Mission
The School and Applied Child Psychology Program is committed to the development of professional psychologists whose research, training, and practice promotes the educational and psychological well-being of children and youth in a diverse society. The Program follows a scientist-practitioner model, with emphasis on the integration of research, theory, clinical skills, and training that encompasses academic, cognitive, social, and behavioural domains. Students receive training in the integration of assessment, consultation, prevention, and intervention and in relevant professional, legal, and ethical issues. Science and professional practice are viewed as interactive and complementary, with research integrated across core psychological and educational foundations as well as clinical training experiences at all levels of the program. Students at all levels are expected to develop both research and clinical skills, and establish professional competencies that reflect the integration of theory, research, and ethical best practice. There is a strong commitment to clinical/applied and research experiences throughout all levels of the Program.
The Program is designed to prepare psychologists who serve as researchers and leaders in school and applied child psychology both nationally and internationally, practitioners and supervisors in the field, and faculty at universities. We view school and applied child psychology as a broad field of research and practice within the discipline of psychology, which applies psychological and educational principles in the integration of assessment, consultation, prevention, and intervention in relevant professional, legal, and ethical issues in a variety of social contexts. School and applied child psychologists are committed to the enhancement of psychological, educational, and physical well-being. One distinguishing feature of the UBC School and Applied Child Psychology program is its strong appreciation for equity, diversity, inclusivity, Indigeneity, human rights, and social justice with these factors considered in the communities served, the students and faculty recruited and admitted, and across practice settings. The Program focuses on individual, group, and systems level processes throughout the program. A strong emphasis is placed on working within and across systems and on systemic change in a society that is ever-changing in terms of its cultural, ethnic, social, political, and economic context.
Values, Principles, and Commitment
The School and Applied Child Psychology Program is committed to the development of professional psychologists whose research, training, and practice promotes the educational and psychological well-being of children and youth in a diverse society. The Program follows a scientist-practitioner model, with emphasis on the integration of research, theory, clinical skills, and training that encompasses academic, cognitive, social, and behavioural domains. Students receive training in the integration of assessment, consultation, prevention, and intervention and in relevant professional, legal, and ethical issues. Science and professional practice are viewed as interactive and complementary, with research integrated across core psychological and educational foundations as well as clinical training experiences at all levels of the program.
The Program is designed to prepare psychologists who serve as researchers and leaders in school and applied child psychology both nationally and internationally, practitioners and supervisors in the field, and faculty at universities. Students at all levels are expected to develop both research and clinical skills, and establish professional competencies that reflect the integration of theory, research, and ethical best practice. One distinguishing feature of the UBC School and Applied Child Psychology program is its strong appreciation for equity, inclusivity, and diversity, with diversity considered in the populations served, the students recruited and admitted, and across practice settings. The Program focuses on individual, group, and systems level processes. A strong emphasis is placed on working within and across systems and on systemic change. There is a strong commitment to clinical/applied and research experiences throughout all levels of the Program.
Goals, Objectives, and Areas of Competence
The mission, values, principles, and commitments of the School and Applied Child Psychology Program are represented in two primary program goals and nine objectives examined as areas of competence outlined below.
Goal #1: To prepare psychologists with a strong foundation and skills in integrating the theoretical and scientific bases of professional psychology and education needed to provide services to children, youth, and families within complex systems and organizations in a diverse society.
- Objective 1: Students will demonstrate knowledge in the breadth of scientific psychology, its history of thought and development, its research methods, and its application.
Areas of Knowledge:
- Culture and organization of school and community settings
- Continuum of curriculum and instruction
- Systems and systems change
- Foundations of human development and learning
- Individual differences, exceptionalities, diversity, Indigeneity, social justice, and human rights.
- Research methodology and techniques of data analysis
- Foundations of psychological and educational measurement
- History and scientific foundations of psychology
- Social bases of behaviour
- Cognitive and affective bases of behaviour
- Biological bases of behaviour
Goal #2: To prepare psychologists to generate, critically analyze, and implement psychological and educational theory, research, and methods of scientific inquiry to engage in effective practice that, in turn, informs theory and research.
- Objective 2.1: Students will demonstrate knowledge and competence in psychological and educational evaluation at the individual, group, and systems level.
- Objective 2.2: Students will demonstrate knowledge and competence in psychological and educational prevention and intervention.
- Objective 2.3: Students will demonstrate knowledge and competence in integrating psychological and educational services across systems.
- Objective 2.4: Students will demonstrate knowledge and competence in research methodologies and approaches.
- Objective 2.5: Students will demonstrate knowledge sensitivity to, and competence in diversity and culturally responsive and socially just practice.
- Objective 2.6: Students will demonstrate knowledge and competence in professional communication and collaboration.
- Objective 2.7: Students will demonstrate knowledge and competence in the ethical and legal bases of professional practice.
- Objective 2.8 Student will demonstrate knowledge and competence in psychological and educational supervision.