Practicum/Internship Handbook

Transcription

1 ABILENE CHRISTIAN UNIVERSITY Graduate Program in School Psychology Practicum/Internship Handbook School Psychology Program Committee Jennifer W. Shewmaker, Ph.D., LSSP Edwin B. Headrick, Ph.D., LSSP T. Scott Perkins, Ph.D., LSSP Jeffrey N. Wherry, Ph.D., LSSP Revised:

2 TABLE OF CONTENTS I. School Psychology Training Program Structure...5 II. Training Emphases...6 III. Practicum and Internship Guidelines...7 IV. Purposes of the Practicum and Internship Experience...11 V. Specific Objectives - Field Supervisor...12 VI. Practicum and Internship Structure...14 VII. Specific Supervision Responsibilities of Local Districts...16 VIII. Supervisory Personnel...17 IX. Student Responsibilities...20 X. Student Activities...21 XI. Formal Evaluation...24 XII. Contracts: Practicum/Intern Contract, Field Supervisor Contract, School/Agency/Institution Site Contract...25 XIII. STEPS IN ARRANGING PRACTICA AND INTERNSHIPS...26 XIV. PRACTICUM AND INTERNSHIP INTERVIEW QUESTIONS...29 XV. PRACTICUM AND INTERNSHIP ADVICE...31 Attachments Attachment A...34 FIELD EXPERIENCE SUMMARY FORM (Prepractica) Attachment B...36 GRADUATE PRACTICUM AND INTERNSHIP APPLICATION Attachment C...38 SAMPLE INTERNSHIP GOALS AND OBJECTIVES STATEMENT Attachment D...41 FIELD SUPERVISION PRACTICUM OR INTERNSHIP AGREEMENT (signature pg) Attachment E...42 FIELD TRAINING AND EVALUATION PLAN (Job Description and Monitoring Plan) Attachment F...43 EVALUATION Of THE QUALITY OF PROFESSIONAL SERVICE Attachment G...45 PRACTICUM/INTERNSHIP LOG OF PROFESSIONAL EXPERIENCE INSTRUCTIONAL GUIDE Attachment H

3 PRACTICUM AND INTERNSHIP LOG (Open log) Attachment I...52 WEEKLY FIELD LOG Attachment J...53 CUMULATIVE FIELD LOG (Semester) Attachment K...54 PRACTICUM AND INTERNSHIP LOG SEMESTER SUMMARY FORM Attachment L...56 NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS INTERNSHIP GUIDELINES 3

4 Practicum and Internship in School Psychology Handbook The purpose of this Handbook is to provide information for individuals enrolling in the School Psychology Practicum and Internship courses. It is both descriptive and regulatory as it explains the developmental structure leading to the practicum and internship and the requirements for all participating parties: student, practicum or internship setting, and university. 4

5 I. ACU: School Psychology Training Program Structure The School Psychology Program at ACU offers a three-year Master's (Specialist level) program of graduate study which is designed primarily to prepare program participants to practice school psychology in the schools. The structure of the training has been shaped to a large degree by the standards set by the Texas State Board of Examiners of Psychologists, the Texas Education Agency, and the National Association of School Psychologists (NASP). Three dimensions encompass the ACU School Psychology Training Model: 1. An education dimension that yields generalizable knowledge and skills, including course work in scientific methods, data-based problem solving, and research, psychological and educational foundations, professional standards and ethics, assessment, direct and indirect interventions, (counseling, behavior management, consultation and collaboration), professional issues, standards and ethics and program evaluation. This phase is completed before beginning internship. 2. An applied training dimension that focuses on applying more specific knowledge and skills including extensive supervised experience in a data-based problem solving approach to school problems utilizing assessment, direct and indirect interventions (counseling, behavior management, consultation and collaboration, and intervention planning based on the individual student s needs) professional standards and ethics, and program evaluation. From the student's first semester in the program, didactic course work is linked with applied practica in a structured, skill-building sequence. This phase is completed before beginning internship. 3. A problem-solving dimension is incorporated into the training and education dimensions and integrates scientific and professional principles and practices. Whether the student is solving research or referral questions, a practitioner-scientist model of data-based problem solving is applicable and implemented. 5

