North Carolina State University. School Psychology Program. Student Handbook. Prepared by NC State. School Psychology Program Faculty.

Transcription

1 School Psychology Student Handbook 1 North Carolina State University School Psychology Program Student Handbook Prepared by NC State School Psychology Program Faculty August, 2005

2 Fall, 2005 NC State School Psychology Student Handbook Page 2 Preface The contents of the Handbook apply to students entering the Program in Fall, Students admitted prior to this time are generally responsible for meeting the policies in place at the time they were admitted, although some policies may change during a student s matriculation at NC State. If you have questions about the applicability of a specific policy to you, please see me or your advisor/chair. This Handbook is just one resource that you will find helpful as you complete your degree program. To understand how the School Psychology Program and its requirements fit within a larger context, it is suggested that you use the Handbook in conjunction with the Psychology Department Graduate Handbook and the NC State Graduate Catalog. Please note that you can print this Handbook, but doing so will disable some of the hypermedia features of the document (e.g., jumping to sections in the Table of Contents or external links). In closing, the Program faculty trusts that you will find the enclosed information helpful as you complete the NC State School Psychology Program. Remember, we are here to help you meet your goals and this information will help you understand what you need to do, and when/how to do it. Jeffery P. Braden, PhD Professor of Psychology Program Director

3 Fall, 2005 NC State School Psychology Student Handbook Page 3 Table of Contents Description of the NC State School Psychology Program... 5 History... 5 Current Status... 5 Program Philosophy... 6 School Psychology Program Faculty... 6 The Phase I Curriculum... 7 The Phase II Curriculum... 8 Course Sequence for the Entire Program... 9 Evaluation of Prior Coursework Research Requirements Course Work Non-Course Related Research Requirements Expectations for Research Progress Thesis/Thesis equivalent Dissertation Clinical Training Professional Liability Insurance Coverage Bilingual Training Requirement Professional Services for Pay by Students Practica Professional Conduct Psychoeducational Clinic Practicum (Phase I) Cognitive-Behavioral Intervention Practicum (Phase I) School-based Practica (Phase I) Advanced Practica (Phase II) Supervisor Responsibilities University supervisor Site Supervisor Student Responsibilities Setting up the placement Documentation Tracking Practicum and Internship Hours Practica and Internship Placements that Occur During the Summer Predoctoral Internship Expectations and Planning for the Internship Experience Responsibilities of the Internship Site Supervisor Responsibilities of the University Supervisor Responsibilities of the Intern Obtaining Provisional Licensure from NCDPI for Internships Program Procedures and Processes Program Communications Student Progress Evaluation Obtaining North Carolina Residency for Tuition Purposes Student Representation at Faculty Meetings... 27

4 Fall, 2005 NC State School Psychology Student Handbook Page 4 Closing Comments Appendix A: Some Admonitions and Helpful Hints for Success in Thesis and Dissertations Appendix B: Erchul's Selected Tips for Mastering APA Editorial Style (5th ed.) Appendix C: Psychoeducational Clinic Practicum Appendix D: Practicum/Internship Timesheet Appendix E: Student Evaluation Form... 48

5 Fall, 2005 NC State School Psychology Student Handbook Page 5 History Description of the NC State School Psychology Program Graduate-level training in school psychology was established at North Carolina State University in the 1960s. Specifically, a master s program began in 1961, followed by a PhD program in The table below lists the tenure-track faculty associated with the Program since it became a PhD program in Faculty Member Joined NC State Left NC State Director John C. Begeny 2005 NA NA Jeffery P. Braden 2003 NA Harold M. Corter William P. Erchul 1984 NA Mary E. Haskett 1990 NA NA Patricia F. Horan NA Edith Kelsey NA Rachel F. Rawls NA Ann C. Schulte 1994 NA NA N. William Walker Current Status The NC State School Psychology Program is fully accredited by the American Psychological Association, the National Association of School Psychologists, and the North Carolina Department of Public Instruction. (In addition, NC State s College of Education is fully accredited by the National Council for Accreditation of Teacher Education.) The Program is composed of two phases. Completion of Phase I results in a MS degree leading to Level II school psychologist licensure in North Carolina; completion of Phase II results in a PhD degree and leads to North Carolina Level III school psychologist licensure. Graduates are also eligible for the nationally certified school psychologist (NCSP) credential and, with appropriate postdoctoral experience, for certification as health service provider psychologists in North Carolina and listing in the National Register of Health Service Providers in Psychology. Students accepted into the Program are expected to complete both Phase I and Phase II. Program graduates have been employed primarily as psychologists in public schools and public and private diagnostic centers. Others have assumed leadership roles in research and academic institutions. Many graduates have settled in the southeastern U.S. and most of this group has remained in North Carolina. Other graduates have relocated to states such as Colorado, Iowa, and Wisconsin.

