School Psychology Handbook

Transcription

1 School Psychology Handbook Department of Psychology Francis Marion University

2 2 Francis Marion School Psychology Handbook

3 ACKNOWLEDGMENTS This document is the result of the efforts of a number of people. The early program policies and guidelines, from which the School Psychology Handbook was largely developed, originally were conceived and written in the period of by Dr. John Hester, who was the Option Coordinator at the time, and Dr. Sue Faykus, of the school psychology faculty. Continued elaboration of existing guidelines and the development of new guidelines were under taken by Dr. Sam Broughton from 1996 through While the policies and guidelines had served as the basis of option activities and expectations during this period, they had not been routinely distributed to students in a written format. The guidelines began being distributed to students during the academic year as a packet of materials. In Dr. Broughton organized this collection of guidelines and expectations into a student handbook. For the Handbook Dr. Bob Bridger was asked to coordinate a revision with the assistance of a graduate student task group composed of Crystal R. Hill, Christine Green, M. A. King, Ronda Pifer, and Stephanie Mathews. Since that time, the Handbook has been reviewed and revised annually by the School Psychology faculty. The current Handbook is the cumulative result of the efforts of all of these people over more than a decade, with the most recent revisions contributed by Drs. Bridger, Broughton, Hester, and Hill- Chapman. Appreciation is expressed to all who have contributed to this endeavor. USING THIS HANDBOOK This handbook was created to serve as a guide to graduate psychology students. It should be consulted for information pertaining to the requirements of the Master of Science in Applied Psychology, School Psychology Option, the Specialist in School Psychology, and the Department and its faculty. Students should obtain a Francis Marion University Catalog and frequently review program and degree requirements. Nothing in this Handbook supersedes information contained in the Catalog. Francis Marion School Psychology Handbook 3

4 TABLE OF CONTENTS ACKNOWLEDGMENTS...3 USING THIS HANDBOOK HISTORY AND OBJECTIVES OF THE SCHOOL PSYCHOLOGY OPTION...5 HOW DID THE SCHOOL PSYCHOLOGY OPTION CURRICULUM DEVELOP? GUIDELINES FOR DEVELOPING A PROGRAM OF STUDY (The Visible Curriculum)...16 DEPARTMENTAL AND UNIVERSITY RESOURCES THE NATURE OF PROFESSIONAL CONDUCT...29 PRACTICUM GUIDELINES...33 CERTIFICATION AND INTERNSHIP PLANNING GUIDELINES...36 INTERNSHIP GUIDELINES APPLIED RESEARCH PROJECT GUIDELINES APPENDICES APPENDIX A COURSE CHECKLIST APPENDIX B REQUIRED COURSE DESCRIPTIONS...51 APPENDIX C MALPRACTICE INSURANCE APPLICATION...54 APPENDIX D SC DEPARTMENT OF EDUCATION INTERNSHIP CERTIFICATE...55 APPENDIX E PRACTICUM/INTERNSHIP LOG...56 APPENDIX F PRACTICUM/INTERNSHIP COMPETENCY ASSESSMENT FORMS...57 APPENDIX G PRACTICUM/INTERNSHIP PORTFOLIO GUIDELINES APPENDIX H STATISTICAL REFERENCES...63 APPENDIX I SOME INTERESTING AND USEFUL WEBSITES...66 APPENDIX J FACULTY DIRECTORY...68 CAMPUS PHONE NUMBERS Francis Marion School Psychology Handbook

5 MISSION The purpose of the School Psychology Option of the Master of Science in Applied Psychology (MSAP) and the continuing Specialist Degree in School Psychology (SSP) is to attract and should be thoroughly grounded in the foundations of education and the organization and operation of schools. Since the practice of psychology in the school setting requires a specialized set of focus on children and adolescents and the social contexts within unique role of a school psychologist. It is the philosophy of the Option of the Master of Science in Applied Psychology and for school psychologists as set forth in the National Association of Association of Colleges and Schools. The Master of Science in accredited by the MPAC. The Specialist in School Psychology is School Psychologists (NASP) and nationally recognized as an HISTORY psychologists were graduates of the three then existing in-state practitioners. As a result of the needs of regional schools and the hours in order to the now titled MPCAC resulted in full accreditation of the MSAP Francis Marion School Psychology Handbook 5

6 interned. re-accredited by all applicable national accreditation organizations and changes are ongoing. The School Psychology Option in context of professional standards and state and federal laws and regulations. Students should expect a rigorous and challenging Accreditations and Recognitions Psychology (CAMPP; ) and is accredited by the Master s in Psychology and Counseling Accreditation Council (MPCAC; ). Association of School Psychologists (NASP; the School Psychology Option is nationally recognized by the ). through NASP ( ) after obtaining a passing score on the Goal Objectives 6 Francis Marion School Psychology Handbook

