UHV SCHOOL PSYCHOLOGY PROGRAM HANDBOOK

Transcription

1 UHV SCHOOL PSYCHOLOGY PROGRAM HANDBOOK For more information about UHV's School Psychology program, please contact Program Director, Dr. Elise Hendricker UHV School of Arts & Sciences 3007 North Ben Wilson, Victoria, TX Phone: (361) Toll free in Texas (877)

2 Table of Contents Program Introduction & Overview Program Mission & Philosophy. 3 Program Goals & Objectives. 4 Professional Dispositions... 6 Program Faculty Profiles... 7 Academic Advisement & Orientation 8 New Student Advising Requirement.. 8 Prerequisites & Program Degree Requirements 8 Recommended School Psychology Plan of Study. 10 School Psychology Fieldwork Experiences Practicum 12 Internship Praxis II Examination. 15 Licensure & Certification Change of Program 17 Concurrent Enrollment in School Psychology Program 17 Assessment and Continuous Improvement Process Assessment of Student Progress. 17 Annual Review Faculty Evaluation Form.. 19 Academic/Behavioral Remediation & Probation Professional Development. 26 Professional Affiliations. 27 Page 2

3 Program Introduction You are now a graduate student in the School Psychology Master s program at the University of Houston-Victoria. Congratulations! You have chosen one of the most outstanding training programs in the region. The UHV School Psychology program is outstanding because it has an excellent faculty from diverse backgrounds with applied school psychology skills and teaching and research skills. Furthermore, the UHV School Psychology faculty is genuinely concerned about your growth, development and success as a professional who will provide competent psychological services to children, families, and schools. Please take the time to get to know the school psychology core faculty because they will play an important role in your education and development into a Licensed Specialist in School Psychology (LSSP). The UHV psychology faculty expects you to exhibit the hard work and dedication necessary to acquire the skills and knowledge to be a successful school LSSP. We are prepared to work and partner with you to give you the opportunity to become a skilled and professional leader as an LSSP within the public schools of Texas and beyond. Program Overview The School Psychology Master s program is housed in the Social and Behavioral Sciences Division of the Arts & Sciences School of the University of Houston-Victoria. The program in school psychology is dedicated to providing students with a comprehensive, integrated program of study delivered by qualified faculty, as well as substantial supervised field experiences necessary for the provision of school psychological services, which positively impact children, youth, families, and the schools that serve them. The training standards within the program are consistent with both the National Association of School Psychologists (NASP) training standards and those of the Texas State Board of Examiners of Psychology (TSBEP) for the Licensed Specialist in School Psychology (LSSP) credentialing. Thus, upon completion of the program, students will be eligible to apply for the LSSP credential from the TSBEP and the Nationally Certified School Psychologist (NCSP) credential from NASP. The program is undergoing a continuous and data-based improvement process and is actively seeking NASP approved program recognition status. Program Mission & Philosophy The mission of the UHV school psychology program is to train entry-level school psychology practitioners, namely, Licensed Specialists in School Psychology (LSSP), in accordance to the standards set by the Texas State Board of Examiners of Psychology (TSBEP). The school psychology program has a core philosophy that emphasizes student development of competencies in the delivery of practical, ethical, and empirically sound services to a wide range of children in diverse learning environments. With emphasis on best practice application of school psychology, faculty and students are expected to be both consumers and evaluators of Page 3

4 empirically-based practice, while providing empirically-based school psychological services to a diverse population of individuals including children, families, school personnel, and other related professionals. Program Goals & Objectives Goal 1: Knowledge Base To prepare highly competent school psychology practitioners with excellent applied skills, who are grounded in a best-practice approach to meet the multifaceted needs of children and families and the schools that serve them. Objectives: 1. Students will be well grounded in the basic and applied knowledge areas, including but not limited to psychological foundations of behavior, educational foundations of behavior, psychological and psycho-educational assessment, direct and indirect interventions, and professional school psychology. 2. Students will demonstrate knowledge of empirically sound techniques of practice in the field of school psychology. 3. Students will be competent in and maintain utility of research to inform practice. Goal 2: Application/Interpretation To prepare high levels of clinical competency in assessment, consultation, counseling, and behavior management, all of which are characteristic of the professional practice of school psychology. Objectives: 1. Students will successfully complete both didactic and lab-based course work dealing with the theory, empirical support, and knowledge base in psychological and psychoeducational assessment, individual and system level consultation, problem identification and program development, individual and group based counseling, and program accountability. 2. Students will successfully complete practicum experiences that follow their clinically oriented courses. They will engage in supervised school based experiences designed to refine these clinical skills. 3. Students will be provided program-based opportunities to further develop their clinical skills in professional settings under professional supervision. 4. Students will engage in high quality school-based internships that complement and refine the competencies promoted in the didactic and practicum components of the program. Goal 3: Professional Practice/Performance Skills To foster, in students, a professional identity as LSSPs, who are knowledgeable about ethical and professional issues, understand and utilize special education and educational laws and regulations, and value the importance of interdisciplinary collaborations. Page 4

