HANDBOOK FOR MASTERS IN SCHOOL PSYCHOLOGY

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1 School Psychology Handbook HANDBOOK FOR MASTERS IN SCHOOL PSYCHOLOGY THE DERNER INSTITUTE OF ADVANCED PSYCHOLOGICAL STUDIES AND THE SCHOOL OF EDUCATION ADELPHI UNIVERSITY Garden City, NY Blodgett Hall, Rm. 212 B (516) June 2010

2 School Psychology Handbook

3 School Psychology Handbook Table of Contents: PART I: PROGRAM DESCRIPTION AND POLICIES... ERROR! BOOKMARK NOT DEFINED. INTRODUCTION... ERROR! BOOKMARK NOT DEFINED. The Adelphi University Program Duration of Study... Error! Bookmark not defined. MISSION STATEMENT OF THE DERNER INSTITUTE... Error! Bookmark not defined. Program Goals... Error! Bookmark not defined. Admissions Requirements... Error! Bookmark not defined. Transfer Students/Credits Discontinuation of Courses... Error! Bookmark not defined. Maintenance of Matriculation... Error! Bookmark not defined. Praxis Exam... Error! Bookmark not defined. Re- specialization... Error! Bookmark not defined. Academic Advising... Error! Bookmark not defined. Courses offered in the Hauppauge Campus... Error! Bookmark not defined. Full- Time and Part- Time Status... Error! Bookmark not defined. Duration of Study... Error! Bookmark not defined. Scholarships Social Training Center Fieldwork Requirements... Error! Bookmark not defined. COURSES... ERROR! BOOKMARK NOT DEFINED. Curriculum of Courses Specialization Tracks Bilingual School Psychology Specialization... Error! Bookmark not defined. 2. Autism Specialization COURSE DESCRIPTIONS Psychological Foundations... Error! Bookmark not defined. Educational Foundations... Error! Bookmark not defined. Assessment and Diagnostic... Error! Bookmark not defined. Counseling and Consultation... Error! Bookmark not defined. Practicum and Internship... Error! Bookmark not defined. Research... Error! Bookmark not defined. Electives for Specialization Track in Autism... Error! Bookmark not defined. Electives for Specialization Track in Bilingual School Psychology... Error! Bookmark not defined. Course Policies... Error! Bookmark not defined. Professional Behavior/Demeanor... Error! Bookmark not defined. Grading... Error! Bookmark not defined. Grade Disputes... Error! Bookmark not defined. Procedures for Disciplinary Action... Error! Bookmark not defined.

4 School Psychology Handbook FACULTY PROFILES... ERROR! BOOKMARK NOT DEFINED. STUDENT EVALUATIONS Procedures for Student Evaluation... Error! Bookmark not defined. Portfolio Evaluation... Error! Bookmark not defined. LiveText... Error! Bookmark not defined. Portfolio Organization... Error! Bookmark not defined. Student Evaluation of Faculty and Fieldwork Sites... Error! Bookmark not defined. TEACHING ASSISTANTSHIPS... ERROR! BOOKMARK NOT DEFINED. Research TA Testing TA... Error! Bookmark not defined. Departmental TA... Error! Bookmark not defined. MISCELLANEOUS ecampus Conferring of Degrees... Error! Bookmark not defined. Emergency Closings or Delayed Openings... Error! Bookmark not defined. PART II: PRACTICUM AND INTERNSHIP PLACEMENT AND EVALUATION PRACTICES... ERROR! BOOKMARK NOT DEFINED. Practicum in School Psychology I and II (SPY 618 & 621)... Error! Bookmark not defined. Internship in School Psychology I and II (SPY 619 & 620)... Error! Bookmark not defined. PART III: APPENDICES Appendix A1 Plan of study (Full time) Appendix A2 Plan of Study (Part- time) Appendix A3- Course Sequence (Full Time) Appendix A4- Course Sequence (Part Time) Appendix A5- Schedule Of Courses Offered In Hauppague Appendix A6 - School Psychology Advisement Checklist Appendix A7 - School Psychology Fall 2011 Schedule Appendix A8 - School Psychology Spring 2011 Schedule Appendix A9- School Psychology Summer 2011 Schedule Appendix B Time Table Schedule For Events And Meetings... 50

5 School Psychology Handbook Appendix C1 - School Psychology Practicum Placement Review Appendix C2 - School Psychology Practicum Planning Form Appendix C3- School Psychology Student Internship Review Appendix C4- Internship Planning Form Appendix C5 Internship/Practicum Logs Appendix C6- Teacher Satisfaction Survey of Intern Impact Appendix D1- School Psychology Student Evaluation Form Appendix D2- School Psychology Student Review Appendix E1 Student Evaluation of Practicum Sites Appendix E2 Student Evaluation of Internship Sites Appendix F1 Departmental Assistantship Application Form Appendix F2 Research Assistantship Application Form Appendix F3 Testing Assistantship Application Form Appendix G Portfolio Rubric for School Psychology Program Appendix H Applicant Evaluation Form Appendix I NASP Standards... 84

