1 School Psychology SPA Report 1. State and Institutional Policies Section I. Context New York State does not require candidates to pass a state exam to obtain certification in School Psychology. Students applying for a New York State certificate in School Psychology are required to show documentation of a University-sponsored internship and 60 graduate credits in psychology. The New York State does not stipulate how many externship and internship hours students need to have accumulated, nor does it specify which courses students need to have taken. The School Psychology program of Adelphi University exceeds the New York State stipulations and, in accordance with NASP standards, requires its students to complete 280 hours of externship in their second year of study followed by 1,200 hours of internship experiences and the completion of 72 credits in psychology and education. The program also requires its students to pass the Praxis II exam and to submit a portfolio that includes samples of their work and their reflection on issues pertaining to school psychology to be eligible for graduation. 2. Administrative Location of the Program and relation to NCATE unit. Adelphi University is a small Liberal Arts University that was founded in The University s main campus and administration is located in Garden City, a middle class suburb about 25 miles east of New York City, on Long Island. The University also operates three smaller satellite campuses, in New York City, in Hauppauge, Long Island, and in Poughkeepsie, New York, but about 90% of its students attend courses on the Garden City campus. Presently, Adelphi University has about 8,000 undergraduate and 3,000 graduate students, the majority of whom are Caucasian (about 80%) with the rest of the student body consisting of an equal distribution of students with Asian, Hispanic, and African American background and a small percentage of international students (about 5%). The School Psychology program was created through the collaboration of the Ruth S. Ammon School of Education and the Gordon F. Derner Institute of Advanced Psychological Studies. The Ruth S. Ammon School of Education (henceforth, School of Education) is NCATE accredited, and the Derner Institute of Advanced Psychological Studies (henceforth, Derner Institute) is APA accredited. The Derner Institute at Adelphi University has been offering advanced courses in psychology since 1950 and its doctoral program in Clinical Psychology has been APA accredited since The School of Education was created in 1984 and accredited by NCATE in The School Psychology program was created in 2002 and accepted the first students in January of The program is housed within the Derner Institute but maintains a close collaboration with the School of Education. Two out of the 24 courses required in the sequence are offered by the School of Education, and faculty members from the two Schools have collaborated in developing two specialization tracks, one in autism and one in bilingual school psychology. In addition, faculty members from both Schools are collaborating to develop a specialization track in school administration.
2 School Psychology SPA Report Courses are taught by four standing faculty members: three faculty members who are affiliated with the school psychology program (Drs. Durham, Grehan and Sapountzis) and one faculty member (Dr. O Loughlin) who divides his teaching load between the School of Education and the Derner Institute. As required by the state, every semester at least half of the courses are taught by standing faculty members (please, see Appendix 1B for faculty information). The program is fortunate to have consistent and reliable adjunct faculty members with years of experience as school psychologists, several of whom hold additional certificates in school and district administration, bilingual school psychology and neuropsychology. Every effort is made to ensure that the adjuncts teach the same courses every semester, and that they are involved in curriculum development and student evaluation, as well as in events organized by the program. Courses are offered on the main campus in Garden City and on a satellite campus in Hauppauge, about 25 miles east from Garden City. Students who opt to take courses at the Hauppauge campus still need to take at least half of the coursework in Garden City. For that purpose, the program has developed a set schedule that allows students to take two courses in Garden City on the same evening and two in Hauppauge every semester (please see Handbook, p. 12 and 44). The objective in offering courses in Hauppauge is not to increase the total number of students who enter the program, but to better accommodate students who live at a distance from Garden City. During the admissions process, all students are informed of the sequence of courses that is available in Hauppauge and that these courses would run only if six or more students were interested in taking courses there. During the last two years, less than four of the incoming students were interested in taking courses in Hauppauge and, as a result, no first or second year courses have been offered in the satellite campus. Every effort is made to notify students accepted into the program who have indicated that they would like to take courses on the Hauppauge campus about the prospects of offering courses in Hauppauge immediately after all interviews have ended. 3. Overall Philosophy and Goals of the Program The Mission of the School Psychology program is aligned with the Missions of the Derner Institute and the School of Education, as well as with the domains of practice as outlined by the National Association of School Psychologists (NASP). The guiding philosophy of the School Psychology program is that of a scholar-practitioner model of service, which aims to provide students with a broad-based knowledge of psychological foundations and to graduate practitioners who are knowledgeable in addressing the learning, emotional and behavioral needs of students in schools while being sensitive to contextual, cultural and systemic factors. The objectives of the School Psychology program, as articulated in its Mission statement, are (Please, see Handbook, p. 9): 1. To graduate school psychologists who are sensitive to the cultural context of psycho-educational practices and to the needs of students and families from culturally diverse backgrounds. 2. To prepare students to become excellent diagnosticians of learning and emotional skills who will be well trained in psycho-educational, neuropsychological, curricular, and personality assessment practices.