5 Objectives: 1. Students will attend, present posters/papers, and become involved with university program organizations, professional School Psychology organizations and meetings. 2. Students will be cognizant of, and utilize in their practice, current topics relevant to the practice of school psychology. 3. Students will demonstrate an awareness of, and ability to utilize, the most recent standards in ethical practice, educational and special education law, and federal, state and local legislation. 4. Students will learn and demonstrate the importance of collaboration across disciplines and specializations as necessary in order to fully develop their own professional identities as LSSPs. 5. Students will understand the importance of and have opportunities to participate in school and community partnerships. 6. Students will actively pursue advances in technology that can be used to facilitate assessment and intervention. Goal 4: Values To prepare culturally competent school psychology professionals to practice professionally in this increasingly culturally diverse society. Objectives: 1. Students will critically explore their own cultural identity and heritage and examine potential barriers to effective psychological service delivery. 2. Students will demonstrate knowledge and understanding of different cultures, value systems, developmental/identity issues related to culture and perspectives of healthcare and psychological services. 3. Students will demonstrate use of culturally competent consultation, intervention, and assessment practices to meet student, staff, and parental needs. 4. Students will demonstrate knowledge of ethical and legal issues related to multicultural competence in providing school psychology services and will be able to professionally evaluate ethical dilemmas in related services. Goal 5: Critical Thinking To prepare students who are able to engage in decision-making, problem solving, and use of critical thinking skills in the context of the school psychology profession. Objectives: 1. Students will demonstrate the ability to critically analyze and integrate data to derive recommendations appropriate for each client s presenting concerns. 2. Students will demonstrate flexibility and creativity in working within systems to accommodate multiple stakeholders and to maximize efficiency and effectiveness. 3. Students will actively pursue consultation and supervision to confirm, question, or challenge their thought processes and to continue developing critical thinking skills. Page 5

6 Professional Dispositions The School Psychology Program at the University of Houston Victoria is committed to an ongoing assessment of the program, the faculty, and the students. One aspect of this assessment is an appraisal of the student s personal and professional characteristics and work habits, which are reviewed as a component of the yearly student evaluation as well as the practica and internship evaluations. The following personal and professional characteristics are considered to be essential to the effective practice of School Psychology: 1. School psychologists are committed to their profession. They are aware of and meet the ethical and practice standards of their profession. They participate in professional organizations. Experienced school psychologists provide mentorship and guidance to those entering the profession. 2. School psychologists are committed to meeting the needs of children and families. They serve as advocates for children s needs. They work to promote system level change to better meet the needs of children and their families. 3. School psychologists are committed to diversity. They realize the essential worth of all people and the energy and wealth of ideas and experience that can be gained through diversity. They realize that good professional practice requires skills in assessment, consultation, counseling, and data based decision-making with individuals from a broad variety of cultures and backgrounds. School psychologists work to increase tolerance and respect for all individuals regardless of gender, disability, racial or ethnic identity, social or economic status, religion, or sexual orientation. 4. School psychologists are aware of the importance of technology as a tool as well as the ethical and practical considerations of its use. They work to use technology to increase efficiency in their work and access of services to children. 5. School psychologists display excellent communication skills. They are good listeners who utilize active listening techniques and display empathy. They can clearly communicate their ideas and complex information orally, and in writing, to diverse audiences such as parents, teachers, fellow school psychologists, and other professionals. 6. School psychologists display strong interpersonal skills. They are warm, empathetic, and compassionate. They are able to relate to a broad variety of individuals and form productive professional relationships. They are able to function effectively as a member of a multidisciplinary team. 7. School psychologists are reliable. They can be depended upon to meet their professional obligations in a timely manner. They display initiative and leadership on the job. 8. School psychologists display flexibility and tolerance for ambiguity. They are able to negotiate the complex social system of schools with patience and good humor. Page 6

7 School Psychology Program Core Faculty Dr. Elise Hendricker Dr. Shannon Viola Assistant Professor Assistant Professor Program Director Internship Supervisor Practicum Supervisor Psi Chi and SPA Faculty Advisor Office Phone #: (832) Office Phone #: (832) Meet Dr. Hendricker Dr. Hendricker is the Director of the UHV School Psychology graduate program. Dr. Hendricker is a Licensed Psychologist and Licensed Specialist in School Psychology (LSSP) in the state of Texas. She received her doctorate degree in School Psychology from the University of Missouri. She completed her pre-doctoral internship and post-doctoral fellowship with Cypress-Fairbanks Independent School District. Dr. Hendricker has experience working with all ages of students in school and community settings, including alternative schools, early childhood programs and juvenile justice programs. Her professional and research interests include the preparation and training of school psychologists, prevention and early intervention of academic and behavioral concerns, and building school capacity for family intervention. Meet Dr. Viola Dr. Viola is a Licensed Psychologist and Licensed Specialist in School Psychology (LSSP) in the state of Texas. She received her doctorate degree in School Psychology from Oklahoma State University. She completed her pre-doctoral internship and post-doctoral fellowship with Cypress- Fairbanks Independent School District. Dr. Viola has gained experience in working in public school settings with all ages of students. Dr. Viola s research interests pertain to children, families, improving education, and the lives of children. Areas of specific interest include Response to Intervention, parental involvement, and academic, behavioral, and social-emotional interventions. School Psychology Program Affiliated Faculty Dr. Paul Hamilton- Assistant Clinical Professor, Licensed Psychologist, LSSP Dr. Rick Harrington- Professor, Licensed Psychologist, Chair of Social & Behavioral Sciences Dr. Alicia Knight- Adjunct Professor, Licensed Psychologist, LSSP Dr. Donald Loffredo- Professor, Licensed Psychologist Dr. Karen Parsonson- Assistant Professor Dr. Catherine Perz- Associate Professor, Licensed Psychologist Page 8

