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Ed.S. Program Goals and Objectives

Coursework and field experiences within the Programs in School Psychology are designed to assist the student in developing the appropriate knowledge and skills to meet the following program objectives. These objectives reflect Colorado State Licensure regulations for School Psychologists as well as the 2010 NASP Standards for Graduate Preparation of School Psychologists.                  

  • Academic, Social and Life Skill Development 

    The UNC School Psychology program provides students with a solid understanding of the psychological and educational principles underlying the field of school psychology. These principles include, but are not limited to human learning and development, both typical and atypical, as well as human diversity. School Psychology students apply this foundational knowledge to problems of learning and behavior through appropriate decision-making, competent intervention planning and implementation, and effective communication and consultation.
    (CDE 11.06(2); NASP Standard IV, 4.1 and 4.2)

    1.A: Demonstrate knowledge of biological, developmental, cultural, and social influences on learning, behavior, life skills, and mental health.

    1.B: Use assessment results to develop appropriate academic recommendations that address student learning, social, and behavioral goals.

    1.C: Facilitate the implementation of appropriate and evidence-based interventions to help students meet their learning, social, and behavioral goals.

    1.D: Use assessment, progress monitoring, and other data collection methods to evaluate services that support skill development in the areas of academic, behavioral, and social-emotional development.

  • Multitiered System-Level Services

    The UNC School Psychology program prepares students to use a systemic perspective to view children’s development and to understand the contexts in which this development occurs. The UNC School Psychology program prepares skilled interventionists who have knowledge about various academic, behavioral, social, and emotional intervention strategies that are associated with positive outcomes, as well as skills in implementing these different interventions. In order to do so effectively, School Psychology students must have knowledge of relevant research and be able to translate this knowledge into practice by adapting interventions to meet the needs of the client and the system.
    (CDE 11.06(4), 11.06(6), 11.06(7); NASP Standard V, 5.1and 5.2)

    2.A: Contribute to a positive school climate by implementing classroom- or school-wide prevention programming that enhances a safe, supportive, and effective learning environment.

    2.B: Identify risk and resiliency factors in students and their environments and use this information in adapting and implementing prevention and intervention strategies to meet unique student and system needs.

    2.C: Demonstrate knowledge of a number of evidence-based prevention and intervention programs that can be implemented across individual, group, classroom, or school settings.

    2.D: Provide effective direct student-level interventions such as individual or group counseling.

    2.E: Implement, monitor, and evaluate the effectiveness of both direct and system-wide interventions.

  • Data-Based Decision Making

    The UNC School Psychology program prepares students to use multiple sources of data to facilitate the best decision-making, regardless of whether it involves an individual child or an entire program. School Psychology students competently conduct psychological assessments that are relevant to student problems and use their findings for decision-making and program planning. Data are also gathered to evaluate the effectiveness of programs and to continually improve one’s practice.
    (CDE 11.06(3); NASP Standards II and VIII, 8.1)

    3.A: Select, administer, and score appropriate instruments (norm-referenced and curriculum-based) based on presenting concern(s).

    3.B: Integrate school records, observations, interviews, and developmental history into interpretation of assessment results, recommendations, and program planning efforts.

    3.C: Organize and conduct functional behavioral assessments.

    3.D: Interpret, integrate, and communicate information in an oral or written manner that is clear, accurate, and concise.

    3.E: Monitor and evaluate student progress and program outcomes by using appropriate research design, including single subject.

    3.F: Demonstrate skills in evaluating and applying research to service delivery selection and implementation.

  • Collaboration and Consultation

    The UNC School Psychology program emphasizes the importance of consultation that occurs within a collaborative framework as a critical skill for indirect service delivery. School psychology students have knowledge of various consultation and collaboration methods and their application to individuals, families, groups, and systems. Problem-solving processes permeate all aspects of service design, implementation, and evaluation.
    (CDE 11.06(8); NASP Standards III and VI)

    4.A: Demonstrate effective communication skills with school personnel, families, and students.

    4.B: Demonstrate knowledge of different models and levels of consultation and participate at individual, group, and system levels.

    4.C: Participate actively in collaborative problem-solving processes.

    4.D: Integrate principles and research related to family systems, strengths, needs, and culture as related to assessment and intervention planning.

    4.E: Promote family and community involvement through communication, consultation, and/or resource sharing.

    4.F: Evaluate the effectiveness of consultation efforts.

  • Individual Diversity in Development and Learning

    The UNC School Psychology program focuses on helping students to understand and adopt responsive practices as related to diversity and individual differences. School psychology students have knowledge of individual differences, abilities, disabilities, and other diverse characteristics of students, families, and schools. With this understanding, they act as advocates for children and families and advance the ideals of social justice within the school setting.
    (CDE 11.06(5); NASP Standard VII)

    5.A: Understand principles and research related to diversity factors for students, families, schools, and communities.

    5.B: Use culturally responsive approaches with diverse students and their families.

    5.C: Develop and implement evidence-based academic and behavioral interventions that reflect knowledge and understanding of a student’s culture, language, and individual learning characteristics.

    5.D: Integrate principles of advocacy and social justice into service delivery.

  • Legal, Ethical, and Professional Practice

    The UNC School Psychology program is built upon a foundation of legal, ethical, and professional practice. School psychology students are able to apply ethical, professional, and legal standards to guide their work. They also have knowledge of information sources and technology relevant to the practice of school psychology.
    (CDE 11.06(9); NASP Standard VIII, 8.2)

    6.A: Demonstrate knowledge of the history and foundations of school psychology.

    6.B: Apply professional work characteristics needed for effective practice as school psychologists

    6.C: Practice in accordance with ethical, legal, and professional standards.

    6.D: Use technology to enhance communication, collaboration, and service delivery.

    6.E: Demonstrate a commitment to life-long learning through on-going professional development.