The School Psychology program embraces a scientist-scholar-practitioner model of training. The primary mission of the program is to develop professionals whose activities increase the educational and psychological well-being of children and youth. The program prepares professional psychologists to use knowledge of the behavioral sciences in ways that enhance the learning and adjustment of children, families, and teachers.
The doctoral-level school psychologist is expected to have competencies underlying three interrelated roles — scientist, scholar, and practitioner. The program is dedicated to training graduates who are competent in each of these areas:
- Scientist: To understand and advance basic knowledge in school psychology, students must have a firm foundation in scientific methodology. Students are educated to be highly skilled consumers of research, as well as researchers capable of examining relevant problems of both an applied and basic nature.
- Scholar: The scholar is able to draw from many different theories and knowledge bases and apply this information to the issues and problems with which he/she is presented.
- Practitioner: The practitioner is expected to demonstrate a high level of expertise in the professional practice of school psychology. This expertise includes consulting with educators and parents, conducting comprehensive assessments, designing appropriate treatments, monitoring client progress, and evaluating treatment efficacy.