School Psychology Program Practicum & Internship Handbook

Transcription

1 School Psychology Program Practicum & Internship Handbook Graduate School of Education Handbook for faculty, students and supervisors 1

2 Table of Contents School Psychology Program Philosophy... 3 Methodology on Practicum... 4 Coursework related practicum...4 Sequenced practicum coursework...4 Practicum Placements... 6 Practicum Objectives... 7 Practicum Requirements... 9 Practicum Performance Evaluation Overview of Practicum Coursework Series EDUC 265-A Introductory...13 EDUC 265-B Basic...15 EDUC 265-C Advanced...17 EDUC 265-D Clinical...19 EDUC 265-E Supervision...20 EDUC 265-F Independent...21 Responsibilities of Practicum Partners Practicum students...22 University supervisor...24 Site supervisor...25 Internship Guidelines Internship Plan Sample 29 CDSPP Internship Guidelines...35 Appendices A. Practicum log...38 B. Summary of practicum hours...41 C. Practicum professional portfolio requirements...42 D. Practicum student performance evaluation form...44 E. Consumer of services evaluation form...52 Practicum/Internship Handbook August

3 SCHOOL PSYCHOLOGY PROGRAM PRACTICUM PHILOSOPHY The School Psychology Program at the University of California Riverside (UCR) is a scientistscholar-practitioner model. The program ascribes to a philosophy and method of training through practicum experiences that are sequenced in an intentional manner to shape and mentor skill development towards the outcome of becoming a skilled professional who can be easily employed in schools, clinics, communities, and/or other related settings. School psychology students are provided the opportunities to demonstrate, under conditions of appropriate supervision, their ability to apply their knowledge, to develop specific skills needed for effective school psychological service delivery, and to integrate competencies that address the domains of professional preparation and practice described in the standards, goals, and objectives of the UCR School Psychology Program. University and site-based supervisors collaborate to provide the knowledge and experience for students to develop into problem solving psychologists that effect change on the individual and systems level. Practicum casework builds from novice to advanced levels based upon opportunities and requirements for greater complexity as the student proceeds through the sequenced phases of practicum. Diverse practicum settings, selected for their commitment to training, provide the opportunity for school psychologists-in-training to apply learned coursework in supervised settings for the purpose of development and mastery of evidence-based psychological and educational skills that promote positive outcomes for students, their families, educators, and the school as a system. Practicum/Internship Handbook August

4 METHODOLOGY ON PRACTICUM Practicum experiences are provided to students in the Ph.D. School Psychology at UCR in two ways so that coursework and experience are integrated for skill development. A. Coursework related practicum experiences are infused in selected school psychology coursework in which skills taught through didactic instruction are applied in field experiences. Course related experiences are delineated and supervised by the course instructor and may be completed on the current practicum setting when appropriate. For example, coursework in cognitive, academic, and socio-emotional/behavioral assessment, intervention, and consultation may have assignments designed to develop skills and demonstrate understanding by working with appropriate school and/or clinical populations under supervision by the course instructor. B. Sequenced practicum coursework experiences are a combination of placement in schools/community agencies and participation in university seminars. Fieldwork placements provide opportunity for integration of coursework knowledge and skill application within appropriate settings while supported by a university seminar forum for discussion of experiences. The sequence of practicum experiences aligns with program coursework and becomes increasingly complex as skills continue to be integrated into practice, building towards sufficiency in preparation for the culminating pre-doctoral internship experience. The SPSY Practicum Coursework sequence is as follows: Year Quarter Course # Course Title Practicum Hours 1 Fall EDUC 265-A Practicum in School Psychology Introductory 60 Winter EDUC 265-B Practicum in School Psychology Basic 90 Spring EDUC 265-B Practicum in School Psychology Basic 90 2 Fall EDUC 265-C Practicum in School Psychology Advanced 90 Winter EDUC 265-C Practicum in School Psychology Advanced 90 Spring EDUC 265-C Practicum in School Psychology Advanced 90 3 Fall EDUC 265-D Practicum in School Psychology Clinical 90 Winter EDUC 265-D Practicum in School Psychology Clinical 90 Spring EDUC 265-E Practicum in School Psychology Supervision 90 4 Fall Winter Spring EDUC 265-F EDUC 265-F EDUC 265-F Practicum in School Psychology Independent Practicum in School Psychology Independent Practicum in School Psychology Independent Note: 4 th year practicum is optional. Total Practicum Hours 1,050 The practicum series is designed to be hierarchical in nature. During the introductory practicum the students is limited to observation of the site supervisor s individual assessment, treatment, and consultation activities. Since the student is with the supervisor throughout the day, supervision is necessarily frequent and direct. After the first quarter of training, students have Practicum/Internship Handbook August

5 background knowledge in ethical and legal guidelines for best practice as well as the importance of cultural awareness and are ready to begin developing specific skills by working under supervision directly with children/youth. While in the basic practicum placements, students are exposed to more diverse treatment settings and populations and begin applying skills learned through coursework (e.g., academic assessment and intervention). For students enrolled in the advanced practicum relative independence in administration of psychometric instruments, implementation of academic and behavioral interventions and consultation with school staff is expected. Advanced practicum students become involved in decision-making meetings requiring an understanding of education code and laws that guide practice in the schools. By the later portion of practicum experiences, students are expected to be relatively independent in all facets of the provision of school psychological services. The practicum sequence also includes a didactic seminar in supervision that includes the experience of supervising first or second year graduate students in basic practicum work. During their fourth year of coursework students the university supervisor works with each student individually to choose a setting that is more closely aligned with the individual student s interests. This final portion of practicum is designed to provide the student with more independent practice and further prepare the student for internship. Practicum/Internship Handbook August

6 PRACTICUM PLACEMENTS Practicum experiences take place in an array of local school, community, and clinic settings and are selected based upon their commitment to best practice in the delivery of psycho-educational services. Student involvement includes, but is not limited to, participating in prereferral intervention and multidisciplinary educational team meetings, conducting a broad range of psychological assessments and techniques, collecting information useful for planning education/instructional and behavioral interventions, constructing and implementing intervention programs, conducting group and individual counseling or training sessions, and consultation with school personnel. Clinical practicum includes additional experiences devoted specifically to further developing skills while working with more severe populations in an area of expertise (e.g., positive behavior supports for students with autism spectrum disorders and cognitive behavioral therapy). Both school settings and community or clinical placement provide students opportunities to apply knowledge attained in prior course work to real world settings while under supervision. Students have the opportunity to participate in professional supervision provided by a practicing school psychologist site supervisor and the university supervisor. Practicum experiences are a crucial component of the UCR School Psychology Program and serve to operationalize the scientist-practitioner model for students as they experience the interface between theory, empirical research, and practice.. Practicum/Internship Handbook August

7 PRACTICUM OBJECTIVES Practicum objectives have been created to reflect the curriculum objectives established by the UCR Graduate School of Education School Psychology Program in accordance with American Psychological Association (APA), the National Association of School Psychologists (NASP), the California Commission on Teacher Credentialing (CCTC), and the California Board of Psychology. The ultimate goal of practicum is to provide students the opportunity to acquire, apply, and consolidate course competencies in the school and community/clinical setting using best practice in the ethical and legal delivery of school psychological services. The NASP Blueprint for Training and Practice III was used as a specific outline for competency development. Practicum course content and field experience are designed to help students develop skills in each domain. Practicum objectives are delineated below. Foundational Competencies Domain 1: Domain 2: Domain 3: Domain 4: Interpersonal and Collaborative Skills: School psychology practicum students will develop and implement effective interpersonal skills and demonstrate an ability to work with children, adolescents and adults in a variety of capacities. School psychology practicum students will learn to problem-solve difficult situations and will collaborate with others to develop a harmonious learning environment. They will also take the opportunity to clearly present and disseminate information to diverse audiences. Diversity Awareness and Sensitive Service Delivery: School psychology practicum students will become aware, and sensitive to, cultural differences. This includes working with students and their parents. They will also use their knowledge of cultural differences to choose appropriate assessment tools and use that data to help match students with the most appropriate instruction/intervention. Technological Applications: School psychology practicum students will develop the skills necessary to use the latest technological advances in their work. They will consider ethics when using technology and will adhere to the technology policies associated with the agency in which they work. Students will also garner knowledge related to assistive technology and how that can be used to help students. Students will also become aware of the technological issues facing students (e.g., cyber bullying and lack of access to technology). Professional, Legal, Ethical and Social Responsibility: School psychology practicum students will be prepared to practice in ways that meet all appropriate professional and legal standards in order to enhance the equality of services and protect the rights of all parties. Functional Competencies Domain 5: Data-Driven Decision Making and Accountability: School psychology practicum students will be able to use the methods of assessment and Practicum/Internship Handbook August

