LSU Ethical Dilemma Questions

Assignment Instructions:I have uploaded a two pdf files titled “Reading Material # 1” and “Reading Material # 2.
After reading over those two reading materials I have uploaded, complete the following (Part 1 and Part
2):
Part 1: Create a mock ethical dilemma case and illustrate how you would solve the dilemma (make
sure to give a brief background for context of your case). On page 344 in “Reading Material # 1, it
lists the 8 steps to work through an ethical dilemma. You need to address all 8 steps in your mock
ethical case. Make sure your case is reflective of an ethical dilemma that might occur in a
consultation and/or collaboration context.
Part 2: Select three of the NASP 2020 PPE standards and discuss their significance to educational
practice and how these relate to the consultation and collaboration processes and issues. The PPE
standards start on page 39 of “Reading Material # 2.
Please make sure your full answer is at least 600 words.
THE
PROFESSIONAL
STANDARDS
of the National Association
of School Psychologists
2020
Model for Comprehensive and Integrated School Psychological Services
Standards for Graduate Preparation of School Psychologists
Standards for the Credentialing of School Psychologists
Principles for Professional Ethics
THE
PROFESSIONAL
STANDARDS
of the National Association
of School Psychologists
2020
Model for Comprehensive and Integrated School Psychological Services
Standards for Graduate Preparation of School Psychologists
Standards for the Credentialing of School Psychologists
Principles for Professional Ethics
These documents are available online at www.nasponline.org.
Copyright 2020 by the National Association of School Psychologists
Table of Contents
Preface……………………………………………………………………………………………………………………………..ix
Introduction………………………………………………………………………………………………………………………xi
Model for Comprehensive and Integrated School Psychological Services
The NASP Practice Model 2020…………………………………………………………………………………………..1
Purpose………………………………………………………………………………………………………………………………………..1
Using the NASP Practice Model………………………………………………………………………………………………………1
Comprehensive and Integrated Services: Domains of School Psychology Practice…………………………………….2
Part I: Professional Practices…………………………………………………………………………………………..3
Practices That Permeate All Aspects of Service Delivery……………………………………………………………………….3
Domain 1: Data-Based Decision Making……………………………………………………………………………………….3
Domain 2: Consultation and Collaboration……………………………………………………………………………………4
Direct and Indirect Services for Students, Families, and Schools…………………………………………………………..5
Domain 3: Academic Interventions and Instructional Supports…………………………………………………………5
Domain 4: Mental and Behavioral Health Services and Interventions………………………………………………..5
Domain 5: School-Wide Practices to Promote Learning……………………………………………………………………6
Domain 6: Services to Promote Safe and Supportive Schools…………………………………………………………….7
Domain 7: Family, School, and Community Collaboration………………………………………………………………8
Foundations of School Psychological Service Delivery…………………………………………………………………………8
Domain 8: Equitable Practices for Diverse Student Populations…………………………………………………………8
Domain 9: Research and Evidence-Based Practice…………………………………………………………………………..9
Domain 10: Legal, Ethical, and Professional Practice…………………………………………………………………….10
Part II: Organizational Principles…………………………………………………………………………………… 10
Organizational Principle 1: Organization and Evaluation of Service Delivery………………………………………..10
Organizational Principle 2: Climate………………………………………………………………………………………………..11
Organizational Principle 3: Physical, Personnel, and Fiscal Support Systems…………………………………………12
Organizational Principle 4: Professional Communication…………………………………………………………………..12
Organizational Principle 5: Supervision, Peer Consultation, and Mentoring………………………………………….13
Organizational Principle 6: Professional Development and Recognition Systems……………………………………13
Standards for Graduate Preparation of School Psychologists…………………………………………… 15
Purpose……………………………………………………………………………………………………………………………………… 15
Using The Standards for Graduate Preparation of School Psychologists……………………………………………….. 15
NASP 2020 Professional Standards
iii
Table of Contents
Program Standard 1: School Psychology Program Context and Structure…………………………………………. 15
Program Standard 2: Domains of School Psychology Graduate Education and Practice………………………18
Program Standard 3: Supervised Field Experiences in School Psychology………………………………………….21
Program Standard 4: Performance-Based Program Assessment and Accountability…………………………….22
Program Standard 5: School Psychology Program Support and Resources…………………………………………22
Standards for the Credentialing of School Psychologists………………………………………………….25
Purpose………………………………………………………………………………………………………………………………………25
Using the NASP Credentialing Standards………………………………………………………………………………………..25
Nationally Certified School Psychologists………………………………………………………………………………………..26
The Structure of the School Psychologist Credential……………………………………………………..26
1.0 State Credentialing Authority………………………………………………………………………………………………..26
1.1 Credentialing Process……………………………………………………………………………………………………..26
1.2 State Use of NASP Standards…………………………………………………………………………………………..26
2.0 Recommendations for State Credentialing of School Psychologists……………………………………………..26
2.1 Title of School Psychologist…………………………………………………………………………………………….26
2.2 Minimum Period of Credential………………………………………………………………………………………..26
2.3 Minimum Requirements for School Psychologists………………………………………………………………27
2.4 Professional Support and Mentoring Requirements…………………………………………………………….27
2.5 Professional Autonomy……………………………………………………………………………………………………27
2.6 Performance Evaluations…………………………………………………………………………………………………27
State Credentialing Requirements………………………………………………………………………………….27
3.0 Criteria for Specialist-Level Credentialing in School Psychology…………………………………………………27
3.1 Minimum Credentialing Requirements…………………………………………………………………………….27
3.2 Programs of Study in the Domains of School Psychology…………………………………………………….27
3.3 Practicum Experiences……………………………………………………………………………………………………30
3.4 Internship Experiences……………………………………………………………………………………………………30
3.5 Documentation of Knowledge and Skills…………………………………………………………………………..31
3.6 School Psychologist Examination Requirement………………………………………………………………….31
4.0 Criteria for Optional Doctoral Credential in School Psychology…………………………………………………31
4.1 Length of Study…………………………………………………………………………………………………………….31
4.2 Program of Study…………………………………………………………………………………………………………..31
4.3 Practicum Experiences……………………………………………………………………………………………………32
4.4 Internship Experiences……………………………………………………………………………………………………32
4.5 Demonstration of Knowledge and Skills……………………………………………………………………………33
4.6 School Psychologist Examination Requirement………………………………………………………………….33
State Credentialing Procedures……………………………………………………………………………………..33
5.0 Guidelines for Using NASP Standards for Credentialing of School Psychologists………………………….33
5.1 Eligibility for School Psychology Credentialing…………………………………………………………………..33
5.2 Pathways to Credentialing for School Psychologists…………………………………………………………….33
5.3 Provisional Credentialing in School Psychology………………………………………………………………….34
5.4 Alternative Credentialing in School Psychology………………………………………………………………….34
5.5 R
 ecommendation for Professional Support, Continuing Professional Development,
Mentoring, and Supervision of School Psychologists��������������������������������������������������������������������36
5.6 Criteria for Renewal of School Psychologist Credential………………………………………………………..36
6.0 Nationally Certified School Psychologist…………………………………………………………………………………36
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NASP 2020 Professional Standards
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6.1 Requirements for the Nationally Certified School Psychologist Credential……………………………..36
6.2 Value of the Nationally Certified School Psychologist (NCSP) Credential………………………………36
6.3 I mportance of the Nationally Certified School Psychologist (NCSP)
Credential for States���������������������������������������������������������������������������������������������������������������������36
6.4 Renewal of the Nationally Certified School Psychologist Credential………………………………………37
7.0 Ethical Misconduct by School Psychologists…………………………………………………………………………….37
Principles for Professional Ethics……………………………………………………………………………………..39
Purpose………………………………………………………………………………………………………………………………………39
Using the NASP Ethical Principles…………………………………………………………………………………………………40
Definition of Terms as Used in the Principles for Professional Ethics…………………………….. 41
Broad Theme I. Respecting the Dignity and Rights of All Persons………………………………….42
Guiding Principle I.1 Autonomy And Self-Determination………………………………………………………………….42
Standard I.1.1 When Consent Is/Is Not Required………………………………………………………………………….42
Standard I.1.2 Consent to Establish a School Psychologist–Client Relationship………………………………….42
Standard I.1.3 Seeking Informed Consent…………………………………………………………………………………….42
Standard I.1.4 Assent………………………………………………………………………………………………………………..43
Standard I.1.5 Right to Refuse or Withdraw Consent…………………………………………………………………….43
Guiding Principle I.2 Privacy and Confidentiality…………………………………………………………………………….43