7 NASP PRACTICE MODEL Models for Services by School Psychologists NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS PRACTICES THAT PERMEATE ALL ASPECTS OF SERVICE DELIVERY Data-Based Decision Making and Accountability Consultation and Collaboration Diversity in Development and Learning FOUNDATIONS OF SERVICE DELIVERY Research and Program Evaluation DIRECT AND INDIRECT SERVICES FOR CHILDREN, FAMILIES, AND SCHOOLS Student-Level Services Interventions and Instructional Support to Develop Academic Skills Interventions and Mental Health Services to Develop Social and Life Skills Systems-Level Services School-Wide Practices to Promote Learning Preventive and Responsive Services Family-School Collaboration Services Legal, Ethical, and Professional Practice HELPING STUDENTS AND SCHOOLS ACHIEVE THEIR BEST Domain 2.1: Data-based Decision Making and Accountability Domain 2.2: Consultation and Collaboration Francis Marion School Psychology Handbook 7

8 Domain 2.3: Interventions and instructional support to develop academic skills Domain 2.4: Interventions and mental health services to develop social and life skills Domain 2.5: School-wide practices to promote learning Domain 2.6: Preventive and responsive services 8 Francis Marion School Psychology Handbook Domain 2.7: Family-school collaboration services Domain 2.8: Diversity in development and learning Domain 2.9: Research and Program Evaluation data in applied settings.

9 Domain 2.10: Legal, ethical, and professional practice standards; and other factors related to professional Francis Marion School Psychology Handbook 9

10 HOW DID THE SCHOOL PSYCHOLOGY OPTION CURRICULUM DEVELOP? Regional Needs and Advisory Committee for well trained school psychologists for the Pee Dee Region. The at this point. elects enhanced training and the quality of our graduates. You will be a better psychologist as a result of these efforts. You also will and credentialing bodies. The courses and experiences prescribed contained in the use it to integrate your learning experiences as you progress through the option. Program Goals and Accreditation function of expanding horizons and raising the bar for professional 10 Francis Marion School Psychology Handbook

11 DOMAIN TOTAL DOMAINS COURSE X X X 3 X X X 3 X X X 3 X X X 3 X X X X 4 X X X X X X 6 X X X X X 5 X X 2 X X X X X 5 X X X X 4 X X X 3 X X X 3 X X X 3 X X X X X 5 X X X X 4 X X X 3 X X X 3 X X X 3 X X 2 Total Courses DOMAIN TOTAL DOMAINS PRACTICA X 1 X X 2 X X X X X 5 X X X 3 X X X 3 X X X X 4 X X 2 X X X X X X X 7 X X X X X X X X X 9 X X X X X X X X X X 10 X X X X X X X X X X 10 Total Practica Francis Marion School Psychology Handbook 11

12 Evaluating the Option and Its Students as decisions about the Option s success are based upon these Francis Marion University s School Psychology Program s Assessment Plan Evaluation Point Assessment Possible Outcomes Entry Prerequisite courses First Year Courses Papers Presentations First Year Review nd year courses Second Year Courses Master s Degree in Applied 1. Psychology Application for Internship/ Second Year Review 12 Francis Marion School Psychology Handbook

13 Evaluation Point Assessment Possible Outcomes Internship Specialist in School Psychology Degree Francis Marion University s School Psychology s Program Assessment Plan 1. Content Knowledge 1 Praxis II School Prior to graduation 2. Content Knowledge II Dispositions: Internship Internship Portfolio Case Studies Case Studies year internship At the end of internship internship At the end of internship Consultation year year of internship students students Francis Marion School Psychology Handbook 13

14 Information for each Type or Form of Assessment Praxis II School Psychology Exam You must schedule to take the PRAXIS II : Subject Assessment - Praxis Series School Psychology Exam (Test process. REQUIRED: Designate FMU to receive your scores as well as the SCDOE. on the Praxis II Course Grades sequence. Portfolios portfolios. the portfolio in order to progress to the second year of study. After can be found at School Psychology Handbook. Practica and Internship Competency Assessment Case Studies School Psychology Handbook. 14 Francis Marion School Psychology Handbook

15 Research Project Oral Exam second year of study. Students will be required to integrate approach to a case and their preparedness for further study within order to progress to internship. The rubric for scoring the oral. Written Exam PRAXIS II Subject Assessment - Praxis Series School Psychology Exam. internship. Intern Exit Interview, Alumni Survey, and Employer Surveys Francis Marion School Psychology Handbook 15

