INSTITUTE FOR PSYCHOLOGICAL DEVELOPMENT JAMAICA, LIMITED 31 Windsor Avenue Kingston 5 Jamaica, W. I. COMPETENCY CERTIFICATION FOR PROFESSIONALS IN

Transcription

1 INSTITUTE FOR PSYCHOLOGICAL DEVELOPMENT JAMAICA, LIMITED 31 Windsor Avenue Kingston 5 Jamaica, W. I. COMPETENCY CERTIFICATION FOR PROFESSIONALS IN PSYCHOLOGY ASSESSMENT BEHAVIOUR MANAGEMENT February 2007

2 2 Introduction The Institute for Psychological Development (IPD) was founded in Binghamton New York in 1982 under the name Neuropsychological Consultants. In 1994, Neuropsychological Consultants was incorporated in Atlanta Georgia as The Institute for Psychological Development (IPD) with the broader goal of promoting psychological health across the life span. IPD takes a multifaceted and multidisciplinary approach towards providing comprehensive mental health services, scientific research, teaching, and social outreach. For well over a decade, IPD has maintained formal consultative relationships with governmental and private agencies that provide services to minorities and low-income clients. These agencies include the Division of Rehabilitation Services and the Department of Family and Children Services for Georgia and Florida. IPD played an important role in the State of Georgia s Welfare to Work Program by conducting nearly 1,000 psychological, neuropsychological and vocational evaluations to determine mental competency and employment suitability and aptitude. The Institute s core faculty has secured in excess of $10,000, U.S. for basic and applied research in mental health and education, and thus are highly sought after to review, write and implement grant-funded activities. Over the past decade, the National Institutes of Health, National Institutes of Mental Health, National Science Foundation, National Education Association, National Alliance for the Mentally ill, and the Kellogg Foundation have supported our projects. The research programs are highly compatible with the overarching mission of IPD. Much of this research is directed toward the common welfare of minority families and low-income persons, particularly with regards to improving the mental health of mothers and their children. Current projects include examining the impact of psychosocial stress and mental illness on mothers and their children and examining intervention strategies for ameliorating their pernicious effects. In addition to traditional training with children and adults, IPD clinical staff have specialized training and certification in neurobehavioral assessment of newborns and young infants. The ability to conduct prenatal and neonatal behavioural evaluations is particularly valuable for early identification and treatment of pervasive developmental disorders such as autism and Asperger s Syndrome. The institute also provides forensic services and periodically serves in the capacity of expert witness for both plaintiff and defense counsel. IPD serves the broader community of employed and professional individuals seeking confidential high-level expertise related to diagnosis, treatment planning, consultation, and program planning. Corporate clients range from established private agencies such as the Women s Christian Alliance in Philadelphia Pennsylvania to the National Basketball Association headquartered in New York City. The institute s staff have lectured and consulted on mental health issues throughout the world, including Asia, the Caribbean, Europe and South Africa. The institute s broad international focus is to bring competent mental health planning and services to those in need.

3 3 The Institute for Psychological Development, Jamaica Ltd is a subsidiary of the Institute for Psychological Development in Atlanta Georgia. The Jamaican subsidiary will be offering certificate courses for professionals in Psychological Assessment and Behaviour Management. These programs are designed to train professionals with basic and advanced level technical competency in psychological testing, program design, and implementation of behaviour change methods. Rising behavioural and mental health problems in the Caribbean are not being adequately addressed due to a critical shortage of qualified and technically trained professionals who can work in schools, detention centres, mental health settings and corporate environments. One goal of this certificate program is to provide employers and consumers competently certified practitioners who are recognized by the Ministry of Education Youth and Culture, the Ministry of Health, and the Ministry of National Security and Justice as meeting minimum standards for the provision of psychological services. Rationale: The need for adequately trained providers of psychological assessment and behaviour management services within the Caribbean has increased in recent years. Part of this growing need is related to societal problems of academic underachievement, drug abuse, family dysfunction, health risk behaviour, delinquent/criminal activities and behaviour, and work related difficulties. In the Caribbean, many people in need of such services are not able to find trained practitioners, are placed on one- year waiting lists, have to go overseas, or have to contend with inadequately trained providers. Further, schools are also at their wits end because of the increase in behavioural and learning problems among students. In spite of all this, the training of providers has not kept pace. The University of the West Indies, Mona graduate programs in clinical psychology, counselling, psychiatry, and allied fields cannot meet the immediate needs of educational, medical, governmental, or business institutions within the Caribbean. Further, past failures and difficulties with many local training programs dictate the need for innovative and flexible solutions that can provide competency based applied training within a relatively short time frame. Our professional competency training certificates along with our comprehensive behavioural health clinic will address these needs. Certificate in Psychological Testing Psychological Assessment Psychometrists administer, score and report on a variety of group and individual psychological tests. Such individuals typically administer standardized or experimental, individual and/or group tests of: personality, intelligence, aptitude, achievement, comprehension, recall, perception, motor skill and coordination, and sensory activity. They also record individual s responses in the manner prescribed for each test; score such tests for which objective and non-interpretative scales are available; and prepare report on individuals behaviour during testing, especially behaviour which may affect test results. Level I Certification in Psychological Assessment Under the direct supervision of a fully trained Ph.D. level clinical psychologist, individuals will administer complex psychometric tests. These individuals will be trained to administer and score psychological test protocols. They will normally have a Bachelors or Masters degree in Psychology or related discipline and include such professionals as teachers, nurses, physicians, mental health workers, probation officers,

