A A Email Print Share


Advising Resources

New Student Registration Checklist - M.S. Ed. (pdf)

New Student Registration Checklist - CAGS/PsyD/PhD (pdf)

Change of Advisor Form (pdf)

Pre-Graduation Commencement Participation (pdf)

General Program Documents

CAGS Student Handbook (pdf)

PhD Student Handbook (pdf)

PsyD Student Handbook (pdf)

Comprehensive School Psychology Student Requirements (pdf)

Annual Student Evaluation Form (link)

School Psychology Program ePortfolio Requirements (pdf)

Dissertation Outline (pdf)

Practicum Documents

Counseling & Consultation Field Placement Form (doc) (pdf)

Counseling & Consultation Practicum Site Evaluation (doc) (pdf)

Integrated Practicum Field Placement Form (doc) (pdf)

Integrated Practicum Site Evaluation (doc) (pdf)

Advanced Doctoral Practicum Field Placement Form (doc) (pdf)

Sample Advanced Doctoral Practicum Contract (doc) (pdf)

Advanced Doctoral Practicum Site Evaluation (doc) (pdf)

Practicum and Internship Logs

All students are required to keep accurate and up-to-date practicum and internship logs that detail all field experience activities. The Program has adopted, MyPsychTrack, as the mechanism to complete practicum and internship logs (http://www.mypsychtrack.com/). The website is free to our students. Please be certain when registering to select Duquesne University School Psychology as the program and correctly enter the email address of the School Psychology Program Director. MyPsychTrack has made the Program aware that the Program Director's email address, not the program selected from the drop down menu, actually links our students to the Program. If a student has difficulty using the system or determining which category under which to log an activity, the university supervisor of the field experience may be consulted. For technical issues, the student is encouraged to contact MyPsychTrack.com directly. An advantage to using this system is that if the student elects to apply to an APPIC internship, the data can be easily exported into the APPIC application.

Comprehensive/Oral Examinations

Comprehensive/preliminary exam scoring rubric (pdf)

Doctoral Oral Comps Research Paper Grading Rubric (pdf)

CAGS Internship Documents

CAGS Internship Contract and Plan (doc)

Field Placement Form (doc) (pdf)

CAGS Internship Site Evaluation (doc) (pdf)

CAGS Internship Completion Form (pdf)

Pre-Doctoral Internship Documents

Pre-Doctoral Internship Contract and Plan (doc)

Pre-Doctoral Internship Placement Form (doc) (pdf)

Pre-Doctoral Internship Site Evaluation (doc) (pdf)

Pre-Doctoral Internship Completion Form (pdf)

Student Funding

Grants, Scholarships and Fellowships (pdf)

Graduate Assistantship Information (link)

Research, Dissertation, and Applied Practice Project Forms and Information

Dissertation Outline (pdf)

Intent to Serve on a Dissertation (doc)

Dissertation Proposal Approval Form (doc)

IRB Abstract Template (doc)

Procedure for Conference Posters (pdf)

How to search electronic databases: The Quality of Researchers’ Searches of the ERIC Database (link)

List of Journal Abbreviations (link)

gradPSYCH Publication (link)

Research Questions and Analyses Table (doc)

Local Clinical Scientist Applied Project (pdf)

Applied Project Topic Information Form (doc)

Applied Project Verification of Compentency Form (doc)

Scholarships and Dissertation Funding

AERA Dissertation Grants (link)

APA Dissertation Research Awards (link)

NASP Student Research Grants (link)

Directory of Psychology Scholarships (link)

Completed Dissertations

Below are the dissertation titles of recent graduates. These dissertations can be viewed by visiting http://digital.library.duq.edu/cdm-etd/ and then entering the graduate's name in the search box.