8 Academic Advisement & Orientation One of the most important people in your graduate education is your School Psychology Faculty Advisor. Your advisor is your advocate and confidant. Your advisor recommends and approves your degree plan, monitors your progress, approves course selection, helps you in securing practicum and internship placements, recommends students for graduation and assists you in the job search. As soon as possible after admission to the school psychology degree program, but no later than during the first semester of work, the student should contact his or her assigned school psychology advisor to develop a Degree Plan for the Master s Degree. During an individual conference, the school psychology faculty advisor will assist the student with selection of courses for the each semester. After the student's degree plan is signed by the advisor and department head and approved by the Graduate School, the student is expected to follow it as the basis for all subsequent enrollments. The degree plan is the primary advisement tool. It is completed early in the student s program, usually in the first semester and provides the listing of courses needed for graduation. The student is responsible for keeping the degree plan updated and for bringing the plan to advisement sessions. If your last name begins with A-J, your faculty advisor is Dr. Hendricker. If your last name begins with K-Z, your faculty advisor is Dr. Viola. Each student is required to consult with his or her school psychology faculty advisor before enrolling in classes for each respective semester. For further information or to schedule an advising session, please contact your faculty advisor. Student Advising Requirement: At the beginning of each academic year, all newly admitted and currently admitted graduate students will be invited to attend a Mandatory Psychology Graduate Studies orientation conducted by the UHV Psychology Faculty. During orientation, students will receive information regarding curriculum and program requirements, and will be introduced to the Psychology faculty members. If a student is unable to attend, he/she is required to contact his/her advisor to obtain important program information. Prerequisites & Program Degree Requirements Students should have evidence of having completed the following undergraduate or graduate courses before entering the school psychology program: statistics, research, and abnormal psychology. A particular course will be waived as a requirement if the student passes a Page 8

9 comprehensive final or its equivalent for the designated course with a grade of C or better. The exam may be taken no more than once for a particular course. Currently, the School Psychology Program is a 66-hour non-terminal degree that leads to a Master s of Arts degree in School Psychology and meets the academic requirements for the Texas Licensed Specialist in School Psychology (LSSP) credential. With this licensing, you can practice as a Licensed Specialist in School Psychology in K-12 public schools in Texas. You are also eligible to apply for the Nationally Certified School Psychologist Credential from NASP. All students begin and typically follow through with the course of study in the official university catalog of their beginning year in the program. Please see the plan of study below, in which students are advised to follow consistently for successful and timely matriculation through the program. Page 9

10 Year & Term Year 1 Fall - 12 hours Year 1 Spring - 12 hours Year 1 Summer - 9 hours Recommended School Psychology Plan of Study (For students who enrolled in the program prior to Fall 2015) Fast Track (Full Time, completing coursework over 2 years) Part Time Study is also allowed but degree requirements must be completed within 7 years of starting date. Required Classes & Experiences PSYC 6321 Advanced Abnormal Psychology (3-online) PSYC 6334 Theories & Issues in Psychotherapy (3-online) PSYC 6344 The Ethics & Profession of School Psychology (3-online) PSYC 6336 Introduction to Assessment (3-face to face) PSYC 6330 Life Span Development (3-online) PSYC 6341 Behavior Management (3-hybrid) PSYC 6324 Techniques of Child and Adolescent Psychotherapy (3-face to face) PSYC 6345 Integrated School-Based Assessment I (3-face to face) PSYC 6331 Multicultural Psychotherapy (3-online) PSYC 6300 Early Childhood Assessment (3-hybrid) LITY 6331 Instruction for Students with Literacy Difficulties (3-online) Year 2 Fall - 12 hours Year 2 Spring - 12 hours Year 2 Summer - 6 hours Year 3 Fall - 3 hours Year 3 Spring - 3 hours PSYC 6315 Advanced Learning (3- online) PSYC 6326 Advanced Research Methods (3-online) PSYC 6340 School Consultation (3-online) PSYC 6348 School Psychology Practicum in Consultation & Interventions (3-online with experiential components) PSYC 6328 Biological Psychology (3-online) PSYC 6332 Advanced Social Psychology (3-online) PSYC 6346 Integrated School-Based Assessment II (3-face to face) PSYC 6349 School Psychology Practicum in Assessment (3-online with experiential components) ELAS 6331 Education Law (3-online) PSYC 6347 Seminar in Professional Behavior in School Psychology (3- hybrid) Take Praxis II Licensure Exam PSYC 6305 Internship (3- online with experiential components) PSYC 6305 Internship (3- online with experiential components) Total of 69 hours Page 10

