Current through Register Vol. 35, No. 18, September 24, 2024
A. Personal characteristics. The school
psychologist shall provide evidence that their professional work or demeanor is
characterized by the following behaviors and developed and evaluated through
courses, course content, practicum, internships, work experience, or other
appropriate means:
(1) flexibility
(2) communication skills
(3) conscientiousness
(4) cooperation
(5) motivation
(6) personal stability
(7) productivity
(8) professional ethics; and
(9) respect for and valuing of individual and
cultural diversity.
B.
Psychological foundations. The school psychologist shall demonstrate knowledge
of basic psychological principles including:
(1) the relationship between biological
principles and psychological functioning in normal and abnormal
development;
(2) the manner in
which concepts of social and cultural diversity relate to an understanding of
individuality;
(3) using
developmental principles to identify potential exceptionalities in
students;
(4) methods and models
for identifying and diagnosing conditions of exceptionality;
(5) principles, concepts and processes
related to human learning;
(6)
basic research methodology as applicable to school-related problems;
and
(7) the relationship between
social setting and the psychological functioning of students.
C. Educational foundations. The
school psychologist shall demonstrate knowledge of educational foundations
including:
(1) organization and operation of
schools;
(2) the organization and
administration of school psychological services, including record keeping; the
social, philosophical, historical, and cultural issues in education; state
standards and benchmarks; school curriculum, intervention programs and
strategies; and
(3) the current
identification, referral, evaluation, and placement procedures for students
with exceptionalities based upon state and federal regulations.
D. The school psychologist shall
possess the knowledge and professional expertise to collaborate with families
and school and community-based professionals in designing, implementing, and
evaluating interventions that effectively respond to the educational and mental
health needs of students. The school psychologist shall demonstrate knowledge
of ability to:
(1) conduct multi-method
psychological and psycho-educational assessments of students as
appropriate;
(2) conduct
psychological and educational assessments to include fair and
non-discriminatory evaluation of the areas of:
(a) personality;
(b) emotional status;
(c) social skills and adjustment;
(d) intelligence and cognitive
functioning;
(e) scholastic
aptitude;
(f) functional and
adaptive behavior;
(g) language and
communication skills;
(h) academic
knowledge and achievement;
(i)
sensory and perceptual-motor functioning;
(j) family, environmental, and cultural
influences;
(k) level of
acculturation;
(l) career and
vocational development;
(m)
aptitude; and
(n)
interests;
(3) utilize
formal assessment instruments, procedures, and techniques such as interviews,
observations, and behavioral evaluations;
(4) have particular regard for the context
and setting in which their assessments take place and will be used;
and
(5) adhere to the regulations
and standards of state and national professional organizations regarding
assessment techniques, non-biased assessment, and programming for all
students.
E.
Interventions, direct and indirect. The school psychologist shall demonstrate
the ability to implement direct and indirect intervention using educational and
psychological principles when participating as a member of a team of school,
school-related, and community professional personnel, as outlined in Subsection
F of 6.63.5.12 NMAC.
F.
Learning/cognitive setting. The school psychologist shall demonstrate the
ability to:
(1) plan and implement procedures
for assessing the needs of students and recommending strategies for increasing
learning and efficiency;
(2)
consult with appropriate personnel in the development of instructional
programs, including vocational programs;
(3) assist schools in working with parents to
foster positive approaches to student's learning;
(4) assist school personnel in developing,
monitoring, and evaluating appropriate and measurable instructional,
vocational, and transitional objectives; and
(5) consult with school personnel about the
classroom environment.
G. Social/affective setting. The school
psychologist shall demonstrate the ability to:
(1) plan, develop, and implement
district-wide procedures for assessing the social and emotional needs of
students and for recommending strategies for increasing social and emotional
growth;
(2) assist schools in
working with parents to foster positive emotional growth in their
children;
(3) assist school
personnel in developing, monitoring, and evaluating objectives for social and
emotional growth; and
(4) consult
with school personnel about fostering a healthy social and emotional
environment in the school.
H. Intervention techniques. The school
psychologist shall demonstrate the ability to plan, implement, monitor, and
evaluate intervention strategies which may include the following:
(1) individual and group counseling with
students;
(2) remediation,
including the provision of direct assistance to students receiving special
education;
(3) consultation with
individuals and groups which may include parents, school personnel, and
community agencies;
(4) risk and
threat assessment; and
(5)
behavioral management.
I. Prevention, crisis intervention, and
mental health. The school psychologist shall have knowledge of human
development and psychopathology and of associated biological, cultural, and
social influences on human behavior. The school psychologist shall provide or
contribute to prevention and intervention programs that promote the mental
health and physical well-being of students.
J. Family and community interventions. The
school psychologist shall demonstrate the ability to:
(1) describe community resources available to
families;
(2) describe issues and
problems faced by families or students with exceptionalities;
(3) describe a continuum of services
available to students and their families;
(4) explain state and federal regulations and
due process rights to families, school personnel and community professionals;
and
(5) communicate information
regarding state mental health and children's codes, and the Mandatory Reporting
Child Abuse and Neglect Act.
K. Statistics and research methodologies. The
school psychologist is a competent consumer of research and new knowledge, and
is able to use diverse methodologies to evaluate professional practices and
programs. That knowledge base shall include research and evaluation methods,
statistics, and measurement.
L.
Professional school psychology. The school psychologist shall demonstrate the
ability to:
(1) practice school psychology in
accordance with the ethics of the profession;
(2) practice the profession of school
psychology within the laws and regulations of the local, state, and federal
governments;
(3) continue education
for the promotion of professional growth;
(4) demonstrate knowledge of different
models, concepts, and current issues concerning the practice of school
psychology; and
(5) examine
interactions between systems and individuals within the schools and between
schools and outside agencies to determine strengths, weaknesses, and problem
areas and aid in maximizing effective functioning.
M. A level 1 school psychologist shall be
required to have individual supervision with a level 3 clinical supervising
school psychologist or a credentialed supervisor as outlined in
6.63.5.8
NMAC for a minimum of one hour per week. At least one session per month shall
be in person with the level 3 clinical supervising school psychologist or a
credentialed supervisor as outlined in
6.63.5.8
NMAC. Supervision will not be provided to level 1 school psychologists who have
not reached the level 2 requirements in the time period established by
department.
