Program Goals

The Rider University School Psychology Program is dedicated to educating future school psychologists within a climate of scholarly inquiry and the context of a scientist-practitioner model of service delivery   Problem-solving and data-based decision-making permeate all aspects of training with the ultimate goal of fostering the knowledge base, skill set, reflective practice, and professional commitment to improve the educational and mental health of children and adolescents in the schools.  The program offers a highly structured, developmental curriculum that builds upon preceding coursework and experience.  Through a variety of theoretical, conceptual, and experiential pedagogical activities, students are prepared to provide a range of evidence-based services including consultation, psychological assessment, behavioral and academic intervention, prevention, counseling, and program planning/evaluation.  Students also receive training in sensitively working with clients from diverse cultural and individual backgrounds. 

Complementing the program’s philosophy, the fundamental goals of the program (noted below) are to provide each graduate with the required skills, professionalism, and knowledge base to become a productive member of the school psychology community. 

1. Ability to implement a problem-solving model supported by a solid understanding of the knowledge base and empirical literature of school psychology as well as legal, ethical, and professional standards of practice.

2. Capacity to provide psychological services and educational consultation within diverse contexts where individual differences in ethnicity, socioeconomic status, culture, gender, sexual orientation, and abilities are appreciated.

3. Ability to work collaboratively with educators, administrators, school counselors, families, and the community to provide a comprehensive range of educational and mental health services to children and adolescents.

4. Capacity to utilize data-based decision making and empirically supported prevention, assessment, and intervention strategies that result in a positive impact on youth, families, and the communities/schools that they serve.

Professional knowledge and skills are developed across the eleven domains of training and practice established by the National Association of School Psychologists (NASP). Please refer to Appendix A in the School Psychology Handbook for the expanded descriptions of these domains.

• 2.1 Data-Based Decision-Making and Accountability
• 2.2 Consultation and Collaboration
• 2.3 Effective Instruction and Development of Cognitive/Academic Skills
• 2.4 Socialization and Development of Life Skills
• 2.5 Student Diversity in Development and Learning
• 2.6 School and Systems Organization, Policy  Development and Climate
• 2.7 Prevention, Crisis Intervention, and Mental Health
• 2.8 Home-School-Community Collaboration
• 2.9 Research and Program Evaluation
• 2.10 School Psychology Practice and Development
• 2.11 Information Technology

The acquisition of knowledge and skills is monitored and evaluated across the program via traditional assessment methods and performance-based outcomes representative of professional practice.  Students compile a portfolio to document and reflect upon their professional growth and to serve as evidence of competency across the domains of training and practice. 

Based upon the standards for training and practice set forth by NASP, program objectives guide course content, student outcomes, and ongoing program evaluation.   Specific objectives are listed in course syllabi. In addition, syllabi objectives are referenced in accordance with the School Psychology Program Objectives and NASP Standards.