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SIDE BY SIDE COMPARISON: NASP (2000) STANDARDS FOR TRAINING AND FIELD
PLACEMENT PROGRAMS IN SCHOOL PSYCHOLOGY AND DRAFT OF NASP (2010)
STANDARDS FOR GRADUATE PREPARATION OF SCHOOL PSYCHOLOGISTS
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CONFIDENTIAL DEVELOPMENT GROUP DRAFT DOCUMENT
SEPTEMBER 7, 2008
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The table below provides a side-by-side comparison of the current NASP (2000) training standards and the draft of the NASP
graduate preparation standards to be considered for approval in 2010. In general, the draft standards for 2010 retain the basic
components of the 2000 standards, but add revised language to reflect current school psychology practices and insert bullets and
other information for readability and clarity. There are very few proposed changes that are substantive. For several standards, minor
proposed changes in language and content are provided for clarity and to update the standards to reflect current activities in graduate
programs and practice in school psychology. Additional draft changes for specific standards are described in the “Comments” column
below. Footnotes are used in the draft 2010 standards to enhance understanding and to reflect definitions that previously appeared in
an appendix of definitions in the 2000 standards.
NASP (2000) Training Standards
Preface: The mission of the National
Association of School Psychologists (NASP)
is to promote educationally and
psychologically healthy environments for all
children and youth by implementing researchbased, effective programs that prevent
problems, enhance independence, and
promote optimal learning. This is
accomplished through state-of-the-art
research and training, advocacy, ongoing
program evaluation, and caring professional
service. The NASP Standards for Training
and Field Placement Programs in School
Psychology contribute to the development of
effective services through the identification of
critical training experiences and
competencies needed by candidates
preparing for careers in school psychology.
These Standards serve to guide the design of
school psychology graduate education by
DRAFT NASP (2010) Graduate Preparation Standards
Preface: The mission of the National Association of School
Psychologists (NASP) is to represent school psychology and
support school psychologists to enhance the learning and
mental health of all children and youth. NASP’s mission is
accomplished through promotion of professional competence;
recognition of the essential components of high-quality
graduate education and professional development;
preparation of school psychologists to deliver a continuum of
services to children, youth, families, and schools;
identification of professional practices that are empiricallybased, data driven, and culturally competent; identification of
appropriate research-based education and mental health
services for all children; and advocacy for the value of school
psychological services, among other important initiatives.
School psychologists are practitioners who are credentialed
by the states in which they work to provide effective services
to help children and youth succeed academically, socially,
behaviorally, and emotionally. School psychologists provide
direct educational and mental health services to children and
Comments
The preface was updated in
the draft of the 2010 standard
to reflect NASP’s most
current mission statement.
A description of school
psychologists and school
psychology services is
added.
The terms “graduate
preparation” and “graduate
education” are used instead
of the term “training”
throughout the draft of the
2010 standards to reflect the
comprehensive nature of
graduate education.
Content was added to the
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providing a basis for program evaluation and
a foundation for the recognition of programs
that meet national quality standards through
the NASP program approval process.
youth, as well as work with educators, parents, and other
professionals to create supportive learning and social
environments for all children. School psychologists use a
strong foundation of both psychology and education for
practice that promotes data-based decision making,
consultation, and collaboration. Specific services of school
psychologists for children include those that focus on
development of cognitive and academic skills as well as
social and life skills. At the systems level, school
psychologists participate in school and community activities
to promote safe and effective learning environments,
prevention and early intervention, crisis response, and family
services. Diversity in development and learning; research and
program evaluation; and legal, ethical, and professional
practice provide a foundation for all services by school
psychologists. Appendix A presents a model of
comprehensive and integrated services by school
psychologists.
The NASP Standards for Graduate Preparation of School
Psychologists contribute to the development of effective
school psychology services through identification of critical
graduate education experiences in all graduate programs in
school psychology and competencies needed by candidates
preparing for careers in school psychology. The NASP
Standards for Graduate Preparation are designed to be used
in conjunction with the NASP Standards for the Credentialing
of School Psychologists, Professional Practice Guidelines for
School Psychology, and Principles for Professional Ethics for
a comprehensive set of principles that guide graduate
education, credentialing, practices and services, and ethical
behavior of effective school psychologists.
The NASP graduate preparation standards also serve to
guide the design of school psychology graduate education by
providing a basis for program evaluation and a foundation for
the recognition of programs that meet national quality
standards through the NASP program review and
approval/national recognition process. It is important to note
that the NASP graduate preparation standards are official
policy documents of the association and provide statements
about program structure, content, and evaluation that reflect
NASP’s expectations for high quality in all graduate education
preface for the draft 2010
standards to describe the role
of the NASP graduate
preparation standards in the
NASP program review and
approval process.
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programs in school psychology. The processes of NASP
program review and approval/NASP recognition are
considered to be procedures. 1 NASP is one of the
specialized professional associations (SPAs) of the National
Council for Accreditation of Teacher Education (NCATE) and
conducts program reviews as a part of the NCATE unit
accreditation process. As an NCATE SPA, NASP reviews
and identifies approved programs as part of the NCATE
accrediting process. NCATE accredits units (e.g., Schools of
Education), not programs, but does provide "national
recognition" status (full or with conditions) to NASP-approved
programs in NCATE-accredited units. In order to provide all
school psychology programs with access to the NASP review
process and potentially to national approval/national
recognition, NASP also conducts reviews of school
psychology programs that are not in NCATE units and that
submit materials for review by NASP on a voluntary basis.
The NASP graduate preparation standards provide the
foundation for the procedures of NASP program review and
approval, and school psychology program submissions for
NASP-approval/national recognition status are evaluated to
determine that programs meet NASP standards.
I. PROGRAM CONTEXT/STRUCTURE
I.
SCHOOL PSYCHOLOGY PROGRAM
CONTEXT/STRUCTURE
School psychology training is delivered within
a context of program values and clearly
articulated training philosophy/mission, goals,
and objectives. Training includes a
comprehensive, integrated program of study
delivered by qualified faculty, as well as
substantial supervised field experiences
necessary for the preparation of competent
school psychologists whose services
positively impact children, youth, families,
and other consumers.
Graduate education in school psychology is delivered within
the context of a comprehensive program framework and
course of study in which human diversity is emphasized.
Graduate education in school psychology develops a strong
affiliation with the profession, is delivered by qualified faculty,
and includes substantial coursework and supervised field
experiences necessary for the preparation of competent
school psychologists whose services positively impact
children, youth, families, and other consumers. The following
elements are apparent in the school psychology program:
1.1
The program provides to all
candidates a clearly articulated training
philosophy/mission, goals, and objectives. An
1.1
The school psychology program provides the following
comprehensive philosophy/mission, goals, objectives,
program of study and supervised practice:
Minor edits for clarity are
reflected in the draft of the
2010 standards.
Major factors from the 2000
standards have been
retained in the draft of the
4
integrated and sequential program of study
and supervised practice clearly identified as
being in school psychology and consistent
with the program’s philosophy/mission, goals,
and objectives are provided to all candidates.
•
•
•
•
•
A program clearly identified as being in “school
psychology”
A clearly articulated framework in which the
program’s philosophy/mission is reflected in the
goals and objectives for competencies that
candidates are expected to accomplish
Incorporation of the program’s philosophy/mission,
goals, and objectives into the required program of
study and supervised practice
An integrated, sequential program of study and
supervised practice2 that is consistent across
candidates3
Systematic communication of the program’s
philosophy/mission, goals, objectives, and
required program of study to candidates
2010 standards. Bullets and
minor edits are included for
readability and clarity.
1.2
A commitment to understanding and
responding to human diversity is articulated
in the program’s philosophy/mission, goals,
and objectives and practiced throughout all
aspects of the program, including
admissions, faculty, coursework, practica,
and internship experiences. Human diversity
is recognized as a strength that is valued and
respected.