16 GUIDELINES FOR DEVELOPING A PROGRAM OF STUDY (The Visible Curriculum) Advising and Your Advisor The letter of acceptance into the School Psychology Option 50 or more course sequence. two milestones First milestone second milestone The third milestone an intern through oral and Mentors (Successful Second Year Students) third year students. Psychology Graduate Student Association (PGSA). The Psychology Graduate Catalog The for the student s year of entry contains the It is the student s responsibility 16 Francis Marion School Psychology Handbook

17 Required Courses courses. Francis Marion School Psychology Handbook 17

18 Courses required in the School Psychology Option are as follows: Basic Research Core Courses (15 semester hours) Applied Core Courses (minimum 27 semester hours) (2 are required) (2 are required) Applied/Specialty Courses (30 semester hours) Psychology and Agencies K-12 Note: For your convenience, course descriptions are included in Appendix B. Course Sequences and Groups only. below. Basic Core Research Courses Educational Foundations and Professional School Psychology psychology and the organization and operation of the schools. The the internship school district (intended). Psychology K-12 Individual Differences, Psychopathology, Disability Courses 18 Francis Marion School Psychology Handbook

19 The Assessment Sequence following order: The Intervention/Consultation Sequence Agencies Fall Semester Courses Spring Semester Courses Agencies Summer Term Courses Psychology K-12 Course Schedule being offered according to the following schedule: Francis Marion School Psychology Handbook 19

20 PRESCRIBED Program of Study Summer I Hour Fall I Hours Spring I Hours (Second session) Summer II 1 Hours Fall II Hours Spring II Hours Summer III Hours Fall III 2 Hours Spring III Hours Notes: 1 During this summer session, students will apply for graduation with the Master of Science after completing 40 during this same summer session. 2 Programs of study should be developed so that internships begin with the Fall semester. Requests to begin internship in the Spring semester will be denied. 20 Francis Marion School Psychology Handbook

21 FINANCIAL ASSISTANCE DEPARTMENTAL ASSISTANCE instruction is an additional consideration. Scholarships th th Assistantships for the Child. PSYCHOLOGY DEPARTMENT ASSISTANTSHIPS Department assistantships PSY 216 teaching assistantships Richardson Center for the Child The student placed at the Center for the Child assists with Assistantships outside of the psychology department FMU Office of Counseling and Testing school psychology option students for participation in portions of FMU Student Health Service a clerical position. The assistant s duties include scheduling FMU Office of Career Development Francis Marion School Psychology Handbook 21

22 FMU School of Education assistantships FMU School of Education, Project CREATE th th STUDENT LOAN PROGRAMS Please be aware that it is each student s responsibility to 22 Francis Marion School Psychology Handbook ESTABLISHING IN-STATE RESIDENCY FAFSA CAMPUS EMPLOYMENT OPPORTUNITIES

23 graduate assistantships and include positions such as that of OFF-CAMPUS JOB OPPORTUNITIES Francis Marion School Psychology Handbook 23

24 DEPARTMENTAL RESOURCES RESEARCH AND TRAINING FACILITIES school training sessions. is conducted in another spacious laboratory area which includes through a test library located in the Richardson Center for the ( ) operates Francis Marion University Center of Excellence to Prepare Teachers of Children of Poverty ( ) operates a number of programs and initiatives in which school psychology students may participate. relationships with local school districts and the Richardson Center UNIVERSITY RESOURCES JAMES A. ROGERS LIBRARY stresses its support of scholarly pursuits in the Pee Dee region of ACADEMIC COMPUTING SERVICES Center. 24 Francis Marion School Psychology Handbook

25 MEDIA CENTER WRITING CENTER a consultant at any stage of the writing process for guidance on. CAREER DEVELOPMENT relationships both internally (faculty and staff) and externally opportunities. COUNSELING AND TESTING CENTER Services for Students with Disabilities disabilities. Determination Process Francis Marion School Psychology Handbook 25

26 1. A description of the expected progression or stability of the disability. 2. with the Director of Counseling and Testing to identify the SERVICES AVAILABLE: Learning Disability/ADD/ADHD disabilities: readers alternate testing location priority registration by the student and the Director of Counseling and Testing. is also necessary that the student discuss with each professor how qualify. Visual Impairment priority registration the Director of Counseling and Testing to arrange for a tour of pathways. Hearing Impairment interpreters priority registration Physical Disabilities 26 Francis Marion School Psychology Handbook

