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Psy.D. School Psychology

School psychologist working with student with cards

Develop your commitment to enhancing the well-being of youth, their families, and the systems that serve them.

Program Info

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.

Psy.D. Student Handbook

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

Admission Requirements

Students are admitted into the Psy.D. Program once per year with an annual application deadline of January 15. As stated below, an online University application, a Psy.D. School Psychology Program online application, undergraduate and graduate transcripts, GRE scores, a letter of interest, and letters of recommendation are all submitted to the Program. Faculty members review all Psy.D. application materials and identifies 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 Psy.D. as a professional practice degree, and the Local Clinical Scientist model of training. Successful applicants are invited to an on campus interview. Faculty members then considers 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, specifically pursue a Psy.D. in school psychology, and consider the Duquesne University Psy.D. School Psychology Program in particular. 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 of the Psy.D. Program.
  2. If desired, prepare a curriculum vita/resume to upload into the online application. A curriculum vita/resume is optional.
  3. Obtain official undergraduate and graduate transcripts, and then scan each transcript separately to be uploaded into the online application.
  4. GRE scores obtained within 5 years of the date of application are required and should be sent to Duquesne University. The online application will ask you to enter your Verbal Reasoning, Quantitative Reasoning, and Analytical Writing scores. The Program will verify the scores you insert.
  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 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:



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.

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.

In addition to graduate tuition rates, 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.

Federal government financial aid options:

In addition to awards and scholarships, you may be eligible for financial aid with the federal government. The federal government has loan options that can cover education and living costs. Loan forgiveness options are also available for those working inside and outside of the classroom, these include:

  • Teacher Loan Forgiveness Program
  • Public Service Loan Forgiveness (PSLF)

For further assistance, please contact FedLoan Servicing.


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.

Laura Crothers

Laura Crothers, Ed.D.

Associate Dean for Graduate Studies and Research
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.

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.