6 School Psychology Handbook PART I: PROGRAM DESCRIPTION AND POLICIES

7 School Psychology Handbook

8 School Psychology Handbook INTRODUCTION The graduate program of the Gordon F. Derner Institute of Advanced Psychological Studies at Adelphi University has been offering advanced courses in psychology since The doctoral program in Clinical Psychology has been accredited by the American Psychological Association since In 2002, the Institute accepted its first class in the program leading to the Masters of Arts in School Psychology, beginning study in January This program is offered under the auspices of both the Derner Institute and the School of Education, as it was jointly developed by faculty from both schools, and students will complete course work offered by both schools. School Psychology School psychology is an applied area of study in which students gain the skills necessary to function as school psychologists in varied school environments. School-based practice can be quite diverse, with the time allocated to various job functions differing according to the grade level of the school. Although psychoeducational assessment is a major job function, there are an array of interventions and administrative functions related to the special education process, as well as formal and informal counseling, crisis intervention, parent and teacher meetings, and instructional and behavioral consultation. The revisions of the Individuals with Disabilities Education Act (IDEA) and the continued growth and development of assessment tools, both in terms of newly developed instruments and revisions of existing instruments, make for a career in which one can always be learning something new. THE ADELPHI UNIVERSITY PROGRAM The Masters Program in School Psychology is a 72-credit program that can be completed in no fewer than three years full time or four-five years part time; some attendance during summer sessions is needed for either the three year or four year plan of program completion. The majority of courses are in assessment and school practice preparation. The field placements will provide an opportunity for students to practice beginning skills in conjunction with a didactic course. Practica will provide more intensive opportunity to use integrated skills, such as providing comprehensive psychoeducational evaluations and school consultation. The core school practice culminates with a full-time internship in a public school, working under the supervision of a certified school psychologist. Students are required to take and pass the Praxis Exam (given by the Educational Testing Service), as their Comprehensive Exam. This meets part of the requirements to become Nationally Certified School Psychologists (NCSP), which increases mobility when moving from one jurisdiction to another. Requirements for Certification as a School Psychologist differ across states; however, some states accept the NCSP credential as the basis for certification. Individuals with an MA in School Psychology will meet the requirements for provisional certification as a school psychologist in New York State. Employment may be obtained in public schools. Other employment opportunities may exist in state-run agencies, such as the Office of Developmental Disabilities, private schools etc. The choice of employment is somewhat more limited than that for individuals with a doctoral-level degree. Students should note that the title Psychologist is protected by law, and that this program does not provide students with the necessary credential to work in independent practice.

9 School Psychology Handbook Classes are scheduled for late afternoon and evenings. This allows candidates to earn a masters degree while employed. All courses are offered in Garden City; in addition, to accommodate students who are living far out East, up to half of the courses are also offered at the Hauppauge Center. With the exception of elective courses, all courses follow a set sequence. The schedules for the courses offered at the Hauppauge Center and in Garden City are coordinated so that all students advance through the program in the same manner and take at least fifty percent of their courses in Garden City. The Office for the Masters Program in School Psychology is housed in room 212 B Blodgett Hall. The Director of the program is Ionas Sapountzis: (516) MISSION STATEMENT OF THE DERNER INSTITUTE The Derner Institute strives for the development of a culturally competent psychological model for psychodynamic psychology. All programs are situated in a broad based psychological setting within a broader cultural or societal context--connecting to other fields, with applications to the problems of the individual psyche, culture, and society. We strive to develop psychodynamic psychology as research based, sensitive to multicultural issues, and integrative of the findings from cognitive, social, developmental, and neuropsychological perspectives. The Derner Institute educates students in the discipline of psychology--one that is grounded in both the social and natural sciences; and committed to scholarship, research, and practice. We provide students at all levels with a rigorous, empirically informed education in psychology that prepares them to be lifelong learners and well-trained professionals with a broad psychological foundation as well as specific perspectives. PROGRAM GOALS The goals of the school psychology program are aligned with the Mission of the Derner Institute and with the domains of practice as outlined by the National Association of School Psychologists (NASP). The program aspires to provide students with a broad-based knowledge of psychological foundations and to graduate practitioners who are knowledgeable in addressing the learning, emotional and behavioral needs of students in schools while being sensitive to contextual, cultural, and systemic factors. To achieve these goals the program offers courses and has practice requirements that aim to: a) sensitize students to the cultural context of psycho-educational practices and make them knowledgeable of and attentive to contemporary socio-cultural themes and practices. b) prepare students to become excellent diagnosticians of learning and emotional skills who will be well trained in psycho-educational, neuropsychological, curricular, and personality assessment practices. c) educate students in consultative and intervention practices and expose them to the main theoretical approaches, such as cognitive-behavioral, psychodynamic, and systemic, and also, to different treatment modalities, such as direct and indirect interventions and preventive measures.

