1 Fall 14 School and Clinical Child Psychology Student Handbook UNIVERSITY OF ALBERTA Department of Educational Psychology
2 School and Clinical Child Psychology Graduate Student Handbook 2 Welcome to the School and Clinical Child Psychology (SCCP) graduate program at the University of Alberta. This Handbook describes our master s and doctoral programs and also explains the procedures for successful completion of the degree. Our doctoral program is currently seeking accreditation from the Canadian Psychological Association (CPA): Office of Accreditation, CPA, 141 Laurier Ave. West, Suite 702, Ottawa, ON, K1P 5J3. It is expected that all students and faculty in the program will keep this Handbook as their major source of reference for our graduate programs. It is your responsibility to ensure that you have the most recent copy of the Handbook from the year in which you entered the program. You are ultimately responsible for making sure that you know all the requirements for completion of your degree. The purpose of this Handbook is to provide current information concerning the steps you must take to fulfil those requirements. This Handbook attempts to alert graduate students to the requirements for successful completion of their studies. Nevertheless, regulations of the Faculty of Graduate Studies and Research (FGSR) are imposed by, interpreted by, and enforced by that Faculty, and our Handbook is only a supplementary guide. This Handbook is only one of a number of documents with which students and faculty should be familiar. Be sure to familiarize yourself with the contents of the various websites that are highlighted this handbook. Throughout the year additional memos are distributed via . These deal with various issues such as practica selection, internship, and research activities. Any major policy changes approved by the Faculty Council are reported in minutes or separate memos distributed to every student. We hope that this Handbook will answer many of your questions. Should you have additional questions, please contact SCCP program coordinator. Our warmest wishes to you as you begin your graduate studies at the University of Alberta. We look forward to a productive and pleasant year! Best Regards, Martin Mrazik, PhD, R.Psych. Program Coordinator Associate Professor Education North Department of Educational Psychology University of Alberta T6G2G5 Phone:
3 School and Clinical Child Psychology Graduate Student Handbook 3 PROGRAM MISSION AND GOALS The specific mission of the School and Clinical Child Psychology (SCCP) program is to provide students with a theoretical foundation and professional training in preparation for psychological work with children, adolescents and families. The program is designed to provide training in assessment, interventions (therapy, psychosocial and instructional), professional consultation, and prevention. The training model adopted by the program is the scientist-practitioner model, which emphasizes the interaction of theory and practice. The goal of our program is to develop professionals who are able to conduct theoretical and applied research relevant to the practice of psychology, who are able to use research to critically inform practice, and who provide professional services that enhance the well being of children, youth and families. There are six specific training goals and related competencies within the SCCP program: 1. Students will learn and apply methods of disciplined inquiry, demonstrated by a. knowledge of research methods and data analysis procedures appropriate for their doctoral dissertations b. the ability to critically evaluate the foundations, assumptions, and evidence informing school and clinical child psychology practice 2. Students will learn the core foundational content in general psychology, demonstrated by a. knowledge about the foundations of their profession 3. Students will learn and apply the ethical principles and standards of the profession, demonstrated by a. understanding and application of ethical principles and standards and an ability to make sound ethical decisions 4. Students will learn, develop, apply, and evaluate the effectiveness of a variety of assessment approaches, demonstrated by a. Familiarity with and skilled use and evaluation of various assessment tools, techniques, and interventions 5. Students will learn, develop, apply, and evaluate the effectiveness of a variety of intervention approaches, demonstrated by a. Familiarity with and skilled use and evaluation of various assessment intervention strategies 6. Students will prepare to meet the needs of the public in various professional service roles and settings, demonstrated by a. Possession of the knowledge and skills to respond to the needs of clients and the general communities in which they practice