3 School Psychology SPA Report 3. To educate students in consultative and intervention practices and expose them to the main theoretical approaches, such as cognitive-behavioral, psychodynamic, and systemic, and also, to different treatment modalities, such as direct and indirect interventions and preventive measures. 4. To train students in contemporary socio-educational and psychological practices and research and encourage them to analyze how different policies and practices impact students learning and adjustment, as well as become knowledgeable of the ethical standards of the National Association of School Psychologists and the American Psychological Association. To meet these objectives, the program offers a highly integrated and well-sequenced course of study and fieldwork practices that address the competencies students are expected to develop prior to graduating from the program. The courses are organized into the following four strands with each strand following a developmental progression: a) The foundation/research strand. This includes all theory-based, cultural and research related courses that provide students with the foundation skills they need to have as they progress through the program, immerse themselves in counseling, consultation and assessment practices and fulfill their practicum and internship requirements. b) The assessment/diagnosis strand. This includes all assessment and diagnostic courses and it is expected that, upon completing the last course in the sequence (Evaluating Students with Learning Difficulties), students will be well versed in assessment and diagnostic practices. c) The consultation and intervention strand. This strand consists of all applied intervention courses, starting with the Psychodynamic Perspectives in Working with Students and Principles of Behavior Theory foundation courses taken in the first year, and culminating with the Clinical Interventions in School Settings course in the third year. It is expected that once the sequence is completed, students will be well versed in different treatment modalities and practices and able to develop thoughtful, inclusive and culturally sensitive intervention plans. d) The fieldwork strand. Starting with the Proseminar course in the first semester of studies, this strand includes all related fieldwork courses. It is expected that these courses complement the students experiences at their fieldwork sites and offer a forum to review and built on the skills needed to function as ethical, professional, and culturally responsible practitioners. The program offers students the opportunity to attend on a part-time or full time basis. Approximately 90% of the students attend on a full time basis. To be considered full time, students need to register for four courses per semester. To graduate within the three-year time framework, students need to register for 3-4 summer courses. The courses are scheduled so that students can take two courses after the completion of the first year and 1-2 courses after the completion of the second year. Part time students are also expected to follow a set sequence of courses to ensure that their progression through the program follows the same developmental philosophy as the progression of students who attend on a full time basis (please see Handbook, p , Appendices A1-A5). Students are not allowed to register for less than 6 credits, unless they are faced with
4 School Psychology SPA Report unforeseen personal or family circumstances, in which case they can request an exemption from the faculty. To better prepare the students for their role as school psychologists, to expose them to other modalities, and to offer them opportunities for additional training if they choose to pursue it, the program has developed two specializations in collaboration with the School of Education: the Bilingual Specialization (Handbook, p. 15) and the Autism specialization (Handbook, p. 16), and the program is in the process of finalizing a specialization in School Administration for School Psychology students. Students who wish to pursue any of these specializations need to register for additional courses on top of the 72 credits that required for completion of the program. The program also offers students an opportunity to develop skills in diagnostic practices, group counseling and parent counseling, as well as data collection and evaluation, through their participation in the Social Training Center (Handbook, p. 13). The latter is an initiative created by the school psychology program to offer group psychotherapy and guidance to high school and college level students in the high functioning range of the Autism spectrum. The Center has been operating for a year and a half and currently has five groups, each lead by a faculty member and a school psychology student. Four out of the five groups have been meeting for more than two semesters. The students are involved in study groups under the guidance of Dr. Sapountzis, and their proposals were accepted for poster presentations at the recent NYASP and NASP conferences. To offer training to more students, new students are transitioned in as co-facilitators every two semesters. 