10 School Psychology Handbook d) expose students to contemporary socio-educational and psychological practices and research and encourage them to contemplate how different policies and practices can impact the students learning and adjustment. And, become knowledgeable of the ethical standards of the National Association of School Psychologists and the American Psychological Association. ADMISSIONS REQUIREMENTS Selection of applicants for the Masters Program in School Psychology is based on the following criteria: For admission to the Masters Program in School Psychology, the following is required within the preparation for a bachelor s degree: 1. GPA of 3.0 or better credits in psychology, which include: General Psychology, Developmental, Child, or Adolescent Psychology, Abnormal, Personality, or Social Psychology; Tests and Measurements and Statistics 3. Students may be admitted to the program conditionally, providing the missing undergraduate courses are completed within their first semester into the program with grades of B or better. 4. Three letters of recommendation from former teachers or employers 5. An Essay/Professional Statement, which must address the following: a) reasons for selecting Adelphi University b) reasons for wanting to become a school psychologist c) long-term professional goals 6. An interview The application deadline for acceptance in the Fall Semester is March 1. It is the applicant s responsibility to see that all materials are received (application, essay, and letters of recommendation). Applications WILL NOT BE PROCESSED until the Office of Graduate Admissions of Adelphi University receives all materials. All students are required to be matriculated in the program. The applications are reviewed by the entire faculty and are rated according to specific criteria (Appendix H). The program invites applicants with the highest ratings for a group interview lead by two faculty members and two current students. Applicants with the highest ratings from the interview process and from the folder evaluation are offered acceptance to the program. Transfer Students/Credits Students who apply to the school psychology program and have already taken courses in another psychology program, either at Adelphi or at another University, can only transfer up to six credits. No exceptions will be made. Students who have taken Masters Level psychology courses may apply in writing asking permission from the Program Director and the Dean of the college to transfer up to a maximum

11 School Psychology Handbook of 6 credits. Transfers are considered only for those courses in which the student received a minimum grade of B. Under no circumstances will more than 6 credits be transferred. It is the student's obligation to provide a university bulletin containing the course description and the syllabus for the courses for which transfer of credit is under consideration. Students admitted to the Masters in General Psychology must re-apply for admission to the School Psychology Program; students will not be permitted to change programs without having completed the entire application procedure. Discontinuation of Courses The University does not guarantee to run all courses it announces. The announcement is made in good faith, but circumstances beyond the control of the University sometimes necessitate changes. The University may withdraw courses if the enrollment does not warrant their being offered or if other contingencies make such withdrawal necessary. Maintenance of Matriculation Students who do not enroll in at least one course for any Fall or Spring semester need to register for Continuous Matriculation in order to remain in the program. A student is not eligible to receive a Masters degree while not registered for class or for continuous matriculation. The continuous matriculation fee is to be paid by students who have completed their course work and require more time for completion of any outstanding requirements. If it is necessary to withdraw from the program, students should notify the office of the registrar and the department in writing without delay. Praxis Exam Passing the Praxis Exam is required for the completion of the program. Starting with the academic year students will be encouraged to take the Praxis Exam after they have completed the second year of their studies, or, if that is not feasible, at the beginning of the third year of their studies. Praxis scores will be sent to the School Psychology program and the respective scores will be placed in each student s file. Information about the Praxis Exam may be obtained at Students are advised to retain their textbooks, such as Best Practices in School Psychology, School Psychology: Past, Present and Future, etc. so as to have the materials necessary to prepare for the examination. Re-Specialization The program is accepting applicants with an MA degree or a doctoral degree (Ph.D, Psy.D, Ed.D) in another area of psychology (Personality, Social, Forensic, General etc.). Students with an MA can transfer up to 6 credits already earned towards the school psychology degree. They would be expected to register for at least 66 credits and fulfill all the practicum and internship hour requirements. Candidates with a doctoral degree will have their transcripts reviewed to determine which courses they would need to take. At minimum, re-specializing students with a doctoral degree and with prior clinical/applied experience would need to take 27 credits and complete a 600 hour internship requirement. Depending on clinical and field experience, and the area of specialization, candidates wishing to re-specialize may be required to register for more courses and also complete a full 1,200 hour internship.

