Questions related to the program’s accredited status should be directed to the Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979
The School Psychology Ph.D. Program at the University of Montana is dedicated to training psychologists in the scientist-practitioner model; understanding of empirical research and how theory influences the clinician’s best practice in service delivery. Students in the program obtain extensive background knowledge in psychology through a variety of coursework, providing them with foundational knowledge in human behavior and practical exposure to evidence-based interventions.
Aim 1: Scholarship and Inquiry. To train future school psychologists to understand and apply scientific methods, so that they may be competent and critical consumers, producers, and distributors of psychological research and utilize research to inform practice.
1.1 Students will demonstrate integrative knowledge of, and competency to understand, plan, undertake, and disseminate quality research in the field.
1.2 Students will acquire and use advanced skills important for scientific inquiry, such as research design, statistics, and measurement.
1.3 Students will conduct and disseminate research to national/local audiences, and through submission of their work for publication consideration.
1.4 Students will demonstrate knowledge of, and skills in applying research within their practice.
Aim 2: Evidence-based Psychological and Educational Service Delivery. To train future school psychologists to use collaborative problem-solving to provide evidence-based psychological and educational services to children, families, and systems.
2.1 Assessment. Students will have the assessment skills, including selection, application, interpretation, and communication of assessments (cognitive, academic, social, emotional, and behavioral) necessary for competent delivery of professional services.
2.2 Intervention. Students will have the intervention skills, including selection, application, interpretation, and communication of interventions (academic, social, emotional, and behavioral) necessary for competent delivery of professional services.
2.3 Data-based Decision-making. Students will demonstrate knowledge and competence to design, implement, and evaluate services and programs through data-based decision making to inform their practice.
2.4 Supervision. Students will have the knowledge of supervision practices and basic supervision skills.
2.5 Consultation and interprofessional/interdisciplinary skills. Students will have the knowledge of consultation practices, and the consultation skills necessary for competent delivery of professional services.
Aim 3: Professional, Ethical, and Legal Practice. To train future school psychologists in the importance of demonstrating behaviors associated with high levels of professional, ethical, and legal practice across a variety of settings.
3.1 Students will demonstrate knowledge of, and skills in applying legal and ethical standards within practice and research.
3.2 Students will demonstrate knowledge of, and skills in the area of professional practice.
3.3 Students will behave in ways that reflect the values and attitudes of psychology and respond to increasingly complex situations with greater independence across training.
3.4 Students will engage in self-reflection regarding one’s personal and professional functioning to engage in continuous improvement of professional effectiveness and personal well-being.
3.5 Students will demonstrate effective communication and other interpersonal skills to develop and maintain professional relationships with a wide range of individuals.
3.6 Students will demonstrate a grasp of professional language and concepts through producing and comprehending oral, nonverbal, and written communication.
Aim 4: Individual and Cultural Diversity. To train future school psychologists to have the knowledge, skills, and awareness of individual and cultural diversity in their professional roles and activities, and to integrate such knowledge, skills, and awareness in psychological and educational service delivery
4.1 Students will demonstrate knowledge, skills, and awareness of cultural diversity as well as demonstrate cultural humility when providing assessment and intervention services.
4.2 Students will demonstrate knowledge, skills, and awareness of cultural diversity as well as demonstrate cultural humility when providing consultation and working in interdisciplinary/interprofessional teams.
4.3 Students will demonstrate knowledge, skills, and awareness of cultural diversity as well as demonstrate cultural humility in the provision of supervision practices and basic supervision skills.
We seek students who are interested in areas of research related to those of our faculty.
We seek students with a high level of dedication, outstanding intellectual skills, and excellent interpersonal skills.
Our students work collaboratively with their faculty mentors to develop, design, and conduct an empirical study, and report the findings.
Faculty mentors typically chair their students’ thesis and dissertation committees, encourage personal growth, and help prepare students for training and internship.
Our students are free to work with other faculty as interests develop.