4. Practica and Internship Experiences During the first year of the program, students are enrolled in foundational courses that emphasize the development of the competencies as delineated by its Mission statement and by NASP. The Proseminar in School Psychology course ( ) requires that students spend at least 40 hours in a school setting engaging in observation, becoming familiar with different school settings and policies, analyzing school structures, and becoming exposed to current practices in different school settings. The second year courses build on the foundational courses and field experiences that were stressed in the first year. Students are required to complete a yearlong, one day per week, 280-hour externship in a school setting, during which they are gradually immersing themselves in all aspects of the practice of school psychology (please see Handbook, p. 33 and p ). The practicum experience is paired with the Practicum I and Practicum II seminars ( and , respectively), which provide students with a forum to review school practices, discuss ethical issues and analyze implemented policies, as well as to obtain feedback on counseling, consultation and testing cases. All students receive supervision one hour a week, and the field placement coordinator visits the practicum sites twice a year to discuss the students progress with their supervisors. Staring in the fall of 2010, the program has introduced steps to ensure that the other courses students are taking in their second year are also paired with the practicum experience and build on the foundational courses of the first year. For instance, two of the other three courses that students are registered for in the fall semester of the second
5 School Psychology SPA Report year require that students apply the skills covered in these courses at their practicum sites. Both the Counseling Techniques in School Psychology course ( ) and the Case Conceptualizations of Behavioral Difficulties course ( ) require that students implement the competencies they are being taught in at their practicum sites and present their work back to their instructors for additional feedback and guidance. The three courses that are scheduled in the spring semester of the second year also build on the skills learned during the fall semester and require that students implement the competencies learned in the classroom at their externship sites. The Consultation in School Settings ( ) course and Implementing School-Based Prevention Programs ( ) course are being treated as a continuation of the Counseling and Case Conceptualization courses and build on the skills the students have learned in these two courses. Also, the Evaluating Children with Learning Difficulties ( ) course builds on the skills learned in the course on the Neuropsychological Bases of Human Behavior ( ), and offers students an opportunity to look at the testing cases they are working on at their practicum sites from different perspectives. In the third year, students are required to complete a yearlong, 1,200-hour, full-time internship at a school setting (please see Handbook, p. 36 and p ). The internship requirement is paired with the two internship seminars students are required to register for ( and , respectively) and with the Clinical Interventions in School Settings ( ) course. The latter is offered in the fall semester of the third year, and students are expected to integrate the competencies they learned in their assessment, diagnostic, counseling and consultation courses in developing interventions that address the learning and emotional needs of children and their families within the school culture. All students receive supervision at least twice a week and are expected to demonstrate competencies by a set date. The field placement coordinator visits each site at least twice a year, and their supervisors formally evaluate all students at the end of each semester. If a student is having difficulty in a particular area, the student s supervisor(s), the field placement coordinator and the student s advisor meet to explore the issue and agree on corrective measures. In addition to evaluating the students performance, the program also seeks out information from the students about their experiences at the practicum and internship sites (please see Handbook, p Appendices E1 and E2). This information offers faculty members a better sense of what aspects of their experience students find useful and what areas need to be attended more closely and, if necessary, revised. 5. Criteria for Admission, Retention Policy and Grade Requirements The School psychology program has developed formal written policies and procedures regarding admission guidelines, retention, disciplinary actions and termination, and annual student evaluations. The Adelphi University Code of Student Rights, Responsibilities and Conduct and the Student Handbook (Attachment 1C), as well as the websites of the Derner Institute and School of Education, offer information on policies and procedures regarding admissions and advisement, degree requirements and financial
