1 1 School Psychology Program Handbook New Jersey City University S-503A, 2039 Kennedy Blvd., Jersey City, New Jersey (201) Developed by: James E. Lennon, Ph.D. Program Director Ninth revision: August 3, 2014
2 2 Table of Contents Page Introduction 4 Purpose University Mission General Information about the University General Information about the College of Arts and Sciences Program Overview and Philosophy 6 School Psychology Program Mission General Information about the NJCU School Psychology Program Program Objectives Faculty in School Psychology and Graduate Psychology 10 Getting Started in the School Psychology Program 13 Basis for Admission Decisions Academic Advisement Contract of Agreement Academic Requirements 17 Program Requirements: MA in Educational Psychology/ Professional Diploma in School Psychology Master s Level Curriculum Professional Diploma Level Curriculum Sequence of Courses 74 credits Residency Graduation Practica 21 Description of practica Requirements Sample sequence of practica Externship 24 Description of externship Liability insurance Performance Appraisals 26 Monitoring student progress Portfolio requirements Academic integrity Certification and graduation Program evaluation
3 3 Continuing Education 31 Description of Program s Commitment Professional School Psychology Organizations Applying for State and National Certification Student Resources 34 Computer Services Employment Tuition and Financial Assistance Health Services University Insurance Policy Library Services Student Services Building Appendix A. Practicum Activity Log 36 B. Matriculation Work Sheet (Page 3) 37
4 4 Introduction Purpose This handbook is intended to serve as a guide for graduate students and faculty in the school psychology program at New Jersey City University. It serves as reference for planning coursework, practica, and internships and for guidance in meeting performance outcome, portfolio, and other evaluation criteria in preparation for becoming a certified school psychologist. This handbook contains information on procedures and regulations and should be used in consultation with the student s advisor, the program director, the graduate faculty committee, the department chairperson, the director of the college, or the dean of the College of Arts and Sciences, as appropriate. The Graduate School Bulletin should also be consulted on a regular basis to review general requirements for the appropriate graduate degree and a particular time schedule for degree requirements. Careful study of these references will aid in long range planning and ensure timely compliance with administrative requirements. The professional diploma in school psychology is an integrated sequence of coursework, practica, and externships that prepares students to serve as school psychologists for public and private schools and other community-based, human service settings. A total of 74 credit hours, including 300-hours of practica and a 1200-hour externship is required. The externship is a culminating experience. All program coursework must be complete prior to registration in the first externship experience. The program is currently Nationally Approved (full) by the National Association of School Psychologists through December 31, 2019 and nationally recognized by Council for the Accreditation of Educator Preparation (CAEP) for the same period.. University Mission The mission of New Jersey City University is to provide a diverse, urban population with access to an excellent university education and to the support services necessary for professional and personal fulfillment. For seven decades New Jersey City University, located in a city of perpetual
5 5 immigrant influx, has focused its effort on this mission, developing perhaps better than any other institution, the philosophy, organization, and strategies for implementing a program of higher education in a diverse, urban setting. The University is also committed to improving the educational, intellectual, cultural, socio-economic, and physical environment of the surrounding urban region. The University offers programs leading to the Master of Fine Arts, Master of Arts, and Master of Science degrees, as well as a Professional Diploma in School Psychology. General Information about the University New Jersey City University, like many public colleges and universities, is a place apart in a complex, vibrant city. The University is a place for study and research, meditation and contemplation; it is a place integral to the city s health and programs. It is the seventh most diverse university in the nation and draws its strength from its diverse student body and faculty. Jersey City is the focal point of a network of transportation facilities connecting New Jersey to New York City. These facilities include the PATH subway, New Jersey Transit commuter trains in Hoboken, Amtrak in