Counseling and Psychology in Education Division

Division Chairperson: Gabrielle Strouse, Ph.D.
Program Coordinators:

Counseling: Daniel DeCino, Ph.D.
Human Development and Educational Psychology: Lisa Newland, Ph.D.
School Psychology: Kari Oyen, Ph.D.

University of South Dakota
Division of Counseling and Psychology in Education
Delzell Education Center, Room 210
414 East Clark Street
Vermillion, SD 57069
Phone: 605-658-6623
cpe@usd.edu
www.usd.edu/cpe

FACULTY

Professors:

Harry Freeman, Ph.D., University of Wisconsin. Specialization: Developmental Methods, Lifespan Development, and Parent and Romantic Attachment Formation.
Lisa Newland, Ph.D., HDEP Program Coordinator; Utah State University. Specialization: Child Development, Developmental Research, Family Studies, and Attachment across the Life Span.
Amy Schweinle, Ph.D., University of Texas-Arlington. Specialization: Educational Evaluation and Research, Experimental Psychology, and Cognitive and Motivational Development.

Associate Professors:

Daniel DeCino, Ph.D., Counseling Program Coordinator, University of Northern Colorado. Specialization: Multicultural Competency, Critical Consciousness, Narrative Methodology, and School Counselor Training.
Gabrielle Strouse, Ph.D., Vanderbilt University. Specialization: Experimental Psychology, Cognitive Development, Early Childhood, Learning, Educational Research Design.

Assistant Professors:

Adam Hardy, Ph.D., University of South Dakota. Specialization: Traumatic Stress, Sexual Assault/Domestic Violence, Substance Use Counseling, Marriage and Family Counseling, Multicultural Competencies.
Kate Helbig, Ph.D., University of Southern Mississippi. Specialization: Application of Behavioral Interventions in the School Environment, Social Skills training for Individuals with Autism Spectrum Disorder.
Emma Johnson, Ph.D., North Dakota State University. Specialization: Body Image and Eating Disorder Development, Maintenance, and Prevention; Adolescent Development; and Young Adult Development.
Kari Oyen, Ph.D., School Psychology Program Coordinator, University of South Dakota. Specialization: Rural School Psychology, Positive Behavior Interventions and Supports.
Miranda Zahn, Ph.D., University of Wisconsin-Madison. Specialization: Comprehensive School-based Mental Health, Multi-tiered Systems and Supports.

Lecturer:

Tracie Erdmann, Ph.D., Clinical Experiences Coordinator for Counseling, University of South Dakota. Specialization: Clinical Mental Health Counseling, Supervision

DEGREE

Master of Arts
Specialist in Education
Doctor of Philosophy

CERTIFICATE

Mental Health Counseling

Division of Counseling and Psychology in Education

The Division of Counseling and Psychology in Education delivers degrees in three separate areas: Counseling, School Psychology, and Human Development and Educational Psychology. All school-related programs in the division are accredited by the Council for the Accreditation of Educator Preparation (CAEP). In addition, the clinical programs (School Psychology and Counseling) are nationally accredited by professional organizations. The School Psychology program is fully accredited by the National Association of School Psychologists (NASP) and the Counseling program’s M.A. and Ph.D. degrees are fully accredited by The Council for Accreditation of Counseling and Related Educational Programs (CACREP). The division offers the Master’s, Specialist, and Doctoral (Ph.D.) degrees and a Graduate Certificate as summarized below.

Click on any of the following programs for information:

Counseling
Human Development and Educational Psychology
School Psychology
Mental Health Counseling Graduate Certificate

Counseling Program

Master of Arts, Counseling-Plan A and Plan B

SPECIALIZATION

Clinical Mental Health
School Counseling K-12

Specialist in Education-Counseling

SPECIALIZATION

Counselor Education

Doctor of Philosophy-Counseling

SPECIALIZATION

Counselor Education

Program Description

The Master’s degree with an emphasis in Counseling has two specialization areas: Clinical Mental Health (60-64 credit hours) and School Counseling K-12 (60-64 credit hours). In addition to an individualized focus beyond the Master’s degree in counseling, the Specialist degree offers study options tailored to individual goals. The Doctoral degree has a specialization in Counselor Education. The Counseling program prepares students for licensure and certification as professional counselors, educators, and supervisors.