1.2
All aspects of human diversity are recognized as
strengths that are valued and respected throughout the
school psychology program and ensured in competencies for
candidates, as reflected in the following:
• The program’s commitment to understanding and
responding to human diversity, as articulated in
the program’s philosophy/mission and goals and
objectives for candidate competencies
• The program’s emphasis on human diversity in all
activities, including curriculum; practica; internship;
candidate admissions; candidate assessment;
candidate and faculty demographic, ethnic, and
cultural characteristics; faculty activities, and other
components of the program
• The program’s use of systematic and
comprehensive processes to ensure that
candidates acquire knowledge, skills, and
professional work characteristics for effective
services and advocacy for all children, families,
and schools
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
Additional language is
included to enhance clarity of
the standard and to reflect
current emphases in
graduate education and
school psychology practice.
1.3
Candidates have opportunities to
develop an affiliation with colleagues, faculty,
1.3
Major factors from the 2000
standards have been
The school psychology program employs a
continuous, full-time residency requirement or
5
and the profession through a continuous fulltime residency or alternative planned
experiences.
1.4
The program possesses at least three
full-time equivalent faculty. At least two
faculty members (including the program
administrator) shall hold the doctorate with
specialization in school psychology and be
actively engaged in school psychology as a
profession (e.g., by possessing state and/or
national credentials, having experience as a
school psychologist, participating in
professional school psychology associations,
and/or contributing to research, scholarly
publications, and presentations in the field).
Other program faculty possess the doctoral
degree in psychology, education, or a closely
related discipline with a specialization
supportive of their training responsibilities in
requirements for part-time or alternative types of
enrollment to ensure affiliation of candidates with the
profession through the following:
• A continuous, full-time residency4 requirement for
candidates or requirements for systematicallystructured part-time or alternative types of
enrollment communicated to and implemented
with candidates
• During continuous, full-time residency and parttime or alternative types of enrollment,
requirements that candidates participate in
consistent, comprehensive program activities to
develop an affiliation with colleagues, faculty, and
the profession5
• During continuous, full-time residency and parttime or alternative types of enrollment, provision of
multiple and systematically-planned opportunities
for candidates to develop as a professional,
establish a professional identity as a school
psychologist, and foster a professional network
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
Additional language is
included to enhance clarity of
the standard and to reflect
current emphases in
graduate education and
school psychology practice.
1.4
Graduate preparation in the school psychology
program is designed and delivered by highly-qualified faculty
members who primarily are school psychologists6, as
demonstrated by the following:
• Specifically designated school psychology
program faculty7 totaling at least three full-time
equivalents (FTE)
• At least two faculty members (including the
program administrator) that hold the doctorate with
specialization in school psychology and are
actively engaged in school psychology as a
profession (e.g., by possessing state and/or
national credentials, having experience as a
school psychologist, participating in professional
school psychology associations, contributing to
research, scholarly publications and presentations
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
Additional language is
included to enhance clarity of
the standard and to reflect
current emphases in
graduate education and
school psychology practice.
An additional factor (last
bulleted item) emphasizes
the importance of core
courses being taught by
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the school psychology program.
•
•
1.5
The program provides, collaborates
in, or contributes to continuing professional
development opportunities for practicing
school psychologists based on the needs of
practitioners.
in the field, etc.)
Other program faculty that may possess the
doctoral degree in psychology, education, or a
closely related discipline with a specialization
supportive of their graduate preparation
responsibilities in the program.
Coursework and field experiences relevant to
competencies and professional practices of school
psychologists that are taught primarily by faculty
who hold a degree and/or credential in school
psychology
1.5 The school psychology program provides, collaborates in,
or contributes to continuing professional development
opportunities for practicing school psychologists.
Continuing professional development activities of the
program are based on identified needs of practitioners.
1.6 The school psychology program that provides
opportunities for respecialization or alternative
approaches to school psychology credentialing (e.g., for
candidates who hold degrees in related fields and are
seeking graduate preparation and credentialing in school
psychology) ensures that requirements are consistent
with these NASP graduate preparation standards.
REQUIREMENTS FOR SPECIALIST-LEVEL
PROGRAMS ONLY (1.6-1.7)
REQUIREMENTS FOR SPECIALIST-LEVEL PROGRAMS
ONLY (1.7-1.8)
The specialist-level program in school psychology
1.6
Specialist-level programs consist of a 1.7
minimum of three years of full-time study or
consists of the following coursework requirements:
the equivalent at the graduate level. The
• A minimum of three years of full-time study at the
program shall include at least 60 graduate
graduate level, or the equivalent if part-time
semester hours or the equivalent, at least 54
• At least 60 graduate semester hours or the
hours of which are exclusive of credit for the
equivalent8, with at least 54 hours exclusive of
supervised internship experience. Institutional
credit for the supervised specialist level internship
documentation of program completion shall
experience
be provided.
• Institutional documentation of school psychology
program completion9 provided to graduates
school psychologists.
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Minor edits
are included for readability
and clarity.
A new standard has been
added to the 2010 draft and
recognized the importance of
addressing NASP standards
in respecialization and
alternative credentialing
programs.
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
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1.7
Specialist-level programs include a
minimum of one academic year of supervised
internship experience, consisting of a
minimum of 1200 clock hours.
1.8 The specialist-level program in school psychology
consists of the following internship requirements:
• A minimum of one academic year of supervised
specialist level internship experience in school
psychology
• A minimum of 1200 clock hours of internship, with
at least 600 hours in a school setting as defined in
Standard 3.3
• Completion of the specialist level internship prior
to awarding official institutional documentation of
school psychology program completion
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
REQUIREMENTS FOR DOCTORAL
PROGRAMS ONLY (1.8-1.10)
REQUIREMENTS FOR DOCTORAL PROGRAMS ONLY
(1.9-1.11)
1.8. Doctoral programs provide greater
depth in multiple domains of school
psychology training and practice as specified
in these standards (see Standard II).
1.9
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
Additional language has been
included to define “greater
depth” of doctoral programs.
(Note: Programs are encouraged to provide
opportunities for doctoral study for practicing
school psychologists and, to the greatest
extent possible, credit for prior training.)
1.9
Doctoral programs consist of a
minimum of four years of full-time study or
Within the philosophy/mission, goals, objectives, and
integrated and sequential program study (see Standard
1.1 above), the doctoral program in school psychology
includes the following:
• Knowledge and skills in the domains of
professional school psychology practice (see
Standards 2.1 to 2.10 below)
• Greater depth in one or more school psychology
competencies (e.g., greater depth in multiple
domains, a practice specialization, supervision or
leadership competency, and/or preparation for
specialized roles or settings such as research or
graduate instruction, etc.), identified by the
program as a focus of their doctoral level
preparation
• Specific doctoral program goals and objectives
that reflect the program’s philosophy/mission of
greater depth in one or more school psychology
competencies and are incorporated systematically
and comprehensively into the required doctoral
program of study and supervised practice
1.10 The doctoral level program in school psychology10
consists of the following coursework requirements:
Major factors from the 2000
standards have been
8
the equivalent at the graduate level. The
program shall include a minimum of 90
graduate semester hours or the equivalent, at
least 78 of which are exclusive of credit for
the doctoral supervised internship experience
and any terminal doctoral project (e.g.,
dissertation) and shall culminate in
institutional documentation.
1.10 Doctoral programs include a minimum
of one academic year of doctoral supervised
internship experience, consisting of a
minimum of 1500 clock hours.
A minimum of four years of full-time study at the
graduate level, or the equivalent if part-time
At least 90 graduate semester hours or the
equivalent8, with at least 78 hours exclusive of
credit for the supervised doctoral internship
experience and any terminal doctoral project (e.g.,
dissertation).
