Program focus

The school psychology program is designed to prepare school psychologists who have a strong and broad-based knowledge of psychology, educational psychology, and child development, and are prepared to apply that knowledge to school settings. There is a well-confirmed knowledge base for the practice of psychology in the schools. This knowledge base is outlined in the document School Psychology: A Blueprint for Training and Practice. The 10 domains specified in the blueprint document, recognized nationally as domains for training and practice, are (with minor modifications) the foundation of the school psychology program. They are reproduced here:

Data based decision making and accountability. School psychologists must be able to define current problem areas, strengths, and needs (at the individual, group, and systems level) through assessment, and measure the effects of the decisions that result from the problem solving process.

Interpersonal communication, collaboration, and consultation. School psychologists must have the ability to listen well, participate in discussions, convey information, and work together with others at an individual, group, and systems level.

Effective instruction and development of cognitive/academic skills. School psychologists must be able to develop challenging but achievable cognitive and academic goals for all students, provide information about ways in which students can achieve these goals, and monitor student progress towards these goals.

Socialization and development of life competencies. School psychologists must be able to develop challenging but achievable behavioral, affective, or adaptive goals for all students, provide information about ways in which students can achieve these goals, and monitor student progress towards these goals.

Student diversity in development and learning. School psychologists must be aware of, appreciate, and work with individuals and groups with a variety of strengths and needs from a variety of racial, cultural, ethnic, experiential, and linguistic backgrounds.

School structure, organization, and climate. School psychologists must have the ability to understand the school as a system and work with individuals and groups to facilitate structure and policies that create and maintain schools as safe, caring, and inviting places for members of the school community.

Prevention, wellness promotion, and crisis intervention. School psychologists must have knowledge of child development and psychopathology in order to develop and implement prevention and intervention programs for students with a wide range of needs and disorders.

Home/school/community collaboration. School psychologists must have knowledge of family influences that affect students' wellness, learning, and achievement, and be able to form partnerships among parents, educators, and the community.

Research and program evaluation. School psychologists must know current literature on various aspects of education and child development, be able to translate research into practice, and understand research design and statistics in sufficient depth to conduct investigations relevant to their own work.

Legal, ethical practice and professional development. School psychologists must take responsibility for developing as professionals and practice in ways which meet all appropriate ethical, professional, and legal standards to enhance the quality of services, and to protect the rights of all parties.

Other information about the program

• Students in the school psychology program have an opportunity to specialize in psychological service delivery in urban education settings. The program has close ties with both the Minneapolis and St. Paul school districts, which are ethnically diverse.
• Some students elect to develop a specialization area while completing their graduate studies. While a listing of intra-program specializations would be neither mutually exclusive nor exhaustive, the following "tracks" provide examples of program specialties:
  • early childhood education - program consultation and evaluation
  • instructional interventions
  • prevention
  • home-school-community partnerships
  • students at risk for school failure
  • applied research and evaluation
  • educational policy
  • mental health services
• All doctoral students participate in a research mentorship program. Each student is required to complete 4 semesters of supervised research experience for 10-13 hours per week. All students are required to participate in two semesters of teaching/supervisory experience.
• In addition to formalized courses, seminars, bag lunches, colloquia, etc., are frequently added to the curriculum on an ad hoc basis and in response to needs articulated by students and faculty.
• An extensive range of field experiences is available to students in the program through practica and internships. A sample of facilities include:
  • Public school systems/programs
  • Hennepin County Medical Center and Mental Health Center (HCMC)
  • Indian Health Board Children's Health Care
  • Washburn Child Guidance Center
  • Amherst H. Wilder Child Guidance and Development Center
  • Community-University Health Care Center/University of Minnesota Hospitals
  • Project Kofi by the Wilder Foundation
  • Pilot City Mental Health Center
  • The Bridge for Runaway Youth
  • Fraser Preschool Mental Health Programs
  • New Vistas
  • University of Minnesota Consortium for Children, Youth, and Family
• In addition to placements in the sites listed above, in recent years students have completed their internship requirements at out-of-state sites such as University of Nebraska Internship Consortium and the Sarah Reed Children's Center.