The candidate will be able to demonstrate competency in the following Foundational and Functional Competency areas as defined below:
CORE FUNCTIONAL COMPETENCIES
Assessment: This core competency domain will be addressed for all candidates. Board Certified School Psychologists conduct a broad range of assessments that can include the administration and interpretation of norm referenced assessments, curriculum-based assessments, developmental assessments, functional analysis, needs assessments, systematic and narrative observations, and clinical interviews. They are thorough in their case conceptualization and link assessment results with classification, diagnosis, recommendations, and intervention. Board Certified School Psychologists are well versed in measurement theory, test construction, and psychometric issues (i.e., reliability, validity) as applied to chosen assessment methods. In some forms of professional practice, assessment and intervention are integral parts of the same process.
Intervention: This core competency domain will be addressed for all candidates. Board Certified School Psychologists design and deliver evidence-based interventions at the individual and systems level to promote healthy development and effective learning across the lifespan. Interventions may take the form of academic intervention, behavioral/socio-emotional intervention, crisis intervention, school-based psychotherapy, and systems level intervention within the contexts of schooling, families, and other systems. In some forms of professional practice, assessment and intervention are integral parts of the same process.
Consultation: This core competency domain will be addressed for all candidates. Board Certified School Psychologists have a solid foundation of varied consultation methods utilized in the field of School Psychology (i.e., problem-solving consultation, instructional consultation, conjoint-behavioral consultation etc.). They are aware that school consultation can take the form of both direct and indirect intervention to address healthy development and effective learning. Board Certified School Psychologists demonstrate the ability to effectively consult, collaborate, communicate, and apply his/her knowledge with others such as teachers, school administrators, parents, other health service providers from other disciplines (e.g., Speech-Language Pathologists), social service agencies, legal systems, public policy makers, and individuals in other institutions and settings.
OPTIONAL FUNCTIONAL COMPETENCIES
Research and/or Evaluation: This core competency domain will be addressed only when applicable. Board Certified School Psychologists conduct applied and theoretical research in School Psychology. They employ varied research designs (i.e., single-subject, group research) to evaluate the effectiveness of interventions and programs at the individual and systems level. Board Certified School Psychologists engage in intervention research designed to systematically improve learning outcomes for all students. They also engage in research related to test construction and measurement in psychology and education. If applicable, attention is paid to the Candidate’s own scholarly contributions as they inform the practice of School Psychology.
Supervision/Training: This core competency domain will be addressed only when applicable. Board Certified School Psychologists demonstrate the ability to provide effective supervision and training with other psychologists; other persons who provide mental health services; psychology trainees in practicum, internship, and postdoctoral settings; and individuals conducting research in various settings. They demonstrate the ability to communicate and apply knowledge of the purpose, roles, and procedures in the practice of supervision.
Teaching: This core competency domain will be addressed only when applicable. Board Certified School Psychologists demonstrate the capacity to effectively provide instruction to others based on the most current research related to the subject matter and to the method of instruction.
Management and Administration: This core competency domain will be addressed only when applicable. Board Certified School Psychologists engage in effective management and administrative activities related to the field of School Psychology. They use existing theory and research in leadership to conduct administrative and management activities.
Advocacy: This core competency domain will be addressed only when applicable. Board Certified School Psychologists engage in activities that publicly promote change at the individual (client), institutional, and/or systems level. They develop alliances with relevant individuals and groups (e.g., communities, society) with differing viewpoints to promote change using sound scientific evidence.
FOUNDATIONAL COMPETENCIES
Science, Knowledge, and Methods: This core competency domain will be addressed for all candidates. Board Certified School Psychologists demonstrate understanding of research, research methodology, techniques of data collection and analysis, measurement theory, biological bases of behavior, cognitive-affective bases of behavior, human exceptionalities, and development across the lifespan. They are conversant with scientific and scholarly developments in psychology and school psychology and can critically discuss and analyze research methodology and findings. They consistently and effectively apply the scientific method to solve problems in their practice.
Evidence-Based Practice: This core competency domain will be addressed for all candidates. Board Certified School Psychologists demonstrate the capacity to integrate current research literature into practice, research/evaluation, and other functional competency domains to promote healthy development and effective learning practices.
Interdisciplinary Systems: This core competency domain will be addressed for all candidates. Board Certified School Psychologists are keenly aware of the need to work with multidisciplinary and interdisciplinary teams within the context of the schooling process. They demonstrate knowledge of key issues and concepts in related disciplines (e.g., education, speech-language pathology, occupational therapy, behavior analysis, school social work) and they demonstrate ability to communicate and interact knowledgeably with professionals across these disciplines.
Relationships: This core competency domain will be addressed for all candidates. Board Certified School Psychologists are sensitive to the welfare, rights, and dignity of others and can relate to individuals, groups and communities in ways that enhance the effectiveness of services provided. They understand that building healthy relationships has a direct impact on intervention effectiveness. They maintain effective relationships with a wide-range of students, parents or caregivers, school personnel, supervisees, colleagues, and the public.
Individual and Cultural Diversity: This core competency domain will be addressed for all candidates. Board Certified School Psychologists demonstrate knowledge, sensitivity and skill in working with individuals, groups, and community representative of all aspects of individual and cultural diversity (e.g., class status, ethnicity, race, gender, age, sexual orientation, disability status, and special populations). They are able to articulate how interactions between and among individuals and communities are shaped by diversity variables. In this manual, we will use the terms multicultural and individual/cultural diversity interchangeably. Individual and cultural diversity recognizes the broad scope of such factors as: race, ethnicity, language, sexual orientation, gender, age, disability, class status, education, religion/spiritual orientation, and other cultural dimensions.
Ethical and Legal Standards/Policy: This core competency domain will be addressed for all candidates. Board Certified School Psychologists demonstrate command and application of the APA Ethical Principles and Code of Conduct, other relevant codes of ethics (i.e., NASP Principles for Professional Ethics) and local, state and federal statues and laws governing the educational system (e.g., FERPA, ADA, IDEIA, ESSA, HIPPA). They consistently integrate an understanding of ethical-legal standards and policy when performing all functional competencies.
Professionalism: This core competency domain will be addressed for all candidates. Board Certified School Psychologists demonstrate professional values, attitudes and behaviors that represent integrity, personal responsibility, and adherence to professional standards. They remain current with advances in the profession, contribute to the development and advancement of the profession and maintain a professional identity with the field of School Psychology.
Reflective Practice/Self-Assessment/ Self-Care: This core competency domain will be addressed for all candidates. Board Certified School Psychologists engage in ongoing self-reflection and in routine assessment of professional practice outcomes. They practice with personal and professional self-awareness, practice within the boundaries of professional competence, demonstrate evidence of continued development based on self-reflection and self-assessment, and engage in appropriate self-care.