6 II. Training Emphases To be a successful school psychologist, education and training emphases in this program include: 1. a thorough preparation in the procedures of psychoeducational assessment and diagnosis, consultation, and counseling within a teamwork frame of reference, and application of these skills in regular and special education classroom settings within the school, with families and other professionals. To facilitate the acquisition of professional competencies, two practica (300 hours) and the internship ( hours) provide well over 2,000 hours of supervised practice. Direct training, involving a balance of both diagnostic and intervention services, is conducted in a variety of clinical and educational settings. 2. meaningful evaluation of professional literature and information with the effective use of information technology. Part of the training is designed to focus on the understanding and application of research procedures. Required research work built into the curriculum and an optional thesis provides applied experiences in statistical analysis and research design and implementation. 3. a consultation model based on scientific, data-based problem solving with sensitivity to multicultural and individual differences. As a consultant, the school psychologist will work closely in collaboration with parents and teachers in developing intervention programs for children with learning, emotional and/or behavior problems, as well as programs for crisis prevention and intervention. Many direct and indirect services such as assessment, counseling, consultation, and direct skills training (social skills, parent or teacher, aggression reduction) are provided to individuals, groups of children, or parents/families, and school staff taking into account multicultural and individual differences. In addition, the school psychologist consults professionally with a wide array of mental health services such as: clinics, emergency detention facilities, probation, juvenile courts, welfare, and other such community service agencies on behalf of the school, pupils, teachers, and/or school administrators. The three-year Master's (Specialist) level program prepares the psychologist trainee for application for professional certification as a Nationally Certified School Psychologist (NASP/ NCSP) and Licensed Specialist in School Psychology (LSSP, TSBEP). 6

7 III. Practicum and Internship Guidelines A. Pre-Practicum and Practicum Pre-practica shape individual practice skills in organization and operation of the schools, observation and behavior management, assessment, individual and group counseling and consultation. The pre-practica and practica occur in schools or allied settings. Each skill is shaped individually under close faculty supervision in the pre-practica, then integrated in a full-service model that addresses all domains of training and practice in school psychology under field and faculty supervision in the beginning and integrated practica. Students are required to complete two practicum courses for six hours worth of academic credit. According to the program sequence, the beginning practicum experience, Practicum I (PSYC 690) is completed in the spring semester of the first year. This experience is designed to provide the student with supervised field experience in the areas of training for which the student has been prepared by course work and pre-practica experiences up to that point. The integrated practicum experience, Practicum III (PSYC 694) is completed after all professional practice courses and pre-practica are completed. Depending upon the student's skill levels and experience, Practicum III offers opportunities to expand the integration of skills with diverse populations or to provide additional supervised practice in special skill areas. By the end of the practicum experience, the student is prepared for full-time supervised practice in the schools with divergent populations employing a full-range of psychological skills. Students must register for 3 credit hours each for PSYC 690 Practicum I and PSYC 694 Practicum III. Practicums are to be held only during the Fall and Spring semesters and must be scheduled in advance (See Section XIII for steps in securing a practicum site). 7

8 The Course and Practica Sequence is as follows: Fall of First Year PSYC 644-Child & Adolescent Therapy 3 PSYC 608- Intro to School Psychology 3 PSYC 642-Cognitive Assessment 3 PSYC 668-Advanced Behavioral Science OR PSYC 669-Human Learning & Cognition (Courses alternate falls.) 3 Semester hours 12 Spring of First Year PSYC 645-Child & Adolescent Assessment 3 PSYC 640-Direct Behavior Interventions 3 PSYC 690-Practicum I 3 SPED 683-School Consultation 3 Semester hours 12 Summer of First Year PSYC 647-Child & Adolescent Psychopathology 3 SPED577-Teaching Students with Mild Disabilities 3 Semester hours 6 Fall of Second Year PSYC 612-Clinical Research Methods 3 PSYC 646-Child & Adolescent Development 3 PSYC 668-Advanced Behavioral Science OR PSYC 669-Human Learning & Cognition (Courses alternate in falls.)3 *SPED 685-Issues in Education of Excep Child 3 OR PSYC 699-Thesis 3 Semester Hours 1 Spring of Second Year PSYC 624-Social Cultural Foundations of Behavior 3 PSYC 657-Intermediate Statistics 3 PSYC 694-Practicum in School Psychology 3 *PSYC 640- Special Topics in School Psychology 3 OR PSYC 699-Thesis 3 Semester Hours 12 Fall Third Year PSYC695-Internship in School Psychology 3 Spring Third Year PSYC695-Internship in School Psychology 3 TOTAL HOURS: 60 Thesis is optional and may be completed either during the second year or internship with the understanding that the student s courseload will be increased. 8