27 priority registration Students with Disabilities. Due Process the Director of Counseling and Testing if he or she is unhappy For Additional Information STUDENT HEALTH SERVICES IMMUNIZATION REQUIREMENTS health clinic. the student s acceptance letter. INSURANCE has negotiated low rates for student health insurance through a FMU IDENTIFICATION CARD (ID) to: presentation of the card Card account) and can be used by the person who holds the card to SMITH UNIVERSITY CENTER Francis Marion School Psychology Handbook 27

28 BOOKSTORE RECYCLING solid waste per person per day. 28 Francis Marion School Psychology Handbook

29 The Nature of Professional Conduct of School Psychology. In pursuing your studies in the School your contacts with the school and agency personnel encountered NASP Professional Standards Competence Students will Respect for Human Diversity Ethical Principles of Psychologists and Code of Conduct www. apa.org.) race. School psychologists regard these differences with respect Behavior experiences. This expectation includes consistent participation in Communication Skills errorless as Francis Marion School Psychology Handbook 29

30 are well established and open. You will be expected to show contacts when necessary. Effective Interpersonal Relations The school psychologist is expected to be a relationship expert. and faculty as well as your clientele is expected. willing to expend the energy and endure the pain required in self- Ethical Responsibility ethical responsibilities and obligations. The ethical standards of 30 Francis Marion School Psychology Handbook conduct. Adaptability and Maturity Initiative and Dependability Students will show a willingness to accrue training experiences NASP Professional Standards

31 questions and challenge your professors. Turn-about is fair play: You can count on us challenging you. Personal Responsibility Catalog below. indicate that graduates: (a) will not endanger their clients physical of School Psychologists Principles for Professional Ethics and Guidelines for the Provision of School Psychological Services. Regulation ( Catalog Student Handbook. In these and subsequent sections students Principles for Professional Ethics and Guidelines for the Provision of School Psychological Services Student Handbook Remediation for Impaired students unprofessional conduct. Concerns regarding possible student Malpractice Insurance Francis Marion School Psychology Handbook 31

32 we require that you obtain personal a school psychologist. Professional Affiliations organizations. South Carolina Association of School Psychologists SCASP SCASP is the state association of your profession. It also is a Spring Conference. The School Psychology Option requires The School Psych Scene. the next one. SCASP and that you attend at least one conference per year. Participation will allow you to these contacts: you can learn what is going on in school districts National Association of School Psychologists NASP This is the national association of your profession and your School Psychology Review, Communiqué, holds an annual conference in a different location throughout presented papers and research at the NASP annual conferences latest research in areas of special interest. You would be able to NASP is the source of the Model for Comprehensive and Integrated School Psychological Services NASP is also the sponsor of the National School Psychology Food for Thought the way. You will see its contents in an increasingly sophisticated will call it to your attention if you are not. References Principles for Professional Ethics. Model for Comprehensive and Integrated School Psychological Services NASP Professional Standards Effective school consultation: An interactive approach. 32 Francis Marion School Psychology Handbook

33 PRACTICUM GUIDELINES Description Philosophy Goals The purpose of the experience is to assist the student with the practice prior to the initiation of internship. 1. related settings Location Supervision and Evaluation the process. This is necessary to reinforce appropriate practice and Francis Marion School Psychology Handbook 33

34 required to Professional Ethics and Conduct: NASP Principles for Professional Ethics practice. Procedures General Summary of Practicum Experiences PSY 600A Professional Psychology Practicum To understand better the roles of other school professionals the PSY 600B Psychological Assessment Practicum psychological reports of test results and interpretations. Students PSY 600C Psychological Intervention Practicum PSY 600B Psychological Assessment Practicum PSY 700C Psychological Intervention Practicum one group). 34 Francis Marion School Psychology Handbook

35 PSY 700B Psychological Assessment Practicum PSY 700C Psychological Intervention Practicum report is required. PSY 700D Psychological Consultation Practicum Agencies PSY 700E Pre-Internship Practicum Individualized Practicum Experiences Malpractice Insurance Francis Marion School Psychology Handbook 35

36 ELIGIBILITY FOR INTERNSHIP following: beginning internship. been attained which support practice as an intern. faculty. described below. Internship Certification Steps:. Psychology Option. Appendix D. outlined below) is fraudulent and unethical and will call into Internship You and the Internship Coordinator (Dr. Bridger) should meet to discuss internship placement the summer that you complete the MSAP. We also encourage you to talk to districts in which you are interested in completing your internship. Please note that while that school district. If you are interested in pursuing an internship you are interested very early to the district. You should inform the Internship Coordinator before you go to the district for an interview. the three parties. Please note that the Internship Coordinator does contract you negotiate is between you and the district. The Department of Psychology will seek to assist you in you need to be aware that internship is a training experience for 36 Francis Marion School Psychology Handbook