8 problem-solving models as a part of a systematic process to collect data and other information. They should use this information for empiricallybased decisions. Practicum students should be able to use collected data to evaluate individual student and systems-level performance. Assessment practices should be eco-behavioral in nature and evaluate the child and his/her environment. Domain 6: Domain 7: Domain 8: Systems-Based Service Delivery: School psychology practicum students will not only focus on the individual level, but will focus on the greater system. They should begin to participate in reform efforts and later in the practicum experience can provide training to district personnel and/or parents. Students should be developing their competencies associated with intervention design, problem-solving, crisis prevention and home-school collaboration. Enhancing the Development of Cognitive and Academic Skills: School psychology practicum students, in collaboration with others, will be to develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths and needs. Students will assist in choosing appropriate assessment tools, specifically those that have strong treatment validity. The students will seek opportunities to implement interventions to achieve goals and evaluate the effectiveness of interventions. Enhancing the Development of Wellness, Social Skills, Mental Health, and Life Competencies: School psychology practicum students will learn how to access resources and address issues related to wellness, social skills, mental health and life competencies. Students should familiarize themselves with evidence-based interventions in these areas and should seek to implement interventions for students in need. Practicum/Internship Handbook August

9 PRACTICUM REQUIREMENTS The UCR School Psychology Program is designed to meet the field based experience requirements of state and national accrediting agencies, specifically, the American Psychological Association, the National Association of School Psychologists and the California Commission on Teacher Credentialing. In addition, the UCR School Psychology Program practicum experiences prepares students to become qualified for the National Credential in School Psychologist (NCSP) and to be eligible to sit for the Examination in Professional Practice of Psychology (EPPP) that is required for licensure as a psychologist in each state. As partial eligibility for the above it is required that through practicum students: 1. Complete a minimum of 600 hours, 500 hours of which must be completed in a school setting. 2. Complete practicum hours in at least three of the four school settings: Preschool, Elementary, Middle/Jr. High, and High School. 3. Complete clinical practicum hours in a program approved community or clinic setting during the third or fourth year of study. 4. Accumulate practicum hours through enrollment in the UCR practicum sequenced coursework (EDUC 265); research time and grant work in the schools will not count towards practicum. 5. Practice at least eight (6) hours per week in a school or clinical setting and participate in a two hour bi-weekly seminar occurring on campus and led by the university supervisor. The exception to this is Practicum Introductory when practice is four (4) hours per week in a school setting and participation in the 2-hour weekly university seminar. Note: In accordance with California Department of Education guidelines, practicum in school settings must be supervised by individual who is employed by the school district and is a California PPS credentialed school psychologist. For practicum in other settings, the general requirement is the supervisor should either by a credentialed school psychologist, if appropriate for that setting, or a California Licensed Psychologist. For all practicum placements, the setting and supervisor must be approved by the practicum coordinator. Practicum/Internship Handbook August

10 PRACTICUM PERFORMANCE EVALUATION Performance evaluation as a means of establishing competency is an essential component of the practicum series. Site supervisors, consumers on site, and the university supervisors are expected to provide students with performance feedback through integrated formative and summative evaluations. Objectives for practicum include both functional competencies (i.e., skills related to assessment, intervention, consultation, etc.) and foundational competencies (i.e., skills related to professionalism, ethical and legal standards, etc.). Practicum objectives and evaluation procedures are established at the outset of each experience through course syllabi. Student performance in practicum field experiences is evaluated using multiple methods from multiple sources. Specifically, students will self-evaluate as well as be evaluated by your practicum site supervisors, consumers of your services, and by university supervisors. More specific information about the format of the multiple methods of evaluation specific to each practicum course will be explained in each course syllabus. Some of these methods are described below. 1. Practicum Logs. Students are responsible for documenting practicum hours using the Practicum Log of Hours. This log has been designed to be cumulative in training domains over the 4 years of practicum experiences. Logs are to be completed by the student, reviewed and signed by the site supervisor, and submitted for review and signature by the university supervisor on a regular basis, as designed by the university practicum supervisor. The Practicum Log of Hours form is made available to students on the UCR Blackboard website. See Appendix A and B for the Summary of Log Hours, which aggregates hours by month over the year in each training domain. 2. Case Reviews. Each class meeting, students will present a case they are currently working on at their practicum site for which the student would like feedback from their colleagues. Students will be assessed on the presentation of their case using a problem-solving case conceptualization and their interaction and feedback provided to their colleague s case reviews. 3. Practicum Assignments. Each quarter students will be given assignments designed to help them link theory and practice. The assignments are directly related to the course content for that quarter and allow students an opportunity to evaluate field-based methods from a best practice perspective. Students will present their findings at the final class meeting each quarter. 4. Practicum Portfolio. Students will construct a portfolio of their work at practicum. The practicum portfolio will be a work in progress throughout the practicum sequence and will provide a portfolio of professional work and outcomes that can be used for interviewing for internship. Details on portfolio contents and requirements for each practicum sequence to be provided. See Appendix C for an example of portfolio requirements. The university supervisor will use the portfolio to assess student level of performance and evaluate progress in the program as consistent with training expectations. 5. Site-Supervisor Evaluations. Students are responsible for obtaining a written evaluation each quarter from their site supervisor. Site supervisors evaluate the student s progress in specific domains of training, taking into consideration the student s training level in the program. Practicum/Internship Handbook August

11 The site supervisor reviews the evaluation with the student and works together with the student to set goals for the next quarter. It is expected that not all activities will be afforded by every practicum experience, and therefore, not all items will be rated in any given quarter. However, given the array of experiences and populations in the practicum sequence, it is expected by the conclusion of the practicum sequence, students should be evaluated in every area. The Practicum Student Performance Evaluation Form, Appendix D, completed on a quarterly basis should be mailed directly to the Director of School Psychology Training in the Graduate School of Education at UCR. This evaluation will be taken into consideration when the student is evaluated for progress in training. 6. Consumer Evaluations. Students are responsible for obtaining a written evaluation each quarter from a consumer of their services. Students may select any school professional and/or parent with whom they worked during the quarter. Examples include a special educator, the school principal, a parent of a child with a disability. The Consumer of Services Evaluation Form, Appendix E, will be discussed with the student by the universitybased practicum supervisor and will be taken into consideration when the student is evaluated for progress in training. 7. NTE Praxis II Exam in School Psychology. Students are required to take the NTE Praxis II Exam in School Psychology upon completion of the practicum series and prior to applying for internship. This is typically accomplished in the Spring Quarter of the third year of study, and needs to be completed by the end of the fourth year. Because the performance of the exam is closely related to practice experience, selected activities in the practicum courses are designed to prepare students for the examination Practicum/Internship Handbook August

12 OVERVIEW OF PRACTICUM COURSEWORK SERIES The Practicum Coursework Series is specifically designed to complement and enhance practical experience in core school psychology courses. Each quarter practicum coursework and experiences are closely linked to concepts taught in concurrent courses from the psychological and behavioral assessment series, psychological consultation and intervention series, as well as foundational school psychology courses (i.e., medical, genetic, and physiological needs of special education, cognitive development, social/affective development, and academic assessment/intervention). An overview of the practicum coursework series by training phase is described below. Practicum/Internship Handbook August

13 A. Education 265-A: Practicum in School Psychology - Introductory Education 265-A is a preparatory course offered to first year school psychology students in their first quarter of course work. Students are required to complete a total of 60 hours: 40 hours (4 hrs per week) of practicum experiences in a school based setting and 20 hours under university supervision during the weekly seminar course. Objectives: 1. Gain an initial understanding of APA and NASP ethical guidelines. 2. Gain an initial knowledge of Special Education eligibility law 3. Gain an initial understanding of the role of school psychologists in public schools 4. Gain an initial knowledge on assessing school s behavioral and crisis plans 5. Gain an initial knowledge and practice of case conceptualization and presentation Seminar topics include: 1. Psychology and educational foundations of School Psychology. 2. History and ongoing developing of the School Psychology discipline. 3. Ethical and professional guidelines as outlined by the American Psychological Association (APA) and National Association of School Psychologists (NASP). 4. Introduction to case law and legal foundations of practice. 5. Procedures and requirements for state (PPS) and national credentials (NCSP) and licensure as a Licensed Psychologist (LP). 6. Professional organizations; local, state, national, and international. 7. Introduction to prevention and intervention at multiple levels of practice. 8. Foundational concepts related to knowledge and practice of problem solving case conceptualization and presentation. 9. Working with culturally and linguistically diverse populations. 10. Foundational concepts related to the Individuals with Disabilities Education Act (IDEA), Americans with Disabilities Act, and California Education Code. 11. Foundational concepts related to special education eligibility law. During the first quarter of practicum students will indirectly participate in a variety of school based activities to include: 1. Observe and or assist in general education and special education classrooms. 2. Observe the organization and administration of school settings and attend building meetings (i.e., student assistance teams, pre-referral meetings, parent-teacher organization meeting, a faculty meeting, and individualized education plan team meetings). 3. Shadow a variety of school psychologists in assorted school settings (i.e., preschool, elementary, secondary, etc.) 4. Conduct a comprehensive school record review including attendance records, grade reports, standardized test scores, and discipline records. 5. Conduct classroom based direct observation on a target student utilizing a school-based observation technique. 6. Complete curriculum based measurement and progress monitoring activities under close supervision. Requirements will coincide with the concepts acquired in the academic assessment course, which is taken simultaneously. Practicum/Internship Handbook August

