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School Psychology
- Domains of Professional Practice
The School Psychology Program at
the University of Dayton integrates the following Standards for Training
and Field Placement Programs in School Psychology set forth by the
National Association of School Psychologists into courses, practica and
internship.
The program is designed to insure that graduates demonstrate entry-level
competency in each of the following domains of professional practice.
Competency requires both knowledge and skills. It is intended that
graduates possess a foundation in the knowledge base for psychology and
education, including theories, models, empirical findings, and
techniques in each domain. Graduates should be able to demonstrate the
professional skills necessary to deliver effective services that result
in positive outcomes in each domain. The domains below are not mutually
exclusive, and are fully integrated into graduate level curricula,
practica, and internship.
A. Data-Based Decision-Making and Accountability. School
psychologists have knowledge of varied models and methods of assessment
that yield information useful in identifying strengths and needs, in
understanding problems, and in measuring progress and accomplishments.
School psychologists use such models and methods as part of a systematic
process to collect data and other information, translate assessment
results into empirically-based decisions about service delivery, and
evaluate the outcomes of services. Data-based decision-making permeates
every aspect of professional practice.
B. Consultation and Collaboration. School psychologists have
knowledge of behavioral, mental health, collaborative, and/or other
consultation models and methods and of their application to particular
situations. School psychologists collaborate effectively with others in
planning and decision-making processes at the individual, group, and
systems levels.
C. Effective Instruction and Development of Cognitive / Academic
Skills. 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.
D. Socialization and Development of Life Skills. School
psychologists have knowledge of human developmental processes,
techniques to assess these processes, and direct and indirect services
applicable to the development of behavioral, affective, adaptive, and
social skills. School psychologists, in collaboration with others,
develop appropriate behavioral, affective, adaptive, and social goals
for students or varying ability, disabilities, strengths, and needs;
implement interventions to achieve those goals; and evaluate the
effectiveness of interventions. Such interventions include, but are not
limited to, consultation, behavioral assessment/intervention, and
counseling.
E. Student Diversity in Development and Learning. School
psychologists have knowledge of individual differences, abilities, and
disabilities and of the potential influence of biological, social,
cultural, ethnic, experiential, socioeconomic, gender-related, and
linguistic factors in development and learning. School psychologists
demonstrate the sensitivity and skills needed to work with individuals
of diverse characteristics and to implement strategies selected and/or
adapted based on individual characteristics, strengths, and needs.
F. School and Systems Organization, Policy Development, and Climate.
School Psychologists have knowledge of general education, special
education, and other educational and related services. They understand
schools and other setting as systems. School psychologists work with
individuals and groups to facilitate policies and practices that create
and maintain safe, supportive, and effective learning environments for
children and others.
G. Prevention, Crisis Intervention, and Mental Health. School
psychologists have knowledge of human development and psychopathology
and of associated biological, cultural, and social influences on human
behavior. School psychologists provide or contribute to prevention and
intervention programs that promote the mental health and physical
well-being of students.
H. Home/School/Community Collaboration. School psychologists have
knowledge of family systems, including family strengths and influences
on student development, learning, and behavior, and of methods to
involve families in education and service delivery. School psychologists
work effectively with families, educators, and others in the community
to promote and provide comprehensive services to children and families.
I. Research and Program Evaluation. School psychologists have
knowledge of research, statistics and evaluation methods. School
psychologists evaluate research, translate research into practice, and
understand research design and statistics in sufficient depth to plan
and conduct investigations and program evaluations for improvement of
services.
J. School Psychology Practice and Development. School
psychologists have knowledge of the history and foundations of their
profession; of various service models and methods; of public policy
development applicable to services to children and families; of ethical,
professional, and legal standards. School psychologists practice in ways
that are consistent with applicable standards, are involved in their
profession, and have the knowledge and skills needed to acquire
career-long professional development.
K. Information Technology. School psychologists have knowledge of
information sources and technology relevant to their work. School
psychologists access, evaluate, and utilize information sources and
technology in ways that safeguard or enhance the quality of services.
Please see the Program Handbook for your year of acceptance for a matrix
of courses by domain. |
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