6 School Psychology SPA Report assistance, and also due process and grievance procedures for both students and faculty. The following table may be used to locate requested contextual information: Policy and Procedure Handbook Admission Requirements p. 10 Maintenance of Matriculation p. 11 Grade Disputes p. 22 Procedures for Disciplinary Action p. 22 Evaluation of Students p. 25 Conferring of Degrees p. 30 The application deadline for acceptance in the Fall Semester is March 1. To apply for admission to the Masters Program in School Psychology, students are required to have a bachelor s degree with a GPA of 3.0 or better, and to have taken 15 credits in psychology, which include courses in: General Psychology, Developmental, Child, or Adolescent Psychology, Abnormal, Personality, or Social Psychology; Tests and Measurements and Statistics Students may be admitted to the program conditionally, if they are missing one of the prerequisite courses, provided that the missing undergraduate courses are completed within their first semester in the program with a grade of B or better. Students who apply for admission need to submit three letters of recommendation from former teachers or employers, as well as an Essay/Professional Statement. The latter must address their reasons for selecting Adelphi University and the field of school psychology, as well as their long-term professional goals. The entire faculty of the program, along with six current students, reviews all applications. Each application is rated according to the following criteria: a. overall GPA and grades in psychology related courses (1= , 2=300 and up, 3=3.20 and up, 4=3.40 and up, 5= 3.60 and up, and 6=3.80 and up) b. professional and/or related experiences c. strength of recommendation letters d. quality of writing (no typos, grammatical errors, run on sentences etc.) e. program applicant graduated from and level of coursework f. other accomplishments and achievements Applicants with the highest ratings are invited to a group interview, which is lead by two faculty members and two students. The semi-structured interviews last for approximately two hours and are divided in two parts. For the first hour, the faculty members lead the interviewing process. At the halfway mark, the members of the faculty leave the room and the students conduct the interview process. Candidates are invited to ask the students about their experiences in the program and to seek the students input on any issue they are concerned with. After the interview, each candidate is rated separately by each
7 School Psychology SPA Report faculty member and student along the following criteria: a) overall presentation and conduct, b) thoughtfulness of statements and ideas, c) presentation of ideas, and d) attentiveness to group interactions (please see Handbook, p. 83, Appendix H) Applicants with the highest combined ratings from the interview process and their folder evaluation are offered an acceptance to the program (about 35 applicants), while about 10 candidates are asked for their permission to be placed on a waiting list. In the past two years, 44 and 42 students were accepted to the program and, respectively, 22 and 21 entered the program. Once accepted in the program, students are expected to maintain a GPA of 3.0 or higher and to receive at least a B grade in every course. The full time faculty evaluates students every year (please see Handbook, p and Appendix D, p ). Field placement supervisors evaluate second and third year students twice a year (please see Handbook, p. 52, Appendix C1 and p. 55 Appendix C3). Students who have difficulty in their coursework, or in meeting the expectations and demands of practicum and internship, meet with the faculty to discuss their areas of difficulty and agree on corrective measures. Students who fail to improve are subject to being dismissed from the program. Last, instructors evaluate students assignments, and the entire faculty evaluates students work on key assignments on an annual basis through their portfolio submissions (Handbook, p. 26 and Appendix G., p. 82). Conferring degrees, disciplinary action and maintenance of matriculation policies follow the guidelines of Adelphi University. The School Psychology program, however, maintains its own specific criteria of Admission requirements and has developed additional criteria for disciplinary action and grade disputes, as well as its own procedures and criteria for student evaluation. 6. Attachments Attachment A. Chart of Candidate Information Attachment B. Chart of Faculty Information Attachment C. Program Handbook Attachment D. Response to NASP Standard I Attachment E. Response to NASP Standard II Attachment F. Response to NASP Standard III Attachment G. Internship Placement Summary Attachment H. Sample of Internship Agreement Attachment K. Student Transcripts ATTACHMENT A CANDIDATE INFORMATION Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Please report the data separately for the levels/tracks (e.g., specialist, doctorate) being addressed in this report.
8 School Psychology SPA Report Academic Year # of Candidates Admitted to the Program Female Minority Female Nonminority Male Minority Male Non- Minority Total # of Minority Students (24%) (23%) (5%) 20 Total # of Students Academic Year Female Minority # of Applicants to the Program Female Nonminority Male Minority Male Non- Minority Total # of Minority Applicants (20%) (25%) (20%) 110 Total # of Applicants The data presented above suggest that the program has been successful in increasing the number of minority students among the candidates who were admitted to the program in 2009 and It is commensurate to the percentage of applicants applying to the program and about 10% higher than the percentage of minority students on the entire Garden City campus. Not included in the numbers reported above are students with physical and learning disabilities (about two students in each cohort).
