School Psychology Student Handbook

Transcription

1 School Psychology Student Handbook Department of Educational & Counselling Psychology, & Special Education Faculty of Education The University of British Columbia (Updated October 2014) This handbook is for students entering the program during the academic year.

2 Table of Contents Welcome to the School Psychology Program... 8 Welcome to School Psychology at UBC... 9 School Psychology at UBC: Background Information Handbook and Related Regulations Equity Policy UBC Statement on Respectful Environment for Students, Faculty, & Staff School Psychology at the University of British Columbia UBC School Psychology Program: Mission Statement UBC School Psychology Program: Program Goals, Objectives and Areas of Competence Professional School Psychology Roles and Responsibilities of School Psychologists UBC School Psychology People Core School Psychology Faculty Adjunct Faculty & Instructors Affiliated with SCPS Additional ECPS Department Faculty ECPS Administrative Staff SCPS Student Representatives SCPS Area GAA Support UBC School Psychology Students Getting Started: Some Good Things to Remember About the Handbook and Program Documents About Keys and Access About our Listserv and the /Address/Phone Directory About Classes About Practicum About Thesis and Dissertation About Towne Meetings About our Other Events Advisement & Program Development P age2

3 Advisement Program Advisors Advisory Committees Program of Graduate Study (PGS) Program Prerequisites Prerequisites for Students in the Ph.D. Program in School Psychology Prerequisites for Students in the M.Ed. and M.A. Programs in School Psychology Procedures for Transfer Credit, Course Waivers/Substitutions and Course Exemptions Transferring Credits into a Program Course Waivers/Substitutions Course Exemptions Leaves, Extensions, and Transfers Leaves Extensions Transfers SCPS Program Requirements School Psychology Ph.D. Program Requirements Program Prerequisites Ph.D. Program Requirements Ph.D. Proposed Program Sequence Ph.D. School Psychology Coursework School Psychology M.A. Program Requirements Masters of Arts Coursework Projected M.A. Program Course Sequence School Psychology M.Ed. Program Requirements Masters of Education Coursework Projected M.Ed. Program Course Sequence Practicum Sequence & Core Clinical Experiences Practicum Experience Criminal Record Check Practicum Commitment Liability and Practicum P age3

4 Ethical Conduct and Practicum EPSE 561: Masters Practicum in School Psychology EPSE 598: Intensive Field Practicum In School Psychology EPSE 687: Doctoral Field Experience- Specialty Placement EPSE 688: Supervision of School Psychology Practice Exploring Potential Practicum Placements Approval of the Practicum and the Practicum Agreement The Practicum Plan: Goals, Objectives, & Evaluation Plan Supervision of the Practicum Course Enrolment for Practicum Practicum Logs Evaluation of the Practicum Student Practicum Evaluation Appeal Process How to Be a Successful Practicum Student Internship Experiences Overview of the Internship Experiences Exploring Potential Internship Placements Eligibility to Apply for Internship Eligibility to Begin Internship Ph.D. Student Internships Masters Student Internships Thesis/Dissertation Requirements and Internship Internship Requirements Where to Start Looking for an Internship and Applying for Internship Course Enrolment for Internship Liability, Ethical Conduct and UBC SCPS Internship EPSE 689: Pre- Doctoral Internship in School Psychology Intensive Practicum Requirements for Students Continuing Directly into the UBC Ph.D. Program from the UBC M.A. Program EPSE 589: Masters Internship In School Psychology The Internship Agreement The Internship Plan: Goals, Objectives & Evaluation Plan P age4

5 Supervision of the Internship Evaluation of the Intern Internship Evaluation Appeal Process Internship and Practicum Timelines The Psychoeducational Research & Training Centre Overview Contact Facilities and Services Test Library The BC School Psychology Internship Program Purpose and Goals Internship Program Administration Internship Program Headquarters Friday Internship Program Ph.D. Comprehensive Examinations in School Psychology Purpose... Error! Bookmark not defined. Components of the Comprehensive Examination... Error! Bookmark not defined. Preparing for the Comprehensive Examination... Error! Bookmark not defined. The Comprehensive Examination Proposal... Error! Bookmark not defined. Conducting the Case... Error! Bookmark not defined. Preparing the Review of the Literature Paper... Error! Bookmark not defined. Final Oral Examination for the Comprehensive Evaluation... Error! Bookmark not defined. Ph.D. Dissertation and M.A. Thesis Research The Ph.D. Dissertation Selecting a Dissertation or Research Supervisor Selecting a Research Committee Dissertation Proposal Hearing Departmental Examination Preparation of the Dissertation Document and Final Oral Exam The Final Doctoral Oral Examination The M.A. Thesis M.A. Thesis Overview P age5

