Beliefs
We believe:
- All students can learn. School psychologists, in identifying and intervening with students' educational and mental health needs, are an integral part of the process.
- All students are entitled to complete access to mental health services.
- A full continuum of direct and indirect services within the public school setting should be available through the school psychology department.
- Collaboration with other departments within the school system is critical in carrying out our mission of providing services to students.
- Partnering with community agencies is important in providing a supportive network for students requiring mental health services.
- School psychologists perform their duties in an ethical, legal and professional fashion and uphold the rules and regulations of credentialing bodies.
- Comprehensive assessment of both initially suspected and previously identified students following federal and state guidelines is paramount for assuring compliance and safeguarding the rights of students and families.
- Instruments for the identification of students requiring special education services must be culturally sensitive and validated for the purpose for which they are used.
- Interventions need to be ambitious, supported by empirical data and appropriate to the needs of students.
- Specialized areas of service delivery best support the needs of students in an urban school system and the department as a whole.
- Ongoing professional development is a vital component of professional growth, and application of new skills ultimately benefits students.
- Expansion of alternative/non-traditional programs through consultation and supportive efforts meets the differing needs of high-risk students.
- Ongoing field research on topics related to urban school psychology is needed and is an integral aspect of professional growth.
- Departmental performance is systematically measured through a variety of sources.
Outcomes
Outcome 1: Students in Akron Public Schools will have access to comprehensive mental health services.
| Strategies: | a) Students will receive individualized and group services, as appropriate to identifying and intervening with their mental health needs. |
| b) Specialized services, where appropriate, will be available in order to meet the unique needs of different student populations and streamline the duties of staff members. | |
| c) School psychologists will play a central role in crisis intervention and responding to emergency situations in school. | |
| d) School psychologists will play a central role in assessing threats to student safety and welfare. | |
| e) School psychologists will conduct a variety of psychological consultations to assist students with their mental health needs. | |
| f) School psychologists will collaborate with area agencies to help students with mental health needs access resources in the community. | |
| g) School psychologists promote an educational atmosphere that promotes student wellness and adopts a preventative orientation with respect to mental health issues. |
Outcome 2: Students in Akron Public Schools will benefit from a variety of individual and systems-level interventions provided on their behalf.
| Strategies: | a) School psychologists will conduct intensive and comprehensive psychological evaluations that provide data that define needs and are useful in designing interventions. |
| b) School psychologists take an active role in developing, implementing and evaluating the effectiveness of academic and behavioral objectives. | |
| c) School psychologists assist school staffs in developing dynamic behavior intervention plans and conducting functional behavior assessments that respond to the singular needs of students with chronic behavioral needs. | |
| d) School psychologists assist families in taking a role in student interventions and helping families access appropriate support services. | |
| e) School psychologists assist in the process of curriculum development, implementation and evaluation. |
Outcome 3: Students in Akron Public Schools will receive comprehensive multi-factored evaluations (MFEs) that assess present levels of functioning and provide data for intervention.
| Strategies: | a) School psychologists will lead and conduct MFEs that are culturally sensitive and use assessment techniques that are current and validated for the purpose for which they are used. |
| b) School psychologists will lead and conduct MFEs that comply with federal and state laws, school district policy, and all applicable ethical rules and standards. | |
| c) School psychologists will implement guidelines and procedures to ensure all students who need an MFE receive one. |
Outcome 4: Students in Akron Public Schools will benefit from a coordination of departmental, district-wide and community resources in meeting their needs.
| Strategies: | a) School psychologists will use all available resources within Akron Public Schools to meet the academic and mental health needs of students. |
| b) School psychologists will take an active role in referring students and families to appropriate community agencies and resources. | |
| c) School psychologists will acquaint themselves with the variety of resources that are available in the community and bring their knowledge of these resources to students, families, teachers and other school personnel. | |
| d) School psychologists will volunteer and participate in a variety of school and community activities. |
Outcome 5: School psychologists will integrate technological applications into service delivery where appropriate in order to maximize time spent working with students.
| Strategies: | a) School psychologists will become familiar with and utilize all appropriate software programs to streamline test scoring, report writing and other administrative tasks. |
| b) School psychologists will utilize various technological applications to communicate with target audiences (e.g., departmental website, district e-mail system). | |
| c) School psychologists will regularly update their skills in order to maintain proficiency in utilizing the most recent technological applications available. |
Outcome 6: School psychologists will engage in ongoing professional development in order to constantly improve their service delivery to students.
| Strategies: | a) School psychologists will research and participate in an array of professional development opportunities. |
| b) School psychologists will conduct professional workshops, inservices and seminars to pass along skills they have learned to specific target audiences. | |
| c) School psychologists will maintain appropriate professional credentialing via certification and/or licensure by appropriate governmental oversight organizations. | |
| d) School psychologists will maintain membership in relevant professional associations, as well as participate and take leadership opportunities in these organizations. | |
| e) School psychologists will develop individual and departmental goals and objectives for performance and hold themselves accountable for meeting them. | |
| f) School psychologists will supervise, mentor and/or advise interns, paraprofessionals and students in order to assist them in their professional growth. | |
| g) School psychologists will undertake a variety of research endeavors to enhance their professional development and provide data that will drive service delivery. |
Relevant Resources
American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. Washington, D.C.: Author.
National Association of School Psychologists. (2000). Principles for professional ethics: Guidelines for the provision of school psychological services. Washington, D.C.: Author.
Ohio School Psychologists Association. (2000). Code of Ethics. Columbus, Ohio: Author.
State Board of Psychology. (2000). Ohio psychology law: Ohio psychology laws and rules governing psychologists and school psychologists. Columbus, Ohio: Author.
Thomas, A., & Grimes, J. (2003). Best practices in school psychology (4th ed.). Washington, D.C.: National Association of School Psychologists
J. Ysseldyke, J., Dawson, P., Lehr, C., Reschly, D., Reynolds, M., & Telzrow, C. (1997). School psychology: A blueprint for training and practice II. Bethesda, Md.: National Association of School Psychologists