* The Ph.D. in Counselor Education currently is not accepting applications as of Fall 2021.

WICHE Western Regional Graduate Program (WRGP) eligible program.

ADMISSION REQUIREMENTS (Counseling Specializations)

The Counseling Program requires a two-step admission process.

Step 1: Applicants must submit the following material and, at minimum, must meet the criteria noted.

Completed Graduate Application form found at: https://www.usd.edu/graduate-school/apply-now and a non-refundable application fee of $35.
Official transcript(s) verifying receipt of an undergraduate degree and previous graduate credit (in English or with translation) must accompany an application. Official transcripts of all academic work at the undergraduate and graduate levels are required for all students. The USD Graduate School and/or academic units retain the right to require credential evaluations from organizations, such as Educational Credential Evaluators/World Education Services (ECE/WES), for a student if such an evaluation is deemed necessary.
Applicants with a baccalaureate degree may be qualified for admission into the master’s program. Baccalaureate degree must be from an institution with institutional accreditation for that degree. A minimum undergraduate cumulative GPA of 3.0 on conferred degree is required for full admission to the master’s program. An earned master’s degree in counseling or a counseling-related field is required for admission to the doctoral and specialist programs. Doctoral and specialist students must complete studies in all CACREP entry-level standards. A minimum graduate grade point average of a 3.0 is required for a specialist’s program and a minimum graduate grade point average of a 3.5 is required for a doctoral program. Each graduate program may admit students on provisional status per university policy.
Applicants with degrees from countries other than the United States who have obtained an undergraduate or graduate degree from an institutionally accredited American college or university or from an accredited institution in the following English-speaking countries: United Kingdom, Republic of Ireland, Canada (Excluding Quebec), Australia, and New Zealand are not required to submit an approved English proficiency exam score. For all other applicants, a minimum score of 79 on the Internet-Based TOEFL (iBT), 550 on the Paper-Based TOEFL (PBT), 8.5 on the TOEFL Essentials, 6.0 on the IELTS Academic, or 53 on the PTE is required for graduate admission.
Applicants are required to submit a statement of purpose or goal statement that speaks to their future goals, preparation for a career in counseling, and potential strengths as a counselor.

Additional Program Admission Requirements:

The GRE General test is required for the Doctor of Philosophy degree program with a minimum score of 150 in both Verbal and Quantitative sections for full admission. The GRE General Test is not required for admission to the master’s or specialist in education degree programs.
Post-Master’s professional work experience is strongly recommended for doctoral applicants.
Three (3) professional letters of recommendation are required for the master’s and specialist programs and five (5) letters of recommendation are required for the doctoral program.
1. Recommenders should have knowledge of the applicant, counseling profession, and graduate school expectations.
2. Recommenders should speak to the applicant’s professional experience and potential strengths as a counselor.

Subject to program and Graduate Dean approval, applicants who do not meet all of the above criteria may be admitted on a provisional basis.

Step 2: Upon review by the Counseling faculty, applicants who meet the preceding criteria for admission will be selected for an on campus interview.

Admission into the master or specialist’s degree program is based upon (a) potential and aptitude for graduate study, (b) career goals consistent with the profession of counseling, (c) potential for forming positive interpersonal relationships, and (d) personality attributes linked to successful professional development as a counselor (e.g., self-awareness and self-acceptance). Quantitative (e.g., GPA) and qualitative measures (e.g., letters of recommendation and personal statement) are used to make admission decisions. The purpose of the application process is to determine “goodness of fit” between an applicant’s strengths and goals and those of the counseling program. Admission into the doctoral degree program is based upon the applicant’s (a) academic criteria and plan, (b) potential and aptitude for graduate study, scholarship, and research, (c) career goals for leadership in counselor education and supervision and/or advanced counseling practice, and (d) interpersonal characteristics related to professional counseling.

