School Psychology

USU students performing an experiment in lab.

The School Psychology Ph.D. specialization at USU prepares students to become professional psychologists with the skills to work in research institutions and practice in diverse settings including schools, clinics, hospitals, and other community organizations. 

School psychologists play a cruicial role in promoting the mental health and educational success of youth, their caregivers, and their communities. Our program emphasizes the development of scientific problem-solving skills and comprehensive competencies in assessment, intervention, consultation, and collaborative care. We prioritize science-based, culturally responsive, ethically informed, and legally compliant practices within educational and allied environments. 

The School Psychology specialization features accomplished faculty with expertise in the areas of school mental health, mindfulness-based intervention, self-regulated learning, and parent training. 

APA & NASP Accredited


The School Psychology PhD Program was established in the 2018–19 academic year. The Program has been granted initial accreditation by the American Psychological Association through 2026.

Internship Placement 


Students in this program are regularly matched for internship placement with a 100% success rate. These internships help students further training in a variety of areas to help graduates develop a network of professional connections and alumni.

Community Building


Enrollment in the USU PhD program requires full-time, in-residence participation by all students. Students entering the program typically spend five years on campus, engaging in didactic, research, and clinical training activities.

Program Benefits


For approved programs of study, your tuition is fully covered and you will be awarded an assistantship with a monthly stipend. Assistantships include research and teaching experiences, allowing you to expand your academic skillset.

School Psychology Faculty

Faculty
Directory
School Psychology
Psychology
Gregory Callan

Gregory Callan

Associate Professor - School Psychology Specialization

920-427-1148

greg.callan@usu.edu

maggie chan
School Psychology
Directory
Psychology
Faculty
Maggie  Chan

Maggie Chan

Assistant Professor - School Psychology Specialization

maggie.chan@usu.edu

Psychology
Directory
School Psychology
Faculty
Gretchen Peacock
Gretchen Gimpel Peacock

Gretchen Gimpel Peacock

Professor | Executive Director of the Sorenson Legacy Foundation Center for Clinical Excellence

435-797-0721

gretchen.peacock@usu.edu

School Psychology
Directory
Faculty
Psychology
Erik  Reinbergs

Erik Reinbergs

Assistant Professor - School Psychology Specialization

435-797-2293

erik.reinbergs@usu.edu

Psychology
Directory
Faculty
School Psychology
Tyler Renshaw

Tyler Renshaw

Director of the School Psychology Specialization

tyler.renshaw@usu.edu

Application Requirements

Submit the following to the School of Graduate Studies:

  • Application
  • Statement of Purpose/Intent - Recommended length of 500-1000 words
  • CV
  • Three Letters of Recommendation
  • GRE Scores- Some individuals may have experienced difficulty taking the GRE due to COVID-19. As such, the Brain and Cognition program is not requiring GRE scores for applications, but does encourage you to submit them if you have them.
  • Official Transcripts from All Previous Schools

Admission Criteria:

  • GPA for the last 60 credits taken of 3.0 or higher
  • GRE scores for the verbal and quantitative areas at the 40th percentile or above
  • Fit with a current faculty member affiliated with the specialization

The PhD specialization will be conducting invitation only interviews of applicants in-person on February 23, 2024. Admitted students will matriculate into the program in the Fall 2024 semester. 

The deadline for Fall 2024 applications is December 1st

School Psychology Labs

The Self-Regulated Learning Lab | Greg Callan

Just before, during, and after learning or performing askill, individuals have the opportunity to engage several processes and beliefs that can facilitate more efficient skill development and/or performance. For example, setting goals, planning, using a variety of strategies,self-monitoring, and reflecting after performance can all help an individual learn and perform better. In addition, these processes influence and are influenced by motivational beliefs. Collectively, these processes are part of a system referred to as self-regulated learning (SRL). This research lab examines the development of innovative measurement tools to examine these processes, the development of interventions to foster SRL, and how educators and school psychologists can support the development of SRL. We have completed research within several domains such as mathematical problem solving, test taking, creativity, and reading.

School Mental Health Lab | Tyler Renshaw

The big idea driving our work School Mental Health Lab is that schools should be community hubs for mental health services; not just for kids, but also for educators and parents and families. We believe schools should offer both prevention and treatment, and should balance reducing suffering with improving wellbeing. Most importantly, we believe school-based services are integral to promoting mental health equity. The lab has three main lines of research:

  1. Validating brief rating scales for assessing key mental health variables, including suffering and wellbeing indicators.
  2. Evaluating the effects of simple mindfulness interventions with students, teachers, and parents.
  3. Systematically reviewing the effects of interventions that involve mindfulness (e.g., CBT, ACT, DBT, & SEL) with youth and caregivers.

 

Student Spotlight

Mary Phan

Mary Phan - School Psychology 

Mary Phan is a doctoral student in the school psychology program working under Dr. Tyler Renshaw. Her reserach interests are focused on implementing mindfulness-based interventions to underserved youth in public schools. Mary was born and raised in Trenton, New Jersey but lived near the Philadelphia area as she earned her bachelor's degree in psychology at Temple University. 

Mary shares how she decided USU was the right place for her and some of her future goals in the field of psychology. 

Program News 


Disclosure of Educational Requirements for Licensure by State

The PhD specialization adheres to APA accreditation standards and prepares students for entry into the profession of health service psychology with an emphasis in school psychology. The EdS Program adheres to NASP training standards and prepares students for entry into the profession of school psychology. Given the varied and changing requirements across jurisdictions, we have not determined and cannot assure that graduates will meet all requirements for licensure in all states or territories. Students are encouraged to become familiar with relevant state licensing laws and discuss their curricular plan with their major professor and specialization director.

This specialization meets requirements in Utah.

USU has not determined if the specialization meets requirements in: AK, AL, AR, AS, AZ, CA, CO, CT, DC, DE, FL, GA, GU, HI, IA, ID, IL, IN, KS, KY, LA, MA, MD, ME, MI, MN, MO, MP, MS, MT, NC, ND, NE, NH, NJ, NM, NV, NY, OH, OK, OR, PA, PR, RI, SC, SD, TN, TX, UM, VA, VI, VT, WA, WI, WV, WY.


Accreditation

The School Psychology PhD Program was established in the 2018–19 academic year. The Program has been granted initial accreditation by the American Psychological Association for the period of May 11, 2021–May 11, 2026 (5 years). Answers to questions regarding accreditation and related standards are available through APA: 

American Psychological Association

Office of Program Consultation and Accreditation

American Psychological Association
750 First Street NE
Washington, DC 20002-442
202-336-5979
Visit APA’s website