Newark, and numerous bus lines from many points in New Jersey. New Jersey City University s main campus is located on Kennedy Boulevard between Culver and Audubon Avenues, approximately three miles south of Journal Square. The University is committed to providing its students with the best environment in which to excel. The University prides itself in the social and cultural diversity that exists on its campus. The student body currently includes 225 international students, representing 50 countries, who add to the cultural mix. This cultural richness is a unique advantage to the NJCU educational environment. New Jersey City University is accredited by the Middle States Association of Colleges and Secondary Schools, the National Council for Accreditation of Teacher Education, and the National Association of State Directors of Teacher Education and Certification. The graduate division is
6 6 accredited by the Middle States Association of Colleges and Secondary Schools and the National Council for Accreditation of Teacher Education. General Information about the College of Arts and Sciences As the University continues to expand, its graduate degree programs are growing in number, range, and sophistication, thus strengthening the urban mission and raising the institution and its students to a higher academic level. Consequently, the programs have become more attractive to a wider audience and the local orientation is diminishing. Some of the programs offered under the College of Arts and Sciences are: Master of Fine Art in Art, Master of Arts in Art Education, Master of Art in Counseling, New Jersey State Certification Program in Student Personnel Services, Master of Arts in Educational Psychology, Master of Arts in Mathematics Education, New Jersey State Certification Program in English as A Second Language, and a Professional Diploma in School Psychology. Program Overview and Philosophy School Psychology Program Mission The primary goal of the school psychology program at New Jersey City University is to prepare school psychologists to help children to succeed in school. Graduates of the program are scientist-practitioners who help parents, faculty, and administrators to clarify issues, analyze situations, plan programs, solve problems, and evaluate outcomes in order to help students benefit from school learning. A special emphasis of the program is ensuring the rights of urban youth to the benefits of a free, appropriate, public education in the least restrictive educational environment. The program seeks to serve the needs of the diverse communities of the many urban school districts in close proximity to the university. General Information about the NJCU School Psychology Program
7 7 The school psychology program is housed in the psychology department of the College of Arts and Sciences in the graduate school of the university. It has cooperative relationships with the College of Education, through which it offers several courses, the A. Harry Moore School, a school for severely disabled students sponsored by the university, the University Academy Charter High School, the Early Childhood Center, a preschool program, and affiliation agreements with major medical centers and school districts in the area. The Program Approval Board of the National Association of School Psychologists (NASP) granted the NJCU school psychology program Approval- Conditional (National Recognition with Conditions) for the period January 1, 2012 through December 31, The program will be listed as NASP Approval-Conditional and National Recognition with Conditions for this period in various NASP and NCATE web sites and publications. During this period, graduates of the program will also be automatically eligible for national certification pending documentation of a passing score on the Praxis II examination in school psychology and documentation of an internship consistent with NASP standards. The psychology department offers a Master of Arts (MA) in Educational Psychology and the Professional Diploma in School Psychology. The requirements of the 36- credit MA in Educational Psychology are contiguous with the 74-credit requirement of the Professional Diploma in School Psychology. The psychology department at NJCU has offered the professional diploma in school psychology since the early seventies. The program has trained many school psychologists, who currently practice in New Jersey and neighboring states, as well as many states across the country. A unique aspect of the program is its intentionally small class sizes: typically between 6 to 10 students are admitted as a cohort. Many entering students are working professionals who have already earned graduate degrees. The program faculty is committed to working together with all students to achieve our common goal of being well-prepared to meet the challenges of urban education.