6 Thesis Development and Supervision Examination of the Thesis Research Ethics What types of research need an ethical review? UBC Research Ethic Boards (REBs) How do I apply for an ethical review? Who is the Principal Investigator for research conducted by students? What is the Tri- Council Policy Statement Second Edition (TCPS- 2) Tutorial? How long does a review take? Useful Contacts Supervisor on Sabbatical Leave SCPS Student Portfolios Portfolio Requirements for M.A. Students Portfolio Requirements for M.Ed. Students EPSE 590: Graduating Paper Portfolio Evaluation of Student Progress Definition of Satisfactory Progress ECPS Grades for Graduate Courses Academic Honesty and Academic Misconduct Admission to Doctoral Candidacy Maximum Time for Completion Review of SCPS Student Progress Remediation of Student Difficulties Evaluation Appeal Process UBC Policy on Discrimination & Harassment Introduction Definitions Complainants Respondents Appeals Confidentiality Further Information Awards & Financial Support Page6

7 Fellowships and Scholarships Graduate Assistantships Loans and Bursaries Additional Information Non- sexist Language Person First Language Students with Disabilities Additional Sources for Student Support UBC Information Service Centre ECPS Research Methodology Support GAA Information for International Students Information on Childcare Information on Campus Safety Information on Students Health Information on University Counselling Information on Housing for the UBC Graduate Community Student & Professional Organizations International, National and Provincial Professional Organizations UBC Student Representatives to Professional Organizations UBC School Psychology Student Association P age7

8 Welcome to the School Psychology Program Dear School Psychology Students, Welcome to the School Psychology (SCPS) Program of the Department of Educational and Counselling Psychology, and Special Education at UBC! School Psychology plays a critical role in our educational system, and through the SCPS program, you will develop the skills, knowledge base and experience necessary to undertake both professional and scholarly practice. I am sure that you will find graduate study in School Psychology to be an exciting and challenging undertaking, involving the pursuit of excellence in research, scholarship, and practice. To assist you in navigating through your program, SCPS has developed this Handbook for new students just entering School Psychology. I believe that you will find it to be an extremely useful resource throughout your program. The Handbook is one of a number of resources available to you. Your main source of contact is your program advisor and committee members. As well, SCPS has a peer advisor who can be a source of information and a liaison with department administrators. Throughout your program, you will receive postings on Department information boards, messages on the program and department list servers, and class announcements. If the need arises, you are also welcome to consult me, as Head of the ECPS Department. On behalf of my colleagues in the School Psychology program I wish you a stimulating and rewarding experience as a graduate student in SCPS. William Borgen, PhD Professor and Head Department of Educational & Counselling Psychology & Special Education P age8

9 Welcome New School Psychology Students to UBC! We are pleased to welcome you to the UBC School Psychology program and look forward to you joining the family this year. We are very proud of our program, including the faculty and students and all the experiences that make school psychology at UBC unique. This handbook is designed to help you become acquainted with the purpose, structure, policies and procedures of our program in School Psychology. Established in 1964, UBC is the only School Psychology Program in British Columbia and has a long tradition of excellence in school psychology graduate education in Canada. Our program faculty is made up of individuals who are outstanding teachers, strong clinicians, and accomplished researchers. Our faculty members also hold important professional leadership positions such as Associate Editorship and Editorial Board positions for scholarly journals and grant review panels, and serve as leaders and members of local, provincial, national and international advisory panels in professional organizations and for government. We have strong support from our adjunct faculty who bring a vast array of applied experiences to our program. Complementing our faculty and program strengths, we have an outstanding group of master s and doctoral students. Our students come not only from British Columbia but also other parts of Canada and around the world. The faculty members strive to work closely with our students (and our students with each other) in a collaborative and collegial atmosphere. We have worked hard to build a strong sense of community in our program and we welcome you to this community. The School Psychology Program at UBC is both rigorous and challenging, and students gain the skills they need to succeed as professional psychologists and provide their clients with the highest possible quality of service. Our graduates are very successful in obtaining school psychology related positions in a variety of settings upon completion of their degree requirements. We are very proud of the work we are doing in School Psychology at UBC and are pleased you have joined a program with a strong tradition. In closing, we hope that this handbook is helpful to you as you seek more information about the program in School Psychology at UBC. Please do not hesitate to contact program faculty if we can be of further assistance as you seek to learn more about the School Psychology Program at UBC. Sterett H.Mercer, Ph.D. Area Coordinator Laurie Ford, Ph.D. Ph.D. Program Director UBC School Psychology P age9

