Following are the aims and competencies of the School Psychology Program:
Aim 1 (Research): To understand and engage competently in research and other scholarly activities that contribute new scientific, psychological, or professional knowledge.
Competency 1.1 Selects and implements research and evaluation methods appropriate for defining and clarifying problems, formulating research questions and hypotheses, and generating new scientific or professional knowledge.
Competency 1.2 Critically interprets, uses, and disseminates research and empirical findings to address problems, decision situations, or gaps in knowledge.
Aim 2 (Ethics and Legal Standards): To understand and apply ethical and legal principles to the practice of psychology in schools and other professional psychology contexts.
Competency 2.1 Demonstrates knowledge of and adherence to APA ethical guidelines, relevant laws governing psychological practices, and a sound ethical decision-making process to resolve ethical dilemmas and conflicts.
Aim 3 (Individual and Cultural Diversity): To display adequate knowledge and professional skills to address issues of human diversity, especially in terms of students in schools, and to develop skills for working with individuals and groups from diverse racial, cultural, ethnic, linguistic, socio-economic, gender-related, and other backgrounds.
Competency 3.1 Demonstrates knowledge of current theoretical and empirical foundations and models of human diversity, and an awareness of how personal biases and cultural histories influence interactions with individuals and groups.
Competency 3.2 Demonstrates the ability to consider and integrate cultural and diversity concepts in the design, implementation, and evaluation of programs, products, and services that relate to professional psychology practice and research.
Aim 4 (Professional Values and Attitudes): To maintain self-awareness, beliefs, and behaviors that reflect the values and principles of school psychology.
Competency 4.1 Exhibits appropriate professional attitudes and behaviors, including respect and concern for the welfare and well-being of others, personal accountability, and maintaining high standards for professional practices.
Competency 4.2 Exhibits behaviors that reflect an openness and responsiveness to feedback, and a desire to maintain self-awareness of and active engagement in professional and personal growth activities.
Aim 5 (Communication and Interpersonal Skills): To demonstrate effective interpersonal and communication skills within schools, other professional practice settings, and community contexts, in the service of psychological development and educational achievement of children and adolescents.
Competency 5.1 Develops and maintains effective relationships with a wide range of individuals including students, teachers, parents, other health service professionals, and other stakeholders in the provision of psychological services.
Competency 5.2 Demonstrates skills in producing, comprehending, and integrating oral, nonverbal, and written communications across a range of situations, populations, and systems.
Aim 6 (Assessment): To demonstrate knowledge of and skills in administering and interpreting evidence-based assessments.
Competency 6.1 Formulates and conducts psychological assessments that are technically adequate, accurate, identify needs and strengths, and inform decision-making and interventions.
Competency 6.2 Interprets, uses, and communicates assessment results that guide case conceptualization, classification, and recommendations, and that demonstrate understanding of the multiple systems impacting student functioning.
Aim 7 (Intervention): To understand and apply evidence-based interventions across a range of professional contexts and populations.
Competency 7.1 Selects, develops, implements, and evaluates evidence-based interventions in classrooms, schools, and other agencies or mental health organizations that are relevant to the child/adolescent, problem, and context.
Competency 7.2 Applies the relevant literature to clinical decision making, and modifies evidence-based approaches effectively when empirical data is lacking for a particular population, problem, or context.
Aim 8 (Supervision): To understand and apply knowledge of effective supervision practices regarding the provision of school psychology practices.
Competency 8.1 Applies knowledge of effective principles of supervision in professional settings and activities with other graduate students in didactic and/or professional contexts.
Aim 9 (Consultation and interprofessional/interdisciplinary skills): Effectively collaborates with professionals and stakeholders to address problems, share knowledge, or to promote high quality professional activities.
Competency 9.1 Demonstrates knowledge of and respect for the diverse roles, beliefs, and competencies of professionals and stakeholders working in schools.
Competency 9.2 Provides evidence-based consultation, guidance, and technical assistance to teachers, administrators, parents, other health service professionals to identify educational, social, and emotional problems and needs and to determine effective ways to address those problems and needs.
Aim 10 (Systems-based practices): To understand and apply a systems framework to school psychology research and practice at the individual and organization levels.
Competency 10.1 Demonstrates an understanding of the impact of multiple systems on student development and functioning, and utilizes this knowledge when delivering assessment, intervention, consultation and/or other professional services.