12 School Psychology Handbook Academic Advising Students are encouraged to seek academic advisement prior to registering for courses; on-line registration procedures may be used, as registration in courses requires the approval of the program director. The Director of the Masters Program in School Psychology and other faculty members of the program are assigned a cohort of students as advisees and remain their advisors until graduation. For the academic year , Dr. Sapountzis is the advisor for third year students, Dr. Durham for second year students, and Dr. Grehan for first year students. Part time students will be primarily advised by the faculty member who was their advisor upon entering the program. Although students are encouraged to seek advisement, it is the student who is ultimately responsible for meeting the requirements of the program. A sample student advisement log, which can be used by students to review their course progress with their advisors, is available in Appendix A3. Courses offered in the Hauppauge Campus The school psychology program of Adelphi University offers up to 36 credits in the Hauppauge campus for students interested in taking courses there. Students interested in taking classes in Hauppauge will have to take the other 36 credits in the Garden City campus. The schedule has been developed so that students for whom distance is a factor will only have to come to the Garden City campus one day per week. First year students who are interested in taking courses in Hauppauge would be offered two courses at the Garden City campus on Tuesdays and two courses on Thursday in Hauppauge. Second year students will be scheduled to take two courses in the Garden City campus on Thursdays and two courses in the Hauppauge campus on Tuesdays. Third year students will be offered the internship course seminars in Hauppauge. Courses in Hauppauge, however, can only be offered if there is a minimum of five students per cohort registered for these courses. If fewer students are interested in taking courses in Hauppauge, the courses scheduled to be offered there will have to be cancelled. All interviewed candidates will be informed of this possibility before committing to the program (see Appendix A5). Full-Time and Part-Time Status Students can attend the program on a full-time or part-time basis. Full-time, students need to register for 12 credits per semester, while part-time students need to register for six credits per semester. Students needing to only register for three credits per semester, can do so for up to two semesters provided they notify the faculty in advance and receive permission. Students are permitted to take a leave of absence for a year if there is a compelling reason to do that, but first need to notify the faculty and obtain permission. No student will be allowed to be absent from the program for more than two semesters. Duration of Study Full-time students are expected to complete the program in three years and part-time students in four to six years. If a student, due to unforeseen circumstances, needs to further delay the completion of the program, he or she need to make a formal request and the faculty will propose a course of action to ensure that the student will be prepared and ready by the time he or she graduates. No student, however, will be allowed to remain in the program past the 7 th year since the initial enrollment.

13 School Psychology Handbook Scholarships No independent scholarships are available at this time. Interested students are encouraged to apply for a teaching assistantship position. Social Training Center The Social Training Center is an initiative created by the School Psychology program to offer group psychotherapy sessions to adolescents and young adults in the High Functioning Level of the Autism Spectrum. The groups are run by a faculty member and a student, who serves as the co-facilitator. Involvement in the program offers an opportunity to students to develop skills in diagnostic practices, group counseling and parent counseling, as well as data collection and evaluation. Groups are initially scheduled to run for 16 sessions, but typically they run for more than a year. Students involved in the Center will have an opportunity to participate in study groups under the guidance of Dr. Sapountzis and to submit proposals for paper and poster presentations at regional and national conferences. The invitation to students to become involved as co-leaders is announced at the School Psychology meeting in January and interested students are contacted by Dr. Sapountzis immediately after. Students need to be willing to commit themselves for two evenings a week, one for the group sessions and one for group supervision and data analysis with other students and faculty. Fieldwork Requirements All second year students are expected to complete a year-long, one day per week, 280-hour externship at a school setting. Third year students are required to complete a year-long, 1,200- hour, full-time internship in a school setting. The school psychology program has a list of public schools in Nassau and Suffolk counties with whom relationships have been developed for field placement experience. The program s field-placement coordinator, Dr. Lisa Haggerty, facilitates placement of students to school sites and monitors their progress throughout the academic year. The school psychologists within these sites will provide supervision to the student. Students will not be allowed to fulfill their externship and internship requirements in the school district they graduated from, or in a school district where a close relative is employed, or the students themselves have worked or are working. Please be advised that there is variation in activities across districts; this is normal and does not necessarily mean that one placement is superior to another. For a more detailed description of Fieldwork placement and evaluation procedures, go to Part II of the Handbook. COURSES All Masters in School Psychology courses begin with the prefix 0504, followed by the 3-digit course number, followed by the section number. Some courses within the School of Education (0801, 0805, 0807, 0810, 0878), as well as courses in the Masters in General Psychology (0502), are required. A Plan of Study (See Appendices A1/2) and an Advisement Checklist (See Appendix A3) are provided to assist in organizing the student s schedule planning.

14 School Psychology Handbook CURRICULUM OF COURSES FOUNDATION COURSES [18 credits] REQUIRED COURSES [12 credits] Multi-Cultural Issues in Psychology Psychodynamic Perspectives in Working with Children Principles of Behavior Change Proseminar in School Psychology ASSESSMENT & DIAGNOSIS [21 credits] REQUIRED COURSES [21 credits] Introduction to Tests & Measurements Intellectual Assessment I Intellectual Assessment II Personality Assessment I Psychopathology of Children & Adolescents Neuropsychological Bases of Learning Evaluating Students with Learning Difficulties CONSULTATION/INTERVENTION CORE [15 credits] REQUIRED COURSES [15 credits] Case Conceptualization of Behavioral Difficulties Consultation in School Settings Counseling Techniques in School Psychology Implementing School-Based Prevention Programs Clinical Interventions in School Settings PRACTICUM/INTERNSHIP CORE [12 credits] REQUIRED COURSES [12 credits] Practicum in School Psychology I Practicum in School Psychology II Internship in School Psychology I Internship in School Psychology II RESEARCH (6 credits) REQUIRED COURSES [6 credits] Statistics for School Psychologists Psychological Research ELECTIVE COURSES [choose 6 credits] Developmental Psychology Consciousness & Cognition Gender Issues in Psychology School & Society Families, Culture, & Learning Emotional Lives of Children