Institutional documentation of school psychology
program completion9 provided to graduates
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
1.11 The doctoral -level program in school psychology
consists of the following internship requirements:
• A minimum of one academic year of supervised
doctoral internship experience in school
psychology
• A minimum of 1800 clock hours of doctoral
internship, with at least 600 hours in a school
setting as defined in Standard 3.3 11
• Completion of the doctoral level internship prior to
awarding of official institutional documentation of
school psychology doctoral program completion
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
•
•
•
II. DOMAINS OF SCHOOL PSYCHOLOGY
TRAINING AND PRACTICE
II. DOMAINS OF SCHOOL PSYCHOLOGY GRADUATE
EDUCATION AND PRACTICE
School psychology candidates demonstrate
entry-level competency in each of the
following domains of professional practice.
Competency requires both knowledge and
skills. School psychology programs ensure
that candidates have a foundation in the
knowledge base for psychology and
education, including theories, models,
empirical findings, and techniques in each
domain. School psychology programs ensure
that candidates demonstrate the professional
skills necessary to deliver effective services
that result in positive outcomes in each
domain. The domains below are not mutually
School psychologists provide comprehensive and integrated
services across 10 general domains of school psychology, as
illustrated in Appendix A at the end of this document. The
school psychology program ensures that all candidates
demonstrate competency in each of ten domains of school
psychology competency as a result of their graduate
preparation in the program. Professional competency
requires both knowledge and skills appropriate to the
program’s philosophy/mission, goal and objectives, the level
of graduate preparation (specialist or doctoral level), and
expected outcomes in the roles and functions for which
graduates are being prepared in the program. A foundation of
knowledge and skills in the domains of school psychology
graduate education practice does not preclude the program’s
The doctoral internship
requirement was increased to
1800 hours to be consistent
with typical program practices
and state doctoral
credentialing requirements.
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards.
A model is included in
Appendix A to reflect the role
of the 10 domains in
comprehensive and
integrated school psychology
services.
Additional language is
included to enhance clarity of
the standard and to reflect
current emphases in
graduate education and
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exclusive and should be fully integrated into
graduate level curricula, practica, and
internship. Domains are more fully illustrated
on Page 10.
graduate preparation in specialized competencies, depending
on the program goals and objectives.
The domains below are highly interrelated and not mutually
exclusive and should be reflected across the school
psychology program of study. The descriptions of domains
provided below are brief descriptions of major competencies
of school psychologists and are not intended to reflect the
possible full range of competencies for a domain. The NASP
(2010) Professional Practice Guidelines for School
Psychology present specific school psychology practices that
provide more detail about the integrated and comprehensive
nature of the ten domains below.
The school psychology program ensures that candidates
have a foundation in the knowledge bases for both
psychology and education, including theories, models,
research, and empirical findings, and techniques in each
domain. The school psychology program ensures that
candidates integrate domains of knowledge and apply
professional skills across the domains of school psychology
in delivering a comprehensive range of services in
professional practice that result in direct, measurable, and
positive impact on children, youth, families, schools, and
other consumers.
school psychology practice.
The interrelatedness of
domains and flexibility of
programs in preparing
candidates for specialized
competencies are
acknowledged.
The use of the domains to
provide a foundation for the
program to address
knowledge and skills, assess
candidates, and determine
candidate attainment is
described.
The school psychology program requires courses and other
program activities to address the content and skills relevant
for each domain below. The program implements welldesigned, valid methods to assess competencies of
candidates in each domain and uses the assessments to
collect data to determine that candidates attain the
competencies of each domain.
The following elements are apparent in the school psychology
program:
2.1
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
2.1
Data-Based Decision Making and Accountability
School psychologists apply knowledge of the
following:
• Varied models and methods of assessment and
data collection in psychology and education,
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
10
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.
•
•
•
including norm-referenced, curriculum-based,
direct behavior analysis, ecological, and other
measures relevant to a comprehensive,
systematic process of effective decision making
and problem solving effective for particular
situations, contexts, and diverse characteristics
Methods useful in identifying strengths and needs
and documenting problems of children, families,
schools, and other contexts
Strategies for translating assessment and data
collection to development of effective instructional
and mental health services
Methods to measure response to, progress in, and
effective outcomes for services
Additional descriptors of the
domain are included to
enhance clarity of the
standard and to reflect
current emphases in
graduate education and
school psychology practice.
School psychologists demonstrate skills to
• Use psychological and educational assessment
and data collection strategies as part of a
comprehensive process of effective decision
making and problem solving that permeates all
aspects of service delivery
• Systematically collect data and other information
about individuals, groups, and environments as
key components of professional school
psychology practice
• Translate assessment and data collection results
into design, implementation, and accountability of
empirically-supported instructional and mental
health services effective for particular situations,
contexts, and diverse characteristics
• Evaluate response to, progress in, and outcomes
for instructional and mental health services in
order to promote improvement and effectiveness
• Access information and technology resources to
enhance data collection and decision-making
• Measure and document their direct, effective, and
positive impact across all aspects of school
psychology services for children, youth, families,
schools, and other consumers
2.2
Consultation and Collaboration:
School psychologists have knowledge of
2.2
Consultation and Collaboration
Major factors from the 2000
standards have been
11
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.
School psychologists apply knowledge of the
following:
• Consultation models (e.g., behavioral, problem
solving, mental health, collaborative,
organizational, instructional, etc.) applicable to
individuals, families, groups, and systems
• Methods to promote effective decision-making and
implementation of services among professionals,
families, and other groups
• Consultation and collaboration methods effective
across situations, contexts, and diverse
characteristics
• Strategies for effective consultation and
collaboration that link home, school, and
community settings
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity. The
title of the domain has been
expanded to reflect
consultation and
collaboration across
numerous settings. Additional
descriptors of the domain are
included to enhance clarity of
the standard and to reflect
current emphases in
graduate education and
school psychology practice.
School psychologists demonstrate skills to:
• Consult, collaborate, and communicate effectively
with others as part of a comprehensive process
that permeates all aspects of service delivery
• Consult and collaborate in planning, problem
solving, and decision-making processes and in
design, implementation, and evaluation of services
across particular situations, contexts, and diverse
characteristics
• Consult and collaborate at the individual, family,
group, and systems levels
• Facilitate communication and collaboration among
diverse school personnel, families, community
professionals, and others
• Effectively communicate information for diverse
audiences, such as parents, teachers and other
school personnel, policy makers, community
leaders, and others
• Promote application of psychological and
educational principles necessary to achieve
collaboration and effectiveness in provision of
services
2.3
Effective Instruction and Development
of Cognitive/Academic Skills: School
psychologists have knowledge of human
2.3
Instruction and Intervention to Develop Cognitive and
Academic Skills
Major factors from the 2000
standards have been
retained in the draft of the
12
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.
School psychologists apply knowledge of the
following:
• Human learning, cognition, and developmental
processes, including processes of typical
development, as well as those related to learning
and cognitive difficulties, across diverse situations,
contexts, and characteristics
• Empirically-supported models in psychology and
education to promote learning and cognition,
including those related to needs of children with
diverse backgrounds and characteristics
• Strategies and advances to promote
improvements in curriculum, instruction, and
children’s academic achievement, including
literacy development, student-centered strategies,
instruction in self-regulation, study skills, selfmonitoring, planning/organization, time
management skills, etc.
• Techniques to assess learning and instruction and
use results in decision-making, planning, and
monitoring for effective educational services within
diverse contexts
• Information and technology resources to enhance
children’s cognitive and academic skills
School psychologists, in collaboration with others,
demonstrate skills to:
• Develop appropriate cognitive and academic goals
for children with different abilities, disabilities,
backgrounds, strengths, and needs
• Implement services to achieve goals, including
classroom instruction, literacy strategies, homeschool collaboration, instructional consultation,
and other evidenced-based practices
• Use empirically-supported strategies to develop
and implement services at the individual, group,
and systems levels and to enhance classroom,
school, and home factors related to children's
learning and cognition
• Implement methods to promote treatment integrity
and appropriate data-based decision making
procedures and to monitor responses of children
2010 standards. Bullets and
minor edits are included for
readability and clarity.
