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School Psychology Certificate of Advanced Graduate Study (CAGS)

Program Objectives

By the end of pre-practicum training, graduate students will demonstrate:

  • Understanding of the history and theoretical foundations of school psychology (NASP 2.10; Knowledge)
  • Understanding of service delivery models in schools related to general education, special education and mental health prevention (NASP 2.6, 2.10; Knowledge, Diversity, Professionalism)
  • Awareness of current issues and trends in school psychology (NASP 2.1,2.2, 2.3,  2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11; Knowledge , Diversity, Professionalism)
  • Foundational knowledge of statistics, research methods, human development, educational psychology and theories of counseling (NASP 2.1, 2.3, 2.4, 2.5, 2.9; Knowledge)
  • Ability to integrate knowledge within ethical and legal issues pertinent to the practice of school psychology and within the frame of culturally responsive practice (NASP 2.5, 2.7; Knowledge, Professionalism)

By the end of School Psychology Practicum training, graduate students will:

  • Demonstrate knowledge of entry in to a school system and establish protocol for information gathering of the system and its workings , including both general education and special education (NASP 2.6, Knowledge, Diversity, Professionalism )
  • Work cooperatively with colleagues to create e-resource guide  for prevention and response to crisis in the schools, including site specific knowledge of crisis plan and available supports (NASP 2.7, 2.11; Knowledge, Diversity, Professionalism)
  • Display knowledge and understanding of cognitive therapy process with children and adolescents and demonstrate the use of data-based decision making in designing individual and group intervention. Evaluate intervention efficacy (NASP 2.1, 2.4, 2.7; Knowledge, Practice, Diversity, Professionalism)
  • Demonstrate knowledge of evidence based academic intervention options based on needs assessment.  Create and monitor data-based psycho educational prevention programs or intervention plans and evaluate intervention efficacy. (NASP 2.1, 2.3, 2.9; Knowledge, Practice, Diversity, Professionalism)
  • Collaborate with a classroom teacher and/or school based team to complete a Functional Behavioral Assessment and design a behavioral plan for a student, Evaluate intervention efficacy(NASP 2.2,2.9; Knowledge, Practice, Diversity, Professionalism)
  • Demonstrate comprehension and appropriate application of statistical and measurement concepts in selection and interpretation of assessment data.  Conduct  individual problem solving assessments with children who vary in age, disability, and cultural background  and provide evidence of ability to link assessment data with interventions (NASP 2.1, 2.2, 2.3, 2.7, 2.8, 2.9 Knowledge, Practice, Diversity, Professionalism)
  • Plan or conduct a small scale applied research or program evaluation study and document findings to share with colleagues. (Knowledge, Practice, Diversity, Professionalism NASP 2.9)
  • Demonstrate basic proficiency in problem-solving consultation in its application to problems teachers, students, and key stakeholders (e.g., families) experience in educational settings. The model will include legal, professional, and ethical mandates, role-structuring, as well as meeting objectives for problem solving steps and technical adequacy of intervention design (with special emphasis on data-based decision making and functional assessment. (NASP 2.1, 2.5, , 2.8; Knowledge, Practice, Diversity, Professionalism)
  • Critically analyze the ecological systems, such as family and community, in which children function and create program or intervention increasing home-school collaboration.  Evaluate intervention efficacy.  (NASP 2.1, 2.5, , 2.8; Knowledge, Practice, Diversity, Professionalism)
  • Reflect on diversity and cultural issues that contribute to and affect functioning, treatment and outcome (NASP 2.5, 2.10;  Knowledge, Practice, Diversity, Professionalism
  • Identify and analyze legal and ethical issues observed in the delivery of school psychological services in practicum setting (NASP 2.10 Knowledge, Practice, Diversity, Professionalism)

By the end of School Psychology Internship, graduate students will demonstrate:

  • Competence in applying the Reflective Practitioner Model in school based settings.  The application involves a process of data-based decision making to ensure interventions resulting in measurable positive change (NASP 2.1, 2.9, 2.10, Knowledge, Practice, Diversity, Professionalism)
  • Competence in acquiring a developing knowledge base in school psychology which evolves from classroom-based learning infused with emergent technology, field-based experience, and stresses practical application of human learning and development theories to preventing and solving school based problems (NASP 2.3, 2.4, 2.5, 2.6, 2.10, 2.11 Knowledge, Practice, Diversity, Professionalism)
  • Competence in all areas of service delivery including assessment, collaborative problem solving, prevention, individual and group counseling, behavioral intervention, and consultation (NASP 2.1, 2.2, 2.4, 2.7, 2.8, Knowledge, Practice, Diversity, Professionalism)
  • Competence as critical consumers of psychological and educational research and as collaborating contributors of new knowledge to the field (NASP 2.9, 2.10, 2.11 Knowledge, Practice, Diversity, Professionalism)
  • Competence in ethical, legal and responsible practice resulting in school psychologists who clearly are socialized into the profession; competence in meeting the needs of students and families from various racial, cultural, ethnic, socioeconomic and gender-related backgrounds (NASP 2.5, 2.10; Knowledge, Practice, Diversity, Professionalism)​

Page last updated: May 06, 2016