School Psychology Program. Handbook Revised: 7/2012, 7/2013. Marywood University

Transcription

1 1 School Psychology Program Handbook Revised: 7/2012, 7/2013 Marywood University

2 Table of Contents I. Mission, Philosophy and Overview 3 II. Program Goals and Objectives 4 III. Admissions 5 i) Admission to program ii) Criteria for Admission iii) Transfer Courses IV. Program Curriculum 7 i) Academic Advisement ii) Grading iii) Candidacy iv) Comprehensive Exam v) Professional Contribution vi) Registration for Graduation vii) Practicum & Internship viii) Program Evaluation V. Courses 12 VI. Course Sequence 16 VII. Professional Conduct & Grievance Policies 17 i) Student Retention ii) Professional Conduct iii) Plagiarism iv) Grievance Policy VII. Students with Disabilities 21 Appendix A: Internship Memorandum of Agreement Appendix B: Internship Guidelines Appendix C: Graduation Process Appendix D: Corrective Action Plan Appendix E: Criminal History Statement Appendix F: Course Sequence Appendix G: EdS Program & NASP Standards Appendix H: Social Networking Conduct

3 3 Mission, Philosophy, and Overview The School Psychology Program at Marywood University has evolved in scope over the last 50 years and has as its firm foundation Marywood University s tradition of service. The School Psychology Program is an interdisciplinary program that prepares ethical practitioners to be life-long learners, committed to enhancing the well-being of youth, families, and systems that serve them, in a rapidly evolving and increasingly diverse and interdependent world. The School Psychology program follows the philosophy of the scientist-practitioner model and is competency-based. Student competencies are developed through participation in classroom, practicum, and research experiences. Students are encouraged to stay abreast of the research literature regarding the practice of school psychology and are expected to integrate the findings of empirical endeavors into their coursework, practicum, and internship experiences. The Marywood School Psychology program follows the guidelines for training as set forth by the National Association of School Psychologists. The program curriculum is consistent with educational requirements to be eligible for Pennsylvania State Certification as a school psychologist as the program has been approved by the Pennsylvania Department of Education. The program includes foundation courses in psychology and both academic and applied training in the substantive area of School Psychology. The use of empirically-supported assessments and intervention techniques is emphasized, as well as consultation, prevention, and family-school relations. The program can be completed either full-time or part time, with required coursework during the traditional two academic semesters and the summer semesters. Approximately 5 full and 3 part time students are admitted annually at the post-bachelor s or master s level. Full time students are in residence for 2 years prior to internship, and part time students can expect to be in residence for 4 years prior to internship. Students are awarded a Master s degree (M.A. in Psychology, general theoretical) upon degree requirement completion, typically after their second year (if Full Time). Students who are admitted at the post-master s level can expect to complete a minimum of 30 credits pending review of all prior graduate training. Specific program requirements are based upon the review of prior graduate coursework. These students however, must complete all requirements of the school psychology program. In keeping with Marywood University tradition, the program was designed to allow for small class sizes, with class sizes typically between 10 and 16, with the exception of the core foundation courses, which are also taken by students in the terminal Master s programs, which may reach 24 students per class. Full-time faculty teach the vast majority of courses. Fourteen departmental faculty are available to serve as student research mentors or committee members.

4 Program Goals and Objectives Following are the training goals and objectives for the School Psychology program: Goal 1: To provide students with foundational knowledge of the field of psychology in general, and school psychology in particular. Objectives: Students acquire knowledge in core, foundational areas of psychology, including: biological, cognitive/affective, social, history and systems, psychological measurement, research methodology, and data analysis. Students will acquire knowledge in the substantive area of School psychology, including the following areas: behavior, learning, counseling, professional standards and ethics, instruction for the diverse learner, intervention, assessment, consultation, and families. Goal 2: To teach students to view themselves as being life-long learners while also giving them the skills necessary to be critical and sophisticated consumers of research so that they may be able to independently and effectively apply future developments in the field to School Psychology practice. Objectives: Students participate in local, state, and national professional development activities related to the profession. Students analyze and synthesize literature and evidence based practices of the discipline. Students are able to apply research-based practices to the school setting. Goal 3: To help students become competent entry-level school psychologists in intervention, assessment, and consultation. Objectives: Students utilize data and evidence based practices to design and apply interventions for children s academic, social-emotional, and behavioral needs. Students correctly administer, score, and interpret validated assessment instruments for their intended purpose. Students utilize knowledge of evidence based interventions and principles of consultation to facilitate indirect service delivery. Goal 4: To prepare students for the realities of School Psychology practice in contemporary society and to inspire them to be mission-driven psychologists who advocate for the needs of children and families, and advance both the organizations in which they are employed and the profession at large. Objectives: Students develop skills to advocate for the educational needs of children and family. Students understand ethical principles and school psychology service delivery models. Students appreciate differences in organizational climates while striving for effective service delivery. Goal 5: To train students to be appreciative of both cultural and individual differences in both their attitudes and in their practice so that they may be effective School Psychologists in an increasingly diverse and interdependent world. Objectives: Students develop an awareness and sensitivity to cultural and individual differences for the children and families of whom they may serve.

