When the student has completed the program he/she will:

1. Have an understanding of human growth and development across the lifespan; be able to distinguish between normal and abnormal behavior; and will have a knowledge of personality and learning theory.
2. Have a knowledge of how social/cultural factors in our pluralistic society influence the counseling process and how those factors impact the individual and group behavior.
3. Have a knowledge and comprehension of counseling theories and will be able to demonstrate and apply theories at a predetermined level of competency.
4. Have had an opportunity to develop self-understanding and develop interpersonal skills.
5. Have a knowledge and understanding of the psycho/social influences of group dynamics, group theories and leadership styles and be able to demonstrate competency in leading groups.
6. Have a knowledge and understanding of counseling for career and lifestyle choices across the lifespan and be able to develop, implement, and evaluate a career development program.
7. Be able to evaluate, use and interpret appraisal instruments, and data in the helping process.
8. Be able to interpret and apply professional research in a professional role; and will be able to research, develop and evaluate counseling programs.
9. Have an awareness of the need for continued growth and development through participation in professional in-services and other activities.
10. Know and understand professional, legal and ethical standards, responsibilities and have a knowledge of the current issues of the field.
11. Understand and utilize consulting theories and research.
12. Have had direct, program-related work setting experience through internship opportunities.
13. Have an understanding of the historical, philosophical, ethical and legal aspects of the counseling profession.

School Counseling Program Objectives:
In addition to meeting program objectives, the school counseling student will:

1. Be able to administer and evaluate a school-wide counseling/guidance program.
2. Be able to coordinate, consult and promote linkages with parents, teachers, administrators and community resources concerning individual and group needs of students.
3. Be able to implement a career development program which includes decision making skills, individual and group activities, use of data concerning self and the world of work, on-going assessment, and follow-up studies.
4. Be able to develop an appraisal program which provides information concerning interests, aptitudes and abilities of students for educational, social and career decisions.
5. Be able to design, implement and evaluate a developmental guidance curriculum based on social/emotional student needs.
6. Understand the implications of the historical, philosophical, ethical and legal aspects of the school counselor.

Community Counseling Program Objectives:
In addition to meeting program objectives, the community counseling student will:

1. Understand the implications of the historical, philosophical, ethical and legal aspects of the community counseling profession.
2. Understand credentialing and standards of the profession.
3. Be able to assume responsibilities concerning employment procedures, staffing, and physical facilities, evaluation and supervision procedures, and securing operational resources.
4. Be able to diagnose, design treatment plans, and case conference in the agency setting.
5. Have knowledge in areas particular to the community counseling profession such as psychopharmacology, consultation, family/couple dynamics, social and cultural issues, professional issues and continuing professional development.
6. Know how to network, refer, and use community resources.

School Psychology Program Training Philosophy and Objectives:

1. The primary emphasis of this program is upon practitioner skills.

1. The student will form a conceptual understanding of current critical issues related to professional School Psychology by synthesizing and evaluating knowledge and research pertaining to:

1) the history and foundations of school psychology
2) legal and ethical issues
3) professional issues and standards
4) roles and functions of the school psychologist

2. The student should be able to demonstrate knowledge of and skill in the scientist/practitioner model of training
3. The student should develop skills needed to collect, interpret, and report assessment data upon which to base
4. The student will form a conceptual model for understanding basic educational foundations by synthesizing and evaluating knowledge and research pertaining to:

1) education
2) instructional and remedial techniques
3) organization and operation of schools

2. We believe that a comprehensive and holistic approach should be taken in evaluating all aspects of a child's environment. This ecological perspective, in part dependent upon professional networking, will enable the school psychology program graduate to perceive a child's total learning and development more accurately.

1. The student will formulate his own conceptual model for understanding the psychological foundations of human learning and behavior by synthesizing and evaluating knowledge and research of:

1) biological bases of behavior
2) cultural diversity
3) child and adolescent development
4) human exceptionalities learning and development
5) human learning more accurately
6) social bases of behavior

2. The student will form a conceptual model for understanding basic educational foundations by synthesizing and evaluating knowledge and research pertaining to:

1) education
2) instructional and remedial techniques
3) organization and operation of schools

3. The student will display competent skills in the assessment of individual students and all relevant aspects of their learning/social environments.
4. The student will develop a comprehensive repertoire of skills and be able to choose and implement appropriate intervention strategies both direct and indirect by applying skills and evaluating research in the following areas:

1) consultation
2) counseling
3) behavior management

The student should:

5. be able to assess individual students and their life situations and prepare, based on the results of that assessment, adaptive instructional programs for all students, including the handicapped and the culturally divergent.
6. develop skills needed to provide social and personality assessment.
7. develop skills needed to construct tests and other scales for use in assessment of school-related problems
8. be able to make decisions based on assessment data collected in investigating school-related problems.
9. be able to plan interventions based on assessment data collected in investigating school-related problems.
10. be able to evaluate classroom management procedures as a basis for ecological and behavioral consultations to individuals and groups.
11. be able to participate in the operation of broad systems approaches to needs assessment and strategic planning, including development of systems for integrating assessment and planning instructional activities and for evaluation of instructional systems.
12. be able to assess professional interactions within the educational system as well as the broader helping professional delivery systems of the community, develop strategies for becoming an effective part of those systems, and work in those systems effectively to promote better understanding of child learning and development and to enhance service to children
13. be able to serve as a liaison with all relevant community agencies which might function to assist in education in the community and to enhance mentally healthy environment in which people may learn and grow.