15 School Psychology Handbook ELECTIVE COURSES (for Bilingual and Autism Specializations) Counseling & Assessment of the Multicultural Child Counseling Students on the Autism Spectrum & their Families Diagnosis & Treatment of Autism SPECIALIZATION TRACKS The School Psychology program of Adelphi University offers two specialization tracks, one in autism and one in bilingual school psychology, for students interested in broadening their knowledge in the respective areas. 1. Bilingual School Psychology Specialization To obtain the bilingual specialization, and thus to qualify for the New York State certificate in Bilingual School Psychology, students need to complete 15 graduate credits (five courses) in areas related to bilingual assessment, education and counseling. Three of the courses students need to take are offered in the School Psychology program and two in the TESOL program in the School of Education. Specifically, Courses in the School Psychology Sequence: Multicultural Issues in Psychology Internship (Bilingual setting) Counseling and Assessment of the Multicultural Child Courses in the TESOL sequence 4. EBE-600 Foundations of Bilingual Multicultural Education 5. EBE 720 Assessment considerations for ESL and Bilingual Population The Multicultural Issues in Psychology and the Internship Seminar courses are part of the regular sequence of the School Psychology program. Students can take the Foundations of Bilingual Multicultural Education and Assessment Considerations for ESL and Bilingual Population courses as electives in the regular sequence (in lieu of the other educational electives). The Counseling and Assessment of the Multicultural Child course, however, needs to be taken as an additional course. Scheduling the Courses Students interested in pursuing a specialization in Bilingual School Psychology would need to be aware of the sequence in which these courses would need to be taken: Multicultural Issues in Psychology (to be taken in Fall semester of the 1 st year) EBE-600 Foundation of Bilingual Education (to be taken in the Spring or Summer of 1st year) EBE 720 Assessment Considerations in ESL (to be taken in the Fall of Second year) Counseling and Assessment of the Multicultural Child (the course will be offered every two years; students would need to take it either at the end of the first or the second year)

16 School Psychology Handbook Internship Seminar I (students will be placed in a school site that services a large number of students from diverse cultural and linguistic backgrounds under the supervision of a certified psychologist in bilingual school psychologist). 2. Autism Specialization To obtain a specialization in Autism, school psychology students would need to take the following four courses: Diagnosis and Intervention for students on the autism spectrum Autism I: Educating Students with Moderate to Severe Autism Autism II: Educating Students with High Functioning Autism and Asperger Syndrome and Counseling Students in the Autism Spectrum on the Autism Spectrum Two of the courses, Diagnosis and Intervention for Students on the Autism Spectrum and Counseling Students in the Autism Spectrum can be taken as electives within the School Psychology sequence. The Autism I and Autism II courses need to be taken as additional courses. COURSE DESCRIPTIONS Psychological Foundations Multicultural Issues in Psychology ( ) The course provides an overview of urban schools from a psychological perspective. Students are introduced to issues of race, poverty and educational policy, and the role of psychology in schools is critiqued. Modes of intervention and assessment that are empowering for children who are poor or children of diverse ethnic, class, and sexual orientation are addressed. Psychodynamic Perspectives in Working with Children ( ) The course will review core psychodynamic concepts and their application in working with children and adolescents. Students will explore the usefulness of psychodynamic concepts in offering consultation services in schools, and in conducting psychotherapy and play therapy sessions in residential or early intervention schools. Principles & Practices of Behavior Change ( ) Students will be introduced to principles of behavior theory and practice, and how behavioralbased analyses and interventions can be indispensable in a school setting. Emphasis will be given to teaching students how to analyze behavior deficits and propose and monitor intervention plans based on a review of the data. Proseminar in School Psychology ( ) This course provides an overview of roles and functions of school psychologists. The history, background, and scientific basis of school psychology are explored, as are ethical responsibilities, diagnosis and evaluation, clinical intervention, consultation with parents and teachers, and working with culturally and linguistically diverse populations, and special needs children.

