The program has a clearly articulated mission and set of goals and objectives. The
School Psychology Psy.D. Program at PCOM is fully committed to the goal of training,
in the practitioner-scholar model (Vail Model), doctoral-level school psychologists
who are thoroughly and carefully prepared to meet the challenges of psychological
practice in the 21st century. The training includes an integrated and sequential program
of study and supervised practice that is consistent with the mission, goals and objectives.
The explicit mission of the program is, in a spirit of commitment to excellence, to prepare school
psychologists who, as practitioners-scholars, are uniquely capable and committed to
the provision of high quality, empirically based, ethical and legal professional psychological
services. This includes a full range of direct and indirect services including psychological
assessment and evaluation services, with a special focus on the developmental process
of children within the multicultural context of schools, families, and other systems.
Grounded in the cognitive-behavioral orientation, students also will be prepared to
provide research-based, effective interventions and programs that prevent and treat problems and
promote learning in all children. The program also strives to train students to collaborate
and form partnerships with families, educators, health care providers, and the community
at large, as well as to engage in scholarly activities essential to contributing new
knowledge in the field of school psychology. The program seeks to bring the best of
the discipline and practice of school psychology to understanding and enhancing the
development of all children. As such, the graduate is fully prepared to assume the
role and responsibility of the school psychologists at an advanced level with specialized
training in advanced assessment practices and application of cognitive-behavior therapy.
1. To train students to become general practitioner-scholars such that school psychological
practice is firmly grounded on the scientific knowledge base and ethical standards
of psychology and education.
2. To train students to provide both direct and indirect school psychological services
based on data-based decision-making and empirically supported strategies and interventions.
3. To train practitioner-scholars who are capable of being an integral part of the
interdisciplinary teams, interfacing to collaborate and form partnerships with families,
health care providers and the community.
4. To train practitioner-scholars to provide school psychological services in the
context of a multicultural, pluralistic society such that inter-individual differences
and differences in social, culture, ethnicity, experiential, gender-related, socioeconomic
status, linguistic and other such factors are understood and respected.