Or. Admin. R. 584-018-0405 - Knowledge, Skills, Abilities and Professional Dispositions for Initial School Psychologist Licensure
(1) The
following requirements must be met to be eligible for an Initial School
Psychologist License.
(2)
Data-Based Decision-Making and Accountability: Candidates have knowledge and
use models and methods as part of a systematic process to collect data and
other information, translate assessment results into empirically-based
decisions about service delivery, and evaluate the outcomes of
services.
(3) Consultation and
Collaboration: Candidates have knowledge of behavioral, mental health,
collaborative, and/or other consultation models and methods and of their
application to particular situations. Candidates collaborate effectively with
parents, school and outside personnel in planning and decision-making processes
at the individual, group, and system levels.
(4) Effective Instruction and Development of
Cognitive/Academic Skills: Candidates have knowledge of human learning
processes, and in collaboration with others, develop appropriate cognitive and
academic goals for students with different abilities, disabilities, strengths,
and needs; implement interventions to achieve those goals; and evaluate the
effectiveness of interventions (e.g. instructional interventions and
consultation).
(5) Socialization
and Development of Life Skills: Candidates have knowledge of human
developmental processes, and in collaboration with others, develop appropriate
behavioral, affective, adaptive, and social goals for students of varying
abilities, disabilities, strengths, and needs; implement interventions to
achieve those goals; and evaluate the effectiveness of interventions (e.g.
consultation, behavioral assessment/intervention, and counseling).
(6) Student Diversity in Development and
Learning: Candidates have knowledge of individual differences, abilities, and
disabilities and of the potential influence of biological, social, cultural,
ethnic, experiential, socioeconomic, sexual orientation, gender-related, and
linguistic factors in development and learning. Candidates demonstrate the
sensitivity and skills needed to work with individuals of diverse
characteristics and to implement strategies selected and/or adapted based on
individual characteristics, strengths, and needs.
(7) School and Systems Organization, Policy
Development, and Climate: Candidates have knowledge of general education,
special education, and other educational and related services. Candidates
understand schools and other settings as systems. Candidates work with
individuals and groups to facilitate policies and practices that create and
maintain safe, supportive, and effective learning environments for children and
others.
(8) Prevention, Crisis
Intervention, and Mental Health: Candidates have knowledge of human development
and psychopathology and of associated biological, cultural, and social
influences on human behavior. Candidates provide or contribute to prevention
and intervention programs that promote the mental health and physical
well-being of students. Candidates have knowledge of crisis intervention and
collaborate with school personnel, parents, and the community in the aftermath
of crises.
(9)
Home/School/Community Collaboration: Candidates have knowledge of family
systems, including family strengths and influences on student development,
learning, and behavior, and of methods to involve families in education and
service delivery. Candidates work effectively with families, educators, and
others in the community to promote and provide comprehensive services to
children and families.
(10)
Research and Program Evaluation: Candidates have knowledge of research,
statistics, and evaluation methods. Candidates evaluate research, translate
research into practice, and understand research design and statistics in
sufficient depth to plan and conduct interventions (individual and/or program)
for improvement of services.
(11)
School Psychology Practice and Development: Candidates have knowledge of the
history and foundations of their profession; of various service models and
methods; of public policy development applicable to services to children and
families; and of ethical, professional, and legal standards. Candidates
practice in ways that are consistent with applicable standards.
(12) Information Technology: Candidates have
knowledge of information sources and technology relevant to their work.
Candidate's access, evaluates, and utilizes information sources and technology
in ways that safeguard or enhance the quality of services.
(13) The unit assures that candidates for the
Initial School Psychologist License demonstrate knowledge, skills and
competencies by:
(a) Completing preparation
in psychological foundations and methods appropriate for prekindergarten
through grade 12 (pre K-12) grade authorization levels; and
(b) Documenting knowledge by passing the
Commission-approved test for the Initial School Psychologist
License.
Notes
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430; 342.455-342.495; 342.553
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