9 School Psychology SPA Report ATTACHMENT B FACULTY INFORMATION Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. According to NASP standards, program faculty are faculty with primary teaching, supervisory, and/or administrative responsibilities in the school psychology program. Program faculty, as opposed to other faculty who may teach one or more program courses, participate in program decision-making, planning, and evaluation processes. Faculty Member Name Ionas Sapountzis Highest Degree, Specialty, & University 1 PhD Educational Psychology; NYU, 1990 Respecialization Certificate in Clinical and School Psychology, Hofstra, University, 1995 Assignment: Indicate the role of the faculty member and FTE assigned to program 2 Full Time; Program Coordinator Faculty Rank 3 Associate Professor Tenure Track (Yes/ No) Yes Scholarship, 4 Leadership in Professional Associations, and Service: 5 List up to 3 major contributions in the past 3 years 6 Editorial Board: Journal of Infant, Child and Adolescent Psychotherapy Chair: Joint International Conference in Psychoanalysis Published articles in Peer refereed journals Psychoanalytic Review Psychoanalytic Perspectives Book Teaching or Other Professional Experience in P-12 Schools Working as Behavior Specialist with parents and children for 8 years; Young Adult Institute and the H.G Birch School for Exceptional Children. Conducted bilingual evaluations for BOCES, Nassau County; facilitated support groups for parents of children with Autism at State and/or National Credentials for School Psychology Practice License in Psychology; Postdoctoral Diploma in Psychoanalysis and Psychotherapy Postdoctoral Diploma in Child, Adolescent and Family Psychotherapy 1 e.g., PhD in School Psychology, University of Nebraska 2 e.g., faculty, clinical supervisor, department chair, etc. FTE is full-time equivalent and should be presented as % of time each faculty member is assigned to program responsibilities. 3 e.g., Professor, Associate Professor, Assistant Professor, Adjunct Professor, Instructor, Administrator 4 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one s work for professional review and evaluation. 5 Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit s mission. 6 e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program
10 School Psychology SPA Report Jennifer Durham Patrick Grehan Psy.D., Rutgers University, 1992 PhD, Hofstra University Full Time Full Time Assistant Professor Assistant Professor yes yes Created Social Training Center for Adolescents and College level students with Autism at Adelphi University Three book chapters in three edited books Published articles in Peer refereed journals Psychology in the Schools, Journal of Applied School Psychology, and Journal of Psychotherapy Integration; Published book chapter in the Encyclopedia of Adolescence; Published two book reviews and a test review; Editorial Board: The School Psychologist; Board member of the Nassau County Psychological Association from 1998 to 2008; APA Division 16 convention proposal reviewer from present; Faculty co-chair of Adelphi s General Education Committee the Alpine Learning Center School Psychologist in Teaneck New Jersey Executive Director of school based mental health services agency, Communities in Schools of Newark, Practicing school psychologist in Valley stream schools from 1996 to Certified School Psychologist, New Jersey NYS Certificate in School Psychology; NYS License in Psychology
11 School Psychology SPA Report Michael O Loughlin Elizabeth Haggerty Christopher Schnepf Mark Peterson Lynne Thies PhD in Developmental Psychology, Columbia University PhD, Hofstra University PhD, Hofstra University PhD, St. John s University, 1991 Ph.D, New York University Half a line Professor Yes Author of one book, coauthor of two books, and co-author on a special issue volume on Psychology and Race Half a line Part Time Part Time Part Time Field Placement Coordinator Adjunct Assistant Professor Adjunct Assistant Professor Adjunct Assistant Professor No No No No - President of NYASP, , - NY State delegate and member of Delegate Assembly, NASP Nassau County Psychological