School Psychology Review,
2010, Volume 39, No. 2, pp. 320 –333
National Association of School Psychologists
Model for Comprehensive and Integrated
School Psychological Services
The mission of the National Association gage in specific services for students, such as
of School Psychologists (NASP) is to repre- direct and indirect interventions that focus on
sent school psychology and support school academic skills, learning, socialization, and
psychologists to enhance the learning and mental health. School psychologists provide
mental health of all children and youth. services to schools and families that enhance
NASP’s mission is accomplished through the competence and well-being of children,
identification of appropriate evidence-based including promotion of effective and safe
education and mental health services for all learning environments, prevention of aca-
children; implementation of professional prac- demic and behavior problems, response to
tices that are empirically supported, data crises, and improvement of family–school
driven, and culturally competent; promotion collaboration. The key foundations for all ser-
of professional competence of school psychol- vices by school psychologists are understand-
ogists; recognition of the essential components ing of diversity in development and learning;
of high-quality graduate education and profes- research and program evaluation; and legal,
sional development in school psychology; ethical, and professional practice. All of these
preparation of school psychologists to deliver components and their relationships are de-
a continuum of services for children, youth, picted in Figure 1, a graphic representation of
families, and schools; and advocacy for the a national model for comprehensive and inte-
value of school psychological services, among grated services by school psychologists.
other important initiatives. School psychologists are credentialed by state
School psychologists provide effective education agencies or other similar state enti-
services to help children and youth succeed ties that have the statutory authority to regu-
academically, socially, behaviorally, and emo- late and establish credentialing requirements
tionally. School psychologists provide direct for professional practice within a state. School
educational and mental health services for psychologists typically work in public or pri-
children and youth, as well as work with par- vate schools or other educational contexts.
ents, educators, and other professionals to cre- The NASP Model for Comprehensive
ate supportive learning and social environ- and Integrated School Psychological Services
ments for all children. School psychologists is designed to be used in conjunction with the
apply their knowledge of both psychology and NASP Standards for Graduate Preparation of
education during consultation and collabora- School Psychologists, Standards for the Cre-
tion with others. They conduct effective deci- dentialing of School Psychologists, and Prin-
sion making using a foundation of assessment ciples for Professional Ethics to provide a
and data collection. School psychologists en- unified set of national principles that guide
Adopted by the NASP Delegate Assembly March 2010 (a revision of the NASP Guidelines for the
Provision of School Psychological Services).
Correspondence regarding this article should be addressed to Barbara Bole Williams, Education Hall,
Rowan University, 201 Mullica Hill Rd., Glassboro, NJ 08028. E-mail: williamsb@rowan.edu
Copyright 2010 by the National Association of School Psychologists, ISSN 0279-6015
320
Comprehensive and Integrated School Psychological Services
graduate education, credentialing, professional guide to the organization and delivery of
practice and services, and ethical behavior of school psychological services at the federal,
effectiv