, 3 credits

TOTAL CREDITS 91

Learning Outcomes

The aims and competencies of the PsyD School Psychology Program are tightly linked to APA's Standards of Accreditation, NASP's graduate education training standards, the Program's training model, and current professional issues of the field. Specific PsyD Program aims and competencies include the following:

Aim 1: Train health service psychologists (HSPs) to deliver school psychological services.

Ethical and Legal Standards Competency: Students must be knowledgeable of and act in accordance with relevant professional standards, and legal and ethical guidelines.

Individual and Cultural Diversity Competency: Students must demonstrate knowledge, awareness, sensitivity, and skills when working with diverse individuals and communities.

Professional Values, Attitudes, and Behaviors Competency: Students must behave in ways that reflect the values and attitudes of health service psychology.

Communication and Interpersonal Skills Competency: Student must maintain effective professional relationships marked by effective communication skills.

Assessment Competency: Students must demonstrate competence in conducting evidence-based assessments consistent with the scope of Health Service Psychology.

Intervention Competency: Students must demonstrate competence in evidence-based interventions consistent with the scope of Health Service Psychology.

Supervision Competency: Students must demonstrate knowledge of supervision models and practices.

Consultation and interprofessional/interdisciplinary Skills Competency: Students must demonstrate knowledge of consultation models and practices, and respect for the roles and perspectives of other professions.

Aim 2: Train leaders in the field who promote evidence-based practices (EBPs) in the particular context in which psychology is being practiced.

Research Competency 1: Students must demonstrate knowledge, skills, and competence sufficient to contribute and disseminate new knowledge that is unique to the practice context.

Research Competency 2: Students must critically evaluate and use existing knowledge within the practice of health service psychology.

Admission Requirements (Doctoral)

Students are admitted into the Ph.D. or Psy.D. Program once per year with an annual application deadline of January 15.

Admission Materials
  • Duquesne University Application
  • Letter of interest
  • Undergraduate and graduate transcripts
  • GRE scores (optional)
  • Three letters of recommendation
  • 3.0 GPA*
  • Curriculum vitae/resume.

*Applicants are customarily expected to have a 3.0 grade point average, based on a four-point scale, in their undergraduate work. However, exceptions may be granted on a limited basis, in which there is substantial additional evidence of a student's academic competency.

Faculty members review all application materials and identify applicants who are judged to have a high likelihood of success in graduate studies, and have professional goals and interests that align with obtaining a doctoral degree in school psychology (the Ph.D. as a research-oriented degree, and the scientist-practitioner model of training and the Psy.D. as a practice-oriented degree, and the local clinical scientist model of training).

Successful applicants are invited to an on-campus interview.

Faculty members then consider all application materials and interview information to make admission offers. With an admissions offer, the student will then enroll in classes for the upcoming fall semester. The Program does not engage in "rolling admissions."
To be considered for admission, applicants must complete the following steps. By following this procedure, there will be no application fee.