14 7. Students are required to present a case-study including classroom observation data, curriculum based measurement and progress monitoring results. Practicum/Internship Handbook August

15 B. Education 265-B: Practicum in School Psychology - Basic Education 265-B is a fundamental two-quarter series offered to first year school psychology students during the second and third quarter of course work. Students are required to complete a total of 90 hours per quarter: 80 hours (1 day per week) of practicum experiences in a school based setting and 10 hours under university supervision during the bi-weekly seminar course. Objectives: 1. Select, evaluate, administer, score, and interpret psychometrically sound and appropriate, published cognitive, academic, social/emotional, and behavioral assessments according to professional ethical standards and guidelines. 2. Select, administer, and interpret curriculum-based assessments to evaluate instructional level, monitor student progress, and evaluate academic outcomes. 3. Select, utilize, and interpret appropriate observational methods of observable, measureable academic and social behaviors. Write a Functional Based Assessment (FBA) Report. 4. Write a comprehensive psychoeducational report addressing cognitive, academic, social/emotional, and/or behavioral concerns, including recommendations for treatment. 5. Write well-defined academic and behavioral goals that are ambitious, appropriate, observable, and measureable. 6. Use a Problem Solving case conceptualization approach to comprehensive assessment. 7. Use best practice consultation methods when working with school staff and parents. 8. Use evidence-based observation and structured interviewing methods in an ecological assessment model. 9. Have knowledge and experience with the general education setting, the student pre-referral process, and formal evaluation procedures. 10. Have knowledge and experience with students, families, staff from diverse backgrounds. 11. Have knowledge of legal issues related to a student IEP, procedural seafeguards, parental consent/educational rights, timelines, assessment plans, and FERPA. 12. Have knowledge of special education services eligibility categories as stated in IDEIA (2004), the California Education Code and as compared to the APA Diagnostic and Statistics Manuarl-IV diagnostic categories. 13. Have understanding of the Response-to-Intervention (RTI) process for Specific Learning Disability eligibility in contrast to the Ability-Achievement discrepancy approach. 14. Use ethically sound methods of practice in a school-based setting as set forth in the APA Ethical Standards Code and the NASP Ethical Code ofconduct. 15. Have knowledge of various public and non-public settings for school psychology professionals. Seminar topics include: 1. Individuals with Disabilities Education Act (IDEA) 2. Eligibility for special education supports and services as specified in IDEA and California Education Code. 3. Diagnostic and Statistics Manual-IV, diagnoses and educational eligibility 4. Pre-referral process, progress monitoring and general education intervention 5. Individual Educational Plan (IEP); plans, documentation, and meetings. 6. Legal issues related to the IEP; procedural safeguards, parental consent/educational rights, confidentiality, timelines, and assessment plans. 7. Individual and cultural diversity Practicum/Internship Handbook August

16 8. Cognitive assessment and intervention; application in schools 9. Academic assessment and intervention; application in schools 10. Socio-Emotional/behavioral assessment and intervention; application in schools 11. Consultation; school staff and parents 12. Observation and interviewing techniques. During the second and third quarter of the first year of study practicum students will participate in a variety of school-based activities to include: 1. Attend and participate in a variety of school based meetings (i.e., student assistance team meetings, pre-referral meetings, faculty meetings, and individualized education plan team meetings). 2. Complete initial special education evaluation paperwork including obtaining consent, providing and explaining procedural safeguards as defined in IDEA. 3. Complete comprehensive academic assessments leading to specific strategies for academic intervention. 4. Utilize progress monitoring techniques and graphically represent data. 5. Complete comprehensive cognitive assessments utilizing a variety of cognitive assessment tools. 6. Conduct psychoeducational assessments under the direct supervision of the Site Supervision. Areas of assessment should be directly related to training obtained in the school psychology assessment course. 7. Write written reports of evaluation results to be incorporated into a psychoeducational assessment report. 8. Utilize consultation techniques with school staff and parents. 9. Students will be required to present a case-study each quarter. This presentation should including graphical data and handouts. 10. Student will participate in mock IEP meetings and assisting in the completion of an Individualized Educational Plan. Practicum/Internship Handbook August

17 C. Education 265-C: Practicum in School Psychology - Advanced Education 265-C is a three quarter series offered to school psychology students during the second year of course work. Students are required to complete a total of 90 hours per quarter: 80 hours (1 day per week) of practicum experiences in a school based setting and 10 hours under university supervision during the bi-weekly seminar. The student may opt to enroll for 2 units/quarter, which requires 160 hours (2 days per week) of practicum experience per quarter; instructor consent required. Objectives: Continue demonstrating the skills developed through Basic Practicum and: 1.Develop deeper understanding and working knowledge of Individuals with Disabilities Education Act (IDEA) and how it applies to supporting students with disabilities; especially Legal issues related to special education supports services, IEP, and section Become adept with planning, implementing, and writing reports for psycho-educational evaluations; Initial, Annual, and Tri-annual; present findings and recommendations at IEP meetings in the schools; work with parents/families throughout the process. 3. Gain and understanding of the diverse consultation issues and strategies in working with teachers, staff, parents/families, and community agencies 4. Great development of Behavioral assessment and intervention; Social/Emotional assessment and intervention; including FBAs and writing Behavioral Intervention Plans 5. Recognize and be able to interpret the effects of psychotropic medication on student academic achievement and social competence. 6. Further develop cross-cultural competence as you work in the schools with diverse populations of children and their families. 7. Become knowledgeable about how to write legally defensible reports and prepare for Due Process hearings 8. Attend, participate and present information in a variety of school based meetings (i.e., student assistance team meetings, pre-referral meetings, faculty meetings, and individualized education plan team meetings). 9. Complete comprehensive social/emotional and behavioral assessments leading to specific strategies for behavioral intervention; assist in the implementation of these interventions. 10. Applied practice in conducting, interpreting, and making recommendations based upon progress monitoring academic, social/emotional, and/or behavioral interventions. 11. Knowledge and practice in coordinating school-based services with social and community based agencies. Seminar topics will include: 1. Individuals with Disabilities Education Act (IDEA) 2. Psychoeducational evaluations; Initial, Annual, and Tri-annual. 3. Consultation issues and strategies 4. Behavioral assessment and intervention 5. Social/Emotional assessment and intervention 6. Individual and Cultural Diversity 7. Legal issues related to special education supports services, IEP, and section Legally Defensible Reports 9. Preparing for Due Process Hearings Practicum/Internship Handbook August

18 10. Credentialing 11. Licensure During each of the three quarters during the second year of study practicum students will participate, with relative independence in the later quarters, in a variety of school based activities to include: 1. Attend, participate and present information in a variety of school based meetings (i.e., student assistance team meetings, pre-referral meetings, faculty meetings, and individualized education plan team meetings). 2. Conduct progress monitoring and present results to school staff. 3. Conduct comprehensive psychoeducational assessments. 4. Write written reports of psychoeducational assessment results. 5. Actively participate in the IEP process; present assessment results to team during IEP meetings. 6. Complete comprehensive social/emotional assessments leading to specific strategies for behavioral intervention. 7. Coordinate with social and community based agencies. 8. Students will be required to present a comprehensive case-study each quarter. These presentations should including assessments, written reports, graphical data, and handouts. 9. Student will participate in mock IEP meetings which will include completing an Individualized Educational Plan. Practicum/Internship Handbook August