Application Deadline

Fall Start
- Priority: January 31
- Final: May 1

Performance Requirements for all Counseling Students

Retention decisions at all degree levels are based upon successful completion of the above criteria as well as demonstration of consistently high academic and clinical performance. A student’s character and personal and professional behavior will be monitored during the course of the program. Specifically, students must maintain certain GPA (M.A.-3.0; Ph.D.-3.5) and receive acceptable annual student evaluations all times in the program. Students must demonstrate qualities of good character consistent with the ACA (American Counseling Association) Codes of Ethics. The faculty reserves the right to continually reassess the candidate’s performance concerning the stated criteria as well as the guidelines established by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) as well as other professional organizations and licensing/certifying bodies. As stated in the catalog under Academic Standing, Probation and Dismissal (see Graduate School Policy section): “It is the policy of the Graduate School that any department may, through due process, deny a graduate student admission or continued enrollment in a program for reasons (1) of academic performance which does not meet the standards of the department and the Graduate School, or (2) of conduct in violation or unfavorable of the ethical or professional standards of the degree program or discipline involved.” A procedure has been established for impartial review and hearing in the case of grievance.

Human Development and Educational Psychology Program

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Master of Arts, HDEP-Plan A and Plan B

SPECIALIZATION

Human Development and Educational Psychology

Specialist in Education-HDEP

SPECIALIZATION

Human Development and Educational Psychology

Doctor of Philosophy-HDEP

SPECIALIZATION

Human Development and Educational Psychology

Program Description

The Human Development and Educational Psychology (HDEP) Specialization at the University of South Dakota immerses students in a cross-disciplinary and cross-cultural study of children, adolescents, and young adults. Students will learn research-based theory and practice in an applied setting, designed to develop competency in human development, educational psychology, and research and statistics. HDEP students are involved in experiencing and studying human development, cognition, and motivation where it takes place, in families, schools, communities and the larger culture. While students gain a breadth of understanding across these areas, individual specialization within a content area is expected.

The program is flexible in meeting students’ real-world needs. Our M.A., Ed.S. and Ph.D. programs can be completed in hybrid format, with courses meeting face-to-face on campus 1 or 2 times a month on Wednesday evenings or Saturdays. Online courses are available to meet some, but not all, program requirements. HDEP faculty work closely with every student to design an individualized curriculum. Whether a master’s candidate interested in developing better teaching methods for students or a doctoral candidate pursuing a research career in the developmental sciences, your coursework will be uniquely packaged to fit vocational needs and personal interests. Mentorship in teaching and research is a high priority at all degree levels. To ensure a comprehensive educational experience, Ph.D. students are expected to actively engage in departmental activities, including research and teaching. This includes maintaining enrollment in hybrid or on-campus courses at 6-credits per fall and spring semester during 2 of their years in the program.

WICHE Western Regional Graduate Program (WRGP) eligible program.

ADMISSION REQUIREMENTS (Human Development and Educational Psychology Specializations)

Completed Graduate Application form found at: https://www.usd.edu/graduate-school/apply-now and a non-refundable application fee of $35.
Official transcript(s) verifying receipt of an undergraduate degree and previous graduate credit (in English or with translation) must accompany an application. Official transcripts of all academic work at the undergraduate and graduate levels are required for all students. The USD Graduate School and/or academic units retain the right to require credential evaluations from organizations, such as Educational Credential Evaluators/World Education Services (ECE/WES), for a student if such an evaluation is deemed necessary.
Baccalaureate degree must be from an institution with institutional accreditation for that degree. A minimum undergraduate cumulative GPA of 3.0 on conferred degree is required for full admission to the master’s program. Doctoral applicants must have a graduate GPA of 3.0 or better or, if applying without a conferred graduate degree, an undergraduate GPA of 3.0 or better, based on a 4.0 scale, for full admission. Applicants are not required to have a conferred graduate degree or graduate courses and may apply directly to the Ph.D. program with an undergraduate degree. Each graduate program may admit students on provisional status per university policy.
Applicants with degrees from countries other than the United States who have obtained an undergraduate or graduate degree from an institutionally accredited American college or university or from an accredited institution in the following English-speaking countries: United Kingdom, Republic of Ireland, Canada (Excluding Quebec), Australia, and New Zealand are not required to submit an approved English proficiency exam score. For all other applicants, a minimum score of 79 on the Internet-Based TOEFL (iBT), 550 on the Paper-Based TOEFL (PBT), 8.5 on the TOEFL Essentials, 6.0 on the IELTS Academic, or 53 on the PTE is required for graduate admission.
Applicants are required to submit a statement of purpose or goal statement.