37 An internship must be approved by the Internship Coordinator prior to your acceptance of the position. Once you have accepted an internship position, you may not seek or accept an offer from another district. All paperwork required for your internship portfolio at least two Internship Syllabus. After your portfolio and evaluations have been reviewed and Program Exit Interview will be scheduled. you to share your thoughts concerning your experiences in the Certification 1. You must schedule to take the PRAXIS II : Subject Assessment - Praxis Series School Psychology Exam process. REQUIRED: Designate FMU to receive your scores as well as the SCDOE.. II will 2. You must complete all aspects of your degree program graduate. 3. You must write to Dr. Hill-Chapman requesting that FMU. At that point the faculty can release, forwarded to the SCDOE carefully opportunity. INTERNSHIP GUIDELINES Goal of the internship experience and the written internship contract Specific Goals 1. To train interns 2. To train interns 3. To promote 4. To promote 5. To train interns 6. To train interns 7. To train interns to practice within the scope of accepted ethical and professional guidelines 8. To train interns Time Requirements A minimum (see below). Francis Marion School Psychology Handbook 37

38 Location Professional Ethics and Conduct Principles for Professional Ethics with the intern as they arise and generally assist the intern in concerns of practice. Developmental Model of functioning by the end of the internship. Suggested general guidelines for progression: 38 Francis Marion School Psychology Handbook responsible for all aspects of the case. The intern is responsible for all aspects of the case including counseling (if indicated). Supervision minimum minimum of 1-year prior experience a minimum mandatory for a minimum of one Supervised Activities Assessment

39 a maximum a maximum minimum of eight Consultation in pre-referral consultation with teachers and other school minimum interagency contacts and consultation in cases where such contacts minimum Behavioral Interventions minimum minimum Academic Interventions minimum of (ten) minimum Counseling/Therapy are required. minimum of minimum therapy case during the period of internship. A minimum of four In-service Presentations evaluate one in- per semester. Topics of the. Case Studies minimum of 16 case studies Applied Project according to best practices in regard to applied research design and will be presented to appropriate school personnel in a presentation Interns should consult the Applied Project Guidelines. It is Documentation Portfolio Maintenance Psychology Field-Based Experience Evaluation Form, which can be found online at:. Francis Marion School Psychology Handbook 39

40 Intern Evaluation It will be an opportunity for the graduating intern to discuss openly his or her experiences with the faculty as colleagues rather than Salary Description Supervision Deadlines and Duration of the Applied Project Interns should begin exploring potential topics for the applied internship. end of the internship. A presentable professional report and portfolio. Components Methods Participant Selection how selected Measures Procedure 40 Francis Marion School Psychology Handbook

41 gathered; Data Analysis Plan or correlational research design or plan appropriate for Results (See Appendix I for references to help with this section) description of statistical analyses that were conduced and the appropriateness of the statistical tests graphic or tabular presentation of the data and an analysis and discussion of the results any considerations that arose in the data collection be reported. reported. the following website An indication of the uncertainty of that index of effect questions the study was intended to answer. This Discussion Presentation that it would be appropriate for presentation as a poster or paper wide research poster fair. the conference and should plan accordingly. Standards for Research Preamble to Standards should be warranted transparent; warranted and transparent. Francis Marion School Psychology Handbook 41

42 apply to different research traditions. 1. Problem Formulation and research. been approached The problem formulation to address contribution to knowledge. 1.2.a. If the study is a contribution to an established line of 1.2.b. 1.2.c. 1.2.d Reporting should include a review of the relevant scholarship that bears directly on the topic of the report. It should include an arena of inquiry The rationale for the conceptual, methodological, or theoretical orientation of the study should be described and about it problem formulation as it relates to the groups studied (especially with respect 2. Design and Logic decisions constitute the logic of inquiry that researchers report. Many different study designs are used in education research and studies are concerned with drawing causal inferences regarding the abstract. discussed. 42 Francis Marion School Psychology Handbook

