Training Goals and Competencies

In accord with the faculty’s vision for training exemplary school psychologists, the curriculum has been designed to promote three broad training goals. As a result of their training, graduates of the program will achieve multiple competencies related to each of the training goals.

Training Goal 1. To train students as scientists so they can contribute to the empirical knowledge base of psychology as it relates to education.

Student Competencies for Goal 1:
a) Critically review empirical research in the fields of psychology and education.
b) Acquire knowledge of research design, measurement theory, and data analysis.
c) Design, conduct, and disseminate empirical studies that address important questions in the field of school psychology.
d) Evaluate individual, group, school, and system level interventions and programs implemented in school settings.
e) Acquire knowledge of diversity, development, and individual differences in the context of the scientific method.

Training Goal 2. To train students as practitioners so they can provide solutions to the problems facing students in schools and other educational settings.

Student Competencies for Goal 2:
a) Provide comprehensive psychological and psycho-educational evaluations for all learners (Pre-K – College)
b) Design and implement interventions to facilitate the functioning of individuals and groups.
c) Acquire knowledge of diversity, development, and individual differences in the context of professional practices.
d) Consult or collaborate with other school personnel or parents to address problems of children or school staff.

Training Goal 3. To prepare students to function as professionals within a scientist-practitioner model.

Student Competencies for Goal 3:
a) Perform professional responsibilities in accord with the ethical principles outlined in APA’s code of ethics.
b) Utilize current research to inform practice and use professional practice to inform research.
c) Provide program development and evaluation services to individual schools, school systems, and community agencies.
d) Facilitate training and professional development activities for psychologists, educators, and administrators.
e) Provide supervision and feedback to colleagues in training.