9 The following courses must be completed before participating in the specified practicum: Practicum I PSYC 650 Ethics & Issues in Psychology PSYC 610 Psychotherapy & Lab DLCR 580 Introduction to School Psychology PSYC 668 Advanced Behavioral Neuroscience or 669 Human Learning and Cognition PSYC 571 Behavior Modification Practicum III PSYC 650 Ethics & Issues in Psychology PSYC 610 Psychotherapy & Lab DLCR 580 Introduction to School Psychology PSYC 668 Advanced Behavioral Neuroscience or 669 Human Learning and Cognition PSYC 571 Behavior Modification PSYC 642 Cognitive Assessment PSYC 645 Child and Adolescent Assessment PSYC 645 Child and Adolescent Psychopathology SPED 577 Teaching Students with Mild Disabilities PSYC 612 Clinical Research Methods PSYC 646 Child and Adolescent Development PSYC 644 Child and Adolescent Therapy B. Internship The internship is designed as the opportunity to demonstrate, under conditions of appropriate supervision, the ability to apply knowledge, to further develop specific skills needed for effective school psychological service delivery, and to integrate competencies that address the domains of professional preparation and practice. These domains including data-based decision making and accountability carried out within the organization of the school which is based upon the knowledge of effective instruction and intervention planning for individual student s needs in light of diversity in cognitive/academics, socialization, and/or development; consultation and collaboration within the home, school, and community which provides program evaluation, prevention, crisis intervention and mental health services. The internship provides an opportunity for the intern to develop a clear professional identity and explore the full responsibilities of a practicing school psychologist while having solid supervisory support from an experienced field supervisor. The Internship is seen as that point of training, which fully integrates all previous training experiences. It is designed to meet the specific training objectives of the National Association of School Psychologists and the Texas State Board of Examiners of Psychologists. The internship is provided at or near the end of the formal training period (after completion of at least 54 graduate course hours including 300 supervised practicum hours that must have occurred in school, allied, or other related settings). The internship experience shall occur on a full-time basis over a period of one academic year, or on a half-time basis over a period of two consecutive academic years. At least 600 clock hours shall occur in a school setting and shall provide a balanced exposure to regular and special educational programs. Students are required to complete a 1200 clock hour internship. Interns register for six credit hours of PSYC Internship in School Psychology, 3 credit hours in both the fall and spring semester of the academic year in which the 9

10 internship is completed. If the internship continues over the summer, interns will register for an additional 3 credit hours during each summer term. Note: Although the placement requirements and activities are clearly outlined in this Handbook, the practicum and intern coordinator and site supervisor may alter the training experience to meet specialized clinical training interests of the intern. Interns must complete a minimum of 600 hours of practice in the schools. Practicum and Internship supervision rotates among the licensed school psychology faculty so students should check about which faculty member is assigned for that particular semester. C. Completion of Comprehensive Exams Relative to Practicum and Internship All students must have successfully completed the courses listed in their degree plan and passed the comprehensive exam prior to starting internship. Exceptions will be based upon approval of the SPPC and department chair. 10

11 IV. Purposes of the Practicum and Internship Experience A. The broad goals of the practicum and internship experience may be summarized as follows: 1. Apply knowledge and techniques to provide direct interventions to children and youth, their parents, teachers, administrators and other professionals including assessment, counseling, and consultation. 2. Provide indirect intervention services to children, parents, teachers, and other school and professional personnel employing techniques such consultation, in-service training, and program development. 3. Demonstrate an orientation as a data-based problem solver/evaluator/ researcher. This orientation is evidenced by activity in needs assessment, problem resolution research and program evaluation. 4. Demonstrate an orientation as a facilitator/planner in identifying the social agencies and systems, which provide for the mental health and educational needs of the varying individual systems within the service area. 5. Demonstrate an orientation as an advocate/catalyst for the development of human potential in children, parents, teachers, and other school personnel within a multicultural context. 11

