1. School
Psychology
For application information contact
the Winthrop Graduate Studies
Office at 803.323.2204
or visit our website:
www.winthrop.edu/graduate-
studies/
For general information about school
psychology, visit the website of
the National Association of School
Psychologists:
www.nasponline.org/
School Psychology
Program
Fast Facts
WINTHROPU N I V E R S I T Y
• There are about 10 openings per year. Typically, 60-80
students apply
• The application deadline is February 1
• Minimum undergraduate GPA score of 3.0 is preferred – the
average GPA is 3.5-3.6. The Graduate Record Exam (GRE)
general test is also required
• Graduate assistantships, traineeships, and/or internships,
which provide stipends, waivers of most tuition, and
in-state tuition rates, are available
• Winthrop University is a state-supported institution of
about 6,000 students situated in a suburban setting just
outside Charlotte, NC. The greater Charlotte area affords
access to diverse cultural, recreational, and educational
opportunities
• The Psychology Department has 14 full-time faculty
members, four of whom are School Psychology faculty.
Practicing school psychologists from the community
serve as adjuncts to the program and assist in
supervising students
• The program emphasizes collaboration rather than
competition

2. Gary Alderman, Ph.D.
University of South Carolina
Specializations: behavioral assessment/
intervention, behavioral/emotional disabilities,
curriculum-based assessment, reading problems,
counseling children and youth
1
3
2
4
Leigh Armistead, Ed.D.
Indiana University of Pennsylvania
Specializations: reading disabilities, school-wide
behavior systems, neuropsychology of learning
disorders, technology, and high-stakes testing
Antigo Martin-Delaney, Ph.D.
Virginia Tech University
Specializations: school-to-work transition,
program planning, vocational assessment for
school age populations, multicultural issues
Joe Prus, Ph.D.
University of Kentucky
Specializations: family consultation, low
incidence assessment and intervention,
professional standards, school psychology
licensing/credentialing
School Psychology
Curriculum
The curriculum is organized into four area:
Psychological and Educational Foundations:
Coursework covers the theoretical foundations of the science
of human behavior and the foundations of education.
Psychological foundation areas include human learning/
cognition, human development, child and adolescent
psychopathology, and health psychology/behavioral
medicine. Educational foundation areas include exceptional
children, multicultural issues, reading, and organization
and operations of schools. This area also includes the
history and foundations of professional school psychology.
Psychoeducational Methods:
Characterized by a competency-based approach and em-
phasis on data-based decision-making, coursework in this
area involves the acquisition and application of professional
knowledge and skills needed to function successfully as
a school psychologist. Courses cover diverse models and
methods of psychoeducational assessment, behavioral as-
sessment and intervention, counseling and mental health
services, research and evaluation, and consultation/indirect
services to schools and families.
Traineeship:
In conjunction with psychoeducational methods courses,
students complete a two day per week, 450 traineeship in
the schools during the second year of the program. This ex-
perience includes close supervision by both faculty and field
supervisors and includes specific objectives that address
school psychology competencies in such areas as assess-
ment, counseling, behavioral assessment and intervention,
and consultation.
Internship:
During the third year, students complete a paid 1200 hour
supervised internship, at least 600 hours of which must be
in the schools (a limited number of non-school internship
settings are available for up to 600 hours of the total experi-
ence). Internships in nearby diverse rural, suburban, and
urban settings allow students to practice and integrate the
full range of school psychological services under supervi-
sion of credentialed faculty and field supervisors. Students
return to the university for faculty supervision and one
advanced course taken concurrently with internship each
semester.
School Psychology
Program Description
School Psychology
Faculty
The Winthrop School Psychology Program is a full-time, three-
year graduate training sequence, in which students earn
both a Master’s degree and Specialist in School Psychology
degree (S.S.P.). The curriculum includes: Psychological
and Educational Foundations, Psychoeducational Methods/
Practica, Traineeship, and Internship. All students admitted
to the program are expected to complete the full 72-hour
sequence of integrated program courses over a three-year
period. About 90% of students do so.
Completion of the three-year Specialist degree program fulfills
the current requirements for certification as a Level II School
Psychologist in both South Carolina and North Carolina and
as a Nationally Certified School Psychologist (NCSP) through
the National School Psychology Certification Board, pending
the attainment of a passing score on the Praxis II exam in
School Psychology. Over 95% of graduating students over
the past fifteen years have passed the Praxis II exam at the
national level.
Prerequisites
Prerequisites for the program consist of courses or substantial
equivalent experience to insure that entering students have
an adequate background in psychology and education prior
to beginning professional training. Prerequisites consist
of: general psychology, child or human development,
statistics, research or experimental psychology, and tests and
measurements.
Pursuing Post-Graduate
Opportunities
The Winthrop School Psychology Program has an outstanding
record of employment among program graduates. Virtually all
graduates seeking employment in the field over the past fifteen
years have obtained full-time positions as school psychologists
or psychologists within three months of graduation (many
have job offers prior to graduation) Although the majority of
graduates work in the public schools, alumni of the program
have also obtained positions in hospital, mental health,
rehabilitation, and disability service settings. Approximately
one in twelve alumni pursue doctoral studies after graduation.
Over 90% of those pursuing doctoral studies have gained
admission into programs in such states as North Carolina,
South Carolina, Pennsylvania, Mississippi, Virginia, and
Nebraska.
The four full-time School Psychology Program faculty are all
credentialed school psychologists with primary doctoral training
and successful field experience in school psychology. Program
faculty are active in school psychology at the local, state, and
national levels. Particular attention has been paid to recruiting
faculty with diverse characteristics, backgrounds, experience,
and expertise who view teaching and supervision as their
primary roles as graduate faculty members.