6 Fall, 2005 NC State School Psychology Student Handbook Page 6 Program Philosophy The aim of the NC State School Psychology Program is to develop behavioral scientists who apply their broad-based knowledge and skills to identify and solve psychological and educational problems in the schools and other settings in which children and adolescents actively participate. In addition to preparing professionals to intervene directly with children and adolescents, the Program emphasizes prevention through consultation and education activities with parents, teachers, and other caregiving adults. The Program's theoretical orientation is cognitive-behavioral within an ecological perspective, an emerging orientation that some have termed "ecobehavioral." With a student-to-faculty ratio of approximately 5:1, close working relationships between the Program's faculty and students are encouraged and expected. As one of five doctoral programs in the NC State University s Department of Psychology, the School Psychology Program provides training within the scientist-practitioner model. The scientist goal is met through an integration of practice, theory, and research in course content, readings, field experiences, and research requirements. The practitioner goal is met through supervised field experience in assessment, intervention, and consultation involving students, parents, teachers, school administrators, and other professionals. School Psychology Program Faculty Currently, there are six individuals whose primary or exclusive assignment is to the School Psychology Program. They are listed below: John C. Begeny, Assistant Professor of Psychology. PhD 2005, Syracuse University. Professional Interests: Academic Assessment, Academic Interventions, Teacher Training and Development, International School Psychology. ( ; john_begeny@ncsu.edu) Jeffery P. Braden, Professor of Psychology and Director of School Psychology Program. PhD, 1985, University of California-Berkeley. Professional Interests: Psychoeducational Assessment, School Psychology, Intelligence, Deafness. ( ; jeff_braden@ncsu.edu) Patricia W. Collins, Psychoeducational Clinic Director, Clinical Assistant Professor of Psychology. PhD, 1988, North Carolina State University. Professional Interests: Attention-Deficit/Hyperactivity Disorder, Learning Disabilities, Fragile X Syndrome, Parent Education. ( ; patsy_collins@ncsu.edu) William P. Erchul, Professor of Psychology. PhD, 1984, University of Texas at Austin. Professional Interests: Psychological Consultation, Social Power, Interpersonal Communication. ( ; william_erchul@ncsu.edu) Mary E. Haskett, Associate Professor of Psychology. PhD, 1988, Florida State University. Professional Interests: Child Maltreatment, Parenting Styles, Cognitive-Behavioral Interventions with Children and Families. ( ; mary_haskett@ncsu.edu)

7 Fall, 2005 NC State School Psychology Student Handbook Page 7 Ann C. Schulte, Professor of Psychology. PhD, 1983, University of Texas at Austin. Professional Interests: Learning Disabilities, School Consultation, School Reform. ( ; ann_schulte@ncsu.edu) The Phase I Curriculum The Phase I curriculum was developed for students who enter the Program with a bachelor's degree in psychology or a graduate degree in an allied field. If you do not possess a bachelor s or master s degree in psychology, it is assumed that minimally you have completed courses in these six areas: Abnormal, Developmental, and Educational Psychology; Learning, Personality, and Statistics. If you lack any of these courses, you must make every effort to remove these deficiencies during year one. All Phase I courses (or equivalent, if taken at another university) are required of all students. You are expected to complete all Phase I requirements through full-time enrollment (i.e., at least 9 credits each semester). Courses to be completed during Phase I a Course Title Credits PSY 535 Tests and Measurements b 3 PSY 641 Psychoeducational Clinic Practicum 6 PSY 641 Practicum in the Schools 3 PSY 680 Research Problems in Psychology 1 PSY 695 Master s Thesis Research c 6 PSY 710 Developmental Psychopathology 3 PSY 710 Academic Assessment and Intervention 3 PSY 721 Seminar in School Psychology 3 PSY 722 Individual Intelligence Measurement 4 PSY 723 Socio-Emotional Assessment 3 PSY 724 Psychological Intervention 3 PSY 725 Child Behavior Therapy 3 PSY 727 Psychological Consultation 3 Various Developmental Psychology Course d 3 Various Multicultural Issues Course e 3 PSY 502 f Physiological Psychology 3 PSY 800 Introduction to Graduate Study 1 PSY 710 Quantitative Methods in Psychology 3 PSY 710 Multiple Regression Phase I Comprehensive Exam g -- [PSY 651 Internship h 12]

8 Fall, 2005 NC State School Psychology Student Handbook Page 8 Phase I Curriculum Footnotes: a Course availability information is based on trends observed over the past several years. Courses to be taught by Program faculty are projected over a 2-3 year period; check with your advisor/chair or the course instructor for updated scheduling information. b This requirement will be suspended for students entering Fall, c If you enter the Program having a master s degree, but one that did not include a databased thesis, you will need to complete a thesis equivalent as a Phase II requirement. d Developmental Psychology options include: PSY 584 Advanced Developmental Psychology PSY 782 Adolescent Development PSY 710 Advanced Child Psychology e Multicultural Issues options include: PSY 510 Multicultural Issues in Psychology ECD 525 Cross Cultural Counseling f Recommended choice or required course within Psychology Department s core curriculum (effective 5/00). Other course options are available, but generally will result in additional credits being taken. Check with your advisor/chair for more information. g Before entering Phase II, you must receive a score on the ETS/PRAXIS School Psychology Specialty Area Exam that meets or exceeds the current criterion for the NCSP (now 660). To obtain materials to register for the exam, call ETS at h Internship would be taken at the end of Phase I only by students who exit the Program at the MS level. All others will schedule their internship (PSY 851) at the end of Phase II. See information about the pre-doctoral internship later in the Handbook. Before entering Phase II, students must receive a score of 660 (the current National Certification in School Psychology criterion) or higher on the ETS/PRAXIS School Psychology Specialty Area Exam. When notified of a passing exam score by ETS, the student should forward a copy of the score summary to the Program Director. The Phase II Curriculum Phase II completes the Program and culminates in the Doctor of Philosophy degree in Psychology with an emphasis in School Psychology. If you are entering the Program with a degree in school psychology that contains courses equivalent to most of our Phase I requirements, you may enter at the Phase II level. (However, you must register for the Phase I coursework that has not been waived by the Program Director and/or Director of Graduate Programs in Psychology.) Phase II may be completed on a part-time basis provided the NC State residency requirement (full-time enrollment for one year) is fulfilled.

