Goals, Objectives and Competencies

Objectives

• 1.1 - Use student data to identify student’s strengths and needs, and measure progress and accomplishmentsm
• 1.2 - Understand theories and methods of assessment and diagnosis
• 1.3 - Diagnose or define problems through psychological assessment and measurement
• 1.4 - Formulate and implement intervention strategies, including training in empirically supported procedures

Strategy for Ensuring Competency
Issues of data-based decision-making and accountability are addressed in required courses and in the assignments accompanying them. Students engage in a number of direct and indirect learning experiences that allow them to see the importance of using data to inform the development of interventions and recommendations. This goal is addressed through a variety of field work experiences throughout the duration of the program. The doctoral dissertation project demonstrates knowledge of varied approaches to data collection, analysis, interpretation, and application.

Objectives

• 2.1 - Understand a variety of consultation models (e.g. behavioral, mental health, collaborative)
• 2.2 - Collaborate effectively with others in the planning and decision-making processes at the individual (child) level
• 2.3 - Collaborate effectively with others in the planning and decision-making processes at the group (classroom) level
• 2.4 - Collaborate effectively with others in the planning and decision-making processes at the system (school or school district) level.

Strategy for Ensuring Competency
Consultation and collaboration are emphasized through required coursework and the varied practica experiences. In practica, students work individually with parents, teachers, or the schools to address a student’s behavioral, social/emotional, psychological, or academic difficulties. The faculty fosters development of this skill in students by having a collaborative/consultative environment for the students. By having students involved as active participants in the GEPC and School Psychology faculty meetings, we value students as active learners and professionals, while at the same time foster a consultative model for problem-solving.

Objectives

• 3.1 - Develop appropriate cognitive and academic goals for students with different abilities
• 3.2 - Implement interventions to achieve cognitive and academic goals for the students with whom you worked
• 3.3 - Evaluate the effectiveness of cognitive and academic interventions

Strategy for Ensuring Competency
School psychologists have knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills.  School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions.  Such interventions include, but are not limited to, instructional interventions and consultation.

The effective instruction and development of cognitive/academic skills are addressed through the required coursework and field experiences. While the coursework provides the foundation for acquiring these skills, during field work, students learn to develop Individual Education Programs (IEPs), conduct Functional Behavioral Assessments (FBAs), and work directly with children to remediate areas of academic deficiency.

Objectives

• 4.1 - Increase knowledge in human developmental processes
• 4.2 - Develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities

Strategy for Ensuring Competency
With a good understanding of the role of assessment of behavior as a prerequisite for development of interventions to promote adaptive living, we educate students about diagnostic criteria for varied psychological disorders and their long-term implications. Students develop skills in conceptualizing maladaptive behaviors and understanding strategies for increasing adaptive behaviors in children/adults.

Objectives

• 5.1 - Understand the manner in which culture influences human behavior and development
• 5.2 - Work with individuals of diverse characteristics (individual differences, abilities, and disabilities).

Strategy for Ensuring Competency
The program is sensitive to issues of diversity as reflected in its philosophy and training as well as in the research conducted by members of the School Psychology faculty. We foster an understanding of diversity and how it impacts many functions of the school psychologist through the courses in assessment, intervention, and consultation; through our field work; and through the topics of the invited colloquia speakers and our bi-annual conferences.

Objectives

• 6.1 - Provide educational services (e.g. general education, special education)
• 6.2 - Create effective learning environments for children and others
• 6.3 - Understand models of supervision (e.g. mental health, behavioral)
• 6.4 - Engage in the practice of supervision

Strategy for Ensuring Competency
Through the coursework and field placement experiences, students become knowledgeable in policy development, organizational structure, and the educational environment, as well as how they impact upon a student’s learning. When developing intervention and consultative plans in conjunction with the Center for Psychological Services School Affiliate Program, students are asked to identify any strengths and barriers of the school system and the community that may have an impact on the efficacy of any intervention.

Objectives

• 7.1 - Understand psychopathology and associated influences on biological aspects of human behavior
• 7.2 - Understand psychopathology and associated influences on cognitive aspects of behavior
• 7.3 - Understand psychopathology and associated influences on social aspects of behavior
• 7.4 - Assess psychopathology
• 7.5 - Prevention and intervention programs that promote the mental health and physical well-being of students

Strategy for Ensuring Competency
Early identification and prevention programs can reduce the likelihood of future difficulties. Although crisis intervention training and school-wide mental health planning is taught at various points in the training, it is primarily taught through field-work opportunities and faculty sponsored training programs. Students develop school-wide preventative programming for behavioral and academic needs during the second year in the program at the Center for Psychological Services School Affiliate Program.

Objectives

• 8.1 - Understand family systems and methods to involve families in education and service delivery
• 8.2 - Work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families

Strategy for Ensuring Competency
Involvement with families is achieved through feedback sessions in our assessment practica as well as through collaboration with families on the development of educational and behavioral intervention plans. During the intervention practica many of our students oftentimes conduct psychotherapy with both the child and the parent. In the Center for Psychological Services School Affiliate Program, our students are provided with several opportunities to observe children in multiple settings and receive feedback from multiple sources. By having our students receive part of their training in the schools, they are able to recognize the importance of considering the influence of multiple systems on student development.

Objectives

• 9.1 - Understand research, statistics, and data analysis techniques
• 9.2 - Evaluate research and translate research into practice
• 9.3 - Understand research design and statistics in order to plan and conduct investigations and program evaluations for improvement of services

Strategy for Ensuring Competency
In the first year of the program, students are required to participate in all facets of research with a faculty member. The research program prepares students to develop, understand, and apply research experiences through actual involvement in research during their first full year in the program.

Objectives

• 10.1 - Understand the history and foundations of psychology
• 10.2 - Understand the history and foundations of the profession of school psychology
• 10.3 - Understand various service models (i.e., direct, indirect) and methods in school psychology practice (i.e. assessment, consultation, intervention)
• 10.4 - Understand public policy development applicable to services to children and families
• 10.5 - Understand ethical, professional, and legal standards in the practice of school psychology
• 10.6 - Become a life-long learner, conduct scholarly inquiries, and solve problems professionally

Strategy for Ensuring Competency
Many opportunities are afforded to students about our profession as well as the appropriate legal and ethical standards that guide practice. Students work directly with school psychologists both in the classroom and through their field placement activities. The ethical and legal standards of the profession are addressed through the required coursework.

Objective

• 11.1 - Understand information sources and technology relevant to your work to enhance the quality of services delivered

Strategy for Ensuring Competency
Information sources and technology is an integral part of our doctoral program and is evident in nearly all courses. Students are required to do research reviews and literature searches using our online research tools. Students demonstrate knowledge and skills and an understanding of concepts related to technology through course-based assignments. Some courses have students evaluate material online that is made readily available to the public and determine the accuracy of the information and the impact that this may have on the field.

Objective

• 12.1 – Deliver Psychological services that integrate the practitioner-scholar-scientist model of the program
• 12.2 – Present doctoral dissertation projects that demonstrate knowledge of varied approaches to data collection, analysis, interpretation, and application