43 2.1. Research reporting should follow a clear logic of inquiry that and intellectual orientation of the study; to the research questions how the different parts of the study are related to each other description of the design alterations in the research questions or design should be described and a rationale for the changes presented. 3. Sources of Evidence which they were selected; and a rationale for these choices. It also of analysis. These data can be newly collected for a study or based and the relationship between the researcher and the participants 3.1. The units of study units) and the means through which they were selected should be adequately described. 3.1.a. 3.1.b. and consent of participants were addressed; how rapport was processes should be noted. 3.1.c. 3.1.d. groups should be described so that they can be understood and 3.2. The collection of data or empirical materials should be data collection and a rationale for these choices. The description 3.2.a. 3.2.b. Francis Marion School Psychology Handbook 43

44 4. Measurement and Classification reporting. also include those that are crucial to any intended extrapolations studied The 4.2. Any 4.2.a. 4.2.b. 4.2.c the extent to which those studied (participants) agree with the 4.3. measurement 4.3.a. 4.3.b. 4.3.c. properly for the groups studied. If the data were reduced 4.4. transcriptions of audio- or video-recordings are discourse or characterize the actions or interactions should be 4.5. relevance of characteristics of the group studied (especially with respect to 5. Analysis and Interpretation both sets need to be addressed. In general: 5.1. The procedures used for analysis should be precisely and 44 Francis Marion School Psychology Handbook

45 5.2. Analytic techniques 5.3. support claims or conclusions drawn in the research about any intended or unintended circumstances any part of the study or to people in the study The presentation of conclusions With quantitative methods: Interpretation of statistical analyses is enhanced by reporting separately. useful way to do this Reporting should clearly state what statistical analyses were conducted and the appropriateness of the statistical tests 5.7. Descriptive and inferential statistics each of the statistical analyses that is essential to the interpretation of the results Any considerations that arose in the data collection and processing analysis or inferences should be reported Any analysis inferences should be reported statistical results that is critical to the logic of An indication of the uncertainty of that index of effect (such as study was intended to answer. This interpretation should not rule out the possibility that the true effect is actually quite With qualitative methods: fully characterize the processes they used so that others can trace their logic of inquiry. Francis Marion School Psychology Handbook 45

46 It is the researcher s responsibility to show the reader that the report The process of developing the descriptions, claims, and interpretations should be clearly described and illustrated. The The evidence that serves as a warrant for each claim such Practices used to develop and enhance the warrant for the claims Interpretive commentary which they occurred; how they relate to one another; how they considered. 6. Generalization not cases reported in the literature. This logic requires the researcher 46 Francis Marion School Psychology Handbook

47 6.1. activities, data collections, and manipulations the logic by which the study should apply to the generalizations or contexts of interest the intended scope of generalization not apply to identify the scope consequences and why this is plausible the the intended scope of generalization. 7. Ethics in Reporting ethical standards. This section describes only those ethical issues transparency and ethics of reporting. responsibility to address ethical decisions that shaped how the guarantees and data protection plans. In cases where researchers processes need to be noted. If a condition of access or other criteria would also be described data collection, analysis, and reporting should be explicitly addressed. Not all ethical issues stated way that honors consent agreements disclosure of research participants can happen indirectly Reporting should include a description of any potential the conduct of the study Reporting of research should be accurately stated and 7.5. The data or empirical materials relevant to the conclusions to the author s conclusions Funding support 8. Title, Abstract, and Headings A well-constructed title and abstract help readers in locating articles Francis Marion School Psychology Handbook 47

48 follow the logic of inquiry in an article The title 8.2. The abstract 8.3. Headings inquiry underlying the report. 48 Francis Marion School Psychology Handbook

49 APPENDICES Francis Marion School Psychology Handbook 49

50 APPENDIX A COURSE CHECKLIST 50 Francis Marion School Psychology Handbook

51 APPENDIX B REQUIRED COURSE DESCRIPTIONS Education Course Descriptions 616 Public School Curriculum and Organization K-12 (3) understanding of the scope and sequence of public school 745 Teaching Reading and Written Language to Divergent and Exceptional Learners Psychology Course Descriptions 600A Professional Psychology Practicum (1)F, S. This shadowing a practicing school psychologist and participating in 600B Psychological Assessment Practicum (1) F, S. Students C Psychological Intervention Practicum (1) F, S. Students Psychology of Intellectual and Neurodevelopmental Disabilities (3) SU. Critical analysis of the current literature in regulations. 602 Biological Basis of Behavior (3) F 604 Behavioral Assessment and Intervention (3) S. 605 Personality and Social Psychology (3) SU. classic theories of personality. 606 Psychoeducational Assessment: Intelligence, Abilities, and Achievement (3) F. 609 Consultation with Diverse Families and Communities (3) F. Francis Marion School Psychology Handbook 51