The title of the domain has
been modified slightly.
Additional descriptors of the
domain are included to
enhance clarity of the
standard and to reflect
current emphases in
graduate education and
school psychology practice.
13
to services and evaluate the effectiveness of
services
2.4
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.
2.4
Mental Health Services to Develop Social and Life
Skills
School psychologists apply knowledge of the
following:
• Biological, cultural, and social influences on
development
• Human developmental processes related to
mental health, social-emotional, and life skills,
including processes of typical development, as
well as those related to psychopathology and
other issues, across diverse situations, contexts,
and characteristics
• Empirically-supported models in psychology and
education to enhance mental health, socialemotional development, and life skills
• Strategies and advances in mental health, socialemotional, and behavioral services to promote
improvement in children's life skills, including
counseling, behavioral intervention, instruction in
social skills, self-regulation, and self-monitoring,
etc.
• Techniques to assess mental health, socialemotional, and life-skills and use of results in
decision-making, planning, and monitoring
effective services within diverse contexts
School psychologists, in collaboration with others,
demonstrate skills to:
• Develop appropriate mental health, behavioral,
and social-emotional goals for students with
varying abilities, disabilities, backgrounds,
strengths, and needs
Implement services to achieve goals, including
counseling, consultation, behavioral intervention,
home-school collaboration, and other evidencebased practices
Use empirically-supported strategies to develop
and implement services at the individual, group,
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
The title of the domain has
been expanded to more
directly reflect mental health
services for children.
Additional descriptors of the
domain are included to
enhance clarity of the
standard and to reflect
current emphases in
graduate education and
school psychology practice.
14
and systems levels and to enhance classroom,
school, home, and community factors related to
children's mental health and socialization
Implement methods to promote treatment integrity
and appropriate data-based decision making
procedures and to monitor responses of children
to services and evaluate the effectiveness of
services
2.5
Student Diversity in Development and 2.5 Diversity in Development and Learning
Learning: School psychologists have
knowledge of individual differences, abilities,
School psychologists apply knowledge of the
following:
and disabilities and of the potential influence
of biological, social, cultural, ethnic,
• Individual differences, abilities, disabilities, and
experiential, socioeconomic, gender-related,
other diverse characteristics of people in settings
and linguistic factors in development and
in which school psychologists work
learning. School psychologists demonstrate
• Psychological and educational principles and
the sensitivity and skills needed to work with
research related to diversity factors for children,
individuals of diverse characteristics and to
families, and schools, including factors related to
implement strategies selected and/or adapted
culture, individual, and role differences (e.g., age,
based on individual characteristics, strengths,
gender or gender identity, cognitive capabilities,
and needs.
developmental level, race, ethnicity, culture,
national origin, religion, sexual and gender
orientation, disability, chronic illness, language,
socioeconomic status, etc.)
• Empirically-supported models and strategies in
psychology and education to enhance services for
children and families and in schools and
communities that effectively address potential
influences related to diversity
• Strategies for addressing diversity factors in
design, implementation, and evaluation of all
services
School psychologists demonstrate skills to:
• Provide effective professional services in databased decision making, consultation and
collaboration, and direct services for individuals,
families, and schools with diverse characteristics,
cultures, and backgrounds
• Design, implement, and evaluate services that
recognize individual differences, strengths,
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
The title of the domain has
been modified slightly to
expand the emphasis on
diversity for all individuals
and contexts.
Additional descriptors of the
domain are included to
enhance clarity of the
standard and to reflect
current emphases in
graduate education and
school psychology practice.
15
•
•
2.6
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.
2.6
backgrounds, talents, and needs and that improve
learning and mental health outcomes for all
children in family, school, and community contexts
In schools and other agencies, advance
understanding that cultural, experiential, linguistic,
and other areas of diversity may result in different
strengths and needs; promote respect for
individual differences; and implement effective
methods for all children, families, and schools to
succeed
Provide culturally-competent and effective
practices in all areas of school psychology service
delivery and in the contexts of diverse individual,
family, school, and community characteristics
School-Wide Activities to Promote Safe and Effective
Learning Environments
School psychologists apply knowledge of the
following:
• School and systems structure, school
organization, general education, special
education, and alternative educational services
across diverse settings
• Psychological and educational principles and
research related to organizational development,
systems theory, and school climate factors
• Issues and needs in schools, communities, and
other settings, including accountability
requirements and local, state, and federal policies
and regulations
• Empirically-supported school practices that
promote learning and mental health, prevent
problems, and ensure positive and effective school
organization and climate across diverse situations,
contexts, and characteristics
School psychologists demonstrate skills to:
• Use empirically-supported strategies to design,
implement, and evaluate effective policies and
practices in areas such as discipline, instructional
support, staff training, school and other agency
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
The title of the domain has
been modified slightly to
include the purposes of
school activities of school
psychologists.
Additional descriptors of the
domain are included to
enhance clarity of the
standard and to reflect
current emphases in
graduate education and
school psychology practice.
16
•
•
•
2.7
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.
2.7
improvement activities, program evaluation,
student transitions at all levels of schooling,
grading, retention, home–school partnerships, etc.
Utilize data-based decision making methods,
problem-solving strategies, consultation,
collaboration, and direct services for systems-level
issues, initiatives, and accountability
responsibilities
In collaboration with others, create and maintain
safe, supportive, and effective learning
environments for children and others
Collaborate with local and state education agency
personnel who design policies, regulations,
services, and accountability systems
Prevention and Early Intervention; Crisis Response
School psychologists apply knowledge of the
following:
• Psychological and educational principles and
research related to resilience and risk factors in
learning and mental health
• Models of population-based service delivery in
schools and communities to support prevention
and early intervention related to learning, mental
health, and physical well-being across diverse
situations, contexts, and characteristics
• Primary, secondary, and tertiary prevention
strategies at the individual, family, group, and
systems levels related to learning, mental health,
and physical well-being
• Empirically-supported strategies for effective crisis
preparation, prevention, and response
School psychologists, in collaboration with others,
demonstrate skills to:
• Promote environments, contexts, and services for
children that enhance learning, mental and
physical well-being, and resilience through
protective and adaptive factors and prevent
bullying, violence, and other risks
• Contribute to, design, implement, and/or evaluate
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
Additional descriptors of the
domain are included to
enhance clarity of the
standard and to reflect
current emphases in
graduate education and
school psychology practice.
The term “mental health” has
been moved from the title of
Standard 2.7 to the title of
Standard 2.4.
17
•
•
2.8
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.
2.8
prevention and early intervention programs that
integrate home, school, and community resources
and promote learning, mental health, safety, and
physical well-being of children and families
Contribute to, design, implement, and/or evaluate
services for crisis preparation, prevention, and
response
Utilize data-based decision making methods,
problem-solving strategies, consultation,
collaboration, and direct services with prevention
and crisis intervention activities
Family Services
School psychologists apply knowledge of the
following:
• Characteristics of families, family strengths and
needs, family culture, and family-schoolcommunity interactions that impact children’s
development
• Psychological and educational principles and
research related to family systems and their
influences on children's academic, motivational,
cultural, mental health, and social characteristics
• Empirically-supported strategies to improve
outcomes for children by promoting collaboration
and partnerships between parents, schools, and
communities and increasing family involvement in
education
• Models and methods that improve family
functioning to promote children’s learning and
mental health, including parent consultation,
conjoint consultation, parent training, etc.
