Counseling and Psychology in Education

Return to: Departments

The University of South Dakota
Division of Counseling & Psychology in Education
Delzell Education Center, Room 210
414 East Clark Street
Vermillion, SD 57069
Phone: 605-677-5250
cpe@usd.edu  
http://www.usd.edu/cpe

Degrees:

Master of Arts
Specialist in Education
Doctor of Philosophy

Counseling Program

Master of Arts (Plan A and B)

Specializations

Clinical Mental Health Counseling
School Counseling
Substance Abuse Counseling

Specialist in Education 

Specialization

Counselor Education

Doctor of Philosophy 

Specialization

Counselor Education

Educational Psychology Program

Master of Arts (Plan A and B)

Specialization

Educational Psychology

Specialist in Education 

Specialization

Educational Psychology

Doctor of Philosophy 

Specialization 

Educational Psychology

School Psychology Program

Specialist in Education

Specialization 

School Psychology

Doctor of Philosophy

Specialization 

School Psychology

Division Chairperson: Professor Hee-sook Choi
Program Coordinators:

Counseling: Associate Professor James S. Korcuska
Educational Psychology: Associate Professor Lisa Newland
School Psychology: Assistant Professor Nicholas Benson 

Graduate Faculty

Nicholas Benson, Assistant Professor and Program Coordinator for School Psychology, Ph.D., University of Florida. Specialization: School Psychology, Cognitive and Academic Assessment, Temperament, and Multicultural School Psychology Practice.

Hee-sook Choi, Professor and Division Chairperson, Ph.D., Indiana State University. Specialization: School Psychology, Personality Assessment, and Intervention and Childhood Disorders.

Kelly Duncan, Assistant Professor, Ph.D., The University of South Dakota. Specialization: Comprehensive School Counseling Programming, Supervision, Legal & Ethical Issues, Career and Lifespan Development, and Advocacy Issues.

Stephen Flynn, Assistant Professor, Ph.D., University of Northern Colorado. Specialization: Clinical Mental Health Counseling, and Marriage and Family Counseling.

Harry Freeman, Associate Professor, Ph.D., University of Wisconsin. Specialization: Developmental Research, Child Growth and Development, and Attachment Theory and Youth Violence.

David Hulac, Assistant Professor, Ph.D., University of Northern Colorado. Specialization: School Psychology, Neuropsychological Assessment and Intervention, and Response to Intervention.

James S. Korcuska, Associate Professor and Program Coordinator for Counseling, Ph.D., Kent State University. Specialization: Clinical Mental Health Counseling, Teaching Counselor Education, Drinking among Adolescents and College Students, and Gender and Identity Development.

Imelda Lowe, Assistant Professor, Ph. D., Idaho State University. Specialization: School Counseling, Hispanic Issues, Multicultural Issues, Migrant Issues, Bilingual Education, Play Therapy, Sandtray, Expressive Arts, and The Use of Expressive Arts in Clinical Supervision.

Lisa Newland, Associate Professor and Interim Program Coordinator for Educational Psychology, Ph.D., Utah State University. Specialization: Child Development, Educational Measurement, Developmental Research, Family Studies, and Attachment across the Life Span.

Seth Olson, Associate Professor, Ph.D., Kent State University. Specialization: Clinical Mental Health Counseling, In-patient Adolescent Care, Counselor Supervision, Narrative Approaches with Adolescents in Crisis, On-line Groups, and Adolescent Group Work.

T. Bruce Proctor, Associate Professor, Ph.D., Purdue University. Specialization: Educational Research and School Psychology, Educational Measurement, and Assessment in Gifted Education.

Marcy Reisetter, Associate Professor, Ph.D., University of Nebraska. Specialization: Cognitive Psychology, Qualitative Research, and Motivation Studies.

Christopher Roseman, Assistant Professor, Ph.D., University of Toledo. Specialization: Clinical Mental Health Counseling, Domestic Violence & Sex Offender Treatment, Crisis/Suicide Intervention Counseling, and Diagnostic Assessments and Research.

Amy Schweinle, Associate Professor, Ph.D., University of Texas-Arlington. Specialization: Educational Evaluation and Research, Experimental Psychology, and Cognitive and Motivational Development.

Program Description

The Division of Counseling and Psychology in Education delivers degrees in three separate areas: Counseling, School Psychology, and Educational Psychology. All school-related programs in the division are accredited by NCATE. 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 is 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 as summarized above.

