NEW! School Psychology start: September 2016

Transcription

1 NEW! School Psychology start: September 2016 Key staff: Michiel Westenberg (coordination), Femke Stad, Niko Steinbeis, Bart Vogelaar Developmental and Educational Psychology Leiden University Chair: Eveline Crone

2 Academic and Professional Discipline International School Psychology Association (ISPA) research meetings and professional accreditation American Psychological Association Division School Psychology (16) Master programs in USA, GB, Post-master training programs

3 Dutch Context Until recently: Focus on Special Education and Clinical Interventions Greater emphasis on School Psychology, related to new legislation: Inclusive Education Law ( Wet op Passend Onderwijs ) Youth Care Law ( Jeugdwet )

4 Career Opportunities Primary and Secondary Schools School Advisory Services ( schoolbegeleidingsdienst ) Independent coach, trainer, consultant Municipal or National Government Special Education General Health Care, e.g. Schooling Inpatient Clinics

5 Example: School Absenteeism 1/2 What to do when a student is absent from school on a regular basis (1 to 5 days a week)? Current practice: Phase 1. Mentor speaks with child and caretaker(s) and/or disciplinary actions are taken (Leerplichtambtenaar/Bureau Halt) Phase 2. Referral to center for Clinical Child Care (GGZ/ Mental Health Care). The school might be advised on how to support the intervention.

6 Example: School Absenteeism 2/2 What to do when a student is absent from school on a regular basis (1 to 5 days a week)? School Psychologist: Phase 0. Early detection of potentially problematic absenteeism Phase 1. Needs-based assessment: student, teacher(s), parents Phase 2. School-based intervention (Phase 3. Implementation of new school policy regarding absenteeism) If school based intervention is not effective and serious psychopathology is involved: referral to a center for Clinical Child Care (GGZ/ Mental Health Care)

7 Three Key Dimensions 1. Student focus: Individuals or groups of students with special needs; 2. Teacher focus: Teacher support for guidance of individual students and class management overall; 3. School focus: Policy support for school management

8 Overview Master Programme Four courses: 4 x 5 = 20 EC Master thesis: 20 EC Internship: 20 EC or 10 EC Total 60 EC Electives, e.g. Adv. Child & Adolescent Psychiatry Several other options Total 5 EC 5 EC 60 EC

9 Course 1/4 Motivation and Performance 5 EC; Fall semester; Michiel Westenberg Theory: + Positive Psychology, e.g. talent development But: does this really apply to school learning? + Motivation and performance: general principles, school context, age Application: low motivation, poor performance, performance fears, school dropout e.g. school refusal

10 Course 1/4 Motivation and Performance 5 EC; Fall semester; Michiel Westenberg Skills: + How to create a learning context academic and social conducive for positive performance motivation in all students (with classroom presentations as a case in point) + How to conduct motivational interviewing with students who have difficulties with motivation and performance

11 Course 2/4 Needs-based Assessment 5 EC; Fall semester; Femke Stad Theory: needs-based and transactional assessment Application: Learning problems (e.g., dyslexia; intelligence)

12 Course 2/4 Needs-based Assessment 5 EC; Fall semester; Femke Stad Skills: a. How to proceed through the series of needsbased diagnostic stages b. How to use various assessment tools standardized testing; observing and interviewing students, parents and teachers c. How to write an assessment report for the student and his/her teacher(s) and caretaker(s)

13 Course 3/4 Educational Neuroscience 5 EC; Spring semester; Niko Steinbeis Theory: + Neuroscience of learning, memory and executive functions; + relevance of executive functions for school success; + sensitive periods in social development Application: inattention and ADHD; disruptive behaviours

14 Course 3/4 Educational Neuroscience 5 EC; Spring semester; Niko Steinbeis Skills: a. How to distinguish neuro-evidence from neuromyths b. How to structure learning environment using cutting-edge neuroscientific insights c. How to assess and train executive functions (e.g., cogmed, inhibitory control) d. How to advise the school about which program to choose and how to implement it specific recommendations of what

15 Course 4/4 Inclusive Education 5 EC; Spring semester; Bart Vogelaar Theory: + What is inclusive education, and what is the role of a school psychologist in this context? + Who do you have to contact, and how do you address educational professionals in an educational context? + Special needs children (learning disorders, a- typical development, behavioural and social emotional problems) will be addressed, as well as coaching skills.

16 Course 4/4 Inclusive Education 5 EC; Spring semester; Bart Vogelaar Application: Learning problems, a-typical development (High/low giftedness), communication disorders (hearing difficulties), behavioural and social-emotional problems (autism, ODD). Skills: a. Providing advice on special educational needs of individual children; b. Coaching teachers with students with special needs, e.g., low or high giftedness, visual or hearing restrictions, or developmental problems; c. Communicating with other educational professionals in a school context.

17 Internship Practical Internship Internal or External (10 EC or 20 EC) Research Internship (10 EC) General issues: a. School Psychology in the Netherlands and abroad: general differences and similarities b. Products and language : What does it all mean? (e.g., what is a Developmental Profile [Ontwikkelingsprofiel]) c. Collaboration with other disciplines/professionals such as Clinical Child Psychology, Child Psychiatry, Social Work, and others. Who is doing what? d. Laws, rules and ethical conduct: what is expected from a school psychologist.

18 Master Thesis Topics Four research lines: Educational neuroscience, e.g., inhibitory control, creativity, social exclusion and engagement, decision-making and risk taking, self-concept development and study choice ( Intelligence and dynamic testing, cognitive development, inductive reasoning and learning potential ( Communication problems due to hearing impairments, autism spectrum disorders, and specific language impairments. ( Social-emotional factors for learning -- both positive factors such as intrinsicextrinsic motivation and negative factors such as speech anxiety, social anxiety and school refusal (

19 Post-master Training Basic Accreditation Psychodiagnostics ( basisaantekening psychodiagnostiek ), Dutch Association of Psychologists (NIP) 2-year Postmaster Training, RINO Amsterdam/Nijmegen (comparable to GZ-training) / NIP Accreditations ISPA Accreditations

20 2016 ISPA Conference in Amsterdam Save the Date! We are very pleased to announce that the 38th ISPA Conference will be held from July 20 to 23, 2016, in Amsterdam, The Netherlands The theme of the conference is: School Psychology 3.0: A World of Connections.

21 NEW! School Psychology start: september 2016 Key staff: Michiel Westenberg (coordination), Femke Stad, Bart Vogelaar, Niko Steinbeis Developmental and Educational Psychology Leiden University Chair: Eveline Crone