10 School Psychology at UBC: Background Information Handbook and Related Regulations The purpose of this handbook is to familiarize students with the programs in School Psychology at the University of British Columbia and to identify procedures and regulations relevant to graduate study at the university. The University Calendar provides the official regulations approved by the University Senate and applicable to all programs of study at the University. Information in this handbook is intended to supplement and highlight relevant information provided by the Faculty of Graduate Studies and the Department of Educational and Counselling Psychology, and Special Education. The information in this handbook, in conjunction with information in the University Calendar and web sites of the Faculty of Graduate and Post Doctoral Studies (G+PS) ( and the Department of Educational and Counselling Psychology, and Special Education ( should be considered the policies and procedures for the three graduate programs in School Psychology for the academic year. The program faculty reserve the right to change or add language, policies, or procedures to this document in order to address various issues and needs (i.e. university, faculty, and/or student) that may arise while a student is in a graduate program in School Psychology at UBC. If this occurs, students will be given notice. Although there is some overlap between the handbook, the University Calendar ( and the Faculty of Graduate and Post Doctoral Studies and Departmental websites, it is the responsibility of the student to be aware of all policies, procedures, and requirements. Students should work closely with their program advisor and research supervisors in planning for and meeting program requirements. Program faculty and staff are willing to assist all students to the greatest extent possible; however, each student must assume primary responsibility for timely completion of all program requirements and for adhering to established University, Faculty, Departmental and Program policies and procedures. In addition to the academic regulations and program requirements identified above, graduate study in School Psychology at UBC is also governed by codes of ethics for psychologists. All student and faculty are expected to act ethically and in accordance with the expectations of professional behaviour detailed in relevant ethics codes including: Canadian Code of Ethics for Psychologists: Third Edition (CPA, 2000) for%20psycho.pdf American Psychological Association Ethical Principles and Code of Ethics (APA, 2010) NASP Professional Standards & Principles for Professional Ethics (NASP, 2010) Code of Conduct for the College of Psychologists of British Columbia (2014) Equity Policy The University of British Columbia is committed to providing its employees and students with the best possible environment for working and learning, an environment that allows friendship and collegiality to flourish. Every student and member of faculty and staff at the University of British Columbia has the right to study and work in an environment free from discrimination and harassment, including sexual harassment. The University therefore does not condone P age10

11 discrimination and harassment, including sexual harassment, of any kind. Indeed, the University regards discrimination and harassment as serious offences that are subject to a wide range of disciplinary measures, including dismissal or expulsion from the University. The University and all members of the University community share responsibility for ensuring that the work and study environment at UBC is free from discrimination and harassment including sexual harassment and all grounds protected by the B.C. Human Rights Act. The University of British Columbia has also established a program of employment equity to provide a fair and equitable workplace and to offer all individuals full opportunity to develop their potential. Accordingly, the University will identify and eliminate any discriminatory barriers that interfere with employment opportunities in all jobs and at all levels throughout the University. Both current and prospective faculty and staff will receive equitable treatment in hiring, training, and promotion procedures. The fundamental consideration for recruitment and retention of faculty and staff at the University of British Columbia is individual achievement and merit. Consistent with this principle, the University will advance the interests of women, native people, persons with disabilities, and visible minorities, ensure that equal opportunity is afforded to all who seek employment at the University, and treat equitably all faculty and staff. UBC Statement on Respectful Environment for Students, Faculty, & Staff The University of British Columbia envisions a climate in which students, faculty and staff are provided with the best possible conditions for learning, researching and working, including an environment that is dedicated to excellence, equity and mutual respect. The University of British Columbia strives to realize this vision by establishing employment and educational practices that respect the dignity of individuals and make it possible for everyone to live, work, and study in a positive and supportive environment possible. The best possible environment for working, learning and living is one in which respect, civility, diversity, opportunity and inclusion are valued. Everyone at the University of British Columbia is expected to conduct themselves in a manner that upholds these principles in all communications and interactions with fellow UBC community members and the public in all University-related settings. For additional information on the Respectful Environment Statement see: School Psychology at the University of British Columbia The School Psychology program prepares graduate students to become psychologists who work in schools, academic, research, community and private practice settings. The primary goal of the program is to develop professional psychologists whose research, training, and practice activities increase the educational and psychological well-being of children and youth. The School Psychology program follows a scientist-practitioner model, with emphasis on the integration of research, theory, and clinical skills. Training encompasses academic, social, behavioural, consultation, intervention and prevention domains, and students receive training in the integration of assessment and intervention and in relevant professional, legal and ethical issues. Science and professional practice are viewed as interactive and complementary, with research integrated across core psychological and educational foundations training as well as relevant practical experiences at all levels of the program. Given the academic, clinical and research demands of the programs, the M.A. and M.Ed. programs in SCPS require full-time study over at least two years with a full-time masters internship in year 3. The masters programs are designed to prepare students for eligibility for provincial (BCASP) and national (NCSP) certification and examination during their first year of employment. Students may also qualify as applicants for registration as a Psychologist with the P age11