School psychologists demonstrate skills to:
• Use empirically-supported strategies to design,
implement, and evaluate effective policies and
practices that promote family, school, and
community partnerships and enhance learning and
mental health goals for students
• Identify diverse cultural issues, situations,
contexts, and other factors that have an impact on
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
The title of the domain has
been revised to focus on
families.
Additional descriptors of the
domain, especially those that
focus on school
psychologists services for
families, are included to
enhance clarity of the
standard and to reflect
current emphases in
graduate education and
school psychology practice.
18
•
•
2.9
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.
2.9
family-school-community interactions and address
these factors when developing and providing
services for families
Utilize data-based decision making methods,
problem-solving strategies, consultation, and
direct services to enhance family-schoolcommunity effectiveness in addressing the needs
of children
Design, implement, and evaluate educational,
support, and other types of programs that assist
parents with enhancing academic and
social/behavioral success of their children and
addressing issues and concerns
Research and Program Evaluation
School psychologists apply knowledge of the
following:
• Research design for investigations of
psychological and educational principles and
practices
• Statistical methodology sufficient for
understanding research and analyzing data in
applied settings
• Program evaluation methods at the individual,
group, and systems levels
• Technology and information resources applicable
to research and program evaluation
• Techniques for judging research quality,
synthesizing the empirical foundation to support
services, and applying research to evidencebased practice
School psychologists demonstrate skills to:
• Evaluate and synthesize a cumulative body of
research and its findings as a foundation for
effective service delivery
• Design and conduct statistical analyses of
research and/or program evaluation data in
applied settings
• Incorporate techniques for data collection,
statistical analyses, accountability, and use of
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
Additional descriptors of the
domain, especially those that
describe uses of research
and program evaluation by
school psychology
practitioners, are included to
enhance clarity of the
standard and to reflect
current emphases in
graduate education and
school psychology practice.
19
•
2.10 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.
2.10
technology resources in evaluation of services at
the individual, group, and/or systems levels
Provide assistance in schools and other settings
for analyzing, interpreting, and using empirical
foundations for effective practices at the individual,
group, and/or systems levels
Legal, Ethical, and Professional Practice
School psychologists apply knowledge of the
following:
• History and foundations of their profession
• Multiple school psychology service models and
methods
• Ethical and professional standards
• Legal standards and regulations
• Factors related to professional identity in school
psychology
• Information sources and technology relevant to
their work
• Methods for planning and engaging in continuing
education
School psychologists demonstrate skills to:
• Provide services consistent with ethical and
professional standards
• Provide services consistent with legal standards
and regulations
• Engage in effective ethical and professional
decision-making
• Utilize supervision and mentoring for effective
practice
• Engage in effective, collaborative professional
relationships and interdisciplinary partnerships
• In collaboration with other professionals (e.g.,
teachers, principals, library and media specialists,
etc.), access, evaluate, and utilize information
sources and technology in ways that enhance the
quality of and safeguard services
• Advocate for school psychologists’ professional
roles to provide effective services, ensure access
to comprehensive services, and enhance the
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
The title of the domain has
been modified to highlight
specific foundations of
practice.
Additional descriptors of the
domain are included to
enhance clarity of the
standard and to reflect
current emphases in
graduate education and
school psychology practice.
20
•
learning and mental health of all children and
youth
Engage in career-long professional development
Standard 2.11 has been
deleted from the 2010 draft,
and its content has been
integrated into relevant
sections of Standards 2.1 to
2.10.
2.11 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.
III. FIELD EXPERIENCES/INTERNSHIP
School psychology candidates have the
opportunities to demonstrate, under
conditions of appropriate supervision, their
ability to apply their knowledge, to develop
specific skills needed for effective school
psychological service delivery, and to
integrate competencies that address the
domains of professional preparation and
practice outlined in these standards and the
goals and objectives of their training program.
3.1
Supervised practica and internship
experiences are completed for academic
credit or are otherwise documented by the
institution. Closely supervised practica
experiences that include the development
and evaluation of specific skills are distinct
from and precede culminating internship
experiences that require the integration and
application of the full range of school
psychology competencies and domains.
III. PRACTICA AND INTERNSHIPS IN SCHOOL
PSYCHOLOGY
The school psychology program requires that all candidates
engage in systematic practicum and internship experiences to
demonstrate, under conditions of appropriate supervision and
evaluation, their ability to apply their knowledge, to develop
and enhance skills needed for effective school psychology
service delivery, and to integrate competencies that address
the ten domains of professional preparation and practice
outlined in these standards and consistent with the goals and
objectives of the program. The following elements are
apparent in the school psychology program:
3.1
The school psychology program requires supervised
practica12 experiences that include the following:
• Completed for academic credit or are otherwise
documented by the institution
• Completion of activities consistent with the goals
and objectives of the program
• Systematic development and evaluation of specific
skills and competencies in multiple, relevant
domains of school psychology graduate education
and practice (See Standards 2.1 to 2.10)
• Activities in settings relevant to program objectives
for development of candidate competencies
• Direct oversight by the program to ensure
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards.
The standard has been
revised somewhat in the
2010 draft to focus on
practica in this standard;
internship factors are
reflected in Standards 3.2 to
3.5 below.
Major practicum factors from
the 2000 standards have
been retained in the draft of
the 2010 standards. Bullets
and minor edits are included
for readability and clarity.
21
•
•
•
•
3.2
The internship is a collaboration
between the training program and field site
that assures the completion of activities
consistent with the goals of the training
program. A written plan specifies the
responsibilities of the training program and
internship site in providing supervision,
support, and both formative and summative
performance-based evaluation of intern
performance.
appropriateness of the placement, activities, and
supervision
Collaboration between the program, placement
site, and practicum supervisors
Close supervision by program faculty and qualified
practicum supervisors
Inclusion of appropriate performance-based
evaluation by program faculty and supervisors to
ensure that candidates are developing designated
skills
Are distinct from, precede, and prepare candidates
for the internship
3.2 The school psychology program requires a
comprehensive, supervised, and carefully-evaluated
internship in school psychology13 that includes the following:
• A culminating experience in the program’s course
of study
• Completed for academic credit or otherwise
documented by the institution
• Primary focus on providing breadth and quality of
experiences and attainment of comprehensive
school psychology competencies for the intern
• Completion of activities and attainment of school
psychology competencies consistent with the
goals and objectives of the program
• Integration and application of the full range of
domains of school psychology graduate education
and practice (See Standards 2.1 to 2.10)
• Delivery of professional school psychology
services that result in direct, measurable, and
positive impact on children, youth, families,
schools, and other consumers.
• Both formative and summative performance-based
evaluations of interns, that are completed by field
based supervisors and program faculty, are
systematic and comprehensive, and ensure that
interns are attaining designated competencies
Additional descriptors are
included to enhance clarity of
the standard and to reflect
current emphases in
graduate education and
school psychology practice.
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
Additional descriptors are
included to distinguish
internship from practica (see
Standard 3.1 for practica
factors), to enhance clarity of
the standard, and to reflect
current emphases in
graduate education and
school psychology practice.
22
3.3
The internship is completed on a fulltime basis over one year or on a half-time
basis over two consecutive years. At least
600 hours of the internship are completed in
a school setting.
3.3
The school psychology program requires that the
internship be completed for a sufficient time period
and in appropriate settings to achieve program
objectives, including the following
• A minimum of 1200 clock hours for specialist level
interns and 1800 clock hours for doctoral level
interns11
• Completion on a full-time basis over one year or
on a half-time basis over two consecutive years
• Completion in settings relevant to program
objectives for candidate competencies and direct
oversight by the program to ensure
appropriateness of the placement, activities, and
field supervision
• A minimum of 600 hours of the internship
completed in a school setting 14, 15
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
Additional descriptors are
included to enhance clarity of
the standard and to reflect
current emphases in
graduate education and
school psychology practice.
