Practicum/Internship Handbook

Transcription

1 ABILENE CHRISTIAN UNIVERSITY Graduate Program in School Psychology Practicum/Internship Handbook School Psychology Program Committee Jennifer W. Shewmaker, Ph.D., LSSP Edwin B. Headrick, Ph.D., LSSP T. Scott Perkins, Ph.D., LSSP Jeffrey N. Wherry, Ph.D., LSSP Revised:

2 TABLE OF CONTENTS I. School Psychology Training Program Structure...5 II. Training Emphases...6 III. Practicum and Internship Guidelines...7 IV. Purposes of the Practicum and Internship Experience...11 V. Specific Objectives - Field Supervisor...12 VI. Practicum and Internship Structure...14 VII. Specific Supervision Responsibilities of Local Districts...16 VIII. Supervisory Personnel...17 IX. Student Responsibilities...20 X. Student Activities...21 XI. Formal Evaluation...24 XII. Contracts: Practicum/Intern Contract, Field Supervisor Contract, School/Agency/Institution Site Contract...25 XIII. STEPS IN ARRANGING PRACTICA AND INTERNSHIPS...26 XIV. PRACTICUM AND INTERNSHIP INTERVIEW QUESTIONS...29 XV. PRACTICUM AND INTERNSHIP ADVICE...31 Attachments Attachment A...34 FIELD EXPERIENCE SUMMARY FORM (Prepractica) Attachment B...36 GRADUATE PRACTICUM AND INTERNSHIP APPLICATION Attachment C...38 SAMPLE INTERNSHIP GOALS AND OBJECTIVES STATEMENT Attachment D...41 FIELD SUPERVISION PRACTICUM OR INTERNSHIP AGREEMENT (signature pg) Attachment E...42 FIELD TRAINING AND EVALUATION PLAN (Job Description and Monitoring Plan) Attachment F...43 EVALUATION Of THE QUALITY OF PROFESSIONAL SERVICE Attachment G...45 PRACTICUM/INTERNSHIP LOG OF PROFESSIONAL EXPERIENCE INSTRUCTIONAL GUIDE Attachment H

3 PRACTICUM AND INTERNSHIP LOG (Open log) Attachment I...52 WEEKLY FIELD LOG Attachment J...53 CUMULATIVE FIELD LOG (Semester) Attachment K...54 PRACTICUM AND INTERNSHIP LOG SEMESTER SUMMARY FORM Attachment L...56 NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS INTERNSHIP GUIDELINES 3

4 Practicum and Internship in School Psychology Handbook The purpose of this Handbook is to provide information for individuals enrolling in the School Psychology Practicum and Internship courses. It is both descriptive and regulatory as it explains the developmental structure leading to the practicum and internship and the requirements for all participating parties: student, practicum or internship setting, and university. 4

5 I. ACU: School Psychology Training Program Structure The School Psychology Program at ACU offers a three-year Master's (Specialist level) program of graduate study which is designed primarily to prepare program participants to practice school psychology in the schools. The structure of the training has been shaped to a large degree by the standards set by the Texas State Board of Examiners of Psychologists, the Texas Education Agency, and the National Association of School Psychologists (NASP). Three dimensions encompass the ACU School Psychology Training Model: 1. An education dimension that yields generalizable knowledge and skills, including course work in scientific methods, data-based problem solving, and research, psychological and educational foundations, professional standards and ethics, assessment, direct and indirect interventions, (counseling, behavior management, consultation and collaboration), professional issues, standards and ethics and program evaluation. This phase is completed before beginning internship. 2. An applied training dimension that focuses on applying more specific knowledge and skills including extensive supervised experience in a data-based problem solving approach to school problems utilizing assessment, direct and indirect interventions (counseling, behavior management, consultation and collaboration, and intervention planning based on the individual student s needs) professional standards and ethics, and program evaluation. From the student's first semester in the program, didactic course work is linked with applied practica in a structured, skill-building sequence. This phase is completed before beginning internship. 3. A problem-solving dimension is incorporated into the training and education dimensions and integrates scientific and professional principles and practices. Whether the student is solving research or referral questions, a practitioner-scientist model of data-based problem solving is applicable and implemented. 5