4 4 human resources staff, etc. Individuals without such training will be considered on an individual basis. Level II Certification in Psychological Assessment Under general supervision from a fully trained PhD level Clinical Psychologist, individuals will independently administer complex psychometric tests. Such individuals typically interview adults and/or children to assist in the recognition and treatment of problems; consult with doctors, nurses, psychologists and social workers, and write reports, summarize case histories; assist in evaluating or refining testing procedures to meet special needs or to improve the value of tests or a battery of tests. Individuals may also demonstrate tests and testing techniques to trainees and students in psychology or related fields, and may research literature for information on the use and application of new techniques. Behaviour Management Specialist The goal of the Certificate Program in Behaviour Management is to introduce students to the field of learning and applied behaviour analysis, and to provide training to individuals interested in designing, delivering, and evaluating behaviour interventions. This training uses laboratory-derived principles of learning to improve observable, socially significant behaviour. Many qualified behaviour management specialists work in clinical settings and residential and vocational programs serving persons with developmental, social, and emotional disabilities. The certification also provides students with sound academic and professional background in applied behaviour analysis. Students are prepared for employment in a variety of community and private agencies/settings. In addition, Behaviour Management Specialists work as behaviour support specialists in educational settings or intensive behaviour therapy programs. This certificate will be particularly attractive to students in Psychology and Education programs of study, or it may be completed as a stand-alone basis. Level I Certification in Behaviour Management Under the direct supervision of a fully trained Ph.D. level clinical psychologist, individuals will be trained to design, deliver, and evaluate behaviour interventions to deal with populations in need of behaviour modification. This training uses laboratoryderived principles of learning to improve observable, socially significant behaviour. The certification is designed to offer a basic foundation in the principles of behaviour change, including an introduction to the contingencies of reinforcement as a way to conceptualised how behaviour arises in natural and experimental settings, and what procedures are most effective in changing or extinguishing unwanted behaviour. Level II Certification in Behaviour Management This training provides continued exposure to more complex behaviour analysis and intervention strategies. Students will develop greater facility with schedules of reinforcement including reinforcement chains and second order schedules. Students will learn how to apply schedules in order to maximize behaviour gains by using different ratio and time dependent reinforcements. The modules in Level II will focus more heavily on real-world problems and clinical applications such as token economies, time-

5 5 out, and social reinforcers. Students will also understand the broader context of behaviour management as part of an overall set of contingencies that operate with or without formal prediction and control by the behaviour analyst. The intensive practicum associated with Level II certification will consist of actual planning and implementing a behaviour management approach to a clinical problem. The choice of setting may vary but will likely include a school classroom, home environment, detention centre, or medical setting. The student will talk with the relevant professionals and jointly design a program to change a target set of behaviours over a specified period of time. Students will also learn to communicate the principles of behaviour management to other professionals such as teachers, counsellors, police officers, and parents. IPD will provide continued support and supervision to its students. We are also available to provide supervision for training programmes or for individuals who want to further develop skills and competencies. In fact, IPD's reputation for quality training is exemplified by recent request by UWI Master's and Ph.D. students to conduct their clinical practicum and internship at our Kingston location. At least two students have visited the U.S. for additional training, both at Emory University in Atlanta. Plans for continued collaboration in training and service delivery with UWI continue as IPD establishes high standards for training Jamaica's mental health practitioners. The next course session will be September 2007 and the application deadline is August 30, We expect to offer courses during the weekend, but hope to accommodate students with competing interest. At this point we are likely to offer courses Thursday thru Sunday depending on enrolment and need. We will only be able to finalize this schedule once we know the exact enrolment and needs of the students. We may also be able to stagger the courses during portions of the day or over several days so that all registered students can attend. The next course session will also utilise hybrid on-line format that allows greater flexibility for working and adult students to participate. This effort reflects IPD's response to student s needs and our desire to provide training at high levels without compromising quality.