4 School and Clinical Child Psychology Graduate Student Handbook 4 TABLE OF CONTENTS Program Mission and Goals... 3 SECTION I: General Information... 6 Faculty and Staff... 6 School and Clinical Child Psychology Core Faculty... 6 Psychological Studies in Education Faculty of Education... 6 Clinical Staff... 7 Program Affiliates... 7 Facilities... 9 Education Clinic... 9 Offices Keys Security School and Clinical Child Psychology Resources Parking and Transportation SECTION II: Program Organization Faculty Council Department Council Department Retreat Student Representation in Program Decision Making Area Meetings Program Meetings SECTION III: Policies Policy on Student Research University Policy on Research Involving Human Subjects Human Research Ethics Review Process (HERO) Procedure for Graduate Student Grievances and Appeals of Academic Decisions Informal Procedures Formal Procedures involving the Faculty of Education Formal Procedures involving the Faculty of Graduate Studies and Research SECTION IV: Additional Information, Program Policies, and Guidelines Awards & Funding Policy on Professional Practice by Graduate Students Student Professional Practice Policy on Professional Practice by Graduate Students Professional Conduct and Discipline Policy on Student Files Policy on Loss of Property Tracking System Important Websites SECTION V: Student Evaluation... 21
5 School and Clinical Child Psychology Graduate Student Handbook 5 General Remediation Procedures Supervision Tamarack Memo SECTION VI: Registration Registration Policy for Newly Admitted Thesis-based Graduate Students Registration Policy for Doctoral Students Program Extensions FGSR Policy on Incompletes SECTION VII: M.A. Degree Requirements and Typical Progress Program Planning & Course Load Degree Requirements Practicum Guidelines Practicum Requirements Practicum Evaluation Thesis SECTION VIII: Ph.D. Degree Requirements and Typical Progress Prerequisites Program Planning Practicum Requirements (Ph.D. level) Practicum Setting Requirements Practicum Evaluation (Ph.D. level) Keeping a Practicum Log Documenting Practicum Experience Direct Services Indirect Services Practicum Supervision Research Ethics Candidacy Examination Evaluation of Oral Candidacy Exam Dissertation Final Oral Examination Internship SECTION IX: Registering as a Psychologist APPENDIX A Internship Standards Appendix B Checklist of M.Ed. Requirements Appendix C Checklist of Ph.D. Requirements Appendix D Practicum Remedial Action Plan... 41
6 School and Clinical Child Psychology Graduate Student Handbook 6 SECTION I: GENERAL INFORMATION The program in School and Clinical Child Psychology (SCCP) at the University of Alberta is designed for students interested in practicing as psychologists with a school-age population. School Psychology is a helping profession devoted to the diagnosis, prevention, remediation and amelioration of social, emotional, cognitive, behavioural, and interpersonal difficulties with children and adolescents in school or school-related settings. Our aim is to integrate science and practice and to develop the awareness and skills to work with diverse populations in schools and various clinical settings. The SCCP program provides students with a solid core foundation to practice as school and clinical psychologists, and involves development of assessment and intervention skills, such as instructional interventions and counselling, necessary for work with school-aged populations. The SCCP core faculty, with the support of program affiliates, provide students with the opportunity to develop competency in all of these areas and also help them further develop their own areas of specialization. FACULTY AND STAFF SCHOOL AND CLINICAL CHILD PSYCHOLOGY CORE FACULTY Cormier, Damien, Assistant Professor, BA (Manitoba), MA, PhD (Minnesota). Main interests: psychological assessment, cultural and linguistic influences in assessment, measurement, Response to Intervention, assessment for effective intervention. Mrazik, Martin, Associate Professor; B.Sc., B.Ed., M.Ed. (Alberta), Ph.D. (Georgia). Main interests: assessment of individuals with traumatic brain injury, traumatic psychological injury, and chronic pain. Pei, Jacqueline, Associate Professor; B.A., M.Ed., Ph.D. (Alberta). Main interests: neuropsychological assessment and interventions for individuals with a Fetal Alcohol Spectrum Disorder (FASD) Rinaldi, Christina, Professor; B.A. (McGill), M.A. (Concordia), Ph.D. (McGill). Main interests: assessment of social and emotional development and functioning in children and adolescents; parenting and parent-child relations; emotional and behavioural difficulties; and bullying prevention.. PSYCHOLOGICAL STUDIES IN EDUCATION FACULTY OF EDUCATION Boechler, Patricia, Associate Dean, Research and Graduate Studies, Associate Professor, BA (Saskatchewan), PhD (Alberta); Main interests: cognition, memory, learning and developmental psychology. Buck, George, Program Coordinator, Associate Chair (Graduate); Professor; B.Ed., M.Ed., Ph.D. (Alberta). Main interests: Instructional technology and devices; development of technology; technology and postindustrial society; multimedia authoring; Career and Technology studies; relationship of learning to instructional theory and practice; computer technology and education.