12 College of Psychologists in British Columbia. Graduates of the M.Ed. and M.A. programs typically work as school psychologists in school-based settings. M.A. students are prepared to continue onto doctoral study and are eligible to apply to move directly to the Ph.D. program in year 3 with a shorter school-based practicum instead of the year long internship, upon completion of their M.A. degree course requirements. The Ph.D. program requires three years of resident full-time study, comprehensive examinations, dissertation research and a 1600 hour pre-doctoral internship leading to the Ph.D. degree in School Psychology and eligibility to be examined for registration as a psychologist. The Ph.D. program, which is accredited by the Canadian Psychological Association (CPA) 1, is designed to prepare doctoral level psychologists who can serve as researchers and leaders in school psychology both nationally and internationally, practitioners and supervisors in the field, and trainers for school psychologists at universities across the country. Students at all levels are expected to develop practice and research skills, and to establish professional competencies that reflect the integration of theory, research, and conceptions of ethical best practice. One distinguishing feature of school psychology graduate training at UBC is its strong appreciation for diversity, with diversity considered, not only in terms of the populations served and the students recruited and admitted, but also in terms of the varied theoretical and paradigmatic foci considered, the issues and elements of practice examined and taught, and the provision of skills and experiences in working with a broad range of clients, families, and settings. The focus of graduate training at UBC is on individual, group, and systems level processes with a strong emphasis on working within and across systems and systems level change as key elements of both the masters and doctoral programs in School Psychology at UBC. Further, the program builds on the strengths of the Faculty of Education, with established programs in Special Education (including visual and auditory impairment, autism, learning disabilities, and behaviour disorders); Counselling Psychology; Human Development, Learning and Culture; Measurement, Measurement, Evaluation and Research Methodology, as well as ESL, First Nations Education, and the interdisciplinary focus of UBC and the diverse communities that it serves. UBC School Psychology Program: Mission Statement The School Psychology program at the University of British Columbia is dedicated to optimizing the development of children, youth, and families within their social systems. To this end our goal is to create a community of learners with foundational knowledge and respect for diverse theoretical orientations and empirical literatures. Training and practice integrate developmental, social-ecological, cognitive, and social-behavioral perspectives. Graduates of the program will be able to utilize multiple frameworks to understand the development of individuals and groups within complex systems in a diverse society. Through evidence-based evaluation, prevention, and intervention, students will be able to identify, analyze and solve problems, and function as change agents, with a life-long commitment to professional development and ethical practice. 1 Canadian Psychological Association, 141 Laurier Avenue, Suite 702, Ottawa, ON K1P 5J3 P age12

13 UBC School Psychology Program: Program Goals, Objectives and Areas of Competence Goal #1: To prepare school psychologists with a strong foundation and skills in integrating the theoretical and scientific bases of professional psychology and education needed to provide services to children, youth, and families within complex systems and organizations in diverse society. Objective 1: Students will demonstrate knowledge and competence in the breadth of scientific psychology, its history of thought and development, its research methods, and its application. Areas of Competence: Cultural and organization of schools and schooling Continuum of curriculum and instruction Systems and systems change Foundations of human development and learning Individual differences, diversity, and exceptionalities Research methodology and techniques of data analysis Foundations of psychological and educational measurement History and scientific foundations of psychology Social foundations of behaviour Affective foundations of behaviour Cognitive foundations of behaviour Biological foundations of behaviour Goal #2: To prepare school psychologists to generate, critically analyze, and implement psychological and educational theory, research, and methods of scientific inquiry to engage in effective practice, and reciprocally to have practice inform research and theory Objective 2.1: Students will be competent psychologists and critical consumers and producers of literature and research, demonstrating knowledge and competence in psychological screening, assessment, and evaluation at the individual, group, and systems level. Areas of Competence: Cognitive abilities Academic learning and achievement Social, emotional, and behavioural functioning Learning environment and social ecology Objective 2.2: Students will be competent psychologists and critical consumers and producers of literature and research, demonstrating knowledge and competence in psychological and educational prevention and intervention. Areas of Competence: Direct Indirect Systems level P age13

14 Objective 2.3: Students will be competent psychologists and critical consumers and producers of literature and research, demonstrating knowledge and competence integrated problem-solving approaches to school psychology. Areas of Competence: Individuals Classrooms Schools Families Neighbourhoods/Communities Objective 2.4: Students will be competent psychologists and critical consumers and producers of literature and research, demonstrating knowledge and competence research and data analysis skills Areas of Competence: Critically evaluate literature and research Application of research literature Design and conduct research Disseminate research findings Objective 2.5: Students will be competent psychologists and critical consumers and producers of literature and research, demonstrating knowledge and competence in diversity & culturally responsive practice. Areas of Competence: Culturally responsive assessment Culturally responsive intervention Culturally responsive consultation Culturally responsive systems change Objective 2.6: Students will be competent psychologists and critical consumers and producers of literature and research, demonstrating knowledge and competence in communication & collaboration Areas of Competence: Individual Classrooms Schools Families Neighbourhoods/Communities Objective 2.7: Students will be competent psychologists and critical consumers and producers of literature and research, demonstrating knowledge and competence in ethical and legal bases of professional practice Areas of Competence: Professional psychology P age14

