School Psychology Mission Statement

The mission of the University of Nevada, Las Vegas School Psychology Program is to prepare students for the profession of school psychology as defined by the American Psychological Association (APA) and the National Association of School Psychologists (NASP). The primary goal of the program is to prepare practitioners and scholars whose activities promote the psychological and educational development and well-being of diverse children and youth. The program is accredited by the National Council for Accreditation of Teacher Education (NCATE) and approved by the National Association of School Psychologists (NASP) at the Ed.S. levels. The program is also approved by the State of Nevada Department of Education (DOE). All graduates of the program are eligible for national and state certification as school psychologists. The program values diversity in the backgrounds and theoretical orientations of our students and faculty.

Graduate studies in school psychology are grounded in a scientist-practitioner model of professional preparation. As developing scientists, students receive a solid foundation of accumulated knowledge in core areas of psychology and education. In addition, program students develop the skills necessary to effectively utilize this evolving body of knowledge through learning how to identify problems in the field, conduct and evaluate basic and applied research. As practitioners, school psychologists typically work within educational and clinical settings. Practitioners develop competencies in using a wide variety of assessment techniques, consulting with families and school/clinic professionals, designing direct interventions tailored to individual children experiencing problems, and evaluating the effectiveness of interventions.

The program prepares students for the profession of school psychology through a coordinated sequence of coursework and instructional experiences; opportunities to generate new knowledge through research and scholarship; practical experience in applied settings in the context of practica and internships; and personal and professional development through interacting closely with professors, other program students, practitioners, and former program graduates.

The Ed.S. is designed to prepare graduates who will primarily obtain employment as school psychologists in school systems.

Program Content:

• Psychoeducational Assessment. Program graduates are proficient in the selection, administration, scoring, and interpretation of a variety of instruments. Students learn how to use these instruments in the context of diagnosis and remediation of learning and psychological difficulties of children and youth. These instruments include but are not limited to the assessment of cognitive abilities, adaptive behavior, social/emotional functioning, achievement, and personality.
• Direct Interventions. Program graduates are proficient in diagnosing problems that children and youth typically experience in education and other settings. Students learn various techniques and intervention strategies for working directly with individual students, groups, and their parents for addressing these problems.
• School-Based Consultation. Program graduates learn principles and strategies for indirect service provision to children and youth in educational settings. Toward this end, students learn consultation skills for working with teachers, other school personnel, and parents for the benefit of children and youth.
• Research. Effectiveness in applied school psychology requires practitioners to have the skills to identify assessment and intervention techniques that are most strongly supported by a consistent body of research. Toward this end, program graduates develop skills in conducting and evaluating basic and applied research.

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