7 School and Clinical Child Psychology Graduate Student Handbook 7 Carbonaro, Michael, Associate Chair (Undergraduate); Professor; B.Ed., M.Ed., Ph.D. (Alberta). Main interests: curriculum design, computer games in schools, blended instructional delivery, robotics, computational modeling, health sciences interprofessional education, and, Aboriginal education. Daniels, Lia, Associate Professor; Ph.D. (Manitoba), Psychological Studies in Education. Main interests: motivation and emotions of pre-service teachers. Co-director in the Alberta Consortium for Motivation and Emotions (ACME). Grace, André. Professor, Ph.D. (Alberta). Research Interests: how sexual and gender minority youth grow into resilience where this growth is viewed as a dynamic ecological process enabling youth to i) deal with stressors, risk-taking, and setbacks in personal, social, and institutional contexts (the risks component) and ii) move forward to demonstrate positive outcomes and signs of thriving (the resilience component). Smith, Veronica, Associate Professor; B.A., M.A. (Western Washington University), Ph.D. (British Columbia). Main interests: social and language development in typical and atypical populations in early childhood (e.g., children with autism spectrum disorders); theory-practice interactions; and the implementation and evaluation of educational change with at risk populations. CLINICAL STAFF (EDUCATION CLINIC) Eliuk, Jim, Clinical Supervisor (Counseling), B.Sc., PhD (Alberta). Janzen, Troy, Clinical Supervisor (SCCP), B.Sc., M.Ed., Ph.D. (Alberta). Mrazik, Martin, Director of Assessment Education Clinic, B.Sc., B.Ed., M.Ed. (Alberta), Ph.D. (Georgia). Main interests: traumatic brain injury, sport concussions, traumatic psychological injury, and developmental disabilities. Yohani, Sophie, Director of Counselling Education Clinic & Assistant Professor, BA (Mount Holyoke College), MEd, PhD (Alberta). Main interests: cross-cultural counselling, hope in children, trauma in refuges and immigrants. PROGRAM AFFILIATES Faculty Name Date hired Academic Rank Areas of specialization Jim Eliuk 2007 Admin. Professional Officer, Clinical Supervisor Counselling psychology, stress management, chronic pain, PTSD Robin Everall 1998 Full Denise Larsen 2003 Associate Counselling psychology, Suicidal behaviour Counselling psychology, Hope, Health psychology
8 School and Clinical Child Psychology Graduate Student Handbook 8 Noorfarah Merali 2001 Associate Counselling psychology, Crosscultural psychology Derek Truscott 1997 Associate Psychotherapy, Ethics Jessica Van Vliet 2007 Associate William Whelton 2001 Associate Sophie Yohani 2007 Associate Counselling Psychology, Emotional resilience, Trauma Counselling psychology, Psychotherapy process & outcome, History of psychology Counselling psychology, Crosscultural psychology, Trauma Ying Cui 2007 Associate Professor Measurement and Evaluation Mark Gierl 1997 Full Professor Jacqueline Leighton 2001 Full Professor Cheryl Poth 2008 Associate Professor Educational Measurement; Statistics Measurement, Statistics, and Cognition Program Evaluation, Assessment, & Measurement Supervisors Name Date Hired Acad. Areas of Specialization Sean Barford Sept. 1, 2012 Sessional Psychological Assessment Paul Berg Sept Sesssional Psychological Assessment Paula Blashko Sept. 1, 2009 Sessional Psychological Assessment Stephen Carter June 25, 1999 Adjunct Assistant Professor Psychological Assessment Lisa Clyburn Sept. 1, 2001 Sessional Psychological Assessment Carlton Duff Sept. 1, 2012 Sessional Psychological Assessment Leah Fraser Sept. 1, 2005 Sessional Psychological Assessment Linda Foti-Gervais Sept. 1, 2006 Sessional Psychological Assessment Roger Gervais Sept. 1, 2011 Adjunct Assistant Professor Psychological Assessment
9 School and Clinical Child Psychology Graduate Student Handbook 9 Gina Janzen Sept. 1, 2004 Sessional Psychological Assessment Henry Janzen July 1, 1970 Emeritus Psychological Assessment Troy janzen Sept. 1, 2002 Adjunct Assistant Professor Psychological Assessment Wendy Creighton-Lacroix Sept Sessional Psychological Assessment Richard Lucardie Sept Adjunct Assistant Professor Psychological Assessment Monty Nelson July 1, 2001 Adjunct Assistant Professor Psychological Assessment Sylvie Pappas Sept. 1, 2008 Sessional Psychological Assessment John Paterson Sept. 1, 1967 Emeritus Psychological Assessment Wade Randall Sept. 1, 2004 Adjunct Assistant Professor Psychological Assessment Cheryl Seaman Sept. 1, 2009 Sessional Psychological Assessment