9 Fall, 2005 NC State School Psychology Student Handbook Page 9 Courses to be completed during Phase II a Course Title Credits PSY 792 Family Intervention 3 PSY 841 Teacher-Centered Services Practicum 3 PSY 841 Family Intervention Practicum 3 PSY 851 Internship (minimum 1500 clock hours) 12 PSY 895 Doctoral Dissertation Research 6 PSY 511 b Advanced Social Psychology 3 PSY 591 History and Systems of Psychology 3 PSY 508 b Cognitive Processes 3 Various b Research Design Course c 3 Phase II Curriculum Footnotes: a To help you meet credentialing standards set by many licensing boards, we require you to take one course in each of the following areas: biological, cognitive-affective, social, and individual differences. In the present curriculum, the requirements may be met as follows: biological, PSY 502 (Physiological Psychology); cognitive-affective, PSY 508 (Cognitive Processes); social, PSY 511 (Advanced Social Psychology); and individual differences, PSY 722 (Individual Intelligence Measurement). b Recommended course selection within Psychology Department s core curriculum (effective 5/00). Other course options are available, but generally will result in additional credits being taken. Check with your advisor/chair for more information. c Research Design course options include: PSY 752 Action Research in Psychology PSY 762 Quasi-Experimental Design Course Sequence for the Entire Program Because most courses unique to the School Psychology Program are offered every other year, the sequence in which students typically take courses varies for students admitted on even years vs. odd years. The table on the following page outlines the typical course sequence for students admitted in even years (down the right column) and odd years (down the left column). Therefore, for students admitted in Fall, 2005, the sequence down the left column should give you a good idea of what you need to take and when you need to take it. Of course, waiving courses or other unique factors may influence the courses you take and the sequence in which you take them; likewise, this table only reflects required courses (you will take additional courses that correspond to your unique interests and specialization). Be sure to check with your advisor to ensure you are taking appropriate courses at appropriate times.

10 Fall, 2005 NC State School Psychology Student Handbook Page 10 Typical Course Sequence for Odd and Even Year Admissions Odd Year Admission Even Year Admission Fall Year 1 PSY 535 Tests and Meas 3 PSY 535 Tests and Meas 3 PSY 680 Research Problem 1 PSY 680 Research Problem 1 PSY 721 Seminar in SP 3 PSY 710 Dev Psychopath 3 PSY 722 Indv Intell Meas 4 PSY 724 Psy Intervent. I 3 PSY 800 Intro to Grad Study 2 PSY 800 Intro to Grad Study 2 PSY 710 Quant. Methods in Psych. 3 PSY 710 Quant. Methods in Psych. 3 PSY 641 (Clinic) 1 PSY 695 Thesis 2 PSY 710 Acad Assess & Intervent. 3 PSY 710 Mult regr 3 PSY 723 Socio-Emot Assment 3 PSY 641 (Clinic) 1 PSY 641 (School) 3 PSY 695 Thesis 2 PSY 710 Dev Psychopath. 3 PSY 724 Psy Intervent. I 3 PSY 727 Psych Consultation 3 PSY 641 (Clinic) 1 PSY 641 Intervent. ACES 3 PSY 695 Thesis 2 PSY 725 Child Beh Th 3 PSY 502 Physio. Psych. 3 PSY 584 Dev. Psych 3 PSY 792 Family Intervent. 3 PSY 752 Action Research 3 PSY 841 Fam Int Practicum 3 Multicultural course 3 PSY 508 Cog Proc 3 PSY 511 Adv. Social 3 PSY 591 Hist. and Systems 3 Spring Year 1 PSY 641 Intervent. ACES 3 PSY 695 Thesis 2 PSY 710 Mult regr 3 PSY 725 Child Beh Th 3 Fall Year 2 PSY 502 Physio Psych 3 PSY 584 Dev Psych 3 PSY 695 Thesis 2 PSY 721 Seminar in SP 3 PSY 722 Indv Intell Meas 4 Spring Year 2 Fall Year 3 Spring Year 3 PSY 641 (Clinic) 1 PSY 695 Thesis 2 PSY 710 Acad assess & intervention 3 PSY 723 Socio-Emot Assment 3 PSY 508 Cog Proc 3 PSY 641 (Clinic) 1 PSY 641 (School) 3 PSY 727 Psych Consultation 3 PSY 641 (Clinic) 1 PSY 841 (Teach. Serv. Practicum) 3 Multicultural course 3 Fall Year 4 PSY 511 Adv Social 3 PSY 591 Hist. and Systems 3 PSY 792 Fam Int 3 Spring Year 4 PSY 841 (Teach. Serv. Practicum) 3 PSY 752 Action Research 3 PSY 841 Fam Int Practicum 3 Fall Year 5 PSY PSY Spring Year 5 PSY 895 Dissertation 2 PSY 895 Dissertation 2 Fall Year 6 PSY 851 Internship 6 PSY 895 Dissertation 2 PSY 851 Internship 6 PSY 895 Dissertation 2 Spring Year 6 PSY 851 Internship 6 PSY 895 Dissertation 2 PSY 851 Internship 6 PSY 895 Dissertation 2

