The School Psychology Program provides prospective school psychologists with a broad range of knowledge and skills for the provision of psychological services in schools.  Through a structured program of study, field experiences, and continual reflection, students’ growth is fostered along with the development of behaviors that will support professional practice. Problem-solving and data-based decision-making permeate all aspects of training.

Professional knowledge and skills are developed across the eleven domains of training and practice established by the National Association of School Psychologists (NASP).

• 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 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.

Diversity

Meeting the needs of our diverse society is a goal of the University, School, Division, and Program. As school psychologists, the diverse needs of the students, families, and others must be and is a major goal for training and practice. The Program is committed to providing a stimulating learning community that embraces and values the human and cultural diversity of its members.  The program also is committed to attracting and retaining students who are members of underrepresented groups.  The Program draws students from the Mid-Atlantic and Northeastern regions.  These regions have a varied cultural/ethnic blend and wide differences relative to socioeconomic status (SES).

Within the Program, diversity is examined as a subject and is embedded as a topic across coursework.  Students are expected to develop the dispositions, knowledge, and skills to work effectively with individuals of diverse needs (e.g., ethnic, cultural, SES, sexual orientation, abilities, disabilities). Opportunities for working with individuals from diverse backgrounds occur during select coursework, but primarily during practicum and internship coursework.