8 8 Program Objectives The program at NJCU has adopted the National Association of School Psychology (NASP) domains of practice of school psychology as the basis for the objectives of its training model. The externship contract is based on eleven domains of practice, first articulated in School psychology: A blueprint for training and practice II (Ysseldyke, Dawson, Lehr, Reschly, Reynolds, & Telzrow, 1997) and adopted by the National Association of School Psychologists Delegate Assembly in July These objectives, as noted in the eleven domains of practice, are specified as follows: 1. Data-based decision making: School psychology candidates understand various models and methods of assessment, collect data in a systematic fashion, and base decisions on empiricallyderived results. These data serve as a guide to continued assessment and inform alterations and improvements in program plans. 2. Consultation and collaboration: Instructional, behavioral, mental health and collaborative consultation practices are part of the candidate s repertoire and are flexibly applied to appropriate situations. Candidates understand that collaboration with other professionals and with parents is an essential feature of the role and function of school psychologists at both individual and system level. 3. Effective instruction and development of cognitive/academic skills: Knowledge of learning processes, techniques to assess these processes, and direct and indirect intervention to develop cognitive and academic skills are important components of the candidate s training. Candidates learn how to develop academic goals for students with diverse needs and disabilities, how to implement interventions to achieve these goals, and how to evaluate the effectiveness of the interventions. Such interventions include instructional, behavior, social,
9 9 and/or emotional improvement plans, reasonably calculated to provide benefit to students with disabilities. 4. Socialization and the development of life skills: Candidates reach an understanding of human developmental processes and learn how to assess these processes. Candidates also learn how to set appropriate developmental expectations for students of diverse cognitive, developmental, affective, and socio-emotional levels of functioning. 5. Student diversity in development and learning: Candidates have knowledge of individual differences, and abilities and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. 6. School and systems organization, policy development and climate: Candidates understand the interrelationship of special, remedial, and regular education and work to promote a unified system and organization structure in which there are high expectations for all students. 7. Prevention, crisis intervention and mental health: Candidates understand the interaction of development and psychopathology, thereby encouraging early intervention and prevention. 8. Home/school/community collaboration: Candidates have knowledge of family strengths and influences on student development, learning and behavior and work effectively with parents, educators and others in the community to promote comprehensive services to children
10 10 and families. 9. Research and program evaluation: Candidates maintain currency with the ongoing research literature as part of a planned program of professional development. 10.School psychology practice and development: Candidates have knowledge of the history and foundations of their profession, policy development, and ethical, professional, and legal standards. 11.Information technology: Candidates access, evaluate, and utilize information sources and technology to enhance the understanding of the problems and resources needed to meet the needs of students. Faculty in School Psychology School Psychology Core Faculty: James E. Lennon, Ph.D., State University of New York at Albany. Program Director. Professor of Psychology. Specialty areas: Early intervention in reading and mathematics, research to practice in school psychology. Certified school psychologist, licensed psychologist. Andrew Getzfeld, Ph.D., University of Tennessee. Professor of Psychology. Specialty areas: Ethics in school psychology, eating disorders. Certified school psychologist Jennifer Foster, Psy.D., Rutgers University (for ) Assistant Professor of Psychology, Specialty areas: Consultation, Certified school psychology
11 11 Affiliated Faculty: Patrice Dow-Nelson, Ph.D., City University of New York Associate Professor of Psychology. Specialty areas: Clinical psychology, Interviewing & counseling, assessment, & health psychology. Certified school psychologist. Daniel Tomasulo, Ph.D., Yeshiva University Professor of Psychology, Specialty areas: Developmental psychology, mental retardation. Licensed psychologist. Graduate Psychology Faculty: David Hallerman, Ph.D. State University of New York at Buffalo, Department Chair, Professor of Psychology. Specialty areas: Counseling Joan Bailey, Ph.D. City University of New York Professor of Psychology. Specialty areas: Social psychology, Multicultural counseling Alfred Hurley, Ph.D., New School for Social Research. Professor of Psychology. Specialty areas: Child and adolescent psychopathology. Licensed psychologist. Will Wattamaker, Ph.D., University of Pittsburgh Assistant professor of psychology. Specialty areas: Cognitive psychology. School Psychology Program Faculty (adjunct): Kristie Hanley, MA, PD, New Jersey City University, Psy.D., Fairleigh Dickinson University, Certified school psychologist, NJ Candidates also complete coursework in the School of Education, Departments of Special Education, and Educational Leadership.