12 V. Specific Objectives - Field Supervisor A. For practicum and internship* students, objectives for the field supervisor may be summarized as follows: 1. To provide a broad overview of school organization, including school policies, and the various specialties employed by schools. 2. To provide orientation to the variety of school services subsumed under the department titles such as Special Education Services, Pupil Personnel Services, Child Study Services, and the like, as these services relate to the total school organization and to the community at large. 3. To provide understanding of special school, agency, and community services. 4. To foster the student's understanding and skill in working with school staff. 5. To foster the student's sensitivity for and knowledge of classroom interaction, multicultural and individual differences and other factors which influence classroom atmosphere as well as overall school mental health. 6. To discuss and facilitate the student's understanding of, and ways and means to enhance the role perception of the school psychologist. 7. To provide an opportunity for the student to refine skills in clinical/behavioral assessment within a comprehensive case study context. 8. To provide an opportunity for the student to further develop the delivery of direct intervention services to students, parents, and school personnel. This includes interview, consultation and counseling techniques either by direct acquaintance or by utilizing other appropriately certified staff. 9. To foster the continued development of written skills; including refining the written report, the formulation of meaningful recommendations, case management planning, and the development of effective follow-up procedures. *Additionally, field supervisors of interns should: 10. Focus the intern's attention on the importance of a team approach and on the communication procedures among child study specialists. Also to similarly foster the intern's effectiveness in communication with parents and school personnel through positive appraisal and feedback related to best techniques. 11. Foster the intern's development of a research frame of reference so that the intern is 12

13 aware of opportunities for research in the schools and to assist the intern in the evaluation of some aspect (a needs assessment) of the service delivery system. 12. Draw attention to and foster the importance of the role of professional ethics in the conduct and practice of school psychology. 13. Foster the intern's development of efficient office procedures and practices, time management and timeliness in meeting deadlines. 13

14 VI. Practicum and Internship Structure The practicum and internship experiences are considered to be a cooperative venture among three primary agencies: the University training program (the university supervisor) and the field site (the supervising field psychologist) and the practicum or intern student. However, cooperating relationships with other field agencies may be arranged by agreement with the above primary participants. The program is designed to offer flexibility for the student as well as the cooperating agencies. These guidelines provide an overview of the types of experiences in which a student should be trained and identify areas in which the student is expected to participate. It is expected that within the practicum and internship the role and function of the school psychologist should be comprehensive and well balanced. It is important to discuss the extent to which the practicum or internship site is able to provide the training opportunities delineated in this document prior to the signing of the practicum or internship contract. The primary consideration in practicum or intern placement is the adequacy of a school division as a training site, though the needs of the local system must also be taken into consideration. The following considerations provide general criteria for practicum and intern placement: A. There should be one individual in the school division directly responsible for the supervision of the student. The on-site supervisor shall be responsible for no more than two (2) interns and practicum students. This person should be an experienced licensed specialist in school psychology. If the supervisor is in an institutional or other non-school setting, the necessary experience and training criteria, i.e., standards of training for professionals in that setting should be demonstrated. The School Psychology Program Committee (SPPC) must approve the supervising field psychologist. It is the responsibility of the participating field supervisor to present: 1. A brief vita of training and experience, and 2. Documentation of certification/license. These materials must be provided no later than the on-site orientation/contract meeting at the beginning of the internship placement if satisfactorily reviewed by prior communication. These credentials will be kept on file with the University Practicum and Internship Coordinator for review by accreditation teams and will be updated periodically. Once a field supervisor's credentials have been verified, that person may serve as a supervisor on a continuing basis. Licensed and/or experienced Institutional Psychologists provide supervision in non-school placements. Psychiatrists, social workers, counselors, or other health care providers with appropriate certification/licensure in their field of expertise may provide supplemental experiences in 14

15 training and supervision. The expertise and experience of the supervisor(s) will be an important consideration in selection of supervisor(s) and internship sites. B. Adequate facilities for supervisors and interns are an important consideration to ensure maximum efficiency in testing, interviewing, and other intern activities. Office, secretarial, and other professional support must be provided. The school division should provide mileage and other professional expenses. At least three contacts will occur between the practicum and intern student, the field supervisor(s) and the university supervisor. These include: 1. Initial or Orientation contact during which a practicum or internship contract is negotiated and signed, 2. Mid-Year (Interns) or Mid-Semester (Practicum Students) Evaluation, during which the progress of the student in meeting contract goals is evaluated and modifications are made as necessary, and 3. End-of-Year (Interns) or Mid-Semester (Practicum Students) Evaluation during which the progress of the student in meeting contract goals is evaluated, and the site and supervisor are evaluated by the student. When placements are beyond a 100-mile range, the university supervisor will negotiate with the student and the field supervisor a plan to accomplish the purposes of the three on-site visits. Sometimes telephone or interactive video meetings may replace some of the on-site visits. At a minimum, at least one on-site visit will be planned for distant sites. University reimbursement for travel expenses will be sought by the university supervisor. 15

