NEW! School Psychology start: September 2016

Transcription

1 NEW! School Psychology start: September 2016 Key staff: Michiel Westenberg (coordination), Femke Stad, Niko Steinbeis, Bart Vogelaar Developmental and Educational Psychology Leiden University Chair: Eveline Crone Discover thediscover world atthe Leiden world University at Leiden University 1

2 Academic and Professional Discipline ISPA -- International School Psychology Association research meetings and professional accreditation APA -- American Psychological Association Division School Psychology (16) NIP Netherlands Institute for Psychology Section School Psychology Master programs in USA, GB, NL, Post-master training programs (RINO)

3 Dutch Context Until recently: Focus on Special Education and Clinical Interventions Greater emphasis on School Psychology, related to new legislation: Inclusive Education Law ( Wet op Passend Onderwijs ) Youth Care Law ( Jeugdwet )

4 Example: School Absenteeism 1/2 What to do when a student is absent from school on a regular basis (1 to 5 days a week)? Current practice: Phase 1. Mentor speaks with child and caretaker(s) and/or disciplinary actions are taken (Leerplichtambtenaar/Bureau Halt). If this does not help => Phase 2. Referral to center for Clinical Child Care (GGZ/ Mental Health Care). The school might be advised on how to support the intervention.

5 Example: School Absenteeism 2/2 New situation (School Psychology): Phase 0. Implementation of school policy regarding absenteeism Phase 1. Early detection of potentially problematic absenteeism Phase 2. Needs-based assessment: student, teacher(s), parents => School-based intervention Phase 3. Referral to a center for Clinical Child Care (GGZ/ Mental Health Care)

6 Three Key Dimensions / Levels 1. Student focus: Individuals or groups of students with special needs; 2.Teacher focus: Teacher support for guidance of individual students and class management overall; 3.School focus: Policy support for school management

7 Career Opportunities Regular Primary and Secondary Education Special Primary and Secondary Education Vocational Education (VMBO/MBO) School Advisory Services ( schoolbegeleidingsdienst ) Independent coach, trainer, consultant Municipal or National Government (general policy)

8 Overview Master Programme Four courses: 4 x 5 = 20 EC Master thesis: 20 EC Internship: 20 EC or 10 EC Total 60 EC Electives, e.g. Child & Adolescent Psychiatry Social Animals at Work Total 5 EC 5 EC 60 EC

9 Course 1/4 Stress and Anxiety at School: Strategies for Early Detection and Intervention 5 EC; Fall semester; Michiel Westenberg Theory General principles of developmental psychopathology Prevention stages: Primary, secondary and tertiary What can be done in the school context Application Feelings of stress and anxiety over homework, taking exams, oral presentations, social interactions with peers and teachers, and possibly: school absenteeism.

10 Course 1/4 Stress and Anxiety at School: Strategies for Early Detection and Intervention 5 EC; Fall semester; Michiel Westenberg Skills How to apply the three stages of prevention in the school context How to detect feelings or stress and anxiety at school (students tend to hide such feelings) Which interventions can be applied at school (e.g., social skills training, relaxation, mindfullness) When and how to refer a student to external mental health services

11 Course 2/4 Educational Neuroscience 5 EC; Fall semester; Niko Steinbeis Theory: Basic neuroscience, Neuroscience of learning, memory and executive functions; relevance of executive functions for school success; sleep, stress, peer relationships Application: inattention and ADHD; disruptive behaviours

12 Course 2/4 Educational Neuroscience 5 EC; Fall semester; Niko Steinbeis Skills: a. How to distinguish neuro-evidence from neuro-myths (knowledge and its communication) b. Diagnostic tools for neuropsychological assessments c. Training executive functions (i.e. working memory, cognitive control) d. Applying neuroscientific evidence to specific school-related problems through case studies

13 Course 3/4 Needs-based Assessment 5 EC; Spring semester; Femke Stad Theory: needs-based and transactional assessment Application: Learning problems (e.g., dyslexia; intelligence)

14 Course 3/4 Needs-based Assessment 5 EC; Spring semester; Femke Stad Skills: a. How to proceed through the series of needsbased diagnostic stages b. How to use various assessment tools standardized testing; observing and interviewing students, parents and teachers c. How to write an assessment report for the student and his/her teacher(s) and caretaker(s)

15 Course 4/4 Coaching in Inclusive Education 5 EC; Spring semester; Bart Vogelaar Theory: What is inclusive education, and how does it affect education at the three levels (school, teacher, student)? What is the role of a school psychologist in this context? What is coaching? Application: Helping individual children and groups by means of teacher-focused intervention. Coaching skills in an educational context, communication skills, individual special needs, group dynamics, teacher-student interaction.

16 Course 4/4 Coaching in Inclusive Education 5 EC; Spring semester; Bart Vogelaar Skills: a. Coaching teachers with students with special needs, e.g., low or high giftedness, visual or hearing restrictions, or developmental problems; b. Providing advice on special educational needs of individual children; c. Communicating with other educational professionals in a school context.

17 Master Thesis Topics Four research lines: Educational neuroscience, e.g., inhibitory control, creativity, social exclusion and engagement, decision-making and risk taking, self-concept development and study choice ( Social-emotional factors for learning -- both positive factors such as intrinsicextrinsic motivation and negative factors such as speech anxiety, social anxiety and school refusal ( Intelligence and dynamic testing, cognitive development, inductive reasoning and learning potential ( Communication problems due to hearing impairments, autism spectrum disorders, and specific language impairments. (

18 Internship Practical Internship Internal or External (resp. 10 EC or 20 EC) Research Internship (10 EC) General issues: a. School Psychology in the Netherlands and abroad: general differences and similarities b. Products and language : What does it all mean? (e.g., what is a Developmental Profile [Ontwikkelingsprofiel]) c. Collaboration with other disciplines/professionals such as Clinical Child Psychology, Child Psychiatry, Social Work, and others. Who is doing what? d. Laws, rules and ethical conduct: what is expected from a school psychologist.

19 Post-master Training Basic Accreditation Psychodiagnostics ( basisaantekening psychodiagnostiek ), Netherlands Institute for Psychology (NIP) NIP Accreditation 2-year Postmaster Training, RINO Amsterdam/Nijmegen (comparable to GZ-training) / ISPA Accreditations

20 2016 ISPA Conference in Amsterdam 38th ISPA Conference will be held from July 20 to 23, 2016, in Amsterdam, The Netherlands The theme of the conference is: School Psychology 3.0: A World of Connections.

21 NEW! School Psychology start: september 2016 Key staff: Michiel Westenberg (coordination), Femke Stad, Niko Steinbeis, Bart Vogelaar FAQ session 15:15 16:00h Rm SA49 Discover thediscover world atthe Leiden world University at Leiden University 21