12 12 Getting Started in the School Psychology Program Students may enter the program after completing a master s degree in educational psychology at NJCU or may enter as accepted into the combined MA in Educational Psychology/ Professional Diploma in School Psychology. Candidates with master s degree in a relevant field from other universities are also encouraged to apply, but only appropriate credits earned less than seven years from the time of first registration will be considered towards the professional diploma. Credits are officially transferred at the time of formal matriculation into the program. Students, who have a bachelor s degree in psychology with a strong academic record, may also apply for direct admission to the combined MA in Educational Psychology/ Professional Diploma in school psychology program. Each year the program admits six to ten students. To apply: A. Send a letter of intent to the graduate studies office and a copy to Dr. James Lennon, Program Director, describing your interest in the school psychology, relevant study, experiences, and additional information, as appropriate (3 to 4 pages, double-spaced). This letter serves as a writing sample. B. Ensure the Graduate Studies Office (Hepburn Hall) has a copy of your GRE scores, application for admission to graduate school, application for matriculation into the school psychology program, two letters of recommendation attesting to your academic potential, a copy of your letter of intent, and copies of your graduate and undergraduate transcripts. C. Arrange for an individual interview with the Program Director by calling or by , D. The deadline to complete the application process is November 1 and April 1 of each year. Students start classes in January, June, and September for the Spring, Summer, and Fall semesters.
13 13 Basis for Admission Decisions: No one factor determines admission to the School Psychology Program at NJCU. The Graduate Faculty committee looks for a record of academic success and for potential as a school psychologist. Generally speaking, students admitted to the program have attained a graduate GPA of 3.50 or better. Candidates admitted directly from undergraduate programs typically have a GPA of 3.25 or better. The program also requires verbal and quantitative GRE scores. The program does not set a minimum standard because it encourages applications from candidates who are bilingual, speak English as a second language, or have other special circumstances, which might affect their performance on a standardized measure normed on the population of students applying to graduate schools in the US. Nonetheless, as a general guideline, combined GRE mathematics and verbal scores in the 1000 range would be appropriate. Current GRE scores use an adjusted scale with average score or approximately 150 on each of the two scales. Candidates that have had experience working with urban youth in clinical or educational settings are also encouraged to apply. Recommendation letters that attest to the candidate s academic potential and future success as a school psychologist in diverse, urban settings are carefully considered. The letter of application serves as a writing sample and is carefully evaluated by the Graduate Faculty. This letter and the individual candidate interview serve as indicators of communication skill. Academic advisement All professional diploma candidates meet on a regular basis with the director of the School Psychology program and formally review their progress toward graduation at least once per semester. Transfer credits are reviewed and formally incorporated during the process of matriculation into the school psychology program. The following contract of agreement outlines maintenance of good standing in the school psychology program.
14 14 Contract of Agreement Admission into the School Psychology Program entitles you to register for advanced classes, practica experiences, and a 1200-hour externship taken in sequence over three semesters. Candidates typically complete coursework with their entry class as a cohort. Failure to register for requisite coursework may seriously impede progress. Candidates are expected to seek advisement each semester from the Director of the School Psychology program in a timely manner. Failure to maintain continual enrollment, without the written consent of the program director, will result in dismissal from the program. Please note that the 1200-hour externship is taken as a culminating experience. Candidates will be approved for enrollment in the externship only after all other coursework and the 300-hour practica experiences are complete. Candidates are advised that admission to the School Psychology Program does not necessarily ensure continuation to completion. A residency, or continuous enrollment and completion of a total of 18 credits in the program over the fall/spring or spring/summer/ fall contiguous semesters, is required. Finally, please note the following departmental policy: All school psychology coursework must be passed with a B (3.0) or better to maintain good standing in the program. Students who fail to maintain good standing in the program will be reviewed by the graduate committee for consideration of dismissal (Adopted April 23, 2001.) Candidates must pass the Praxis II exam in school psychology or an alternate assessment in order to graduate from the program (Adopted November 29, 2010). In addition to successful performance in required coursework, demonstration of adequate clinical skills, as determined by university faculty and field supervisor, is also required for successful completion of the program. It is understood that a student may be required to withdraw from the program for the following reasons: 1. Failure to successfully complete the required coursework, And/or 2. The supervising Graduate Faculty committee s view that clinical skills are insufficiently developed for adequate performance in the schools. I fully understand the above conditions of my acceptance into the program. Signature Date (Revised January 6, 2011)