11 Year 1 Fall - 12 hours Year 1 Spring - 12 hours Year 1 Summer 6 or 9 hours Year 2 Fall - 12 hours Recommended School Psychology Plan of Study (For students who enrolled in the program during or after Fall 2015) Fast Track (Full Time, completing coursework over 2 years) Part Time Study is also allowed but degree requirements must be completed within 7 years of starting date. Required Classes & Experiences (if starting the program in an odd year) PSYC 6334 Theories & Issues in Psychotherapy (3-online) PSYC 6344 The Ethics & Profession of School Psychology (3-online) PSYC 6336 Intellectual Assessment (3-face to face, sections offered in Victoria and Katy) PSYC 6315 Advanced Learning (3- online) PSYC 6341 Behavior Management (3-hybrid/ITV, sections offered in Victoria and Katy) PSYC 6345 Integrated School-Based Assessment I (3-face to face in Victoria) PSYC 6332 Advanced Social Psychology (3-online) PSYC 6328 Biological Psychology (3-online) PSYC 6331 Multicultural Psychotherapy (3-online) PSYC 6300 Early Childhood Assessment (3-hybrid/ITV, sections offered in Katy and Victoria) LITY 6331 Instruction for Students with Literacy Difficulties (3-online) PSYC 6346 Integrated School-Based Assessment II (3-face to face in Victoria) PSYC 6326 Advanced Research Methods (3- online) PSYC 6340 School Consultation (3-online) PSYC 6321 Advanced Abnormal Psychology (3-online) Required Classes & Experiences (if starting the program in an even year) PSYC 6334 Theories & Issues in Psychotherapy (3-online) PSYC 6344 The Ethics & Profession of School Psychology (3-online) PSYC 6336 Intellectual Assessment (3-face to face, sections offered in Katy and Victorira) PSYC 6340 School Consultation (3-online) PSYC 6341 Behavior Management (3-hybrid/ITV, sections offered in Katy and Victoria) PSYC 6345 Integrated School-Based Assessment I (3-face to face in Victoria) PSYC 6332 Advanced Social Psychology (3-online) PSYC 6330 Life Span Development (3-online) PSYC 6331 Multicultural Psychotherapy (3-online) LITY 6331 Instruction for Students with Literacy Difficulties (3-online) PSYC 6346 Integrated School-Based Assessment II (3-face to face in Victoria) PSYC 6326 Advanced Research Methods (3- online) PSYC 6315 Advanced Learning (3- online) PSYC 6321 Advanced Abnormal Psychology (3-online) Year 2 Spring - 12 hours Year 2 Summer 3 or 6 hours PSYC 6330 Life Span Development (3-online) PSYC 6324 Techniques of Child and Adolescent Psychotherapy (3-face to face in Katy) PSYC 6348 School Psychology Practicum in Consultation & Interventions (3-face to face in Katy) PSYC 6349 School Psychology Practicum in Assessment (3- face to face in Katy) ELAS 6331 Education Law (3-online) Take Praxis II Licensure Exam PSYC 6328 Biological Psychology (3-online) PSYC 6324 Techniques of Child and Adolescent Psychotherapy (3-face to face in Katy) PSYC 6348 School Psychology Practicum in Consultation & Interventions (3- face to face in Katy) PSYC 6349 School Psychology Practicum in Assessment (3- face to face in Katy) ELAS 6331 Education Law (3-online) PSYC 6300 Early Childhood Assessment (3-hybrid/ITV, sections offered in Victoria and Katy) Take Praxis II Licensure Exam Year 3 Fall - 3 hours Year 3 Spring - 3 hours Total of 66 hours PSYC 6305 Internship (3-online with experiential components) PSYC 6305 Internship (3- online with experiential components) PSYC 6305 Internship (3- online with experiential components) PSYC 6305 Internship (3- online with experiential components) Page 11