Additional Program Admission Requirements:

Applicants are required to submit the GRE General Test or an analytical writing sample for the master, specialist, and doctoral degree programs. While no minimum GRE score is required, on average, fully admitted students score above 149 on the Verbal and Quantitative sections. GRE General Test at Home will be accepted through spring 2023.

Alternative to the GRE. Analytical and scientific writing is a significant component in an advanced degree and career in the developmental and learning sciences, especially at the doctoral level. In lieu of the GRE, applicants are required to submit an analytical writing sample. Writing samples will be evaluated in terms of the applicant’s aptitude for pursuing a thesis or dissertation, demonstrated by an ability to apply, critically analyze, and integrate different points of view with clarity and coherency. Writing samples should be approximately 8-15 pages in length (2000-3500 words).

Applicants who choose the writing sample are required to submit one of the following:
1. One sample of graded analytical writing as only author; co-authored samples are not accepted (expository writing, essay exams, research papers, but NOT creative writing).
  
  or
2. Applicants may choose to write an analytical response to a topic in the GRE “Pool of Issue Topics”; To pursue this option, go to the following link, https://www.ets.org/gre/test-takers/general-test/prepare/content/analytical-writing.html and choose ONE topic.
Three (3) professional letters of recommendation are required. Recommenders should have knowledge of the applicant and graduate school expectations.

Subject to faculty and Graduate Dean approval, applicants who do not meet all of the above criteria may be admitted on a provisional basis.

Application Deadline

Four weeks before the start of the semester
- Fall, Spring, and Summer starts

School Psychology Program

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Specialist in Education-School Psychology

SPECIALIZATION

School Psychology

Doctor of Philosophy-School Psychology

SPECIALIZATION

School Psychology

Program Description

The School Psychology program at USD prepares competent school psychologists who possess the knowledge base, necessary clinical skills, and dispositions to serve the educational and mental health needs of children of diverse backgrounds. Both the Ed.S. and Ph.D. degrees are fully accredited by the National Association of School Psychologists (NASP). The Doctoral degree prepares students to work in clinical and research institutions, universities, or school districts as senior school psychologists. Students who pursue a specialist degree in school psychology are prepared to primarily work in public and/or private schools.

WICHE Western Regional Graduate Program (WRGP) eligible program.

ADMISSION REQUIREMENTS (School Psychology Specialization)

The School Psychology program has a two-step admission process.

Step 1: Applicants must submit the following materials, and at a minimum, meet the criteria noted:

Completed Graduate Application form found at: https://www.usd.edu/graduate-school/apply-now and a non-refundable application fee of $35.
Official transcript(s) verifying receipt of an undergraduate degree and previous graduate credit (in English or with translation) must accompany an application. Official transcripts of all academic work at the undergraduate and graduate levels are required for all students. The USD Graduate School and/or academic units retain the right to require credential evaluations from organizations, such as Educational Credential Evaluators/World Education Services (ECE/WES), for a student if such an evaluation is deemed necessary.
Applicants with a baccalaureate degree may be qualified for admission into the specialist or doctoral program. Baccalaureate degree must be from an institution with institutional accreditation for that degree. Applicants to the specialist program must have a graduate GPA of 3.0 or better or, if applying without a conferred graduate degree, an undergraduate GPA of 3.0 or better, based on a 4.0 scale for full admission. Applicants to the doctoral program must have a graduate GPA of 3.5 or better or, if applying without a conferred graduate degree, an undergraduate GPA of 3.0 or better, based on a 4.0 scale. Each graduate program may admit students on provisional status per university policy.
Applicants with degrees from countries other than the United States who have obtained an undergraduate or graduate degree from an institutionally accredited American college or university or from an accredited institution in the following English-speaking countries: United Kingdom, Republic of Ireland, Canada (Excluding Quebec), Australia, and New Zealand are not required to submit an approved English proficiency exam score. For all other applicants, a minimum score of 79 on the Internet-Based TOEFL (iBT), 550 on the Paper-Based TOEFL (PBT), 8.5 on the TOEFL Essentials, 6.0 on the IELTS Academic, or 53 on the PTE is required for graduate admission.
Applicants are required to submit a statement of purpose or goal statement.

