Internship in School Psychology

Transcription

1 Internship Syllabus 1 Internship in School Psychology Course Title: Internship in School Psychology Course Number: SPSY 77992/87992 Credit Hours: Course Status: Prerequisites: 12 total (six hours to be taken in each of 2 consecutive semesters, unless otherwise specified) Graduate Graduate Standing, enrolled in the school psychology program, approved for internship Faculty Responsible: University supervision for internship is provided by Drs. Caven Mcloughlin and Frank Sansosti. Students will be assigned to a specific university supervisor, and will be told to register for the appropriate internship section. Contact information for faculty is as follows: Caven Mcloughlin Kent State University 405 White Hall Kent, OH (phone/voic ) (fax) caven@kent.edu Frank Sansosti Kent State University 405 White Hall Kent, OH (phone/voic ) (fax) fsansost@kent.edu Catalog Description: Internship comprises one academic year of field experience in schools under the supervision of university supervisors and a certified/licensed school psychologist who is employed in a school system. Restricted to approved students in the school psychology program. Course Objectives: The nine-month (minimum) academic year internship constitutes the induction program for the school psychology professional license, and shall meet the standards established for the induction program as well as those agreed upon by IUC, AFFIC, ODE, and NASP. The major objectives of the Internship are to acquire entry-level skills in the competency areas outlined in the Supervised Experience in School Psychology Internship Plan and Evaluation Protocol. Instructional Methods: The KSU internship training program provides each student with applied learning experiences on a full-time basis over at least a nine-month period in an approved educational setting. The purpose of the internship is to provide a process for integrating, applying, and expanding competencies, attitudes, and values under the direction of a supportive mentor who provides supervision of the internship experiences.

2 Internship Syllabus 2 The following guidelines are considered when approving districts as training sites: The school district shall have a comprehensive program of school psychological services which can provide an appropriate variety of experiences for the intern across age ranges, student need areas, psychological services and service delivery models. The school district shall provide a comprehensive special education program and system of pupil personnel services so as to insure that the intern will be knowledgeable about the full range of available services. The school district shall agree to provide the intern and supervisor release time to attend conferences associated with the internship as well as those necessary to promote continuous professional development. The school district shall have a good working relationship with representative community agencies so that the intern will acquire an understanding of and skills in school-community collaboration. The school district shall employ at least one more full-time school psychologist than the number of interns assigned to the district so as to insure the intern s exposure to diverse professional styles and individual strengths in service delivery. The school district shall have intervention assistance teams and professionals skilled in collaborative problem solving and evaluation of intervention effectiveness to insure the intern s mastery of skills essential to problem solving, intervention design and evaluation of intervention effectiveness. The supervising school psychologist shall agree to serve in this capacity, and shall have at least two years of successful full-time experience as a school psychologist, one of which must be as an employee in the present school system. This requirement is designed to insure that the intern acquires an understanding of and perspective on the professional role that is acquired through actual experience. Required Readings/References: Ysseldyke, J., Burns, M., Dawson, P., Kelley, B., Morrison, D., Ortiz, S., Rosenfield, S., & Telzrow, C. (2006). School psychology: A blueprint for training and practice III. Bethesda, MD: National Association of School Psychologists. (Available for download at: Standards-based instruction for all learners: A treasure chest for principal-led building teams in improving results for learners most at risk (Chapter 4). Available as PDF at: Smith, A. (1994). Introduction and overview. In T.J. Kiresuk, A. Smith, & J.E. Cardillo (Eds.), Goal attainment scaling: Applications, theory, & measurement (pp. 1-14). Hillsdale, NJ: Lawrence Erlbaum.

3 Internship Syllabus 3 Thomas, A., & Grimes, J. (Eds.) (2002). Best practices in school psychology IV. Bethesda, MD: National Association of School Psychologists. Ohio Department of Education (2003). Model Procedures for the Education of Children with Disabilities. Columbus, OH: Author. Available on-line: The Model Procedures for the Education of Children with Disabilities are available as Word and PDF format files at (Note: or the equivalent for the state in which the internship occurs) Ohio Department of Education (2002). Operating Standards for Ohio's Schools Serving Children with Disabilities. Columbus, OH: Author. (Available at (Note: or the equivalent for the state in which the internship occurs) Additional Recommended Readings: It is suggested that interns have access to these additional sources during their internship: Canter, A.S., & Carroll, S.A. (Eds.) (1999). Crisis prevention & response: A collection of NASP resources. Washington, DC: National Association of School Psychologists. Canter, A.S., & Carroll, S.A. (Eds.) (1998). Helping children at home and school: Handouts from your school psychologist. Washington, DC: National Association of School Psychologists. Poland, S., & McCormick, J.S. (1999). Coping with crisis: Lessons learned. Longmont, CO: Sopris West. Requirements/Student Evaluation: Internship is evaluated with S (Satisfactory) / U (Unsatisfactory) grades. Internship grades reflect the intern s overall performance throughout the course of the internship year, rather than performance within a specific semester. Because students internship contracts extend beyond the semester calendar for the university, all students will receive an IP (in progress) grade when official grades are reported for both the Fall and the Spring semesters. Grade changes will be processed by the instructor of record upon receipt of all final internship requirements, which usually should occur no later than late June following internship. Please note that in order for students to be cleared for August graduation, all grade changes must be processed no later than approximately the middle of July. The following specific activities/products are required for satisfactory completion of internship: Completion of the paperwork for the temporary child study certificate (or other necessary credential if the internship will occur in a state other than Ohio) and plan for internship, no later than June 1 of the summer immediately prior to internship. For students interning in Ohio, this application includes the intern s agreement to specific conditions of internship, including a commitment to work as a school psychologist in Ohio schools for at least one year following the completion of internship. All Ohio interns must confirm that their school district has received a copy of the approved temporary child study certificate prior to the start of the internship. Registration for 6 hours of internship credit in the section of the identified supervisor for each semester (Fall and Spring), for a total of 12 semester hours (unless otherwise