19 D. Education 265-D: Practicum in School Psychology - Clinical EDUC 265-D is offered to school psychology students during the third year of study. Students are required to complete a total of 90 hours per quarter: 80 hours of practicum experiences (1 day per week) in a clinic/community based setting and 10 hours under university supervision during the bi-weekly course. The student may opt to enroll for 2 units/quarter, which requires 160 hours (2 days per week) of practicum experience per quarter; instructor consent required. The student may also elect to enroll in EDUC 265-D Clinical Practicum for 2 quarters, but this is not a requirement. A student might consider 2 quarters of clinical experience if their intention is to specialize in a clinical area of practice for internship or as a professional (e.g. treatment of children/youth with autism). Instructor consent is required to enroll for a second quarter of EDUC 265-D. Objectives: Continue demonstrating skills developed through Basic and Advanced Practicum and: 1. Deeper understanding of major, effective child behavior therapy strategies including parent training, applied behavior analysis, cognitive behavior therapy, respondent learning strategies (e.g. systematic desensitization, exposure-based treatment), and social learning strategies (e.g. modeling, coaching, behavioral rehearsal, social problem solving, anger control training. 2. Working knowledge of consultation, treatment, and outcome evaluation of children/youth and their families in clinical settings. 3. Develop the ability to use the Problem Solving case conceptualization model for clinical treatment and outcome evaluation 4. Deepen understanding of: 5. Evaluating empirically established or supported psychosocial interventions for children using the standards developed by APA s Division 12 Divisional Task Force (Child Clinical and Pediatric Psychology Sections). 6. Evaluating the quality of evidence for psychosocial interventions with children based on threats to internal, external, statistical conclusion and construct validity of causes of effects. 7. Evaluating the effects of various psychosocial interventions with children utilizing the metaanalytic method. 8. Current body of knowledge of symptomatology related to childhood disorders and the most up-to-date empirical evaluations of treatments and interventions for these disorders. Seminar topics will include: 1. Alternative professional settings 2. Current research/best practice assessment and therapeutic treatment of psychopathologic disorders of children/adolescents. 3. Current research/best practice assessment and therapeutic treatment of neurological disorders of children/adolescents. 4. Current research/best practice assessment and therapeutic treatment of genetic disorders of children/adolescents. 5. Residential/Non Residential treatment 6. Cultural sensitivity with families of children with handicapping disorders. Practicum/Internship Handbook August

20 E. Education 265 E: Practicum in School Psychology - Supervision EDUC 265-E is offered to school psychology students during the third year of course work. Students are required to complete a total of 90 hours per quarter under university supervision during seminar course meetings and supervision assignments. Objectives: 1. Have knowledge of the historical evolution of supervision in professions providing psychological services. 2. Become familiar with models of supervision used in counseling, therapy, and human services, and with their application to supervision of school psychologists. 3. Examine supervisor and supervisee roles, functions, relationships, and skills. 4. Apply their knowledge and skills as supervisors or mentors. 5. Examine the cultural aspects of the supervisory relationship, including issues of gender, race, and socio-economic background. 6. Become familiar with legal and ethical issues in supervision and administration. 7. Have knowledge of models and techniques for program planning and outcome evaluation. 8. Prepared for internship application and interviewing. 9. Prepared for passing the NCSP examination and application for the NCSP. Topics will include: 1. Historical evolution of supervision 2. Theoretical orientations of supervision 3. Best practice in supervision of school psychologists in diverse settings 4. Internship preparation; applying and interviewing for internship positions. 5. Association of Psychology Postdoctoral and Internship Centers (APPIC) Students will participate, with relative independence in the later quarters, in a variety of schoolbased activities to include: 1. Engage in a variety of practice supervisory and mentoring experiences. Mentees/supervisees will be students at the university. 2. Mentor a year 1 or 2 student in the school psychology program. Goals will be developed collaboratively with the student. 3. Peer supervision dyads will be created and required to meet twice during the quarter to view and analyze a videotape of a session with the supervisor (third year student) and supervisee (first year student). 4. Supervision process notes and self-analysis including a discussion of how these relate to the material/theoretical issues in reading and class discussions. Note: All students will review sample questions in preparation for the NTE Praxis II Exam in School Psychology exam as well as complete the application/registration process for the exam. Students begin to prepare for internship. Practicum/Internship Handbook August

21 F. Education 265-F: Practicum in School Psychology Independent EDUC 265-F is offered to school psychology students during the fourth year of course work. Students are required to complete a total of 90 hours per quarter under university supervision during seminar course meetings and supervision assignments. Objectives: 1. Apply the theoretical and applied coursework towards more independent school psychology practice. 2. Apply legal and ethical principals in a practical setting using problem-solving skills. 3. Independently implement academic and behavioral interventions. 4. Prepare for internship application and interviewing. 5. Prepare for passing the NCSP examination if not taken during the third year of coursework. Topics will include: 1. Issues related to individual and systems-based service delivery 2. Further exploration of best practices in field settings 3. Internship preparation; applying and interviewing for internship positions. 4. Association of Psychology Postdoctoral and Internship Centers (APPIC) Students will participate, with relative independence in the later quarters, in a variety of schoolbased activities to include: 1. Assessment and evaluation of students suspected of having disabilities. 2. Develop or maintain intervention activities. 3. Developing working relationships with colleagues to help enact systemic change. 4. Work towards independence. Note: Internship preparation is also a core component of this course. Student will participate in activities in preparation of internship. Students will finalize documentation for practicum hours, evaluations forms, and complete required documentation for the Pupil Personnel Services (PPS) credential to practice in the State of California. Due to the individual nature of this portion of the practicum sequence, student requirements will be created on an individual basis. Practicum/Internship Handbook August

22 RESPONSIBILITIES OF PRACTICUM PARTNERS A. Responsibilities of the Practicum Student 1. The student maintains the highest standards of professionalism during the field practicum experience, including but not restricted to standards of dress, dependability, ethical standards, and professional activity. Students will practice in a manner consistent with local, state, and national ethical and professional standards for practice. The School Psychology Program of the Graduate School of Education at the University of California-Riverside follows guidelines for psychologists established by the American Psychological Association (APA) (Ethical Principles of Psychologists, Specialty Guidelines for the Delivery of Services by School Psychologists, Ethical Principles in the Conduct of Research with Human Participants), and those established by the National Association of School Psychologists (NASP) (Professional Conduct Manual), as well as state and regional psychological associations. In respect to educational and psychological testing and interpretation, the program follows the guidelines prepared by the American Educational Research Association (AERA), the American Psychological Association (APA) and the National Council for Measurement in Education (NCME) (Standards for Educational and Psychological Tests and Manuals). a. Students will dress according to the ecology of their setting (e.g., not overly dressy or too casual). Students should ask their supervisor if there is a specific dress code. b. If students are going to be late (even 10 minutes) they MUST call his/her supervisor. c. Absences are strongly discouraged. Practicum is part of coursework and should be treated with appropriate seriousness. If a student is going to miss, the student MUST alter his/her supervisor and, if possible, arrange a make-up day. d. Students must demonstrate strong ethical practice at al times (e.g., discussion of student cases, gossips, etc.). e. Students must remember that he/she is a guest at the site. They are encouraged to introduce themselves to the staff and learn the roles of the school staff. f. Students are asked to complete assignments, many of which are intervention or assessment related activities. It is not the supervisor s responsibility to arrange for assignment completion. Students may ask their supervisor which teacher/student may be best matched to the assignment, but the student must independently consult with the teacher and obtain appropriate parental permission. 2. Student documents practicum hours using the Practicum Log (Appendix A). The student is to distribute time across activities, documenting demographic and other information as designated on the log form. The form is to be reviewed and approved each month with the site supervisor s signature. The student is responsible for submitting the signed logs to the university supervisor on a quarterly basis. The student is responsible for summarizing accumulated practicum hours and experiences over the training period by using the Practicum Hour Summary Log (See Appendix B). 3. The student participates in the development and monitoring of practicum activities. This includes, but is not limited to, collecting evidence demonstrating progress toward program outcome competencies consistent with the NASP Blueprint for training domains and Practicum/Internship Handbook August

23 addressed on the Practicum Performance Student Evaluation Form (Appendix D) and in course syllabi, program procedures and guidelines. 4. Students participate in supervision with the Site Supervisor. The level of supervision is directly related to the specific level of practicum (i.e., Introductory, Basic, Advanced, Clinical). A specific schedule for this supervision will typically be established during initial consultation with the University Supervisor. 5. The student participates in regular self-evaluation activities (e.g. monthly reflection papers) including a demonstrated awareness of competency level. The student will not accept responsibilities that exceed this level. 6. The student participates actively in group discussions of the field experience with other students during university-based practicum seminar. Students are expected to complete course activities, professional activities, assigned readings, and participate fully in seminar discussions. 7. The student requests additional supervision of the Site or University Supervisor as needs arise. 8. The student creates a practicum professional portfolio, which involves detailed records documenting experiences and performance competencies; such records are essential for later certification, licensure, and internship applications. The professional portfolio is used to evaluate progress in the program, readiness for more complex experiences, evaluate readiness for internship, and to form specific professional goals for the internship year. See Appendix C for requirements. 9. Students provide the Site Supervisor with a Practicum Performance Student Evaluation Form (Appendix D) upon completion of requirements each quarter. Although, Site Supervisors will return the evaluations directly to the University Supervisor it is the responsibility of the student to ensure these forms are completed and returned in a timely manner. a. It is the student s responsibility to provide his/her supervisor with appropriate documentation prior to when they need to be completed. Students must be respectful of their supervisor s schedules and provide adequate notice. 10. Students select a consumer of their services at the practicum site (e.g. teacher, parent, principal, counselor) and asks the consumer to evaluate their experience with the student using the Consumer of Services Evaluation Form (Appendix E). Although the consumer will return the evaluation directly to the University Supervisor, it is the responsibility of the student to ensure the form is completed and returned in a timely manner. Practicum/Internship Handbook August