Standard I.2.1 Sensitive Information……………………………………………………………………………………………43
Standard I.2.2 Boundaries of Confidentiality……………………………………………………………………………….43
Standard I.2.3 Consent for Disclosure of Information……………………………………………………………………44
Standard I.2.4 Need to Know…………………………………………………………………………………………………….44
Standard I.2.5 Privacy Related to Sexual Orientation and Gender Identity and Expression………………….44
Standard I.2.6 Privacy of Health Information……………………………………………………………………………….44
Guiding Principle I.3 Fairness, Equity, and Justice……………………………………………………………………………44
Standard I.3.1 Discrimination…………………………………………………………………………………………………….44
Standard I.3.2 Correcting Discriminatory Practices……………………………………………………………………….44
Broad Theme II. Professional Competence and Responsibility……………………………………….45
Guiding Principle II.1 Competence…………………………………………………………………………………………………45
Standard II.1.1 Practice in Area of Competence…………………………………………………………………………….45
Standard II.1.2 Personal Problems……………………………………………………………………………………………….45
Standard II.1.3 Continuing Professional Development……………………………………………………………………45
Guiding Principle II.2 Accepting Responsibility for Actions……………………………………………………………….45
Standard II.2.1 Accuracy of Documents………………………………………………………………………………………45
Standard II.2.2 Progress Monitoring……………………………………………………………………………………………45
Standard II.2.3 Appropriateness of Recommendations……………………………………………………………………46
Standard II.2.4 Responsibility for Graduate Students’ Work……………………………………………………………46
Guiding principle II.3 Responsible assessment and intervention practices……………………………………………..46
Standard II.3.1 Considerations Prior to Disability Determination……………………………………………………46
Standard II.3.2 Assessment Techniques………………………………………………………………………………………..46
Standard II.3.3 Instrument Selection…………………………………………………………………………………………..46
Standard II.3.4 Normative Data…………………………………………………………………………………………………46
Standard II.3.5 Digital Administration and Scoring………………………………………………………………………46
Standard II.3.6 Variety of Sources of Data……………………………………………………………………………………47
Standard II.3.7 Comprehensive Assessment………………………………………………………………………………….47
NASP 2020 Professional Standards
v
Table of Contents
Standard II.3.8 Validity and Fairness…………………………………………………………………………………………..47
Standard II.3.9 Interpreters………………………………………………………………………………………………………..47
Standard II.3.10 Recommendations Based on Existing Records……………………………………………………….47
Standard II.3.11 Interpretation of Results…………………………………………………………………………………….47
Standard II.3.12 Intervention Selection………………………………………………………………………………………..47
Standard II.3.13 Parental Involvement in Intervention Planning………………………………………………………47
Standard II.3.14 Student Assent for Assistance………………………………………………………………………………47
Guiding Principle II.4 Responsible School-Based Record Keeping……………………………………………………….48
Standard II.4.1 Notification of Rights and Responsibilities Regarding Records………………………………….48
Standard II.4.2 Comprehensive Records………………………………………………………………………………………48
Standard II.4.3 Content of School Psychological Education Records………………………………………………..48
Standard II.4.4 Right to Inspect Records……………………………………………………………………………………..48
Standard II.4.5 Test Protocols…………………………………………………………………………………………………….48
Standard II.4.6 Access to Records by School Personnel…………………………………………………………………..48
Standard II.4.7 Electronic Record Keeping…………………………………………………………………………………..48
Standard II.4.8 Sole Possession Records……………………………………………………………………………………….48
Standard II.4.9 Retention of Records…………………………………………………………………………………………..49
Guiding Principle II.5 Responsible Use of Materials………………………………………………………………………….49
Standard II.5.1 Test Security………………………………………………………………………………………………………49
Standard II.5.2 Use of Restricted Materials…………………………………………………………………………………..49
Standard II.5.3 Intellectual Property……………………………………………………………………………………………49
Broad Theme III. Honesty and Integrity in Professional Relationships…………………………….49
Guiding Principle III.1 Accurate Representation……………………………………………………………………………….49
Standard III.1.1 Accurate Presentation of Professional Qualifications……………………………………………….50
Standard III.1.2 Correcting Misperceptions………………………………………………………………………………….50
Standard III.1.3 Affiliation and Experience…………………………………………………………………………………..50
Standard III.1.4 Graduate Programs……………………………………………………………………………………………50
Standard III.1.5 Accuracy of Marketing Information……………………………………………………………………..50
Guiding Principle III.2 Forthright Explanation of Professional Services, Roles, and Priorities………………….50
Standard III.2.1 Explanation of Services to Clients………………………………………………………………………..50
Standard III.2.2 Role Definition in Collaborative Work…………………………………………………………………50
Standard III.2.3 Priority of Child Welfare……………………………………………………………………………………50
Standard III.2.4 Conflicts of Loyalties…………………………………………………………………………………………51
Guiding Principle III.3 Respecting Other Professionals……………………………………………………………………..51
Standard III.3.1 Cooperation With Other Professionals………………………………………………………………….51
Standard III.3.2 Referrals to Other Professionals…………………………………………………………………………..51
Standard III.3.3 Altering Reports………………………………………………………………………………………………..51
Guiding Principle III.4 Integrity in Relationships……………………………………………………………………………..51
Standard III.4.1 Multiple Relationships and Professional Effectiveness……………………………………………..51
Standard III.4.2 Multiple Relationships and Limited Alternative Services………………………………………….51
Standard III.4.3 Harassment and Exploitation………………………………………………………………………………52
Standard III.4.4 Sexual Relationships………………………………………………………………………………………….52
Guiding Principle III.5 Conflicts of Interest……………………………………………………………………………………..52
Standard III.5.1 Private Versus Professional Conduct……………………………………………………………………..52
Standard III.5.2 Separation of Personal Beliefs………………………………………………………………………………52
Standard III.5.3 Personal Beliefs and Experiences………………………………………………………………………….52
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NASP 2020 Professional Standards
Table of Contents
Standard III.5.4 NASP Leadership………………………………………………………………………………………………52
Standard III.5.5 Disclosure of Financial Interests…………………………………………………………………………..52
Standard III.5.6 Referrals and Remuneration………………………………………………………………………………..53
Standard III.5.7 Remuneration for Data Sharing…………………………………………………………………………..53
Standard III.5.8 Practice in Both Public School and Private Settings………………………………………………..53
Broad Theme IV. Responsibility to Schools, Families, Communities,
the Profession, and Society…………………………………………………………………………………………..53
Guiding Principle IV.1 Promoting Healthy School, Family, and Community Environments……………………53
Standard IV.1.1 Effective Participation in Systems…………………………………………………………………………54
Standard IV.1.2 Promoting Systems Change…………………………………………………………………………………54
Guiding Principle IV.2 Respect for Law and the Relationship of Law and Ethics…………………………………..54
Standard IV.2.1 Understanding Workplace Systems……………………………………………………………………….54
Standard IV.2.2 Intersection of Law and Ethics…………………………………………………………………………….54
Standard IV.2.3 Conflicts Between Law and Ethical Principles……………………………………………………….54
Standard IV.2.4 Participation in Public Discourse…………………………………………………………………………54
Guiding Principle IV.3 Maintaining Public Trust by Self-Monitoring and Peer Monitoring…………………….54
Standard IV.3.1 Application of Principles……………………………………………………………………………………..54
Standard IV.3.2 Resolution of Concerns With Colleagues………………………………………………………………55
Standard IV.3.3 Cooperation With the Ethics and Professional Practices Board…………………………………55
Guiding Principle IV.4 Contributing to the Profession by Mentoring, Teaching, and Supervision…………….55
Standard IV.4.1 Graduate Program Directors………………………………………………………………………………..55
Standard IV.4.2 Graduate Student Supervisors……………………………………………………………………………..55
Standard IV.4.3 Supervisor Responsibility……………………………………………………………………………………55
Guiding Principle IV.5 Contributing to the School Psychology Knowledge Base……………………………………55
Standard IV.5.1 Conducting Research…………………………………………………………………………………………56
Standard IV.5.2 Protecting the Rights of Research Participants……………………………………………………….56
Standard IV.5.3 Anonymity of Data…………………………………………………………………………………………….56
Standard IV.5.4 Accuracy of Data……………………………………………………………………………………………….56
Standard IV.5.5 Replicability of Data…………………………………………………………………………………………..56
Standard IV.5.6 Correction of Errors…………………………………………………………………………………………..56
Standard IV.5.7 Integrity of Publications……………………………………………………………………………………..56
Standard IV.5.8 Plagiarism…………………………………………………………………………………………………………57
Standard IV.5.9 Acknowledging Contributors……………………………………………………………………………….57
Standard IV.5.10 Review of Manuscripts and Proposals………………………………………………………………….57
Topic Index for the Ethical Principles………………………………………………………………………………..59
Appendix. The NASP Practice Model…………………………………………………………………………………67
NASP 2020 Professional Standards
vii
Preface
In May 2020, the NASP Leadership Assembly, composed of more than 80 leaders from across the United States,
approved the NASP 2020 Professional Standards. The NASP standards consist of four separate yet integrated
documents: (a) Model for Comprehensive and Integrated School Psychological Services (also known as the NASP
Practice Model), (b) Standards for Graduate Preparation of School Psychologists, (c) Standards for the Credentialing of
School Psychologists, and (d) Principles for Professional Ethics.