11 Fall, 2005 NC State School Psychology Student Handbook Page 11 Evaluation of Prior Coursework If, within the past eight years, you have completed graduate-level courses with a grade of B or higher that you believe are equivalent to some of those listed above, take the following steps to seek formal approval to waive required courses: 1. Identify the course(s) that you think should be waived as requirements. 2. Meet with your advisor to discuss your ideas. 3. If your advisor agrees, meet with the NC State instructor who teaches the course you want to waive to share your prior knowledge, course work, etc., and seek that instructor's support for waiving the course. However, note there are two exceptions to this procedure: a. When the requested course is outside the department (e.g., a Statistics course), your advisor may make a recommendation in lieu of the course instructor. b. For courses required of students in their first semester, your academic advisor (in consultation with the Program Director and relevant faculty as needed) may waive the course so that you may plan your first semester courses. 4. Assuming you, your advisor, and the course instructor support your request to waive the course, submit your written request to the Program Director. Include a short statement explaining justifying your request (one paragraph for each requested course), and gain signatures of approval from your advisor and the NC State instructor for the targeted courses. You may also provide supporting materials, including syllabi, papers, or other products from your previous course(s). 5. The Program Director will act on recommend waivers for program-area courses, and will forward the entire package of requests to the Dept. Graduate Coordinator. 6. The Dept. Graduate Coordinator will make final decisions on requests to waive departmental & other (e.g., college, university) requirements. The Coordinator will communicate final decisions to the student, advisor, and Program Director with a copy to the student's file to verify approval. 7. Students may appeal decisions using program, department, college, and/or university procedures. This process is aimed at generating a consensus for which courses should/not be waived among the student, the advisor, and the instructor, with review/approval by the area coordinator and department graduate coordinator. With the exception of first semester required courses, you should initiate and complete this process in your first semester of study, so that you can plan accordingly for subsequent semesters. It is your obligation to provide evidence that you have acquired the knowledge, skills, and abilities targeted by NC State University courses from your prior course work. Therefore, you should provide evidence that the course covered similar content (e.g., syllabi), and that you mastered the content (e.g., tests, papers). There are three decisions the Program can make regarding a request: (a) to accept the request, (b) to deny the request, or (c) to accept the request with conditions. An example of a conditional approval is as follows. Suppose a student with prior training in intelligence testing seeks to waive PSY 722. However, the course the student took did not cover a test that is taught in PSY 722. The Program might approve the student s request with the condition that the student take a workshop on the test and supply an error-free protocol and videotape of an administration

12 Fall, 2005 NC State School Psychology Student Handbook Page 12 to the PSY 722 instructor. When the request is approved (or, in the case of a conditional approval, the conditions are met), you may request credit for the course. The Psychology Department Graduate Handbook states, Competence developed through older coursework and updated through professional experience may, at the discretion of the program area, be counted for credit up to a maximum of 18 hours. Course Work Research Requirements You must take at least one credit of Research Problems in Psychology (PSY 680) with your advisor during the first year of the Program. The goal of 680 is to provide you with an apprenticeship where you can obtain first-hand experience in research design, methodology, analysis, and/or interpretation of results while cooperating with a faculty member's research, before carrying out your thesis or dissertation research. It is expected that you will log a minimum of 50 clock hours working on PSY 680. Prior to formal registration for the course, you should meet with your advisor to determine the basic conditions of the course. You should develop a written agreement about the proposed research that identifies the major goals or outcomes across the semester, and assign deadlines to each. Because research does not always conform to the will of the researchers, such plans will be subject to revision throughout the semester, but such revisions should be in writing. This agreement should typically include: 1. details about the responsibilities of both you and the faculty supervisor, 2. maximum average weekly time commitment expected of you and amount of time for faculty supervision, 3. a description of the project goals and products, and 4. authorship status should the research project be accepted for presentation or publication. Other course work is required, including formal courses (listed previously) and credits for thesis and for dissertation. The credits for thesis and dissertation are supervised research credits, and must be negotiated with your thesis/dissertation chair. We recommend that you follow the same steps as in PSY 680, in that you meet with your faculty research supervisor at or before the semester begins, and put in writing a plan outlining what you will do and when you will do it to earn your research credit. Non-Course Related Research Requirements The key distinction between doctoral (particularly PhD) programs and nondoctoral programs in psychology is their emphasis on research. Research is the engine that drives progress in school psychology. Because we want our students to lead the field of school

