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Ph.D. School Psychology

School psychologist working with student drawing

Enhance your commitment to improving the well-being of youth and the systems that serve them by becoming a leader in a high-demand industry.

Program Info

This 111-credit Ph.D. 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.

Ph.D. Student Handbook

Learn about the Ph.D. School Psychology Student Admissions, Outcomes, and Other Data.

Admission Requirements

Students are admitted into the Ph.D. School Psychology program once per year with an annual application deadline of January 15. Admissions decisions are made after January 15.

Application Materials

Duquesne University Online Application

Graduate Record Exam (GRE) scores obtained within five years of application date

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 the internet-based test (iBT) 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.

Application Review Process

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 will match applications with the stated goals and competencies associated with the Ph.D. School Psychology 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 video conference interview will be arranged.

After final admissions decisions have been made, letters of acceptance, rejection, or waitlist status will be emailed and subsequently air/ground mailed to all of the applicants.

Tuition and Aid

A Duquesne degree is an investment in your future and increases in value over time. Join one of the nation's top-tier universities with the best value, considering cost and academic quality, as ranked by U.S. News & World Report. By making this investment in yourself, you will receive the highest level of academic quality from our highly regarded, diverse faculty who are at the forefront of the field of education. At Duquesne, you'll become part of a community of nearly 9,500 students studying at the undergraduate, graduate, and doctoral levels.

Graduate tuition is $1,284 per credit. In addition to tuition, graduate students may also incur fees for administrative services, room, and meals, if applicable. At Duquesne University, we believe that financing your education is a partnership between the student and the university. As part of that partnership, the School of Education offers financial assistance.

University-offered graduate assistantships are available for competitive applications. For graduate assistantships offered by the School of Education, please contact the Program Director or Chair of the Department for your desired program.

For further assistance, please contact the Duquesne University Office of Financial Aid.


Laura Crothers

Laura Crothers, Ed.D.

Fr. Martin A. Hehir Endowed Chair
Department of Counseling, Psychology, and Special Education

409C Canevin Hall
Phone: 412.396.1409
Curriculum Vitae
Full Profile

Laura Crothers (Ed.D., School Psychology, Indiana University of Pennsylvania, 2001) is a professor in the School Psychology program in the Department of Counseling, Psychology, and Special Education, and holds the Rev. Martin A. Hehir, C.S.Sp. Endowed Chair in Scholarly Excellence. Dr. Crothers is a former school psychologist who conducts research on childhood bullying, and particularly, regarding indirect bullying in children and adolescents.

Tammy Hughes

Tammy Hughes, Ph.D.

Department of Counseling, Psychology, and Special Education

102C Canevin Hall
Phone: 412.396.5191
Curriculum Vitae
Full Profile

Tammy Hughes (Ph.D., School Psychology, Arizona State University, 2000) is a Professor in the Department of Counseling, Psychology and Special Education at Duquesne University. She is a licensed psychologist and certified school psychologist. Her writing is in the area of emotional dysregulation and conduct problems in children. Her clinical experience includes assessment, counseling and consultation services in alternative education and juvenile justice settings focusing on parent‐school‐interagency treatment planning and integrity monitoring.

Elizabeth McCallum

Elizabeth McCallum, Ph.D.

Associate Professor
Department of Counseling, Psychology, and Special Education

102B Canevin Hall
Phone: 412.396.1874
Curriculum Vitae
Full Profile

Elizabeth McCallum (Ph.D., School Psychology, University of Tennessee, 2006) is an Associate Professor in the School Psychology Program at Duquesne University. Her areas of research interest include academic interventions and accommodations, behavior interventions, and empirically validating mobile applications aimed at increasing children's academic and behavioral skills.

Kara McGoey

Kara McGoey, Ph.D.

Program Director
Department of Counseling, Psychology, and Special Education

209A Canevin Hall
Phone: 412.396.4105
Curriculum Vitae
Full Profile

Kara McGoey (Ph.D., School Psychology, Lehigh University, 1998) is currently a Professor of School Psychology at Duquesne University where she teaches courses on behavioral assessment and intervention, child and adolescent development and early childhood assessment and intervention. Her research interests include translating scientifically sound interventions into the school setting to improve the social-emotional functioning of children, reducing the barriers to intervention fidelity, and preschool mental health.

Jeff Miller

Jeff Miller, Ph.D.

Associate Provost
Department of Counseling, Psychology, and Special Education

106B Canevin Hall
Phone: 412.396.5081
Curriculum Vitae
Full Profile

Jeff Miller (Ph.D., School Psychology, Arizona State University, 1995) has been the Associate Provost for Administration since 2012. He continues to serve as a Professor of School Psychology and previously served as the Associate Dean for Graduate Studies and Research in the School of Education. He was a practicing school psychologist (1995-1998). Dr. Miller is a board certified school psychologist, fellow of the American Psychological Association, licensed psychologist, and a certified school psychologist. Research foci are the translation of neuropsychological knowledge to improve teaching and learning and professional issues in school psychology.

Susan Rattan

Susan Rattan, Ph.D.

Assistant Professor
Department of Counseling, Psychology, and Special Education

G9A Canevin Hall
Phone: 412.396.4477
Curriculum Vitae
Full Profile

Susan Rattan Susan Rattan (Ph.D., School Psychology, University of Connecticut, 2008) is an assistant professor of School Psychology. Her teaching and research interests include academic assessment, language development, vocabulary instruction in the early grades, learning disabilities, and multi-tiered systems of support. She has worked on several projects funded by the U.S. Department of Education, Institute of Education Sciences that have resulted in peer-reviewed journal articles and numerous national and international presentations.

Yadira Sánchez

Yadira Sánchez, Psy.D.

Clinical Assistant Professor
Department of Counseling, Psychology, and Special Education

G3A Canevin Hall
Phone: 412.396.1078
Curriculum Vitae
Full Profile

Yadira Sánchez Psy.D. (licensed psychologist) is a graduate of the APA accredited Clinical Psychology program (minor in Forensic Psychology) from the Universidad Carlos Albizu in San Juan, Puerto Rico and credentialed in gifted and talented from UCONN. She is currently a Clinical Assistant Professor in the School Psychology program. Dr. Sánchez primary responsibilities include teaching and the clinical supervision of practicum and internship experiences. She has also served in various national and local associations boards such as APA, NASP, Coalition for Psychology in School and Education, Puerto Rico School Psychology Association, Association of Latino Professionals for America (Pittsburgh Chapter) and school boards. She serves on the editorial board for Magination Press and reviewer for the Journal of School Psychology. Her clinical interests address issues of cultural diversity, female relational aggression, gifted and twice exceptional students. Dr. Sánchez was recognized by the National Association of School Psychologists for effective advocacy on behalf of children and the profession.

Ara Schmitt

Ara Schmitt, Ph.D.

Associate Professor
Department of Counseling, Psychology, and Special Education

G3B Canevin Hall
Phone: 412.396.1057
Curriculum Vitae
Full Profile

Ara Schmitt (Ph.D., School Psychology Illinois State University, 2001) completed his doctoral internship and post-doctoral residency at Phoenix Children's Hospital, and then worked for several years as a school psychologist within Tempe (AZ) Union High School District. Dr. Schmitt's research interests include the neuropsychological assessment/intervention of learning problems and pediatric chronic illnesses, cognitive styles associated with childhood bullying, and professional issues in school psychology.