The information provided was largely obtained from school psychology program directors. The data contained within are provided as a service to the school psychology community as well as those with an expressed interest in the field, including potential program applicants. We cannot and do not guarantee the currency or accuracy of the information. Individuals interested in these data are encouraged to confirm the information by contacting individual graduate programs as needed.
Illinois State University
Updated: 03/27/2024Department of Psychology
Campus Box 4620
Normal, IL 61790-4620
Program Director: Brea Banks
E-mail: bmbanks@ilstu.edu
Program Website: https://psychology.illinoisstate.edu/graduate/schoolPsych/
* The Illinois State University Ph.D. and Specialist Degree Graduate Programs in School Psychology have a long history. Since 1957, more than 800 practicing school psychologists have been educated at Illinois State. The purpose of the Graduate Programs in School Psychology is to prepare our graduates to provide the highest quality educational and mental health services for children and families. Our alumni become school psychologists in schools, mental health centers, hospitals, colleges and universities, and independent practice. They enter the profession with an understanding of the legal and ethical responsibilities of their practice, and are sensitive to the needs of children and families from diverse racial, ethnic, socioeconomic, and sexual orientation backgrounds.
Programs Offered and Program Approvals
- Doctoral level, NASP Approved/Accredited (full), APA-Accredited
Approved by the State Department of Education
Graduation Credit Hours: 105
Not Accessible to Working Professionals
Does not offer at least 50% of instruction via distance education - Specialist level, NASP Approved/Accredited (full)
Approved by the State Department of Education
Graduation Credit Hours: 62
Not Accessible to Working Professionals
Does not offer at least 50% of instruction via distance education
Financial Support
Student Enrollment Data
* Note: Minority students are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
Faculty
Note: Minority faculty are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
| Unfilled faculty positions from the previous academic year? | Yes |
| Anticipate opening a search for a new faculty member in the upcoming academic year? | No |
PRAXIS
No data from program has been submitted.
Respecialization
Specialist
Formal Option for Respecialization?
No
Evaluation through standard Admissions?
Yes
Minimum Graduate Credit Hours for Respecialization
62
Description of Respecialization Process
Same as for other students
Culminating Documentation
Degree and Educator License
Doctoral
Formal Option for Respecialization?
No
Minimum Graduate Credit Hours for Respecialization
105
Description of Respecialization Process
Same as for other students
Culminating Documentation
Degree and Educator License
Internship Settings
1. The 2010 NASP Standards for Graduate Preparation of School Psychologists defines a school setting as “…one in which the primary goal is the education of students of diverse backgrounds, characteristics, abilities, disabilities, and needs. Generally, a school setting includes students who are enrolled in Grades pre-K–12 and has both general education and special education services. The school setting has available an internal or external pupil services unit that includes at least one state-credentialed school psychologist and provides a full range of school psychology services.”
Multicultural Settings
| Program offers a bilingual specialization (i.e. students graduate beign eligible for a bilingual school psychologist certification or designation). | No |
| Program or department provides the following graduate preparation activities related to multicultural responsiveness. | - A specific required course on multicultural responsiveness
- Inclusion across all required courses (excluding statistics)
- Extracurricular Events (e.g., Town Halls, Institute Days)
- Research Opportunities (e.g., Faculty-led PAR, CBPR)
|
| Program or department provides the following graduate preparation activities related to social justice that align with the NASP definition and extends beyond cultural awareness into action. | - A specific required course on social justice
- Inclusion across all required courses (excluding statistics)
- Extracurricular Events (e.g., Town Halls, Institute Days)
- Research Opportunities
|
Student Outcome Data
