Dutch Post Master Program School Psychologist. Helen E.Bakker International School Psychology Association Utrecht University RINO North Holland

Transcription

1 Dutch Post Master Program School Psychologist Helen E.Bakker International School Psychology Association Utrecht University RINO North Holland

2 History The Netherlands Many psychologists working in education No specific training in School Psychology Colleagues in schools background (M.Sc) in: Developmental psychology Clinical child psychology Ortho-pedagogy ( educational psychology ) Rationale: professional psychologist should be a generalist, specifics should/can be learned on the job and in post-master courses/workshops

3 Recent challenges for the profession: driving forces Increased demands on teachers, schools: Diversity of population, inclusion policy (plans for system change in 2012 more adaptive education for all) Increased pressure on achievement, accountability Increased attention for mental health in children / role schools CALLS FOR INCREASED SUPPORT SYSTEM increased KNOWLEDGE BASE - need for high quality SP Take a stand and play a rol in improving procedures for special educational service delivery AND in improving education for children with special educational needs Withstand pressure from policymakers and law to unprofessional and unethical assessment practices

4 At the same time: Development of requirements on postgraduate training for referrals, coverage by health care insurance etc. Development of new (postgraduate) standards by professional associations (NIP/NVO) Establishing postgraduate training Health Psychologist Development of Europsy

5 Our vision: the role of the school psychologist Support schools in promoting and providing an environment for optimal (learning and social emotional) development Requires broad knowledge and special expertise! This is not sufficiently acquired at the Master level

6 Inspired by EFPA Task Forces on Psychologists in the educational system (since 1997) International School Psychology Association (NIP involved since 1998)

7 Society System Group Individual 1 Prevention Evaluation Intervention

8 ISPA guidelines: Knowledge base SP (1) Core knowledge in Psychology (2) Professional Practice Preparation / Professional Skills in Decision making, Reflection, and Inquiry (3) Research Methods and Statistical Skills (4) Interpersonal Skills (5) & (6) Knowledge of Ethics and Establishment of Professional Values

9 Our vision: the role of the school psychologist Different levels of intervention: Individual level (pupil, teacher, parent) Group level (classroom, instruction group) System level (school, (local and national) policy) Different stages of regulative ( regulatieve ) cycle: Prevention Early identification Assessment Intervention Program implementation Evaluation

10 Need for Post-master education in School Psychology! Started: January 2009

11 BA-1 BA-2 BA-3 MA PM-1 PM-2 2 Core Psychological D E V E SCHOOL PSYCHOLOGY Knowledge/ L O P Independent research Research methods 1/ Statistical & Interpersonal Skills 1 M E N T A l PSY supervised practice/ internship Professional Practice

12

13 2 year Program Theory and skills training Literature and assignments/projects Working experience (SP) Supervision 480 hrs 240 hrs 2790hrs 90 hrs 1 day courses / 4 days profess. practice (supervised) Emphasis on SYSTEM level!!

14 Activities SP in regulative cycle prevention assessment Indication / advise intervention / guidance evaluation pupil teacher parents Classroom school School system

15 Postmaster Program School Psychologist 1. Profile of the SP and context of professional demands 2. Psychopathology 3. Learning, development and learning disabilities 4. Methods 5. Capacities and intelligence 6. Communication and accountancy 7. Parents and school 8. Social Emotional learning 9. Education, educational innovation and guidance 10. Teachers: effective approaches and interventions

16 Prerequisites (Bachelor +) Master in Psychology / Pedagogy Job as SP in educational setting (4 days/wk) Entry level certificate/experience in assessment

17 Students from different educational settings Schools primary, secondary, tertiary (vocational) Regular Special ed. (various types ) Educational advisory centres Consortia of regular/special schools Regional centers of Expertise = broad array of expertise!!

18 Setting requirements Clients in various ages / developmental stages Diversity in problems, professional needs Possibility to participate at all (or most) levels of the regulative cycle (from prevention to evaluation) and at all levels (individual to system) Variety of intervention strategies

19 Setting requirements Adequate system of reporting / filing At least one post-academically registered colleague (SP, Health, Child and Adolescent Psychologist NIP), including a supervisor ( werkbegeleider ) Possibilities for exchange with colleagues (mono- and multidisciplinary) Possibilities for research, intercolleageal exchange, Availability of (or access to) a professional library Availability of (or access to) sound test library Can be arranged in combination with other settings

20 Guidance and supervision Internal: availability of (senior) colleague for consultation, guidance, collaboration and intervention Focus on day-to-day activities and responsibilities to clients/school External: supervision Focus on personal learning process, reflection on professional role etc.

21 First year evaluation Increased professional identity Increasing professional network Improved status School Psychologist (post master degree / certification) Students moving toward more system oriented activities Still many things to develop and improve, but thus far very positive and optimistic!

22 ISPA Training Center in Europe - Provide (post graduate) training opportunities for SP, that benefit children and children s mental health in schools using the expertise of SP from around the world - Currently: crisis management, classroom management, dealing with bullying Information:

23 Thank you!

24 Sources Report EFPA Task Force Psychologists in the educational system 1 (2001), European Federation of Professional Psychologists Associations. Kant-Schaps, M. (2007). Network of European Psychologists in the Educational System N.E.P.E.S 1. Presentation EFPA Conference, Prague. Taal, M.H. (2009). Competencies and professional roles of school psychologists in the Netherlands 2. Presentation ISPA Conference, Malta. ISPA Guidelines for professional training