4 Internship Syllabus 4 specified). Please note that internship is a variable credit class, and you must specify 6 hours when you register, or it will default to 1 hour. Registration and participation in Issues and Approaches in School Psychology, the on-campus seminar portion of the internship program, during both the fall and spring semesters. These dates have been set for the year. Unless otherwise noted, all I & A sessions will meet from 9-4 in room 304 White Hall (or other designated location). Unless special arrangements have been approved in advance, attendance at these meetings is required. Maintaining current subscription to the intern listserv and reading at a minimum of 3 times per week. Completion of the Internship Plan and Evaluation Protocol on 3 occasions, as follows: 1) completed by intern prior to internship, with a copy provided to the University Supervisor and the Field Facilitator, and used as a basis for planning the internship experiences (due: prior to beginning of internship, or no later than September 1); 2) completed at the mid-year point of internship by the Field Supervisor, signed by both the intern and the Field Supervisor, and a copy provided to the University Supervisor. Information from the mid-year evaluation should be used as a basis for planning the second half of the internship experience (due: January 31); and 3) completed at the conclusion of the internship by the Field Supervisor, signed by both the intern and the Field Supervisor, and a copy provided to the University Supervisor (due: June 15). A copy of the Internship Plan and Evaluation Protocol is included at the end of this syllabus. Completion of required internship logs reflecting daily activities, reviewed with and signed by the Field Supervisor, and a copy provided to the University Supervisor on at least a biweekly basis. For doctoral students who are planning to use the specialist-level internship as the Advanced Practicum experience for the doctoral internship, documenting these experiences in a manner that is consistent with APPIC guidelines may be helpful. Evaluation of the internship experience on two occasions: a formative evaluation of the internship experience, due on January 31, and a summative evaluation of the internship experience, due on June 15. These evaluations should include the intern s narrative description of the breadth and depth of experiences and opportunities for learning available on the internship, as well as a description of any special competencies that have been developed. For Ohio interns, attendance and active participation in the Ohio Internship for School Psychology conference, scheduled for 2 days in the Columbus, Ohio area in Fall, just prior to the meeting of the Ohio School Psychologists Association. For students interning in other states, a comparable experience through the district or state association is recommended. For Ohio interns, completion of a summary report reflecting the types of services provided by the intern within the O-ISM model (universal, targeted, and intensive), as well as the demographic data of students provided targeted and intensive services. Data due June 15. Completion of specific activities that are consistent with comprehensive school psychological services, and submission of a portfolio of Intern Products documenting these activities, as described below. Intern Product Portfolio due June 15.

5 Internship Syllabus 5 a) assessment services as reflected in an evaluation team report; b) individual counseling services reflected in plans for each counseling session and outcome data for at least one student with a disability whose IEP requires counseling as a related service; outcome data should be submitted in the form of Goal Attainment Scaling (GAS) c) intervention services provided either through individual or team-based consultation in each of the following areas; outcome data should be submitted in the form of Goal Attainment Scaling (GAS): o o o Individual academic intervention Individual behavioral intervention Classwide intervention d) professional development/training activity for parents or educators. Note: A detailed rubric that illustrates expectations for each of these Intern Products will be provided to guide preparation of the portfolio of products. Guidelines for Documenting Doctoral Level Supervision Supervision must be registered with the Ohio Board of Psychology; the student should provide a copy of the completed Training Supervision Form to the student s university supervisor, together with a copy of the practica/internship contract. Contract should be developed by the student and the field-based supervisor(s), and approved by the university supervisor, prior to or very early in the internship. The signed contract, together with the Board of Psychology Training Supervision Form, should be on file at Kent State University no later than the end of the first month of internship. Contract should reflect the planned practica/internship experiences as directed by the Intern Competencies outlined in the Ohio Internship for School Psychology Guidelines and the Ohio Board of Psychology Rules. Experiences should be clustered under 4-7 broad areas, such as assessment, direct intervention, indirect intervention, teaching, research, etc. Contract should reflect the required number of hours, as specified in the Ohio Board of Psychology Rules o total of at least 1800 hours o at least 1500 hours in the applied area o at least 375 hours must include direct client contact o teaching and research must not exceed 30% of 1800 hours Contract should specify the supervision arrangements, including the names and titles of fieldbased and university supervisors and the hours per week of supervision (consistent with requirements in the documents outlined above). Contract should contain the signatures of field-based and university supervisors and the

6 student. Internship Syllabus 6 Should Problems Arise? Internship is an intensive training experience. Sometimes issues arise during internship that requires the immediate involvement of the University Supervisor, in conjunction with the Field Supervisor, to trouble-shoot and problem solve. When appropriate, the involvement of the State Consultant for School Psychology also may be obtained. Examples of such situations include a threatened work stoppage within the district, extended absences by either the intern or the Field Supervisor, concern on the part of either the intern or the Field Supervisor about the levels of competency demonstrated by the intern, or communication problems between the intern and the Field Supervisor. Should these or other circumstances arise that require involvement of the University Supervisor, the intern is directed to discuss them promptly with his/her University Supervisor, or, if this individual is unavailable, with the other faculty member assigned to Internship.