  1. Prepare a letter of interest to upload into the online application. A letter of intent describes educational, professional, research, and personal experiences that have resulted in an applicant's interests to pursue a career in school psychology. The letter of interest should also outline an applicant's career goals so that the faculty may judge the match between the applicant's goals and the stated goals and competencies. For the Ph.D. program, applicants should be certain to cover his or her research experience and research interests as these are carefully evaluated by the Program faculty when reviewing applications for this program as it is in part a research-oriented degree.
  2. Prepare a curriculum vita/resume to upload into the online application.
  3. All official undergraduate and graduate transcripts should be sent by your university to the Office of Graduate Admissions (address below). International applicants who have a prior degree(s) from a university outside the US will be required to obtain an official WES ICAP report of their transcripts for their application.
  4. GRE scores obtained within 5 years of the date of application are optional and should be sent to Duquesne University. Please contact ETS to have your official GRE scores sent to Duquesne University- Institutional Code #2196. Note it takes 7-10 days for Duquesne University to receive your score after your order from ETS.
  5. Duquesne University requires submission of TOEFL or IELTS scores for all non-native English-speaking applicants. Additionally, the English as a Second Language Program conducts a review of each matriculated student upon arrival to determine individual needs for English instruction to support success in his/her degree program. The University requires the following minimum scores in each area to be considered for admission: TOEFL minimum of 80 (internet based) with no sub-score less than 17, or 550 on the paper-based test; IELTS minimum score of 6.5 with no sub-score below 6.5 for Reading, 5.5 for Writing, 5.5 for Speaking, and 6.0 for Listening. Have these scores ready to insert into the online application.
  6. The online application will ask the applicant to supply the names and email addresses of three persons who are willing to write a letter of reference. The online application process will then email each letter writer and ask them to upload a letter of reference regarding your application to the Program. Please inform your letter writers to expect an automated email.
  7. When all of the above are ready, applicants must complete Duquesne University's online application. This application requires you to upload the documents above.

Faculty members will review all completed applications and rate each according to the quality of submitted materials (letter of intent, transcripts, test scores and references) and match with the stated goals and competencies associated with the Ph.D. or Psy.D. Program. Successful applicants will then be selected for an on-campus interview. Applicants will be notified by email or telephone of an interview invitation, as well as the time and place of the interview. Although an on-campus interview is strongly preferred, if an applicant is unable to attend an on-campus interview, a videoconference interview will be arranged. After final admissions decisions have been made, letters of acceptance, rejection, or wait list status will be emailed and then air/ground mailed to all of the applicants. Final decisions are made after April 15 of each year.

Send official transcripts to:
soegrad@duq.edu 
or
School of Education
Office of Graduate Admissions
Duquesne University
214 Canevin Hall
600 Forbes Avenue
Pittsburgh, PA 15282

Change of Degree Programs

If a student would like to change degree sequences, the student must complete a new application and follow all application guidelines for the desired degree program. It is not permissible for students simply to elect to change or migrate between School Psychology Program degree sequences without making a formal application. In the case where a current student is accepted into a new degree program, the student's program of study will be reviewed with the student's advisor to ensure that the future course of study will meet the requirements of the new degree sequence.

Residency Requirement (Doctoral Programs Psy.D. OR Ph.D.)

The Ph.D. requires five years of full-time study and the Psy.D. program requires four years of full time study. Once admitted to the program, it is expected that all students will be enrolled continuously. Students must complete their internship the year immediately following the conclusion of coursework or dissertation. This residency requirement allows students the opportunity to interact with faculty and other graduate students, and to become familiar with university resources. All program requirements (including dissertation) must be completed within the following specified timelines: Ph.D. within 8 years, Psy.D. within 8 years, and M.S.Ed. within 5 years.

Field Experiences and Practica (Doctoral)

Ph.D. students are required to complete a minimum of 750 total hours of practicum prior to internship. If a student chooses to pursue an internship in a non-school setting, 600 practicum hours must be from a school setting. Program students are placed at practicum field sites based on student learning needs and, to the extent possible, career goals of the student. All practicum activities must be logged using Time2Track. Faculty will ask for hard-copies of logs to ensure students are meeting course and practicum requirements. It is vital that students maintain accurate logs and complete them in a timely manner. The Program will require each student to submit a .pdf "Summary Report" from Time2Track at the completion of advanced doctoral practicum activities and prior to being formally approved for internship.