17 School Psychology Handbook Developmental Psychology ( ) elective This course provides a clear understanding and working knowledge of various theories of psychological development. Perspectives include: environmental, maturational, ethological, educational, organismic, cognitive moral, learning theory, psychoanalytic, experiential, humanistic, and life stages. The course aims to increase the student s ability to recognize developmental issues as they manifest themselves in life. Consciousness & Cognition ( ) elective The goals for this course include: acquiring knowledge about the research and thinking in the field of cognitive psychology and theories of consciousness; being able to translate ideas into a testable format; and developing a critical or scientific attitude towards the acquisition and evaluation of new material. Specific problem areas that could be discussed include concept formation, long and short-term memory, the effects of input and output modality, cognitive factors in information processing, creativity, individual differences in problem solving, and cognition in infrahuman species. Gender Issues in Psychology ( ) elective Historical and contemporary perspectives on gender in psychology are examined, beginning with Freud and continuing on to include sociopolitical and discursive understandings. Contemporary gender practices in our society are examined, including what comprises gender, the roles of women in our society and implications for clinical practice. Educational Foundations School & Society ( ) elective Through an examination of the sociological, historical, political, and philosophical aspects of schooling students are prepared to understand the role of schools in society and how various factors affect teachers, students, and schooling. Students examine the relationship between culture and schooling and the ways in which different cultural groups are educated in our society. Emphasis is placed on inequalities of race, class, gender, and culture within the educational system and how teachers may ameliorate these inequalities. Additionally, the course explores the education of students with special needs, including disabling conditions, and students whose first language is not English. Family, Cultures, & Learning: Understanding Children with Special Needs ( ) elective This course will examine the cultural and historical influences of families and educational institutions on children s development. Young children s cognitive, linguistic and affective growth, in relation to the impact of the culture of their family and school, will be explored. Emotional Lives of Children and the Possibility of Classroom as Community ( ) elective Designed for school personnel, this course is designed to engage participants with ways of thinking about the emotional lives of children. Students are introduced to psychological, phenomenological, and literary understandings of the nature of childhood experience, and methods of creating a classroom community and practicing discipline that diminish anxiety and

18 School Psychology Handbook enhance the emotional well-being of children. Considerations of cultural differences and special needs are also included. Assessment and Diagnostic Introduction to Tests & Measurements ( ) This course is designed to teach students advanced concepts in psychometric theory. Emphasis will be placed on the understanding of the application of psychometric theory to measurement problems in applied settings and also on attending to the psychometric properties of the tests that are used in evaluating students. Intellectual Assessment I ( ) The course aims to introduce students to major cognitive and achievement measures that are commonly used in school and clinic-based practice and to train students to administer, score, interpret, and report on these measures in a competent manner. The course will primarily focus on the Woodcock Johnson tests and review the CHC theory of intelligence. Intellectual Assessment II ( ) The course is a continuation of the Intellectual Assessment I course and is devoted on the administration, scoring and interpretation of the Wechsler tests, including the WIAT, the Stanford Binet, and the DAS. Report writing skills including collecting and organizing background information, observing and describing behavior, and synthesizing information from a range of evaluation sources will continue to be emphasized. Personality Assessment I ( ) This course is designed to teach administration, scoring, and interpretation of personality assessment instruments. The instruments consist of direct assessment methods and projective techniques. Tests that are currently employed in schools and mental health facilities for children and adolescents have been selected for study. Evaluating Students with Learning Difficulties ( ) The course will review the use of neuropsychological instruments to assess and diagnose for the presence of different learning disabilities. The course is a continuation of the Neuropsychological Bases in Learning course, and aims to train students to recognize the profiles of students with different learning disabilities and to make recommendations accordingly. Psychopathology in Children & Adolescents ( ) This course will cover several broad categories of childhood psychopathology. The focus will be on a select number of major diagnostic and intrapsychic factors, which serve as a foundation for understanding such behavior. A special emphasis is placed on understanding a child's inner experience of the world based on various psychoanalytic theories. Neuropsychological Bases of Child Learning & Behavior ( ) An overview of neuropsychological theory, within the context of biological bases behaviors, as this pertains to school psychological practice will be presented. The application of

19 School Psychology Handbook neuropsychological practice to the assessment of common childhood disorders and the implications for interventions will be addressed. Counseling and Consultation Case Conceptualization of Behavioral Difficulties ( ) The course will review different assessment and intervention practices in addressing emotional and behavioral difficulties in schools. Students will learn to use functional behavioral assessment and relational analysis to understand behavior problems and develop appropriate interventions in school. The impact of learning difficulties on a child s behavior and adjustment will be discussed. Consultation in School Settings ( ) This course is designed to introduce students to school consultation. The overarching goals of this course is to prepare future school psychologists to help teachers and other school personnel address more effectively the learning, behavioral and adjustment needs of students they serve and also, the needs of their parents. Counseling Techniques in School Psychology ( ) Students receive practice in counseling in schools. Students spend time weekly in a school and learn to conceptualize cases and plan their work with clients. Students are expected to present sessions of their work in class to be reviewed and discussed. Ethical and legal issues as they relate to counseling are addressed. Implementing School-Based Prevention Programs ( ) This course will explore strategies for preventing mental health problems in youth. The focus will be on the development and implementation of prevention measures to reduce a variety of mental health related problems facing youth in schools, including delinquency, substance abuse, and learning failure. Clinical Interventions in School Settings ( ) This course aims to prepare students to develop and implement Tier III interventions that attend to the child s needs in the context of the family and school environment. Students will discuss and analyze, from relational, cognitive-behavioral and cultural perspectives, behavioral and learning problems they encounter in schools and to develop intervention plans based on a review of the accumulated data. Practicum and Internship Practicum in School Psychology I ( ) This course will be devoted to providing the student with an introduction to the role of the school psychologist in the public school system. The focus of the first semester course will be on solidifying basic skills in assessment, consultation and counseling first through observation of the site supervisor then through practical application of skills learned. Case assignments will allow students to gain practice in testing and writing psychological reports, providing