Association; Executive Board member, present 10 year Public School Teaching Experience in Ireland; Over 15 years of experience as child psychotherapist 14 years of experience as School Psychologist - 30 years of experience as school psychologist - Experience in Pediatric Neuropsychology License in Psychology; Postdoctoral Diploma in Psychoanalysis and psychotherapy NYS Certificate in School Psychology - NYS District Leadership Certificate - NYC School Building Leadership Certificate - NYS Certificate in School Psychology - NYS Certificate in School Administration, Member, NASP, NYSPA, APA - NYS Certificate in School District Administration - NYS Certificate in School Psychology NYS License in Psychology, Member, NASP, NYSPA, APA - NYS Certificate in School District Administration - NYS Certificate in School Psychology - NYS License in
12 School Psychology SPA Report Psychology, Member, NASP, NYSPA, APA Michelle LaForest PsyD, Yeshive University Part Time Adjunct Assistant Professor No 13 years of experience as School Psychologist - NYS Certificate in School Psychology - NYS Certificate in Bilingual School Psychology Gaston Weisz PsyD, Pace University, 1991 Part Time Adjunct Assistant Professor No 20 years experience as School Psychologist - NYS Certificate in School Psychology NYS License in Psychology, Member, NASP, NYSPA, APA Stephen Taylor PhD Part Time Adjunct Assistant Professor No 19 years of experience as School Psychologist - NYS Certificate in School Psychology NYS License in Psychology, Member, NASP, APA Jay Gassman PhD, Hofstra University Part Time Adjunct Assistant Professor No 26 years of experience as School Psychologist NYS Certificate in School Psychology; NYS certificate in School District Administration and School Administtration Supervisor Kathryn Devine Grehan PhD, Hofstra University Part Time Adjunct Assistant Professor No 15 years of experience as School Psychologist NYS Certificate in School Psychology;
13 School Psychology Handbook HANDBOOK FOR MASTERS IN SCHOOL PSYCHOLOGY THE DERNER INSTITUTE OF ADVANCED PSYCHOLOGICAL STUDIES AND THE SCHOOL OF EDUCATION ADELPHI UNIVERSITY Garden City, NY Blodgett Hall, Rm. 212 B (516) June 2010
14 School Psychology Handbook Table of Contents: PART I: PROGRAM DESCRIPTION AND POLICIES... ERROR! BOOKMARK NOT DEFINED. INTRODUCTION... ERROR! BOOKMARK NOT DEFINED. The Adelphi University Program Duration of Study... Error! Bookmark not defined. MISSION STATEMENT OF THE DERNER INSTITUTE... Error! Bookmark not defined. Program Goals... Error! Bookmark not defined. Admissions Requirements... Error! Bookmark not defined. Transfer Students/Credits Discontinuation of Courses... Error! Bookmark not defined. Maintenance of Matriculation... Error! Bookmark not defined. Praxis Exam... Error! Bookmark not defined. Re- specialization... Error! Bookmark not defined. Academic Advising... Error! Bookmark not defined. Courses offered in the Hauppauge Campus... Error! Bookmark not defined. Full- Time and Part- Time Status... Error! Bookmark not defined. Duration of Study... Error! Bookmark not defined. Scholarships Social Training Center Fieldwork Requirements... Error! Bookmark not defined. COURSES... ERROR! BOOKMARK NOT DEFINED. Curriculum of Courses Specialization Tracks Bilingual School Psychology Specialization... Error! Bookmark not defined. 2. Autism Specialization COURSE DESCRIPTIONS Psychological Foundations... Error! Bookmark not defined. Educational Foundations... Error! Bookmark not defined. Assessment and Diagnostic... Error! Bookmark not defined. Counseling and Consultation... Error! Bookmark not defined. Practicum and Internship... Error! Bookmark not defined. Research... Error! Bookmark not defined. Electives for Specialization Track in Autism... Error! Bookmark not defined. Electives for Specialization Track in Bilingual School Psychology... Error! Bookmark not defined. Course Policies... Error! Bookmark not defined. Professional Behavior/Demeanor... Error! Bookmark not defined. Grading... Error! Bookmark not defined. Grade Disputes... Error! Bookmark not defined. Procedures for Disciplinary Action... Error! Bookmark not defined.