12 SCHOOL PSYCHOLOGY PRACTICUM REQUIREMENTS Practicum Prerequisite Requirements Enrollment criteria for PSYC 6348 and 6349 (School Psychology Practica) includes the following: A grade point average of 3.0 or better across the courses listed below, with no more than 1 C grade allowed: PSYC 6344 (Ethics and Profession of School Psychology) PSYC 6334 (Theories and Issues in Psychotherapy) PSYC 6340 (School Consultation) PSYC 6341 (Behavior Management) PSYC 6336 (Introduction to Assessment) PSYC 6345 (Integrated School-Based Assessment I) Practicum Site Requirements Students are required to complete a 300 hour practica, 150 hours of which will be devoted towards Consultation/Intervention and 150 hours of which will be devoted towards Assessment. Each practicum student will be assigned a university supervisor who is a faculty member of the School Psychology Program and who holds a Licensed Specialist in School Psychology (LSSP) credential. University supervision will occur at the university and site visits may be conducted when feasible. The practicum student will be responsible for documenting for the university supervisor the duties s/he has performed. The university supervisor may also consult or confer with the field-based supervisor at any time regarding the practicum student s progress, and the university supervisor will receive formal evaluation of the student s skills at the mid-semester and end of the semester. The university supervisor will serve as a consultant in mediating any difficulties and as a resource regarding technical information, ethics, standards procedures, rules and regulations, etc. Students who wish to complete practicum should be enrolled in the semester prior to practicum to ensure consistency of skills and knowledge. Please see the School Psychology Practicum Handbook for specific details and forms. Practicum Course Requirements Students are required to adhere to the following as well: 1. Students may not begin at a practicum site until it has been approved by the university supervisor and the Memorandum of Agreement has been signed by all parties. 2. Students will be required to register for the practicum class (PSYC 6349 and PSYC 6348) 3. Students must complete 300 hours which may include administering testing measures, scoring protocols, providing interventions, providing counseling, etc. 4. Students are required to attend face-to-face and online meetings with the University supervisors as scheduled and outlined in the practicum course syllabus. 5. Practicum students must follow the NASP ethical code at all times. 6. Students must complete any other requirements as outlined in the practicum class syllabus. Page 12

13 SCHOOL PSYCHOLOGY INTERNSHIP CLASS REQUIREMENTS (PSYC 6305) In order to meet the program and licensing and certification requirements, students must complete a school-based internship with a minimum of 1200 clock hours in a public school or school system. As such, students must enroll in PSYC 6305 for two consecutive semesters. Students are ready for internship only when they have completed all other academic requirements successfully, including practicum. The School Psychology Internship normally takes place across an academic year with a full-time assignment. As is appropriate for their professional skills and training, the program encourages all interns to be paid. The beginning and ending dates of the internship and the intern s working schedule are to be agreed upon by the student, onsite supervisor, and coordinator, but ordinarily encompass one school year. A minimum of 1200 hours must be completed by the end of the spring term and the student s self and supervisor evaluations should also be completed by this time so that grades can be assigned and the student can graduate in May. If the student applies for the LSSP before graduation and all parties agree, he or she may continue to work under supervision for the remainder of that school year. Throughout the internship, the channels of communication shall remain open between the university, site, and the student, as the university must remain concerned with not only the student s well-being, but with that of the site and its clients, and with the university itself. Prior to beginning the school psychology internship, the site and site supervisor must be approved by the university supervisor and the Memorandum of Agreement for Internship must be signed by the student, the school site LSSP supervisor, and the University of Houston-Victoria school internship coordinator. According to the Texas Psychologists licensing law, students are exempt from TSBEP credentials or contract filing but must use a title indicating training status as a School Psychology Intern while delivering psychological services in the schools. Supervision within the public schools may only be provided by a Licensed Specialist in School Psychology, who has a minimum of three years of experience providing psychological services within the public school system without supervision. To qualify, a licensee must be able to show proof of their license, credential, or authority to provide unsupervised school psychological services in the jurisdiction where those services were provided, along with documentation from the public school(s) evidencing delivery of those services. A supervisor must provide an LSSP Intern with at least one hour of supervision per week, with no more than half being group supervision. A supervisor may reduce the amount of weekly supervision on a proportional basis for trainees working less than full-time. The university school psychology internship coordinator may make on-site visits to lend support and monitor quality if feasible. The university school psychology internship coordinator is not an employee of the internship agency and therefore will not directly supervise student cases. All final decisions about K-12 students are made by the LSSP supervisor in conjunction with the intern. The UHV internship coordinator is available for support during class meetings and via phone and throughout the week. Page 13

14 Internship Course Requirements Students are required to adhere to the following as well: 1. Students may not begin at an internship site until it has been approved by the university supervisor and the Memorandum of Agreement has been signed by all parties. 2. Students will be required to register for the internship class during both the Fall and Spring semesters (PSYC 6305). 3. Students must complete 1200 hours prior to graduation. 4. Students are required to attend face-to-face and online meetings with the University supervisors as scheduled and outlined in the internship course syllabus. 5. Interns must follow the NASP ethical code at all times. 6. Interns must complete any other requirements as outlined in the internship class syllabus, including but not limited to NASP Standards of Practice portfolio, case studies and submission of hours logs and evaluations. Students who wish to complete internship should be enrolled in the Spring semester prior to internship to ensure consistency of skills and knowledge. Please see the School Psychology Internship Handbook for further information. Page 14