13 Fall, 2005 NC State School Psychology Student Handbook Page 13 psychology, we want them to acquire the knowledge, skills, abilities, and dispositions needed to conduct research. Because research is procedural knowledge, rather than a set of facts, the Program requires relatively little in the way of course work. Research is something you must learn by doing; therefore, we have extensive requirements for proposing, executing, and defending research. The two most visible non-course requirements are the thesis (or, for students with a non-thesis Masters, the thesis equivalent), and the dissertation. The thesis and the dissertation are also the requirements that are most likely to delay student progress. Most students understand and meet course-related demands; furthermore, they are also typically very strong in meeting demands of clinical and field practica. However, doing research that is, conceiving, executing, defending, and disseminating research is something most students are less prepared to do as they enter graduate school. Therefore, we have included a number of resources to help you acquire proficiency in and passion for research, and to complete your research requirements. These include (a) Some Admonitions and Helpful Hints for Success in Thesis and Dissertations, (b) Checklist for the Research Proposal, and (c) Selected Tips for Mastering APA Editorial Style (5th ed.) Each of these is included in the Appendixes at the end of this Handbook to help you succeed in meeting research requirements. Expectations for Research Progress It is up to you meet research expectations; it is up to the faculty to provide support to communicate those expectations clearly, and to provide supervision to help you meet those expectations. Feedback, such as that provided within the context of research teams, also can be valuable. Because the timely completion of research projects may be open to various interpretations, the Program faculty have advanced the following expectations for progress on the thesis and the dissertation. Thesis/Thesis equivalent. Program faculty fully expect a student will achieve the following objectives: Advisor approves your concept paper (2-3 pp.) describing the rationale and approach to the thesis/thesis equivalent research by the end of the spring semester of year one. You write and present your proposal by the end of your fall semester in year two. You complete and defend your thesis by the end of the spring semester of year three. Your progress on meeting these objectives is considered as part of the Program and Department s annual student evaluation. You should also note that you may not begin Phase II practica until you have completed your thesis or thesis equivalent. Some relevant departmental benchmarks for these expectations are: (a) continued TA funding is predicated on successfully defending the proposal by December 1 of the third year; (b) all MS degree requirements must be completed within six years of the first course listed on the approved Plan of Work; and (c) the maximum number of credit hours beyond the MS Plan of Work, earned prior to a successful thesis defense, which may later be listed on the PhD Plan of Work, is 12. Note that program expectation for progress are more ambitious than Departmental requirements, as the Departmental requirements represent minimum standards for student progress.

14 Fall, 2005 NC State School Psychology Student Handbook Page 14 Dissertation. Our goal (and we hope yours!) is to graduate in six years or less. Therefore, we have identified the following expectations to enable you to meet a six-year date. 1. Advisor approves dissertation concept paper by end of fall semester year four. 2. Write and defend your dissertation proposal by October 15 of year five. 3. Complete and defend your dissertation by the end of the spring semester, year six. Some additional benchmarks for these expectations are: (a) Program policy states the proposal must be defended prior applying for an internship, and (b) departmental policy states that a student has a 10-year limit to earn the MS and PhD at NC State and an 8-year limit to earn the PhD at NC State if his/her prior graduate degree was earned elsewhere. Failure to meet these expectations may result in a marginal or unsatisfactory annual evaluation from the department s Director of Graduate Programs. At the discretion of the Program faculty, it may also result in requiring you to obtain your advisor s consent to enroll in practica and/or didactic coursework. That is, progress on research is a prerequisite for permission to continue in the Program; failure to make progress implies a student is not ready to move forward. We understand that work on your thesis or dissertation may not feel as immediate or pressing as course exams, papers, or practicum activities but failure to make research progress will lead to problems in the Program. Therefore, we strongly recommend that you make research a priority. Clinical Training All graduate programs in psychology require course work and research. What makes clinical programs different from other programs is that they also require clinical training experiences. These include practica, in which students practice clinical skills under the close supervision of faculty and clinical supervisors, and internships, where students function more autonomously under the supervision of a professional psychologist. This section describes Program requirements related to clinical aspects of the Program. Professional Liability Insurance Coverage In an increasingly litigious society such as ours, it is essential that students and faculty who provide psychological services to children, youth, and families have professional liability insurance coverage. Our colleagues' experiences have taught us that any lawsuit whether initiated for legitimate or frivolous reasons can be very costly. Thus, all students in the NC State School Psychology Program must enroll in the professional liability group insurance plan it sanctions. At the start of each academic year, a faculty representative will collect money from you in order to pay your share of the annual insurance premium. In the recent past, the cost per student for this group coverage was about $60, although it is likely that this rate will increase in succeeding years. Failure to submit payment by the stated deadline may result in cancellation of your fall course registration.