6 II. Training Emphases To be a successful school psychologist, education and training emphases in this program include: 1. a thorough preparation in the procedures of psychoeducational assessment and diagnosis, consultation, and counseling within a teamwork frame of reference, and application of these skills in regular and special education classroom settings within the school, with families and other professionals. To facilitate the acquisition of professional competencies, two practica (300 hours) and the internship ( hours) provide well over 2,000 hours of supervised practice. Direct training, involving a balance of both diagnostic and intervention services, is conducted in a variety of clinical and educational settings. 2. meaningful evaluation of professional literature and information with the effective use of information technology. Part of the training is designed to focus on the understanding and application of research procedures. Required research work built into the curriculum and an optional thesis provides applied experiences in statistical analysis and research design and implementation. 3. a consultation model based on scientific, data-based problem solving with sensitivity to multicultural and individual differences. As a consultant, the school psychologist will work closely in collaboration with parents and teachers in developing intervention programs for children with learning, emotional and/or behavior problems, as well as programs for crisis prevention and intervention. Many direct and indirect services such as assessment, counseling, consultation, and direct skills training (social skills, parent or teacher, aggression reduction) are provided to individuals, groups of children, or parents/families, and school staff taking into account multicultural and individual differences. In addition, the school psychologist consults professionally with a wide array of mental health services such as: clinics, emergency detention facilities, probation, juvenile courts, welfare, and other such community service agencies on behalf of the school, pupils, teachers, and/or school administrators. The three-year Master's (Specialist) level program prepares the psychologist trainee for application for professional certification as a Nationally Certified School Psychologist (NASP/ NCSP) and Licensed Specialist in School Psychology (LSSP, TSBEP). 6

7 III. Practicum and Internship Guidelines A. Pre-Practicum and Practicum Pre-practica shape individual practice skills in organization and operation of the schools, observation and behavior management, assessment, individual and group counseling and consultation. The pre-practica and practica occur in schools or allied settings. Each skill is shaped individually under close faculty supervision in the pre-practica, then integrated in a full-service model that addresses all domains of training and practice in school psychology under field and faculty supervision in the beginning and integrated practica. Students are required to complete two practicum courses for six hours worth of academic credit. According to the program sequence, the beginning practicum experience, Practicum I (PSYC 690) is completed in the spring semester of the first year. This experience is designed to provide the student with supervised field experience in the areas of training for which the student has been prepared by course work and pre-practica experiences up to that point. The integrated practicum experience, Practicum III (PSYC 694) is completed after all professional practice courses and pre-practica are completed. Depending upon the student's skill levels and experience, Practicum III offers opportunities to expand the integration of skills with diverse populations or to provide additional supervised practice in special skill areas. By the end of the practicum experience, the student is prepared for full-time supervised practice in the schools with divergent populations employing a full-range of psychological skills. Students must register for 3 credit hours each for PSYC 690 Practicum I and PSYC 694 Practicum III. Practicums are to be held only during the Fall and Spring semesters and must be scheduled in advance (See Section XIII for steps in securing a practicum site). 7

8 The Course and Practica Sequence is as follows: Fall of First Year PSYC 644-Child & Adolescent Therapy 3 PSYC 608- Intro to School Psychology 3 PSYC 642-Cognitive Assessment 3 PSYC 668-Advanced Behavioral Science OR PSYC 669-Human Learning & Cognition (Courses alternate falls.) 3 Semester hours 12 Spring of First Year PSYC 645-Child & Adolescent Assessment 3 PSYC 640-Direct Behavior Interventions 3 PSYC 690-Practicum I 3 SPED 683-School Consultation 3 Semester hours 12 Summer of First Year PSYC 647-Child & Adolescent Psychopathology 3 SPED577-Teaching Students with Mild Disabilities 3 Semester hours 6 Fall of Second Year PSYC 612-Clinical Research Methods 3 PSYC 646-Child & Adolescent Development 3 PSYC 668-Advanced Behavioral Science OR PSYC 669-Human Learning & Cognition (Courses alternate in falls.)3 *SPED 685-Issues in Education of Excep Child 3 OR PSYC 699-Thesis 3 Semester Hours 1 Spring of Second Year PSYC 624-Social Cultural Foundations of Behavior 3 PSYC 657-Intermediate Statistics 3 PSYC 694-Practicum in School Psychology 3 *PSYC 640- Special Topics in School Psychology 3 OR PSYC 699-Thesis 3 Semester Hours 12 Fall Third Year PSYC695-Internship in School Psychology 3 Spring Third Year PSYC695-Internship in School Psychology 3 TOTAL HOURS: 60 Thesis is optional and may be completed either during the second year or internship with the understanding that the student s courseload will be increased. 8

9 The following courses must be completed before participating in the specified practicum: Practicum I PSYC 650 Ethics & Issues in Psychology PSYC 610 Psychotherapy & Lab DLCR 580 Introduction to School Psychology PSYC 668 Advanced Behavioral Neuroscience or 669 Human Learning and Cognition PSYC 571 Behavior Modification Practicum III PSYC 650 Ethics & Issues in Psychology PSYC 610 Psychotherapy & Lab DLCR 580 Introduction to School Psychology PSYC 668 Advanced Behavioral Neuroscience or 669 Human Learning and Cognition PSYC 571 Behavior Modification PSYC 642 Cognitive Assessment PSYC 645 Child and Adolescent Assessment PSYC 645 Child and Adolescent Psychopathology SPED 577 Teaching Students with Mild Disabilities PSYC 612 Clinical Research Methods PSYC 646 Child and Adolescent Development PSYC 644 Child and Adolescent Therapy B. Internship The internship is designed as the opportunity to demonstrate, under conditions of appropriate supervision, the ability to apply knowledge, to further develop specific skills needed for effective school psychological service delivery, and to integrate competencies that address the domains of professional preparation and practice. These domains including data-based decision making and accountability carried out within the organization of the school which is based upon the knowledge of effective instruction and intervention planning for individual student s needs in light of diversity in cognitive/academics, socialization, and/or development; consultation and collaboration within the home, school, and community which provides program evaluation, prevention, crisis intervention and mental health services. The internship provides an opportunity for the intern to develop a clear professional identity and explore the full responsibilities of a practicing school psychologist while having solid supervisory support from an experienced field supervisor. The Internship is seen as that point of training, which fully integrates all previous training experiences. It is designed to meet the specific training objectives of the National Association of School Psychologists and the Texas State Board of Examiners of Psychologists. The internship is provided at or near the end of the formal training period (after completion of at least 54 graduate course hours including 300 supervised practicum hours that must have occurred in school, allied, or other related settings). The internship experience shall occur on a full-time basis over a period of one academic year, or on a half-time basis over a period of two consecutive academic years. At least 600 clock hours shall occur in a school setting and shall provide a balanced exposure to regular and special educational programs. Students are required to complete a 1200 clock hour internship. Interns register for six credit hours of PSYC Internship in School Psychology, 3 credit hours in both the fall and spring semester of the academic year in which the 9

10 internship is completed. If the internship continues over the summer, interns will register for an additional 3 credit hours during each summer term. Note: Although the placement requirements and activities are clearly outlined in this Handbook, the practicum and intern coordinator and site supervisor may alter the training experience to meet specialized clinical training interests of the intern. Interns must complete a minimum of 600 hours of practice in the schools. Practicum and Internship supervision rotates among the licensed school psychology faculty so students should check about which faculty member is assigned for that particular semester. C. Completion of Comprehensive Exams Relative to Practicum and Internship All students must have successfully completed the courses listed in their degree plan and passed the comprehensive exam prior to starting internship. Exceptions will be based upon approval of the SPPC and department chair. 10

11 IV. Purposes of the Practicum and Internship Experience A. The broad goals of the practicum and internship experience may be summarized as follows: 1. Apply knowledge and techniques to provide direct interventions to children and youth, their parents, teachers, administrators and other professionals including assessment, counseling, and consultation. 2. Provide indirect intervention services to children, parents, teachers, and other school and professional personnel employing techniques such consultation, in-service training, and program development. 3. Demonstrate an orientation as a data-based problem solver/evaluator/ researcher. This orientation is evidenced by activity in needs assessment, problem resolution research and program evaluation. 4. Demonstrate an orientation as a facilitator/planner in identifying the social agencies and systems, which provide for the mental health and educational needs of the varying individual systems within the service area. 5. Demonstrate an orientation as an advocate/catalyst for the development of human potential in children, parents, teachers, and other school personnel within a multicultural context. 11

12 V. Specific Objectives - Field Supervisor A. For practicum and internship* students, objectives for the field supervisor may be summarized as follows: 1. To provide a broad overview of school organization, including school policies, and the various specialties employed by schools. 2. To provide orientation to the variety of school services subsumed under the department titles such as Special Education Services, Pupil Personnel Services, Child Study Services, and the like, as these services relate to the total school organization and to the community at large. 3. To provide understanding of special school, agency, and community services. 4. To foster the student's understanding and skill in working with school staff. 5. To foster the student's sensitivity for and knowledge of classroom interaction, multicultural and individual differences and other factors which influence classroom atmosphere as well as overall school mental health. 6. To discuss and facilitate the student's understanding of, and ways and means to enhance the role perception of the school psychologist. 7. To provide an opportunity for the student to refine skills in clinical/behavioral assessment within a comprehensive case study context. 8. To provide an opportunity for the student to further develop the delivery of direct intervention services to students, parents, and school personnel. This includes interview, consultation and counseling techniques either by direct acquaintance or by utilizing other appropriately certified staff. 9. To foster the continued development of written skills; including refining the written report, the formulation of meaningful recommendations, case management planning, and the development of effective follow-up procedures. *Additionally, field supervisors of interns should: 10. Focus the intern's attention on the importance of a team approach and on the communication procedures among child study specialists. Also to similarly foster the intern's effectiveness in communication with parents and school personnel through positive appraisal and feedback related to best techniques. 11. Foster the intern's development of a research frame of reference so that the intern is 12

13 aware of opportunities for research in the schools and to assist the intern in the evaluation of some aspect (a needs assessment) of the service delivery system. 12. Draw attention to and foster the importance of the role of professional ethics in the conduct and practice of school psychology. 13. Foster the intern's development of efficient office procedures and practices, time management and timeliness in meeting deadlines. 13

14 VI. Practicum and Internship Structure The practicum and internship experiences are considered to be a cooperative venture among three primary agencies: the University training program (the university supervisor) and the field site (the supervising field psychologist) and the practicum or intern student. However, cooperating relationships with other field agencies may be arranged by agreement with the above primary participants. The program is designed to offer flexibility for the student as well as the cooperating agencies. These guidelines provide an overview of the types of experiences in which a student should be trained and identify areas in which the student is expected to participate. It is expected that within the practicum and internship the role and function of the school psychologist should be comprehensive and well balanced. It is important to discuss the extent to which the practicum or internship site is able to provide the training opportunities delineated in this document prior to the signing of the practicum or internship contract. The primary consideration in practicum or intern placement is the adequacy of a school division as a training site, though the needs of the local system must also be taken into consideration. The following considerations provide general criteria for practicum and intern placement: A. There should be one individual in the school division directly responsible for the supervision of the student. The on-site supervisor shall be responsible for no more than two (2) interns and practicum students. This person should be an experienced licensed specialist in school psychology. If the supervisor is in an institutional or other non-school setting, the necessary experience and training criteria, i.e., standards of training for professionals in that setting should be demonstrated. The School Psychology Program Committee (SPPC) must approve the supervising field psychologist. It is the responsibility of the participating field supervisor to present: 1. A brief vita of training and experience, and 2. Documentation of certification/license. These materials must be provided no later than the on-site orientation/contract meeting at the beginning of the internship placement if satisfactorily reviewed by prior communication. These credentials will be kept on file with the University Practicum and Internship Coordinator for review by accreditation teams and will be updated periodically. Once a field supervisor's credentials have been verified, that person may serve as a supervisor on a continuing basis. Licensed and/or experienced Institutional Psychologists provide supervision in non-school placements. Psychiatrists, social workers, counselors, or other health care providers with appropriate certification/licensure in their field of expertise may provide supplemental experiences in 14

15 training and supervision. The expertise and experience of the supervisor(s) will be an important consideration in selection of supervisor(s) and internship sites. B. Adequate facilities for supervisors and interns are an important consideration to ensure maximum efficiency in testing, interviewing, and other intern activities. Office, secretarial, and other professional support must be provided. The school division should provide mileage and other professional expenses. At least three contacts will occur between the practicum and intern student, the field supervisor(s) and the university supervisor. These include: 1. Initial or Orientation contact during which a practicum or internship contract is negotiated and signed, 2. Mid-Year (Interns) or Mid-Semester (Practicum Students) Evaluation, during which the progress of the student in meeting contract goals is evaluated and modifications are made as necessary, and 3. End-of-Year (Interns) or Mid-Semester (Practicum Students) Evaluation during which the progress of the student in meeting contract goals is evaluated, and the site and supervisor are evaluated by the student. When placements are beyond a 100-mile range, the university supervisor will negotiate with the student and the field supervisor a plan to accomplish the purposes of the three on-site visits. Sometimes telephone or interactive video meetings may replace some of the on-site visits. At a minimum, at least one on-site visit will be planned for distant sites. University reimbursement for travel expenses will be sought by the university supervisor. 15

16 VII. Specific Supervision Responsibilities of Local Districts It is assumed that the most highly qualified person available will be selected to serve in the capacity of field supervisor. While academic degrees and years of experience do not necessarily correlate perfectly with professional competence, they provide the best criteria available. Therefore, practicum and intern students should be afforded the most experienced and highly professionally trained supervisors within the placement site area. The supervisor is seen as exceedingly important as a professional model as well as one who is responsible for the administrative welfare of the student. For both practicum and intern students, the experience shall occur under condition of appropriate supervision. For practicum students, field based practicum supervisors shall provide at least one hour per week of direct supervision for each student. A license as a Specialist in School Psychology and two years of experience are considered the minimum basic criteria for supervisor eligibility for the practicum student. For interns, field based internship supervisors shall provide at least two hours per week of direct supervision for each intern. A license as a Specialist in School Psychology and three years of experience are considered the minimum basic criteria for supervisor eligibility for the intern. 16

17 VIII. Supervisory Personnel Two persons have primary responsibility for practicum and internship supervision. They are the field supervisor (the on-site supervising specialist in school psychology) and the University's Internship Coordinator (the school psychology trainer). A. The University Practicum and Internship Coordinator (UPIC) is the liaison between the School Psychology Program Committee (SPPC), the student, the University Supervisor and the practicum or internship site. The UPIC is a licensed or nationally certified school psychologist and holds a faculty position in the Department of Psychology. The UPIC works with students to seek and arrange for appropriate practicum and internship sites. The UPIC maintains up-to-date records of potential sites and supervisors and reviews and revises this Handbook in conjunction with the SPPC on an annual basis. Other responsibilities of the UPIC include: 1. Arrange all practicum and internship plans with a school district or agency for submission to the SPPC for approval. 2. Plan and implement the practicum and internship site selection and arrangements following SPPC approval. Other UPIC responsibilities include: a. Negotiate contracts for each practicum and internship and submit them to the SPPC for approval. b. Negotiate the remunerative plans between the intern and the agency and present them to the SPPC for approval. c. Nominate candidates to be on-site supervisors for approval by the SPPC. 3. Provide practicum and internship guidelines: for the student, the field supervisor, and any other placement site staff. Ensure that needed arrangements are mutually agreeable to all parties: The University Supervisor, the Field Supervisor, the student, and other practicum or internship placement site staff. 4. Review the agency or school site with respect to the provision of basic NASP essentials for practicum and internship such as office space, travel in district, secretarial services, etc. B. The University Supervisor (US) is a field representative of the School Psychology Program at the University. The US should be a Licensed or nationally certified School Psychologist, hold a faculty position in the Department of Psychology, and limit supervision to no more than 12 interns or 6 practicum students at any time. The US provides weekly group supervision for practicum students and is responsible for maintaining regular communication and conducting evaluation procedures with 17

18 interns/practicum students and their Field Supervisors. The responsibilities of the US include the following: 1. Review the practicum and intern student's work with the student, the supervising psychologist and other appropriate persons in the school district or agency. 2. Arrange for practicum and internship site visits. This includes arranging for two formal evaluations (Mid-Semester and End of Semester/Mid-Year and End-of- Year). 3. Determine the final grade for the practicum and internship experience for the university records. This grade will be arrived at with consultation from the student, field supervisor, and other designated consumers of service at the practicum or internship site. See the Practicum and Internship Evaluation Forms (Attachments E and F). 4. Coordinate the internship experience with the student and the supervising psychologist so that a meaningful practicum or internship experience is insured and one that also hopefully meets the needs of the employing school district or agency. 5. Critically evaluate the service reports: e.g. professional log(s) documenting the experiences of the student. If areas of student improvement are needed, it is the responsibility of the US to attempt implementation of these improvements with the student and the field supervisor. 6. Respond appropriately if questions of professional ethics arise, and, if necessary, to seek the advice of School Psychology Program Committee (SPPC). 7. Review the agency or school site with respect to the provision of basic NASP essentials for practicum and internship such as office space, travel in district, secretarial services, etc. (See Attachment K and L for Agency and field supervisor forms). C. The Field Supervisor (FS) is approved by the School Psychology Program Committee faculty. For practicum students the FS must be an LSSP licensed for practice and have at least two years experience. For interns, the FS should be TSBEP licensed as a Specialist in School Psychology and have at least three years of experience. Other personnel may work in a supervisory capacity with a practicum and intern student (psychiatric social workers, psychiatrists, clinical psychologists, special educators, and other health care professionals), but must be members in good standing in their respective professional organizations and certified by appropriate state agencies in their area of expertise. The FS who assumes the responsibility for directing and supervising the trainee should be an individual of proven excellence in school psychology. The FS should be capable of guiding the graduate student successfully through the practicum or internship 18

19 experience. The FS will be expected to fulfill the following responsibilities*: 1. Coordinate the practicum and internship program with the school administrators, or agency directors, and University Supervisor. 2. Provide a comprehensive school site and educational agency orientation for the practicum or intern student at the beginning of the practicum or internship experience. 3. Provide an average of 2 hours of evaluative conferences each week and some direct observation of the student's activities at the beginning of the experience and as needed during the practicum or internship period. This includes: a. Regular review of casework through direct observation and/or video or audio tapes; b. At least weekly review of the Log of Professional Experience, verifying experience by signature, and countersigning any written records. *Additionally, FS should fulfill the following responsibilities when working with interns: 4. Provide the intern with as broad a range of professional experiences as possible based on the Contract goals, individual discussion and the practicum and internship guidelines: See The Practicum and Internship Handbook, Intern Contract, Practicum and Internship Evaluation Forms, NASP Internship Guidelines, TSBEP Internship Guidelines, and NASP and APA Professional Ethics. 5. Participate in and complete two formal evaluations of the student's progress: the Mid-point and End-point Formal Evaluations. Discuss progress with the University Supervisor as needed. 19

20 IX. Student Responsibilities A. Ethical Practice. In order to enhance identification as a developing school psychologist, the student will act in accordance with the professional ethical code of the National Association of School Psychologists and the American Psychological Association. Likewise, as a representative of the University, the student has an obligation to perform at the highest level of functioning at all times. The trainee has this responsibility to both the district/agency and to the University. B. Log. The student is required to carefully and regularly prepare a log of professional experiences by submitting weekly summaries of experience to the field supervisor and then mid-point and end-point summaries to the university supervisor. The log will document intern experiences according to the log guide, which is attached. See attached log (Attachments I & J). C. Reports: The student will be required to prepare and submit reports on assigned cases. The FS and US will critically evaluate practicum reports. The FS will critically evaluate intern reports. The student is expected to achieve and maintain professional levels of writing quality and to develop a high level of integration and efficiency in report writing. E. Supervision: The student is expected to initiate contact with the field and university supervisors as required or as needed. Contact involves communication (oral and written) of progress, forwarding expected products of performance such as logs, and conveying professional or personal concerns related to the practicum or internship. Competent communication is an important function not only of the practicum and internship but also of the profession. 20

21 X. Student Activities The FS and US in consultation with the student will determine a program of activities individually prescribed to meet the needs of the practicum or intern student. The student is included in this planning process and will have developed a formal internship plan comprised of a set of individual goals and objectives to be achieved. Some supervisors may wish to prescribe in writing the required activities for the intern, others may prefer to plan on the basis of informal agreements. In either case, requirements should be clear to all participants. In addition to requiring a formal plan for internship, the Field Supervisor psychologist(s) should engage the student in: A. Orientation to the School Setting: General Overview 1. Classroom observations (SPED and regular classroom). 2. Professional teacher programs and meetings. 3. Administrator-staff meetings. 4. In-service education. 5. Meetings of special services personnel (eligibility committees, screening committees). 6. IEP Committee meetings. 7. School Board meetings. 8. PTA meetings. 9. Regional Education Agency meetings B. Orientation to Other Child Care Services 1. Informal interview with special educators, principals, reading specialists, teachers, nurses, social workers, counselors, speech therapists, guidance personnel, and other specialists. 2. Visits to special agencies/services (State Employment Service, Child Protective Services, emergency detention facilities, juvenile courts, Alternative schools, Teen mother programs, etc.). 3. Visits to relevant area professional and parent group organizations (Association for Retarded Children, Association for Children with Learning Disabilities, CHADD, etc.). 21

22 C. Diverse Referral Concerns 1. Opportunity to receive referrals and work with a variety of types of referral problems (for example, class placement, retention, admission or exclusion, learning/behavior problems, identification of gifted/talented). 2. Opportunity to provide services to children and youth from a wide variety of ages and presenting problems or needs such as: exceptional, at/risk, and different cultural background children. The Field Training and Evaluation Plan (Attachment C) provides an overview and a means to monitor the distribution or kinds of direct and indirect services in the practicum and internship experience. Special attention should be given to the development of competent nondiscriminatory evaluation practices and a solid professional understanding of and sensitivity to the cultural background of any cultural minority in the employing district. It is important to develop professional competencies related to the delivery of services to 'At Risk' populations such as culturally different or nonmajority populations, teen parents, potential drop outs, and depressed/suicidal individuals. D. Orientation to Classroom/School Operation. 1. Planned classroom observations across a range of school grades and curriculum content areas. 2. Conferences with curriculum specialists and supervisors of instruction. 3. Discussions with teachers. 4. Discussions with administrators. E. Psychological Evaluation Procedures: The student will use a wide variety of evaluation instruments and procedures, which will yield information, related to the following areas: 1. Intellectual functioning 2. Diagnostic skills in academic skill areas 3. Psychomotor developmental patterns and skills 4. Social/Emotional functioning 5. Direct observations of behavior 6. Behavioral assessments of a child in live situations 7. Diagnostic interviews 8. Social/adaptive behavior/developmental levels 9. Chronologically and culturally diverse populations (preschool to adult) 22

23 F. Intervention Services: Interviewing, Counseling, Consultation, and Training. The practicum and internship student is expected to initiate and document in the log all training activities including: 1. Data gathering interviews with students, parents, and teachers. 2. Interpretive conferences with students, parents, and teachers, involving communication of evaluation, programming, placement, and/or management information or recommendations. 3. Involvement in formal and informal teacher and parent conferences and groups. 4. Supervised individual and group counseling of pupils. 5. Development of effective and consistent follow-up activities to case work management. 6. Supervised participation in preparation of proposals for special education programs, mental health activities in the schools, inservice training programs, etc. 7. Discussion and implementation of findings at various professional groups (at teacher meetings, at case conferences, etc.). 8. Development of effective relations with community agencies for referral, placement and follow-up. 9. Development of awareness of the interrelation of special education, guidance services, and other child study specialists, each with a valuable contribution to make to the school setting. G. Research/Professional Development 1. Research problem solving such as library search. 2. Apply research skills as warranted. 3. Show evidence of professional growth and responsibility through involvement in professional associations and organizations. 4. Develop routine office procedures such as: record keeping, report writing, forms, bulletins, folders, file systems, correspondence, test supplies and orders, logs, etc. (Refer to Attachment E, Log Instructional Guide.) 23

24 XI. Formal Evaluation Evaluation of the practicum and internship student will be a joint effort between the university practicum and internship coordinator, the university and field supervisors, and a consumer of services such as a Director of Special Education or building administrator. Students are expected to perform to at least a competency level as rated by the field supervisor in areas related to knowledge derived from the education dimension, skills derived from the applied and problem solving dimensions. Performance will be based on comprehensiveness of activities/services, on effectiveness in relating to clientele (school staff, students, parents, etc.), performing the general responsibilities of the role, and on professional conduct as a school psychologist and health care provider. At the end of each semester the field supervisor will complete a written evaluation of the student's performance using the evaluation forms. Regular contact will be maintained between the University Supervisor and Field Supervisor as frequently as necessary. (Refer to evaluation form pg. 42). 24

25 XII. Contracts: Practicum/Intern Contract, Field Supervisor Contract, School/Agency/Institution Site Contract A. A Practicum/Intern Student Goals Statement will be developed with the student which delineates the scope and range of the practicum and internship activity and identifies specific objectives. Acceptance of the goals statement is given by signature of the Student, Field Supervisor, and University Supervisor. Refer to Attachment A of the Internship Handbook for a sample Student Goals statement. B. A Field Training And Evaluation Plan (Job Description and Monitoring document) is developed jointly with the student, University and Field Supervisors, using the student's goals and objectives statement as a guide. Then the Field Supervision Practicum or Internship Agreement (Appendix B) is signed and dated by the student and key supervisory parties who agree to follow the guidelines of the ACU Practicum and Internship Handbook, the National Association of School Psychologists Internship Regulations, and the regulations of the Texas State Board of Examiners of Psychologists. C. Administrators of the University and the Field Site will sign an AGREEMENT. This agreement specifies that the field site agrees to provide a training program for school psychology practicum and intern students. This agreement must be signed before any other agreements may be negotiated. Refer to Attachment N of the Practicum and Internship Handbook for a sample form of this Agreement. 25

26 XIII. Steps In Arranging Practica And Internships A. Following are the recommended procedures for arranging a practicum or internship experience. The student is responsible for initiating and following through on each step in the process. 1. Complete the Practicum or Internship Application Form (Attachment H) and submit it to the Practicum and Internship Coordinator who submits it to the SPPC for approval to begin practicum or internship. A separate application must be made for each practicum and internship experience. Internship application forms must be submitted by October 15 the year before the scheduled start of the internship. Fall practicums application forms must be submitted by March 30. Spring practicums application forms must be submitted by October 15. All application forms must be accompanied by (1) official transcript(s) of all course work counting towards the degree, (2) a preliminary goals and objectives statement, and (3) a portfolio documenting completion of the required prerequisites. For example: Practicum students document required course work completion and projected date for comprehensive examination; Internship candidates document completion of all course work and successful completion of the comprehensive examination. 2. Once the student and the University Practicum and Internship Coordinator have received SPPC approval to proceed with practicum or internship planning, the student should meet with the coordinator to discuss the possibilities. This Practicum and Internship Handbook should be studied as it contains Practicum and Internship guidelines and procedures, sample contracts, evaluation and log forms. This should be done one year in advance. 3. The student will select a site or sites and submit an application. Some sites will invite the student for a formal interview process. Others proceed more informally inviting the student to meet with the agency representative and/or the agency internship supervisor initially. If the site is pre-approved by the SPPC, it is listed in this Handbook and the student is free to begin negotiating a Practicum or Internship Training and Evaluation Plan (job description and monitoring document) (Attachment C) in consultation with the practicum and internship coordinator. If the site is not pre-approved, then SPPC approval procedures must be followed before the student can begin negotiating a contract with that site. 4. If the student is offered an internship or practicum position, practicum and internship guidelines will serve as a basis to develop or modify a Student Goals Statement 26

27 (Attachment A) and a Training and Evaluation Plan (Job Description and Monitoring Document) (Attachment C) and to obtain signatures on the agreement for the student's position (Attachment B). The job description and monitoring document will be presented to the SPPC for approval by the University Practicum and Internship Coordinator (UPIC) at the first available SPPC meeting. The student may be invited to attend this SPPC meeting if further clarification is needed. The committee will approve, recommend modifications, or disapprove of the plan. The student will be notified by the UPIC. The UPIC signs after SPPC approval is obtained and sends copies of the fully signed documents to all parties. 5. The Practicum or Internship Training and Evaluation Plan (job description and monitoring document) (Attachment C) becomes the basis to evaluate logs given twice each semester by the student to the University Supervisor and along with the student's goals statement, the guiding document for planning and implementing practicum and internship activities. 6. During the practicum or internship, a minimum of two visits to local sites will be made by the UPIC or US. For practica, these take place at mid-semester and end-of-thesemester mutually arranged times. For internship, these usually take place at mid-year and at the end of the year. During these visits a conference will be held with the student and the supervisor(s). Strengths and weaknesses of the practicum or internship experience are discussed which may result in some modification of the initial agreement. (Attachments C, D, F, K & L contain evaluation forms.) 7. Logs will be given to the University Supervisor at mid-semester and end-of-thesemester periods. The logs are divided into categories of experiences that match the monitoring document. In each weekly log the student will record the number of hours completed in each category and total these hours across categories. This hourly log will be signed by the Field Supervisor and a copy given to the University Supervisor. At the middle and end-of-semester/year evaluations, log hours will be totaled and changed to percentages. These percentages will be compared to the initial monitoring document. Additional adjustments and negotiations will take place during these evaluation meetings. Separate evaluation forms will be required from each supervisor during the middle and end-of-the-year periods. In the last month of the internship, agency questionnaires are to be completed by the student in conjunction with the agency supervisor. 8. University Supervisors will maintain regular contact with the practicum and intern students. Practicum students meet for 3 hours weekly with the University Supervisor. Internship students within 100 miles of the university will meet with the University Supervisor as a group at least four times throughout the internship year to share experiences and information. 9. In the judgment of the field and university supervisors, if the practicum or internship experience is grossly deficient and the job description monitoring agreement is not being fulfilled as promised by the mid-semester evaluation, the student may be required to do one or more of the following: (1) complete course work or research in the area of 27

28 weakness; (2) complete a supervised practicum in the area of weakness; (3) complete workshops in the area of weakness; or (4) be dismissed from the site. The decision will be made by consensus of the student, coordinator, the field supervisor, and the SPPC. Once a decision has been reached, a time period will be specified for successful completion of the requirement, at which time the SPPC will review the results with the student, field supervisor, and coordinator. 10. If improvement is not reported by the Field Supervisor after the student has completed all recommendations for remediation of weaknesses, the SPPC, UPIC, US and FS will consult and make further recommendations. In the unlikely event that the practicum or internship agency is not fulfilling its contractual agreements, the student will not be penalized for these organizational difficulties. Alternative placements will be considered. 11. If a student finds that the practicum or internship site is not fulfilling training needs, the US and UPIC should be contacted concerning termination. This should be done only in circumstances that are considered not in the best interest for the student's development. Examples might include the following: (1) restricted training opportunities, (2) ethical or criminal improprieties, or (3) a serious mismatch of personal goals to agency requirements. Attempts at remediation will be negotiated with field supervisors and pursued first. If problems continue despite remediation efforts, the student and practicum or internship coordinator may petition the SPPC committee to terminate the contract and, if approved, begin negotiations with another agency. 12. Practicum students will enroll in PSYC 690 Practicum I in Psychology, for the first semester and PSYC 694 for the second semester, for three credit hours each semester. Internship students will enroll in PSYC 695 Internship in Psychology, and earn three hours credit for each of two semesters. The grade will be awarded by the University Supervisor in consultation with the Field Supervisor and student and a review of evaluation documents. 28

29 XIV. Practicum and Internship Interview Questions The questions listed below are not exhaustive but can serve as general guidelines. The answers to some of these questions may be obtained without directly asking the questions. Students are advised to listen carefully during the interview. If at the end of the interview some of the questions are unanswered then seek the answers. Students are not advised to begin firing questions at the start of the interview but rather to keep these questions in mind, listen carefully for answers as the interview proceeds; ask for clarification when needed and seek answers to unanswered questions when appropriate to do so during the interview process. Practicum and internship settings look for individuals with reasonable confidence but not arrogance; openness to learning, but not know-it-alls; a reasonably clear set of goals but not rigid inflexibility. l. What is the nature of the populations with whom I will be working, e.g., ages, cultural backgrounds, types of problems? 2. How is supervision provided for diagnostic and intervention work? 3. Who will be my Field Supervisor? 4. How much time is anticipated to be spent in specific training activities, such as observations, group and individual supervision, case management and preparation, research, etc.? 5. What will be my designation, e.g., psychology intern or practicum student? 6. Will I have an office and secretarial support? 7. What will be my stipend? 8. Will my work be covered by the agency's malpractice insurance? Do I need additional malpractice insurance? (The SPPC requires that all students carry malpractice insurance for practicum and internship experiences. Forms are available from the UPIC.) 9. What specific diagnostic skills and therapy skills can I expect to develop? 10. Will I receive a certificate or letter indicating successful completion of my practicum or internship so that I will have the documentation for state and national certification and licensure boards? 11. Are didactic training experiences supported, such as formal lecture series, inservices, professional conferences, etc.? 29