15 15 Academic Requirements Master of Arts in Educational Psychology/Professional Diploma in School Psychology Course and Credit Requirements A total of 74 semester hours is required. I. Required Courses in Psychology: 62 Credit Hours Course selection is completed in consultation with the director of the school psychology program. The courses listed below are required. Requests for approval for transfer credits and/or equivalent substitutions should be made upon matriculation into the school psychology program, in writing, to the Graduate Studies office and the director of the school psychology program. M.A. Level 36 credits are required: PSY 601 Psychology of Learning and Cognition PSY 602 Psychology of Personality PSY 603 Developmental Psychology PSY 604 Tests and Measurements PSY 609 Personality Adjustment of Child/adolescents PSY 606 Research Methodology I PSY 608 Interviewing & Counseling PSY 616 Therapeutic Intervention Tech. II: Consultation in educational and applied settings PSY 621 Multicultural counseling PSY 626 Seminar in Professional Ethics and Practice for Psychologists PSY 675 Statistics Six credits in Education coursework are required at the MA Level. An additional six credits are required to complete the professional diploma. EDLD 601 School Law SPEC 600 Introduction to Learning Disabilities EDLD 662 Principles of Curriculum Development & Evaluation SPEC 640 Behavior Disorders in Children Advanced Level: PSY 627 Role and function of the school psychology PSY 704 Cognitive assessment and intervention (prerequisite: PSY 604) PSY 2704 Cognitive assessment and intervention laboratory (co-requisite PSY 704) PSY 705 Practicum in the Psychological Evaluation of the Special Needs Child (prerequisite Psy 704) PSY 706 Personality Assessment (prerequisite: Psy 604, co-requisite PSY 704) PSY 715 Consultation and program evaluation (perquisite Psy 606, Psy 616) PSY 631 Psychopharmacology PSY 708* Seminar in School Psychology Externship I (prerequisite: Psych. 704 & 706) PSY 709* Seminar in School Psychology Externship II (prerequisite: Psych. 708) PSY 710* Clinical Externship I (prerequisite: Psych. 708) II. Required Courses in Education: Total - 12 Credit Hours
16 16 Psychology and/or education of students with disabilities: 6 credits A minimum of two 3-credit hour education courses must be chosen in the area of the psychology and/or education of students with disabilities. The courses listed below fulfill this credit requirements, but equivalent substitutions will be considered. Selection should be made in consultation with the Director of the School Psychology Program. Along with Psy 705, Practicum in the Psychological Evaluation of the Special Needs Child, this meets the state requirement for understanding the psychology and education of students with disabilities. Spec 600 Introduction to learning disabilities (required) Spec 630 Psychology of mental retardation/ Spec 632 Seminar in mental retardation Spec 640 Behavior disorders in children (recommended) An additional six credits are required in educational foundations. Along with Psy 616: Therapeutic intervention techniques: Consultation in applied and educational settings and Psy 715 Consultation and program evaluation, this meets the state requirement for course work in educational foundations. The courses listed below fulfill this requirement, but equivalent substitutions will be considered. Educational foundations EDLD 601 School law (required) EDLD 662 Principles of curriculum development and evaluation (required) Typical Sequence of Courses 74 credits Candidates typically complete coursework in Spring, Fall, Summer I, & Summer II semesters. Course offerings are not available in all semesters; candidates should consult with the program director to ensure the required sequence of courses and prerequisites are completed in a timely manner. In general, candidates complete some entry level courses Psy , 675 prior to taking mid-level courses Psy 608, 626, 616, 629, 627, 631. (Please note prerequisites as indicated below and on the NJCU Matriculation Worksheet, a separate document that will be used in program planning. The matriculation worksheet is appended to this document and should be completed and included in your portfolio housed in the program director office. A copy of Page 3 of the matriculation worksheet, listing entry, mid, and advanced standing courses is appended to this program handbook.) The sequence in which courses are taken may vary, with the exception of courses that are considered prerequisite for a subsequent course or are co-curricular, as noted below. For candidates interested in completing the full MA Ed Psych/ PD School Psych, the following rules and suggestions apply: ( mandatory indicates no discretion on the part of the program director applies; advisory indicates the program director may allow exceptions in limited circumstances). Once candidates are matriculated or admitted into the School Psychology program, they are encouraged to complete the course sequence for the MA in Educational Psychology. Advanced Standing or the sequence of 700-level courses that leads to the externship starts in the Spring Semester. Additionally, the externship also starts in the Spring Semester.