The 2020 Professional Standards were developed within the context of current issues relevant to education and
psychology, in consideration of NASP’s strategic goals for the profession, and with a visionary look at future
developments in our field at the national, state, and local levels. Over more than 3 years, the standards writing team
and other NASP leaders have worked to ensure that the process of revising the four documents of the standards was
completed with integrity and with input from NASP membership, elected and appointed NASP leaders, other
leaders in the field of school psychology, and external stakeholders. It was those participants’ strong commitment that
ensured that the NASP 2020 Professional Standards accurately reflect the vision for the field for the coming decade.
The planning process to revise the NASP Professional Standards formally began in 2016. The revision process was
spearheaded by writing teams for each of the four standards, who developed the drafts and reviewed all comments
and suggestions resulting from multiple surveys and focus groups. The comprehensive revision process integrated
an analysis of key issues for school psychology and the needs of school psychologists, with multistage development
and review by many participants, including NASP leaders, NASP members, and representatives of other school
psychology and related organizations.
Input solicited by web-based surveys, in open forums held at NASP conventions, and through other
communications was used throughout the process to identify needed revisions and to obtain feedback. All drafts
were independently reviewed by NASP leaders who volunteered to serve on review teams for each standard.
Additionally, lengthy discussions were held at the annual Fall Leadership Meetings of the Leadership Assembly
from 2016–2019. The final versions that were adopted by the Leadership Assembly in May 2020 represent an
integration of the expertise and experience of numerous leaders in school psychology.
The NASP 2020 Professional Standards will strengthen NASP’s many efforts to support school psychologists and
promote effective and comprehensive school psychological services. Through these major policy documents,
NASP will communicate its positions and advocate for qualifications and practices of school psychologists with
stakeholders, policy makers, and other professional groups at the national, state, and local levels. As a unified set
of national principles, these policy documents guide professional practices, graduate education, credentialing, and
ethical behavior of school psychologists. Additionally, they define contemporary school psychology practice;
promote comprehensive and integrated services for children, families, and schools; and provide the foundation for
the future of school psychology for the next 10 years.
NASP 2020 Professional Standards
ix
Preface
Acknowledgment of NASP Standards Writing Team Members
The members of the Writing Teams who contributed to the revision process include the following:
Standards Revision Leader
Lori Unruh
Model for Comprehensive and Integrated School Psychological Services
Andrea Clyne (team lead)
Lisa Lipscomb
Brian McKevitt
Kari Oyen
Melissa Pearrow
Shawna Rader Kelly
David Wheeler
Standards for Graduate Preparation of School Psychologists
Natalie Politikos (team lead)
Leah Nellis (team lead)
Pamela Fenning
Susan Ruby
Katherine Wickstrom
Joseph Prus (consultant)
Standards for the Credentialing of School Psychologists
Nikki Sutton (team lead)
Rhonda Armistead
Alisa York
Principles for Professional Ethics
Laurie Klose (team lead)
Dana Boccio
Barbara Bole-Williams
John Garruto
Susan Jacob
Other support provided by:
Eric Rossen, NASP Director of Professional Development and Standards
Stacy Kalamaros Skalski, NASP Director of Professional Policy and Practice
x
NASP 2020 Professional Standards
Introduction
The vision of the National Association of School Psychologists (NASP) is that all children and youth access the
learning, behavior, and mental health support needed to thrive in school, at home, and throughout life.
Consistent with this vision is the core purpose of NASP, which is to empower school psychologists to promote the
learning, behavior, and mental health of all children and youth. This purpose is accomplished through the values
of integrity, diversity, a focus on children and youth, advocacy, collaborative relationships, continuous
improvement, and visionary leadership.
School psychologists are uniquely qualified specialized instructional support personnel (SISP) who are members of
school teams that support students’ ability to learn and teachers’ ability to teach. They receive specialized
advanced graduate preparation that includes coursework and field experiences relevant to both psychology and
education. School psychologists partner with families, teachers, school administrators, and other professionals to
create safe, healthy, and supportive learning environments that strengthen connections between home, school, and
the community. School psychologists support children, youth, families, and schools through the identification of
appropriate evidence-based educational and mental and behavioral health services for all children and youth;
implementation of professional practices that are data driven and culturally responsive; delivery of a continuum of
services for children, youth, families, and schools from prevention to intervention and evaluation; and advocacy
for the value of school psychological services. School psychologists typically work in public or private schools,
universities, or other educational settings that may include hospitals, clinics, or residential facilities.
NASP’s professional standards—including the Model for Comprehensive and Integrated School Psychological Services
(also known as the NASP Practice Model), the Standards for Graduate Preparation of School Psychologists, the
Standards for the Credentialing of School Psychologists, and the Principles for Professional Ethics—provide a unified
set of national standards that guide graduate education, credentialing, professional practice and services, and
ethical behavior of school psychologists. These professional standards define contemporary school psychology;
promote school psychologists’ services for children, youth, families, and schools; and provide a foundation for the
future of school psychology. Additionally, these standards are used to communicate NASP’s positions; support
positive outcomes for children, youth, families, and schools; and advocate for appropriate qualifications and
practices of school psychologists with stakeholders, policy makers, and other professional groups at the national,
state, and local levels. NASP’s professional standards undergo review and revision approximately every 10 years,
following a multiyear process that includes input from internal and external stakeholders and eventual review and
approval by NASP’s leadership.
NASP 2020 Professional Standards
xi
Model for Comprehensive
and Integrated School
Psychological Services
The NASP Practice Model
2020
PURPOSE
The Model for Comprehensive and Integrated School Psychological Services (also known as the NASP Practice Model)
represents the official policy of the National Association of School Psychologists (NASP) regarding the delivery of
comprehensive school psychological services. First written in 1978 as the Guidelines for the Provision of School
Psychological Services, and revised in 1984, 1992, 1997, 2000, 2010, and 2020, the model serves as a guide to the
organization and delivery of school psychological services at the federal, state, and local levels. The model provides
direction to school psychologists, students and faculty in school psychology graduate programs, administrators of
school psychological services, and consumers of school psychological services regarding excellence in professional
school psychology. It also delineates what services might reasonably be expected to be available from school
psychologists and, thus, further defines the field. In addition, the model is intended to educate the profession and
the public regarding appropriate professional practices and to stimulate the continued development of the
profession.
USING THE NASP PRACTICE MODEL
The Model for Comprehensive and Integrated School Psychological Services (the NASP Practice Model) addresses the
delivery of school psychological services within the context of educational programs and educational settings.
This revision of the Practice Model, like its precursors, focuses on the special challenges associated with providing
school psychological services in schools and to children, youth, and families. School psychologists who provide
services directly to students, parents or guardians, and other clients as private practitioners, and those who work
in other mental and behavioral health settings, are encouraged to be knowledgeable of federal and state laws
regulating mental health providers, and to consult the NASP 2020 Principles for Professional Ethics and the
American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct (2017) for guidance on
issues not addressed in the model.
