In addition to this overall goal, the program seeks to facilitate the development of the following specific competencies in all students:

an understanding of the roles and functions of the school psychologist competency in interviewing and observational skills; competency in the administration, scoring, and interpretation of various measures of intelligence/cognitive ability, educational achievement, and social/emotional adjustment; competency in the integration of various components of a psychoeducational evaluation; competency in the diagnosis of learning and psychological disorders using both special education and mental health classification systems; competency in remediation and intervention procedures including psychoeducational interventions and collaborative consultation with school-based interdisciplinary personnel, the client, and the client’s family; competency in communicating and interpreting assessment results and intervention procedures in both written and verbal forms to school interdisciplinary team members and the client and/or the client’s family; competency in the utilization of special education laws and eligibility criteria for the purpose of assuring a free, appropriate public education to individuals up to 21 years of age; a working knowledge of legal and ethical aspects in school psychology; an understanding and awareness of multicultural issues and their impact on the school psychologist-client relationship as well as the identification and placement of ethnic minority individuals in special education programs; competency in research and evaluation; familiarity with local, regional, and national resources; knowledge of the operation of the public education system, and engagement in professional development activities to facilitate continued professional growth.

The commitment to human welfare and service to others is an important aspect of the program. The program faculty is committed to a policy of respect for the individual and equity and fairness for all persons. The faculty encourages respect and equal treatment of others regardless of race, ethnic origin, gender, age, lifestyle, or physical characteristics. Therefore, students are expected to adhere to a principle of social justice and fairness and to behave toward others accordingly.

Program Philosophy

Given the range of professional work settings and roles in which the school psychologist may function, it is important to provide a philosophy for a curriculum that contains both substance and flexibility. The philosophy of the program must help guide students in their development of expertise in the traditional domains of psychology, counseling, instructional strategies that address individual and larger social concerns, and methodologies to conduct research and evaluate outcomes and methods. The sequence of courses designed for the UK School Psychology Training Program provides a foundation of basic knowledge and skills in psychology and education, and a liberal component of individually designed coursework that facilitates the development of a broad range of scientific, interpersonal, and leadership competencies and perspectives.