24 B. Responsibilities of the University Practicum Supervisor 1. The University Supervisor ensures that the practicum experience is conducted in a manner consistent with current legal-ethical guidelines of the profession. The School Psychology Program of the Graduate School of Education at the University of California-Riverside follows guidelines for psychologists established by the American Psychological Association (APA) (Ethical Principles of Psychologists, Specialty Guidelines for the Delivery of Services by School Psychologists, Ethical Principles in the Conduct of Research with Human Participants), and those established by the National Association of School Psychologists (NASP) (Professional Conduct Manual), as well as state and regional psychological associations. Also, the guidelines prepared by the American Educational Research Association (AERA), the American Psychological Association (APA) and the National Council for Measurement in Education (NCME) for educational and psychological tests and manuals are adhered to (Standards for Educational and Psychological Tests and Manuals). 2. The University Supervisor recruits field sites and certifies that each practicum site meets program standards. As a means of maximizing reliability in ratings across settings/supervisors the University Supervisor ensures that each Site Supervisors is trained in effective methodologies for the ongoing assessment of competence, particularly rating the Practicum Performance Student Evaluation Form (Appendix D). 3. The University Supervisor consults with the Site Supervisor and the student to establish practicum objectives for each quarter. 4. The University Supervisor regularly evaluates and provides formative evaluation to the student with regard to progress made toward the practicum objectives. Progress is evaluated in part by the student s performance and level of participation in the bi-weekly practicum course meetings. 5. The University Supervisor supplements site supervision by directing group discussions of specific student activities and case reviews during practicum seminars. 6. The University Supervisor collects evidence regarding student competencies via the Practicum Student Performance Evaluation Form (Appendix D) completed by the Site Supervisor, the Consumer of Services Evaluation Form (Appendix E), and the practicum hourly logs to aid in assigning a quarter summative evaluation for the practicum course. Practicum/Internship Handbook August

25 C. Responsibilities of the Site Supervisor 1. The Site supervisor ensures that the practicum experience is conducted in a manner consistent with current legal-ethical guidelines of the profession. The School Psychology Program of the Graduate School of Education at the University of California-Riverside follows guidelines for psychologists established by the American Psychological Association (APA) (Ethical Principles of Psychologists, Specialty Guidelines for the Delivery of Services by School Psychologists, Ethical Principles in the Conduct of Research with Human Participants), and those established by the National Association of School Psychologists (NASP) (Professional Conduct Manual), as well as state and regional psychological associations. Also, the guidelines prepared by the American Educational Research Association (AERA), the American Psychological Association (APA) and the National Council for Measurement in Education (NCME) for educational and psychological tests and manuals are adhered to (Standards for Educational and Psychological Tests and Manuals). 2. The Site Supervisor within educational settings must hold a valid Pupil Personnel Service (PPS) credential that has been valid for a minimum of three years and be in professional good standing and/or a doctorate in psychology and be a licensed psychologist. 3. The Site Supervisor in settings other than educational settings (e.g. clinical) must hold valid licensure for the mode of practice, have been practicing for a minimum of three years and be in professional good standing. 4. The Site Supervisor reviews practicum objectives via the syllabus, foundational and functional competencies, and course overview which includes specific objectives for the practicum experience along with activities planned to meet these objectives, the criteria against which objectives will be evaluated. 5. The Site Supervisor directs the implementation of the practicum objectives through case assignment, incorporating the student into ongoing school activities, and monitoring student involvement in the Site Supervisor's own activities. 6. The Site Supervisor helps students identify multiple opportunities and methods for collecting evidence of professional and personal competence. 7. The Site Supervisor provides direct supervision to the student. The level of supervision is directly related to the specific level of practicum (i.e., Introductory, Basic, Advanced, Clinical). A specific schedule for this supervision will typically be established during initial consultation by the University Supervisor. 8. The Site Supervisor supervises the activities of the student by preparing the student for unfamiliar situations, guiding the student through new activities, and reviewing and discussing completed activities with the student. Formative evaluation is provided frequently to the student to ensure competence. 9. The Site Supervisor immediately informs the University Supervisor of any student behavior which interferes with that student's effective professional practice at the site. 10. The Site Supervisor evaluates the practicum student s skills using the Practicum Student Performance Evaluation Form (Appendix D) at the end of the quarter and submits the signed Practicum/Internship Handbook August

26 evaluation directly to the University Supervisor. The Site Supervisor reviews the evaluation with the practicum student and collaborates with the practicum student to set goals for the next quarter. The Site Supervisor s evaluation the student's skill development is the result of didactic discussions, direct observation, feedback from other school personnel, and review of the student's work products such as written reports, case notes, and related documentation. Practicum/Internship Handbook August

27 Internship Guidelines and Contract For Ph.D. students, the internship occurs during the fourth or fifth year of training and can only be taken after all of coursework is completed, written and oral comprehensive examinations passed, and have an approved dissertation proposal. The internship must be completed on a fulltime basis over a period of one calendar year and requires a minimum of 1500 clock hours. At a minimum, the internship must meet the Council of Directors of School Psychology Programs (CDSPP) guidelines. Because the program is also NASP approved, at least 600 hours of the internship must take place in a school setting (students entering with an MA in school psychology see below). In addition, a doctoral level licensed psychologist must supervise the internship and the intern must receive at least two hours per week of direct supervision. Pay vs. non-pay Internships UCR expects that all students will complete paid internships with school districts or other intern settings. The internship must be approved by the UCR School Psychology Program internship coordinator. As part of the internship plan described below, all students must submit a copy of their contract with the internship setting. In rare circumstances, the internship coordinator can approve non-paid internships in circumstances that do not allow for paid positions. School Hour Credit for Previous Internship Students entering with an MA in school psychology who had an internship must still complete a 1500 hour internship. If the following requirements are met, the previously mentioned requirement that a minimum of 600 of the 1500 hours must be in school setting is waived. In other words, all 1500 hours could be done in a clinical setting without a school component. 1. The internship must have been preceded by appropriate graduate coursework and practica and must include a range of activities consistent with both program goals and NASP "Domains of School Psychology Training and Practice;" 2. The experience must have been consistent with NASP internship standards, particularly those pertaining to conditions of supervision and credentials of field supervisors; 3. There is evidence that the candidate successfully completed the internship and has continued to utilize the resulting knowledge and skills on a continuous basis since the time of the internship (programs should note that they will ultimately be responsible for assessing and documenting the culminating performance of interns/graduates); 4. The internship and associated supervision can be appropriately documented for such purposes as program approval/accreditation and candidate application for state and national certification. Objectives for Internship Experiences The internship is intended to provide experiences relevant to the following areas: 1. Refinement of assessment and diagnostic skills for children and youth. 2. Refinement of functional analysis skills. Practicum/Internship Handbook August

28 3. Refinement of behavior therapy and counseling skills. 4. Further development of research and evaluation skills. 5. Effective utilization of community and institutional resources. 6. Continued professional growth through in-services, self-study, and supervisory evaluations. 7. Continued growth and development regarding legal and ethical issues in school psychology. 8. Refinement of consultation skills in schools and community agencies. Internship Plan The internship agency and the intern must prepare a written plan that explains the objectives and content of the internship. The intern, the internship field supervisor, and the UCR Internship Coordinator must sign this written plan. This internship plan must include at a minimum: (a) clearly stated description of the activities that will be completed at the internship agency, (b) estimated number of hours that will be completed in each setting of the internship agence (e.g., school #1, school #2) (c) specification of supervisory responsibilities of the agency and internship field supervisor, (d) description of the supervisor s credentials (e.g., Ph.D., NCSP), (e) description of internship logs, and (f) clearly stated goals that include a description of how the goals will be measured. Practicum/Internship Handbook August