The model includes two major sections that describe the responsibilities of individual school psychologists and the
responsibilities of school systems to support comprehensive school psychological services. Part I: Professional
Practices describes each of the 10 domains of practice that are the core components of this model of school
psychological services. Part II: Organizational Principles describes supports and responsibilities of organizations
NASP 2020 Professional Standards
1
Model for Comprehensive and Integrated School Psychological Services
that employ school psychologists. These principles describe the organizational conditions that must be met in
order to ensure effective delivery of school psychological services for children, youth, families, and schools.
The degree to which school psychologists engage in the activities described within this document may be
predicated on the degree to which local education agencies (LEA) adhere to the organizational principles.
Nevertheless, it is anticipated that these guidelines will serve as the model for effective program development and
professional practice at the federal, state, and local levels. The 10 domains provide a general framework of basic
competencies that all school psychologists possess. NASP encourages state and federal legislators, local school
boards, and the administrative leaders of federal, state, and local education agencies to support the concepts
contained within the model.
NASP acknowledges that this model sets expectations for services not presently mandated by federal law or
regulation and not always mandated in state laws and administrative rules. Future amendments of such statutes
and rules, and the state and local plans resulting from them, should incorporate the recommendations contained
in this document. Furthermore, NASP understands that school psychological services are provided within the
context of ethical and legal mandates. Nothing in the model should be construed as superseding such relevant
rules and regulations.
The model provides flexibility, allowing agencies and professionals to develop procedures, policies, and
administrative organizations that meet both the needs of the agency and the professional’s desire to operate within
recognized professional standards of practice. At the same time, the model has sufficient specificity to ensure
appropriate and comprehensive service provision.
COMPREHENSIVE AND INTEGRATED SERVICES: DOMAINS OF SCHOOL
PSYCHOLOGY PRACTICE
School psychologists provide comprehensive and integrated services across 10 general domains of school
psychology practice, as illustrated in Figure 1 of this document. Graduate education in school psychology
prepares practitioners with basic professional competencies, including both knowledge and skills, in the 10
domains, as well as the ability to integrate knowledge and apply professional skills across domains in the practice
of school psychology. The following core beliefs form the foundation for the NASP Practice Model:
•
•
•
•
•
•
School psychologists have a foundation in the knowledge bases for both psychology and education, including
theories, models, research, evidence-based practices, and implementation strategies within the domains, as
well as the ability to communicate important principles and concepts.
School psychologists use effective strategies and skills in the domains to help students succeed academically,
socially, behaviorally, and emotionally.
School psychologists apply their knowledge and skills by creating and maintaining safe, supportive, equitable,
and effective learning environments and enhancing family, school, and community collaboration for all
students.
School psychologists demonstrate knowledge and skills relevant for professional practices and work
characteristics in their field.
School psychologists ensure that their knowledge, skills, and professional practices reflect understanding and
respect for human diversity and promote effective services, advocacy, and social justice for all students,
families, and schools.
School psychologists integrate knowledge and professional skills across the 10 domains of school psychology
practice as they deliver a comprehensive range of services in professional practice that result in direct,
measurable outcomes for students, families, schools, and/or other consumers.
The practice domains are highly interrelated and not mutually exclusive. The brief descriptions and examples of
professional practices in each of the domains provided below outline major areas of knowledge and skill, but they
are not intended to reflect the full range of possible competencies of school psychologists. Figure 1 represents the
10 domains within a model of comprehensive and integrated services provided by school psychologists.
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NASP 2020 Professional Standards
Model for Comprehensive and Integrated School Psychological Services
Figure 1. The NASP Practice Model
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The Model for Comprehensive and Integrated School Psychological Services (the NASP Practice Model) describes the
services provided by school psychologists to students, families, and schools. The model generally does not differentiate
the services provided by school psychologists prepared at the doctoral and specialist levels. Rather, the model promotes a
high level of services to meet the academic, social, behavioral, and emotional needs of all children and youth. It may be
noted, however, that work experience, advanced graduate education, and professional development may result in specific
skills and advanced knowledge of individual school psychologists. Among groups of school psychologists, not everyone
will acquire skills to the same degree of proficiency across all domains of practice. However, all school psychologists are
expected to possess at least a basic level of competency in all of the domains of practice described in this model.
PART I: PROFESSIONAL PRACTICES
PRACTICES THAT PERMEATE ALL ASPECTS OF SERVICE DELIVERY
Domain 1: Data-Based Decision Making
School psychologists understand and utilize assessment methods for identifying strengths and needs; for
developing effective interventions, services, and programs; and for measuring progress and outcomes within a
multitiered system of supports. School psychologists use a problem-solving framework as the basis for all
professional activities. School psychologists systematically collect data from multiple sources as a foundation for
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Model for Comprehensive and Integrated School Psychological Services
decision making at the individual, group, and systems levels, and consider ecological factors (e.g., classroom,
family, and community characteristics) as a context for assessment and intervention. Examples of professional
practices associated with data-based decision making include the following:
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School psychologists, in collaboration with other members of an interdisciplinary team, conduct assessments
to determine students’ need for services, including eligibility for special education, and to provide information
relevant to the development of individual service plans.
School psychologists collect and analyze data from multiple sources (e.g., parents/guardians, teachers,
students) and levels (i.e., individual, group, system) to understand students’ needs and to select and
implement evidence-based instructional and mental and behavioral health interventions and supports.
School psychologists incorporate various techniques for collection, measurement, and analysis of data;
accountability; and the use of technological resources in the evaluation of services at the individual, group,
and/or systems levels.
School psychologists use data to monitor academic, social, emotional, and behavioral progress; to measure
student response; to evaluate the effectiveness of interventions; and to determine when to modify or change
an intervention.
School psychologists provide support for classroom teachers, school staff, and other stakeholders in collecting,
analyzing, and interpreting universal screening and progress monitoring data to inform decision making
about the instructional, behavioral, and social–emotional needs of students.
School psychologists assist with the design and implementation of assessment procedures to determine the
degree to which recommended interventions have been implemented, and they consider treatment fidelity
data in all decisions that are based on intervention response and progress.
School psychologists support the use of systematic, reliable, and valid data collection procedures for
evaluating the effectiveness of and/or need for modification of school-based interventions and programs.
School psychologists use information and technology resources to enhance data collection and decision making.
Domain 2: Consultation and Collaboration
School psychologists understand varied models and strategies of consultation and collaboration applicable to
individuals, families, groups, and systems, as well as methods to promote effective implementation of services. As
part of a systematic and comprehensive process of effective decision making and problem solving that permeates
all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate
effectively with others. Examples of professional practices associated with consultation and collaboration include
the following:
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School psychologists use a consultative problem-solving process as a vehicle for planning, implementing, and
evaluating academic and mental and behavioral health services.
School psychologists effectively communicate information verbally and in writing for diverse audiences, such
as parents, teachers, school personnel, policy makers, community leaders, and others.
School psychologists consult and collaborate with educational professionals at the individual, family, group,
and systems levels, carefully considering the viewpoints of all parties involved when making decisions.
School psychologists facilitate communication and collaboration among all stakeholders by demonstrating
effective and appropriate interpersonal communication techniques.
School psychologists participate on a variety of school- and district-based leadership teams to promote positive
outcomes for individual students, school staff, and school systems.
School psychologists consult and collaborate with professionals within and across disciplines to share
resources and improve practices.
School psychologists function as change agents, using their skills in communication, collaboration, and
consultation to advocate for necessary change at the individual student, classroom, building, district, state,
and national levels.
School psychologists apply psychological and educational principles necessary to enhance collaboration and
achieve effectiveness in provision of services.
NASP 2020 Professional Standards
Model for Comprehensive and Integrated School Psychological Services
DIRECT AND INDIRECT SERVICES FOR STUDENTS, FAMILIES, AND SCHOOLS
STUDENT-LEVEL SERVICES
Domain 3: Academic Interventions and Instructional Supports
School psychologists understand the biological, cultural, and social influences on academic skills; human
learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies.