15 Professional School Psychology School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science and practice of psychology with children, youth, families; learners of all ages; and the schooling process. The basic education and training of school psychologists prepares them to provide a range of psychological diagnosis, assessment, intervention, prevention, health promotion, and program development and evaluation services with a special focus on the developmental processes of children and youth within the context of schools, families, and other systems. School psychologists are prepared to intervene at the individual and system level, and develop, implement, and evaluate preventive programs. In these efforts, they conduct ecologically valid assessments and intervene to promote positive learning environments within which children and youth from diverse backgrounds have equal access to effective educational and psychological services to promote healthy development. School psychological services are provided in a broad array of settings (e.g., schools, workplace, school-based and school-linked health centers, as well as medical, social service, or correctional facilities). School psychologists recognize schools as a crucial context for development. They know effective instructional processes; understand classroom and school environments; understand the organization and operation of schools and agencies; apply principles of learning to the development of competence both within and outside school; consult with educators and other professionals regarding cognitive, affective, social, and behavioural performance; assess developmental needs and develop educational environments that meet those diverse needs; coordinate educational, psychological, and behavioural health services by working at the interface of these systems; intervene to improve organizations and develop effective partnerships between parents and educators and other caretakers. An essential role of the school psychologist is synthesizing information on developmental mechanisms and contexts and translating it for adults who are responsible for promoting the healthy growth and development of children and youth in a wide range of educational contexts. [Archival Description of School Psychology: APA Commission for the Recognition of Specialties and Proficiencies in Professional Psychology, December 2005.] Roles and Responsibilities of School Psychologists Because they work directly in the educational setting, school psychologists are familiar with the unique characteristics, delivery systems, and current educational policies of the school system. School psychologists work with school, district, and community-based teams and bring a specialized understanding of child and adolescent development as well as an empirically-based approach to assessment and intervention for the problems students present. The breadth and depth of psychologists training in assessment, intervention, research and evaluation at the individual, group and systems levels marks their significant contributions to the school team. School psychologists complement the different training and approaches of the other school professionals with whom they collaborate, enabling teams to provide the most effective and comprehensive service to children and adolescents in our schools (CPA, 2007). P age15

16 School psychology training at UBC is very consistent with the both CPA and APA descriptions of the specialty and the nature of professional practice as well as those outlined by CPA in their document Professional Practice Guidelines for School Psychologists in Canada (CPA, 2007) highlighted above. Though doctoral level school psychology training at the University of British differs from the training in the M.A. and M.Ed. programs, the M.A. program provides the foundation for the doctoral program. The masters level programs in School Psychology at UBC prepare individuals for entry-level practice in schools and can serve as initial qualification to apply for registration as a Psychologist with the College of Psychologists in British Columbia, certification with the British Columbia Association of School Psychologist, and the Nationally Certified School Psychologist credential. In addition to completing the M.A. program as a prerequisite or foundation for advanced training, Ph.D. students in the UBC program complete a curriculum of advanced professional practice coursework (including but not limited to psychological intervention and assessment); preparation in systems level change at the school, and community levels; supervised practicum placements in a specialty area and in supervision of psychological services; coursework in qualitative and quantitative measurement, research and evaluation methodologies; and complete both a comprehensive examination and a dissertation. School psychologists share some commonalities in their training as psychologists with other programs that prepare professional psychologists, including those in Counselling Psychology and Child Clinical Psychology. UBC offers a Ph.D. program in Counselling Psychology in the Department of Educational and Counselling Psychology, and Special Education, also the home to the School Psychology Ph.D. program. UBC offers a Ph.D. program in Clinical Psychology, including Child Clinical Psychology in the Department of Psychology. The programs have a number of links and faculty members and students collaborate in many ways; however, the training programs are also distinct, particularly in their advanced course work, clinical training activities, and research emphases. The Ph.D. in School Psychology at UBC differs from the Ph.D. in Counselling Psychology and the Ph.D. in Clinical Psychology in several ways. Although each program prepares doctoral level psychologists, using models incorporating science and practice, the focus on optimizing the school performance and both cognitive and affective development of children, youth, and families within their social systems is unique to the School Psychology program. The UBC School Psychology program is also unique in its integration of developmental, social-ecological, cognitive, and social-behavioral perspectives in its training and practice model. Finally, the School Psychology Program is distinguished by its focus on preparing psychologists to work as change agents at a systems level. The doctoral training programs in School, Counselling, and Clinical Psychology at UBC are also differentiated by the specialized course work, clinical preparation, and research emphases in each program. The differences are consistent with the preparation required for professional practice in each specialty area. While both the Counselling Psychology and Clinical Psychology programs at UBC offer some course work on children and youth, and students in School Psychology may take some of these courses, their primary focus is on training and research with adult populations. Counselling psychologists are trained in interpersonal functioning across the life span with a focus on emotional, social, vocational, educational, health-related, developmental, and organizational concerns. Doctoral students in the Clinical Child Psychology specialty are trained in the basic tenets of clinical psychology with a background in child, adolescent and family development and developmental psychopathology. P age16