20 School Psychology Handbook individual/group counseling, and reporting on consultation experiences. Supplemental readings will allow the student to relate theory to practice and examine important ethical and cultural considerations. Practicum in School Psychology II ( ) The second semester course will expand on theory and practical considerations of working in the public school setting. Students will refine writing skills to including report writing and other writing that is required on the job, will expand assessment skills and develop a problem-solving orientation. Prevention and RTI will dominate intervention planning, and students will develop an expanding conception of the role of school psychologist. Supplemental readings will provide the rationale for instructional activities and supply the student with a deeper understanding of the challenges faced by students, families, and educational professionals. By the end of the course, students will be ready to participate fully, and with confidence, in the internship experience that follows in year three. School Psychology Internship I ( ) This course will focus on models of service delivery in school psychology including Tier I and II interventions, crisis intervention skills, and assessment and intervention strategies. Ethical and professional issues in school psychology will be reviewed, along with best practices in addressing the needs of students in schools. School Psychology Internship II ( ) This course is a continuation of the Internship I course and is devoted to continuing review of Tier I and II interventions and best practices in schools. An emphasis will be given to consultation practices and school-home collaboration initiatives and strategies as well as to preparing students to apply for jobs in school psychology. Research Inferential Statistics for School Psychologists ( ) Students will be given a basic introduction to inferential statistics used in psychology to compare data and conduct analyses. Students will be expected to learn to analyze data using SPSS and will be instructed on how to write up the results of statistical analyses using A.P.A. format. Research Methods ( ) This course will review experimental and quasi-experimental research designs, and students will be required to propose a research idea and develop a research design on one of the major contemporary issues in school psychology. The Inferential Statistics for School Psychologists course will be offered during Summer Session I in conjunction with the Introduction to Tests & Measurements course at the end of the first year of studies. Although these courses will be offered in the Fall as well, students will be strongly encouraged to take them together during Summer session I. The instructors of the two courses will be collaborating to ensure that principles and methods like factor analysis and variance taught in the Statistics class will be applied in the evaluation and critical review of existing test instruments.

21 School Psychology Handbook Electives for Specialization Track in Autism Diagnosing and Intervention for Students on the Autism Spectrum ( ) Students will learn about multi-disciplinary diagnostic approaches and interventions for autism spectrum disorders including autism, Asperger Syndrome, and pervasive developmental delays. Topics will include assessment protocols, scientifically based behavioral and developmental interventions such as ABA, TEACCH, Miller Method, Floortime, speech/language strategies, PECS, and other research based approaches. Counseling Students on the Autism Spectrum & their Families ( ) The course will review current practices in counseling students on the autism spectrum, and in consulting with their parents. The challenges in addressing the emotional, cognitive, and adjustment needs of these youngsters and of their parents and siblings will be reviewed. The benefits of different types of interventions will be explored. Autism I: Educating Students with Moderate to Severe Autism ( ) Course expands knowledge of treatment models for individuals in the severe to moderate range of the autism spectrum and focuses on treatment needs. Course requires practicum experience; candidates will present and review treatment modalities and case reports from fieldwork: psychology students 75 hours; education students 25 hours. Autism II: Educating Students with High Functioning Autism and Asperger Syndrome ( ) Course expands knowledge of treatment models for individuals with higher functioning autism, including Asperger Syndrome, and focuses on treatment needs. Course requires a weekly practicum experience; candidates will present and review treatment modalities and case reports from fieldwork: psychology students 75 hours; education students 25 hours. Electives for Specialization Track in Bilingual School Psychology Foundations of Bilingual and Multicultural Education: Theory and Practice (EBE 600) Study philosophical, sociological, and historical perspectives on bilingual and multicultural education. Learn about multilingual program models, bilingual special education, educational equity, and community involvement. Examine from a case study perspective legal mandates that have an impact on bilingual and multicultural education. (25 hours of fieldwork) Assessment Considerations for ESL and Bilingual Populations (EBE 720) Develop an understanding of the critical role both assessment and decision-making processes play in English-Language-Learning classrooms; develop an understanding of the nature and characteristics of English-Language- Learners; and analyze traditional and non-traditional assessment procedures that can be used with English-Language-Learners. Counseling & Assessment of the Multicultural Child ( ) The current assessment practices in the assessment of linguistically diverse children will be reviewed. Students will learn the appropriate use of standardized measures, as well as when and

