Statement of Program Philosophy

The School Psychology Program at the University of Cincinnati is founded on the core ethical principles that psychologists respect the dignity and worth of all individuals and aim to promote measurable positive outcomes in their work. These principles are articulated in the ethical, professional practice, and training standards of the National Association of School Psychologists, the Association for Behavior Analysis, and the American Psychological Association. The University of Cincinnati School Psychology Program , in applying these core principles, places an emphasis on the use of scientist-practitioner and ecological-behavioral models to guide research and practice. As scientist practitioners, students are trained to critically examine theory and practice, develop a defensible professional model of practice, collect and use accountability data for decisions, and engage in research to improve professional knowledge and practice. In applying an ecological-behavioral approach, students learn to focus on changing behaviors in important contexts, such as the school and family, and to collaborate with key individuals for effecting meaningful changes in these contexts.

Program Themes

These core principles serve as the foundation for the School Psychology Program philosophy and approach, and are translated into several interrelated training themes that together form the basis for the Program training model and activities. These Program training themes are:

Family and child advocacy centered

•  competence enhancement perspective – accountability for improved outcomes

•  promotion of positive outcomes for all students

Scientist-practitioner model

•  development of and adherence to personal model

•  data-based practice/accountability

•  use of research for practice

•  contribution to research and profession

•  legal-ethical foundation

Ecological/behavioral orientation, integrating theoretical approaches:

•  social cognitive, ecobehavioral, and systems theories

•  meaningful approach to diversity and individual differences

•  biological bases

Problem-solving approach for prevention and intervention

•  data-based decision making; linking assessment, intervention, evaluation

•  data-based problem solving as core of practices at all tiers

•  universal system level (district, school, class-wide) - Tier 1

•  classroom, small group, or targeted interventions -Tier 2

•  individualized – Tier 3

Collaboration/collaborative approaches across all activities

Leadership/Initiative role

•  responsibility for developing, refining, adhering to, and examining model of practice

•  responsibility for continued professional development (self and others)

•  leadership and advocacy for effective practices and services

•  leadership to profession, especially through research and advocacy for effective practices

The Program provides future school psychologists with a solid professional and academic foundation reflecting depth and diversity in both psychology and education. The Program fosters a special sensitivity to the social foundations and cultural diversity of all people and respect for the uniqueness and human dignity of each person. Self-awareness, regard for others, and respect for cultural and individual differences are actively cultivated and expected of all students.

The major emphasis of the Program is the preparation of school psychologists within a scientist-practitioner framework. Thus, rather than being trained to respond to specific problems in specific ways, students are prepared as highly competent problem solvers who draw on strong foundations in psychology and education to collaborate with other professionals and parents to promote the educational and social/emotional competence of all children. A scientist-practitioner, data-based problem-solving approach is used to develop, implement and evaluate the effectiveness of strategies for preventing or resolving problems. This scientist-practitioner approach pervades all aspects of professional practice and decision making, including using research and technically sound data base to guide practice and evaluate outcomes of professional practices and activities.

The Program emphasizes the importance of delivering school psychological services from a consultative, collaborative problem-solving framework to prevent and remediate learning and adjustment problems experienced by children and adolescents. Students learn to view problems from a systems/ecological and behavioral perspective focusing on the child, the family, school, and community. A leadership child advocacy perspective provides a framework, along with a scientist-practitioner perspective, for guiding decisions and practices that provide supportive educational environments and enhance positive outcomes for all children. Both the theoretical and the empirical bases of professional practice are emphasized, and a diverse range of practical experiences are provided throughout all preparation. These include work with preschool through high school-aged students in urban, suburban, and rural settings, and working with supervisors who can support and model a scientist-practitioner approach to practice.