3.4
The school psychology program requires that interns
receive appropriate field-based supervision including
the following:
• Provision of field supervision from an appropriately
credentialed school psychologist or, for non-school
settings, a psychologist appropriately credentialed
for the internship setting
• An average of at least two hours of field-based
supervision per full-time week or the equivalent for
half-time placements
• Preponderance of field supervision provided on an
individual, face-to-face basis, with structured
mentoring and evaluation that focus on
development of the intern’s competencies
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
(Note: Doctoral candidates who have met the
school-based internship requirement through
a specialist-level internship or equivalent
experience may complete the doctoral
internship in a non-school setting if consistent
with program values and goals. Program
policy shall specifically define equivalent
experiences and explain their acceptance
with regard to doctoral internship
requirements.)
3.4
Interns receive an average of at least
two hours of field-based supervision per fulltime week from an appropriately credentialed
school psychologist or, for non-school
settings, a psychologist appropriately
credentialed for the internship setting.
3.5
The internship placement agency
provides appropriate support for the
internship experience including: (a) a written
agreement specifying the period of
appointment and any terms of compensation;
(b) a schedule of appointments, expense
3.5
The school psychology internship represents a
collaboration between the school psychology program and
field site that is consistent with program goals and assures
attainment of competencies by interns, as demonstrated by
the following:
Additional descriptors are
included to enhance clarity of
the standard and to reflect
current emphases in
graduate education and
school psychology practice.
Field supervision is described
in more detail.
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
23
reimbursement, a safe and secure work
environment, adequate office space, and
support services consistent with that afforded
agency school psychologists; (c) provision for
participation in continuing professional
development activities; (d) release time for
internship supervision; and (e) a commitment
to the internship as a diversified training
experience.
•
•
•
IV. PERFORMANCE-BASED PROGRAM
ASSESSMENT AND ACCOUNTABILITY
School psychology training programs employ
systematic, valid evaluation of candidates,
coursework, practica, internship, faculty,
supervisors, and resources and use the
resulting information to monitor and improve
program quality. A key aspect of program
accountability is the assessment of the
A written plan specifying responsibilities of the school
psychology program and internship site in providing
supervision and support and ensuring that internship
objectives are achieved
Procedures for both formative and summative
performance-based evaluation of intern performance
by the program and field supervisor and systematic,
clearly articulated methods by which concerns about
intern performance may be addressed
Provision of appropriate support for the internship by
the placement agency, including:
◊ Commitment to the internship as a diversified
learning experience for a candidate in a
graduate course of study and opportunity for
the intern to attain professional competencies
through carefully supervised activities
◊ A written agreement that specifies the period
of appointment and any terms of
compensation for the intern and released time
for the field based supervisor
◊ Expense reimbursement, a safe and secure
work environment, adequate office space, and
support services consistent with that afforded
agency school psychologists
◊ Provision for the intern’s participation in
continuing professional development activities
IV. PERFORMANCE-BASED PROGRAM ASSESSMENT
AND ACCOUNTABILITY IN SCHOOL PSYCHOLOGY
PROGRAMS
The school psychology program employs systematic, valid
evaluation of candidates, coursework, practica, internship,
faculty, supervisors, and resources and uses the resulting
information to monitor and improve program quality. A key
aspect of program accountability is the assessment of the
competencies of school psychology candidates and of the
Additional descriptors are
included to enhance clarity of
the standard and to reflect
current emphases in
graduate education and
school psychology practice.
Formative and summative
evaluation is described in
more detail.
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards.
24
knowledge and capabilities of school
psychology candidates and of the positive
impact that interns and graduates have on
services to children, youth, families, and
other consumers. Further guidance regarding
the assessment of candidate performance is
provided in a companion NASP document,
Guidelines for Performance-based
Assessment and Program Accountability and
Development.
positive impact that candidates have on services to children,
youth, families, and other consumers16. The following
elements are apparent in the school psychology program:
4.1
Systematic, valid procedures are used 4.1
Systematic, valid procedures are used to evaluate and
improve the quality of the school psychology program and
to evaluate and improve the quality of the
include the following:
program. Different sources of process and
performance information (e.g., instructional
• Program policies and practices to evaluate both
evaluation, performance portfolios, field
strengths and weaknesses of the program, candidate
supervisor evaluations, candidate/graduate
attainment of knowledge and skills of professional
performance on licensing/certification
practice in school psychology, field experiences and
examinations, alumni follow-ups) are used,
sites, and other key components of the program and
as appropriate, to evaluate and improve
candidate competencies
components of the program.
• Use of different sources of process and performance
information (e.g., instructional evaluation,
performance portfolios, field supervisor evaluations,
candidate/graduate performance on
licensing/certification examinations, alumni followups), as appropriate
• Use of data to systematically evaluate and improve
components of the program
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
4.2
The program applies specific
4.2
The school psychology program applies specific
published criteria, both objective and qualitative for the
published criteria, both objective and
qualitative, for the assessment and admission following:
of candidates to the program at each level
• Admission of candidates to the program
and for candidate retention and progression
• Assessment of candidates at each level during
in the program. The criteria address the
completion of the program
academic and professional competencies, as
• Candidate retention and progression throughout the
well as the professional work characteristics
course of study, practica, and internship, including
needed for effective practice as a school
criteria for the following:
psychologist (including respect for human
◊ Academic and professional competencies
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
25
diversity, communication skills, effective
interpersonal relations, ethical responsibility,
adaptability, and initiative/dependability).
◊
Professional work characteristics needed for
effective practice as a school psychologist,
including respect for human diversity,
communication skills, effective interpersonal
skills, ethical responsibility and decisionmaking, adaptability, initiative/dependability,
and appropriate use of technology for service
provision.
4.3
The program employs a systematic,
valid process to ensure that all candidates,
prior to the conclusion of the internship
experience, are able to integrate domains of
knowledge and apply professional skills in
delivering a comprehensive range of services
evidenced by measurable positive impact on
children, youth, families, and other
consumers.
4.3 The school psychology program employs a systematic,
valid process to ensure that interns, during their culminating
internship experience, demonstrate competencies to begin
effective practice in the profession, including the following:
• Integration of domains of knowledge and application
of professional skills in school psychology for
delivering a comprehensive range of services
• Effective school psychology service delivery
evidenced by direct, measurable, positive impact on
children, youth, families, and other consumers
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
V. PROGRAM SUPPORT/RESOURCES
V. SCHOOL PSYCHOLOGY PROGRAM
SUPPORT/RESOURCES17
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards.
NOTE: Programs in units/institutions
accredited or undergoing review by the
National Council for Accreditation of Teacher
Education (NCATE) do not need to provide a
response to the standards in Section V as
part of the NASP program review process.
Adequate resources are available to support
the training program and its faculty and
candidates. Such resources are needed to
assure accomplishment of program goals and
objectives and attainment of competencies
needed for effective school psychology
practice that positively impact children,
families, and other consumers.
5.1
.
Faculty loads take into account
Adequate resources are available to support the school
psychology program and its faculty and candidates. Such
resources are needed to assure accomplishment of program
goals and objectives and candidates’ attainment of
competencies needed for effective school psychology
practice that positively impact children, families, and other
consumers. The following elements are apparent in the
school psychology program:
5.1
The school psychology program faculty are assured
Major factors from the 2000
26
program administration, supervision,
scholarship, service, and assessment
associated with graduate level school
psychology faculty responsibilities. Faculty
teaching and supervision loads are no
greater than 75% of that typically assigned to
those teaching primarily undergraduate
courses. The program administrator receives
at least 25% reassigned time for
administrative duties.
adequate professional time for program responsibilities,
including the following:
• Faculty loads that take into account program
administration, supervision, scholarship, service,
and candidate assessment associated with
graduate level school psychology faculty
responsibilities
• Faculty teaching and supervision loads that are no
greater than 75% of that typically assigned to
those teaching primarily undergraduate courses
• Faculty loads that allow flexibility to meet
department and institution responsibilities ( e.g.,
teaching occasional undergraduate courses,
service, research, etc.) while maintaining primary
faculty responsibilities to the school psychology
program
• Awarding of at least 25% reassigned or released
time for the program administrator for
administrative duties
• Use of adjunct or part-time faculty in the program,
when relevant, for no more than 25% of program
courses
5.2
In order to ensure sufficient candidate
access to program faculty instructors,
mentors, and supervisors, the program
maintains a no greater than 1:10 FTE faculty
to FTE student ratio in the overall program,
as well as in practica and internship.