5 5 Admissions Admission to the Program All applicants must provide the completed application form, official undergraduate/graduate transcripts from accredited institutions, 3 letters of recommendation (at least 2 from faculty), and a personal statement. Verbal, Quantitative, and Writing sections of the GREs are required (must have been taken within the last 5 years) and scores must be received by the application deadline. Applicants selected for interviews are typically notified by the last week in February. Interviews are generally scheduled during the first week in March. Criteria for Admission Admission to the School Psychology program requires a bachelors degree from an accredited institution within the past 5 years and least 18 credits of course work in Psychology or in a related field (e.g., education, counseling) at the undergraduate level, including: statistics, experimental methods/research design, and abnormal/ psychopathology. A major in Psychology or Education is preferred. Verbal, Quantitative, Writing GREs scores must be at least in an average range. A minimum overall GPA of 3.0 on a 4.0 scale is expected for all previous coursework. Students applying for post-master s admission must have completed their master s degree no more than five years prior to application. Demonstrated excellence in academics and related work is expected. Two of the applicant's letters of recommendation must be from full-time graduate Psychology and/or Education faculty at the institution where the Master's degree was completed. Previous coursework (undergraduate, graduate) must include: statistics, experimental methods/research design, and abnormal/psychopathology. A master's degree in Psychology or Education is required. Verbal, Quantitative, and Writing GRE scores must be at least in an average range. A minimum overall GPA of 3.0 on a 4.0 scale is expected for all previous coursework. Preference will be given to students who completed their psychology or education Master's degree at Marywood University, to assure that all Master's level coursework and experiences are consistent with the Marywood School Psychology program. Transfer Courses All credits transferred must reflect at least a "B" grade, be from an accredited institution, be similar in content and demand of equivalent Marywood courses, and have been earned within the preceding 5 years. The Director of School Psychology must approve all transfer credits. The following criteria also must be met: The student has attained Full Acceptance Status in the program. The student has provided a syllabus of the proposed transfer course. The student has provided an official transcript showing an earned grade of B level or above in the course(s) to be transferred. Grades lower than B are not transferable. The student completed the transfer courses in the past five years prior to making this request. The student met with their academic advisor who will make a recommendation of approval of transfer. Transfer students applying at the master s level must complete 75% of the required coursework for the master s degree through Marywood University. Transfer students applying at the Ed.S. level can transfer a maximum of 9 graduate credits of the required coursework for the Ed.S. degree through Marywood University. Transfer credits will not be applied to the following courses:

6 o PSY 549a Practicum o PSY 549b Practicum/Internship o PSY 551 School Psychology Law and Ethics o PSY 562 Cognitive Assessment o PSY 563 Assessment of Learning o PSY 581 Social Emotional Assessment of Children and Adolescents Final written approval is made by the Director of School Psychology with copies of the final determination placed in the student's file and mailed to the student.

7 7 Program Curriculum The School Psychology program is designed as post-baccalaureate training, with 75 total credits (45 at the Master's level; 30 post Master s credits). The program has been fully approved by the Pennsylvania Department of Education, which reflects that the program s curriculum meets the educational requirements necessary to be eligible for Pennsylvania State certification. The School Psychology curriculum trains students to provide effective services to help children and youth succeed academically, socially, behaviorally, and emotionally. The curriculum builds from foundation courses to more specific application courses and experiences with supervised opportunities for applied practice with children, adolescents, and families. The School Psychology program emphasizes an indirect service delivery model, however, training in direct service delivery is also included. The Marywood School Psychology program follows the guidelines for School Psychology training as set forth by the National Association of School Psychologists (NASP) and strives towards becoming a NASP approved program. Academic Advisement All students receive program and course advisement from the Director of School Psychology Program. Newlyadmitted students must meet the Director of School Psychology in advance of the actual registration date for the term in which they plan to begin study. Note that open registration dates are intended for those students who are beginning their graduate study. Issues involving transfer of credit and individual program requirements should be determined as early as possible. Students currently enrolled in the program must individually meet with the Program Director prior to registering for the following semester. All registration forms must be reviewed and signed by the Program Director, or, if the student is registering on-line, the Program Director must clear the student for registration (after a discussion of the student s plans for the upcoming semester). Students are not permitted to register for classes unless the course or courses have been approved by the Program Director. Exceptions are not permitted. According to University policy, places in class cannot be reserved for students who submit payment after a prescribed date. That date is usually just prior to the Open Registration period and is announced in written materials distributed by the Registrar s Office. Grading A student who obtains two Fs in a program, for whatever reason, will be dismissed from the University. Students who fail to maintain a 3.25 average in their coursework once they have achieved candidacy status are subject to probation for two semesters and dismissal from the degree program if 3.25 is not achieved in the third semester. To receive credit for a course, students must meet all course requirements. The responsibility for completing assigned work and for understanding material covered in class rests fully on the student. Student coursework is graded according to the following scale: A = 4.0, A- = 3.67, B+ = 3.33, B = 3.0, B- = 2.67, C+ = 2.33, C = 2.0, F = 0.0