52 615 Child/Adolescent Psychopathology (3) (Prerequsite/ Corequisite: PSY 600B and either PSY 606 or PSY 630) F. 616 Psychoeducational Assessment: Diagnosis of Learning and Behavior Disorders (3) (Prerequisites: PSY 615 & a grade of B or higher in PSY 606) S. 632 Quantitative Psychology (3) (Prerequisite: PSY 302 or equivalent) S. 634 Developmental Psychology (3) SU. 635 Learning and Cognition (3) SU. topics in learning as well as topics of current interest in cognition. 640 Special Topics (3) F, SU. neuropsychology. 650 Professional and Ethical Issues in School Psychology (3) SU. practice. 700B Advanced Psychological Assessment Practicum (1) F, S. 700C Advanced Psychological Intervention Practicum (1) F, S D Advanced Psychological Consultation Practicum (1) F, S E Advanced Pre-Internship Practicum (1) S. (Prerequisite: psychologist. The student will also be able to interact with other 704 Academic Assessment and Intervention (3) (Prerequisite: A grade of B or higher in PSY 604) F. use by the psychologist or by teachers or paraprofessionals within 52 Francis Marion School Psychology Handbook

53 706 Advanced Topics in Child and Adolescent Assessment (3) (Prerequisite: A grade of B or higher in 616) F. 714 Child Counseling and Psychotherapy (3) (Prerequisite: A grade of B or higher in PSY 704) S. 749 Psychological Consultation in Schools and Agencies (3) (Prerequisite: PSY 636) S. 759 School-Wide Prevention, Intervention, and Crisis Programs (3) (Prerequisites: PSY 704 and PSY 706) S. consultation course sequences. It is designed to integrate 799-F Internship: School Psychology (3) (Prerequisite: Permission of Department) F. A practical experience utilizing accepted legal and ethical standards of the profession. 799-S Internship: School Psychology (3) (Prerequisite: Permission of Department) S. A practical experience utilizing in accordance with accepted legal and ethical standards of the profession. Francis Marion School Psychology Handbook 53

54 APPENDIX C MALPRACTICE INSURANCE APPLICATION 54 Francis Marion School Psychology Handbook

55 APPENDIX D SC Department of Education Internship Certificate South Carolina Code of Regulations (Unannotated) Current through State Register Volume 29, Issue 10, effective October 28, Internship Certificate site at. Francis Marion School Psychology Handbook 55

56 APPENDIX E PRACTICUM & Internship Log MSAP/SSP PRACTICUM & INTERNSHIP LOG INSTRUCTIONS ONLY THE FIRST TIME you change to new school 8. Print out the entire workbook and include it in your portfolio. or log. 56 Francis Marion School Psychology Handbook

57 APPENDIX F MSAP/SSP PRACTICUM Competency Assessment forms. Francis Marion School Psychology Handbook 57

58 APPENDIX G Practicum & Internship Portfolio Guidelines Introduction: Definition and Purposes of the Portfolio portfolios. scores on all areas of the portfolio are required prior to beginning areas of the portfolio are required to graduate. Passing scores are life-long process. portfolio process is consistent with the National Association of 58 Francis Marion School Psychology Handbook General Portfolio Development Guidelines 9. Proof of attendance at one professional conference or.

59 NASP DOMAIN Data Based Decision Making and Assessment (2.1) Intervention: Consultation and Collaboration (2.2) Intervention: Academic (2.3) Intervention: Behavioral (2.4) Culture and Diversity (2.8) School-Wide Practices to Promote Learning (2.5) Intervention: Counseling (2.4) Intervention: Prevention (2.6) Intervention: Crisis Intervention (2.6) Home/School/Community Collaboration (2.7) Program Evaluation and Applied Research (2.9) Professional Identity and Professional Behavior (2.10) Ethical and Legal Issues (2.10) Element Component (s) Counseling Case Study Consultation Case Study Consultation Case Study Counseling Case Study Consultation Case Study Counseling Case Study Counseling Case Study Consultation Case Study Praxis II Scores (all four pages) Proof of Insurance Internship Contract Copy of your transcript Proof of attendance at one professional conference Praxis II Scores (all four pages) Proof of Insurance Francis Marion School Psychology Handbook 59

60 Part II: Documentation of Progress Written Assessment Reports NASP Standards require that all school psychology candidates. c. Date of birth d. Chronological age e. Date of report f. Child s grade 2. Reason for referral led to the referral i. Schools attended ii. Attendance record iii. Suspensions d. Psychosocial ii. Social interactions and peer relationships affecting the child e. Child strengths ii. Child s appearance 1. Process 2. Content 3. Perceptions 1. Orientation xiii. Child s attention and concentration g. Measure of language ability h. Measure of attention and concentration (if applicable) COMPETENCY RATINGS DESCRIPTIONS minimum minimum minimum Written Case Studies NASP Standards require that all school psychologist candidates internship. The case studies will describe an actual case that has 60 Francis Marion School Psychology Handbook

