Domains of School Psychology
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.
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 system levels.
Interventions and Instructional Support to Develop 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.
Interventions and Mental Health Services to Develop Social and Life Skills: School psychologists have 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. Examples include: integrating behavior supports and mental health services with academic and learning goals for children; facilitating design and delivery of curricula to help students develop effective behaviors, such as self-regulation and self-monitoring; providing a continuum of developmentally appropriate mental health services, including individual and group counseling, behavioral coaching, positive behavior support and family education and support.
School-wide Practices to Promote Learning: School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; and evidence based school practices that promote learning and mental health. They understand schools and other settings 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.
Prevention, Crisis Intervention and Mental Health: School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response. Examples include: promoting recognition of risk and protective factors that are vital to understanding and addressing systemic problems such as school failure, truancy, dropout, bullying, youth suicide, or school violence; participating on school crisis teams; providing competent mental health services during and after crisis situations; and promoting resilience and wellness.
Family/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.
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.
Research and Program Evaluation: School psychologists have 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. Examples include: evaluating and synthesizing a cumulative body of research findings as a foundation for effective service delivery; incorporating techniques for data collections, analyses, and accountability in evaluation of services at the individual, group and system levels; and applying knowledge of evidence-based interventions and programs in designing, implementing, and evaluating the fidelity and effectiveness of school based interventions plans.
Legal, Ethical and Professional Behavior: School psychologists have 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 school psychologists. They 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 school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.