PsyD in School-Community Psychology

The School-Community PsyD Inclusion, Equity, and  Diversity Committee strives to create a broad and welcoming social ecology in the PsyD Program. We bring in speakers who represent diverse voices and viewpoints, addresses student needs, and empower all students to engage their voices to promote equality for all.

Some of the people who presented to the PsyD program at the invitation of the IDE Committee were:

Adrianna Crossing (4/24).  Multi-cultural and anti-oppressive frameworks and techniques for psychotherapy.  Northeastern University.

Mary Humphreys (4/24).  Ableism in Schools and its Impact on Students with Disabilities.   Gateway Community Charters.

Sherrie Proctor (5/23).  School Psychology, and  Racial Trauma in Black Students Exposed to Police Violence, Queens College.

Frank Worrell (3/23).  A chat with the past President of the American Psychological Association.

Luke  Waters (3/23).  Issues of diversity in conducting treatment with people who are LGBT-Q.

Cornell Craig (1/21). Implicit Bias and Leadership, Chief Diversity and Inclusion Officer, Hofstra University.

Tara Raines (4/2019).  Five Ways You Can Disrupt School-Based Pathways to Juvenile Justice University of Denver.

The mission of the Psy.D. Program in School-Community Psychology is to prepare practitioners who are leaders and innovators in school psychology. A hallmark of our scholar-practitioner program is integrating the science and practice of school psychology and community psychology into a unified empirically-based practice framework. Furthermore, understanding, acknowledging, and considering diversity in all forms is foundational to our training. Increasingly, schools, community-based organizations, the community at-large, and families are an interdependent network that when working effectively maximize the development and well-being of children and families. The broad and intensive training of our graduates uniquely position them in this role.

The PsyD Program at Hofstra University has a strong commitment to respecting and understanding individual differences, diversity, equity, and inclusiveness throughout all aspects of our program. As an APA Accredited Health Services Psychology Program, we embrace APA’s broad definition of diversity, “including, understanding and valuing differences in individual and group characteristics such as race, religion, ethnicity, gender, gender identity and expression, socioeconomic status, age, (dis)ability status, and sexual orientation.” Understanding, acknowledging, and considering diversity in all forms is foundational to our training.

Acceptance and celebration of diversity are integral to our social ecology and are valued among faculty, staff, and students. Our students are prepared to work with a broad array of children and families, particularly those from marginalized, disempowered, and disenfranchised groups. Training culturally competent school and health service psychologists requires awareness, understanding, respect for diversity and inclusivity, and the development of practice skills throughout the program. Therefore, all courses, practica, specialty clinics, and internships strongly emphasize the role of diversity and individual differences in promoting maximal development and well-being among children and families.

Recognizing the more voices our students hear, the greater their appreciation of multiple world views and distinct understandings of school and community psychology scholarship. To meet this goal, professionals from outside the PsyD program facilitate a robust series of colloquia, workshops, and other training programs. Having noted professionals share their research, practice, and insights to expand the voices to which our doctoral students are exposed is an integral part of our program.

In addition to training within a culturally sensitive framework, we believe that our program is best served when our faculty, staff, and students reflect and celebrate the diversity of society at large. Therefore, we are fully committed to training students from underrepresented, disempowered, and marginalized groups to ensure adequate representation among school and community psychologists.

• Student Manual 2025-2026
• Student Manual 2024-2025
• Student Manual 2023-2024
• Student Manual 2022-2023
• Student Manual 2021-2022
• Student Manual 2020-2021

The Psy.D. Program in School–Community Psychology at Hofstra University is proud to invest in the professional growth and early career engagement of its students.