Richard Spelliscy Sept. 1, 1999 Sessional Psychological Assessment Garth Stewart July 1, 1999 Adjunct Assistant Professor Psychological Assessment Brent Symes July 1, 2005 Adjunct Assistant Professor Psychological Assessment Elaine Whitford Sept. 1, 2009 Adjunct Associate Professor Psychological Assessment Erik Wikman July 1, 2003 Adjunct Assistant Professor Counselling Psych FACILITIES EDUCATION CLINIC The U of A Education Clinic, located on the ground floor of the Education Building, is a community clinic that provides counselling and assessment training. Many of the practicum courses are offered through the Clinic. The Clinic is oriented toward psychological services with adults, adolescents, and children. The Clinic includes a receptionist s area; waiting area; 12 therapy rooms equipped with video and DVD recording systems, two of which are equipped with one-way windows; a playroom; two classrooms; and a testing materials library. In addition, the Education Clinic provides offices for clinical supervisors, directors of assessment and counselling, senior graduate student clinicians, interns, and teaching assistants. School and Clinical Child Psychology practicum students have access to a telephone in a private room to make confidential phone calls relating to their work with clients. There is also a room that serves as a
10 School and Clinical Child Psychology Graduate Student Handbook 10 lounge for practicum student use, with mailboxes, lockers and workstations. Graduate students may also use the telephone located in the Graduate Lounge (6-143) for personal telephone calls. OFFICES The School and Clinical Child Psychology faculty offices are located primarily on the 6 th floor of the Education North Building. The Educational Psychology Department offices are also located on the 6 th floor of the Education North Building. Students with an assistantship typically have office space in the building where their research projects are housed. Most often these offices are located in the Education North Building. KEYS Office keys are issued to students in the program allowing you to enter offices after office hours and during weekends. Keys for individual offices are issued by the Educational Psychology Department office and are provided for one year at a time. For safety reasons, do not prop open any outside doors during evening and weekend hours. SECURITY DO NOT LEAVE ANY UNATTENDED OFFICE DOORS OPEN OR UNLOCKED AT ANY TIME. Valuable computers, thesis research, client data, money, radios, wallets/purses, and coats have been stolen during brief absences. Additionally all client information must remain in the clinic; any computer based information must be password protected. SCHOOL AND CLINICAL CHILD PSYCHOLOGY RESOURCES The Educational Psychology Resource Library, located in Education Clinic is maintained for faculty and students to use both as a resource and a gathering location. This room contains books, some intervention materials, references, journals, research reports, master's theses, doctoral dissertations, and coursework readings. Reference materials and journals are NOT available for check out, but may be temporarily removed for photocopying. All other resources are available for checkout using the posted procedures. Testing materials are stored in Education Clinic and can be signed out for course work. Please see the on duty clinic staff to access these materials. While students may use these materials during their practicum experiences, NO resources may go with students on their internships. Students are responsible for all materials they check out, and will be held accountable for missing or damaged materials. PARKING AND TRANSPORTATION Students may purchase passes to the various parking lots that are available on and around campus. There are also a number of hourly/daily parking options available on or near campus. Additional information about parking can be found here: The Edmonton Transit System provides students with transportation to a central location on campus. This can be done by bus or by using the Light Rail Train (LRT). University of Alberta students are eligible for a U-Pass, which lowers the cost of transit. All students pay a low mandatory U-Pass fee each fall and winter term, which is much lower than the cost of purchasing monthly passes for the same period of time because costs are spread over a large participant base. U-Pass fees are collected by the University and transferred to transit providers to help fund the transit service.