6 6 Psychological Assessment Modules Module 1 Introduction to Test Theory and the Concept of Intelligence- This module aims to provide students with an introduction to the concept of intelligence. It will cover broad areas of cognitive theory including the concept of g, fluid and crystallized intelligence, and Gardner s theory of Multiple Intelligence. It will also cover the historical background of intelligence testing, genetic and environmental determinants of intelligence, biological, educational and occupational correlates of intelligence, and intelligence across the life span. Additionally, it will introduce broad topics in psychometrics that will include populations and samples, the normal distribution, measurement scales, reliability and validity, and norms and standard scores. It will also incorporate the Standards for Educational and Psychological Tests as well multicultural and cross-cultural issues in testing. The module will also introduce some of the major assessment tools used by psychologists to assist in understanding, diagnosis, and treatment of problems Module 2 Introduction to Modern IQ Tests This module will provide an overview of the Wechsler Scales (WAIS-III; WISC- IV, and WPPSI-III). Other topics that will be covered include Verbal and Performance IQ, Working Memory and Processing Speed, Scale Scores and Index Scores. Additionally, it will include demonstration of the administration of all three Wechsler scales Module 3 Comprehensive Presentation of the WAIS-III, WISC-IV, and WPPSI - This module will introduce students to basic administrative and scoring procedures for the WAIS-III, WISC-IV, and WPPSI. Students will be introduced to the specific skills assessed by the subtests and begin learning administration and scoring of each test. They will also be introduced to preliminary interpretation strategies and hypothesis testing using data from each test. Module 4 Assessment of Academic Achievement This module will provide an overview of achievement batteries (WRAT-IV, Woodcock Johnson-III, WIAT-II). Other topics that will be covered include description of sub tests, administration and scoring. Students will also begin learning administration and scoring of each test and will be introduced to preliminary interpretation strategies and hypothesis testing using data from the achievement tests. Module 5 Introduction to the Clinical Interview This module will introduce students to the clinical assessment interview. Topics that will be covered include relevant referral and background information, current clinical complaints, treatment history, developmental, academic, and medical history, mental status examination, and behavioural observations. The student will be exposed to demonstrations of clinical interviews and the integration of the clinical interview with the intelligence test data. Relevant DSM-IV Axis I & II Diagnoses including Mental Retardation, Borderline Intellectual Functioning, Cognitive Disorder, NOS, Learning Disorders, and ADHD will also be covered.

7 7 Module 6 Review of Adult and Child Assessment Cases This module will assess the relationship between intelligence and academic achievement. It will also introduce students to relevant DSM-IV-TR Axis I & II disorders including Reading Disorders, Mathematics Disorders, Disorders of Written Expression and Treatment of Learning Disorders, Mental Retardation, Borderline Intellectual Functioning, Cognitive Disorders and ADHD. Module 7 - Practicum: The practicum associated with Level I certification will consist of hands-on direct testing of individuals. Each student will be expected to complete at least four test batteries consisting of an intelligence and academic achievement measure along with a written report. Students having difficulty finding voluntary practice subjects will be given assistance in locating an appropriate test subject. Requirements Level I Certification will be offered after the successful completion of eight modules that will entail 64 hours of didactic training and 32 hours of intense supervised group and one-on-one practical experience. This course of study is designed to be completed within a four-month period. Behaviour Management Modules Module 1 Introduction to Behaviour Modification This module is designed to offer a basic overview of the principles of behaviour change, including theories of behaviour change, an introduction to the contingencies of reinforcement as a way to conceptualise how behaviour arises in natural and experimental settings, and procedures that are most effective in changing or extinguishing unwanted behaviour. The historical roots of behaviour modification will also be covered including the significant contributors to the field Module 2 Measurement of Behaviour and Behaviour Change This module will introduce students to behavioural assessments. Topics that will be covered include defining target behaviours, understanding the logistics of recording behaviour, choosing a recording method, choosing a recording instrument, and understanding factors that could impact on a behavioural assessment (e.g., reactivity). Module 3 Basic Principles of Behaviour Modification This module will introduce students to the principles of behaviour modification. It will therefore cover reinforcement, extinction, punishment, discrimination and generalization, and respondent conditioning. Module 4 Procedures to Establish New Behaviours This module will cover procedures that establish new behaviours. It will include shaping, prompting, chaining, and behavioural skills training procedures like modelling, instruction, rehearsal, and feedback. Module 5 Procedures to Increase Desirable Behaviour and Decrease Undesirable Behaviour