15 Fall, 2005 NC State School Psychology Student Handbook Page 15 Individual exceptions to mandatory enrollment in this group plan might be made in the rare instance where a student can furnish proof of coverage via an individual professional liability insurance policy sanctioned by the American Psychological Association or the National Association of School Psychologists. These plans also provide high quality coverage, but you should note that these policies tend to be much more expensive than the one offered through the Program. Bilingual Training Requirement The NC State School Psychology Program is committed to promoting students awareness, competence, comfort, and commitment to diversity. We recognize that human diversity exists in many ways, including (but not limited to) individual differences, disability, culture, language, gender, sexual orientation, ethnicity, and religion. Toward that end, we adopted the following requirement for all students, effective in Fall, Bilingual training in school psychology is increasingly important, because an increasingly large proportion of students in schools come from language backgrounds other than English. Therefore, professional programs in school psychology must ensure their students acquire the dispositions, knowledge, skills, and abilities needed to serve children from diverse language backgrounds. In particular, NC State targets competencies for communicating with parents and students, assessing students, and intervening with students in school settings as essential for all graduates. Additional competencies (e.g., fluency in a language other than English, competency in bilingual education) are also desirable and encouraged, but are not required for all students. Before graduation from NC State, students must demonstrate proficiency in the following competencies: Identifying and recognizing a student s language background and primary mode of communication; Securing and using an interpreter to communicate with the student and family when the NC State student is not fluent in the family s native language or the student s primary mode of communication; Assessing family and cultural contexts, with sensitivity for how they may be similar to and different from the NS State student s orientation and current cultural norms; Interpreting assessment results in the contexts of family, school, and broader cultural and social influences; and Intervening with the child, either directly or indirectly with other adults, to enhance the child s welfare and resolve concerns or problems. To support students in meeting these objectives, NC State includes content relevant to serving children from diverse language and cultural backgrounds into existing courses (e.g., measurement, cognitive assessment, academic assessment & intervention), and course work specifically targeted to enhancing competencies for serving diverse clients. To demonstrate that they have met these objectives, all NC State students must complete a case involving a bilingual client in a practicum or internship setting. To support this requirement, the field setting will provide supervision by a psychologist competent to serve bilingual clients and (if needed)

16 Fall, 2005 NC State School Psychology Student Handbook Page 16 interpreters to facilitate communication with the family and child. Together, NC State and the host site will ensure that students are provided relevant cases and support to complete the requirement. Students must have their university supervisor, and their academic advisor, review and approve their case before the Program Director will certify the student as meeting Program requirements. Certification of case completion will be added to the annual progress review checklist to ensure students are aware of and demonstrate the competency. Professional Services for Pay by Students The NC State School Psychology Program is committed to providing extensive supervised practicum experience covering a broad range of educational settings and exceptional populations. These experiences are carefully designed and supervised. Students who provide professional services for pay outside of these experiences may risk violating ethical standards and current professional practice laws. The APA Code of Ethics and the North Carolina Psychology Practice Act explicitly enjoin psychologists to perform work for which they are qualified, and prohibits practice outside of training experiences for anybody not licensed. We also note that professional work outside the Program reduces your ability to complete coursework, field placement, and research requirements in a timely manner. However, we also appreciate that professional services for pay also provide much needed funds and opportunities to hone professional skills. Recognizing that you may find yourself in a position to be offered opportunities to earn money for psychological services outside the jurisdiction of the Program, we have formulated the following policy to ensure that any such work be done under circumstances that are ethically appropriate, are in compliance with the North Carolina Psychology Practice Act, and do not jeopardize your completion of degree requirements. 1. Phase II students may earn pay for professional services that are a part of Program-sanctioned practica and internships. These services must be supervised by Program faculty. 2. Phase II students who are also health service provider psychological associates in North Carolina may earn pay for providing psychological services under the provisions of the current North Carolina Psychology Practice Act. Although these activities may not be directly supervised by Program faculty, the student minimally must inform his or her advisor/chair of any provision of psychological services as a HSP-PA. These are the only two situations in which Program students may earn fees for the provision of psychological services. In addition, the Program provides the following guidelines regarding such activities. 1. You may not use Program test materials for any outside testing. 2. You must provide evidence of an individual professional liability insurance policy (e.g., NASP- or APA-sponsored) that covers your activities. Please note that the liability insurance obtained through the Program does not cover the delivery of psychological services outside the jurisdiction of the Program such as services-for-hire arrangements. 3. As practicing professionals and as academic mentors, faculty are obligated to prohibit activities for which we believe you to be unqualified, that involve inappropriate use of test