11 School and Clinical Child Psychology Graduate Student Handbook 11 Safewalk provides a safe alternative to walking alone at night around the campus community and beyond. Safewalk was created not as a reaction to crime, but as a proactive step to build the safest possible campus community. They walk students home and patrol campus as a measure of crime prevention to act as the eyes and ears for the University of Alberta Protective Services & Edmonton Police Service. More information on Safewalk can be found here: Campus maps can be found at the following address:
12 School and Clinical Child Psychology Graduate Student Handbook 12 SECTION II: PROGRAM ORGANIZATION The School and Clinical Child Psychology (SCCP) program grants two graduate degrees; the Master of Education (M.Ed.), and the Doctor of Philosophy (Ph.D.). SCCP is housed administratively in the area of Psychological Studies in Education (PSE), within the Department of Educational Psychology. The Department of Educational Psychology includes 7 areas in addition to PSE: Counselling Psychology; Measurement, Evaluation, and Cognition; Special Education; School Counselling; Teaching English as a Second Language; Technology in Education Specialization; and Health Sciences Education. The Chair of the Department of Educational Psychology is Dr. Jacqueline Leighton. The Area Coordinator for PSE is Dr. Martin Mrazik. FACULTY COUNCIL Education Faculty Council is established as the governing body of the Faculty of Education under Section 28(1) of the Post-Secondary Learning Act. Faculty Council powers and compositions are set out in Section 28(1) and 29(1) of the Act. Further authorization concerning Faculty Council powers, compositions and quorums is outlined in GFC Sections 55.1, 55.3 and A faculty council may delegate any of its powers, duties and functions under the Post-Secondary Learning Act as it sees fit and may prescribe conditions governing the exercise or performance of any delegated power, duty or function, including the power of sub-delegation. (PSLA Section 29(3)) More information on the Education Faculty Council can be found here: ultyandstaff/governance/councils%20committees%20boards/1general_terms_of_reference_2012.pdf DEPARTMENT COUNCIL Department decisions and communication of relevant committees, initiatives, decisions, and events across the university are disseminated at department council meetings. Department council meetings are scheduled monthly at the beginning of each academic year. The department council is chaired by the Department Chair. Agenda items are submitted to Amber Mierau, Administrative Assistant to the Department Chair, one week in advance of the scheduled meeting. DEPARTMENT RETREAT The department s faculty members meet annually to review the department s progress, generate new ideas for development, and discuss current challenges. The department retreat is typically held in late May or early June and is a full day meeting. STUDENT REPRESENTATION IN PROGRAM DECISION MAKING AREA MEETINGS Psychological Studies in Education (PSE) area meetings are held throughout the year to discuss and make decisions regarding various issues associated with the program. Two students are elected by the PSE
13 School and Clinical Child Psychology Graduate Student Handbook 13 graduate students in the spring to serve as a representative at area meetings. Faculty are not involved in these elections; it is up to the students to choose their representatives. The students attend the area meetings and serve as a liaison between the PSE faculty and students. PROGRAM MEETINGS School and Clinical Child Psychology program meetings are held 6 times throughout the regular academic year (September-May) to discuss and make decisions regarding various issues associated with the SCCP program. Meetings are scheduled at the beginning, middle, and end of the Fall and Winter terms. Decisions are communicated to students through the program listserv.
