The School Psychology Program courses are all guided by Big Ideas. These Big Ideas are interwoven throughout the Program sequence and inform both what is taught (i.e., content), and how it is taught (i.e., a developmental approach to instruction and supervision). We will update this page with all of our Program's Big Ideas shortly, but for now, here are a few examples:
Introductory Seminar in School Psychology (EPS 540): Big Ideas
- As schools are changing, so too is the role of the school psychologist.
- Too many educators think that school psychology and school psychologists “just” test students for special education eligibility, serving as gate keepers.
- School psychologists have major roles in prevention and promotion, especially around positive behavior support and school climate, including a variety of mental health issues.
- Schools lag behind in implementing evidence-based practices. School psychologists are integral to reducing that gap.
Theory and Practice of School-Based Consultation (EPS 561A): Big Ideas
- Indirect service delivery (helping students by working with adults), is a critical role of the school psychologist which promotes positive outcomes for children, adults, and systems.
- Consultation is a complex skill that needs to be systematically learned. Like all complex skills, consultation should not be learned on the job but rather through a strategic training process, including supervision.
- Consultee-Centered Consultation (CCC) models are distinguished from other models of consultation given emphases on: (a) the power of communication in consultation; (b) the complexity of consultant-consultee interchanges; and (c) the potential to empower consultees and systems through the consultation process.
- The focus of problem solving should be the instructional match between a child’s prior knowledge and the learning environment rather than perceived within-child deficits.