School psychologists, in collaboration with others, use assessment and data collection methods to implement and
evaluate services that support academic skill development in children. Examples of direct and indirect services
that support the development of cognitive and academic skills include the following:
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School psychologists use assessment data to inform evidence-based instructional strategies that are intended
to improve student performance.
School psychologists promote interventions and accommodations to help students enhance their capacity to
be self-regulated learners, fostering their ability to set learning goals, design a learning process to achieve
those goals, and assess outcomes to determine whether the goals were achieved.
School psychologists, in collaboration with other school personnel, promote the attainment of academic
standards and benchmarks by all children and youth.
School psychologists collaborate with others to ensure that students who are not meeting benchmarks or
standards receive continual progress monitoring for improvements in academic skills; they then recommend
changes to instruction based on student responsiveness to interventions.
School psychologists apply current, empirically based research on learning and cognition to the development
of effective instructional strategies to promote student learning at the individual, group, and systems levels.
School psychologists work with other school personnel to develop, implement, and evaluate effective
interventions to improve learning engagement and academic outcomes.
School psychologists incorporate all available information in developing instructional strategies to meet the
individual learning needs of children and youth.
School psychologists use culturally responsive and developmentally appropriate assessment techniques to identify
and diagnose disabilities that affect development and learning. School psychologists use assessment data to select
and implement evidence-based interventions that address identified learning and developmental needs.
School psychologists share information about research in curriculum and instruction with educators, parents/
guardians, and the community to promote improvement in instruction and student achievement.
School psychologists facilitate the design and delivery of evidence-based curriculum and instructional
strategies that promote academic achievement in literacy, mathematics, and other content areas, through
techniques such as teacher-directed instruction, peer tutoring, and interventions for self-regulation, planning/
organization, and management of academic demands.
School psychologists seek to maximize intervention acceptability and fidelity during the development,
implementation, and evaluation of instructional interventions.
Domain 4: Mental and Behavioral Health Services and Interventions
School psychologists understand the biological, cultural, developmental, and social influences on mental and
behavioral health; behavioral and emotional impacts on learning; and evidence-based strategies to promote
social–emotional functioning.
School psychologists, in collaboration with others, design, implement, and evaluate services that promote
resilience and positive behavior, support socialization and adaptive skills, and enhance mental and behavioral
health. Examples of professional practices associated with the development of social–emotional and behavioral
skills include the following:
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School psychologists recognize risk and protective factors and use data and assessment to facilitate the design
and delivery of curricula and interventions to help students develop effective social–emotional skills, such as
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Model for Comprehensive and Integrated School Psychological Services
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self-regulation, self-monitoring, self-advocacy, planning/organization, empathy, positive coping strategies,
interpersonal skills, and healthy decision making.
School psychologists integrate behavioral supports and mental health services with academic and learning
goals for children. Using data, they identify students who may require individualized support and provide a
continuum of developmentally appropriate and culturally responsive mental and behavioral health services,
including individual and group counseling, behavioral coaching, classroom and school-wide social–emotional
learning programs, positive behavioral supports, and parent education and support. This may include
attention to issues such as the development of adaptive skills, life skills, and personal safety awareness.
School psychologists demonstrate an understanding of the impact of trauma on social, emotional, and
behavioral functioning and, in collaboration with others, work to implement practices to reduce the effects of
trauma on learning and behavior.
School psychologists use culturally responsive and developmentally appropriate assessment techniques to
identify emotional and behavioral disabilities. They use assessment data to select and implement evidencebased mental and behavioral health interventions.
School psychologists demonstrate skills related to behavior analysis and use systematic decision making to
consider the antecedents, consequences, functions, and potential causes of behavioral difficulties that may
impede learning or socialization. They recognize that behavioral difficulties may stem from specific skill and/
or performance deficits that can be remedied through instruction and/or reinforcement strategies.
School psychologists seek to maximize intervention acceptability and fidelity during the development,
implementation, and evaluation of mental and behavioral health interventions.
School psychologists develop and implement positive behavioral supports at the individual, group, classroom,
school, and district levels that demonstrate the use of appropriate ecological and behavioral approaches (e.g.,
positive reinforcement, social skills training, restorative justice practices, and positive psychology) to promote
effective student discipline practices and classroom management strategies.
School psychologists use data to evaluate implementation and outcomes of mental and behavioral health
interventions for individuals and groups.
School psychologists promote effective home–school collaboration and, when necessary, collaborate with
other community providers to coordinate mental and behavioral health supports and wraparound services.
SYSTEMS-LEVEL SERVICES
Domain 5: School-Wide Practices to Promote Learning
School psychologists understand systems’ structures, organization, and theory; general and special education
programming; implementation science; and evidence-based school-wide practices that promote learning, positive
behavior, and mental health. School psychologists, in collaboration with others, develop and implement practices
and strategies to create and maintain safe, effective, and supportive learning environments for students and school
staff. Professional and leadership practices associated with school-wide promotion of learning include the following:
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School psychologists, in collaboration with others, incorporate evidence-based strategies in the design,
implementation, and evaluation of policies and practices in areas such as discipline, grading, instructional
support, staff training, school improvement activities, program evaluation, and home–school partnerships.
School psychologists provide professional development, training, and ongoing coaching on a range of topics
that help staff and parents/guardians to better understand the developmental needs of children and youth in
schools and that promote the use of effective instructional strategies, positive classroom management
practices, and the cultivation of supportive working relationships.
School psychologists use their knowledge of organizational development and systems theory to assist in
promoting both a respectful, supportive atmosphere for decision making and collaboration and a
commitment to quality instruction and services. School psychologists help staff members, students, and
parents/guardians to resolve conflicts peacefully and respectfully.
School psychologists are actively involved in the development and measurement of school improvement plans that
affect the programs and services available to children, youth, and families. School psychologists assist in
conducting needs assessments to help select school-wide programs based on the needs of the learning community.
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School psychologists incorporate evidence-based strategies when developing and implementing intervention
programs to facilitate the successful transition of students from one environment to another (e.g., program to
program, school to school, grade to grade, and school to higher education and/or work).
School psychologists work with others to develop and maintain positive school climates and learning
environments that support resilience and academic growth, promote high rates of academic engagement and
attendance, and reduce negative influences on learning and behavior.
School psychologists participate in designing and implementing universal screening procedures to identify the
need for additional academic or behavioral support services, as well as progress monitoring systems to
promote successful learning and well-being.
School psychologists work collaboratively with other school personnel to create and maintain a multitiered
system of services to support each student’s attainment of academic, social–emotional, and behavioral goals.
School psychologists analyze systems-level problems and identify factors that influence learning and behavior.
They help other school leaders evaluate outcomes of classroom, building, and system initiatives, and they
support shared decision-making practices designed to promote teacher leadership, include student voice, and
meet general public accountability responsibilities.
Domain 6: Services to Promote Safe and Supportive Schools
School psychologists understand principles and research related to social–emotional well-being, resilience, and
risk factors in learning, mental and behavioral health, services in schools and communities to support multitiered
prevention and health promotion, and evidence-based strategies for creating safe and supportive schools. School
psychologists, in collaboration with others, promote preventive and responsive services that enhance learning,
mental and behavioral health, and psychological and physical safety and implement effective crisis prevention,
protection, mitigation, response, and recovery. Examples of effective services to promote safe and supportive
schools include the following:
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School psychologists provide services that foster a positive school climate and use their expertise to build
and enhance relationships that lead to greater school connectedness for students, staff, families, and
communities.
School psychologists promote wellness and resilience by (a) collaborating with other healthcare professionals
to provide a basic knowledge of behaviors that lead to healthy outcomes for children and youth;
(b) facilitating environmental changes conducive to good health and adjustment of children and youth;
and (c) accessing resources to address a wide variety of behavioral, learning, mental, and physical needs.
School psychologists advocate for state and local policies that promote safe and inclusive school environments.
School psychologists contribute to safe and supportive school environments by recognizing and addressing
risk and protective factors that are vital to understanding and addressing systemic problems such as school
failure, student disengagement, chronic absenteeism, school dropout, bullying, substance abuse, youth suicide
and self-harm, and school violence. They take steps to promote prevention strategies and the development of
protective factors that build resiliency.
School psychologists support monitoring for early indicators of risk, work to provide effective consultation
and intervention services to ameliorate student risk, and promote positive learning and mental health
trajectories for all students.