17 Fall, 2005 NC State School Psychology Student Handbook Page 17 procedures, that interfere with your ability to complete degree requirements, or that, in our judgment, impair your ability to perform other academic, research, or practicum duties. Practica The NC State School Psychology Program views the practicum as an opportunity to gain applied experience and to develop professional practices as a complement to required didactic coursework. The practicum allows you to participate in supervised experiences in assessment, consultation, intervention, research, and professional school psychology issues. In addition to direct service to children, parents, teachers, and administrators, the practicum provides you with an opportunity to observe and interact with a wide range of school personnel and to gain an appreciation for the educational system. The primary purpose of the experience is to develop your applied skills rather than to provide services to the practicum site. Practica are one semester in length and provide a minimum of 50 clock hours per credit. Phase I students typically enroll in three one-credit offerings of general clinical practicum, one three-credit school based practicum, and one three-credit practicum linked to the Psychological Intervention course (all under PSY 641). Phase II students enroll in a three-credit family intervention practicum and a three-credit teacher-centered services practicum under PSY 841. The distribution of hours across the semester will be individually determined, depending on your needs and course schedule, and the needs of the practicum site. The arrangement typically is for one day per week on site. If you would like to gain additional field experience beyond that required by the Program, you should consult your advisor about registering for "extra" PSY 641 or PSY 841 credit hours and supervision arrangements. Note that you must inform Program faculty of all field experiences you undertake, and provide information consistent with those required for other practica. Professional Conduct Please refer to the evaluation form in Appendix E to understand how your professional conduct will be evaluated. In addition, you must abide by ethical, legal, and professional standards promulgated by the American Psychological Association, the National Association of School Psychologists, and the North Carolina Psychology Practice Act. Failure to do so will result in possible failure of the practicum and expulsion from the Program. Two expectations are important, and deserve special mention here: (1) You must refer to yourself as a School Psychologist-in-Training in all meetings with agency personnel and clients and on all reports and written correspondence. (2) You must inform the university supervisor of all practicum activities in which you become engaged. All reports or official documents must be co-signed by the site supervisor. These are but two of the points covered in professional practice guides; it is your professional responsibility to acquire, understand, and act in accordance with relevant ethical and professional practice guidelines.

18 Fall, 2005 NC State School Psychology Student Handbook Page 18 Psychoeducational Clinic Practicum (Phase I) You must complete a practicum in the Psychoeducational Clinic, which includes completion of 8-12 cases. (See the Psychoeducational Clinic Practicum appendix for a detailed discussion of this experience). This practicum (PSY ) can begin only after you have completed PSY 722, Individual Intelligence Measurement. Typically, the practicum is distributed in the form of three one-credit courses over three consecutive semesters. Cognitive-Behavioral Intervention Practicum (Phase I) Following the first intervention course, you will gain experience in cognitive-behavioral assessment and treatment with children and parents through this clinic-based practicum. School-based Practica (Phase I) School-based Phase I practica (PSY ) will typically involve assessment, consultation, and intervention at basic levels and will consist primarily of direct service. Although you may remain in the same setting for more than one practicum course, the responsibilities and experiences must vary across semesters. Practica completed in Phase I cannot be paid placements. Advanced Practica (Phase II) Phase II practica (PSY 841) provide you with a more advanced level of training. Thus, these practica should require more independence and responsibility than the Phase I practica. Responsibilities may include development of mental health policies and programs, liaison with community agencies, administrative duties, and counseling with complex cases involving multiple problems. The currently required Phase II practica are Teacher-Centered Services (emphasizing school-based consultation) and Family Intervention (emphasizing family therapy). You may receive payment for Phase II practica if funding is available at the site. You may not begin any Phase II practica until your thesis or thesis equivalent has been successfully defended. To be more competitive for APPIC-listed and APA-accredited internships, some students elect to take additional Phase II practica. Supervisor Responsibilities You will be supervised by a site supervisor and a university supervisor. At least one of the supervisors must have a doctorate in psychology and possess an appropriate credential for the practice of psychology in the specific practicum setting. Under some circumstances, the university supervisor will also serve as the site supervisor.

19 Fall, 2005 NC State School Psychology Student Handbook Page 19 University supervisor. The university supervisor should provide ongoing supervision/coordination. It is the supervisor s responsibility to ensure that your role is reasonable given your level of experience, and to assist you in integrating the applied experiences with coursework and student research interests. Site Supervisor. The site supervisor should provide weekly face-to-face supervision for a minimum of one hour per week. He or she will ensure that the contract is carried out as planned. The site supervisor will complete an evaluation of your performance at the completion of the practicum, which must be submitted in order to assign the student a grade. A mid-semester evaluation may also be used to provide formative feedback. Student Responsibilities Setting up the placement. During the semester prior to the proposed start of a practicum, you should inform the university supervisor of your intention to enroll in the particular practicum. This advance notice will allow sufficient time for you and the supervisor to make the necessary arrangements. For the required practica, the university supervisor generally arranges the placement for you. If you wish to pursue additional practica, you should contact the PSY 641 or 841 university practicum supervisor, but you are expected to take a more active role in pursuing and designing the placement. The university supervisor must approve all placements, and he or she may consult with other Program faculty. Following approval of your practicum, you should register for the appropriate hours of PSY 641 or 841. Documentation. There are two basic types of documentation for field experiences the placement agreement and the log of actual experiences. First, with the assistance of site and university supervisors, you will develop a placement agreement. See your university supervisor or your academic advisor to get an example. All three parties should sign the agreement, which you will then submit within the first two weeks of the semester to the university supervisor. The agreement typically includes: names of supervisors, contact information, a list of responsibilities and the percentage of time dedicated to each, a schedule for supervision, and starting and ending dates. Second, while participating in practica, you should record hours and activities using a designated timesheet format. Because this level of record keeping is critical to documenting all field experiences while in the Program, more information is contained in the next section, Tracking Practicum and Internship Hours. Tracking Practicum and Internship Hours It is important for students and Program faculty to have accurate records of practicum and internship hours. You can expect to be asked to provide this information about your training at any number of points in your professional career. For instance, the APPIC internship application asks for extensive information about your prior training. Likewise, when you apply for licensure, many states applications require a precise accounting of your practicum and internship training in specific areas.