8 Candidacy Students must complete candidacy at least once during their residency in the school psychology program. Post-baccalaureate Students apply for master s degree candidacy after completion of 12 hours of graduate work. Students who do not apply for candidacy at the first review period following completion of 12 credits are not permitted to proceed in the program. To meet candidacy requirements, students must: -have a GPA of 3.25 or higher -successfully pass all components of the PAPA -adequately meet or exceed professional disposition criteria If all academic and professional disposition criteria are met and candidacy review is successful, the student becomes a Candidate for the Master s Degree in Psychology. Outcomes of the Candidacy Review include advancement to Candidacy Status, Probation (e.g., if the QPA is below 3.25 and there is a possibility for achieving a QPA of 3.25 with an additional semester of course work), or dismissal from the program. In addition to the required paperwork required by the Psychology Department, students must submit a copy of their official PAPA scores and coordinate confidential submission of at least 3 Professional Disposition Ratings (see Appendix: I) from the faculty of the following courses. PSY 503 Research Methods 1 PSY 504 Research Methods 2 PSY 523 Contemporary Learning Theories PSY 539 Classroom Behavior Management PSY 561 Introduction to Psychological Testing COUN 518 Applied Practice S ED 511 Curriculum Adaptations for the Special Needs Learner Certification Program Students entering the program with a confirmed Master s degree apply for certification candidacy after completion of 12 hours of graduate work. Students who do not apply for candidacy at the first review period following completion of 12 credits are not permitted to proceed in the program. To meet candidacy requirements, students must: -have a GPA of 3.25 or higher -successfully pass all components of the PAPA -adequately meet or exceed professional disposition criteria Students must submit a copy of their official PAPA scores and coordinate confidential submission of at least 3 Professional Disposition Ratings (see Appendix: I) from the faculty of the following courses. PSY 523 Contemporary Learning Theories PSY 539 Classroom Behavior Management PSY 547 Introduction to School Psychology PSY 561 Introduction to Psychological Testing COUN 518 Applied Practice S ED 511 Curriculum Adaptations for the Special Needs Learner

9 If all academic and professional disposition criteria are met and candidacy review is successful, the student becomes a Candidate for the Educational Specialist Degree in School Psychology. Outcomes of the Candidacy Review include advancement to Candidacy Status, Probation (e.g., if the QPA is below 3.25 and there is a possibility for achieving a QPA of 3.25 with an additional semester of course work), or dismissal from the program. 9 Comprehensive Examination Students entering the program at a post-bachelor s level are required to successfully complete two comprehensive examinations- one at the master s degree level, and one immediately prior to the field-based internship after completion of certification coursework. Implementation of the certification level comprehensive exam is in development. All master s degree programs in Psychology and Counseling require successful completion of a Comprehensive Examination. The purpose of this exam is to show that the student has mastered significant components of the curriculum in an integrative manner. The Master s Degree Comprehensive Examination in Psychology programs takes place once students have completed the 21 core psychology credits in the following classes: PSY 503 Research Methods, PSY 504 Research Methods 2, PSY 508 Biological Basis of Behavior, PSY 514 Human Development, PSY 517 Personality, PSY 521 Social Psychology, and PSY 523 Contemporary Learning Theories. Emphasis on the exam is on student mastery of the core knowledge base in scientific psychology. The exam consists of 25 multiple choice questions from each of the seven core courses of the curriculum yielding a total of 175 items. Passing the Comprehensive Exam is necessary to earn a Master s Degree in Psychology, a prerequisite to obtaining an Educational Specialist Degree (Ed.S.). Grades on the Comprehensive Exam are Pass-Fail, with 60% being the minimal grade for passing. Students who fail the Comprehensive Exam may take the test a second time. In no case can the student take the Comprehensive Exam more than twice. In the event that a student fails the Comprehensive Exams in their first attempt, only those courses for which performance was below 60% will be tested in the second attempt. Students who are concerned about preparation for the Comprehensive Exam should speak with the Director of the School Psychology Program. Certification level comprehensive examinations are in development. All school psychology students will complete this exam immediately prior to the field based internship experience. The exam will occur during two days and students will be allotted 2 hours per question. The exam will consist of an extended response essay question in each of the following areas: 1) Professional Service Delivery, 2) Intervention/consultation, 3) Assessment, and 4) Learning & Instruction. Responses will be scored according to a rubric and results will be on a Pass, Pass with Reservation, or Fail basis. Students with 3 or more Pass with Reservation scores or 1 Failure score must sit to retake the entire exam. Students with less than 3 Pass with Reservation scores will be provided assignments to remediate skills in the area of need. Students must successfully complete the certification level comprehensive exam in order to begin the field-based internship experience. Transfer students in the program without a master s degree are required to take the Master s Degree Comprehensive Examination and the Certification Level Comprehensive Examination. Professional Contribution