• All incoming students receive partial scholarship support during their first two years, typically linked to active participation in faculty-led research and in one of the program’s Psy.D. Specialty Clinics. These opportunities reflect our “learning through action” philosophy, integrating scholarship, clinical practice, and community impact.
• Specialty Clinic Coordinators:  Advanced students who serve as coordinators in one of the program’s specialty clinics receive partial funding in recognition of their leadership, supervision, and mentorship of beginning-level trainees.
• Leadership Roles: 
• Partial support is provided to the student who serves as editor of the Psy.D. Program newsletter, overseeing communication and outreach to the Hofstra and professional psychology communities.
• Special Projects and Program Initiatives
  Students may also receive partial funding for contributing to special projects or initiatives under the guidance of the Program Director. These projects often involve program development, community engagement, or applied research that strengthens the bridge between academic learning and professional practice.

The Psy.D. Program in School–Community Psychology is deeply committed to fostering a culture that honors diversity, equity, inclusion, and belonging in every aspect of training and professional development. Our commitment extends beyond representation—it reflects a genuine dedication to understanding, valuing, and learning from the varied experiences, identities, and perspectives that shape individuals and communities.

We embrace the American Psychological Association’s broad definition of diversity, which encompasses individual and group differences across dimensions such as race, ethnicity, gender, sexual orientation, age, socioeconomic status, ability, religion, and national origin. This understanding forms a cornerstone of our program philosophy: that excellence in professional psychology depends upon cultural humility, self-reflection, and responsiveness to the lived experiences of those we serve.

Acceptance and celebration of diversity are integral to the social ecology of our program and are reflected in the daily interactions among faculty, students, and staff. We believe that the more voices our students hear, the deeper their understanding of multiple worldviews and the richer their appreciation of school and community psychology as a discipline grounded in empathy and social justice.

In recognition of this commitment, the Psy.D. The program established the Equity, Diversity, and Inclusion Scholarship to support students who contribute meaningfully to the breadth of perspectives within our learning community and promote the practice of school psychology to underrepresented or marginalized people.. This scholarship reflects our belief that a truly inclusive professional community is strengthened by the presence of individuals whose lived experiences, cultural identities, and commitments to equity enrich our collective dialogue and understanding.

In the 2025–2026 academic year, the program awarded two (2) Equity, Diversity, and Inclusion Scholarships of $20,000 each—one to a first-year student and one to a second-year student—who demonstrated exceptional promise in advancing the program’s mission of inclusion, advocacy, and community engagement. The specific amount of the award may vary from year to year, depending on available funding and the strength of the applicant pool.

This scholarship is awarded through a competitive process. Applications are invited each April and are reviewed blindly by the Core Faculty of the Psy.D. Program. Candidates are evaluated based on their a) potential to enhance the program’s culture of inclusiveness; b) dedication to serving underserved, underrepresented, or marginalized populations; and c) alignment with the values of school–community psychology.

• Jacob & Benjamin Korn Endowed Scholarship (Upper Level Student)
• Jamie Nacht Memorial Scholarship
• Rhoda Tartak Endowed Scholarship
• Robert J. Vane Endowed Scholarship

The Psy.D. Program in School–Community Psychology is founded on the scholar–practitioner model, which emphasizes the seamless integration of scientific knowledge, reflective practice, and community engagement. Research is a cornerstone of this model—an essential process through which students learn to question, evaluate, and advance the field of professional psychology. Within this framework, scholarship and practice continuously inform one another, ensuring that empirical inquiry remains relevant to the complex realities of clinical, educational, and community settings. Students are trained not only to apply evidence-based practices but also to contribute to the empirical foundations that shape them through two required research projects—a second-year research project and an original empirical doctoral dissertation—that progressively build research competence and professional sophistication.

The Role of Research in Professional Training

From the first year onward, students are immersed in a learning environment that values inquiry, collaboration, and applied scholarship. The program teaches students to think critically, use data ethically, and approach assessment and intervention through a scientific lens. Faculty mentorship and close supervision guide students in developing the analytic and methodological skills necessary to translate research into meaningful practice—ensuring that each graduate embodies both scientific rigor and professional compassion.

Research Funding and Recognition

Students completing their dissertations may apply to the Department of Psychology for financial support to help offset the costs associated with conducting research (e.g., materials, participant incentives, or data processing).  This past year students working on their dissertations or their second year project were eligible for up to $1000 towards research expenses.