Additional Program Admission Requirements:

The GRE General Test is required for the Specialist of Education degree program with a minimum score of 145 in the Verbal section and 143 in the Quantitative section for full admission. The GRE General test is required for the Doctor of Philosophy degree program with a minimum score of 147 in the Verbal section and 145 in the Quantitative section for full admission. GRE General Test at Home will be accepted through spring 2023.
Curriculum vita or resume.
Three (3) professional letters of recommendation are required for the specialist programs and five (5) letters of recommendation are required for the doctoral program.
1. Recommenders should have knowledge of the applicant, counseling profession, and graduate school expectations.
2. Recommenders should speak to the applicant’s professional experience and potential strengths as a school psychologist.

Subject to program and Graduate Dean approval, applicants who do not meet all of the above criteria may be admitted on a provisional basis.

Step 2: Upon review by the School Psychology faculty, applicants who meet the preceding criteria for admission will be selected for an interview.

Admission into the specialist’s degree program is based upon (a) potential and aptitude for graduate study, (b) potential for forming positive interpersonal relationships, and (c) personality attributes linked to successful professional development as a school psychologist (e.g., self-awareness and self-acceptance). Admission into the doctoral program is based upon the applicant’s (a) academic criteria and plan, (b) potential and aptitude for graduate study, scholarship, and research, and (c) interpersonal characteristics related to school psychology. Quantitative (e.g., GPA) and qualitative measures (e.g., letters of recommendation and personal statement) are used to make admission decisions. The purpose of the application process is to determine “goodness of fit” between an applicant’s strengths and goals and those of the school psychology program.

Application Deadline

Ph.D. - fall start
- Priority: February 1
- Final: April 1
Ed.S. - fall start
- Priority: February 1
- Final: April 15

Performance Requirements for all School Psychology Students

Retention decisions at all degree levels are based upon successful completion of the above criteria as well as demonstration of consistently high academic and clinical performance. A student’s character and personal and professional behavior will be monitored during the course of the program. Students must demonstrate qualities of good character consistent with the NASP (National Association of School Psychologists) and APA (American Psychological Association) Codes of Ethics. The faculty reserves the right to continually reassess the candidate’s performance concerning the stated criteria as well as the guidelines established by the National Association of School Psychologists (NASP) as well as other professional organizations and licensing/certifying bodies. As stated in the catalog under Academic Standing, Probation and Dismissal (located under Graduate School Policies section): “It is the policy of the Graduate School that any department may, through due process, deny a graduate student admission or continued enrollment in a program for reasons (1) of academic performance which does not meet the standards of the department and the Graduate School, or (2) of conduct in violation or unfavorable of the ethical or professional standards of the degree program or discipline involved.” A procedure has been established for impartial review and hearing in the case of grievance.

Mental Health Counseling Graduate Certificate

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Program Description

Many states, including South Dakota, have moved or are moving to a required 60 hours of training for mental health counseling licensure. In South Dakota, for example, this license is known as Licensed Professional Counselor (LPC). In order to accommodate application requirements for the LPC and other similar state counseling mental health licensure, often an additional 12 credit hours of graduate work beyond a 48-hour community or clinical mental health counseling program is needed. This mental health certificate will provide the additional coursework to assist with 60-hour licensure requirements. The courses for this certificate will be provided by a CACREP approved counseling program at USD and provide training in clinical supervision, co-occurring disorder counseling, psychopathology, and psychopharmacology. *Applicants are encouraged to contact their state professional counseling licensing board to confirm that the courses offered in the Clinical Mental Health Certificate program will help to achieve their licensing goals.

WICHE Western Regional Graduate Program (WRGP) eligible program.