All Ph.D. School Psychology internships should meet the guidelines set forth by the Council of Directors of School Psychology Programs (CDSPP). At the end of the second year, Program Faculty will review the progress of each student using the Internship Eligibility Form (Current Students tab of the Program website). Provided each criterion has been met, the student will be released to complete a 1500 hour internship supervised by a licensed (to practice independent psychology), doctoral psychologist. If the internship is to be completed in a non-school setting, the intern must have completed at least 600 hours of advanced practicum in a school setting. The internship experience reflects the final stage of training, as all coursework must be completed prior to internship, and is designed to allow students to receive a comprehensive, supervised experience for students to continue to develop ALL Program competencies and skills for independent practice. The internship experience is typically completed on a full-time basis over a period of one academic year. A half-time, two-year experience is permissible. All internship settings must agree to provide experiences specific to the training objectives of the Program as evidenced in the internship contract. Internship credit is not given for past work experiences. The intern must not be involved in other employment that conflicts with the goals and requirements of the internship. All internship experiences shall be conducted in a manner consistent with the current legal-ethical standards of the profession. Students must log all internship activities using Time2Track and should plan on submitting internship logs to the Internship Seminar Instructor at least 4 times across the period of the internship. A final .pdf "Summary Report" regarding the internship year must be submitted to the Program office upon completion of the internship.

Psy.D. students are required to complete a minimum of 1,000 total hours of practicum prior to internship. If a student chooses to pursue an internship in a non-school setting, 600 practicum hours must be from a school setting. Program students are placed at practicum field sites based on student learning needs and, to the extent possible, career goals of the student. All practicum activities must be logged using Time2Trak. Faculty will ask for hard-copies of logs to ensure students are meeting course and practicum requirements. It is vital that students maintain accurate logs and complete them in a timely manner. The Program will require each student to submit a .pdf "Summary Report" from Time2Track at the completion of advanced doctoral practicum activities and prior to being formally approved for internship.

All Psy.D. School Psychology internships should meet the guidelines set forth by the Council of Directors of School Psychology Programs (CDSPP). At the end of the second year, Program Faculty will review the progress of each student using the Internship Eligibility Form (Current Students tab of the Program website). Provided each criterion has been met, the student will be released to complete a 1500 hour internship supervised by a licensed (to practice independent psychology), doctoral psychologist. If the internship is to be completed in a non-school setting, the intern must have completed at least 600 hours of advanced practicum in a school setting. The internship experience reflects the final stage of training, as all coursework must be completed prior to internship, and is designed to allow students to receive a comprehensive, supervised experience for students to continue to develop ALL Program competencies and skills for independent practice. The internship experience is typically completed on a full-time basis over a period of one academic year. A half-time, two-year experience is permissible. All internship settings must agree to provide experiences specific to the training objectives of the Program as evidenced in the internship contract. Internship credit is not given for past work experiences. The intern must not be involved in other employment that conflicts with the goals and requirements of the internship. All internship experiences shall be conducted in a manner consistent with the current legal-ethical standards of the profession. Students must log all internship activities using Time2Track and should plan on submitting internship logs to the Internship Seminar Instructor at least 4 times across the period of the internship. A final .pdf "Activity Summary Report" regarding the internship year must be submitted to the Program office upon completion of the internship.

Master's Degree

Master's Degree (M.S.Ed.) in Child Psychology

The M.S.Ed. in Child Psychology program will prepare you to pursue a rewarding career as an educational advocate for children. This 30-credit program includes curriculum to enhance paraprofessional mental health services provided to children in community and school settings. While the Child Psychology degree does not lead to the professional practice of school psychology, other options to advance your career are available to you through this program.

Students in the Child Psychology program who hold certain certificates through the Pennsylvania Department of Education (PDE) can meet Autism Endorsement criteria through the selection of electives.

Students of the Child Psychology program can also meet the Pennsylvania Behavior Specialist License criteria. Child Psychology students can take the Board Certified Behavior Analyst (BCBA) Exam preparation course sequence.

As a Behavioral Specialist you can:

  • Develop and implement functional behavior intervention plans for identified students
  • Establish intervention plans for the purpose of providing safe and effective environments for individuals with challenging behaviors
  • Become an expert in coordinating child abuse and neglect cases while complying with mandated reporting requirements
  • Become a leader in the protocols of the Individualized Education Programs (IEP) for students with disabilities.