5.2
5.3
Program faculty receive support for
ongoing learning and professional
experiences relevant to assigned training
responsibilities. This includes support for
continuing professional development in
school psychology, involvement with
professional organizations, and similar
5.3
The school psychology program faculty receive
support for ongoing learning and professional experiences
relevant to assigned graduate preparation responsibilities,
including the following
• Support for continuing professional development in
school psychology
• Support for involvement in the profession of school
The school psychology program ensures adequate
faculty-student collaboration through the following
• Extensive, intensive, and readily available
individualized faculty advisement, supervision, and
mentoring during all components of coursework,
practicum, and internship
• No greater than 1:10 FTE faculty to FTE candidate
ratio in the overall program, as well as in practica
and internship18
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
Additional descriptors are
included to reflect flexibility in
faculty responsibilities within
a department or institution
and to clarify use of adjunct
or part-time faculty for no
more than 25% of program
courses.
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
Additional descriptors are
included to define candidate
“access” to faculty.
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
Additional descriptors are
27
involvement in the profession, research, and
related activities important to maintaining and
enhancing knowledge, skills, and
contributions to the profession.
•
psychology, with professional organizations, with
research/scholarship, and with professional service
activities
Support for related activities important to maintaining
and enhancing knowledge, skills, and contributions to
the profession
included to enhance clarity of
the standard and to reflect
current emphases in
graduate education and
school psychology practice.
5.4
Candidates receive ongoing support
during training that includes faculty
advisement and supervision, the availability
of university and/or program support
services, and opportunities for funding and/or
related assistance needed to attain their
educational goals (e.g., assistantships,
fellowships, traineeships, internship
stipends).
5.4
Candidates in the school psychology program receive
ongoing support during graduate preparation, including the
following:
• Availability of university and/or program support
services (e.g., career centers, health services, student
associations, state credentialing advisement, etc.)
• Opportunities for funding or related assistance needed
to attain their educational goals (e.g., assistantships,
scholarships, fellowships, traineeships, internship
stipends, college financial aid programs, etc.)
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
5.5
Adequate physical resources are
available to support faculty and candidates in
school psychology. These resources include
adequate office space, clinical and laboratory
facilities, data and information processing
facilities and equipment, instructional
resources, audiovisual materials, and
technology needed for effective instruction.
5.5
Adequate physical resources are available to support
faculty and candidates in the school psychology program,
including the following:
• Office space
• Clinical and laboratory facilities
• Instructional resources
• Technology resources
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
5.6
The program provides reasonable
accommodations for the special needs of
candidates and faculty with disabilities.
5.6
For qualified candidates and faculty with disabilities,
the school psychology program provides the following:
• Reasonable accommodations for special needs
• Accessible academic programs and field experiences
• Equal opportunities for development and
demonstration of competencies
5.7
Adequate library and information
resources and services are available to
support instruction, independent study, and
research relevant to school psychology.
Resources include access to major
5.7
The institution provides adequate library resources to
support instruction, independent study, and research relevant
to the school psychology program, including the following:
• Comprehensive library and information resources and
services
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
readability and clarity.
Additional descriptors are
included to be consistent with
current standards in graduate
education.
Major factors from the 2000
standards have been
retained in the draft of the
2010 standards. Bullets and
minor edits are included for
28
publications and periodicals in the field.
5.8
The program meets established
approval standards for the appropriate state
credentialing body(s) and is located in a
unit/institution that meets regional
accreditation standards.
•
Major publications and periodicals in the field
5.8
The school psychology program is located in an
institution that is accredited, without probation or an
equivalent status, by the appropriate institutional regional
accrediting agency recognized by the U. S. Department of
Education.
readability and clarity.
The 2010 draft includes a
requirement for institutional
accreditation (i.e., regional
accreditation) but deletes the
requirement for approval by
state credentialing body(s).
Due to NCATE-state
partnerships, some state
credentialing bodies now
require NASP approval prior
to, or in conjunction with,
state credentialing.
29
NASP (2000) Training Standards
DRAFT NASP (2010) Graduate Preparation Standards
APPENDIX A
DEFINITIONS OF TERMS USED IN NASP
(2000) STANDARDS FOR TRAINING AND
FIELD PLACEMENT PROGRAMS IN
SCHOOL PSYCHOLOGY
FOOTNOTES PROPOSED FOR NASP (2010) STANDARDS
FOR GRADUATE PREPARATION OF SCHOOL
PSYCHOLOGISTS
Integrated, sequential program of study- a
planned sequence of related courses and
field experiences designed around program
goals. Course prerequisites, a required
program sequence, and/or similar methods
ensure candidates complete the program in a
systematic, sequential manner.
Practica- closely supervised on-campus or
field-based activities designed to develop and
evaluate a school psychology candidate’s
mastery of distinct professional skills
consistent with program and/or course goals.
Practica activities may be completed as part
of separate courses focusing on distinct skills
or as part of a more extensive experience
that covers a range of skills.
Internship- a supervised, culminating,
comprehensive, pre-degree field experience
through which school psychology candidates
have the opportunity to integrate and apply
professional knowledge and skills acquired in
prior courses and practica, as well as to
acquire new competencies consistent with
training program goals.
Footnotes are used in the
draft 2010 standards to
enhance understanding
throughout the standards
1
Procedures outlining requirements for materials submitted by
document and also to
programs for NASP review, the activities of NASP program
reflect definitions that
reviewers, the types of NASP approval decisions, and other
procedures are described at on the NASP website at
previously appeared in an
http://nasponline.org/.
often over-looked appendix
of definitions in the 2000
2
An integrated, sequential program of study and supervised practice
standards.
in school psychology is a planned sequence of related courses and
field experiences designed around program philosophy, mission,
goals, and objectives. Course prerequisites, a required program
sequence, and/or similar methods ensure that all candidates
complete the program in a consistent, systematic, sequential
manner to ensure appropriate acquisition of knowledge and
development of skills in school psychology.
3
If the school psychology program grants recognition of any prior
graduate courses taken by candidates before entry into the school
psychology program, systematic program evaluation procedures
and criteria should be used to ensure equivalency between prior
courses and courses required by the school psychology program,
as well as to ensure consistency across required program
coursework and field experiences for all candidates.
4
Residency is an institution or school psychology program
requirement that a minimum number of graduate credit hours be
completed within a specified time period. For example, at the
graduate level, full-time enrollment is typically defined as at least
nine semester hours or the equivalent during any one semester;
one academic year of “continuous” full-time residency is typically
defined as enrollment in at least nine semester hours per semester
for a period of one academic year or for two consecutive semesters.
5
School setting- a setting in which the
primary goal is the education of students of
diverse backgrounds, characteristics,
abilities, disabilities, and needs who are
enrolled in grades P-12. The school setting
has available an internal or external pupil
services unit that includes at least one
Comments
Examples of program activities to develop an affiliation with the
profession include required attendance at regularly scheduled
program/department seminars, participation with other candidates
and faculty in professional organization meetings, participation with
other candidates and faculty in ongoing research, program
development, and/or service activities, and similar regularly
scheduled activities that promote candidates’ affiliations with
colleagues, faculty, and the profession.
