MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT of COUNSELING and EDUCATIONAL PSYCHOLOGY COURSE SYLLABUS. Internship in School Psychology

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1 MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT of COUNSELING and EDUCATIONAL PSYCHOLOGY COURSE SYLLABUS Course Prefix and Number: EPY 8780 Course Title: Credit hours: Type of Course: Catalogue Description: Internship in School Psychology Six (6) semester hours Internship Supervised professional experience in an appropriate setting. College of Education Conceptual Framework: The faculty in the College of Education at Mississippi State University are committed to assuring the success of students and graduates by providing superior learning opportunities that are continually improved as society, schools, and technology change. The organizing theme for the conceptual framework for the College of Education at Mississippi State University is educational professionals - dedicated to continual improvement of all students educational experiences. The beliefs that guide program development are as follows: 1. KNOWLEDGE - Educational professionals must have a deep understanding of the organizing concepts, processes, and attitudes that comprise their chosen disciplinary knowledge base, the pedagogical knowledge base, and the pedagogical content knowledge base. They must also know how to complement these knowledge bases with the appropriate use of technology. 2. COLLABORATION - Educational professionals must continually seek opportunities to work together, learn from one another, forge partnerships, and assume positions of responsibility. 3. REFLECTION - Educational professionals must be willing to assess their own strengths and weaknesses through reflection. They must also possess the skills, behaviors, and attitudes necessary to learn, change, and grow as life-long learners. 4. PRACTICE - Educational professionals must have a rich repertoire of research-based strategies for instruction, assessment, and the use of technologies. They must be able to focus that array of skills on promoting authentic learning by all students or clients, while exhibiting an appreciation and commitment to the value and role of diversity. Course Objectives: As the instructor of this class, the goal is for each student to obtain the following skills: EPY 8780 Internship in School Psychology Revised Spring

2 1. Knowledge of public school organization and operation CFPO # 9, 10, 12 NASP 2.5, 2.6; InTASC 4, 5, 9, Familiarization with the role & function of the school psychologist CFPO # 1, 3, 4, 5, 12; NASP 2.10; InTASC 4, 5, 9 3. Effective utilization of community resources CFPO # 2, 3, 4, 10; NASP 2.2, 2.8, Development of communication and consultative skills and the ability to engage in teamwork efforts to encourage the provision of professional services for diverse populations CFPO # 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12; NASP 1.2, 2.2, 2.5, 2.10; InTASC 2, 3, 4, 5, 9 5. The development of skills in assessment for use with diverse populations CFPO # 1, 3, 4, 5, 7, 8, 9, 10, 11, 12; NASP 1.2, 2.1, 2.3, 2.4, 2.5; InTASC 2, 6, 9 6. Development of skills in strategies for prevention, remediation, and intervention (i.e., academic, behavioral, crisis) for use with diverse populations CFPO #1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12; NASP 1.2, 2.1, 2.3, 2.4, 2.5, 2.7; InTASC 2, 3, 4, 5, 7, 8, 9 7. Development of skills in research and evaluation for use with diverse populations CFPO # 8, 9, 11; NASP 2.9, 2.11; InTASC 4, 5, 9 8. Development of professional growth through continued in-service training, observation and study CFPO # 5, 6, 8, 9, 12; NASP 2.10, 2.11; InTASC 4, 5, 9 9. Development of an awareness of ethical considerations and legal aspects in school psychology CFPO # 3, 9, 12; NASP 2.1, 2.10 Topics Covered: The internship will consist of duties, which school psychologists usually perform such as assessment, intervention, consultation, prevention, education/training, and research. Such activities will primarily take place in a school setting; however, additional experiences may be obtained in a hospital, clinic, or community mental health agency that serves the psychological and educational needs of children. Interns will engage in both direct and indirect psychological services continuously, 40 hours per week. Students in the doctoral program are required to complete a minimum of 1500 clock hours across an academic year (typically 9 months) according to the Standards established by the American Psychological Association. In relation, interns are required to complete a minimum of 1200 clock hours according to the Standards for Training and Field Placement Programs in School Psychology established by the National Association of School Psychologists. However, requirements of other credentials likely to be desired exceed this requirement. A minimum of 2 hours of supervision must be provided per week to the intern. Internships hours are documented through the use of a daily log, which is signed by the student s supervisor. A minimum of 600 internship hours must be completed in school settings according to guidelines established in the Standards for Training and Field Placement Programs in School Psychology approved by the Delegate Assembly of the National Association of School Psychologists on July 15, Required Texts: None. EPY 8780 Internship in School Psychology Revised Spring