School psychologists contribute to the implementation and evaluation of prevention programs that promote
physically and psychologically safe and nonviolent schools and communities.
School psychologists participate in school crisis response teams and use data-based decision-making methods,
problem-solving strategies, consultation, collaboration, and direct services in the context of crisis prevention,
protection, mitigation, response, and recovery.
School psychologists collaborate with other professionals to conduct assessments of school safety in the
development of comprehensive individual and school safety plans aimed at both preventing and responding to
crisis events to mitigate the effects of crises on students and adults in the school community.
School psychologists, in collaboration with others, train staff and parents/guardians in how to recognize and
respond to risk factors that may necessitate intervention by the school crisis response team.
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Model for Comprehensive and Integrated School Psychological Services
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School psychologists, in collaboration with other professionals, engage in crisis intervention, conduct
comprehensive suicide and/or threat assessments for students who are identified as at risk, and design
interventions to address mental and behavioral health needs.
School psychologists collaborate with school personnel, parents/guardians, students, and community
organizations to provide competent mental health support during and after crisis situations.
Domain 7: Family, School, and Community Collaboration
School psychologists understand principles and research related to family systems, strengths, needs, and cultures;
evidence-based strategies to support positive family influences on children’s learning and mental health; and
strategies to develop collaboration between families and schools. School psychologists, in collaboration with
others, design, implement, and evaluate services that respond to culture and context. They facilitate family and
school partnerships and interactions with community agencies to enhance academic and social–behavioral
outcomes for children. Examples of professional practices associated with family, school, and community
collaboration include the following:
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School psychologists acknowledge and respect diversity in family systems. They identify varying world views,
cultural and family contexts, and other factors that have an impact on family–school partnerships and
interactions with community providers, and they consider these factors when developing and providing
services for families.
School psychologists use evidence-based strategies to design, implement, and evaluate effective policies and
practices that promote family, school, and community partnerships to enhance learning and mental and
behavioral health outcomes for children and youth.
School psychologists promote strategies for safe, nurturing, and dependable parenting and home interventions
to facilitate children’s healthy development.
School psychologists consider the unique needs of children and youth living in nontraditional settings,
including those who are homeless or displaced and those living in foster care, group homes, or transitional
housing. School psychologists collaborate with caregivers and community agencies supporting these students.
School psychologists help create linkages among schools, families, and community providers, and they help
coordinate services when programming for children involves multiple agencies.
School psychologists advocate for families and support parents and other caregivers in their involvement in
school activities, both for addressing individual students’ needs and for participating in classroom and school
events. They acknowledge barriers to school engagement and take steps to help families overcome them.
School psychologists educate the school community regarding the influence of family involvement on success
in school and advocate for parent and other caregiver involvement in school governance and policy
development whenever feasible.
FOUNDATIONS OF SCHOOL PSYCHOLOGICAL SERVICE DELIVERY
Domain 8: Equitable Practices for Diverse Student Populations
School psychologists have knowledge of, and inherent respect for, individual differences, abilities, disabilities, and
other diverse characteristics and the effects they have on development and learning. They also understand
principles and research related to diversity in children, families, schools, and communities, including factors
related to child development, religion, culture and cultural identity, race, sexual orientation, gender identity and
expression, socioeconomic status, and other variables. School psychologists implement evidence-based strategies to
enhance services in both general and special education and to address potential influences related to diversity.
School psychologists demonstrate skills to provide professional services that promote effective functioning for
individuals, families, and schools with diverse characteristics, cultures, and backgrounds through an ecological
lens across multiple contexts. School psychologists recognize that equitable practices for diverse student
populations, respect for diversity in development and learning, and advocacy for social justice are foundational to
effective service delivery. While equality ensures that all children have the same access to general and special
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educational opportunities, equity ensures that each student receives what they need to benefit from these
opportunities. Examples of professional practices that respect diversity and promote equity include the following:
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School psychologists apply their understanding of the influence of culture, background, and individual
learner characteristics when designing and implementing interventions to achieve optimal learning and
behavioral outcomes.
School psychologists, in collaboration with others, consider individual differences, strengths, backgrounds,
talents, and needs in the design, implementation, and evaluation of services in order to improve learning and
mental and behavioral health outcomes for all children in family, school, and community settings.
School psychologists use inclusive language and provide culturally responsive and equitable practices in all
domains of service delivery for diverse individuals, families, schools, and communities.
School psychologists have advanced knowledge about special education and related services, and they use that
knowledge to promote specialized instructional and support practices within special education that meet the
diverse needs of children with disabilities.
School psychologists work collaboratively with families and community liaisons to understand and address
the needs of diverse learners.
School psychologists employ a strengths-based approach to address the learning needs of English learners.
School psychologists acknowledge the subtle racial, class, gender, cultural, and other biases and personal
beliefs they may bring to their work and the impact these may have on their professional decisions,
interactions, and activities. School psychologists also remain aware of the negative impact that biases—such
as racism, sexism, and others—have on students, families, schools, and communities; thus, they collaborate
with education professionals to promote respect for diversity for an inclusive and supportive school setting.
School psychologists recognize both within- and between-group differences when working with diverse
student populations.
School psychologists promote equity and social justice in educational programs and services by ensuring that
all children and youth learn in safe, supportive, and inclusive environments. School psychologists actively
engage in efforts to address factors that limit equity and access to educational opportunity.
Domain 9: Research and Evidence-Based Practice
School psychologists have knowledge of research design, statistics, measurement, and varied data collection and
analysis techniques sufficient for understanding research, interpreting data, and evaluating programs in applied
settings. As scientist practitioners, school psychologists evaluate and apply research as a foundation for service
delivery and, in collaboration with others, use various techniques and technology resources for data collection,
measurement, and analysis to support effective practices at the individual, group, and/or systems levels. Examples
of professional practices associated with research and evidence-based practice include the following:
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School psychologists evaluate, interpret, and synthesize a cumulative body of research findings and apply
these as a foundation for effective service delivery.
School psychologists advocate for the use of evidence-based educational practices in instruction, social–
emotional learning, and positive behavioral supports at the individual, group, school, and district levels.
School psychologists apply knowledge of evidence-based interventions and programs in the design,
implementation, and evaluation of the fidelity and effectiveness of school-based intervention plans.
School psychologists provide assistance for analyzing, interpreting, and using empirical foundations to
support effective school practices.
School psychologists evaluate, select, and interpret evidence-based strategies that lead to meaningful school
improvement through enhanced school climate, academic achievement, and sense of safety.
School psychologists communicate their knowledge about statistics and measurement principles to inform
practices and decision making.
School psychologists understand principles of implementation science and program evaluation and apply
these in a variety of settings to support other school leaders in developing, implementing, and monitoring
programs that improve outcomes for all children and youth.
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Model for Comprehensive and Integrated School Psychological Services
Domain 10: Legal, Ethical, and Professional Practice
School psychologists have knowledge of the history and foundations of school psychology; multiple service models
and methods; ethical, legal, and professional standards; and other factors related to professional identity and
effective practice as school psychologists. School psychologists provide services consistent with ethical, legal, and
professional standards; engage in responsive ethical and professional decision making; collaborate with other
professionals; and apply professional work characteristics needed for effective practice as school psychologists,
including effective interpersonal skills, responsibility, adaptability, initiative, dependability, technological
competence, advocacy skills, respect for human diversity, and a commitment to social justice and equity.
Examples of legal, ethical, and professional practice include the following:
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School psychologists practice in ways that are consistent with ethical, professional, and legal standards and
regulations.
School psychologists engage in effective, collaborative, and ethical professional relationships.
School psychologists seek and use professional supervision, peer consultation, and mentoring for effective
practice.
School psychologists support the retention and growth of fellow school psychologists by providing
supervision, peer consultation, and mentoring to those seeking such support.
School psychologists access, evaluate, and use information sources and technology in ways that safeguard and
enhance the quality of services, security of confidential information, and responsible record keeping.
School psychologists assist administrators, teachers, other school personnel, and parents/guardians in
understanding and adhering to legislation and regulations relevant to general and special education services.
School psychologists advocate for professional roles as providers of effective services and evidence-based
practices that enhance the learning and mental health of all children and youth.
