Pupil Services professionals are obligated to follow the standards set forth by their national affiliates. School Psychology professionals are familiar with the Domains of Practice developed by the National Association of School Psychologists (NASP). School Counseling professionals are familiar with the American School Counseling Association (ASCA). Please review the standards appropriate to your professional and supervisory role below.
National Association for School Psychologists (NASP): Model for Services by School Psychologists
Practices That Permeate All Aspects of Service Delivery
- Domain 1: Data-Based Decision Making and Accountability
School psychologists have knowledge of varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. - Domain 2: Consultation and Collaboration
School psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods to promote effective implementation of services.
Direct and Indirect Services for Children, Families, and Schools
Student-Level Services
- Domain 3: Interventions and Instructional Support to Develop Academic Skills
School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. - Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills
School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social–emotional functioning and mental health.
Systems-Level Services
- Domain 5: School-Wide Practices to Promote Learning
School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health. - Domain 6: Preventive and Responsive Services
School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response. - Domain 7: Family-School Collaboration Services
School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children's learning and mental health; and strategies to develop collaboration between families and schools.
Foundations of School Psychological Service Delivery
- Domain 8: Diversity in Development and Learning
School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity. - Domain 9: Research and Program Evaluation
School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings. - Domain 10: Legal, Ethical, and Professional Practice
School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
American School Counseling Association (ASCA): Standards for Students
Academic Development
Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the lifespan.
A:A1 Improve Academic Self-concept
A:A2 Acquire Skills for Improving Learning
A:A3 Achieve School Success
Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.
A:B1 Improve Learning
A:B2 Plan to Achieve Goals
STANDARD C: Students will understand the relationship of academics to the world of work and to life at home and in the community.
A:C1 Relate School to Life Experiences
Career Development
Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
C:A1 Develop Career Awareness
C:A2 Develop Employment Readiness
Standard B: Students will employ strategies to achieve future career goals with success and satisfaction.
C:B1 Acquire Career Information
C:B2 Identify Career Goals
Standard C: Students will understand the relationship between personal qualities, education, training and the world of work.
C:C1 Acquire Knowledge to Achieve Career Goals
C:C2 Apply Skills to Achieve Career Goals
Professional Standards
Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.
PS:A1 Acquire Self-knowledge
PS:A2 Acquire Interpersonal Skills
Standard B: Students will make decisions, set goals and take necessary action to achieve goals.
PS:B1 Self-knowledge Application
Standard C: Students will understand safety and survival skills.
PS:C1 Acquire Personal Safety Skills