1.1 - 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.
1.2 - 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.
1.3 - Effective Instruction and
Development of Cognitive/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.
1.4 - Socialization and Development of
Life Skills: School psychologists have knowledge of human
developmental processes, techniques to assess these processes, and
direct and indirect services applicable to the development of
behavioral, affective, adaptive, and social skills. School
psychologists, in collaboration with others, develop appropriate
behavioral, affective, adaptive, and social goals for students of
varying 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, consultation, behavioral
assessment/intervention, and counseling.
1.5 - Student 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.
1.6 - School and Systems Organization,
Policy Development, and Climate: School psychologists have
knowledge of general education, special education, and other
educational and related services. 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.
1.7 - Prevention, Crisis Intervention, and
Mental Health: School psychologists have knowledge of human
development and psychopathology and of associated biological,
cultural, and social influences on human behavior. School
psychologists provide or contribute to prevention and intervention
programs that promote the mental health and physical well-being of
students.
1.8 - Home/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.
1.9 - Research and Program
Evaluation: School psychologists have knowledge of research,
statistics, and evaluation methods. School psychologists
evaluate research, translate research into practice, and understand
research design and statistics in sufficient depth to plan and
conduct investigations and program evaluations for improvement of
services.
1.10 - School Psychology Practice and
Development: School psychologists have knowledge of the
history and foundations of their profession; of various service
models and methods; of public policy development applicable to
services to children and families; and of ethical, professional,
and legal standards. School psychologists practice in ways
that are consistent with applicable standards, are involved in
their profession, and have the knowledge and skills needed to
acquire career-long professional development.
1.11 - Information Technology:
School psychologists have knowledge of information sources and
technology relevant to their work. School psychologists
access, evaluate, and utilize information sources and technology in
ways that safeguard or enhance the quality of services.