School psychologists stand up for the welfare and rights of children and use expertise to promote changes in
individual education programs, systems, schools, and legislation. School psychologists actively contribute to
conversations about matters of public concern, using factual and verifiable statements that enhance the use of
evidence-based practices and policies.
School psychologists collect data to evaluate and document the effectiveness of their own services.
School psychologists engage in lifelong learning and formulate personal plans for ongoing professional
growth.
School psychologists are knowledgeable about standards that define contemporary professional practice and
organizational principles that provide context for their work.
School psychologists participate in continuing professional development activities at a level consistent with
maintenance of the Nationally Certified School Psychologist credential (i.e., a minimum of 75 hours of
professional development every 3 years).
As part of continuing professional development, school psychologists may participate in local, state, and
national professional associations and, when interested, engage in leadership roles.
PART II: ORGANIZATIONAL PRINCIPLES
ORGANIZATIONAL PRINCIPLE 1: ORGANIZATION AND EVALUATION OF SERVICE
DELIVERY
Comprehensive school psychological services are provided by appropriately licensed or credentialed school
psychologists who have received graduate preparation consistent with NASP professional standards.
School psychological services are provided in a coordinated, organized fashion and are delivered in a manner that
ensures the provision of a seamless continuum of services. Services are delivered in accordance with a strategic
planning process that considers the needs of all stakeholders and uses an evidence-based program evaluation
model.
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Model for Comprehensive and Integrated School Psychological Services
1.1. School psychological services are planned and delivered on the basis of a systematic assessment of the
educational and psychological needs of the students and families in the local community. School systems
ensure that services provided directly by school psychologists are based on a strategic plan. The plan is
developed based on the collective needs of the school system and community, with the primary focus being
the specific needs of the students served by school psychologists.
1.2. School psychological services are available to all students on an equal basis. Differentiated services are
provided to students based on their need, rather than on specific funding sources, disability status, or special
education eligibility.
1.3. School psychological services are integrated with other school and community services. Students and their
families should not be responsible for the integration of these services based on funding, setting, or program
location. Therefore, school psychological and other mental and behavioral health services are provided
through a ‘‘seamless’’ system of care.
1.4. Contractual school psychological services are provided in a manner consistent with this model, NASP’s
Principles for Professional Ethics, and other relevant professional guidelines and standards. Contractual school
psychological services are not used as a means to decrease the type, amount, and quality of school
psychological services provided by the employing agency. They may be used to augment and enhance
programs. When external professionals, with appropriate school psychology credentials, provide school
psychological services, the school system maintains responsibility for the quality of services and for oversight
of planning and implementation of services.
1.5. School systems conduct regular evaluations of the collective delivery of student services as well as those
services provided by individual school psychologists. The evaluation process focuses on both the nature and
extent of the services provided (process) and the student- or family-focused effects of those services
(outcomes). Evaluation of services from external professionals who provide school psychological services is the
responsibility of the school system, and the evaluation process should be consistent with that used for services
provided by school psychologists who are school district employees.
1.6. School systems ensure that school psychologists are evaluated with methods and metrics that reflect their
unique training and practice. Evaluation of school psychologists is linked to the NASP Practice Model and
reflects the domains of practice outlined therein.
1.7. The school system provides a range of services to meet the academic and mental and behavioral health needs
of students. As indicated in this model, school psychologists collaborate with other school personnel to
provide both direct and indirect services to students and families. The consumers of and participants in these
services include students, teachers, school counselors, school social workers, administrators, other school
personnel, families, care providers, other community and regional agencies, and resources that support the
educational process.
1.8. School systems support the provision of consultative and other services by school psychologists to teachers,
administrators, and other school personnel for the purpose of improving student outcomes.
ORGANIZATIONAL PRINCIPLE 2: CLIMATE
It is the responsibility of the school system to create a climate in which school psychological services can be
delivered with mutual respect for all parties. Employees have the freedom to advocate for the services that are
necessary to meet the needs of consumers and are free from artificial, administrative, or political constraints that
might hinder or alter the provision of appropriate services.
2.1. School systems promote cooperative and collaborative relationships among staff members in a manner that
best meets the mutual interests of students and families. Conflicts are resolved in a constructive and
professional manner.
2.2. School systems provide an organizational climate in which school psychologists and other personnel may
advocate in a professional manner for the most appropriate services for students and families, without fear of
reprisal from supervisors or administrators.
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Model for Comprehensive and Integrated School Psychological Services
2.3. School systems promote work environments that maximize job satisfaction of employees in order to maintain
the high quality of services provided to students. Measures of work climate are included in organizational
self-evaluation.
2.4. School systems promote and advocate for balance between professional and personal lives of employees.
Supervisors monitor work and stress levels of employees and take steps to reduce pressure when the well-being
of the employee is at risk. Supervisors are available to employees to help resolve problems when personal
factors may adversely affect job performance and when job expectations may adversely affect the personal life
of the employee.
ORGANIZATIONAL PRINCIPLE 3: PHYSICAL, PERSONNEL, AND FISCAL
SUPPORT SYSTEMS
School systems ensure that (a) an adequate recruitment and retention plan for employees exists to ensure adequate
personnel to meet the needs of the system; (b) all sources of funding, both public and private, are used and
maximized to ensure the fiscal support necessary to provide adequate services; (c) all employees have adequate
technology, resources, and work space; and (d) employees have adequate personnel benefits necessary to support
their work, including discipline-specific professional development.
3.1. School systems assume professional responsibility and accountability for services through the recruitment of
qualified and diverse staff and the assurance that staff function only in their areas of competency.
3.2. School systems support recruitment and retention of qualified staff by advocating for appropriate ratios of
school psychologists to students. The ratio of school psychologists to students is a critical aspect of providing
high-quality, comprehensive services and should not exceed one school psychologist for every 500 students. In
some situations, the school psychologist-to-student ratio may need to be lower. These include, but are not
limited to, situations in which school psychologists are assigned to work primarily with student populations
that have intensive special needs (e.g., students with significant emotional or behavioral disorders, or students
with developmental disorders) or within communities that are disproportionately affected by poverty, trauma,
and environmental stressors. Lower ratios may also be required when school psychologists are itinerant,
recognizing the demands inherent in traveling from school to school and in developing and maintaining
collaborative relationships in multiple sites.
3.3. School systems provide advanced technological resources to facilitate effective time management,
communication systems, data management systems, and service delivery.
3.4. School systems provide school psychologists with access to appropriate professional work materials, sufficient
office and work space, adequate technology and clerical support, and general working conditions that enhance
the delivery of effective services and ensure confidentiality. Included are assessment and intervention
materials, access to private telephone and office, therapeutic aids, and access to professional literature.
ORGANIZATIONAL PRINCIPLE 4: PROFESSIONAL COMMUNICATION
School systems ensure that policies and practices exist that result in positive, proactive communication among
employees at all administrative levels of the organization.
4.1. School systems provide opportunities for employees to communicate with each other about issues of mutual
professional interest on a regular basis.
4.2. School systems support and promote collaborative problem-solving approaches to the planning and delivery
of school psychological services. Decision making and strategic planning regarding school psychological
services are done in collaboration with other departments and outside agencies to ensure optimal services for
students.
4.3. School systems ensure that staff members have access to the technology necessary to perform their jobs
adequately and to maintain appropriate and confidential communication with students, families, and service
providers within and outside the system.
12
NASP 2020 Professional Standards
Model for Comprehensive and Integrated School Psychological Services
4.4. The school system’s policy on student records is consistent with state and federal laws and regulations and
ensures the protection of the confidentiality of students and their families. The policy specifies the types of
data developed by the school psychologist that are classified as school or student records. The policy gives
clear guidance (consistent with the Family Educational Rights and Privacy Act or similar state law and
regulations) regarding which documents belong to the school and the student/guardian and which documents
belong to the school psychologist. Although test protocols are part of the student’s record, the school system
ensures that test security is protected and copyright restrictions are observed. Release of records and protocols
is consistent with state and federal regulations. The policy on student records includes procedures for
maintaining student confidentiality and privacy in the use of electronic communications. The NASP
Principles for Professional Ethics provides additional guidance for schools with regard to responsible schoolbased record keeping.