17 17 1. All coursework must be complete prior to entry into the externships. (mandatory) 2. PSY 704, 2704, & 706 are taken as co-curricular courses. These courses are offered once a year, in the Spring Semester.(mandatory) 3. PSY 705 and 715 are taken as co-curricular courses and in sequence following PSY 704, 2704, & 706. These courses are offered once a year, in the Fall semester. (mandatory) 4. PSY 616 serves as a prerequisite for PSY 715. (mandatory) 5. All entry level courses and mid-level courses (36 credits) are completed prior to entry into advanced standing (700 level courses).(advisory, candidates with fewer than 36 credits, e.g., 30, 33 credits may be admitted to advanced standing at the discretion of the program director.) 6. Candidates should complete the course sequence for the MA prior to entering into advanced standing classes, in part because school districts salary scales are predicated on a formula such as MA plus 30 credits. Districts vary in their interpretation, with some requiring a completed MA prior to the plus 30. (advisory) 6. PSY 627 should be taken as soon as possible following admission to the school psychology portion of the program. It serves as basic introduction to the program and the role and function of a school psychologist.(advisory) 7. The education courses taken in the educational leadership and special education departments may be taken in any sequence. Candidates are advised that these courses are among the few offered in the summer months. (Psychology courses offered in the summer months include PSY 604, 675 & 609.) First Year Psy 601 Learning and cognition Psy 602 Psychology of personality 1 Psy 603 Developmental psychology Psy 675 Statistics Psy 606 Psy 626 Psy 609 Spec 600 Research methodology I Seminar in professional ethics and practice for psychologists Personality adjustment child/adolescents Introduction to Learning Disabilities*** Second Year Psy 604 Tests & measurements 2 Psy 608 Interviewing and Counseling Psy 616 Therapeutic intervention techniques: Consultation in educational and applied settings 3 Psy 629 Multicultural counseling 1 Prequisite for PSY Prerequisite for PSY Prerequisite for PSY 715
18 18 Psy 627 Role and function of the school psychologist 4 Psy 704 Cognitive assessment and intervention 5 * Psy 2704 Assessment Laboratory 6 * Psy 706 Personality Assessment* Spec 640 Behavior Disorders in children*** Third Year Psy 631 Psychopharmacology Psy 705 Practicum in the evaluation of the special needs child 7 * EDLD 662 Curriculum development and evaluation*** Psy 715 Consultation and program evaluation* EDLD 601 School Law*** 1200-hour Externship (All program coursework must be complete, the Externship is a culminating experience.) Please note: The term externship is considered to be equivalent to the term internship, but is used here to be consistent with language in New Jersey State certification requirements. Psy 708 Psy 710 Psy 709 Seminar in school psychology externship I (Spring)** Clinical externship (Summer)** Seminar in school psychology externship II (Fall)** *Admittance as a matriculated student in the school psychology program is required for admittance into these classes. **All course work and practica must be complete to register for these culminating experiences. *** Courses offered through the Educational Leadership Department (EDLD) and the Special Education departments fulfill specific requirements offered by the NJ Department of Education. These courses may be taken at any point during course sequence. Residency and professional affiliation Candidates for the professional diploma have the opportunity to develop affiliations with colleagues, faculty, and the profession by participating in a continuous full-time residency. The minimum program requirement is the completion of a total of 18 credits in the program over the fall/spring/summer or spring/summer/fall over contiguous semesters. Candidates typically establish 4 Matriculation required. This course is generally as early as possible upon admission to the program as a matriculated candidate. It is only offered in the Spring semester and is to be taken no later than as a co-curricular course with PSY 704 & Prequisite for PSY 705 and cocurricular with PSY PSY 704, 706, & 2704 are co-curricular (taken together) within the semester listed and are only offered during the specified semester 7 PSY 705 & 715 are co-curricular within the semester listed and are only offered during the specified semester.