Graduate Dissertation Title
Maura Paczan An Investigation of Psychosocial Functioning for Children and Adolescents Diagnosed with Bipolar Disorders
Kara Wisniewski Delinquency, Academic Underachievement, and Attention Deficit Hyperactivity Disorder: A Longitudinal Investigation of Developmental Sequencing and Interrelated Risk Factors
Bryson Bresnahan Component Processes in the Predictors of Reading Achievement: Direct and Indirect Effects
Amy Jo Crans-Stafford Sustaining Child Outcomes from the Early Childhood Initiative Project: Evaluation of School Age Developmentally Appropriate Practices
Colleen Morris Psychopathic traits and social-cognitive processes in aggressive youth
Marissa Deleel Social Competence Difficulties, Loneliness, and Victimization by Peers as Predictors of Eating Disturbance in Young Girls: A Longitudinal Investigation
Joshua Bernstein Early Attachment Stress, Attentional Control Dysfunction and Problems with Self-Regulation
Steven Kachmar Early Childhood Classroom Quality and Preschool Learning Behaviors
Jennifer Salaway Efficacy of a Direct Instruction Approach to Promote Early Learning
Stacie Leffard Working Memory Deficits in Children: Contributions of Executive Control Processes and Symptoms of ADHD
Adam Scheller Evaluation of Attention and Executive Control within a Model of Gf-Gc Cognitive Functioning
Karen Morine Emotion Knowledge and Relational Aggression in Preschoolers
Steven Pasquinelli The Efficacy of Treating Adolescent Depression with Interpersonal Psychotherapy for Adolescents(IPT-A) in the School Setting
Tara Greene Neuropsychological Deficits in Adolescents with Psychopathic Characteristics: Callous and Unemotional Symptoms
Vanessa Talkington Describing Emotional, Social, and Cognitive Processes in Adolescents with and without Psychopathic Traits: Examining Rorschach Variables
Cynthia Altman An Examination of Racial Differences in Anxiety Disorder Symptom Structure and Trajectories among Pre-Adolescent Female Youth
Hillary Mangis Examining the Association between Depressive Symptoms and Performance on Executive Function Measures in Children
Jessica Bleil Walters The Occurrence of Maltreatment and Depression among Adjudicated Adolescent Sexual Offenders with High Functioning Autism or Asperger's Disorder
Leigh Ann Camic Comstock The Use of Relational, Social, and Overt Aggression in Overtly-Aggressive and Non-Overtly-Aggressive Females
Wendy Westwood Children with Mental Retardation / Intellectual Disability: The Function of Adaptive Behavior and Parental Stress Across Childhood
Cathryn Lehman Anxiety in Children with Autism Spectrum Disorders: An Examination of Reporting Trends Among Children, Parents, and Teachers
Nathan Kegel Executive Functioning in Asperger's Disorder and Nonverbal Learning Disabilities: A Comparison of Developmental and Behavioral Characteristics
Erin Martin Measuring Prosocial Behavior Through the Implementation of a Violence Prevention Intervention
Janice Decker Linking Developmental Working Memory and Early Academic Skills
John Jay Thornton Norming of the Executive Control Battery in Children
Rochelle Taormina Assessing Common Variance in Psychopathy Measures
Jamie King The Development and Construction of the Social and Clinical Assessment for Linking Eating Disturbances with Treatments (SCALED-->TX): A Preliminary Psychometric Evaluation
Erika McCoy Teachers' Knowledge and Misconceptions of Postconcussion Symptoms
Jessica Blasik Does a Keyword Mnemonics Intervention Have an Effect on the Components of the Working Memory System?
Susan Moschos Examining Sleep Problems in Children with Autism Spectrum Disorders
Erinn Obeldobel Attachment and Anxiety in Aggressive Children and Adolescents
Lynn Utchell Relationships Among Early Literacy Curriculum Based Measurement and Reading State Criterion Tests Over Time
Kristin Rispoli Parent-Child Interaction in the Formation of Emotional and Social Competence: The Impact of Individual Differences and Cultural Variability
Beth Whipple Examining the Association Between Peer Rejection, Loneliness, and Depressive Symptoms in Children and Adolescents
John DeMann The Relationships Among Rapid Automatized Naming (RAN), Processing Speed and Reading Fluency in Clinic Referred Children
Rebecca de Vries The Perceived Usefulness of a Summary of Performance by Postsecondary Disability Service Providers
Melissa Kuban Ramirez The Effects of Fluency-Based Instruction on Skill Acquisition in Children Diagnosed with Landau Kleffner Syndrome
Ryan Lenz Executive Function Variance in a School-Based Behavioral Screener
Gary Koch Theory of Mind, Pragmatic Language, and Social Skills in Adolescents with Autism Spectrum Disorders
Heather Schwickrath Cyberbullying and Suicide among a Sample of LGBTQ Young Adults

Major Professional Organizations and Research Conferences

ABAI (Association for Behavior Analysis International) (link)
Annual late spring conference.

AERA (American Educational Research Association) (link)
Annual spring conference.

APA (American Psychological Association) (link)
Annual late summer conference.

APAGS (American Psychological Association of Graduate Students) (link)
Annual conference linked to annual APA conference.

ASPP (Association of School Psychologists of Pennsylvania) (link)
Annual fall conference.

CEC (Council for Exceptional Children) (link)
Annual spring conference.

EPA (Eastern Psychological Association) (link)
Annual spring conference.

INS (International Neuropsychological Society) (link)
Annual winter conference.

NAN (National Academy of Neuropsychology) (link)
Annual fall conference.

NASP (National Association for School Psychologists) (link)
Annual spring conference.

PPA (Pennsylvania Psychological Association) (link)
Annual early summer conference.

Society for Personality Assessment (link)
Annual spring conference.


Behavior Observation Form (pdf)

Structured Interview for Diagnostic Assessment of Children (SIDAC) (pdf)

Parent Behavior Checklist (pdf)

Sentence Completion - Child (pdf)

Sentence Completion - Adolescent (pdf)

Sentence Completion - Adult (pdf)

Web book on getting an internship (pdf)

Study tips for the PRAXIS II Exam (pdf)

Program Listserv

All Program students are required to join the Duquesne School Psychology Mailing List/Listserv. The list is for current students, previous students, or school psychologists in the Pittsburgh Area. Content includes program specific information and discussion about issues in school psychology.

To subscribe to the list:

  1. Address and e-mail a message to:  lyris@lyris.duq.edu.  You must send this e-mail in PLAIN TEXT format. Make sure you are not sending this mail in HTML or Rich Text format. Usually this setting is on a menu called format.
  2. Write the following 2 lines at the start of your mail message: 
    subscribe schoolpsych-list
  3. Send the message

To send mail to everyone on the mailing list, address your e-mail to:

To remove yourself from the list:

Send this command in the body of an email to lyris@lyris.duq.edu:
unsubscribe schoolpsych-list.