10 With appropriate planning and time management, the Professional Contribution/Master s Thesis can be completed within one academic year, to coincide with completion of all other Master s degree requirements. Students register for Thesis Preparation in the fall semester of their second year. The purpose of this course is for the student to complete an in-depth exploration of the area of proposed thesis research. Registration for Professional Contribution will not occur until the student has secured a faculty member to serve as project mentor. This should be done well in advance of the required registration during the spring semester preceding the start of these projects. When approaching a potential project mentor, students should have an idea of their desired research topic. Faculty with similar interests in the department should be contacted first Registration for Graduation It is necessary to register for graduation during the regular registration period for the semester in which all Master s degree requirements will be completed and again when all School Psychology requirements are completed. Be sure to enroll in the correct section, as below: Practicum and Internship DEAN DEGREE CAND/CEHD 0 credits Practicum experiences accompany traditional coursework in PSY 539/SED 539 Classroom Behavior Management, PSY 549a, Practicum, PSY 585 Family School Interventions, and SED 511 Curriculum Adaptations. Students are also provided a supervised on-campus practicum experience (PSY 549a) in the Psychological Services Center prior to beginning their field based internship (PSY 549b). During this practicum, students provide school related psychological services to referred children and their families. All services are supervised in real time by the Director of the School Psychology Program. Students are advised to consult the Psychological Services Center (PSC) Manual for policies related to work in the PSC. PSY 549a is completed the semester immediately prior to the field-based internship experience. Students who do not enroll in PSY 549b the semester immediately following PSY 549a are required to retake PSY 549a during regular schedule in the upcoming academic year. Students earning a grade of C+ or lower in PSY 549a are ineligible to begin the 1200 hour field based internship the following semester and a Corrective Action Plan will be automatically developed. The Director of the School Psychology program provides guidance in students selection of field based internship sites. Field based internship sites must be approved the Director of the School Psychology Program prior to mailing of the memorandum of understanding to the site. To be eligible for the internship experience, the student must have passed the PAPA, successfully completed all coursework requirements (including PC/thesis), and been awarded a Master s degree. The 1200 hour internship is completed on a full time basis over the course of one academic year. The internship experience begins only in the fall semester. Students are not permitted to complete the internship experience at a site where they attended school, are/were employed, and/or are a relative or friend to a site stakeholder. Criminal History Check Practicum and internship require students to interact with children and families. Thus, all courses that have a practicum and/or internship experience require students to obtain FBI and Pennsylvania criminal and child

11 11 abuse background checks. As such, a criminal record may ultimately prevent students from obtaining certification, or future employment as a school psychologist in Pennsylvania. The Public School Code and regulations (24 P. S , , , , and PA Code, 49.12) prohibit issuance of a certificate to applicants who do not possess good moral character, or who are addicted to the use of intoxicating liquor or narcotic drugs. A prior criminal conviction is often the basis for questioning whether an individual has good moral character. Candidates are advised that offenses such as, but not limited to, Underage Drinking, Driving Under the Influence, Assault, Disturbing the Peace, Retail Theft, Drug Possession and Use, Embezzlement, and Prostitution may affect certification. Program Evaluation Program evaluation occurs through University based student evaluations of each course, candidacy applications, course grades, performance on the Praxis 2, student exit interviews with the program Director, and alumni surveys.