8 8 This module will introduce students to procedures to increase desirable behaviours and procedures to decrease undesirable behaviours. It will include applying extinction, differential reinforcement, antecedent control procedures, using punishment, and promoting generalization. Module 6 Other Behaviour Change Procedures This module will cover behaviour change procedures of self-management, habit rehearsal procedures, token economies, behavioural contract, fear and anxiety reduction procedures and cognitive behaviour modification procedures. Module 7 - Practicum The practicum will require students to select a test case for behaviour analysis, define the behaviour (s) that are the focus of modification, and design a behaviour management program to change the behaviour. Requirements Certification will be offered after the successful completion of eight modules that will entail 64 hours of didactic training and 32 hours of intense supervised group and one-onone practical experience. This course of study is designed to be completed within a fourmonth period. Admission Requirements Applicants need at a minimum an undergraduate degree in psychology or related field. Those with the highest academic achievement will also be granted first priority. Specific requirements include: Completed Application Form Updated resume Statement of Academic and Professional Objectives: a 500 word statement summarizing how your professional and educational goals are consistent with the objectives of the Certificate Program Transcript Two letters of recommendation from college faculty An interview

9 9 Tuition: Given that these are applied professional certificates that should provide entry into a professional career, the cost would be slightly higher than a liberal arts program, but far less than one in the U.S. The tuition for the Certificate in Psychological Assessment Level I is $3, U.S and the Certificate Behaviour Management Level I is $2, U.S. For Level II certificate in Psychological Assessment, the tuition is $5,300 U.S. and $ for the certificate in Behaviour Management. While these are entry-level skills in mental health provision, they also represent post-bachelor degree level training for everyone. Payment plans are possible. However, 50% of the tuition is due prior to beginning classes. The remaining payments can be made using a two payment-plan option that would incur a 5% increase or a three payment-plan option that would incur a 10% increase. Core Faculty Eugene Emory, Ph.D., Clinical Psychology, Professor of Psychology, Emory University, Atlanta, GA Rose Johnson, Ph.D., Clinical Psychology, Lecturer, Department of Sociology, Psychology, and Social Work, UWI, Mona John I. Dieter, Ph.D., Clinical Psychology, Associate Professor, Emory School of Medicine, Atlanta, GA Monique Levermore, Ph.D., Clinical Psychology, Practitioner, Palm Bay, Florida Richard Gordon, Ph.D., Educational Psychology, Professor of Education, California State University, Dominiquez Hills, CA Betty Ann Batiste, Ed.D. Educational Psychology, Professor of Education Armstrong Atlantic University, Savannah, Georgia The Institute s senior psychologists are experienced and effective teachers with a total of over 100 years of classroom instruction at the university level. Dr. Emory is currently Director of Clinical Training at Emory University. Dr. Johnson is lecturer in the Department of Sociology, Psychology, and Social Work, University of the West Indies (Mona) and a consultant to several companies in Jamaica. Dr. Dieter is program coordinator for the Centre for Prenatal Assessment and Human Development at Emory University and Director of Neuropsychological Services in Fayetteville, Georgia. Dr. Monique Levermore owns and operates a Certified Minority Business Enterprise and provides Clinical & Consulting services in Melbourn and Miami, Florida. She contracts with several state agencies on program development, service delivery, forensic assessment and grants. Dr. Gordon is

10 10 chairman of the Department of Teacher Education at California State University, and Dr. Batiste is former chair of the teacher education department at Armstrong Atlantic University and chair of the Chatam County Board of Education. Two of our psychologists, in collaboration with our UWI colleagues, conducted a series of in depth psychological and neuropsychological evaluations for Jamaican clients/patients. They have also provided lectures and seminars to M.A. and Ph.D. level clinical psychology students at UWI (Mona). For additional information, please contact us at or ipdja@yahoo.com or visit our website at