17 A final feature that distinguishes among the specialty programs in professional psychology at UBC is the training of the program faculty members. In keeping with our focus on diversity, faculty members in School Psychology represent a range of theoretical orientations, thereby providing students with foundational knowledge and respect for different perspectives and empirical literatures. In addition, like the Clinical and Counselling Psychology programs where faculty members have research and professional preparation careers in their specialty area, all core faculty members in the Program have doctoral level training in School Psychology and have active programs of research in School Psychology and directly related areas. UBC School Psychology People Core School Psychology Faculty The core faculty in the school psychology program area meet on the 2 nd Thursday of the each month to monitor student and program progress and to engage in short and long term planning for the School Psychology Program. The core School Psychology area faculty also concern themselves with the relationship of the program to the larger Department, Faculty of Education, and University issues. The following is a brief overview of the professional background of the core faculty in School Psychology. Included are highlights of their scholarly interests, current research foci, and teaching responsibilities. For more information visit the ECPS Department website at Allison CLOTH (SCPS). B.A. (Brandeis University), M.Ed. (Harvard University), Ph.D. (University of Texas Austin). Assistant Professor Research, Scholarship, and Professional Interests: An interest in social justice and education, equal access to educational resources and client-centered clinical work informs. Ali s research, teaching, consultation and practice. Ali s interests include diverse prevention and intervention research and activities that may improve the social-emotional and academic success of students with emotional and behavioural challenges in secondary schools. These prevention and intervention activities include eligibility for special education, school discipline policies, engagement in risk behaviours, access to mental health services in schools, adult-youth school-based mentoring relationships, alternative education settings and motivational enhancement counselling. Most of Ali s work in the field is conducted in partnerships with school-based professionals in public schools. With regard to motivational enhancement counselling Ali is particularly interested in Motivational Interviewing with adolescents (and understanding the level of cognitive functioning required for engagement in the process) and in schools (gatekeeper model; training school counselling professionals to use the approach). Teaching: Ali s recent teaching includes consultation, doctoral seminar in school-based systems, and master s level practicum Office Phone: Office Room Number: 2508 Scarfe allison.cloth@ubc.ca Laurie FORD (SCPS, HDLC, ECED). B.S., M.S. (Oklahoma State), Ph.D. (University of Kansas). Associate Professor. SCPS Admissions and Ph.D. Program Accreditation Coordinator; SCPS Scholarship Committee Representative Research, Scholarship, and Professional Interests: P age17

18 Laurie s scholarly interests include understanding child, family, school, and neighbourhood/community factors that promote early early school success; developmental (cognitive, social, and emotional) assessment of young children; family and community-based services for preschool and school-age children, youth and their families; and family-school-professional relationships;. Recent and current research projects take an ecological approach to the examination of factors that promote early school readiness and success, school-student-family-professional communication and partnerships for students with chronic health conditions and family-student-school engagement in psychoeducational assessments. Across projects in our lab we strive to explore questions at the child, family, school, neighbourhood, and/or community levels. While the majority of Laurie s current projects focus on younger children, students in our lab explore questions impacting students of different age levels and their families. Teaching: Laurie s teaching includes cognitive theory, cognitive, and preschool assessment, families and diversity, community systems, early childhood transition, masters and doctoral practicum. Office Phone: Office Room Number: 2410 Scarfe laurie.ford@ubc.ca Serge, LACROIX (SCPS), Ph.D. (University of British Columbia). R. Psych. Instructor 1. Ph.D. Program Director of Training Research, Scholarship, and Professional Interests: Serge has worked as a bilingual school psychologist for the Conseil scolaire francophone de la Colombie-Britannique and currently serves as the director of Auguston Consultants, Inc. His clinical and research interests are in the area of bilingual assessment and test development. He has recently published the Échelle francophone d appréciation du rendement EFAR, a French achievement test. Serge supervises interns working in various school districts. Teaching: Serge s research teaching includes school-based practicum and Professional, Legal and Ethical issues in School Psychology, and Assessment of Students with Learning Differences Office Phone: Office Room Number: 2526 Scarfe serge.lacroix@ubc.ca William MCKEE (SCPS, SPED). B.A. Teacher Certification, M.A. (UBC), Ph.D. (Louisiana State University). Assistant Professor. Director of the Psychoeducational Research and Training Centre; BC School Psychology Internship Program, Faculty Coordinator. Research, Scholarship, and Professional Interests: Bill worked with a broad spectrum of children and youth with special needs as a special education teacher, prior to undertaking doctoral work in School Psychology at Louisiana State University. Following his doctoral study, he worked as a School Psychologist in the Olympia Washington public schools, one of the first districts in the United States to provide full-inclusion in neighbourhood schools for all students with disabilities. A major focus of his current work is the planning and delivery of psychological and educational services to students with special needs. Particular emphases of this work, both in P age18