15 School Psychology Handbook FACULTY PROFILES... ERROR! BOOKMARK NOT DEFINED. STUDENT EVALUATIONS Procedures for Student Evaluation... Error! Bookmark not defined. Portfolio Evaluation... Error! Bookmark not defined. LiveText... Error! Bookmark not defined. Portfolio Organization... Error! Bookmark not defined. Student Evaluation of Faculty and Fieldwork Sites... Error! Bookmark not defined. TEACHING ASSISTANTSHIPS... ERROR! BOOKMARK NOT DEFINED. Research TA Testing TA... Error! Bookmark not defined. Departmental TA... Error! Bookmark not defined. MISCELLANEOUS ecampus Conferring of Degrees... Error! Bookmark not defined. Emergency Closings or Delayed Openings... Error! Bookmark not defined. PART II: PRACTICUM AND INTERNSHIP PLACEMENT AND EVALUATION PRACTICES... ERROR! BOOKMARK NOT DEFINED. Practicum in School Psychology I and II (SPY 618 & 621)... Error! Bookmark not defined. Internship in School Psychology I and II (SPY 619 & 620)... Error! Bookmark not defined. PART III: APPENDICES Appendix A1 Plan of study (Full time) Appendix A2 Plan of Study (Part- time) Appendix A3- Course Sequence (Full Time) Appendix A4- Course Sequence (Part Time) Appendix A5- Schedule Of Courses Offered In Hauppague Appendix A6 - School Psychology Advisement Checklist Appendix A7 - School Psychology Fall 2011 Schedule Appendix A8 - School Psychology Spring 2011 Schedule Appendix A9- School Psychology Summer 2011 Schedule... 49
16 School Psychology Handbook Appendix B Time Table Schedule For Events And Meetings Appendix C1 - School Psychology Practicum Placement Review Appendix C2 - School Psychology Practicum Planning Form Appendix C3- School Psychology Student Internship Review Appendix C4- Internship Planning Form Appendix C5 Internship/Practicum Logs Appendix C6- Teacher Satisfaction Survey of Intern Impact Appendix D1- School Psychology Student Evaluation Form Appendix D2- School Psychology Student Review Appendix E1 Student Evaluation of Practicum Sites Appendix E2 Student Evaluation of Internship Sites Appendix F1 Departmental Assistantship Application Form Appendix F2 Research Assistantship Application Form Appendix F3 Testing Assistantship Application Form Appendix G Portfolio Rubric for School Psychology Program Appendix H Applicant Evaluation Form Appendix I NASP Standards... 84
17 School Psychology Handbook PART I: PROGRAM DESCRIPTION AND POLICIES
18 School Psychology Handbook INTRODUCTION The graduate program of the Gordon F. Derner Institute of Advanced Psychological Studies at Adelphi University has been offering advanced courses in psychology since The doctoral program in Clinical Psychology has been accredited by the American Psychological Association since In 2002, the Institute accepted its first class in the program leading to the Masters of Arts in School Psychology, beginning study in January This program is offered under the auspices of both the Derner Institute and the School of Education, as it was jointly developed by faculty from both schools, and students will complete course work offered by both schools. School Psychology School psychology is an applied area of study in which students gain the skills necessary to function as school psychologists in varied school environments. School-based practice can be quite diverse, with the time allocated to various job functions differing according to the grade level of the school. Although psychoeducational assessment is a major job function, there are an array of interventions and administrative functions related to the special education process, as well as formal and informal counseling, crisis intervention, parent and teacher meetings, and instructional and behavioral consultation. The revisions of the Individuals with Disabilities Education Act (IDEA) and the continued growth and development of assessment tools, both in terms of newly developed instruments and revisions of existing instruments, make for a career in which one can always be learning something new. THE ADELPHI UNIVERSITY PROGRAM The Masters Program in School Psychology is a 72-credit program that can be completed in no fewer than three years full time or four-five years part time; some attendance during summer sessions is needed for either the three year or four year plan of program completion. The majority of courses are in assessment and school practice preparation. The field placements will provide an opportunity for students to practice beginning skills in conjunction with a didactic course. Practica will provide more intensive opportunity to use integrated skills, such as providing comprehensive psychoeducational evaluations and school consultation. The core school practice culminates with a full-time internship in a public school, working under the supervision of a certified school psychologist. Students are required to take and pass the Praxis Exam (given by the Educational Testing Service), as their Comprehensive Exam. This meets part of the requirements to become Nationally Certified School Psychologists (NCSP), which increases mobility when moving from one jurisdiction to another. Requirements for Certification as a School Psychologist differ across states; however, some states accept the NCSP credential as the basis for certification.
