Objectives of Graduate School Psychology The graduate training program in School Psychology at Abilene Christian University is dedicated to producing ethical, responsible and competent school psychologists who employ scientific knowledge and methods of problem solving. There is a program focus on the child and adolescent as a valued, interactive member of a family, school, and community system. The implementation of this philosophy produces practitioners who demonstrate:

1.  Sensitivity to and respect for the uniqueness, dignity, culture, and worth of each person;

2.  Advocacy in the best interests of children;

3.  High standards of ethical, professional conduct;

4.  Competency in scientific problem solving applied to assessment, intervention, consultation, research and program evaluation; and

5.  Collaborative, empirically-based decision-making.

These goals are key themes throughout the program and are implemented across three dimensions:

1.  A didactic education dimension yields generalizable knowledge and skills. This dimension includes coursework in scientific methodology and research, psychological, educational, and professional practice foundations (biological bases, cultural diversity, development, exceptionalities, learning, social bases, individual differences, organization and operation of the schools, history & systems of psychology, instructional design, legal & ethical issues, professional standards, roles, function & issues, assessment, individual and systems consultation, direct and indirect intervention, counseling, and research).

2.  An applied professional practice dimension focuses on the application of more specific knowledge and skills. This dimension includes extensive supervised field experience in a data-based approach to problems related to schooling and research. From the student's first semester in the program, didactic course work is linked with practica in professional skills (including assessment, individual and systems consultation, direct and indirect intervention, counseling, and research).

3.  A problem-solving dimension integrates scientific and professional principles and practices. Whether the student is solving research or referral questions, this practitioner-scientist model of problem-solving is applicable and implemented.

The School Psychology programs produce school psychologists with foundations in psychology and education, who integrate the principles of scientific inquiry into service-delivery functions with respect for cultural and individual differences. This model assumes that the functions of a school psychologist involve primarily problem solving, whether service or research oriented, and that problem solving will be most effective when approached from a data-based framework. In keeping with the above goals, the programs in School Psychology demonstrate a commitment to a practitioner-scientist model through an integrated curriculum that emphasizes problem solving in all its variations, and through mentoring and modeling provided by faculty. Students integrate and apply psychological and educational foundations to empirically-based prevention and intervention strategies, and collaborate with teachers, parents and other professionals within the educational environment. The practitioner-scientist model integrates empirical problem solving into practice and informs practice through applied research and problem solving.