Provost & Academic Vice President

Student Learning Outcomes

School Psychology  (Specialist)

 

Based on standards established by the National Association of School Psychologists (NASP), upon completion of this program, the student will be able to:

  1. demonstrate knowledge of varied models of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes; as part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and to apply results to design, implement, and evaluate response to services and programs
  2. demonstrate knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods to promote effective implementation of services; as part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, demonstrate skills to consult, collaborate, and communicate effectively with others
  3. demonstrate knowledge of biological, cultural, and social influences on academic skills, human learning, cognitive, and developmental processes, and evidence-based curricula and instructional strategies; in collaboration with others, demonstrate skills to use assessment and data collection methods and to implement and evaluate services that support cognitive and academic skills
  4. demonstrate knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social-emotional functioning and mental health; in collaboration with others, demonstrate skills to use assessment and data collection methods and to implement and evaluate services that support socialization, learning and mental health
  5. demonstrate knowledge of school and systems structure, organization, and theory, general and special education, technology resources, and evidence-based school practices that promote learning and mental health; in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others
  6. demonstrate knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response; in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery
  7. demonstrate knowledge of principles and research related to family systems, strengths, needs, and culture, evidence-based strategies to support family influences on children’s learning and mental health, and strategies to develop collaboration between families and schools; in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social-behavioral outcomes for children
  8. demonstrate knowledge of individual differences, abilities, disabilities, and other diverse characteristics, principles, and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences, and evidence-based strategies to enhance services and address potential influences related to diversity; demonstrate skills to provide effective professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations for all aspects of service delivery
  9. demonstrate knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings; demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels
  10. demonstrate knowledge of the history and foundations of school psychology, multiple service models and methods, ethical, legal, and professional standards, and other factors related to professional identity and effective practice as a school psychologist; demonstrate skills to provide services consistent with ethical, legal, and professional standards, engage in responsive ethical and professional decision-making, collaborate with other professionals, and apply professional work characteristics needed for effective practice as a school psychologist, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills