UT SCHOOL PSYCHOLOGY DOCTORAL PROGRAM

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1 UT SCHOOL PSYCHOLOGY DOCTORAL PROGRAM STUDENT HANDBOOK August 2014 The School Psychology Program is accredited by the American Psychological Association. Questions related to the program s accredited status should be directed to the Commission on Accreditation. Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC Phone: (202) / Web:

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3 Contents Contents... 1 Introduction... 3 Program Goals and Competencies... 3 Curriculum... 4 Educational Psychology Requirements... 5 School Psychology Program Requirements... 6 Specialty Emphasis... 6 Graduate Portfolio Programs... 7 Doctoral Degree Plan, Master of Arts in Educational Psychology Specialization in School Psychology Specialist in School Psychology (SSP) Specialization in Program Evaluation Specialization in Quantitative Methods Advising Becoming a Scientist: Conducting Research Research Mentoring Qualifying Process Dissertation Becoming a Practitioner: Work in the Field Practicum Practicum Guidelines and Procedures Sample Practicum Sites Currently in Use Malpractice Insurance Internship Relevant Licensure... 16

4 Unlicensed Practice: The Extender Rule Student Evaluations Student Professionalism Student-Faculty Relations Student Representatives Student Protections Student Complaints Membership in Professional Organizations Student Resources Establishing Residency Campus Resources Libraries Copying and Printing Computers and Software Appendix A: Frequently Asked Questions Entering Students FAQs Qualifying Process FAQs th Year FAQs Appendix B: Texas State Board of Examiners LSSP Requirements Appendix C: Student Evaluation Form Appendix D: Student Cohort Responsibilities Appendix E: Out-of-Department Course Information Appendix F: Approved Specialty Emphases Appendix G: Practicum Forms... 44

5 Introduction This handbook has been prepared to help School Psychology students matriculate through the program as smoothly as possible. It includes information about the specific requirements for the School Psychology Program as well as the requirements of the Educational Psychology Department. Also included in this handbook are helpful hints, insider information, and questions that are frequently asked by students currently in the program. It is important to note that students enrolled in the School Psychology Program should, in conjunction with their advisor, assume responsibility for their course planning. Although a suggested program of work is provided in this handbook, it is recognized that students individual needs will differ. Students are encouraged to use all potential sources of information (e.g., faculty advisers, student preceptors, this handbook) to plan their courses. This guide is an ongoing endeavor. If you have any suggestions that would make the guide more useful, please provide that information to your student representative. This handbook is not intended to take the place of the student handbook that is published by the Department of Educational Psychology (EDP Student Handbook), but rather should be used in conjunction with that guide, which focuses on the department and university requirements of doctoral work. Program Goals and Competencies Goal/Objective 1: Prepare scientist-practitioner school psychologists who apply research to practice and contribute to psychological and educational knowledge through research. Related Learning Competencies: 1. Students will demonstrate knowledge of research design, methodology, and statistics as related to the design, implementation, and evaluation of psychological and educational research. 2. Students will be able to complete a research paper, poster, or manuscript using the current APA style manual. 3. Students will be able to design and conduct original research under supervision. 4. Students will be able to disseminate original research to the profession via peer-reviewed systems. Goal/Objective 2: Prepare students to demonstrate knowledge of research and theory in the basic domains of scientific psychology including social, cognitive, biological, developmental, and learning. Related Learning Competencies: 1. Students will be able to discuss orally and in writing key theoretical assumptions and empirical findings of psychology within the basic domains of psychology noted above. 2. Students will be able to integrate the basic domains of scientific psychology into their design and defense of proposed research. Goal/Objective 3: Prepare students to develop an understanding of and ability to integrate multiple theoretical perspectives that are relevant to the teaching, research, and practice of school psychology. Related Learning Competencies: 1. Students will be able to conceptualize cases, conduct assessments, and develop and apply interventions from multiple theoretical perspectives, including, but not limited to, the following - 3 -

6 theories or models: school learning, behavioral, cognitive-behavioral, family systems, multisystemic, relational/interpersonal, and biological. 2. Students will be able to selectively apply and/or integrate these theoretical perspectives in case conceptualization and intervention/treatment. Goal/Objective 4: Prepare students to develop competence in conceptualizing, assessing, and intervening in child and adolescent learning, behavior, and mental health concerns with a range of developmentally and culturally sensitive, as well as empirically supported, methods targeted to several levels, including the individual, family, classroom, and larger social system. Related Learning Competencies: 1. Students will be able to determine diagnoses using standard diagnostic criteria. 2. Students will be able to conduct child and family assessment, and interpret and communicate the findings orally and in written report. 3. Students will be able to identify and apply evidence-based interventions appropriate to children and families. 4. Students will consider cultural diversity and developmental issues in all aspects of assessment and intervention. 5. Students will monitor and evaluate the effectiveness of their intervention efforts. Goal/Objective 5: Prepare students to work as psychologists in schools, school-related settings, and other settings that serve the educational, health and psychological needs of children, adolescents, and families. Related Learning Competencies: 1. Students will complete practicum courses in a variety of professional settings serving children and families. 2. Students will be prepared for internships in a variety of professional settings serving children and families. 3. Students will complete a program of work that meets the requirements and prepares them for licensure as a psychologist and licensure as a specialist in school psychology. Goal/Objective 6: Prepare students to apply relevant legal and ethical principles, as well as cultural sensitivity and self-awareness, to their research, teaching, professional service and practice. Related Learning Competencies: 1. Students will know and adhere to ethical codes, including the APA Ethical Principles for Psychologists and APA Standards for Educational and Psychological Testing. 2. Students will demonstrate knowledge of and ability to apply federal and state laws and regulations relevant to the practice of school psychology, including education of individuals with disabilities. 3. Students will demonstrate a high level of professionalism in their conduct. Goal/Objective 7: Socialize students to advance the field of school psychology through exemplary teaching, research, or professional practice, as well as participation and leadership in professional organizations. Related Learning Competencies: 1. Students will understand the importance of maintaining active involvement in professional organizations. 2. Students will develop the skills needed to contribute to research through professional organizations and scholarly outlets. 3. Students will understand the importance of life-long learning

7 Curriculum Educational Psychology Requirements The Educational Psychology Departmental core program (as described in the EDP Doctoral Student Handbook) is required of all Ph.D. students in addition to the professional sequence of study in the School Psychology Program. The departmental core area courses represent foundational knowledge in psychology and are outlined below. All students must successfully complete 6 total classes (with a grade of at least B-), which are outlined below and in the EDP Doctoral Student Handbook. Methods Core Area 2 primary courses in the Methods Core Area must be successfully completed (at least B-): o 482K Experimental Design and Statistical Inference OR EDP 382K Correlation & Regression. o 380P Psychometrics: Theory and Methods 1 secondary course in the Methods Core Area must be taken after successful completion of the 2 primary courses. o Numerous courses satisfy this requirement. For a list of these courses, see the EDP Doctoral Student Handbook. o School Psychology doctoral students typically take the other primary course (Experimental Design (482K) or Correlation & Regression (382K) as their secondary course. Correlation & Regression must be taken prior to Research Design & Methods for Psychology and Education (EDP 384). Content Core Area 3 courses in the Content Core Area must be successfully completed. The EDP requirements are listed first, followed by the courses that are approved for SP students in order to meet relevant licensure requirements. o 1 course in the Learning Content Area School Psychology doctoral students are required to take Psychology of Learning (382L) o 1 course in the Human Development & Social Psychology Content Area School Psychology students are required to take Seminar in Social Psychology (381M) o 1 additional approved course in either the Learning or Human Development & Social Psychology Content Areas o School Psychology students are required to take either Child and Adolescent Social, Emotional, and Cognitive Development (385) or Individual Through the Life Cycle (385) In addition to core domain courses within the department, students are required to complete courses beyond their program of study. The specific requirement is: 3 courses taken outside the student s program area, 1 of which must be outside the department o The required Biological Bases and Multicultural Counseling courses are considered out of program classes See the EDP Doctoral Student Handbook for more information about the Educational Psychology core requirements and options for meeting these:

8 Presented below are the requirements of the School Psychology Program, followed by a degree plan that combines both the program requirements and the departmental requirements. School Psychology Program Requirements The professional sequence of study is required of all School Psychology students. Students without extensive background in psychology usually devote six years to completing their program of work, including internship. The School Psychology Program coursework reflects three areas of training: assessment, intervention, and research. The required courses are listed below. The list includes both the didactic courses and the courses with an emphasis on practice. Professional Development o Law, Ethics, & History of School Psychology o Educational Disabilities in Schools o History & Systems Psychoeducational Assessment and Intervention o Individual Testing o Academic Assessment & Intervention Social/Emotional Assessment and Interpersonal Intervention o Child Psychopathology o Social/Emotional Assessment with Children & Adolescents Behavioral Assessment and Intervention o Cognitive Behavioral Assessment & Intervention Family Intervention o Family & School Systems Consultation Theory and Process o Consultation, Collaboration, and Supervision Neuropsychological Assessment o Biological Bases of Behavior o Neuropsychological Assessment Other Required Courses o Practicum in School Psychological Services (3 semesters) o Advanced Practicum (2 semesters, plus 2 semesters as a part of the specialty emphasis below) o Colloquium: School Psychology (Internship) o Course in multi-cultural assessment, counseling, or related topic Students must take EDP 381 Multicultural Counseling offered through the Counseling Psychology program A Specialty Emphasis (see below) in one or more of the areas (generally 9+ hours of coursework and 6+ hours of Advanced Practicum) Elective courses commonly taken by School Psychology students include: Rorschach and TAT Interpretation School Crisis Intervention Child Psychopharmacology Multicultural Assessment Practicum in Pediatric Psychology Specialty Emphasis All students complete at least one specialty emphasis depending on their area of interest and internship and employment plans. Requirements vary, but emphases generally require 9+ hours of coursework and - 6 -

9 6+ hours of Advanced Practicum. Many students elect to complete more than one emphasis. The areas of emphasis are: o Neuropsychology o Diversity Studies o Research/Academic o Clinical Child o Pediatric o Advanced School o Health Psychology The general emphasis requirements and more detail about each emphasis are listed in Appendix F. Graduate Portfolio Programs Portfolio programs are opportunities for students to obtain credentials in a cross-disciplinary academic area of inquiry while they are completing the requirements for a master s or doctoral degree in a particular discipline. A portfolio program usually consists of four thematically related graduate courses and a research presentation. For more information see

10 Sample Doctoral Degree Plan All students complete a standard scientist-practitioner-oriented school psychology curriculum during Years 1-3. Students complete one or more specialty emphases in Years 3-5. Year 1 Fall 14+ hrs EDP480P Individual Testing EDP389H Law, Ethics, & History of School Psychology EDP382K Correlation & Regression or Vestibule* (Core 1) EDP 196 Colloquium: Departmental EDP EDP Core Course 2 (e.g., Child & Adolescent Social, Emotional, & Cognitive Development) Spring 12+ hrs EDP389H Educational Disabilities in Schools EDP 397 EDP389H EDP389H Child Psychopathology Academic Assessment & Intervention Practicum in School Psych Services Summer 9 hrs EDP s381 Child/Adolescent Counseling Skills and Intervention (CP) SED f386 Foundations of Positive Behavior Support/Classroom Management (OOD, SED) EDP EDP core course 2 or 3 Year 2 Fall 12 hrs EDP382 Consultation, Collaboration, & Supervision EDP389H EDP389H Practicum in School Psych Services Social/Emotional Assessment of Children & Adolescents EDP Psychometric Theory & Methods or some other Core* (core 3 or 4) Spring 12 hrs EDP389H Cognitive-Behavioral Assessment & Intervention EDP384 Research Design & Methods for Psychology & Education EDP389H Practicum in School Psych Services EDP389H Family and School Systems Summer 6-9 hrs EDP 382L Psychology of Learning* (EDP core course 4 or 5) EDP EDP Core course, 5 or 6 EDP 381 Multicultural Counseling (CP)* a - 8 -

11 Year 3 Fall (odd-year cohort) Fall (even-year cohort) 12+ hrs EDP382L Biological Bases of Behavior b EDP382L Biological Bases of Behavior b EDP389H Advanced Practicum c EDP389H Advanced Practicum c EDP396T Directed Research or Masters Thesis d EDP396T EDP389H Directed Research or Masters Thesis d History & systems EDP EDP Core Course, 6, if needed EDP EDP Core Course, 6, if needed Start Specialty Emphasis*** Start Specialty Emphasis*** Spring (odd-year cohort) Spring (even-year cohort) EDP389H Neuropsych Assessment b EDP389H Neuropsych Assessment b EDP389H Advanced Practicum EDP389H Advanced Practicum EDP396T Directed Research or Master s Directed Research or Master s EDP396T Thesis Thesis Specialty Emphasis Specialty Emphasis (hand in QP) (hand in QP) Summer Master s Report (if QP option) Complete en-route MA Master s Report (if QP option) Complete en-route MA Year 4 Fall (odd-year cohort) Fall (even-year cohort) EDP389H Advanced Practicum EDP389H Advanced Practicum Specialty Emphasis Specialty Emphasis EDP389H History & systems Spring (odd-year cohort) Spring (even-year cohort) EDP389H Advanced Practicum EDP389H Advanced Practicum Year 5 EDP196 EDP196 EDP 399W Advance to Candidacy e Specialty Emphasis School Psychology Colloquium (Internship), Fall Departmental Colloquium (Dissertation), Fall or Spring Dissertation (Fall, Spring, Summer, if defending in Summer) Defend Dissertation** EDP 196 EDP196 EDP 399W Year 6 Fall 1+ hr EDP x94k Internship: Prof Practice in School Psychology Spring Advance to Candidacy e Specialty Emphasis School Psychology Colloquium (Internship), Fall Departmental Colloquium (Dissertation), Fall or Spring Dissertation (Fall, Spring, Summer, if defending in Summer) Defend Dissertation** - 9 -

12 1+ hr EDP x94k Internship: Prof Practice in School Psychology Summer 1+ hr EDP x94k Internship: Prof Practice in School Psychology * EDP Core and other starred courses are recommended for completion at particular times in the curriculum but may be taken in alternative semesters. Approved EDP Core courses are: Methods Core Area EDP 380P Psychometrics: Theory and Methods EDP 382K Correlation & Regression (prerequisite for EDP 384 Research Design & Methods) EDP 482K Experimental Design and Statistical Inference OR another approved methods core area course Although not considered a Methods Core Course, SP students are also required to take EDP384 Research Design & Methods for Psychology & Education Content Core Area EDP 382L Psychology of Learning EDP 381M Seminar in Social Psychology EDP 385 Child & Adolescent Social, Emotional & Cognitive Development OR EDP 385 Individual Through the Life Cycle ** Defending the dissertation may occur at any time; however, it must occur no later than the summer prior to internship if students wish to be exempt from automatic registration for 3 hours of dissertation each long semester until graduation. This means that you can save considerable tuition money by completing your dissertation prior to internship. ***Approved Specialization Emphases. Approved emphases are listed earlier in this document and generally require 15+ hours of didactic coursework and practica. Out-of-department course requirement should be met through specialty Emphasis coursework. Students who take 15 hours in some semesters should be able to start specialization emphases earlier. Many advanced specialty emphasis courses will meet on an every-other-year basis a Students must complete one multicultural competency course. Your faculty adviser or the program director must grant approval for a course other than EDP 381. These courses can be taken any semester. b Students in the Neuropsychology Emphasis may take Bio Bases and Neuropsych Assessment during year 2 and postpone Consultation, Collaboration, & Supervision and Family and School Systems until year 3. c Advanced Practicum is required Year 3 through Year 4. Most students continue in Advanced Practicum in Year 5. Options for Advanced Practicum in Year 3 are more constrained than in Years 4 and 5. Students can begin specialization emphasis requirements in Year 3 and complete in Years 4-5. All specialty emphases have advanced practicum requirements that overlap with the requirements for advanced practica. That is, the practica required by specialty emphases are not in addition to those required in Years 3-4, although many students elect to complete additional advanced practica. The advanced practica required by the specialty emphases generally are completed in Year 4 or 5 (rather than 3). d As part of the qualifying examination process, you must take two semesters of 396T (Directed Research) before the end of the turn-in semester. A summer registration is permissible only with the prior agreement of the qualifying process adviser, who must agree to be available to supervise during the summer

13 e In order to begin work on your dissertation, you must be advanced to candidacy. Prior to advancement, register for EDP 395 to work on your dissertation under supervision. Completion of the qualifying process, all required core area courses, and specialized competency requirement are necessary for advancement to candidacy. Master of Arts in Educational Psychology Specialization in School Psychology All students are required to complete a Master s degree on the way to the Ph.D. This requirement is waived for students entering with a Master s degree, and is optional for student entering prior to The M.A. program outlined below is designed to fulfill the requirements for this master s degree en route to obtaining the Ph.D; note that this degree differs substantially from the M.A (Specialist) program also offered in the Department. This en-route MA can, with appropriate practica, lead to licensure as a Psychological Associate in the State of Texas. Coursework needed to become eligible for an en-route MA in Educational Psychology with a Specialization in School Psychology: 1. Six Core Area courses: a. 3 in the Methods Core Area b. 3 in the Content Core Area, including: i. Psychology of Learning (required by all licensing boards) r 2. Major Area Courses: a. EDP 480P Individual Testing b. EDP 489H Academic Assessment & Intervention c. EDP 389H Law, Ethics, & History of School Psychology 3. Direct Interventions, one of the following: a. EDP 389H Neurological Assessment & Intervention b. EDP 389H Cognitive Behavioral Assessment & Intervention 4. Indirect Interventions, one of the following: a. EDP 389H Family & School Systems b. EDP 382 Consultation, Collaboration, & Supervision 5. Two semesters of school psychology practicum 6. Special Populations: a. Child Psychopathology 7. Supporting work courses outside of School Psychology: a. 6 hours 8. Master s Thesis or Master s Report: a. EDP 398R Many students revise their Qualifying Document to conform to the guidelines required by the Graduate School and their specialty area Specialist in School Psychology (SSP) A second MA option that may be of interest to students in this program is the MA in School Psychology (en-route specialist option). This option, IF paired with a school-based internship, is designed to prepare students for licensure as a Specialist in School Psychology in the state of Texas. Note that students who earn a PhD in School Psychology at UT are also eligible for LSSP licensure. This en-route MA option overlaps with, but is different from, the MA in School Psychology option listed above. See the SSP Handbook for the specific requirements for this degree. Note that an internship is required to pursue licensure as an LSSP. Specialization in Program Evaluation Another degree that is often of interest to students in this program is the MA in Program Evaluation. Detailed information about this program may be found at

14 Many employment settings, including public schools, consider program evaluation skills useful. Specialization in Quantitative Methods A third MA option that is often of interest to students in this program is the MA in Quantitative Methods (statistics). Detailed information about this program may be found at Many employment settings, especially academic institutions and research institutes, consider skills in statistical methods useful. NOTE: Completion of this specialization requires a separate internal application process. Students should keep in mind that the University of Texas does not permit students to count the same classes towards more than one master s degree, and thus PhD students are typically able to earn only one MA degree en route to the PhD. Students who plan to pursue a career in clinical work in school or nonschool settings are advised to choose the specialization in School Psychology, since a clinically-oriented master s degree is preferred by some internships settings. Students who wish to obtain a level of expertise in program evaluation or quantitative methodology are advised to complete the coursework required for the MA degree in that area, but officially declare a School Psychology specialization for their en-route MA, indicating on their curriculum vita that they have completed all of the requirements for the other MA. Students who plan to pursue a career in academia may prefer one of the non-clinical master s degree options. Advising Each student accepted into the School Psychology Program is assigned a core member of the faculty as an adviser. The role of the student s academic adviser is to oversee the selection of their coursework. (Note: students are advised in their initial semester in the School Psychology Program as a group by the Program Director.) Your adviser will be a resource in helping you make decisions about the selection of particular classes and the sequencing and balancing of your course load. You should plan to meet with your adviser to discuss your progress through the program at key points during your work in the program. Additionally, each time you register, you will need the approval of your adviser for the courses you have selected. Academic advisers will post available times prior to registration. Registration for the Summer and Fall semesters generally takes place in April. Registration for the Spring semester generally takes place in October. Upon entering candidacy, your dissertation committee chair becomes your academic adviser. Becoming a Scientist: Conducting Research The Ph.D. level degree is designated for students who are able to demonstrate a capacity to conduct and disseminate original research. The scientist-psychologist is able to embody a research orientation that informs their understanding and contribution to psychology. Students will gain a breadth of scientific psychology knowledge and research methods and receive mentoring in research. They will complete department courses focused on research methodology and demonstrate a competence in pursing independent research. Research Mentoring In order to facilitate the development of students skills as researchers, students in their first year are required to commit 5 hours weekly to faculty research interests. This requirement is monitored via the Law, Ethics & History of School Psychology course (in the Fall) and the Academic Assessment course (in the Spring). Following the first year, students are encouraged to continue their participation in faculty

15 research projects and should remain mindful that a requirement for advancement to doctoral candidacy is the completion of the Specialized Competency, which involves the presentation or publication of research. You must be a first author for either a presentation or publication, which must be approved by your faculty adviser. Presentation must be at a regional, state or national conference where faculty are present. Research mentoring continues in the second and third years with the completion of the Qualifying Document, as well as completion of the Research Design & Methods in Psychology & Education course. Following completion of the Qualifying Document, students may advance to candidacy and begin work on their dissertation, typically in the fourth and fifth years of study. Qualifying Process The purpose of the qualifying process is to allow students to demonstrate they are ready to be advanced to doctoral candidacy. This process is part of a comprehensive evaluation that also includes successful completion of core area and program courses and good standing in the program, as determined by annual student reviews by School Psychology faculty. In line with the department requirements for the qualifying process, School Psychology students will produce a Qualifying Document, have an oral exam, and be evaluated no later than their 7th semester (and typically in the 5 th or 6 th semester). School Psychology students are not required to take a written exam. Students should contact their school psychology faculty adviser no later than their 2 nd semester to discuss their plans for when they will complete the process. Assignment of Adviser The qualifying process advisor will be assigned by the faculty at the beginning of the 3 rd semester. Students submit their preferences for an advisor, which are taken into account when assignments are made. Choosing an outside area/program committee qualifying process adviser is an option with the approval of the School Psychology faculty and the intended outside area/program adviser. Document The student must submit for examination a document comparable to a scholarly work in the field. The options are: 1. A document that includes an integrative review of the literature and a proposal for a study that addresses an important issue arising from the review of literature. 2. A research-based master s thesis written under the supervision of a UT-Austin Educational Psychology faculty member (requires registration in only one semester of EDP 396T). 3. A research study on which the student is first author and which is written under the supervision of a UT-Austin Educational Psychology faculty member. Study will need to be submitted to a respectable journal. Assignment of Committee School Psychology faculty will meet to determine the best membership constituency. In addition to the QP advisor, one member will be from the School Psychology program and the other member will usually be from another area/program. Process for Students who do not pass the qualifying process Students who are not on probation will be given another opportunity to go through the qualifying process (either one semester or one year later)

16 For students on probation, the School Psychology faculty will consider whether another opportunity to go through the process, or termination (with an option to earn a master s), or termination (with no option for a master s) is the most appropriate recommendation to make to the GSC. An overview of the qualifying process is available in the Departmental Student Handbook, which can be found at Dissertation The dissertation process is outlined in the EDP Doctoral Student Handbook: The stepby-step process, including GSC recommendations for advancement to candidacy and electronic filing of the dissertation, are covered. Please review this information when you begin planning your dissertation. Despite the explicit discussion about the dissertation process in the EDP Doctoral Student Handbook, some questions among school psychology students are common. Please refer to Appendix A for answers to some Frequently Asked Questions about the dissertation process. Becoming a Practitioner: Work in the Field A major objective of the School Psychology Program is to prepare students to work as psychologists in schools, school-related settings, and other settings that serve the educational, health, and psychological health needs of children, adolescents, and families. To acquire the competencies necessary to practice in these settings the program requires a series of practica experiences designed to prepare students for formal internship placements and professional practice. During the first two years of the program, practica for both students in the doctoral and specialist programs were developed to provide an introduction to school psychology field and are related to the core school psychology courses. These practicum courses focus on providing psychological services in the school setting, and require registration for EDP 389H Practicum in School Psychological Services. Students in the doctoral program have additional opportunities during their third through fifth years of courses to take advanced practica related to an area of professional interest and individual specialty emphasis. Students take the course EDP 389H Advanced Practicum while engaged in these practicum experiences. Appendix G shows the relevant practicum evaluation forms. Practicum The objectives for the Practicum Training are as follows: 1. Prepare students to be self-aware, reflective psychologists, able to effectively monitor their beliefs and personal experiences as applied to professional practice. 2. Prepare students to provide developmentally and culturally sensitive, ecologically valid, and integrated educational and psychological interventions in schools, families, and other systems. 3. Prepare students to be able to identify the early signs of educational, psychological and behavioral health difficulties and to be able to intervene so that they prevent negative developmental outcomes. 4. Prepare students to help educators and other caregivers acquire the knowledge and competencies needed to promote healthy development and educational attainment in youths and families. Practicum Guidelines and Procedures 1. Practicum requirements: Students complete 3 semesters of EDP 389H Practicum in School Psychological Services ( school practicum ) during years 1-2 and at least 4 semesters of EDP 389H Advanced Practicum in years 3-5. Most students take Advanced Practicum throughout years

17 2. Assignment of Practicum Sites: Students are assigned to school practicum sites at the beginning of the semester in which they are enrolled in the practicum or at the end of the preceding semester. Students are assigned to advanced practicum sites following the practicum fair in the Spring of the preceding academic year. Advanced practicum requirements overlap with specialty emphasis requirements, and practicum sites should be chosen with your specialty emphases in mind. 3. Supervision: Students are supervised by the professor of the practicum course (which rotates among the school psychology faculty), as well as a site supervisor and/or an advanced student supervisor. In some cases, the student may also participate in peer supervision. 4. Practicum course enrollment: You must be enrolled in a practicum class while serving clients in a practicum setting. 5. Dual Role of Practicum Supervisors Not Allowed: Students should not be supervised by a supervisor who has been or is currently working with them in the role of therapist, counselor, or engaged with them in any other relationship. 6. Evaluation: The professor of the practicum course will contact your site supervisors at the beginning of the semester. The professor will solicit feedback from the site supervisor prior to the end of the semester. The forms used are shown in Appendix G. This feedback will be used as a part of your grade in the practicum course. 7. Documentation: Thorough documentation of students clinical experiences, including tests administered, is required for the internship application. To aid in this task, students are required to log their practicum hours in a computer program designed to track practicum hours, referred to as the APPIC Log. The program MyPsychTrack is free to students in the program and can be accessed at There are other low-cost alternatives available, as well. The summary page from the APPIC log is to be turned in with the self-assessment during annual student evaluations yearly. Sample Practicum Sites Currently in Use Practicum Orientation Site Name Population Served CBT Pediatric Psychology Texas Child Study Center Outpatient clinical services; 40% low SES CBT Consultation Georgetown ISD 62% White, 32% Hispanic, 4% Black; 38% low SES Family Intervention Social/Emotional Assessment Family Intervention Neuropsychological Assessment Galindo Elementary (AISD) 89% Hispanic, 7% White, 4% Black; 89% low SES Family Intervention Campbell Elementary (AISD) 57% Black, 42% Hispanic; 91% low SES Family Intervention UT Elementary (Charter 75% Hispanic, 19% Black, 5% Social/Emotional Assessment CBT Consultation Social/Emotional Assessment AISD) White; 61% low SES Del Valle ISD 76% Hispanic, 14% Black, 9% White; 79% low SES Integrated clinical child Austin State Hospital Acute care facility CBT Clinical child Austin Child Guidance Center 45% White, 40% Hispanic, 14% Black; 68% low SES; offers family services Clinical child Settlement Home Residential Treatment Center Consultation Social/Emotional Assessment for girls age 7-18 Pflugerville ISD 36% Hispanic, 32% White, 23% Black; 43% low SES

18 Consultation Family Intervention Neuropsychological Assessment KIPP School (Charter AISD) 92% Hispanic, 8% Black; 92% low SES Pediatric Psychology Dell Children s Medical Center Outpatient clinics (obesity, concussion, oncology), Emergency Department and inpatient services Interpersonal & family Health psychology Lone Star Circle of Care Predominantly Latino children & adults Integrated behavioral health People s Community Clinic 70% Spanish speaking, primarily adolescents Neuropsych Assessment Texas Neurorehab Center Medical or drug rehab (adult); Children diagnosed with psychiatric disorders or impairments such as ASD Malpractice Insurance Students must obtain student malpractice insurance prior to the first day clients are seen at the assigned practicum site and maintain insurance throughout their practicum experiences. Many students apply for student malpractice insurance with the APA Insurance Trust. Visit for more information. Internship Students must complete an internship (1500 clock hours) in a setting approved by the program director. Students are strongly encouraged to apply for and complete APA-accredited internships (http://www.apa.org/ed/accreditation/programs/internships-state.aspx). Most APA-accredited internships are located outside of the Austin area. Internships that are not APA accredited will be approved by the program director only if they provide a stipend, supervision by a qualified (i.e. Ph.D., licensed) psychologist, and meet other relevant Association of Psychology Postdoctoral and Internship Centers (APPIC - criteria, such as an organized sequence of training and a minimum of two interns on site. Students MUST be advanced to candidacy and have completed their preliminary dissertation proposal meeting before they can apply for internship. The deadline for the proposal approval is October 15 th. Internship application deadlines begin around November 1 st. See the EDP Doctoral Student Handbook for additional information on Advancement to Candidacy. During their internship year, students are required to register for one hour of EDP X94K, Internship: Professional Practice in School Psychology. One credit hour is taken in each long semester and one hour in the summer session. Typically summer internship registration occurs in the summer session that represents the third trimester of the internship, regardless of internship start date. Students with an early internship start date (e.g. July 1) commonly ask if they can go through graduation ceremonies in May prior to end of their internship period (e.g. June 30). Currently the Graduate School does not permit students to participate in the ceremony until all required courses are completed. Relevant Licensure There are three licensing levels relevant for the practice of School Psychology/ Psychology in the State of Texas. Licensed Psychological Associate (LPA): A LPA certification allows the holder to engage in psychological practice under the supervision of a licensed psychologist. The Texas State Board of Examiners of Psychologists requires a master s degree of at least 42 semester credit hours (at least

19 twenty-seven of which must be in psychology) to obtain an LPA. Four hundred and fifty hours of practicum, internship, or experience in psychology, in no more than two placements, supervised by a licensed psychologist, must be completed before the written exam may be taken. The written exam, called the Examination for Professional Practice in Psychology, must be passed at 55%, and the Jurisprudence Examination must be passed at 80%. Applicants who have a master s degree in psychology from a regionally accredited educational institution and who have not satisfied the Board s requirements will be given the opportunity to satisfy current requirements of the Board as long as certain conditions are met. The degree requirements for the Masters of Arts for Educational Psychology with specialization in School Psychology meet the curriculum requirements for the Psychological Associate license. Practica and/or internships will need to fulfill LPA requirements. Further information about the examination or the licensure process can be found at Benefit: If the Examination for Professional Practice in Psychology is passed at 70%, students do not have to retake it later at the doctoral level. Licensed Specialist in School Psychology (LSSP): This is the credential required for practice in schools in the State of Texas, and is the credential the UT School Psychology programs will be preparing students for in the SSP program (new as of 2012). The Texas State Board of Examiners of Psychologists requires the completion of a training program in school psychology approved/accredited by the American Psychological Association (doctoral programs only) or the National Association of School Psychologists or a master s degree in psychology with specified course work; the passage of the National School Psychology Examination at the score of 165; and the passage of the Jurisprudence Examination at 90%. Detailed information about this license may be found at Guidelines governing this license also appear in Appendix B. Important Note: Students who complete their doctoral program in School Psychology at UT will have met the curriculum requirements, including the internship, for the LSSP in the State of Texas. Students who wish to engage in school-based practice in another state should check the licensure regulations for the state. Students who wish to obtain the LSSP prior to completion of the doctoral degree will need to meet the curriculum requirements listed above, including the 1200-hour internship, 600 hours of which must be school-based. The appropriate course registration for this internship is: EDP X94K: Internship: School Psychology. Licensed Psychologist: Licensure as a psychologist is required for independent practice beyond the school setting in the State of Texas and in most other states. Each state, however, has its own licensing board and regulations that govern the practice of psychology. For more information about licensure as a psychologist in Texas, visit Unlicensed Practice: The Extender Rule The Texas State Board of Examiners of Psychologists has established that only individuals who are licensed by the Board or who are specifically exempted may be employed by a psychologist and/or engage in the delivery of psychological services. Unlicensed, non-exempt extenders may not be employed to provide any type of psychological services under the supervision of a licensed psychologist. Effectively, this precludes unlicensed individuals from being employed in a position in which they would provide psychological services. Exemption from this rule can occur under three conditions: Students may provide psychological services under the supervision of a licensed psychologist, if those services constitute a part of his/her course of study. Post-doctoral level individuals may practice under supervision for purposes of obtaining the year of post-doctoral experience required for licensure as a psychologist

20 In pursuit of the LSSP, individuals must obtain 1200 hours of supervised practice, 600 of which must occur in a public school district. In summary, if employed by a private practice psychologist in the community, unless your duties are limited to data entry, clerical work, or the administration and scoring of tests that are not restricted to use by a licensed professional, you should be also be enrolled in relevant coursework such as an advanced practicum in the area which you are working. Student Evaluations All students are evaluated annually by the School Psychology Program faculty and provided with written and verbal feedback on their progress. The annual review includes faculty and self ratings in the general categories of Research, Practice, Professional Behavior, and Communication. A sample self-evaluation form can be found in Appendix C. Other components reviewed include the student s updated curriculum vita (CV) and their updated APPIC log. After all documentation has been completed the School Psychology faculty meets to discuss the progress of each student. Following this meeting, advisors will schedule a meeting with each student to provide verbal and written feedback on the student s progress through the program. If the student or the faculty believe that a student is not performing to the program s expectations (generally as reflected in a student self-rating of 2 or lower or an average faculty rating of 2.5 or lower, on a 5 point scale), the following actions may be taken, generally as a sequence. Corrective Feedback o The program faculty may indicate to the student, in writing, an area of professional skill or behavior is in need of attention. This most commonly occurs during the annual student evaluations. Additional Requirements Imposed o Either the Graduate Studies Committee (GSC) at the departmental level or the core faculty at the program level may require students to complete additional coursework, practicum courses, or other learning activities deemed necessary to remediate a performance or skill deficit. Probation o The program faculty may put a student on probation if there is a serious question about the student s ability or willingness to perform adequately in either their academic or professional roles. For example, the faculty may put a student on probation pending resolution of a personal problem that appears to be interfering with the student s adequate performance in practicum or internship, or if there is a question about the student s professional/ethical conduct, or if the student has failed to make progress with a research commitment, such as the qualifying process, despite prior feedback. Termination from Program o Students who, in the view of faculty, have not satisfactorily met the conditions of their probation, may be advised to withdraw from the program, advised to seek a terminal master s degree, or a recommendation may be made to the GSC that the student be terminated from the program. The GSC, based on failure to advance to candidacy, may also make a recommendation for termination. Student Professionalism Professional behavior on the part of students is expected at all times. Professional behavior encompasses a wide array of behaviors included, but not limited to, appropriate dress when in the School Psychology office, attending classes, and visiting practicum sites; professional interactions with faculty members,

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