3 Methods of Instruction: Internship Student Activities: (See Internship Applied Experiences Documentation below on pages 5-8) Honor Code: As a Mississippi State University student I will conduct myself with honor and integrity at all times. I will not lie, cheat, or steal, nor will I accept the actions of those who do. Technology: Students will use a variety of technology and tools (e.g., computer software) to complete work in the school, to turn in work samples. Diversity: Issues of diversity will be inherent in all discussions and activities completed as a part of this course. Young adolescents live and function in a diverse world; as such, students must develop an understanding of diversity as it relates to young adolescents and their worlds. Disability: If you have a disability that may significantly interfere with your learning or believe that you need special assistance to successfully complete the requirements of the class, please contact me during the first week of class so that I can attempt to accommodate your learning needs. Also, if you are having problems in this course, for whatever reason, I invite you to make an appointment with me to discuss the matter. Be sure to make the appointment early in the semester so that we have enough time to remediate the problem. Important Note: If you think you have a disability that qualifies under the Americans with Disabilities Act and requires accommodations, you should contact the Office of Student Support Services for information on appropriate policies and procedures (Montgomery Hall, ). Field Experience: This course is primarily field-based as it is an internship. Evaluation of Student Progress: Students will be formally evaluated by their supervisors. These evaluations must be made December 1 and at the completion of the internship experience. The school psychology EPY 8780 Internship in School Psychology Revised Spring

4 faculty request you have your supervisors use the evaluation form included in these materials for the evaluation so that data can be aggregated for the program from year to year. These evaluations and the logs must be received by the Director of Internship so that grades can be submitted for the semester. If all paperwork is not submitted the resulting grade will likely be an F for that semester and the internship will need to be repeated. Please do not neglect these important tasks required for a successful internship. Grades will be assigned based upon the student s evaluation made by the supervisor and completed paperwork submitted to the Director of Internship. EPY 8780 Internship in School Psychology Revised Spring

5 Internship Applied Experiences Documentation Name: Date: Location(s) of Applied Experiences: Course(s) in which you obtained experience: Program Supervisor: Supervisor: Position: Total number of Hours: hours: On-Site Work Days: Total number of supervision Intern Evaluation Student: Date: Site: Supervisor: Assessment Skills (Goal I) I. Behavioral Observation Skills: a. Confers with teacher to identify behavioral concerns (NASP 2.8) b. Targets behaviors to be observed (NASP 2.1, 2.4) c. Conducts observation in a systematic fashion (NASP 2.1, 2.9, 2.11) II. Background Information: a. Gathers information about strengths/weaknesses of the examinee from teachers, parents, school records, etc. (NASP 2.8) b. Information gathered is relevant to the referral question (NASP 2.3, 2.4, 2.8) c. Information is used to help in the selection of psycho-educational measures (NASP 2.3, 2.4) III. Assessment Skills: a. Selects appropriate psycho-educational measures based on examinee characteristics and issues of diversity (NASP 2.3, 2.4, 2.5) b. Selects appropriate psycho-educational measures based on referral question (NASP 2.3, 2.4, 2.8) c. Administers intellectual measures using standardized procedures (NASP 2.1, 2.3) EPY 8780 Internship in School Psychology Revised Spring