14 School and Clinical Child Psychology Graduate Student Handbook 14 SECTION III: POLICIES POLICY ON STUDENT RESEARCH Students are required and encouraged to participate in research in many capacities during their enrollment in the School and Clinical Child Psychology Program. In addition to the required research of theses and dissertations, most students also engage in research through research assistantships (RA), and some engage in additional independent research under the supervision of their advisor, RA supervisor, or other university professor. Students are further encouraged to present their research to the professional community through conferences, symposia, and colloquia. Some of the research opportunities in School and Clinical Psychology include: Research Mentorship Students in the Ph.D. program are encouraged to gain supervised research experience in their first two years of study. This research experience may be gained through a research assistantship or through enrollment in independent research credits. Volunteer Opportunities Because research is ongoing and foundational to the mission of the program, department, and university, students are encouraged to actively seek out research opportunities. Thus, many students volunteer to join the research team of a faculty member with whom they have a common research interest. Moreover, first- and second-year students frequently volunteer to assist with data collection for advanced students theses and dissertation in hopes that future students will similarly help them. In order to engage in research at the university, students must conform to all university policies governing research as well as conduct themselves according to professional standards set forth by APA/CPA. UNIVERSITY POLICY ON RESEARCH INVOLVING HUMAN SUBJECTS HUMAN RESEARCH ETHICS REVIEW PROCESS (HERO) Human Ethics Research Online (HERO) system is now called REMO (Research & Ethics Management Online) the system automates the review process for human subject research through an online application form that will be routed electronically for required reviews and approvals. All research ethics application reviewed at the University of Alberta must use the REMO system. REMO Helpdesk Alice Fritch , Visit the REMO homepage https://remo.ualberta.ca to register for REMO training, access the training session schedule. Training schedules are also available at the Research Ethics Office at 308 Campus Tower, Street or website. REMO Training Session Schedule is posted on the REMO homepage at https://remo.ualberta.ca, or on the Research Ethics Office homepage. Where: Research Ethics Office, 308 Campus Tower, Street
15 School and Clinical Child Psychology Graduate Student Handbook 15 To register for training go to the REMO homepage at https://remo.ualberta.ca. REMO Access - The following are required in order to access REMO to complete an application for Human Ethics Research: 1. A valid Campus Computing ID (CCID) and password CCID request form. 2. An active relationship with the University of Alberta or affiliated Institutions. 3. A HERO User role. All University Faculty, staff or students already have a CCID. Researchers from Alberta Health Services, Covenant Health can request a Guest CCID from either their affiliated academic department or the Research Ethics Office. Students and external users (Alberta Health Services and Covenant Health researchers for example) must complete an online registration process to establish themselves in the system and request a role before logging in. REMO ethics application form is a smartform it adjusts according to how you answer the questions. For example, if you indicate that your study is a clinical trial you will get the clinical trial section and the billing information page. For social sciences research those pages will not be displayed as you work through the application. PROCEDURE FOR GRADUATE STUDENT GRIEVANCES AND APPEALS OF ACADEMIC DECISIONS INFORMAL PROCEDURES A student wishing to appeal an academic decision about a final grade or a mark received on an assignment in an EDPY course must first attempt to resolve the issue with the instructor concerned. EDPY students may consult their Program Supervisor at any time about such grievances. In the case of a mark appeal (for assignments or exams worth a minimum of 30%), the student shall consult the instructor within ten (10) working days of the date of return of the marked assignment. Should the student and instructor be unable to resolve the grievance within the next ten (10) working days, the student may then appeal in writing to the Graduate Coordinator. Such an appeal must be made no more than five (5) working days from the instructor's response to the grievance. The student's written appeal shall include a photocopy of the marked work and a clean copy of the work. The Graduate Coordinator will arrange for the student's work to be reread by another faculty member in the Department. The instructor will provide to the re-reader a copy of the assignment instructions, marking criteria, the clean copy of the student's work, and if available, copies of comparable student work. The re-reader will submit a response in writing to the Graduate Coordinator within ten (10) working days, recommending that the mark remain the same or be revised. The Graduate Coordinator shall make a decision within ten (10) working days from receipt of the re-reader's report. The new/revised mark assigned shall be final.