20 Fall, 2005 NC State School Psychology Student Handbook Page 20 For this reason, you are expected to track your hours in training experiences throughout your tenure in the Program. Practicum hours include all cases and activities in the Psychoeducational Clinic, as well as all required and elective practica in the schools and other sites. Your practicum or internship supervisor should sign your final count of hours at the close of a training experience. Final counts of hours spent on each practicum or your internship should be placed in your student file in Poe 640. You should also keep a copy for your records. The definitions on the next pages and tracking sheet in the appendix were designed to provide the types of information currently required for applying for internship and obtaining licensure in North Carolina. Questions about the definitions or record keeping should be directed to Dr. Schulte. You may obtain an electronic copy of the spreadsheet from her via ; be sure to request the file before you begin your practica so that you can record all relevant hours and experiences. Practica and Internship Placements that Occur During the Summer Field placements in the School Psychology Program follow the nine-month academic calendar that runs from August 15 through May 15. Therefore, if you are participating in a practicum or internship during the fall or spring semester, it is assumed that you are concurrently registered for PSY 641, 841, or 851 credit hours appropriate to the nature of the field experience. Failure to register for academic credit while on practicum or internship increasingly is being interpreted by psychology licensing boards as practicing psychology without a license, a situation that may affect one s ability to become licensed in the future. Although the Department of Psychology requires all graduate students to maintain continuous registration, this policy applies only to fall and spring semesters and not to summer sessions. Recognizing the financial hardship that summer registration would bring to many students, the School Psychology Program does not require you to register for courses during the summer. However, to satisfy the NC Psychology Board s need to document students activities as training experiences, the Program has established an important procedure. Specifically, if you are involved in any field experience between May 16 and August 14, you must complete a Summer Practicum/Internship Experience Form concerning the field experiences you plan to engage in during the summer. You must request complete, and submit the form, with all appropriate signatures, at least one week before the end of the Spring Semester prior to the period where you seek to earn hours. For this to be considered part of your graduate work, the Program Director will indicate on the form that these experiences are an important part of graduate training. A copy of this form then will be placed in your file and a copy will be given to you. You must take personal responsibility to insure that your summer practicum or internship placement has been approved. Without administrative approval, you may be found in violation of the NC Psychology Practice Act. Failure to file this form in a timely manner may be interpreted as evidence you have violated professional practice laws and ethics. Please recognize that this is a serious issue that is critical to ensuring professional integrity and responsibility. You should keep the copy of your approval statement for future applications to licensing boards. Psychology licensing boards are likely to ask you for applied experiences you have had during graduate school. If you list summer experiences and did not register for them as a course, a licensing board may be concerned that you have been practicing

21 Fall, 2005 NC State School Psychology Student Handbook Page 21 psychology without a license. Therefore, you will want to include with licensing applications copies of statements indicating the Program Director s approval. Predoctoral Internship The NC State School Psychology Program regards the internship as the final, "capstone" field experience that builds on prior practica and coursework, allowing you increasing autonomy in providing comprehensive psychological services under supervision. The internship is not merely "on-the-job training." It is an organized program of training designed to provide you with a sequence of experiences that will enhance professional attitudes, responsibility, communication skills, critical judgment, and technical skills. Philosophically, the Program faculty believe that all students should be presented with internship training opportunities that will make them eligible for licensure by psychology boards as health service provider psychologists as well as licensure/certification by state departments of education as doctorallevel school psychologists. Following are the Program's specific policy and procedures regarding the predoctoral internship. Expectations and Planning for the Internship Experience 1. The internship will occur after the completion of all Phase I requirements and all Phase II requirements except dissertation. This means that you will not be allowed to begin a predoctoral internship until you have successfully defended your master's thesis/thesis equivalent, passed the ETS School Psychology Specialty Area Exam at the current NCSP criterion, passed prelims, and defended your dissertation proposal. The Program requires you to have an approved dissertation proposal before starting internship because data from psychology doctoral programs at other universities indicate that this requirement reduces the length of one s graduate student career and increases the probability that you will graduate. Note that our program is structured so that you may complete your dissertation research and writing during your fifth year so that you will not need to juggle internship and dissertation work concurrently. 2. Because applying to APPIC (Association of Psychology Postdoctoral and Internship Centers) and APA-accredited internship sites involves meeting a November deadline, if you wish to enter into this application process you must have a signed, approved dissertation proposal on file by October 15 of the year prior to the start of the internship. It is suggested that the dissertation proposal defense meeting date be agreed to by all committee members by September 30. The reason for specifying the above dates is to allow faculty to write the strongest, most favorable letters of recommendation, a scenario made possible only if faculty can unequivocally state that a student will have his or her proposal approved before beginning internship. See the APPIC ( and APA ( for more details about internship standards, the application process, and accredited sites. Internship sites are also listed in directories and other materials the Program will make available to you when you express interest. 3. Effective December 1998, the Program s internship policy became the 1998 Council of Directors of School Psychology Programs (CDSPP) Doctoral Level Internship Guidelines ( If you choose to complete a CDSPP-based internship that is not APPIC-listed or APA-accredited, you