16 VII. Specific Supervision Responsibilities of Local Districts It is assumed that the most highly qualified person available will be selected to serve in the capacity of field supervisor. While academic degrees and years of experience do not necessarily correlate perfectly with professional competence, they provide the best criteria available. Therefore, practicum and intern students should be afforded the most experienced and highly professionally trained supervisors within the placement site area. The supervisor is seen as exceedingly important as a professional model as well as one who is responsible for the administrative welfare of the student. For both practicum and intern students, the experience shall occur under condition of appropriate supervision. For practicum students, field based practicum supervisors shall provide at least one hour per week of direct supervision for each student. A license as a Specialist in School Psychology and two years of experience are considered the minimum basic criteria for supervisor eligibility for the practicum student. For interns, field based internship supervisors shall provide at least two hours per week of direct supervision for each intern. A license as a Specialist in School Psychology and three years of experience are considered the minimum basic criteria for supervisor eligibility for the intern. 16

17 VIII. Supervisory Personnel Two persons have primary responsibility for practicum and internship supervision. They are the field supervisor (the on-site supervising specialist in school psychology) and the University's Internship Coordinator (the school psychology trainer). A. The University Practicum and Internship Coordinator (UPIC) is the liaison between the School Psychology Program Committee (SPPC), the student, the University Supervisor and the practicum or internship site. The UPIC is a licensed or nationally certified school psychologist and holds a faculty position in the Department of Psychology. The UPIC works with students to seek and arrange for appropriate practicum and internship sites. The UPIC maintains up-to-date records of potential sites and supervisors and reviews and revises this Handbook in conjunction with the SPPC on an annual basis. Other responsibilities of the UPIC include: 1. Arrange all practicum and internship plans with a school district or agency for submission to the SPPC for approval. 2. Plan and implement the practicum and internship site selection and arrangements following SPPC approval. Other UPIC responsibilities include: a. Negotiate contracts for each practicum and internship and submit them to the SPPC for approval. b. Negotiate the remunerative plans between the intern and the agency and present them to the SPPC for approval. c. Nominate candidates to be on-site supervisors for approval by the SPPC. 3. Provide practicum and internship guidelines: for the student, the field supervisor, and any other placement site staff. Ensure that needed arrangements are mutually agreeable to all parties: The University Supervisor, the Field Supervisor, the student, and other practicum or internship placement site staff. 4. Review the agency or school site with respect to the provision of basic NASP essentials for practicum and internship such as office space, travel in district, secretarial services, etc. B. The University Supervisor (US) is a field representative of the School Psychology Program at the University. The US should be a Licensed or nationally certified School Psychologist, hold a faculty position in the Department of Psychology, and limit supervision to no more than 12 interns or 6 practicum students at any time. The US provides weekly group supervision for practicum students and is responsible for maintaining regular communication and conducting evaluation procedures with 17

18 interns/practicum students and their Field Supervisors. The responsibilities of the US include the following: 1. Review the practicum and intern student's work with the student, the supervising psychologist and other appropriate persons in the school district or agency. 2. Arrange for practicum and internship site visits. This includes arranging for two formal evaluations (Mid-Semester and End of Semester/Mid-Year and End-of- Year). 3. Determine the final grade for the practicum and internship experience for the university records. This grade will be arrived at with consultation from the student, field supervisor, and other designated consumers of service at the practicum or internship site. See the Practicum and Internship Evaluation Forms (Attachments E and F). 4. Coordinate the internship experience with the student and the supervising psychologist so that a meaningful practicum or internship experience is insured and one that also hopefully meets the needs of the employing school district or agency. 5. Critically evaluate the service reports: e.g. professional log(s) documenting the experiences of the student. If areas of student improvement are needed, it is the responsibility of the US to attempt implementation of these improvements with the student and the field supervisor. 6. Respond appropriately if questions of professional ethics arise, and, if necessary, to seek the advice of School Psychology Program Committee (SPPC). 7. Review the agency or school site with respect to the provision of basic NASP essentials for practicum and internship such as office space, travel in district, secretarial services, etc. (See Attachment K and L for Agency and field supervisor forms). C. The Field Supervisor (FS) is approved by the School Psychology Program Committee faculty. For practicum students the FS must be an LSSP licensed for practice and have at least two years experience. For interns, the FS should be TSBEP licensed as a Specialist in School Psychology and have at least three years of experience. Other personnel may work in a supervisory capacity with a practicum and intern student (psychiatric social workers, psychiatrists, clinical psychologists, special educators, and other health care professionals), but must be members in good standing in their respective professional organizations and certified by appropriate state agencies in their area of expertise. The FS who assumes the responsibility for directing and supervising the trainee should be an individual of proven excellence in school psychology. The FS should be capable of guiding the graduate student successfully through the practicum or internship 18