15 The Praxis-II Specialty Exam in School Psychology The Praxis II Specialty Examination in School Psychology is a professional examination administered by the Educational Testing Service (ETS). The development of this examination was overseen by the National Association of School Psychologists (NASP) in order to develop a test that could be given nationally to assure professional competence among school psychology practitioners. The Praxis II Specialty Examination in School Psychology is a computer-based, multiple-choice test. The 2-hour-and-20-minute test contains 140 selected-response items covering four main content areas of the NASP Practice Model: Professional Practices, Practices that Permeate All Aspects of Service and Delivery (approximately 42 items) Direct and Indirect Services for Children, Families, and Schools (Student-Level Services) (approximately 32 items) System-Level Services (approximately 22 items) Foundations of School Psychological Service Delivery (approximately 44 items) All students completing the School Psychology Program must take the Praxis II Specialty Examination in School Psychology and achieve a passing score according to Texas LSSP guidelines in order to graduate from the program. As of September 2014, Texas has adopted a passing score of 147, which the program requires for graduation. However, each individual state sets a passing guideline for licensure. Students should be aware of the score needed for licensure in the state of their choice. It is recommended that students take the Praxis II examination during the summer prior to their internship year. Students are advised not to take the exam prior to completion of their practicum. The computer-based exam is offered at ETS testing sites during two week windows each month of the year. Registration information can be obtained on the web at: When you specify recipients of your test results, be sure to have a copy sent to the program, as well as the Texas State Board of Examiners of Psychologists if you wish to pursue licensure in Texas. You may also want to send a copy to the National Association of School Psychologists, should you plan to pursue national certification. It is suggested that students develop an independent program of study for the examination early. The program traditionally presents information on the Praxis during practicum courses. Page 15

16 Licensure and Certification Obtaining the LSSP In order to provide psychological services in Texas schools, the Licensed Specialist in School Psychology (LSSP) credential is required. LSSPs are licensed under the Texas State Board of Examiners of Psychologists (TSBEP). The LSSP licensure requires completion of a training program in school psychology, approved/accredited by the American Psychological Association or the National Association of School Psychologists or a master s degree in psychology with specified course work. Passage of the Praxis II National School Psychology Examination is required. In addition, passage of the Jurisprudence Examination at 90% is required, according to Board rule Students will work on completion of the LSSP application process during internship. Please visit the TSBEP at for more information on the LSSP licensure. Obtaining the NCSP The Nationally Certified School Psychologist (NCSP) is a national credential awarded by the National Association of School Psychologists (NASP). It is a method of easily obtaining certification or licensure to work in many states. In some places it is also linked to higher pay. The program works with students to complete materials necessary for the NCSP application. Please visit the NASP site at for more information Page 16

17 Change of Program/Concurrent Enrollment in School Psychology Program School Psychology Graduate Students requesting to change to another graduate program should complete the Graduate Action form. Any student wishing to complete degree requirements for both the School Psychology and Counseling programs must fully complete one program, before beginning requirements for the other desired program. Specifically, any student interested in pursuing both the LPC and the Licensed Specialist in School Psychology (LSSP) credential should first obtain the school psychology master s degree and then take additional course work to satisfy the LPC requirement. Otherwise, the student will have to obtain a second degree (the first in counseling psychology and the second in school psychology) to satisfy both degree requirements. By first obtaining a Master s degree and then doing additional coursework for the LPC credential, the student can obtain both goals without having to complete a second degree. Prior to beginning additional coursework for the LPC requirement, students must obtain permission from the School Psychology and Counseling Psychology Program Directors. Assessment and Continuous Improvement Process The School Psychology Program embraces the value of data based decision-making and uses this model of ongoing evaluation of individual student progress, group progress, faculty effectiveness and the quality of the program as a whole. This model involves multiple levels and methods of assessment across the program. Assessment of Student Progress Student s success in meeting the program goals and objectives are measured at several points in the program. Course syllabi have been developed using matrices that address and assess these goals and objectives throughout the course series. Assignments and examinations are closely tied to these criteria. Students are expected to achieve grades of B or better in program core and related coursework. Performance in the field is evaluated using self and Supervisor Evaluations during Practicum and Internship. All students must take and pass the Praxis-II National Exam in School Psychology. Finally, all students are reviewed by school psychology faculty each year through the Student Annual Review process. As part of the Annual Review, student s academic, behavioral, and professional competencies are evaluated during the Spring semester of each year and feedback is rendered to each student in writing (See Annual Review Form below). Page 17