22 School Psychology Handbook how to conduct evaluations in the child s first or second language. Current practices in counseling students from linguistically diverse backgrounds will be presented. COURSE POLICIES Students are strongly encouraged to attend Professional Conferences, Colloquia, and University Sponsored events on and off campus in accordance with course requirements. Attendance at all on-campus school psychology events is expected. Professional Behavior/Demeanor Students are expected to present themselves in a professional manner and interact with the faculty and their colleagues in like manner. This includes attendance during class, as well as within the assigned practicum and internship placements. Inappropriate behavior towards faculty members, mentors, fellow classmates, peers, or at the fieldwork, internship placement, will not be tolerated and will result in disciplinary action, including dismissal from the program. Grading Students are required to earn grades of B or better in all courses in order to remain in the program. Should a grade less than B be earned in any given course, the student will be notified by the Program Director, and will be placed on academic probation. Students must repeat courses in which a grade lower than B is earned. The grade of I (incomplete) is to be used for unavoidable circumstances. Students are expected to develop a contract with the instructor and file a copy of that contract with the Program Director. Students will not be permitted to go on Practicum or Internship until all work is completed and a final grade assigned. Grade Disputes A student who believes his or her grades are incorrect or unfair should: Discuss the course work with the Instructor and review the grading policies for the course; If still dissatisfied, disputes concerning grades should be brought to the Director of the program who will meet with the student and then the instructor and advisor of the student, or in the case it is the same person, with the instructor/advisor and another faculty member, to review the student s complaint and come to a decision. The program director or the advisor will then notify the student. If still dissatisfied, the student should bring his/her concerns to the Dean. For further information on grading policy, refer to the Adelphi University Graduate Bulletin. A grade may be changed only if there is unequivocal evidence that it was the direct result of arbitrary and capricious conduct on the part of the instructor, or because of mathematical or mechanical errors in scoring examinations. Procedures for Disciplinary Action If a student s grades, performance at practicum sites, and attitude towards peers/mentors is deemed insufficient or problematic, the student will receive a warning and will be asked to take corrective measures such as:

23 School Psychology Handbook repeat course if grade is below B - delay fieldwork placement until overall performance and final grade in any of the core assessment and diagnostic courses is satisfactory - repeat practicum or internship experience at a different site if performance in previous site was below average or deemed unacceptable Students who receive a warning and are asked to take corrective measures will be automatically put on probation and will be dismissed from the program if they fail to follow up with the faculty s recommendations or, if they fail to improve on the areas indicated within the prescribed time frame. All students who disagree with the faculty s evaluation and the measures proposed will have the option of requesting a hearing with the Committee of Grievances and Appeals and, following that, a hearing with the Dean. FACULTY PROFILES Jennifer Durham began her work in school and community psychology as an intern at The Consultation Center of Yale University Medical School. She left Yale in 1992 to do direct service work as a school psychologist for the Teaneck Board of Education. In 1999, Dr. Durham was hired as the Executive Director of Communities In Schools of Newark, Inc. Her work in the areas social justice, culturally competent services, and racial disparities within health and educational settings has resulted in numerous awards, such as the Donald Peterson Prize and the Baldwin Fellowship. Currently Dr. Durham is an Assistant Professor at The Derner Institute of Advanced Psychological Studies at Adelphi University in Garden City New York. Patrick Grehan received his Ph.D. in Combined Clinical and School Psychology from Hofstra University in He worked as an elementary school psychologist in Valley Stream for over eight years before joining the Adelphi faculty. He maintains a private practice working with children, adolescents, adults, and couples. He has published articles and chapters on school psychology training issues, Emotional Intelligence, and psychotherapy integration with adolescents. His current interests include the collaboration among parents, teachers, medical professionals and school psychologists in the diagnosis and treatment of students with ADHD. In addition, he is interested in methods for preventing and overcoming failure and ruptures in school consultation. On a more personal level, he was born in Switzerland and moved to the New York area when he was 7 years old. He has traveled extensively, is married with two boys, and is a competitive cyclist. Lisa Haggerty earned her B.A. from Cornell University, and her M.A. and Ph.D. in Clinical and School Psychology from Hofstra University. She has worked as a School Psychologist in several districts on Long Island, and is currently employed by the Jericho Public Schools and placed at Long Island Lutheran Middle and High School. Dr. Haggerty is also the Fieldwork Coordinator for Adelphi s Master s Program in School Psychology. She is responsible for placing graduate students for internships in districts across Long Island, conducting bi-annual site visits, and

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