In all programs for the Division, the minimum requirement for continued enrollment is successful completion of a trial course sequence and maintenance of the minimum required GPA. Students in some programs must also pass a preliminary exam in order to continue to full admission status. In all degree programs in the Division, the TOEFL examination is required for students for whom English is a second language. A TOEFL score of 600 on the Paper-based Test (100 Internet-based Test or 250 Computer-based Test) and a minimum score of 4 on the Test of Written English (TWE) is required.

Counseling Degrees:

Master of Arts

Specializations

Clinical Mental Health Counseling
School Counseling
Substance Abuse Counseling 

Specialist in Education

Specialization

Counselor Education

Doctor of Philosophy

Specialization

Counselor Education

The Master’s degree with an emphasis in Counseling is a minimum of 48 credit-hour program with three specialization areas: Clinical Mental Health Counseling, School Counseling (K–12), and Substance Abuse Counseling. 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.  

Admission Requirements for Master of Arts in Counseling and Psychology in Education – 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.

• An undergraduate GPA of 3.0 or better, based on a 4.0 scale, is required.
• The GRE General is test required. Admitted students generally have a combined score above 900 for the Verbal and Quantitative sections.
• A completed Application Packet received by the stated deadline on the program website.
• A TOEFL score of 600 on the Paper-based Test (100 Internet-based Test or 250 Computer-based Test) and a minimum score of 4 on the Test of Written English (TWE) is required.  Additional requirements exist for international students.

Step 2: Upon review by the Counseling faculty, applicants who meet the preceding criteria for admission will be selected for an on campus interview. While on-campus applicants will complete a proctored writing sample.

Admission into the master’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., GRE Scores) and qualitative measures (e.g., letters of recommendation) 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.

Application Deadline.

Application deadlines and their corresponding interview schedules can be found at:
http://www.usd.edu/education/counseling-and-psychology-in-education/counseling-program-admission-requirements.cfm   
 

Admission Requirements for Specialist in Counseling and Psychology in Education – 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.

• An undergraduate GPA of 3.0 or better, based on a 4.0 scale, is required.
• The GRE General test is required. Admitted students generally have a combined score above 900 for the Verbal and Quantitative sections.
• A completed Application Packet received by the stated deadline on the program website.
• A TOEFL score of 600 on the Paper-based Test (100 Internet-based Test or 250 Computer-based Test) and a minimum score of 4 on the Test of Written English (TWE) is required. Additional requirements exist for international students.
• An earned Master’s degree in counseling or a counseling-related field. (Note: Specialist students must complete studies in all CACREP entry-level standards.)

Step 2: Upon review by the Counseling faculty, applicants who meet the preceding criteria for admission will be selected for an on-campus interview. While on campus applicants will complete a proctored writing sample.

Admission into the specialist 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., GRE Scores) and qualitative measures (e.g., letters of recommendation) 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.

Application Deadline.

Application deadlines and their corresponding interview schedules can be found at:
http://www.usd.edu/education/counseling-and-psychology-in-education/counseling-program-admission-requirements.cfm

Admission Requirements for Doctorate in Counseling and Psychology in Education – Counselor Education Specialization

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.

• An earned Master’s degree in counseling or a counseling-related field. (Note: Doctoral students must complete studies in all CACREP entry-level standards.)
• An undergraduate GPA of 3.0 or better, and a graduate grade point average of 3.5 or better, based on a 4.0 scale, is required.
• The GRE General test is required. Admitted students generally have a combined score above 900 for the Verbal and Quantitative sections.
• A TOEFL score of 600 on the Paper-based Test (100 Internet-based Test or 250 Computer-based Test) and a minimum score of 4 on the Test of Written English (TWE) is required. Additional requirements exist for international applicants.
• A completed Application Packet received by the stated deadline on the program website.
• Post-Master’s professional work experience is strongly recommended.

Step 2: Upon review by the Counseling faculty, applicants who meet the preceding criteria for admission will be selected for an on-campus interview. While on campus applicants will complete a proctored writing sample.

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.

Application deadlines and their corresponding interview schedules can be found at:
http://www.usd.edu/education/counseling-and-psychology-in-education/counseling-program-admission-requirements.cfm

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. 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.
 