18 All School Psychology Students are required to maintain a minimum cumulative Grade Point Average (GPA) of at least 3.0 in all graduate courses attempted at UHV, regardless of whether the courses are counted toward degree requirements. Graduate students must maintain a minimum GPA of 3.0 on all courses that appear on the student s degree plan, including transferred courses. In addition, no more than two courses with earned C s may be applied towards graduate degree plan requirements. No credit toward a graduate degree is allowed for courses in which grades of D or F are earned, although the grades are included in the grade point average. School Psychology Advisors will review student GPA at the end of each school year to ensure the GPA requirement is being met. In the event a student s GPA is lower than 3.0, the student will be notified in writing that he or she is being placed on academic probation for that semester and a remediation plan will be implemented, where applicable. If the student s GPA is not raised by the subsequent semester, the student will be in jeopardy of being dismissed from the School Psychology Program. Certain graduate courses may be graded as S (Satisfactory), U (Unsatisfactory) and I (Incomplete). Such grades will not be considered in computing grade point average. Effective September 13, 2016: Students who earn a C grade in a School Psychology core concentration course in the Fall 2016 semester or beyond will be placed on remediation during the subsequent semester. A remediation plan will be drafted by School Psychology faculty and students will have to meet the requirements of remediation in order to successfully continue in the program. Core classes are listed below. School Psychology Core Concentration Courses (33 semester hours) PSYC 6315 Advanced Learning PSYC 6328 Biological Psychology PSYC 6344 The Ethics & Profession of School Psychology PSYC 6324 Techniques of Child & Adolescent Psychotherapy PSYC 6340 School Consultation PSYC 6341 Behavior Management PSYC 6345 Integrated School Based Assessment I PSYC 6346 Integrated School Based Assessment II LITY 6331 Instruction for Students with Literacy Difficulties PSYC 6342 Early Childhood Assessment ELAS 6331 Educational Law Disability Services Accommodations The University of Houston System compiles with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, pertaining to the provision of reasonable academic adjustments/auxiliary aids for students with a disability. In accordance with Section 504 and ADA guidelines, each University within the System strive to provide reasonable academic adjustments/auxiliary aids to students who request and require them. If you believe that you have a disability requiring academic adjustments/auxiliary aids, please contact your University s student disability services center. Page 18

19 University of Houston-Victoria, Office of Disability Services, 3007 N. Ben Wilson St., Suite 133-B University West, Victoria, TX Office phone: 361/ ; Website: Page 19

20 SCHOOL PSYCHOLOGY STUDENT ANNUAL REVIEW Student s Name: Date of Review Meeting with Student: Date of Faculty Review Meeting: Academic Coursework GPA: Any Grades below a B : Yes No If Yes, please note which courses Program Goals and Objectives Students are rated as meeting expectations or needing improvement on all program objectives. Data is gathered from a representative sample of the student s progress each year and may include embedded coursework assessments, course grades, practicum evaluations, internship evaluations, Praxis scores, portfolio results and case study results. Students are considered to be meeting expectations on individual objectives if they are achieving a minimum of 80% mastery across the respective year s sample of data. Goal 1: Knowledge Base To prepare highly competent school psychology practitioners with excellent applied skills, who are grounded in a best-practice approach to meet the multifaceted needs of children and families and the schools that serve them. Objectives: 1. Students will be well grounded in the basic and applied knowledge areas, including but not limited to psychological foundations of behavior, educational foundations of behavior, psychological and psycho-educational assessment, direct and indirect interventions, and professional school psychology. Page 20

21 2. Students will demonstrate knowledge of empirically sound techniques of practice in the field of school psychology. 3. Students will be competent in and maintain utility of research to inform practice. Goal 2: Application/Interpretation To prepare high levels of clinical competency in assessment, consultation, counseling, and behavior management, all of which are characteristic of the professional practice of school psychology. Objectives: 1. Students will successfully complete both didactic and lab-based course work dealing with the theory, empirical support, and knowledge base in psychological and psychoeducational assessment, individual and system level consultation, problem identification and program development, individual and group based counseling, and program accountability. 2. Students will successfully complete practicum experiences that follow their clinically oriented courses. They will engage in supervised school based experiences designed to refine these clinical skills. N/A Page 21

22 3. Students will be provided program-based opportunities to further develop their clinical skills in professional settings under professional supervision. N/A 4. Students will engage in high quality school-based internships that complement and refine the competencies promoted in the didactic and practicum components of the program. N/A Goal 3: Professional Practice/Performance Skills To foster, in students, a professional identity as LSSPs, who are knowledgeable about ethical and professional issues, understand and utilize special education and educational laws and regulations, and value the importance of interdisciplinary collaborations. Objectives: 1. Students will attend, present posters/papers, and become involved with university program organizations, professional School Psychology organizations and meetings. 2. Students will be cognizant of, and utilize in their practice, current topics relevant to the practice of school psychology. 3. Students will demonstrate an awareness of, and ability to utilize, the most recent standards in ethical practice, educational and special education law, and federal, state and Page 22

23 local legislation. 4. Students will learn and demonstrate the importance of collaboration across disciplines and specializations as necessary in order to fully develop their own professional identities as LSSPs. 5. Students will understand the importance of and have opportunities to participate in school and community partnerships. 6. Students will actively pursue advances in technology that can be used to facilitate assessment and intervention. Goal 4: Values To prepare culturally competent school psychology professionals to practice professionally in this increasingly culturally diverse society. Objectives: 1. Students will critically explore their own cultural identity and heritage and examine potential barriers to effective psychological service delivery. Page 23