61 factors strengths and interests of the student plan scoring rubric for the case studies can be found online at. courses. and Consultation) in order to graduate. Progress Areas the student s ability to collaborate successfully with colleagues. progress areas are listed below. These areas should be included in area. the following issues: 1. Personal theoretical orientation 2. Purposes related to choice of school psychology as a profession 2.9) notably in psychological reports. Francis Marion School Psychology Handbook 61

62 Please see the rubric for portfolio for further guidance on how to organize your portfolio at. Assessment Process Students also are required to update their portfolios during the 62 Francis Marion School Psychology Handbook

63 APPENDIX H Statistical References Moderation and Mediation Analysis Journal of Personality and Social Psychology Neuropsychology Review, 16 Professional Psychology: Research and Practice, 40 Francis Marion School Psychology Handbook 63

64 START Reliable/Valid use scale Identify Purpose of Test Review Literature Is there an existing scale? Yes Obtain Existing Test and Make Full Evaluation No Identify Area or Content Domain Obtain Free Responses to General Scenarios and Questions Categorize/ Evaluate Free Responses Revise Existing Scale If Necessary Select Item Format, Likert, TF, MC, etc. Write Items (aim for 200% of estimated needs) Open Ended Pilot Study of Items Revise Items Finalize Form A Assess Reliability, internal consistency as a minimum Carry out item analysis/factor analysis, etc. Revise Form; Repeat if r tt if too low Test Construction Flow Chart Carry out Validity Studies as Appropriate for Nature of Scale Content Criterion Referenced Construct Validity 64 Francis Marion School Psychology Handbook

65 Selection of Inferential Statistical Tests Francis Marion School Psychology Handbook 65

66 SELECTION OF STATISTICAL TESTS NONPARAMETRIC TESTS PARAMETRIC TEST NOMINAL DATA ORDINAL DATA INTERVAL/RATIO DATA 2 independent groups 2 independent groups 2+ IVs factorial ANOVA 2+ correlated groups Independent and correlated groups split-plot ANOVA 2+ DVs MANOVA COEFFICIENT VARIABLE 1 VARIABLE 1 VARIABLE 2 VARIABLE 2 EXAMPLE EXAMPLE Pearson Product Interval or Product Knowledge Interval or Ratio Yearly sales in dollars Moment (r) Ratio test scores Spearman Rank Rank-ordered Rank in high Rank -ordered Rank in terms of SAT Order school class score Phi ( ) True Sex (male/female) True dichotomy Reading preference dichotomy (fiction/nonfiction) Tetrachoric (r 1 ) Artificial Company climate Artificial Sales success dichotomy (favorable/unfavorable) dichotomy (successful/unsuccessful) Contingency (C) Nominal DSM-IV diagnosis Nominal Past hospitalization (yes/no) Point Biserial (r pbi ) True dichotomy Sex (male/female) Interval or Ratio Yearly sales in dollars Biserial (r bi ) Artificial Company climate Interval or Ratio IQ score dichotomy (favorable/unfavorable) Eta ( ) Interval or Ratio Level of anxiety (GSR) Interval or Ratio Performance on (Used to assess memorization task nonlinear relationships) 66 Francis Marion School Psychology Handbook

67 APPENDIX I Some Interesting and Useful Websites National Association of School Psychologists (NASP) School Psychologist Resources Online South Carolina Association of School Psychologists (SCASP) Francis Marion School Psychology Handbook 67

68 Bridger, Bob Credentials Broughton, Samuel F. Credentials Psychology with Specializations in School Psychology and Center) Hardy, Tiffany Credentials Herzog, Teresa Kamman Credentials APPENDIX J Faculty Directory Hester, John R. adolescents; social cognition of children; consultation. Credentials Hill-Chapman, Crystal R. Credentials Murphy, Ronald T. (Ron) Credentials: 68 Francis Marion School Psychology Handbook

69 Sargent, Jesse Q. Credentials Wattles, William P. Adherence. Credentials: South Carolina. Adjunct Faculty Faykus, Suzanne (Sue) Credentials: Professionals. Francis Marion School Psychology Handbook 69

70 CAMPUS PHONE NUMBERS International Students Multicultural Student Affairs Public Safety Veterans Affairs 70 Francis Marion School Psychology Handbook

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