19 19 residency during the MA in Educational Psychology sequence, and then again in the advanced standing sequence in the starting in the Spring semester with PSY 704/706/2704, however, only one period of residency is required. Candidates continue to develop their affiliation with colleagues, faculty, and the profession (a.) by joining and participating in the activities of professional organizations, such as the National Association of School Psychologists and the New Jersey Association of School Psychologists, (b.) participating in field experiences demonstrating an impact on student in P-12 public schools, and (c.) participating in research and presentations with faculty. Examples of professional affiliation activities include the following: (a.) candidates have presented poster sessions at New Jersey Association of School Psychology conferences with a faculty member on behavior improvement projects from field experiences (PSY 616). Candidates participated in a program evaluation of elementary and high schools, public and charter schools with a faculty member (PSY 715). Candidates develop a long-standing relationship with practicing school psychologists starting by shadowing the school psychologists activities in PSY 627, followed by continuously supervised practice in PSY 705 & 715, and closely supervised practice in the Externships. These experiences typically continue with the same school psychologists, persons who have long-standing relationships with the program. Candidates are encouraged to participate in oncampus and off-campus professional development seminars, including those offered by neighboring school psychology programs, such as Seton Hall University, Georgian Court University, and program in NYC, a short distance from NJCU by public transportation. Description of Practica Practica
20 20 The program offers practica with cooperating school districts and community agencies in urban settings. As a result candidates have the opportunity to apply practical skills, become familiar with the role of the school psychology, and to gain experience working with diverse groups and multicultural populations. Practica are associated with the many of the advanced level courses in school psychology, including the following courses: Cognitive Assessment and Intervention, Personality Assessment, Role and Function of the School Psychologist, Consultation and Program Evaluation, Educational Techniques II, and Practicum in the Evaluation of the Special Needs Child. Minimum Practicum Requirement Candidates are expected to document a minimum of 300 hours of practicum experiences. Practica consist of a series of closely supervised on-campus, school-based, and clinic-based field experiences, completed prior to beginning the 1200-hour externship. Practica are completed for academic credit and are intended to develop a full range of skills associated with the practice of school psychology. Practica are supervised by field-based school psychologists and university faculty. Candidates document practica hours by filing signed Practica Activity Logs (see appendix) in the candidates portfolio with the Program Director. Sample Sequence The following sequence of practica hours provides an example of a candidate might meet the practica requirement within offered courses. Course Hours PSY 608 Interviewing and counseling 15 hours Candidates gain practice complete semi-structured interviews assessing suicidal ideation, depression, and substance abuse disorders. Because of the nature of these problems the practice is in analog situations. EDLD 662 Curriculum development and evaluation 15 hours Candidates gain experience in designing instructional interventions consistent with NJ Core Curriculum Standards. PSY 621 Multicultural counseling 10 hours Candidates complete a experience in diversity and culture by exploring a culture that they are not familiar with through visits and interviews Spec 600 Introduction to Learning Disabilities 15 hours