Also, graduates of the 30-credit Master's of Science in Education in Child Psychology program have the option to apply for the School of Education's Psy.D. School Psychology and Ph.D. School Psychology programs. The first 30 credits of these doctoral programs consists of the M.S.Ed. Child Psychology curriculum. Depending on eligibility, applicants who are accepted into one of these doctoral programs, who have completed the M.S.Ed. Child Psychology program at Duquesne, and who are within the Statute of Limitations, might be able have the 30 credits from their M.S.Ed. Child Psychology program transferred to their doctoral degree.

Required Courses - Master's Degree in Child Psychology

GPSY 575 Counseling Children, Adolescents and Emerging Adults, 3 credits
GPSY 511 Psychology of Learning, 3 Credits
GPSY 512 Psychological Testing, 3 Credits
GPSY 619 Child & Adolescent Development, 3 Credits
GPSY 662 Learning Disabilities, 3 Credits
GPSY 515 Classroom Discipline & Behavior Management, 3 Credits
GPSY 694 Special Topics in Problem Behaviors, 3 Credits
GREV 510 Statistics I, 3 Credits
OR
GREV 500 Statistics in Behavioral Research, 3 Credits
GSPE 653 Autism Spectrum Disorders, 3 Credits
Elective, 3 Credits

TOTAL CREDITS 30

Learning Outcomes

  1. Students will demonstrate an understanding of milestones associated with typical child development.
  2. Students will demonstrate knowledge of the characteristics of specific developmental disorders, including autism, and psychological disorders commonly experienced by children and adolescence.
  3. Students will demonstrate an understanding of evidence-based interventions used to treat developmental disorders, including autism, and psychological disorders common in childhood and adolescence.
  4. Students will demonstrate a working understanding of psychological assessment practices, crisis intervention skills, family collaboration techniques, and ethical guidelines commonly employed when treating children and adolescents.

Admission (Master's in Child Psychology)

Application Deadlines
  • Fall Semester Admission: August 1
  • Spring Semester Admission: December 1
  • Summer Semester Admission: May 1.Admission Requirement
    3.0 GPA*
    *Applicants are customarily expected to have a 3.0 grade point average, based on a four-point scale, in their undergraduate work. However, exceptions may be granted on a limited basis, in which there is substantial additional evidence of a student's academic competency.
Admission Requirement

3.0 GPA*
*Applicants are customarily expected to have a 3.0 grade point average, based on a four-point scale, in their undergraduate work. However, exceptions may be granted on a limited basis, in which there is substantial additional evidence of a student's academic competency.

Admission Materials

All official undergraduate and graduate transcripts should be sent by your university to the Office of Graduate Admissions (address below). International applicants who have a prior degree(s) from a university outside the US will be required to obtain an official WES ICAP report of their transcripts for their application.

Send official transcripts to:
soegrad@duq.edu 
or
School of Education
Office of Graduate Admissions
Duquesne University
214 Canevin Hall
600 Forbes Avenue
Pittsburgh, PA 15282

International Applicants

Duquesne University requires submission of the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) scores for all non-native English-speaking applicants.

Score Requirements

The University requires the following minimum scores in each area to be considered for admission: TOEFL minimum of 80 (iBT - internet based) with no sub-score less than 17, or 550 on the paper-based test; IELTS minimum score of 6.5 with no sub-score below 6.5 for Reading, 5.5 for Writing, 5.5 for Speaking, and 6.0 for Listening. Have these scores ready to insert into the online application.
Additionally, the English as a Second Language program conducts a review of each matriculated student upon arrival to determine individual needs for English instruction to support success in their chosen degree program.

Visit International Admissions for additional information and requirements.

When all of the above is ready, all applicants to the University must complete Duquesne University's Online Application.

Each application will then be reviewed to determine if minimum GPA standards have been met. Admissions decisions are mailed to applicants.