Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Extending Doctoral Degree Opportunities to Nondoctoral School Psychologists

  • S. Craig Rush, Ph.D. (Author) Towson University image/svg+xml
    S. Craig Rush, Ph.D. is an associate professor in the Towson University Department of Psychology and coordinator of the Rural Area Development in School Psychology (RADS) Lab at the Towson University in Northeastern Maryland (TUNE) campus. He graduated from the University of Alabama with a Ph.D. in school psychology and an Ed.S. in educational psychology-school psychology. He also earned M.S. degrees in rehabilitation counseling, substance abuse counseling, and vocational evaluation from East Carolina University. Before his faculty appointment in the Department of Psychology at Towson University, Dr. Rush was a member of the faculty in the Department of Educational Studies in Psychology, Research Methodology, and Counseling at the University of Alabama and the Department of Psychology at Barry University. Before working in academe, Dr. Rush worked in public rehabilitation agencies in North Carolina and Nevada. He is a Nationally Certified School Psychologist, a Licensed Applied Psychologist in Virginia, and certified in school psychology by the Maryland State Department of Education. Collectively, Dr. Rush has worked in rural mental health and school psychology in six states. His research interests are broadly focused on higher education and professional issues in school psychology and allied disciplines with an emphasis on rural concerns. Dr. Rush primarily teaches graduate school psychology courses but also teaches some select undergraduate courses that overlap with school psychology and works with graduate and undergraduate students on independent research and independent study projects related to his research interests. Dr. Rush also is engaged in independent practice.
  • Anna Matullo-Miller, M.A. (Author) Towson University
    Anna Matullo-Miller, MA is a third-year graduate student in the MA/CAS program in school psychology at Towson University in Towson, Maryland.
  • Marissa Schmidt, M.A. (Author) Towson University
    Marissa Schmidt, MA is a second-year graduate student in the MA/CAS program in school psychology at Towson University in Towson, Maryland.
DOI
https://doi.org/10.64546/jaasep.560
Abstract
Doctoral-level school psychologists are critical for addressing the school psychologist shortage in the United States. Candidates especially qualified to pursue doctoral training in school psychology are among working, nondoctoral school psychologists. However, pursuing a doctoral degree is often precluded for these working professional. This pilot study is an initial step in examining the prospect of extending opportunities for doctoral training in school psychology to nondoctoral school psychologists with a master’s-plus degree in school psychology who are currently working in public schools. Based on finding from the study, a doctoral program structure amenable to working school psychologists is presented.
Keywords
Doctoral Programs, Educational Opportunities, Masters Degrees, School Psychologists, School Psychology, Supply and Demand
References

American Academy of Pediatrics (2021). National emergency in children’s mental health. Retrieved from https://www.aap.org/en/advocacy/child-and-adolescent-healthy-mental-development/aap-aacap-cha-declaration-of-a-national-emergency-in-child-and-adolescent-mental-health/

Castillo, J. M., Curtis, M. J., & Tan, S. Y. (2014). Personnel needs in school psychology: A 10-year follow up study on predicted personnel shortages. Psychology in the Schools, 51, 832–849. https://doi.org/10.1002/pits.21786 DOI: https://doi.org/10.1002/pits.21786

Centers for Disease Control and Prevention. (2013). Youth risk behavior surveillance: United States, 2005–2011. Surveillance Summaries, MMWR, 62(02), 1–35. https://pubmed.ncbi.nlm.nih.gov/24918634/

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Gadke, D. L., Valley-Gray, S., & Rossen, E. (2021). NASP Report of Graduate Education in School Psychology: 2018–2019 [Research report]. National Association of School Psychologists. file:///C:/Users/srush/AppData/Local/Temp/NRR_SP_Grad_Ed_Report_2018-2019.pdf National Association of School Psychologists (2022a, May 27). Shortage of school psychologists. https://www.nasponline.org/research-and-policy/policy-priorities/critical-policy-issues/shortage-of-school-psychologists

National Association of School Psychologists (2022b, May 27). Shortages in school psychology resource guide. https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-psychology/shortages-in-school-psychology-resource-guide

National Association of School Psychologists (2022c, May 27). Helping children cope with changes resulting from COVID-19. https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-climate-safety-and-crisis/health-crisis-resources/helping-children-cope-with-changes-resulting-from-covid-19

National Association of School Psychologists (2020). 2020 NASP standards for graduate preparation of school psychologists. https://www.nasponline.org/standards-and-certification

Office of the Surgeon General Protecting (2021). Youth mental health: The U.S. Surgeon General’s advisory. Retrieved from https://www.hhs.gov/sites/default/files/surgeon-general-youth-mental-health-advisory.pdf

There are 9 references in total.
How to Cite
Rush, S. C., Matullo-Miller, A., & Schmidt, M. (2024). Extending Doctoral Degree Opportunities to Nondoctoral School Psychologists. Journal of the American Academy of Special Education Professionals, 19(3), 92-98. https://doi.org/10.64546/jaasep.560

Fall 2024

Article Information

  • Article Type Articles
  • Submitted September 21, 2024
  • Published October 15, 2024
  • Issue Fall 2024
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