6 d. Administers achievement measures using standardized procedures (NASP 2.1, 2.3) e. Administers adaptive functioning measures using standardized procedures (NASP 2.1, 2.4) IV. Scoring: a. Chronological age is correctly computed (NASP 2.3, 2.11) b. Scoring is free from errors (NASP 2.3, 2.11) c. All calculations are correctly computed (NASP 2.3, 2.11) d. Correctly converts raw scores into standard scores (NASP 2.3, 2.11) V. Report Writing: a. Reports are organized in logical manner (NASP 2.3, 2.4) b. Reports are free of grammatical/typographical errors (NASP 2.11) c. Behavioral descriptions are used rather than jargon (NASP 2.3, 2.4, 2.8) d. When technical terms are necessary, they are explained in the body of the report (NASP 2.3, 2.4, 2.8) e. When reporting results of intellectual ability, the range of the score is given (e.g., child's Full Scale score of 102 fell within the normal range) (NASP 2.3) f. Uses and gives the Standard Error of Measurement score range when appropriate (NASP 2.3, 2.4) g. Tests are interpreted and integrated in a logical, organized manner using current best practices (NASP 2.3, 2.4, 2.10) h. Recommendations are based on integration and synthesis behavioral observation, background information, and test results (NASP 2.3, 2.4, 2.5, 2.8) VI. Oral Communication: a. Effectively communicates with school and outside agency personnel (NASP 2.8) b. Gives understandable test results and interpretation to: (NASP 2.8, 2.10) 1. Parents 2. Teachers 3. Child 4. Others Consultation and Intervention (Goal II) VII. Behavioral, Educational, and Crisis Intervention and Evaluation a. Confers with teacher to clearly identify area of concern. (NASP 2.6, 2.7, 2.8) b. Proposed intervention matches area of concern (NASP 2.4, 2.5, 2.6, 2.7, 2.8) c. Teacher/student attributes (i.e., issues of diversity) were considered when planning the intervention strategies (NASP 2.5, 2.6, 2.7, 2.8) d. Systematic method for collecting pre-intervention data and analyzing it was identified (NASP 2.1, 2.7, 2.9, 2.11) e. Systematic implementation plan for collecting intervention data was clearly defined (NASP 2.1, 2.7, 2.9, 2.11) f. Method of monitoring results was specified (NASP 2.1, 2.7, 2.9) EPY 8780 Internship in School Psychology Revised Spring

7 g. Time frame was given and alternative strategies planned if the intervention did not produce desired change (NASP 2.1, 2.6, 2.7, 2.8) h. An evaluation of the intervention effectiveness and follow-up was planned (NASP 2.1, 2.7, 2.9, 2.11) i. Intervention plans were written in a concise, easy to follow manner (NASP 2.7, 2.8, 2.10) VIII. Consultation a. Uses a consultation model (NASP 2.1, 2.2) b. Effectively communicates with consultee (NASP 2.2, 2.6, 2.8) c. Provides accurate information to consultee (NASP 2.2, 2.6, 2.8) d. The responsibilities of each person involved were clearly defined. (NASP 2.2, 2.6, 2.8) e. Has a method to evaluate the effectiveness of consultation (NASP 2.1, 2.9, 2.11) f. Has a follow-up plan to ensure continued progress (NASP 2.1, 2.2, 2.6, 2.8, 2.9) g. Issues of diversity (teacher, student, family) were considered engaging in consultation with consultee. (NASP 2.1, 2.2, 2.5) IX. Home/School Community Collaboration a. Demonstrates knowledge of family systems and methods of professional service delivery to families (NASP 2.5, 2.8) b. Demonstrates ability to identify family strengths and concerns when appropriate. (NASP 2.5, 2.8) c. Demonstrates ability to understand the influence of family functioning on student development, learning, and behavior. (NASP 2.5, 2.8) d. Demonstrates an ability to involve family members in the student s referral concerns when appropriate. (NASP 2.5, 2.8) e. Works effectively with other educational service personnel to promote and provide comprehensive services to students and families (NASP 2.5, 2.8). Professional Psychological Foundations (Goal 4) X. Professional Characteristics: a. Adheres to current ethical standards as determined by NASP and APA (NASP 2.10) b. Respects the rights of others (NASP 2.5, 2.8, 2.10) c. Understands and maintains confidentiality (NASP 2.10) d. Overall knowledge of the field of School Psychology (NASP 2.10) e. Tests the validity of his/her ideas with mentors or peers (NASP 2.1, 2.10) f. Can separate own needs from client's (NASP 2.10) g. Acceptance of constructive criticism (NASP 2.1, 2.10) h. When a "concern" is brought to trainee's attention, there is an effort to change. EPY 8780 Internship in School Psychology Revised Spring