29 Internship Plan SAMPLE This internship plan is between the University of California, Riverside, School Psychology Doctoral Program, School of Education ("UCR") and (district). The internship plan is designed and written specifically for doctoral graduate student: ("Intern") Description of Intern Activities [Describe typical daily activities including weekly and total hours in each setting. Present demographics about student or client population.] Supervision of the Intern Supervision will be provided by. The supervisor will provide a minimum of two hours of face-to-face supervision per week. In addition, the district and the supervisor will provide opportunities for ongoing professional development via in-service training of current educational practices, including, but not limited to, current issues related to state and national legislation and directives to education professionals and effective treatment and intervention methods for application in schools. [Provide supervisor s credentials.] Internship Documentation The "Intern" will provide activity/caseload logs to both institutions. The logs will serve as documentation of supervised internship experience and will be utilized for purposes of licensure qualification. Logs will include the following information on a daily basis: type of service (assessment, consultation, intervention, SST/IEP meetings, research), type of setting in which service is provided, hours of service for ethnic minorities, in-service training, community agency contacts, and total daily and quarterly hours in each service. Internship Plan Working with the district and the internship supervisor, the intern will create an internship plan that specifies learning goals that are based on the NASP Blueprint for School Psychology II. In addition, the internship plan will specify number of hours of anticipated experience by setting and work type (e.g., consultation, direct service, assessment, in-service). The UCR field supervisor must approve the plan during the first quarter of the internship. Signatures below signify that all conditions of the internship plan are agreeable and acceptable to the "Intern" and institutions, "UCR" and " ", as stated. Signed, Practicum/Internship Handbook August

30 District Internship Supervisor or Lead Psychologist Dated District Administrative Representative Dated UCR Internship Coordinator Dated "Intern" Dated Practicum/Internship Handbook August

31 Supervision of the Intern Internship supervision in the agency is the primary responsibility of the field supervisor who acts as a liaison between the intern and the UCR program. The following requirements pertain to internship supervision: 1. The field supervisor is a field-based psychologist who has a doctorate for Ph.D. students who is a credentialed and licensed for the setting in which they work (e.g., a school based school psychologist must have a state credential). Further, this psychologist should have substantial work experience as a psychologist (a minimum of 4 years) as well as experience supervising psychology practicum and internship students. For Ph.D. students it is required that the supervisor be a licensed psychologist. It should be noted that internship supervisors cannot be responsible for more than two interns at any given time. 2. The internship supervisor must be an employee of the internship agency or an affiliate (e.g., consultant) of the agency who carries major responsibility for cases being -supervised. When internship supervision is provided by an affiliate, then a regular staff member in the agency must be ultimately accountable to the intern and the University. 3. Interns must meet with their field supervisor for a minimum of two hours of face-to- face supervision per week. Additionally, field supervisors will be available for telephone consultation as needed. 4. The following guidelines are recommended for distribution of the intern's time: (a) At least 10% of the intern's time should be spent in each of these primary activities: psychometric assessment, behavioral assessment, direct intervention, and consultation, (b) At least 50% of the intern's time must be spent in direct client contact, (c) A minimum of two hours per each week must be spent in regularly scheduled formal, face-to-face individual supervision of the intern, (d) The intern may spend up to 30% of the total time in secondary professional activities such as research (dissertation), supervision (providing supervision to practica students), and education (learning activities), (e) Scheduled learning activities should be a part of the internship experience and may include: Case Conferences Seminars dealing with professional issues in-service training observing other agency units in delivery of services. Meetings with professionals other than school psychologists' professional conferences and Seminars. Practicum/Internship Handbook August

32 UCR Internship Evaluation Student's Name: Date: Supervisor's Name: Ph#: Location: Evaluation Period: to Supervisor's Signature: I. Consultation with Staff - Staff Relationships Accepts guidance and suggestions. NA Needs Improvement Satisfactory Excellent Has attempted or developed positive relationships with others. NA Needs Improvement Satisfactory Excellent Cooperates with team members. NA Needs Improvement Satisfactory Excellent Participates in meetings and/or discussions. NA Needs Improvement Satisfactory Excellent Demonstrates appropriate consultation problem-solving skills. NA Needs Improvement Satisfactory Excellent Practicum/Internship Handbook August

33 II. Relationship with students (clients) Develops strong rapport with students. NA Needs Improvement Satisfactory Excellent Is sensitive to the needs of students. NA Needs Improvement Satisfactory Excellent Communicates with students. NA Needs Improvement Satisfactory Excellent Demonstrates an understanding of developmentally appropriate behavior. NA Needs Improvement Satisfactory Excellent III. Assessment Activities Properly conducts assessments. NA Needs Improvement Satisfactory Excellent Demonstrates an understanding of the research related to diagnostic practice with for academic concerns. NA Needs Improvement Satisfactory Excellent Demonstrates an understanding of the research related to diagnostic practice with for behavioral concerns. NA Needs Improvement Satisfactory Excellent Follows APA/AERA/NCME Standards for Educational and Psychological Testing. NA Needs Improvement Satisfactory Excellent Presents assessment results in a clear, parent friendly format (verbal or written) that takes into account measurement error. NA Needs Improvement Satisfactory Excellent IV. Intervention Activities Demonstrates knowledge of academic interventions. NA Needs Improvement Satisfactory Excellent Practicum/Internship Handbook August

34 Demonstrates knowledge of behavioral interventions. NA Needs Improvement Satisfactory Excellent Demonstrates knowledge of progress monitoring procedures for academic interventions. NA Needs Improvement Satisfactory Excellent Demonstrates knowledge of progress monitoring procedures for behavioral interventions. NA Needs Improvement Satisfactory Excellent In the space below, please describe the intern s progress towards the student s internship goals.. Practicum/Internship Handbook August

35 COUNCIL OF DIRECTORS OF SCHOOL PSYCHOLOGY DOCTORAL LEVEL INTERNSHIP GUIDELINES (Approved by the Membership, May, 1998) In the absence of special circumstances, an organized training program in School Psychology meeting these guidelines will also be considered as meeting the Guidelines for Defining an Internship or Organized Training Program in Psychology used by the National Register to identify an acceptable internship or organized training program, one of the several requirements for listing in The National Register of Health Services Providers in Psychology. 1. A School Psychology internship is an organized training program that, in contrast to supervised experience (e.g., practica) or on-the-job training, is designed to provide the intern with a planned, programmed sequence of training experience. The internship is the culminating training experience prior to the granting of the doctoral degree. It follows a programmed sequence of coursework, practica, and field experiences and occurs after the substantial completion of all coursework leading to the degree. The primary focus and purpose is assuring breadth and quality of training. The School Psychology internship is designed to meet the needs of the graduate students and should provide an extension of education and supervised training from the university program. The internship must include a range of activities such as consultation, assessment, intervention, supervision, and research that are designed to meet the health and psychological needs of the clients. 2. The intern shall spend time in research activity which may include evaluating the outcomes of services delivered and the effectiveness of the intern s own training. This time shall not exceed 25% of the internship. The intern shall spend at least 25% of his or her time in direct (face-to-face) psychological services to clients or patients. 3. The internship agency has a written statement or brochure, which describes the goals and content of the internship program, states clear expectations for the quality of trainees work, training, and supervision, and is made available to prospective interns. The internship agency, preparing institution, and intern have a written agreement that describes the goals and content of the internship including clearly stated expectations for the nature of experiences offered in the agency and for the quantity and quality of the work. Each intern should have a written statement that includes, but is not limited to, salary, benefits, reimbursable travel, holidays, and other relevant data. 4. Internship programs have documented due process procedures for interns, which are given to interns at the beginning of the training period. Practicum/Internship Handbook August

36 5. Full-time internships may be completed in no less than 9 months; parttime internships may extend no more than 24 months. The internship year must include a minimum of 1,500 hours in activities described above. 6. Internship agencies are required to issue a certificate or Official Statement of psychology internship completion to all who have successfully completed the internship program. 7. The internship agency employs a clearly designated doctoral-level psychologist, who: (a) is currently licensed/certified by the State Regulatory Board of Psychology CDSPP Internship Guidelines, page 1to practice at the independent level, (b) is responsible for the integrity and quality of the internship program, and (c) is present at the training facility for a minimum of 20 hours per week. Intern supervision may be shared with other appropriately credentialed personnel in the psychological service unit, but the licensed/certified psychologist assumes 100% responsibility for the supervision provided. The psychological service unit providing the internship training has at least two psychologists on the staff. 8. The internship includes at least two hours per week of regularly scheduled, formal, face-to-face individual supervision with the specific intent of dealing with the psychological services rendered directly by the intern. The supervisor (described in #7 above) must provide at least one hour per week of supervision. 9. In addition to individual supervision (as described in #8 above), there is an additional average of at least two hours per week in scheduled learning activities such as case conferences involving a case in which the intern is actively involved, seminars dealing with professional issues, and in-service training. These activities may be in conjunction with professionals other than school psychologists and may include such planned activities as attending school board meetings (if the internship is in a school) or observing other units in delivery of health and/or child care services. 10. The intern must have regularly scheduled, supervised, and documented training activities with other psychology interns. The internship must have two or more full- time equivalent interns. However, agencies having the capacity for only one intern may meet the spirit of this criterion (i.e., the socialization of doctoral-level psychology interns) by having regularly scheduled and documented training activities with psychology interns at other sites in the immediate geographic areas or, when internship sites are at a significant distance from each other, by making arrangements for regularly scheduled meetings of interns for several hours on a monthly basis. 11. Reports by the intern to consumers, other agency or school personnel, or other relevant publics must be co-signed by the licensed psychologist supervisor for the intern. Practicum/Internship Handbook August