24 2. Students will demonstrate knowledge and understanding of different cultures, value systems, developmental/identity issues related to culture and perspectives of healthcare and psychological services. 3. Students will demonstrate use of culturally competent consultation, intervention, and assessment practices to meet student, staff, and parental needs. 4. Students will demonstrate knowledge of ethical and legal issues related to multicultural competence in providing school psychology services and will be able to professionally evaluate ethical dilemmas in related services. Goal 5: Critical Thinking To prepare students who are able to engage in decision-making, problem solving, and use of critical thinking skills in the context of the school psychology profession. Objectives: 1. Students will demonstrate the ability to critically analyze and integrate data to derive recommendations appropriate for each client s presenting concerns. Page 24

25 2. Students will demonstrate flexibility and creativity in working within systems to accommodate multiple stakeholders and to maximize efficiency and effectiveness. 3. Students will actively pursue consultation and supervision to confirm, question, or challenge their thought processes and to continue developing critical thinking skills. Review of Professional Dispositions (data from coursework, practicum and internship evaluations etc.) For students completing the first year of coursework: Has the student met the requirements for practicum? Yes No For students completing the second year of coursework: Has the student met the requirements for internship? Yes No If student is rated as Needs Improvement on 5 or more of the individual objectives listed above, remediation is warranted, as the student is not meeting expectations at a minimum of 80%. REMEDIATION NEEDED: Yes No (If so, please attach a copy of the remediation plan or contract.) Page 25

26 Suggestions for areas rated as Needs Improvement when remediation is not warranted Student Response & Comments Signature of Student Signature of Advisor Signature of Program Director Page 26

27 Academic/ Behavioral Remediation & Probation The School Psychology faculty is committed to the successful development of our students into competent professionals and leaders. As such, the faculty recognizes their obligation to assist students in obtaining remedial assistance as needed, to consult with colleagues and document their decision to refer students for assistance or to request that students be dismissed from the program as deemed necessary from appraisal of the student s academic performance, personal characteristics and work habits and professional behaviors reviewed as a component of the annual student review. Unfortunately, there are times when a student may not perform all of the requirements necessary to fulfill the expectations of a didactic or applied course or he or she may exhibit behaviors that are inappropriate for professional graduate study. With regard to academic deficiencies or problematic behavior, the student s school psychology advisor will notify the student in writing and the student will be placed on a remediation plan to identify goals and objectives for improved performance. When placed on remediation plan, the student will receive a Letter of Notification and a Remediation Plan Agreement & Contract, which will indicate the time frame of the student s remediation. The student will be required to return the signed agreement in a timely manner. This formal plan is outlined in writing, reviewed by the faculty, signed by all relevant parties, and placed in the students file. This plan is then explained to the student in conjunction with identification of remedial supports in order to ensure optimal success for the student. If the student does not meet the conditions of the Remediation Plan Agreement in the time frame indicated in the plan, the student can be placed on academic probation or subsequently discontinued in the program, at the discretion of the School Psychology Advisory Committee. If the student is placed on probation, the School Psychology Advisory Committee will convene to discuss the terms of the probation for each individual student case. Adaptations to the initial remediation plan may be made or a new plan may be developed. This formal probation plan is outlined in writing, reviewed by the faculty, signed by all relevant parties, and placed in the students file. As with the remediation plan, problem-solving efforts are made with the student to identify the supports needed for successful completion of the probation plan. Professional Development The UHV School Psychology Association (UHV SPA): UHV SPA is a student organization run by and for student growth, professional development, and awareness in the field of School Psychology. The UHV SPA is dedicated to providing support to current members and those just entering the program, through the use of a mentoring system. The UHV SPA also promotes student involvement in the field of School Psychology at Page 27

28 the University, State, and National levels. School Psychology students are encouraged to become active in the UHV SPA, by attending monthly meetings, serving on committees, and taking leadership roles in maintaining the organization s mission. Professional Associations The UHV School psychology program recognizes that active participation in professional associations is vital to professional success. In order to remain current in the ever-changing and growing field of school psychology, LSSP s must belong to professional associations after they earn their degrees. School Psychology students are encouraged to join and become active in: The Texas Association of School Psychologists (TASP) The National Association of School Psychologists (NASP) The American Psychological Association (APA)-Division 16 School Psychology Professional Development Series The UHV School Psychology program is committed to fostering a sense of identity and community within the program. NASP requires that programs provide multiple and systematic opportunities to establish professional identity as school psychologists. Students should also develop an affiliation with colleagues and faculty. Effective September 13, 2016: In an effort to work towards this goal, students will be required to attend 3 out of 4 professional development programs offered by the program. Professional development programs will consist of additional training and topics relevant to school psychology students, as well as social opportunities for students to engage with one another. Dates, times, locations and topics of professional development programs will be provided via . If students do not attend the required professional development series events, the student will be placed on remediation and subsequent work will be required to remain in the program. Page 28