8 (NASP 2.1, 2.10) i. Dress is appropriate to the setting (NASP 2.10) j. Trainee's conduct and manner appropriate for a trainee in the field of School Psychology (NASP 2.10) l. Dependable and on time (NASP 2.10) m.productivity (NASP 2.10) n. Works well within the organizational structure (NASP 2.6, 2.8, 2.10) o. Appreciates cultural diversity (NASP 2.5) p. Establishes effective relationships with other professionals, school staff, etc. (NASP 2.6, 2.8, 2.10) q. Receptivity to supervision (NASP 2.1, 2.10) r. Establishes rapport with evaluee (NASP 2.2, 2.5, 2.10) Competencies 1. Areas of greatest strength or competency: 2. Areas of least strength or competency (does not necessarily imply unacceptable or inadequate performance: Any additional comments: Supervisor s Signature Policy for Academic Misconduct: Any acts of academic misconduct (e.g., cheating, plagiarism,), as outlined by Mississippi State University, will be vigorously pursued by the instructor. Some words of advice: DO NOT CHEAT! For detailed information regarding the university s policies related to academic misconduct please refer to the following link on the university s website: EPY 8780 Internship in School Psychology Revised Spring

9 Bibliography: Barnett, J.E., & Johnson, W.B. (2008). Ethics desk reference for psychologists. Washington, DC: APA. Bass, L.J., DeMers, S.T, Ogloff, J.R.P., Peterson, C., Pettifor, J.L., Reaves, R.P., Retfalvi, T., Simon, N.P., Sinclar, C., & Tipton, R.M. (1996). Professional conduct and discipline in psychology. Washington, DC: APA. Beebe-Frankenberger, M. (2008). Best practices in providing school psychological services in rural settings. In In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology V (pp ). Bethesda, MD: National Association of School Psychologists. Crespi, T.D. (1998). Practicum and internship supervision in the schools: Standards and considerations for school psychology supervisors. Clinical Supervisor, 2, Crespi, T.D. (2000). The post-doctoral residency in school psychology: Reflections, training, and professional practice in the schools. Clinical Supervisor, 19, Jacob, S. (2008). Best practices in developing ethical school psychological practice. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology V (pp ). Bethesda, MD: National Association of School Psychologists. McNamara, K. (2008). Best practices in the application of professional ethics. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology V (pp ). Bethesda, MD: National Association of School Psychologists. Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). Legal and ethical issues in school psychology (pp ). School Psychology for the 21 st Century. New York, NY: Guilford. Prasse, D.P. (2008). Best pratices in school psychology and the law. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology V (pp ). Bethesda, MD: National Association of School Psychologists. Reschly, D.J. (2008). School psychology paradigm shift and beyond. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology V (pp. 3-16). Bethesda, MD: National Association of School Psychologists. Welsh, J.S., Stanley, J.D., & Wilmoth, C. (2003). Competency-based pre-internship supervision of school psychologists: A collaborative training model. Clinical Supervisor, 22, Williams, B.B., Armistead, L., & Jacob, S. (2008). Professional ethics for school psychologists: A problem-solving model casebook. Bethesda, MD: NASP. EPY 8780 Internship in School Psychology Revised Spring

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