19 clinical training and research, are the integration of professional services and effective processes for individual student and multi-disciplinary team planning and program implementation. In addition to ongoing work focused on evaluation of a school and community prevention program for at-risk children and youth, and a school and community program for students with Fetal Alcohol Spectrum Disorders, Bill's current research projects include a group of studies on the planning, implementation and quality of data used in development and implementation of Individual Education Plans for students identified with special needs. He is also co-investigator for a province-wide study mapping and modeling educational, health, and social services for children and youth with special needs and their families. Teaching: In addition to his supervision responsibilities with the PRTC, Bill has recently taught coursework in Ethics and Legal Issues, Professional Practice, Consultation, School Psychology Practicum and Internship. Office Phone: Office Room Number: 1020 Scarfe william.mckee@ubc.ca Sterett MERCER (SCPS). B.S. (Ohio State), M.S., Ph.D. (Tulane). R. Psych. Assistant Professor. SCPS Area Coordinator Research, Scholarship, and Professional Interests: Sterett completed his internship with the Louisiana School Psychology Internship Consortium and worked as a school psychologist and research associate before becoming an Assistant Professor at the University of Southern Mississippi. He joined the SCPS faculty at UBC in July He currently serves as an Associate Editor for the Journal of School Psychology and on the Editorial Advisory Boards of three other school psychology journals: School Psychology Review, School Psychology Quarterly, and Psychology in the Schools. His research interests include student teacher relationships, teacher influence on classroom social context, and curriculum-based measurement. Teaching: Sterett s recent teaching includes includes curriculum-based assessment and intervention, consultation, and seminar in learning disabilities Office Phone: Office Room Number: 2509 Scarfe sterett.mercer@ubc.ca Lynn MILLER (CNPS, SCPS). B.A., M.A., Ph.D. (University of Colorado). R. Psych. Associate Professor. Myrne B. Nevison Professorship. CNPS Ph.D. Director of Training Research, Scholarship, and Professional Interests: Lynn s scholarly interests include School counselling, marriage and family counselling, mental health services delivery to children and families in school settings, and anxiety disorders. She has long been interested in helping children be more successful in school settings, understanding that psychosocial stability enhances academic performance. She focuses her research on searching for ways to deliver mental health programs to school children and their families in school settings. Currently she has several funded projects targeting the prevention and early intervention of anxiety disorders, using empirically supported approaches to child and adolescent anxiety. Anxiety disorders are P age19

20 the most common mental health concern of children, adolescents and adults. Anxiety management can be taught and people can learn effective skills using cognitive behavioral techniques. Teaching: Lynn teaches coursework in child and adolescent psychopathology, family therapy, school counselling and counselling practicum supervision. Office Phone: Office Room Number: 272A Scarfe Library Block Rachel WEBER (SCPS). B.S. (Abilene Christian), Ph.D. (Texas A&M). Assistant Professor. Research, Scholarship, and Professional Interests: Rachel s background and training in conducting assessments and interventions within hospital and educational settings and among multidisciplinary teams. Her training included a two-year postdoctoral fellowship in clinical pediatric neuropsychology at the University of Minnesota Medical School-Amplatz Children s Hospital. Dr. Weber s current research projects focus on the promotion of cognitive resilience in children considered at-risk. year. Other scholarly interests include cognitive correlates of bilingualism and second language learning, development and application of executive functioning skills, neurocognitive functioning in pediatric cancer survivors Teaching: Rachel s teaching areas include applied developmental neuropsychology, academic and social-emotional assessment. Office Phone: Office Room Number: 2309 Scarfe rachel.weber@ubc.ca Adjunct Faculty & Instructors Affiliated with SCPS We are fortunate to have a number of psychologists practicing in the area schools and community working closely with our program in a number of capacities on campus as well as providing field supervision for our students on practicum and internship. We are particularly fortunate to have several psychologists teaching on campus with our program and doing supervision who have Adjunct Professor appointments in the ECPS Department and/or are teaching with the program in Barbara HOLMES. Ed. D. (University of British Columbia). R. Psych. Adjunct Professor. Director of Training, BC School Psychology Internship Program Barbara is currently a supervisor of master s level school psychology interns in the Catholic Independent Schools. Previous roles have been special education teacher, area counsellor, and school psychologist. More recently she was Director of Research, Communications and Safe Schools in the Surrey School District. Retirement from that position has been followed by teaching an introductory course in special education at UBC as well as the Research Seminar and Psychometrics courses for the Adler School of Professional Psychology. Barbara continues to work part time as a school psychologist in Surrey and Vancouver and maintains a private practice. Her professional interests are in assessment, collaborative intervention planning, and implementation of school psychology services in secondary schools. P age20