19 School Psychology Handbook Individuals with an MA in School Psychology will meet the requirements for provisional certification as a school psychologist in New York State. Employment may be obtained in public schools. Other employment opportunities may exist in state-run agencies, such as the Office of Developmental Disabilities, private schools etc. The choice of employment is somewhat more limited than that for individuals with a doctoral-level degree. Students should note that the title Psychologist is protected by law, and that this program does not provide students with the necessary credential to work in independent practice. Classes are scheduled for late afternoon and evenings. This allows candidates to earn a masters degree while employed. All courses are offered in Garden City; in addition, to accommodate students who are living far out East, up to half of the courses are also offered at the Hauppauge Center. With the exception of elective courses, all courses follow a set sequence. The schedules for the courses offered at the Hauppauge Center and in Garden City are coordinated so that all students advance through the program in the same manner and take at least fifty percent of their courses in Garden City. The Office for the Masters Program in School Psychology is housed in room 212 B Blodgett Hall. The Director of the program is Ionas Sapountzis: (516) MISSION STATEMENT OF THE DERNER INSTITUTE The Derner Institute strives for the development of a culturally competent psychological model for psychodynamic psychology. All programs are situated in a broad based psychological setting within a broader cultural or societal context--connecting to other fields, with applications to the problems of the individual psyche, culture, and society. We strive to develop psychodynamic psychology as research based, sensitive to multicultural issues, and integrative of the findings from cognitive, social, developmental, and neuropsychological perspectives. The Derner Institute educates students in the discipline of psychology--one that is grounded in both the social and natural sciences; and committed to scholarship, research, and practice. We provide students at all levels with a rigorous, empirically informed education in psychology that prepares them to be lifelong learners and well-trained professionals with a broad psychological foundation as well as specific perspectives. PROGRAM GOALS The goals of the school psychology program are aligned with the Mission of the Derner Institute and with the domains of practice as outlined by the National Association of School Psychologists (NASP). The program aspires to provide students with a broad-based knowledge of psychological foundations and to graduate practitioners who are knowledgeable in addressing the learning, emotional and behavioral needs of students in schools while being sensitive to contextual, cultural, and systemic factors. To achieve these goals the program offers courses and has practice requirements that aim to: a) sensitize students to the cultural context of psycho-educational practices and make them knowledgeable of and attentive to contemporary socio-cultural themes and practices.
20 School Psychology Handbook b) prepare students to become excellent diagnosticians of learning and emotional skills who will be well trained in psycho-educational, neuropsychological, curricular, and personality assessment practices. c) educate students in consultative and intervention practices and expose them to the main theoretical approaches, such as cognitive-behavioral, psychodynamic, and systemic, and also, to different treatment modalities, such as direct and indirect interventions and preventive measures. d) expose students to contemporary socio-educational and psychological practices and research and encourage them to contemplate how different policies and practices can impact the students learning and adjustment. And, become knowledgeable of the ethical standards of the National Association of School Psychologists and the American Psychological Association. ADMISSIONS REQUIREMENTS Selection of applicants for the Masters Program in School Psychology is based on the following criteria: For admission to the Masters Program in School Psychology, the following is required within the preparation for a bachelor s degree: 1. GPA of 3.0 or better credits in psychology, which include: General Psychology, Developmental, Child, or Adolescent Psychology, Abnormal, Personality, or Social Psychology; Tests and Measurements and Statistics 3. Students may be admitted to the program conditionally, providing the missing undergraduate courses are completed within their first semester into the program with grades of B or better. 4. Three letters of recommendation from former teachers or employers 5. An Essay/Professional Statement, which must address the following: a) reasons for selecting Adelphi University b) reasons for wanting to become a school psychologist c) long-term professional goals 6. An interview The application deadline for acceptance in the Fall Semester is March 1. It is the applicant s responsibility to see that all materials are received (application, essay, and letters of recommendation). Applications WILL NOT BE PROCESSED until the Office of Graduate Admissions of Adelphi University receives all materials. All students are required to be matriculated in the program. The applications are reviewed by the entire faculty and are rated according to specific criteria (Appendix H). The program invites applicants with the highest ratings for a group interview lead