37 12. The trainee has a title such as intern, resident, or other designation of trainee status. CDSPP Internship Guidelines, page 2 Practicum/Internship Handbook August

38 Appendix A Practicum Log (sample form students will be provided with a digital copy) 38

39 Practicum/Internship Handbook August

40 Practicum/Internship Handbook August

41 Appendix B Summary of Practicum Hours (sample form students will be provided with a digital copy) Practicum/Internship Handbook August

42 Appendix C Practicum Professional Portfolio Requirements University of California-Riverside Graduate School of Education School Psychology Program Education 265: Practicum Portfolio Required Contents Please place the following in your portfolio notebook in the order indicated below. Provide a Table of Contents and tabs for each section. This information will be used to evaluate your readiness and to form specific professional goals for the internship year. Item Description of Portfolio Item Evaluation Criteria Points I. Practicum Logs a. Monthly logs, signed by onsite and campus practica supervisors (1 points per month + 1 for completeness) b. Summary Sheet of Monthly Logs (total hours under each area; Example: 72 total hours consultation; 102 hours direct intervention) c. Monthly Reflection Paper (1 points per month + 1 for completeness) Logs for all time spent in practicum activities Summary of logs; must show totals in each area II. Practicum supervisor evaluations (rating sheet) (mid and end year) a. Practicum on-site supervisor ratings (5 points per semester) Completed questionnaires 10 b. Other on-site consumer of services ratings; Eg. teacher, parent (5 points per semester) Completed questionnaires 10 III. Selected Case Studies (one each for the following areas) You may use the written report for the IEP meeting as long as you expunge all identifiers from the document. (Use initials or X for each reference to a person) a. Initial Evaluation for Special Education entitlement for services/supports Addresses all areas for written report (include recommendations) 10 b. Reevaluation for Special Education entitlement for Same as above 10 Practicum/Internship Handbook August

43 services/supports c. Direct Intervention using Problem Solving consultation i. Academic concerns Problem Solving Report 10 ii. Social-emotional/behavioral concerns Problem Solving Report 10 IV. V. Parent Consultation and Family-School Partnerships Assignments/Activities Cultural Diversity a. Completed checklist. Download and print the following checklist from nasponline.org: Written Assignments Completed checklist 20 5 Include one diversity checklist that you ve completed with any comments about ways to increase the presence of cultural diversity in your environment. b. Written summary regarding diversity. Write a brief summary (1-2 pages) of your experience during practica with diverse students, faculty, parents and/or community. Your definition and experience of diversity 15 VI. VII. Professional Development activities You may include a description or other printed materials about a professional development seminars or conferences you attend during this AY. Resume or Curriculum Vitae Your professional resume to date Include coursework, practica, and practica sites Lists, brochures or descriptions TOTAL POINTS 150 Practicum/Internship Handbook August

44 Appendix D Site Supervisor Evaluation Form The University of California-Riverside Graduate School of Education School Psychology Program PRACTICUM STUDENT PERFORMANCE EVALUATION FORM Name of Student: School(s): Supervisor: Grades served: Date: Quarter: Fall Winter Spring 200 A. Please describe your contact with the practicum student over the past semester. Did you have regularly scheduled supervision time? Frequency of supervision Duration of supervision sessions Please indicate which of the following supervisory activities you engaged in: observed assessment/testing sessions reviewed psychoeducational/psychological reports discussed individual cases observed therapy/counseling sessions facilitated student s involvement in CST and/or IEP meetings facilitated student s involvement in consultation cases other (describe) B. Please rate the practicum student in the areas listed below by placing a check mark in the column of the rating that most closely describes the student s performance. Please comment on the student s strengths and challenges in each area. 0 = Needs Improvement 1=Effective 2=Very Effective N/O-No Oppty. To Observe 2.1 Data-Based Decision making and Accountability N/O 2.1.1) Demonstrates knowledge of varied models and methods of assessment that yield information useful in identifying the strengths and needs, in understanding problems, and in measuring progress and accomplishments ) Demonstrates effective development and implementation of academic and Practicum/Internship Handbook August

45 behavioral interventions that are based on data gathered from the team problemsolving (decision-making) and assessment process(es) and linked to goals and outcomes ) Demonstrates effective problem-solving (decision-making process) skills and procedures at the individual, group, and systems levels ) Demonstrates effective skills in selecting appropriate measures to monitor and evaluate the success of individual, group, and systems interventions that compare/contrast the desired goal(s) from the actual outcome(s) ) Demonstrates an emerging knowledge base of problem-solving (decision making) processes that are related to educational research and systems-level and/or building-level concerns ) Utilizes data to evaluate the outcomes of services. Comments about skills related to Data-Based Decision making and Accountability: 2.2 Consultation and Collaboration N/O 2.2.1) Demonstrates knowledge of behavioral, mental health, collaborative, and/or consultation models and methods ) Collaborates effectively with others in planning and decision-making processes at the individual, group, and systems level ) Communicates and collaborates effectively with school personnel ) Communicates and collaborates effectively with families ) Communicates and collaborates effectively with students ) Communicates and collaborates effectively with community professionals ) Collaborates effectively with others throughout the problem-solving and assessment process ) Collaborates with others at a universal systems level to develop prevention and intervention programs that help to create healthy learning environments. Comments about skills related to Consultation and Collaboration: 2.3 Effective Instruction and Development of Cognitive/Academic Skills N/O 2.3.1) Demonstrates knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills ) Demonstrates knowledge of skills in developing effective instructional strategies/interventions to promote learning of students at individual, group, or systems levels ) Demonstrates skills in appropriately administering and interpreting assessment data ) Demonstrates skills in linking assessment data to development of instructional interventions ) Demonstrates in collaboration and consultation with others the ability to develop appropriate curricular or intervention strategies that are evidenced-based and intended to promote learning in students with diverse strengths and needs ) Utilizes intervention data to guide instructional decisions ) Assesses treatment integrity of intervention implementation ) Demonstrates skills in adhering to standardized procedures for administering Practicum/Internship Handbook August

46 standardized assessments of intelligence ) Demonstrates skills in adhering to standardized procedures for administering standardized assessments of academic achievement ) Demonstrates ability to conduct curriculum-based, progress monitoring or other authentic methods of assessments of academic skills. Comments about skills related to Effective Instruction and Development of Cognitive/Academic Skills: 2.4 Socialization and Development of Life Skills N/O 2.4.1) Demonstrates knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to development of behavioral, affective, adaptive, and social skills ) Properly administers, analyzes, and interprets assessment strategies to measure behavioral, affective, adaptive, and social domains ) Demonstrates skills in linking assessment data to development of behavioral interventions, including functional behavioral change programs and other evidencebased interventions ) Utilizes ecological and behavioral approaches when developing behavior change programs and other evidence-based interventions ) Demonstrates in collaboration and consultation with others the ability to develop appropriate behavioral, affective, adaptive, and social goals/intervention strategies that are evidence-based and intended to promote learning in students with diverse strengths and needs ) Appropriately evaluates outcomes of interventions and assesses treatment integrity of intervention implementation ) Utilizes intervention and progress monitoring data to guide instructional decisions ) Demonstrates skills in providing direct interventions, i.e., individual counseling, group counseling, applied behavior analysis, social problem-solving skills ) Demonstrates skills in providing indirect intervention, i.e., collaborative consultation with teachers/support staff/parents. Comments about skills related to Socialization and Development of Life Skills: 2.5 Student Diversity and Development of Learning N/O 2.5.1) Demonstrates knowledge of individual differences, abilities, and disabilities and of the potential influences of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning ) Demonstrates the sensitivity and skills needed to work with individuals of diverse characteristics and implement strategies selected and/or adapted based on individual characteristics, strengths, and needs ) Demonstrates an awareness of school-based and community services for students with diverse needs ) Demonstrates an understanding and appreciation for human diversity, including knowledge of the importance of differences in families, cultural backgrounds, and individual learning characteristics of students. Practicum/Internship Handbook August