ORGANIZATIONAL PRINCIPLE 5: SUPERVISION, PEER CONSULTATION, AND
MENTORING
The school system ensures that all personnel have opportunities for supervision, peer consultation, and mentoring
adequate to ensure the provision of effective and accountable services. Supervision and mentoring are provided
through an ongoing, career-long, positive, systematic, collaborative process between the school psychologist and a
school psychology supervisor or other school psychology colleagues. This process focuses on promoting
professional growth and exemplary professional practice leading to improved performance among all participants,
including the school psychologist, supervisor, students, and entire school community.
5.1. Individuals engaging in professional or administrative supervision of school psychologists have a valid state
school psychology credential for the setting in which they are employed, and they have a minimum of 3 years
of experience as practicing school psychologists. Professional training and/or experience in the supervision of
school personnel is preferred.
5.2. Supervision methods should match the experience, competencies, and needs of the school psychologist.
Interns and novice school psychologists require more intensive supervisory modalities, including regularly
scheduled face-to-face sessions. Alternative methods, such as supervision groups, mentoring, and/or peer
consultation, can be used with more experienced school psychologists to ensure continued professional
growth and support for complex or difficult cases.
5.3. School systems allow time for school psychologists to participate in supervision, peer consultation, and
mentoring. In small or rural systems, where a supervising school psychologist may not be available, the school
system ensures that school psychologists are given opportunities to seek supervision, mentorship, and/or peer
consultation outside the district (e.g., through regional, state, or national school psychology networks).
5.4. The school system should develop and implement a coordinated plan for the accountability and evaluation of
all school psychological services. This plan should address evaluation of both implementation and outcomes
of services.
5.5. Supervisors ensure that practicum and internship experiences occur under conditions of appropriate
supervision, including (a) access to professional school psychologists who will serve as appropriate role models,
(b) supervision by an appropriately credentialed school psychologist, and (c) supervision within the guidelines
of the graduate preparation program and NASP’s Standards for Graduate Preparation of School Psychologists.
5.6. Supervisors provide professional leadership through their participation in school psychology professional
organizations and active involvement in local, state, and federal public policy development.
ORGANIZATIONAL PRINCIPLE 6: PROFESSIONAL DEVELOPMENT AND
RECOGNITION SYSTEMS
Individual school psychologists and school systems develop professional development plans annually. The school
system ensures that the continuing professional development of its personnel is both adequate for and relevant to
the service delivery priorities of the school system. School systems recognize the need for a variety of disciplineNASP 2020 Professional Standards
13
Model for Comprehensive and Integrated School Psychological Services
specific professional development activities. Such activities could include those provided by the school system,
NASP-approved providers, or other educational entities, or other activities such as online training, formal selfstudy, and professional learning communities.
6.1. The school system provides support (e.g., funding, time, supervision) to ensure that school psychologists have
sufficient access to continuing professional development at a level necessary to remain current regarding
developments in professional practices that benefit children, families, schools, and communities. The school
system provides technology and personnel resources to assist in providing a system for documenting
professional development activities. The school system supports the professional and leadership development
of school psychologists interested in local, state, or national leadership opportunities by providing release time
or other forms of support.
6.2. The school system provides the opportunity for school psychologists to create and follow personal plans for
professional development that guide their acquisition of new knowledge, skills, and abilities. Supervision
supported by the school system makes available the opportunities to provide feedback to the school
psychologist about the quality of new skill applications.
6.3. The school system provides levels of recognition (e.g., salary, leadership opportunities) that reflect the
professional growth of individual school psychologists. School psychologists are provided with opportunities
to use new skills consistent with professional growth.
14
NASP 2020 Professional Standards
Standards for Graduate
Preparation of School
Psychologists
PURPOSE
The NASP Standards for Graduate Preparation of School Psychologists contribute to the development of effective
school psychology services by identifying critical graduate education experiences and competencies needed by
candidates preparing for careers as school psychologists. Graduate education of school psychologists occurs
through specialist-level or doctoral-level programs of study in school psychology, as defined in these standards. In
addition to providing guidance to graduate programs, the NASP graduate preparation standards are intended to
serve as a national model that assists state education agencies and other state and national agencies in establishing
standards for school psychologists’ graduate education and practice. It is important to note that the NASP
graduate preparation standards are official policy documents of the association and, as national guiding principles
for graduate preparation, provide statements about program structure and content that reflect NASP’s
expectations for high-quality preparation in all graduate programs in school psychology.
USING THE STANDARDS FOR GRADUATE PREPARATION OF SCHOOL
PSYCHOLOGISTS
The NASP Standards for Graduate Preparation of School Psychologists will serve as a foundation for NASP’s
program review and approval, accreditation, and/or national recognition procedures for specialist and doctorallevel programs in school psychology. Programs planning to pursue program review, or newly established
programs, can also use these standards when designing the program’s curriculum and infrastructure. The
Standards for Graduate Preparation of School Psychologists cover five primary areas: (a) program context and
structure, (b) content knowledge, (c) supervised field experiences, (d) performance-based program assessment and
accountability, and (e) program support and resources. More information about the process for formal program
review can be found at www.nasponline.org.
Program Standard 1: School Psychology Program Context and Structure
Graduate education in school psychology is delivered within the context of a comprehensive program framework
based on clear goals and objectives and on a sequential, integrated course of study in which human diversity is
emphasized. Graduate education develops candidates’ strong affiliation with school psychology, is delivered by
qualified faculty, and includes substantial coursework and supervised field experiences necessary for the
preparation of competent school psychologists whose services positively affect children and youth, families,
schools, and other consumers. A school psychology program may additionally offer nondegree opportunities that
lead to a school psychology credential and are based on the NASP graduate preparation standards. The following
elements are apparent in the school psychology program.
NASP 2020 Professional Standards
15
Standards for Graduate Preparation of School Psychologists
1.1. The school psychology program is comprehensive, sequential, and experiential, and it fosters the development
of candidates’ professional identity as school psychologists, as reflected in the following:
•
•
•
•
•
•
Clear identification as a “school psychology program” and communication of a program framework or
model, in which its philosophy/mission is represented in explicit goals and objectives for school
psychology competencies that candidates are expected to attain.
An integrated, sequential program of study and supervised field experiences that are based on the
program’s philosophy/mission, goals, and objectives and are consistent across candidates.1,2
Full-time, part-time, and/or alternative types of enrollment that provide multiple and systematic
opportunities through coursework, supervised practices, and other comprehensive program activities for
candidates to develop and encourage an affiliation with peers, faculty, and the profession.3
While multiple instructional delivery methods (e.g., online, face to face4, hybrid) may be utilized, the
program documents that it provides supervision and evaluates candidate learning outcomes relevant to
particular courses and field experiences in a systematic manner.
Use of a systematic process to ensure that candidates demonstrate the knowledge and skills needed for
effective school psychology service delivery; the ability to integrate competencies across the NASP
domains of school psychology practice outlined in Program Standard 2; and direct, measurable effects on
children and youth, families, schools, and other consumers.
Use of data from multiple measures, including performance-based evaluation regarding candidates and program
graduates (e.g., employment, licensure/certification, satisfaction) to improve the quality of the program.
1.2. Graduate preparation in school psychology requires intensive support, guidance, and direct supervision of
candidates. The school psychology program faculty need to be sufficient to advise candidates, provide
instruction in highly applied courses, coordinate and supervise field experiences, engage in continuous
program improvement, attend to administrative duties, and provide appropriate class sizes and sufficient
course offerings to demonstrate program and candidate outcomes. Graduate preparation is designed,
delivered, and assessed by a sufficient number of highly qualified faculty members who primarily are school
psychologists.5 Program faculty requirements include:
•
Faculty who are designated specifically as school psychology program faculty members and have teaching
loads of at least three full-time equivalents (FTE). Full-time equivalent is defined as 100% of teaching
If the school psychology program grants recognition of prior graduate courses and/or field experiences taken by
candidates before entry into the program, the program applies systematic evaluation procedures and criteria to ensure (a)
equivalency between prior courses, field experiences, and program requirements; and (b) consistency across required
program coursework and field experiences for candidates.
1
2 An integrated, sequential program of study and supervised practice in school psychology is a planned sequence of related
courses and field experiences designed according to the program’s philosophy/mission, goals, and objectives. Course
prerequisites, a required program sequence, and/or similar methods ensure that all candidates complete the program in a
consistent,…

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