Philosophy & Goals

The mission of the University of Florida’s School Psychology Program (SPP) is to prepare school psychology practitioners and scholars whose activities promote the psychological and educational development and well-being of children and youth. The program is grounded in a scientist-practitioner model as reflected in its commitment to a synthesis between science and practice throughout all academic and professional preparation opportunities. As scientists, students develop a solid foundation of content knowledge in core areas of psychology, education, research methods, and professional school psychology. SPP students effectively utilize this body of evolving knowledge to prevent, assess, and intervene regarding psychological and educational issues impacting children, families, and institutions; and to conduct and evaluate basic and applied research. Program faculty strive to demonstrate that scholarly and applied practice roles are not distinct, and instead are inextricably linked when considering the work of school psychologists across a diverse range of practice settings.
The SPP is committed to preparing future school psychologists to assume professional leadership roles in university, school, clinical, and other community settings. Across these settings, school psychologists work to ensure positive educational outcomes for all children and youth, and utilize their professional knowledge and skills to function as change agents. School psychologists help others understand and attain their educational, legal, and individual rights and work to promote change at various levels. To fulfill these critical roles, SPP students develop competencies that sustain their ability to provide a comprehensive range of direct and indirect psychological services to children, youth, their families and educators. This includes competency to use a wide variety of assessment methods; to consult with families, educators and other professionals; to design and implement direct and indirect interventions tailored to individual and group needs; to develop prevention and other intervention programs that promote optimal development; and to evaluate the effectiveness of interventions, programs, and other school psychological services.

Professional preparation provided by the SPP is consistent with the program mission, with particular emphasis on the following four characteristics:

Cognitive-Behavioral Orientation.

While the SPP exposes students to a range of psychological orientations that are evident in school psychology research, scholarship, and professional practice, emphasis is placed on a cognitive-behavioral orientation. This orientation recognizes the interrelationship of thoughts, feelings, and behavior and serves as a foundation for much of the program coursework, practica experiences, and program competencies.

Schools as Organizations.

The SPP emphasizes schools as a crucial context for educational and psychological development. SPP students develop knowledge, skills, and expertise in understanding children and youth within the schooling process. This is accomplished through extensive practica in school and educational settings, with a goal of using professional knowledge and skills to address needs of individual students and to enhance learning environments and educational opportunities for all students.

Diversity and Individual Differences.

The SPP promotes awareness and sensitivity to the individual differences and diverse backgrounds of children, youth, families, and educators who are recipients of school psychological services. Through program experiences and faculty mentoring, students develop knowledge and appreciation for diversity and demonstrate respect and the ability to work effectively with others regardless of race, ethnic origin, gender, ability, economic background, or sexual orientation.

Data-based Decision Making.

An organizing theme for the SPP underscores the view of school psychologists as professionals who rely on data-based decision making in all areas of professional practice and development. Through a process of identifying needs, collecting information, intervening and making decisions, and assessing outcomes, school psychologists demonstrate their problem-solving skills and improve their ability to intervene effectively. The program cultivates this professional perspective through required program experiences, faculty mentoring, supervision, and feedback. This framework is viewed as critical to the development of a school psychologist’s knowledge and skills while involved in graduate training, and as a guide to future professional development as SPP graduates work to expand and improve their knowledge of scholarship and related professional practices.