School Psychology Mission and Goals

Minot State University is dedicated to training skilled school psychologists; we offer the most affordable and arguably the most flexible school psychology program in the country.  Our NASP approved program is flexible, permitting students to balance their educational experience with work and lifestyle.  We work with school districts to support student needs and assist districts with their school psychology requirements.

The mission of the school psychology program is focused on developing school psychologists as scientist-practitioners, who do whatever it takes to make a difference in the psychoeducational functioning of children.

This means that:

Professional school psychologists are practitioners who utilize their training and skills to positively impact the psychoeducational functioning of children. They have expertise in assessment, evaluation, intervention, consultation, and collaboration, and they use these skills within a multi-tiered support system (MTSS) framework to help ensure that all children experience success in school. School psychologists are not limited to considerations of disability, but are trained to work with parents, teachers, and the community to create a positive educational experience for all children;

Doing whatever it takes means the school psychologist uses a collaborative problem-solving approach even when forced to operate within narrow parameters. The school psychologist might assist a teacher to improve her/his instructional techniques or relationship-building skills. A school psychologist collaborates with families to find community-based resources to help solve problems impacting a child's success in school. In short, the school psychologist molds her/his role to have the most positive impact on a student. Doing whatever it takes also implies commitment and an attitude of service;

To make a difference means that the school psychologist's job is not limited to administering tests and writing reports. Although these tests are steps in the process, the goal of assessment is to take the child who is struggling in school and determine interventions to implement to increase the child’s success. The school psychologist should promote success for a child to the best of her/his abilities.

Goals of the Program

1. To train practitioners who are competent in psycho-educational assessment and diagnosis of specific learning, emotional, and behavioral difficulties.

2. To train practitioners who use a scientific approach to evaluation that results in idiopathic diagnosis and individualized remediation.

3. To train practitioners who use the collaborative model in providing consultation services to parents, teachers, and administrators.

4. To train school psychologists to recognize and analyze the strengths and weaknesses of family systems so they can intervene appropriately to enhance child development and learning.

5. To prepare school psychologists who understand the political, fiscal, and administrative structures of schools so they can function effectively within a collaborative framework.

6. To train school psychologists who have good written and oral communication skills.

7. To train school psychologists who can develop and implement functional and relevant academic and behavioral interventions.

8. To prepare practitioners who, within their profession, are life-long learners.

9. To prepare practitioners who are change agents for the profession and the educational community they serve.

10. To prepare school psychologists who uphold the highest ethical standards.

11. To train school psychologists who are comfortable with the uses of modern information technology.

These goals are based on the standards and requirements as published by the National Association of School Psychologists (NASP, 2010; see NASP Practice Model 10 Domains).