21 This year (2014/2015) she is an associate of the PRTC and serves as the Director of Training for the BC School Psychology Internship Program and is co-director of the Adult Assessment Clinic. Suretha, SWART. Ph.D. (University of British Columbia). Professional Practice Leader School Psychology Internship Program, Sessional Instructor In her role as the Professional Practice Leader, Dr. Swart provides clinical and professional practice leadership for delivery of and training in multi-faceted psychoeducational assessment and intervention services at the PRTC and serves as the chief psychologist for the Training Program. She is involved in planning, coordination, development, delivery, supervision and administration of PRTC clinical services as the host agency for the Internship Consortium. She works in collaboration with the Director of Training to provide ongoing clinical training activities through the Advanced Skills Training component of the Training Program, and promotes public relations through serving as editor of the Consortium Newsletter and the PRTC Clinics Annual Report. Dr. Swart is also teaching School Based Intervention in addition to her work with the interns. Sharon MALONE, M.Ed. (University of British Columbia). Sessional Instructor. Sharon is a practicing school psychologist in Maple Ridge School District where she is the leader of their school psychology team. She has been active as a supervisor of masters level interns. She has been working in recent years in the instruction and development of our diploma level course in Level B assessment for special educators. Ted WORMELI, Ed.D. (University of British Columbia). R.Psych, Nationally Certified School Psychologist. Supervision Coordinator, BC School Psychology Internship Program A former learning assistance teacher, Ted is a Psychologist with the Provincial Outreach Program for Autism and Related Disorders. He currently serves as Director of Training for the BC School Psychology Internship Program. Ted has an interest in test development and is currently working with Drs Georgina Robinson and Bill McKee on the development of an observation instrument to supplement the "School-Age Autism Screening Inventory for High Functioning Students (SAASI-HFS). He serves as a supervisor for students in our master s practicum and master s/doctoral internship. Additional ECPS Department Faculty In addition to the core faculty in school psychology, faculty in the ECPS Department (and across campus) serve on student thesis, comprehensive examination, and dissertation committees. Students also often work with faculty in other areas on various projects for both research and clinical/field experiences. Faculty in ECPS, their professional interests, and contact information include: Norman E. AMUNDSON (CNPS). B.A., M.A. (Saskatchewan), Ph.D. (Alberta). Professor. Career counselling and development, dynamics of unemployment, competence, supervision P age21

22 methods and structured group counselling strategies. (604) and William A. BORGEN (CNPS). B.Sc., M.Ed., Ph.D. (Alberta). Professor. ECPS Department Head. Career choice and behaviour, counselling skill development, school and agency counselling, developmental approaches to counselling, group counselling. (604) and Marla BUCHANAN (CNPS). B.A. (McMaster). M.Ed. (Lesley College), M.A. Ph.D. (Victoria). Professor. CNPS Area Coordinator. Child and adolescent counselling, school counselling, counsellor stress, traumatic stress, gender counselling, gay and lesbian issues in schools, postmodern/critical theory and praxis, and qualitative research methods. (604) and Deborah BUTLER (SPED, HDLC). B.A. (University of California San Diego), M.A. (University of British Columbia), Ph.D. (Simon Fraser), Professor. Learning Disabilities in Adolescence & Adulthood, Metacognition & Self-Regulation, Qualitative Research Methodologies. (604) and Joanna CANNON (SPED). SPED Area Coordinator. Ph.D. (Georgia State University). Assistant Professor. Education of Deaf/Hard of Hearing students; language and literacy development in Deaf/Hard of Hearing students. (604) and Daniel COX (CNPS). Ph.D. (University of Kansas). Assistant Professor. Process and outcome of group and individual counselling, trauma, suicide, gender, measurement, and vocational psychology, with an emphasis on veteran and military populations. Judith DANILUK (CNPS). B.A. (Windsor), M.Sc. (Calgary), Ph.D. (Calgary). Professor. Counselling adults; developmental transitions throughout adult life; reproductive decisionmaking and distress; psychosocial consequences of infertility; women's sexual development. (604) and Kadriye ERCIKAN (MERM). Ph.D. (Stanford University). Professor. Deputy Department Head. Validity and fairness issues in multi-cultural and multi-lingual assessments, Psychometric issues in large-scale assessments; (604) and Ruth ERVIN (SPED). Ph.D. (Lehigh University). Associate Professor. Systems Change, Prevention and Intervention Strategies in Special Education. (604) and Hillel GOELMAN (HDLC). Ph.D. (University of Toronto). Professor. Faculty of Graduate Studies, Chair, Interdisciplinary Studies Graduate Program, Early childhood development, Social policy implications of child development research. (604) and Alanaise, GOODWELL (CNPS). Ph.D. (University of British Columbia). Indigenous approaches to health, healing, and research; gang life progression and disengagement in First Nations and Metis peoples; culture and identity. (604) and P age22