School Psychology

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Tulane University, Department of Psychology

  
  • Training Goals

 
 

Training Goals

Our approach to training is grounded in Bronfenbrenner’s (1989, pg. 188) ecological systems theory, which holds that “[t]he ecology of human development is the scientific study of the progressive, mutual accommodation, throughout the life course, between an active, growing human being, and the changing properties of the immediate settings in which the developing person lives, as this process is affected by the relations between these settings, and by the larger contexts in which the settings are embedded.”  The primary aim of our training is to prepare health service psychologists who are sensitive to the complex interplay of biological, cultural, economic, social, and psychological influences that contribute to child development and health outcomes.  The educational philosophy that serves as the foundation of this training specifies that the development of profession-wide competencies must be met through student exposure to and engagement with multiple disciplines, research methodologies, and practice contexts.  

Students develop profession-wide competencies in the areas described below through a broad curriculum of coursework, training and practicum experiences, and research activities.

(i) Research

  • Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base.
  • Conduct research or other scholarly activities.
  • Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local (including the host institution), regional, or national level.
  • Demonstrate skills in applying research within professional practice.

 

(ii) Ethical and legal standards

  • Be knowledgeable of and act in accordance with each of the following:
    • The current version of the APA Ethical Principles of Psychologists and Code of Conduct;
    • Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and
    • Relevant professional standards and guidelines.
  • Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
  • Conduct self in an ethical manner in all professional activities.
  • Be knowledgeable of and act in accordance with the United Nations (1989) Convention on the Rights of the Child and its intersection with APA Ethical Principles of Psychologists and Code of Conduct; relevant laws, regulations, rules, and policies governing health service psychology; and relevant professional standards and guidelines.
  • Advocate for child rights in partnership with key stakeholders (parents, teachers, schools, communities, policy makers).

 

(iii) Individual and cultural diversity

  • An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
  • Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
  • The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
  • Demonstrate the requisite knowledge base, ability to articulate an approach to working effectively with diverse individuals and groups, and apply this approach effectively in their professional work.

 

(iv) Professional values, attitudes, and behaviors

  • Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others
  • Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
  • Actively seek and demonstrate openness and responsiveness to feedback and supervision.
  • Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.

 

(v) Communications and interpersonal skills

  • Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
  • Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
  • Demonstrate effective interpersonal skills and the ability to manage difficult communication well.

 

(vi) Assessment

  • Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.
  • Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
  • Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

 

(vii) Intervention

  • Establish and maintain effective relationships with the recipients of psychological services.
  • Develop evidence-based intervention plans specific to the service delivery goals.
  • Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
  • Demonstrate the ability to apply the relevant research literature to clinical decision making.
  • Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.
  • Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation.
  • Competently selects, applies and interprets assessment tools to facilitate the design and evaluation of interventions.

 

(viii) Supervision

  • Demonstrate knowledge of supervision models and practices.
  • Demonstrates an understanding of how the supervisory process is influenced by culture, context, and developmental level of supervisee.

 

(ix) Consultation and interprofessional/interdisciplinary skills

  • Demonstrate knowledge and respect for the roles and perspectives of other professions.
  • Demonstrates knowledge of consultation models and practices.
  • Provides consultation services that are ecologically and culturally sensitive.
  • Relates effectively and meaningfully with others to carry out intervention activities.

 

A copy of our programs Student Handbook can be found below:

School Psychology Program Handbook 2015 - 2016

 

 
 

 

 

 

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