3. We believe in a collaborative consultative model of decision making conceptual model for and problem solving. School psychologists need to be highly skilled in facilitating the group process of team decision making so that parents and educators are empowered to bring their collective expertise to bear on decisions. We believe school psychology program graduates cannot and do not need to be "experts" in all areas of K-12 curriculum.

1. The student will form a understanding basic educational foundations by synthesizing and evaluating knowledge and research pertaining to:

1) education
2) instructional and remedial techniques
3) organization and operation of schools

The student should be able to:

2. participate in the operation of broad systems approaches to needs assessment and strategic planning, including development of systems for integrating assessment and planning instructional activities and for evaluation of instructional systems.
3. assess professional interactions within the educational system as well as the broader helping professional delivery systems of the community, develop strategies for becoming an effective part of those systems, and work in those systems effectively to promote better understanding of child learning and development and to enhance service to children
4. make decisions based on assessment data collected in investigating school-related problems.
5. plan interventions based on assessment data collected in investigating school-related problems
6. effectively lead team efforts, involving parents, teachers and other relevant helping professionals to implement school-based intervention programs.
7. serve as a liaison with all relevant community agencies which might function to assist in education in the community and to enhance a mentally healthy environment in which people may learn and grow.

4. We believe that school psychology program graduates should be effective consultants who can empower the professional/parent relationship. This empowerment will facilitate the ownership of decisions made by all parties.

1. The student will develop a comprehensive repertoire of skills and be able to choose and implement appropriate intervention strategies both direct and indirect by applying skills and evaluating research in the following areas:

1) consultation
2) counseling
3) behavior management

The student should be able to:

2. demonstrate effective consultation skill in working with parents, teachers, and other relevant professionals in assisting children.
3. conduct education programs designed to empower parents in becoming more effective in interpersonal relationship, communication and listening skills thereby promoting a more mentally healthy home environment.

5. We believe that the majority of indirect intervention efforts should focus on prevention of children's educational difficulties. This will enhance the mental health and educational potential of ALL children.

1. The student will develop a comprehensive repertoire of skills and be able to choose and implement appropriate intervention strategies both direct and indirect by applying skills and evaluating research in the following areas:

1) consultation
2) counseling
3) behavior management

The student should be able to:

2. make appropriate recommendations for improvement of all learners' skills.
3. design and consult in the implementation of strategies and systems aimed at helping all children learn affective and social skills and providing effective mental health education.

6. We believe that school psychology program graduate should not only be critical consumers of research, but should also be capable of creating/generating quality research in response to system (district) level needs in order to enhance the total educational environment.

1. The student will demonstrate the ability to design, execute, and apply appropriate competencies in statistics and research design

The student should be able to:

2. participate in conducting research and to consult with school personnel on the mechanics of conducting research.
3. conceptualize and coordinate research projects which yield evaluative data for program planning, strategic planning, test use, and curricular effectiveness.

7. We believe that school psychology program graduate should support and work to facilitate the compliance of their school district with state and federal guidelines and mandates. This includes appropriate identification and provision of appropriate programming for children aged 1-21 who have special needs.

1. The student should be able to analyze appropriate state and federal mandates and guidelines so they can identify and develop and/or provide adequate programming for children with exceptional needs, who are served by their service delivery unit

8. We believe that the school psychology program graduate should be capable of clear, accurate and competent dissemination of information The student should be able to:

1. assess the need for, design and deliver in-service training to teachers.
2. demonstrate effective consultation skill in working with parents, teachers, and other relevant professionals in assisting children.
3. conduct education programs designed to empower parents in becoming more effective in interpersonal relationship, communication and listening skills thereby promoting a more mentally healthy home environment.

9. We believe that the school psychology program graduate should be committed to legal, ethical, and professional standards in order to safeguard the human rights and dignity of the individual.

1. The student will form a conceptual understanding of current critical issues related to professional School Psychology by synthesizing and evaluating knowledge and research pertaining to: 1) the history and foundations of school psychology 2) legal and ethical issues 3) professional issues and standards 4) roles and functions of the school psychologist
2. The student should be prepared to meet all professional, legal and ethical standards to ensure professional service and to protect the rights of all members of the constituency school psychologists serve