12 Required Courses Psychology PSY 503: Research Methods Statistics I (3 credits) This is the first in a two-course sequence which presents research methods and statistical applications in the behavioral sciences. Emphasis is on conceptual integration of statistical concepts as well as application and interpretation of data analyses. Development of critical analysis skills in hypothesis development, measurement tool assessment, operationalizing constructs and analysis strategies is emphasized. Primary emphasis is placed on correlational and experimental research with some coverage of quasi-experimental and descriptive methods. PSY 504: Research Methods and Statistics II (3 credits) This is the second in a two-course sequence which presents research methods and statistical applications in the behavioral sciences. Emphasis is on conceptual integration of statistical concepts as well as application and interpretation of data analyses. Development of critical analysis skills in hypothesis development, measurement tool assessment, operationalizing constructs and analysis strategies is emphasized. Primary emphasis is placed on correlational and experimental research with some coverage of quasi-experimental and descriptive methods. PSY 508:.Biological Bases of Behavior (3 credits) This course focuses on the structure and function of the nervous system as well as the biological basis of perception, memory, and language and psychological disorders. Special emphasis is placed on the behavioral expression of dysfunction in these areas. PSY 514: Human development (3 credits) An examination of human development throughout the lifespan with in-depth coverage of developmental theories and research methods. A critique of empirical studies is required. Previous coursework in development psychology is suggested. PSY 517: Personality psychology (3 credits) In depth coverage of major theories of personality with an emphasis on psychodynamic, humanistic, behavioral, cognitive, trait, and biologically-based theories. Examination of research-based based theories that deal with specific aspects of human personality, such as anxiety, aggression, and self concept is required. Critical evaluation of empirical support for theories and the applications in human services is emphasized. PSY 521: Social psychology (3 credits) Examines social influences on thought and behavior. The course covers multicultural and cross cultural differences in social thought and behavior, interpersonal relationships and attraction, attitudes and behavior, prejudice, group dynamics, and the interaction between personality and social influences on behavior. The course considers basic theories, research findings, and applications to approve social interactions. It includes reading, reviewing, and applying findings of original source journal articles along with text readings. PSY 523: Contemporary Learning Theories (3 credits) An in-depth evaluation of contemporary learning theories with emphasis on major issues, research findings, and application of learning principles to human functioning. PSY 532: Child Psychopathology (3 credits) An in-depth examination of the behavioral disturbances common to childhood and adolescence, with stress on their etiology and on the roles of the family and the school in the child s total functioning and therapeutic programming. Stresses distinction between child and adult adaptive criteria.

13 13 PSY 539/(SED 539): Classroom Behavior Management Approaches (3 credits) Explores principles of behavior analysis and modification. Provides competency in individual and group technology, following a format that aims at facilitating development and implementation of behavior change programs in applied settings. Design of intervention programs using a variety of strategies is required by class participants. PSY 547: Introduction to School Psychology (3 credits) This course provides an overview of the contemporary field of school psychology. An emphasis is on learning the historical, contemporary, and future influences of the development of the field of school psychology. Students become familiar with models of school psychology service delivery, professional standards and ethics, and domains of practice. Field Work Experience PSY 549a: Practicum (3 credits) Supervised campus-based experience in the Psychological Services Center designed for the student to develop and apply the range of competencies of the school psychologist. PSY549b: Internship (3 credits) Further application and refinement of the school psychologist competencies in an approved off-campus, professional setting. PSY 551: School Psychology Law and Ethics (3 credits) This course covers legal and ethical foundations for the role of school psychologist. Emphasis will be on exposing students to federal legislation, state regulations, pertinent court cases, and ethical principles of governing bodies including the National Association of School Psychologist (NASP) and the American Psychological Association (APA). PSY 552: School-based Consultation Methods (3 credits) This course covers the rationale, theory, and methods of various models of consultation. Students will develop competencies in consultation with teachers, parents, students/clients, and other program staff. These competencies include problem identification, problem analysis, treatment development and implementation, and evaluation of treatment outcomes. Factors that impact on the effectiveness of consultation in schools and mental health programs will also be examined.. PSY554: Master s Thesis Proposal (0-3 credits) Development of an acceptable master s thesis proposal. Involves mentoring experience by a faculty member and committee. Development of literature review, methodology, and hypothesis statement into an acceptable proposal for master s thesis. Taken the semester prior to the completion of Psychology 556: Master s Thesis PSY 555: Professional contribution (0 credits) Involves mentoring experiences by a faculty member, leading to the completion of an approved project, demonstration, or other acceptable product of the student s professional competence. Course meets Professional Contribution requirement. PSY 556: Master s Thesis (3 credits) Completion of acceptable thesis involving a quantitative research design. Involves mentoring experience by a faculty member and committee. Recommended for students with doctoral degree aspirations. Meets Professional Contribution requirement.