16 School and Clinical Child Psychology Graduate Student Handbook 16 In the case of a final grade appeal, the student shall consult with the instructor within twenty (20) working days of the date that the course grade is posted by the Registrar. Should the student and instructor be unable to resolve the grievance within ten (10) working days, the student may then appeal in writing to the Department of Educational Psychology Graduate Coordinator. Such an appeal must be made no more than five (5) working days from the instructor's response to the grievance. The Graduate Coordinator shall make a decision within ten (10) working days from receipt of the appeal. If the final grade grievance is still unresolved, the student may then consult the Associate Dean, Research and Graduate Studies in the Faculty of Education. FORMAL PROCEDURES INVOLVING THE FACULTY OF EDUCATION After the student has exhausted potential remedies available through informal procedures, and if the student believes there has been an error or unfair treatment, a formal appeal may be initiated to the Associate Dean, Research and Graduate Studies in the Faculty of Education. A formal appeal must be submitted no later than March 1 following first-term courses, no later than June 30 following second-term courses, and no later than September 30 following intersession courses. Further information about appeal procedures at the Faculty level are provided in the University Calendar (Regulations of the Faculty of Graduate Studies and Research, Appeals and Grievances (203.17), Faculty of Graduate Studies and Research). A copy of the formal procedures for academic appeals may be obtained from the Graduate Coordinator or from the Associate Dean, Research and Graduate Studies. Additional information on appeals and grievances can be found in 23.8 of the University Calendar. FORMAL PROCEDURES INVOLVING THE FACULTY OF GRADUATE STUDIES AND RESEARCH Termination of an Educational Psychology student's program is the decision of the Faculty of Graduate Studies and Research, normally upon recommendation by the Department. Before such a recommendation is made, the Department s Graduate Coordinator or designate and the student's Program Supervisor shall meet with the student. The Graduate Coordinator shall then consult with the Program Supervisor and inform the student, in writing, of the Department s recommendation. If the Department decides that a student is not making satisfactory progress in either course work or research, the Department may recommend to the Associate Dean of the Faculty of Graduate Studies and Research that the student be required to withdraw (please refer to the Graduate Program Manual: Section 7). For further information regarding appeals procedures at the Faculty level, students should consult the regulations available from the Faculty of Graduate Studies and Research. All formal appeals against Faculty decisions must be initiated within twenty (20) working days of the student's receipt of the Faculty of Graduate Studies and Research decision being appealed. At any point in the appeals or grievances process, the student may seek information or advice from the Associate Dean of the Faculty of Graduate Studies and Research, or the Graduate Students' Association. Further information about the procedures for appeals is provided in the University Calendar (Appeals and Grievances, University Regulations and Information for Students; Appeals and Grievances, Faculty of Graduate Studies and Research; and Academic Standing and Appeals and Grievances, Department of
17 School and Clinical Child Psychology Graduate Student Handbook 17 Educational Psychology). Additional information can be found in the Academic Appeals Committee regulations of the Faculty of Education; and in the Graduate Program Manual of the Faculty of Graduate Studies and Research under Appeals and Grievances and Termination of a Student's Program. Adoption of the Procedures for Graduate Student Grievances and Appeals of Academic Decisions was approved by Educational Psychology Council, April 17, Additional information about the processes for appealing marks/grades and program decisions can be found in the following documents: Faculty of Education Procedure for Graduate Student Grievances and Appeals of Academic Decisions: olicies.aspx University Calendar under Appeals and Grievances, Faculty of Graduate Studies and Research: Research/Regulations/ html
18 School and Clinical Child Psychology Graduate Student Handbook 18 SECTION IV: ADDITIONAL INFORMATION, PROGRAM POLICIES, AND GUIDELINES AWARDS & FUNDING The University of Alberta offers financial assistance at both the Faculty and department level, however graduate funding approaches vary among departments. Students should contact the department offering their program of interest to find out how graduate students are supported. For more information on various potential sources of funding, see: POLICY ON PROFESSIONAL PRACTICE BY GRADUATE STUDENTS STUDENT PROFESSIONAL PRACTICE Students are required to participate in supervised professional practice during their enrollment in the School and Clinical Child Psychology Program. Students are required to obtain practical experience through practica and internships during their enrollment in the program. POLICY ON PROFESSIONAL PRACTICE BY GRADUATE STUDENTS No graduate student in the training program shall engage in public activity, including presenting at seminars, conferences and workshops, course projects, and work as a volunteer within or outside of the university, in which he/she would represent the profession of psychology without the written permission of their supervisor (i.e. hard copy or ). When considering any such activity, the student and advisor should ensure that the activity is commensurate with the APA/CPA code of ethics and with the student's level of professional training. No unlicensed graduate student in the program shall engage in the unsupervised practice of psychology, including, but not limited to: assessment, school consultation, or intervention activities. Exceptions to this regulation can be made only by the coordinator with the concurrence of the student's supervisor and only if the student by other training or experience has qualifications meeting existing professional standards in a specified domain of practice. Such standards would include holding the proper license or certificate if the student is working for a fee. Students should consult with the coordinator regarding restrictions for provisional licensing in school psychology while pursuing graduate studies. A student, even when engaged in permissible practices of professional activity, is not to identify him/herself with the university by the use of university stationery, a university mention on a personal card, etc., without the written approval of the coordinator of the training program and the concurrence of the student's advisor. When a graduate student is engaged in such approved activity, s/he may identify herself/himself only as a "graduate student in the School and Clinical Child Psychology Program, University of Alberta."
