School Psychology Program
Program Philosophy, Goals, and Training Standards
PROGRAM PHILOSOPHY
The School Psychology Program at the University of Wisconsin-River Falls is
founded on
the scientist-practitioner model of professional psychology. The program is
committed to
training competent professional psychologists to provide the following services
in public schools
and mental health settings:
- academic, behavioral, and cognitive interventions;
- consultation with parents, teachers, and other professionals;
- assessment and diagnosis of individual student problems;
- in-service training;
- program evaluation; and
- applied research.
- Students are encouraged to engage in reflective practice utilizing a problem-solving
approach from a child advocacy perspective, to engage in preventive as well
as remedial
practices, and to work with a broad cross-section of the student population,
including regular
education students.
PROGRAM GOALS
At the core of its mission, the goals of the UW-RF school psychology program include providing students with:
- Comprehensive and contemporary knowledge and the ability to integrate that
knowledge into practice;
- Knowledge of the roles of school psychologists in relation to other professionals;
- Competency in psychoeducational assessment and diagnosis;
- Competency with specific psychoeducational instruments;
- Competency in communicating evaluation results to other professionals;
- Competency in the development of intervention strategies;
- Competency in working within a multidisciplinary context;
-
Knowledge of current state and federal laws pertaining to school psychology
practice;
- Comprehensive practicum and internship experiences;
- An atmosphere that encourages a child advocacy philosophy.
NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS PERFORMANCE-BASED DOMAINS
A key aspect to the new NASP training standards, and of the companion Standards for the Credentialing of School Psychologists , is the inclusion of performance-based “Domains of School Psychology Training and Practice,” which will guide future performance-based reviews, and outcomes of training for students. In the training standards, each domain is accompanied by an expanded description of school psychology competencies, including relevant professional knowledge and skills. The expanded descriptions serve to clarify the intent of the competency standards, and students will be exposed to the content and goals of the standards as they progress through the program.
The “Domains of School Psychology Training and Practice” contained in the standards are as follows:
- Data-Based Decision-Making and Accountability;
- Consultation and Collaboration;
- Effective Instruction and Development of Cognitive/Academic Skills;
- Socialization and Development of Life Competencies;
- Student Diversity in Development and Learning;
- School and Systems Organization, Policy Development and Climate;
- Prevention, Crisis Intervention, and Mental Health;
- Home/School/Community Collaboration;
- Research and Program Evaluation;
- School Psychology Practice and Development;
- Information Technology.
In order to attain NASP program “approval” (and NCATE “nationally recognized program” status, if in an in situation/unit accredited by NCATE), programs will have to document that they address, assess and attain (in candidates/graduates) the competencies outlined in the “Domains.”