14 PSY 561: Introduction to Psychological Testing (3 credits) Provides background on the psychometric and measurement issues that are the basis for psychological testing (reliability, validity, structural analysis of tests, normative approaches) Various types of psychological tests (cognitive ability tests, achievement tests, personality tests, neuropsychological tests, career and interest tests, selection procedures) will be introduced. Covers multicultural, ethical, and legal issues related to psychological testing. Involves laboratory exposure to testing materials. PSY 562: Cognitive Assessment (3 credits) Provides an overview of contemporary theories and methods of cognitive and assessment. Students will develop skills in the assessment of preschool and school age children, adolescents, and adults using a variety of instruments including the Wechsler Scales, the Stanford-Binet, and the Woodcock-Johnson Psycho-Educational Test Battery. Emphasis is placed on assessment for the purpose of intervention. PSY 563: Assessment of Learning (3 credits) An investigation of assessment approaches used in the evaluation of learning styles and the cognitive, motor, and environmental factors influencing the learning process. Of special interest to school psychologists, counselors, and other multi-disciplinary team professionals, this class also integrates the theoretical and practical issues associated with curriculum-based assessment. Emphasis is placed on assessment for the purpose of intervention. PSY 581: Socio-emotional Assessment of Children and Adolescents (3 credits) Utilizes a comprehensive problem-solving and ecological model of assessment for children and adolescents. Geared toward the child clinical and school mental health provider, this course focuses on the integration of psychological, behavioral, and family assessment information. Emphasis is placed on the critical link between assessment and effective intervention. PSY 585: Family school interventions (3 credits) Exploration of the legal, ethical, and pragmatic issues associated with the family-school collaboration. Various family intervention techniques will be discussed, with the specific focus on multicultural and nontraditional families. An off-campus practicum experience is included wherein students participate in parent training. Counseling COUN 518: Applied Practice I (3 credits) Designed to provide the student with an initial exposure to counseling small supervisory group study of counseling problems principally through analysis of case materials taping in critiquing interviews role-playing and demonstration of strategies by faculty COUN 532: Multicultural Issues in Counseling (3 credits) This course explores the issues of mental health service delivery to culturally distinct clients. This course will focus on ethnicity, gender and other salient personal characteristics and the effects of these elements on the counseling process and outcome. Skill development will include a more flexible frame of reference for relating to and dealing with diverse clients and their cultural traditions values and styles. Education EDUC 561: Methods, Materials, and Assessment in Teaching English as a Second Language (3 credits) This course will provide an in-depth look at practical application of instructional strategies, materials, tasks, and assessment techniques that effective teachers use to promote language and literacy development in second language. Focus will be on methodologies of teaching, reading, writing, listening, speaking, grammar, and

15 15 culture in the K-12 ESL classroom. Special Education SED 507: Characteristics and Remedial Strategies for the Mildly Impaired (3 credits) Detailed examination of etiology, characteristics, and intervention for those who need learning, emotional, and physical support in the classroom. Emphasis on the interrelatedness of the disabilities imposed on the processes of motivation, learning, and social adaptation. SED 511: Curriculum Adaptations for the Special Needs Learner (3 credits) A course dealing with critical analysis of performance characteristics of the mildly impaired learner and with the development of remedial procedures, teaching strategies, and inclusive practices for amelioration of learning deficits. SED 539/(PSY 539): Classroom Behavior Management Approaches (3 credits) Explores principles of behavior analysis and modification. Provides competency in individual and group technology, following a format that aims at facilitating development and implementation of behavior change programs in applied settings. Design of intervention programs using a variety of strategies is required by class participants. Year 1 Masters (Core Courses) School Psychology Course Sequence Fall Spring PSY 508 Bio Basis in Behavior PSY 504 Research Methods 2 PSY 521 Social Psychology PSY 523 Contemporary Learning Theories PSY 561 Intro to Psych Testing COUN 518 Applied Practice PSY 503 Research Methods 1 PSY 517 Personality Psychology Summer PSY 514 Human Development PSY 532 Child Psychopathology SED 507 Remedial Strategies PSY 555 Professional Contribution -OR- PSY 556 Master s Thesis Summer COUN 532 Multi-cultural Issues SED 511 Curriculum Adaptations PSY 555 Professional Contribution -OR- PSY 556 Master s Thesis Years 2 Masters (Core Courses and Ed.S.) Fall PSY 539 Behavior Management -OR- SED 539 Behavior Management PSY 547 Intro to School Psych PSY 563 Assessment of Learning PSY 562 Cognitive Assessment Spring PSY 551 School Law & Ethics PSY 581 Socio-emotional Assessment PSY 549a Practicum Summer

16 PSY 585 Family School Intervention PSY 552 School Based Consultation EDU 561 Methods ESL Year 3 Ed.S. Certification Fall PSY 549b Internship Spring PSY 549b Internship **Internship = 1200 clock hours/field based **Praxis 2 exam for PA State Certification Note: Program requirements and curricula are subject to change, pending Pennsylvania Department of Education Regulations and NASP Training Standards.