Several internal awards and grants are available to encourage innovation and recognize scholarly excellence:

• Harold Yuker Research Award: Presented to outstanding doctoral students whose research demonstrates exceptional rigor, creativity, and contribution to psychological science.
• John Money Scholarship: Established to promote the development of sexology as a scientific discipline, this scholarship supports students conducting research in human sexuality, gender identity, and related domains.
• Summer Research Innovation Grant: Competitive funding awarded to students undertaking original or community-based research projects during the summer months, encouraging continued scholarly engagement beyond the academic year.

Professional Dissemination and Engagement

To promote early professional involvement and leadership in the field, the program provides partial travel funding for all Psy.D. students to attend the annual convention of the National Association of School Psychologists (NASP)—a distinctive feature of Hofstra’s training model. Additional travel support is available for students who present their work at national and international conferences such as the American Psychological Association (APA), the National Association of School Psychologists (NASP), the Association for Behavioral and Cognitive Therapies (ABCT), and the International Academy of Law and Mental Health (IALMH).

Through these opportunities, students learn to communicate their research, engage with professional peers, and contribute actively to the broader scholarly community—fulfilling Hofstra’s mission of preparing reflective, evidence-informed leaders in school–community psychology.

Professional Development and Travel Support

A hallmark of Hofstra’s Psy.D. Program is its commitment to fostering leaders in the field of school psychology through early professional engagement. To support this mission, every Psy.D. student receives partial funding to attend the annual convention of the National Association of School Psychologists—a unique feature that distinguishes our program nationally.

In addition, students who present their research at professional conferences—including the American Psychological Association (APA), the National Association of School Psychologists (NASP), the Association for Behavioral and Cognitive Therapies (ABCT), and the International Academy of Law and Mental Health (IALMH)—are eligible for additional partial travel support from the Department of psychology.  The award this year is $400.  Students may only receive one travel award per academic year.

These opportunities encourage our students to share their work with the broader professional community, build meaningful networks, and contribute to the evolving landscape of psychological science and practice.

At Hofstra, Psy.D. students don’t just learn from outstanding faculty—they also have the opportunity to step into teaching and mentorship roles themselves, developing the instructional and leadership skills that define accomplished professional psychologists. The Psy.D. Program in School–Community Psychology places a strong emphasis on cultivating these competencies as part of comprehensive doctoral training. Students gain meaningful, hands-on instructional experience through teaching assistantships and, for qualified individuals, the independent teaching of undergraduate psychology courses within the Department of Psychology—preparing them to educate, inspire, and lead in both academic and professional settings.

Graduate and Undergraduate Teaching Assistantships

Advanced students may be selected to serve as Teaching Assistants in both graduate and undergraduate courses. Working closely with faculty, teaching assistants help facilitate discussions, mentor students, and support the delivery of engaging, high-quality instruction. These roles provide invaluable experience in communicating complex ideas, leading groups, and nurturing the next generation of learners.

During the 2025–2026 academic year, Teaching Assistants will receive $1,000 in compensation per course, recognizing the meaningful contribution these positions make to the learning environment and to the professional development of our doctoral students.

Teaching Courses

Students who have earned a Master’s degree and demonstrated strong academic and professional achievement may be invited to teach undergraduate psychology courses as primary instructors. This experience provides an opportunity to design and lead independent courses, applying advanced psychological knowledge in a dynamic, student-centered classroom setting. Course instructors receive compensation at the same rate as adjunct faculty, reflecting the professionalism and instructional excellence expected of Hofstra’s Psy.D. students in teaching roles.

These teaching and mentorship opportunities reflect Hofstra’s commitment to preparing students not only as clinicians and researchers but also as educators, leaders, and advocates in the broader psychological community. They embody the program’s scholar–practitioner philosophy, where learning, teaching, and professional growth are woven together in meaningful, hands-on ways.