30
credentialed school psychologist and
provides a full range of student services.
6
Program faculty- faculty with primary
teaching, supervisory, and/or administrative
responsibilities in the school psychology
program. Program faculty, as opposed to
other faculty who may teach one or more
program courses, participate in program
decision-making, planning, and evaluation
processes.
7
Continuing professional developmentformal post-degree activities designed to
enhance the knowledge and/or skills of
practicing professionals or to provide
opportunities to acquire new knowledge of
skills.
Residency- a university or program
requirement that a specified minimum
number of credit hours be completed within a
minimum time period. At the graduate level,
full-time enrollment is typically defined as at
least nine semester hours or the equivalent
during any one semester. Thus, one
academic year of “continuous” residency is
typically defined as enrollment in at least nine
semester hours per semester for a period of
one academic year or two consecutive
semesters.
Alternative planned experiences- planned
experiences designed to accomplish many of
the same goals as full-time, continuous
residency. Examples include required
attendance at regularly scheduled
program/department seminars, participation
with other candidates and faculty in
professional organization meetings,
participation with other candidates and faculty
in ongoing research, program development
and/or service activities, and similar regularly
Faculty shortages in school psychology programs have been a
concern nationally, and these shortages are predicted to continue.
School psychology programs are encouraged to advocate with their
administrators and engage in other activities to ensure that
Standard 1.4 is addressed to the greatest extent possible.
School psychology program faculty are those with primary
teaching, supervisory, and/or administrative responsibilities in the
school psychology program. Program faculty participate in
comprehensive
activities of the school psychology program, including on-going
program decision-making, planning, and evaluation processes, as
opposed to affiliated, adjunct, part-time, or other faculty who only
may teach one or more courses in the program or have limited
program responsibilities.
8
Graduate semester hours are units of graduate credit based on a
semester course schedule. In cases in which a quarter schedule
system is used, three quarter hours equals two semester hours.
Thus, 90 quarter hours of credit are essentially equivalent to 60
semester hours. Programs that utilize other credit system (e.g.
trimester credits, unit credit) should provide candidates with
institution policy regarding their equivalency to a semester hour
system.
9
Institutional documentation of program completion is “official”
documentation provided by the higher education institution (or by a
unit of the institution) that an individual has completed the entire
required program of study in the school psychology program,
including the internship. Institutional documentation is typically in
the form of a degree or diploma, certificate of advanced graduate
studies, transcript notation indicating program completion, or similar
documentation of completion of the school psychology program.
10
Programs are encouraged to provide opportunities for doctoral
study for practicing school psychologists and, to the greatest extent
possible, credit for prior graduate preparation.
11
Programs may allow up to half of the required 1800 hour doctoral
internship hours to be used from a prior, appropriately supervised
specialist level internship or equivalent experience in school
psychology if (a) the program determines that the specialist level
internship or equivalent experience meets program objectives and
NASP standards for the school psychology doctoral internship (see
Standards 3.2 to 3.5), (b) candidates have met program objectives
and criteria for school psychology specialist level internship
31
scheduled activities that provide opportunities
for candidates to develop an affiliation with
colleagues, faculty, and the profession.
competencies, and (c) field experiences considered equivalent to a
formal specialist level internship in school psychology are clearly
articulated and systematically evaluated by the program.
12
Institutional documentation of program
completion- “official” documentation
provided by the higher education institution
(or by a unit of the institution) that an
individual has completed the entire required
program of studies, including the internship.
Institutional documentation is typically in the
form of a degree or diploma, certificate of
advanced graduate studies, transcript
notation indicating program completion, or
similar documentation.
Degree specialization in school
psychology- a degree specifically in school
psychology or a degree in an allied field (e.g.,
educational or counseling psychology), but
with a formal, identifiable specialization in
school psychology. A specialization is
typically noted on the diploma or academic
transcript.
FTE- full-time equivalent. The ratio of FTE
candidates to FTE faculty consists of
candidates enrolled full-time in the program
to full-time program faculty, and/or a prorated proportion of part-time candidates
and/or part-time faculty. Interns may be prorated based on the semester hours enrolled
and the amount of supervision provided by
program faculty.
Specialist level internship or equivalent
experience- completion of a supervised
internship as part of one’s specialist level
program or similar, supervised field
experience. Experiences considered
equivalent to such an internship must be
defined by the program.
School psychology practica are closely supervised on-campus or
field-based activities designed to develop and evaluate a school
psychology candidate’s development and mastery of specific
professional skills consistent with program goals. Practica activities
may be completed as part of separate courses focusing on distinct
skills or as part of a more extensive course experience that covers
a range of skills. Candidate skill and competency development,
rather than delivery of professional services, should be regarded as
the primary purpose of practica.
13
The school psychology internship is a supervised, culminating,
comprehensive, field experience that is completed prior to awarding
of the degree or other institutional documentation of program
completion. The internship ensures that school psychology
candidates have the opportunity to integrate and apply professional
knowledge and skills acquired in program coursework and practica,
as well as to acquire new competencies consistent with the school
psychology program’s objectives.
14
A school setting is one in which the primary goal is the education
of students of diverse backgrounds, characteristics, abilities,
disabilities, and needs who are enrolled in grades P-12. The school
setting has both general education and special education services.
The school setting has available an internal or external pupil
services unit that includes at least one credentialed school
psychologist and provides a full range of school psychology
services.
15
Doctoral candidates who have met the school-based internship
requirement through a specialist-level internship or equivalent
experience may complete the doctoral internship in a non-school
setting if consistent with the school psychology program’s values
and goals. Program policy shall specifically define equivalent
experiences and explain their criteria with regard to doctoral
internship requirements.
16
Further guidance regarding the assessment of candidate
performance is provided in the document, Guidelines for
Performance-based Assessment and Program Accountability and
Development, located on the NASP website.
17
NOTE: Programs in units/institutions accredited or undergoing
review by the National Council for Accreditation of Teacher
32
Graduate semester hours- units of graduate
credit based on a semester course schedule.
In cases in which a quarter schedule system
is used, three quarter hours equals two
semester hours. Thus, 90 quarter hours of
credit are essentially equivalent to 60
semester hours.
Public policy- a dynamic process reflecting
the nature, values, and operations of a
political system such as the government or
one of its subparts (e.g., schools), and
includes the positive and negative
consequences of government action. The
process includes the establishment of
priorities and the allocation and reallocation
of available resources to specific plans,
goals, or tasks to achieve these priorities. As
such, public policy serves to create, improve,
or dissolve the very systems within which
school psychologists work. (Adapted from:
Dye, T. R. (1995). Understanding public
policy. Englewood Cliffs, NJ: Prentice-Hall.)
Education (NCATE) do not need to provide a response to the
standards in Section V as part of the NASP program review and
approval/national recognition process.
18
The ratio of FTE candidates to FTE faculty consists of candidates
enrolled full-time in the school psychology program to full-time
program faculty, and/or a pro-rated proportion of part-time
candidates and/or part-time faculty. Interns may be pro-rated based
on the semester hours enrolled and the amount of supervision
provided by program faculty.
33
Appendix A: 2010 Draft Model of Comprehensive and Integrated Services
by School Psychologists
Professional Services by School Psychologists
Practices that Permeate All
Aspects of Service Delivery
Services for Children, Families, and Schools
Data-Based Decision-Making and
Accountability
Student-Level
Services
Consultation and Collaboration
Instruction and
Intervention to
Develop Cognitive
and Academic Skills
Mental Health
Services to Develop
Social and Life Skills
Systems-Level Services
School-Wide Activities to
Promote Safe and Effective
Learning Environments
Prevention and Early
Intervention; Crisis
Response
Family Services
Foundations of School Psychologists’ Service Delivery
Diversity in Development and Learning
Research and Program Evaluation
Legal, Ethical, and Professional Practice