17 17 Professional Conduct and Grievance Policies Student Retention Policy Supervision of student professional development is a critical. Completion of the School Psychology program equips students to become school psychologists and the faculty, therefore, have particular concern about the ability of students to function at a satisfactory professional level. Evaluation of students in the program will include: (a) academic abilities as demonstrated in course work, comprehensive exams, and research; (b) development of a high level of awareness of ethical issues and a consistent demonstration that student behavior is guided by a concern for these issues; (c) personal qualities that are necessary in order to function as a professional (e.g., interviewing skills, openness to feedback, ability to critically evaluate one s strengths and limits as a professional, ability to relate effectively with clients and colleagues in a professional manner, awareness and respect for diversity issues in work with clients). These personal qualities are most directly observed in practicum and internship courses, but also may be involved in other courses. Students deemed deficient in any of the aforementioned areas may be subject to a Corrective Action Plan or, in the case of serious breaches in conduct, dismissal from the program. A Corrective Action Plan is automatically developed for students who earn a C+ or lower in the following classes: PSY 547 Introduction to School Psychology PSY 551 School Psychology Law and Ethics PSY 562 Cognitive Assessment PSY 563 Assessment of Learning PSY 581 Social Emotional Assessment A Corrective Action Plan (CAP) is a means by which the School Psychology program can help insure that students are maintaining appropriate development of their professional abilities and that student behavior reflects the requisite high standards of professionalism required for degree completion in the school psychology program. The nature and purpose of the CAP in general is consistent with corrective action plans of the Department of Psychology and Counseling stated in the Graduate Catalog. As indicated in the graduate catalog, a CAP is initiated when informal problem resolution efforts have been attempted and have not been successful. The CAP involves placing the student on remedial status to provide an opportunity to correct the deficiencies identified in the CAP. Three outcomes are possible at the end of the remedial period: (1) the student's remedial status is continued for a defined period of time with a revised CAP; (2) the student is returned to regular status if the CAP is successfully completed; or, (3) it is recommended to the Dean of the Reap College of Education and Human Development that the student be dismissed from the school psychology program. Determination of the outcome of the CAP is made by the School Psychology Program Director in consultation with the Chair of the Department of Psychology and Counseling. Professional Conduct The School Psychology program requires students to conduct themselves as professionals-in-training. As such, students are expected to behave in a manner that displays the highest regard for human dignity. Students are also expected to demonstrate personal qualities that are required for psychologists (e.g., ability to listen empathetically and accurately, ability to engage effectively with a wide diversity of clients in evaluation and/consultation settings, ability to work in an effective manner with other research, medical, legal,

18 educational, and mental health professionals, willingness to seek-out supervision and follow directions). This professional behavior is expected both in the classroom and other relevant professional settings (e.g., when conducting research and practicum and internship). Evaluation of professional conduct includes observations from faculty and formal written evaluations by practicum and internship supervisors. Any student found lacking in professional conduct may be placed on a Corrective Action Plan. Failure to meet the goals in the Corrective Action Plan will result in recommendation to the Dean for the student to be dismissed from the program. Students are required to adhere to the ethical code of the National Association of School Psychologists and the American Psychological Association (APA). Copies of the ethical code are available for no charge on-line at: and Students may appeal any Department decisions following the grievance procedures of the Graduate School. Information about appeals procedures for the College of Education and Human Development is available from the Dean s Office. Plagiarism Policy The following is the University s statement on plagiarism: Plagiarism is defined as the offering as one s own work the words, ideas, existing imagery, or arguments of another person. Using the work of others requires appropriate attribution by quotation, reference, or footnote. Use of information without attribution from any source, including The Internet, is considered plagiarism. The College of Education and Human Development specifically states coursework completed through plagiarism will be graded as an automatic F. Further, plagiarism constitutes both an academic violation and code of conduct violation. School Psychology students who complete work through plagiarism receive a failing grade for that assignment and are placed on permanent probationary status. The occurrence of a second incident of plagiarism will result in automatic recommendation to the Dean for dismissal of the student from the program. Students are expected to have a thorough understanding of what constitutes plagiarism, whether it be verbatim copying of information or improper paraphrasing. Several links to Internet sites that describe plagiarism issues can be found through the University Library website. These sites offer strategies to avoid plagiarism, as well as examples of proper and improper paraphrasing. Assistance through the Writing Excellence Center at the University also is recommended. Although there may be instances where plagiarism occurs innocently, ignorance is no excuse. The penalties discussed above are applied regardless of student intent; it is the professional responsibility of the student to be aware of issues related to plagiarism and to insure that she/he does not engage in plagiarism. Grievance Procedure Before deciding to initiate a formal academic grievance, students must: approach the instructor, Director of School Psychology, or Department Chairperson directly involved with the alleged problem to determine if you can resolve the matter informally; read the following procedures to be sure you understand the formal academic grievance procedure; seek advice from appropriate parties to ensure that your grievance is not more properly addressed by the University s Civil Rights Policy, or Grade Appeal Policy.