19 School and Clinical Child Psychology Graduate Student Handbook 19 PROFESSIONAL CONDUCT AND DISCIPLINE The Program in School and Clinical Child Psychology endorses the Code of Ethics, Code of Conduct, and guidelines of the College of Alberta Psychologists (CAP) and the Canadian Psychological Association (CPA). Students in the Program are expected to be familiar with these codes and guidelines and to behave at all times in accordance with accepted ethical and professional standards as specified in these documents (see and The Program encourages students to become student members of the CPA and other organizations as a way to learn more about current issues in professional psychology. In addition, students are expected to behave in accordance with the Code of Student Behaviour at the University of Alberta and to familiarize themselves with this code (see the GFC Policy Manual, tbehaviour.aspx). Because of its support for the Codes and guidelines documents of the professional associations, the Program takes very seriously any allegations of unprofessional or unethical student conduct. Allegations will be investigated by the Graduate Coordinator and will be taken into account in decisions concerning a student s continuance of the Program. In like manner, Program faculty are also expected to belong to professional organizations and to behave in an ethical manner. Allegations of unprofessional faculty conduct will also be investigated by the Graduate Coordinator and may be referred to the appropriate University or professional conduct committee for action. Because the Program would rather deal with an ethical dilemma or problem before it becomes a matter of complaint, students in the Program who find themselves in ethical dilemmas are encouraged to consult with Program faculty. School and Clinical Child Psychology students may work with vulnerable populations, where there is a fundamental professional and ethical obligation to protect the public against unethical, incompetent, and unsafe practice. Where a student s limitations and problematic behaviours (e.g., substantial deficiencies in competence, skills, knowledge, ethical/professional conduct, judgment, or ability to respond effectively to supervision or remediation) are of such a nature or severity that the student is deemed unsuitable for working with clients/patients, the student may be asked to withdraw from the program. Students may wish to consult the University of Alberta GFC Policy Manual, Section 87, Practicum Intervention Policy (http://www.governance.ualberta.ca/studentappeals/practicuminterventionpolicy.aspx) In addition to the CAP and the CPA, there are a large number of psychology-related organizations which students may want to join. Typically, students will find an interest area that is compatible with their research or professional interests through their Supervisor. Students in the Program are encouraged to attend professional association meetings, to develop networks of other psychologists and students with similar interests, and to present their own research at professional conferences. Conferences are an important setting for developing professional relationships, friendships, and learn about potential career opportunities. POLICY ON STUDENT FILES Personal information and student files are located centrally in Education North. The contents of these files are released only with student consent if requested by someone outside the program. Under
20 School and Clinical Child Psychology Graduate Student Handbook 20 Alberta s Freedom of Information and Protection of Privacy (FOIPP) Act, you have access to all information in your file excepting those items for which you waived your right of access. POLICY ON LOSS OF PROPERTY The Education Clinic maintains a current inventory of assessment devices and intervention materials. In many cases, these are quite expensive to purchase. Students are responsible for the materials they borrow. Therefore, in the unlikely event of loss of theft, students are responsible for replacing the materials. Because of this policy, we encourage students to verify that their homeowner's or renter's insurance would cover the replacement costs of assessment devices and intervention materials. Should you have questions about the costs of materials, please see the clinic s Assessment Director. TRACKING SYSTEM FGSR requires the Program to provide it with information about student demographics and progress to degree completion. Also as a CPA-accredited program, we are often asked to complete surveys about this information. Therefore, the program tracks the following information annually on the Tamarack Memo: student address/phone number, dates of M.Ed. defense and conferment, date of preliminary oral, date of final Ph.D. defense and conferment, and year and site of internship. Students are responsible for providing the Program with this required information. IMPORTANT WEBSITES Department of Educational Psychology Graduate Student Handbook sources/gradstudenthandbook_ pdf Faculty of Graduate Studies and Research Thesis Handbook Truth in Education - Academic Integrity at the University of Alberta Graduate Student Assistantships and Financial Awards University of Alberta Calendar University of Alberta Registration Guide
Graduate Regulations-Spring 2014 1 GRADUATE DEGREE REGULATIONS DEPARTMENT OF PSYCHOLOGY UNIVERSITY OF FLORIDA GRADUATE DEGREE REGULATIONS 1 I. GENERAL INFORMATION 2 A. Graduate Advisor/Supervisory Committee.
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