47 2.5.5) Demonstrates an awareness of and works to eliminate biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic biases to ensure equal outcomes. Comments about skills related to Student Diversity and Development of Learning: 2.6 School and Systems Organization, Policy Development, and Climate N/O 2.6.1) Demonstrates knowledge of general education, special education, and other educational and related services ) Demonstrates an understanding of schools and other settings as systems ) Works with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments ) Applies principles of systems theory to promote learning, prevent problems, and create effective learning environments ) Participates in the development, implementation, and/or evaluation of programs that promote safe schools ) Reviews roles and responsibilities of school personnel ) Reviews district/school policies and procedures, e.g., prevention, crisis intervention, suicide intervention, discipline, etc ) Reviews the school curricula ) Observes building-level intervention assistance team and reviews its procedures. Comments about skills related to School and Systems Organization, Policy Development, and Climate 2.7 Prevention, Crisis Intervention and Mental Health N/O 2.7.1) Demonstrates knowledge of human development and psychopathology and associated biological, cultural, and social influences on human beings. Is aware of current theory and research in these areas ) Works collaboratively with others at the systems level to implement prevention and intervention programs that promote mental health and physical well-being of students ) Demonstrates knowledge regarding crisis policies and procedures regarding collaboration with school personnel, parents, and community in the aftermath of a crisis ) Demonstrates skills in providing direct interventions, i.e., individual counseling, group counseling, and social problem solving skills ) Demonstrate skills in providing indirect intervention, i.e., collaborative consultation with teachers/support staff/parents. Comments about skills related to Prevention, Crisis Intervention and Mental Health: 2.8 Home, School, and Community Collaboration N/O 2.8.1) Demonstrates knowledge of family systems, including family strengths and Practicum/Internship Handbook August

48 influences on students development, learning, and behavior ) Demonstrates knowledge of methods and strategies to involve families in education and service delivery ) Establishes and maintains collaborative relationships with families, educators, and others in the community to promote and provide comprehensive services to children and families ) Demonstrates skills to facilitate home-school communication and collaboration ) Collaborates effectively with families, teachers, school personnel, and others throughout the assessment process and during interventions ) Demonstrates knowledge of school-based and community services and resources for children with diverse needs and helps to create links between school, families, and community resources. Comments about skills related to Home, School, and Community Collaboration: 2.9 Research and Program Evaluation N/O 2.9.1) Demonstrates knowledge of and is able to translate evidence-based research, statistics, and evaluation methods into practice ) Understands research design and statistics to plan and conduct investigations and program evaluations for improvement of services ) Selects and implements evidence-based assessment and intervention strategies ) Collects and analyzes data to evaluate the effectiveness of interventions ) Demonstrates knowledge of research and program evaluation. Comments about skills related to Research and Program Evaluation: 2.10 School Psychology Practice and Development N/O ) Understands and adheres to professional, ethical and legal standards in school psychology and education ) Has knowledge of the history and foundations of school psychology, education, special education, health care, and related fields and uses this understanding in working with children, parents, and school personnel ) Demonstrates reliable, responsible, and dependable behaviors ) Interacts with others in a professional manner ) Presents information in writing and orally in a clear and professional manner ) Responds appropriately to feedback from others and is flexible and open to suggestions ) Appropriately prepares and utilizes supervision, including making effective use of feedback ) Demonstrates a commitment to continued professional development and learning, self improvement, and evaluation. Comments about skills related to School Psychology Practice and Development: 2.11 Information Technology N/O ) Demonstrates knowledge of information sources and technology relevant to Practicum/Internship Handbook August

49 school psychology ) Demonstrates ability to utilize word processing and spreadsheets ) Demonstrates ability to communicate utilizing ) Demonstrates ability to utilize PowerPoint ) Demonstrates ability to utilize computer software for test scoring and interpretation and statistical analyses, if necessary ) Demonstrates ability to retrieve information from various websites and databases ) Demonstrates knowledge of technological resources for students ) Demonstrates k knowledge of adaptive technology for students with disabilities. Comments about skills related to Information Technology: PROFESSIONAL WORK CHARACTERISTICS N/O a. Demonstrates respect for human diversity respects racial, cultural, socioeconomic, religious, gender-related, sexual-orientation, and other human differences; demonstrates the sensitivity and skills needed to work with diverse populations. b. Demonstrates effective oral communication skills speaks orally in an organized and clear manner. c. Demonstrates effective written communication skills writes in an organized, clear manner. d. Demonstrates professional identity and ethical responsibility appears to identify with the profession of school psychology; conducts self in an ethically responsible manner. e. Demonstrates attending/listening skills attends to important communications and listens effectively. f. Demonstrates adaptability and flexibility adapts effectively to the demands of a situation; is sufficiently flexible in dealing with change. g. Demonstrates initiative and dependability initiates activities when appropriate; can be counted on to follow through on a task once a commitment to it has been made; reliably completes assignments in a timely manner. h. Demonstrates time management and organization organizes work and manages time effectively. i. Demonstrates effective interpersonal relations relates effectively with colleagues, faculty, supervisor, and clients. j. Responsiveness to supervision/feedback is open to supervision/feedback and responds to such appropriately. k. Demonstrates skills in data-base case conceptualization able to use data/information to conceptualize cases and generate hypotheses and possible solutions; uses evidence to evaluate outcomes.. l. Demonstrates systems orientation understands that schools, families, and organizations are systems; recognizes and effectively utilizes rules, policies, and other characteristics of the system. m. Demonstrates problem-solving/critical thinking thinks critically; effectively analyzes problem situations and conceptualizes alternative approaches and solutions. Overall Performance Rating of this Practicum Student If this is being evaluated in the spring quarter, please use your professional opinion to rate the Practicum/Internship Handbook August

50 extent to which you deem the practicum student having adequate skills for an advanced practicum experience as a School Psychologist, with relative independence, but under supervision. Not Adequate Adequate More than Adequate Please comment on the following: Overall Strengths: Overall Challenges: Note: If the practicum student was rated as Not Adequate in skills for internship, please clearly describe the challenges and set goals. Professional Development Goals: Given your rating of the student's current skills, list the three most important goals which should be established for his/her continued professional training in the order of their importance Practicum/Internship Handbook August

51 Practicum Supervisor s Signature Date Student s Signature Date UCR Supervisor s Signature Date Practicum/Internship Handbook August

52 Appendix E Consumer Evaluation Name of Practicum Student: The University of California-Riverside (UCR) Graduate School of Education School Psychology Program PERFORMANCE EVALUATION FORM CONSUMER OF SERVICES Your Name: Position: School(s): Grades served: Date: Quarter: Fall Winter Spring 200 C. Please describe your contact with the SPSY Practicum Student over the past semester. D. Personal Characteristics Please rate the following according to your experience with the SPSY Student. Rating: N/A No opportunity Excellent Good Adequate Poor to observe B. Personal Characteristics 1. Presents a good personal appearance N/A Demonstrates dependability N/A Meets difficult situations with self control N/A Demonstrates good judgment N/A Displays initiative and resourcefulness N/A Conveys respect N/A E. Professional Skills 1. Observation Skills objective and unobtrusive to environment Excellent Good Adequate Poor No Opportunity to Observe 2. Interviewing Skills focused and asked for relevant information Excellent Good Adequate Poor No Opportunity to Observe Practicum/Internship Handbook August

53 3. Report Writing Skills written report useful for planning. Excellent Good Adequate Poor No Opportunity to Observe 4. Developed, in collaboration with others, appropriate cognitive and academic goals given the student s strengths and needs. Excellent Good Adequate Poor No Opportunity to Observe 5. Developed, in collaboration with others, appropriate behavioral, affective, adaptive, and social goals given the student s strengths and needs. Excellent Good Adequate Poor No Opportunity to Observe 6. Consultation Skills effectively consulted with me, asked for and/or provided relevant information Excellent Good Adequate Poor No Opportunity to Observe 7. Demonstrated ability to interpret assessment and intervention results at CST or IEP meetings, parent and teacher conferences, etc. Excellent Good Adequate Poor No Opportunity to Observe 8. Demonstrated effective interpersonal skills with me, appropriate to functioning as a professional school psychologist. Excellent Good Adequate Poor No Opportunity to Observe 9. Demonstrated effective skills that support home/school/community collaboration. Excellent Good Adequate Poor No Opportunity to Observe 10. Demonstrated ability to access, evaluate, and/or utilize information sources and technology in ways that safeguard or enhance the quality of services. Excellent Good Adequate Poor No Opportunity to Observe 11. Is sensitive to cultural differences, diversity of values, and community standards. Excellent Good Adequate Poor No Opportunity to Observe 12. Identifies and applies relevant legal standards. Excellent Good Adequate Poor No Opportunity to Observe Practicum/Internship Handbook August

54 13. Identifies and applies relevant ethical considerations and standards. Excellent Good Adequate Poor No Opportunity to Observe 14. Demonstrates knowledge of school policies and procedures. Excellent Good Adequate Poor No Opportunity to Observe Overall Strengths and Challenges Overall Strengths: Overall Challenges: Your Comments: Thank you for your time! Consumer s (Your) Signature Date SPSY Practicum Student s Signature Date UCR Supervisor s Signature Date Practicum/Internship Handbook August