19 19 If you decide to file a formal academic grievance, procedures are to be followed as listed below. However, you may ask that the appeal be discontinued at any step in the process. Phase One Initial Filing 1. Your formal academic grievance must be filed on Form A Student Information within 30 working days from the date when the alleged incident occurred or problem began. Failure to act within this time period will rule out any future consideration of the matter. A copy of the form must be filed with the supervisor of the person you are grieving. 2. The supervisor will immediately acknowledge receipt of the grievance in writing and provide you with a copy of this acknowledgement. After consultation with appropriate parties, you will receive, within 20 working days of the receipt of the grievance, written decision from the supervisor. This decision will attempt to resolve the issue to your satisfaction. Phase Two The University Academic Grievance Committee If you feel that the grievance has not been resolved to your satisfaction, you may request a formal review by the Academic Grievance Committee. Before doing so you should carefully read the following steps: 1. You must submit, within 10 working days after receiving the written decision of the supervisor a request to appear before the Student Grievance Committee. You must state the nature of the grievance and the reason(s) why the supervisor s response was unsatisfactory. 2. The Dean or appropriate Institutional Officer will now convene a Student Academic Grievance Committee. It will include: Four Students, one from each College, appointed by the Dean of the College Four faculty members, one from each college, appointed by the Dean of the College. The Academic Dean convening the Committee will appoint one professional staff representative who deals with student affairs issues. The Dean or appropriate Institutional Officer will serve in an ex officio capacity without a vote and has the responsibility for seeing that the grievance process proceeds as outlined in this guide. The Dean is to provide assistance to the University, to you, the student grievant, the employee, the supervisor or the student grieved against and to the Student Grievance Committee. The Dean or a designee will be present at all hearings held by the Student Grievance Committee. Committee Procedures 1. The chairperson of the Committee shall be elected by the members of the Student Academic Grievance Committee. 2. A quorum shall consist of two student members, two College representatives, plus the professional staff representative. 3. The Academic Dean convening the Student Academic Grievance Committee will determine which if any, faculty and students have a vested interest in a particular hearing and declare them ineligible. 4. The Chair of the Committee, elected by members of the committee, will secure from you all pertinent information. Likewise, expect the Chair of the Committee to secure also from the employee against whom the grievance was filed a response to the grievance and additional pertinent information. 5. The Dean or appropriate Institutional Officer shall convene the committee to provide (as appropriate) a hearing for you. The hearing and related processes should be completed within sixty days of the filing of the formal request for a hearing. The Committee will schedule separate inquiries with you, the employee and the supervisor. Everyone must provide the pertinent facts which the Committee needs to

20 determine the merits of the complaint. The committee may conduct any additional hearings it considers necessary to render a fair decision. You may request and be granted an opportunity to appear before the Committee in the presence of the other party. 6. The committee shall decide by majority vote the solution of the grievance. Upon deliberation of the information presented, the committee will either: uphold the original action; dismiss/censure the action; grant your request for solution; determine a mutually acceptable compromise between you and the person you are grieving. 7. You will receive from the Dean or appropriate Institutional Officer a copy of the committee s final recommendation. This final recommendation will also be sent to the Vice President for Academic Affairs or appropriate Institutional Officer. 8. The final decision on the matter rests with the Vice President for Academic Affairs or President, as appropriate to the grievance. Rights of the Parties Involved in a Grievance When a grievance hearing is scheduled, the parties involved are entitled to: 1. A written notice of the complaint. 2. A written notice of the time and place of the hearing. 3. Review of all submitted evidence, documents or exhibits that each party may present at the hearing. 4. Access to the names of the witnesses who may testify. 5. Appear in person and present information on his/her behalf, call witnesses and ask questions of any person present at the hearing. If either you or the party involved fails to appear before a scheduled committee hearing, you have three (3) working days to submit acceptable evidence for your absence. If not submitted, a decision will be made on the available evidence. Appeals on alleged violations of the process described herein may be made to the next supervisory level.