ADMISSION REQUIREMENTS

Completed Graduate Application form found at: https://www.usd.edu/graduate-school/apply-now and a non-refundable application fee of $35.
Official transcript(s) verifying receipt of an undergraduate degree and previous graduate credit (in English or with translation) must accompany an application. Official transcripts of all academic work at the undergraduate and graduate levels are required for international students. The USD Graduate School and/or academic units retain the right to require credential evaluations from organizations, such as Educational Credential Evaluators/World Education Services (ECE/WES), for a student if such an evaluation is deemed necessary.
Baccalaureate degree must be from an institution with institutional accreditation for that degree. A minimum undergraduate cumulative GPA of 3.0 on conferred degree and/or graduate cumulative GPA of 3.0 or better, based on a 4.0 scale, on all graduate coursework is required for full admission. Each graduate program may admit students on provisional status per university policy.
Applicants with degrees from countries other than the United States who have obtained an undergraduate or graduate degree from an institutionally accredited American college or university or from an accredited institution in the following English-speaking countries: United Kingdom, Republic of Ireland, Canada (Excluding Quebec), Australia, and New Zealand are not required to submit an approved English proficiency exam score. For all other applicants, a minimum score of 79 on the Internet-Based TOEFL (iBT), 550 on the Paper-Based TOEFL (PBT), 8.5 on the TOEFL Essentials, 6.0 on the IELTS Academic, or 53 on the PTE is required for graduate admission.
Applicants are required to submit a statement of purpose or goal statement.

Additional Program Admission Requirements:

Three (3) professional letters of recommendation are required.
Applicants must have experience similar to practicing mental health counselors to increase chances for academic success in courses.

Subject to faculty approval, those who do not meet all of the criteria above may be admitted on a provisional basis.

Application Deadline

Two weeks before the start of the semester
- Fall, Spring and Summer Starts

Student Learning Outcomes for Counseling and Psychology in Education-School Psychology (Ed.S., Ph.D.)

Students will demonstrate knowledge of school organization and operations, including an understanding of educational settings as systems. (NASP Domain  2.5)
Students will demonstrate knowledge of the role and function of school psychologists and will demonstrate knowledge of current professional standards, laws, and ethical considerations. (NASP Domain 2.10)
Students will demonstrate data-based reflective decision making skills that facilitate outcome based service delivery. (NASP Domain 2.1)
Students will demonstrate knowledge of the development of cognitive, academic, and adaptive skills of children and apply these skills to meet the academic needs of students via collection and analysis of data, selection and implementation of evidence-based interventions, and evaluation of outcomes. (NASP Domain 2.3)
Students will demonstrate knowledge of behavioral, affective, social and life skills development and apply this knowledge to meet children’s needs via collection and analysis of data, selection and implementation of evidence-based interventions, and evaluation of outcomes. (NASP Domains 2.4)
Students will demonstrate knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response.  (NASP Domain 2.6)
Students will display effective communication, collaboration, and consultation skills and the ability to positively engage in teamwork efforts. (NASP Domain 2.2)
Students will display the knowledge and skills needed to work effectively with families, educators, and others in the community and to promote partnerships in providing comprehensive services to children and their families. (NASP Domain 2.7)
Students will display awareness and sensitivity of human diversity and acquire skills to work with children from diverse backgrounds.  (NASP Domain 2.8) 
Students will display knowledge of research, statistics, and evaluation methods and integrate theoretical knowledge, empirical research, and professional experience in their practice of school psychology. (NASP Domain 2.9)

Student Learning Outcomes for Counseling and Psychology in Education-Counseling (M.A., Ed.S., Ph.D.)

(M.A.)

Students will demonstrate knowledge of the eight core common areas designated by the program’s accreditation body (CACREP).  
Students will demonstrate competent skills as an entry-level professional counselor in a supervised internship (i.e., either a clinical mental health or school) setting.
Students will demonstrate professional attitudes becoming of a professional counselor.

(Ed.S. and Ph.D.)

Students will demonstrate knowledge of the eight core common areas designated by the program’s accreditation body (CACREP), as well as the knowledge areas specific to doctoral specialization.  
Students will demonstrate competent skills as an entry-level professional counselor in the supervised internship (i.e., either a clinical mental health or school) setting.
Students will demonstrate professional attitudes becoming of a professional counselor.

Student Learning Outcomes for Counseling and Psychology in Education-Human Development and Educational Psychology (M.A., Ed.S., Ph.D.)

(M.A.)

Students will be able to explain and synthesize key information from human development.
Students will be able to explain and synthesize key information from educational psychology.
Students will be able to explain and synthesize key information in research and statistics.
Students will demonstrate strong written and oral communication skills within educational roles.

(Ed.S. and Ph.D.)

Students will be able to explain and synthesize key information from human development.
Students will be able to explain and synthesize key information from educational psychology.
Students will be able to explain and synthesize key information from research and statistics.
Students will demonstrate strong written and oral communication skills within educational roles.
Students will conduct research within an area of expertise.