Educational Psychology Degrees:      

Master of Arts

Specialization

Educational Psychology

Specialist in Education

Specialization

Educational Psychology

Doctor of Philosophy

Specialization

Educational Psychology

Graduate Program Coordinator: Lisa Newland

Graduate training in Educational Psychology at USD has a multidisciplinary approach, designed to develop student competency in three curricular areas: research and statistics, cognition and learning, and human development. While students gain a breadth of understanding across these areas, individual specialization within a content area is expected. Students who pursue a Master’s degree in Educational Psychology are typically teachers who want to improve their understanding of the learning process in order to enhance and support instructor and classroom decision-making. Students who pursue a Specialist’s degree in Educational Psychology, in addition to the perspectives developed in the Master’s program, gain a better understanding of the role of research in pedagogical decision-making. The Doctoral program in Educational Psychology prepares students for careers involving design, assessment, and evaluation of educational and community-based programs and for teaching and research at the university level. Mentorship in teaching and research is a high priority at all degree levels. To ensure a comprehensive educational experience, students are expected to actively engage in departmental activities, in residence, including research and teaching, with strong mentorship.

Admission Requirements Master of Arts in Counseling and Psychology in Education - Educational Psychology Specialization

• An undergraduate GPA of 3.0 or better, based on a 4.0 scale, is required for full admission.
• The GRE General test is required. A minimum combined score of 900 in the Verbal and Quantitative sections is required.
• Exceptional student writing sample (on application).
• 3 exemplary letters of recommendation.
• A TOEFL score of 600 on the Paper-based Test (100 Internet-based Test or 250 Computer-based Test) and a minimum score of 4 on the Test of Written English (TWE) is required. Additional requirements exist for international students.

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

Admission Requirements Specialist in Counseling and Psychology in Education - Educational Psychology Specialization

• A graduate GPA of 3.0 or better, based on a 4.0 scale, for full admission.
• The GRE General test is required. A minimum combined score of 900 in the Verbal and Quantitative sections is required.
• 15 credits of Educational Psychology Master’s core course work.
• An earned Master’s degree from an accredited program is required.
• Exceptional student writing sample (on application).
• 3 exemplary letters of recommendation.
• A TOEFL score of 600 on the Paper-based Test (100 Internet-based Test or 250 Computer-based Test) and a minimum score of 4 on the Test of Written English (TWE) is required.  Additional requirements exist for international students.

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

Admission Requirements for Doctor of Philosophy in Counseling and Psychology in Education - Educational Psychology Specialization

• Five letters of recommendation are required.
• Applicants must have a Graduate GPA of 3.0 or better, based on a 4.0 scale, for full admission.
• The GRE General test is required. A minimum combined score of 1000 in the Verbal and Quantitative sections is required.
• An exceptional student writing sample (on application) is required.
• A TOEFL score of 600 on the Paper-based Test (100 Internet-based Test or 250 Computer-based Test) and a minimum score of 4 on the Test of Written English (TWE) is required. Additional requirements exist for international students. 
   

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

School Psychology Degrees:      

 Specialist in Education

Specialization

School Psychology

Doctor of Philosophy

Specialization

School Psychology

Graduate Program Coordinator: Nicholas Benson

The School Psychology program at USD prepares competent school psychologists who possess a 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.

Admission Requirements for Specialist in Counseling and Psychology in Education - School Psychology Specialization

• An undergraduate GPA of 3.0 or better, based on a 4.0 scale, is required.
• The GRE General test is required. A minimum combined score of 900 in the Verbal and Quantitative sections is required.
• A personal statement of professional goals is required.
• Three letters of recommendation are required.
• A TOEFL score of 600 on the Paper-based Test (100 Internet-based Test or 250 Computer-based Test) and a minimum score of 4 on the Test of Written English (TWE) is required.   Additional requirements exist for international students.

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

Application Deadline:

• April 15 for Specialist in School Psychology to begin fall semester.

Admission Requirements for Doctor of Philosophy in Counseling and Psychology in Education -School Psychology Specialization.

• Five letters of recommendation are required.
• An undergraduate GPA of 3.0 or better, and/or a graduate GPA of 3.5 or better, based on a 4.0 scale, is required.
• The GRE General test is required. A minimum combined score of 1000 in the Verbal and Quantitative sections is required.
• A personal statement of professional goals is required.
• A TOEFL score of 600 on the Paper-based Test (100 Internet-based Test or 250 Computer-based Test) and a minimum score of 4 on the Test of Written English (TWE) is required.  Additional requirements exist for international students.

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

Application Deadline:  

• April 1 for Doctorate in School Psychology to begin fall semester. 

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.

Return to: Departments