The scientist-practitioner and “whole child” concepts guide the program philosophy. The scientist-practitioner model is highly consistent with the conceptual framework adopted by the UK College of Education emphasizing the importance of reflective decision-making. The program fosters the conception of the school psychologist as a scientist-practitioner who is broadly capable of applying a range of psychological principles and techniques to school psychological problems in addition to furthering the profession by adding to the research base and participating in professional activities.

The “whole child” concept recognizes that no child exists in a vacuum. To understand a child’s reality, one must look at the ecological system in which the child exists, i.e., the school and home settings, peers, friends, socioeconomic and environmental characteristics, physical facilities, historical information about the child, and any other necessary information. For this reason, the school psychology program at UK also emphasizes an ecological perspective. The program also emphasizes cultural competence or culturally responsive psychological services. This perspective values culture in the provision of services to children, adolescents and their families from all segments of the community. Diversity is recognized at a wide variety of points of intervention, assessment, and consultation within the broad educational environment. It requires professionals to use self-assessment of their own cultural background and be aware of those influences in their practice. Further, it requires knowledge of and sensitivity to different cultural backgrounds when providing an array of psychological services.

The conceptual framework for professional education programs at the University of Kentucky is guided by the theme, Research and Reflection for Learning and Leading. This includes foci on Research (Use of research findings and generation of research to enhance student learning and development); Reflection (A dynamic process of reflective assessment on performance, outcomes, and approaches to solving educational problems); Learning (Conceptualizing learning as a wide range of perspectives including behavioral, constructivist, and social); and Leading (An obligation and privilege to provide leadership in educational policies and practices across levels and dimensions of universities, schools, and agencies.).

It is part of the philosophy of the program to encourage a close working relationship between program faculty and graduate students. The faculty-student ratio is maintained at approximately 1:10 across the Ed.S. and Ph.D. programs, which enables professors to provide sufficient individualized contact time with each student. The independent research project (i.e., dissertation) provides for extended contact between a professor and a graduate student on a scholarly topic of mutual interest. Most core classes in the program e.g. Introduction to Psychological Services in the Schools (EDP 570), Diagnostic Classification in School Psychology (EDP 669), Psychoeducational Strategies of Intervention (EDP 670), Practicum in School Psychology (EDP 675), and Seminar in School Psychology (EDP 776) provide forums for faculty-student contact and dialogue in order that professional and personal interchange is facilitated and encouraged. Within this context, the professor can be a professional role model for the student, a mentor in professional and scholarly matters, and a supportive colleague.