This is the official listing of accredited psychology doctoral programs. It reflects all Commission on Accreditation decisions through July 22, 2012. (Contains 15 footnotes.)

Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second…

The "National Standards for High School Psychology Curricula" attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best…

Sackett, Borneman, and Connelly's article and recent meta-analyses (e.g., Kuncel & Hezlett, 2007) should lay to rest any doubt over whether high-stakes standardized tests predict important academic and professional outcomes--they do. The challenge now is to identify noncognitive individual differences that determine the same outcomes. Noncognitive…

In defending tests of cognitive abilities, knowledge, or skills (CAKS) from the skepticism of their "family members, friends, and neighbors" and aiding psychologists forced to defend tests from "myth and hearsay" in their own skeptical social networks (p. 215), Sackett, Borneman, and Connelly focused on evaluating validity coefficients, racial or…

The Committee on Accreditation announces changes in the listing of accredited doctoral (clinical, counseling, school, and combined professional-scientific), internship, and postdoctoral residency programs in professional psychology. These changes update the listing in the December 2006 issue of the American Psychologist [see EJ751413].

Presents the official listing of accredited doctoral programs in psychology created by the Committee on Accreditation. All of the programs offer the PhD degree, except when otherwise noted. The listing includes contact information as well as the original date of accreditation for each program and the date of the next regularly scheduled site visit…

A short-term resolution of the professional differences separating the American Psychological Association and the National Association of School Psychologists appears impossible. There have been some joint efforts by the groups that may lead to constructive movement in matters of concern such as professional autonomy and comprehensive service…

International school psychology is discussed in reference to scholarly and professional development within psychology, the emergence of an international association of school psychology, its efforts to promote school psychology, prevailing characteristics of school psychologists, and additional efforts needed to further enhance its development.…

Discusses three cases involving quality assurance problems in clinical, industrial/organizational, and school psychology. Gives a statement of problem, applicable American Psychological Association policies, an interpretation of policy and principles in light of major questions posed by each case, and educative ramifications. (CMG)

Factors influencing the practice of school psychology are examined and the suggestion is made that school psychology may serve as a basis for determining what lies ahead for all of professional psychology. (Author)

School psychology is concerned with applying psychology to education and is commensurate with goals of professional psychology education. It should be considered a doctoral profession or specialty, fulfilling emphasis on an educational orientation (rather than on mental health), and greater reliance on educational psychology. (Author/AOS)

Outlines the history of school psychology from 1895 to 1970 through an analogy to human growth and development. Gives special attention to the University of Pennsylvania, which established the first psychological clinic in 1896, as well as to significant persons in the field. (KH)

Provides examples of the conceptual developmental process in four applications of psychology to education: (1) in education and training programs for school psychologists and elementary school teachers; (2) in a professional development program for career education professionals; and (3) in consultation to education professionals. The examples…

The nature of graduate training in school psychology is described. The article covers the following areas: (1) historical perspective; (2) current training trends; and (3) curriculum analysis of doctoral and special programs. Implications of the data are discussed and suggestions are made for change. (PS)