19 experience. The FS will be expected to fulfill the following responsibilities*: 1. Coordinate the practicum and internship program with the school administrators, or agency directors, and University Supervisor. 2. Provide a comprehensive school site and educational agency orientation for the practicum or intern student at the beginning of the practicum or internship experience. 3. Provide an average of 2 hours of evaluative conferences each week and some direct observation of the student's activities at the beginning of the experience and as needed during the practicum or internship period. This includes: a. Regular review of casework through direct observation and/or video or audio tapes; b. At least weekly review of the Log of Professional Experience, verifying experience by signature, and countersigning any written records. *Additionally, FS should fulfill the following responsibilities when working with interns: 4. Provide the intern with as broad a range of professional experiences as possible based on the Contract goals, individual discussion and the practicum and internship guidelines: See The Practicum and Internship Handbook, Intern Contract, Practicum and Internship Evaluation Forms, NASP Internship Guidelines, TSBEP Internship Guidelines, and NASP and APA Professional Ethics. 5. Participate in and complete two formal evaluations of the student's progress: the Mid-point and End-point Formal Evaluations. Discuss progress with the University Supervisor as needed. 19

20 IX. Student Responsibilities A. Ethical Practice. In order to enhance identification as a developing school psychologist, the student will act in accordance with the professional ethical code of the National Association of School Psychologists and the American Psychological Association. Likewise, as a representative of the University, the student has an obligation to perform at the highest level of functioning at all times. The trainee has this responsibility to both the district/agency and to the University. B. Log. The student is required to carefully and regularly prepare a log of professional experiences by submitting weekly summaries of experience to the field supervisor and then mid-point and end-point summaries to the university supervisor. The log will document intern experiences according to the log guide, which is attached. See attached log (Attachments I & J). C. Reports: The student will be required to prepare and submit reports on assigned cases. The FS and US will critically evaluate practicum reports. The FS will critically evaluate intern reports. The student is expected to achieve and maintain professional levels of writing quality and to develop a high level of integration and efficiency in report writing. E. Supervision: The student is expected to initiate contact with the field and university supervisors as required or as needed. Contact involves communication (oral and written) of progress, forwarding expected products of performance such as logs, and conveying professional or personal concerns related to the practicum or internship. Competent communication is an important function not only of the practicum and internship but also of the profession. 20

21 X. Student Activities The FS and US in consultation with the student will determine a program of activities individually prescribed to meet the needs of the practicum or intern student. The student is included in this planning process and will have developed a formal internship plan comprised of a set of individual goals and objectives to be achieved. Some supervisors may wish to prescribe in writing the required activities for the intern, others may prefer to plan on the basis of informal agreements. In either case, requirements should be clear to all participants. In addition to requiring a formal plan for internship, the Field Supervisor psychologist(s) should engage the student in: A. Orientation to the School Setting: General Overview 1. Classroom observations (SPED and regular classroom). 2. Professional teacher programs and meetings. 3. Administrator-staff meetings. 4. In-service education. 5. Meetings of special services personnel (eligibility committees, screening committees). 6. IEP Committee meetings. 7. School Board meetings. 8. PTA meetings. 9. Regional Education Agency meetings B. Orientation to Other Child Care Services 1. Informal interview with special educators, principals, reading specialists, teachers, nurses, social workers, counselors, speech therapists, guidance personnel, and other specialists. 2. Visits to special agencies/services (State Employment Service, Child Protective Services, emergency detention facilities, juvenile courts, Alternative schools, Teen mother programs, etc.). 3. Visits to relevant area professional and parent group organizations (Association for Retarded Children, Association for Children with Learning Disabilities, CHADD, etc.). 21

22 C. Diverse Referral Concerns 1. Opportunity to receive referrals and work with a variety of types of referral problems (for example, class placement, retention, admission or exclusion, learning/behavior problems, identification of gifted/talented). 2. Opportunity to provide services to children and youth from a wide variety of ages and presenting problems or needs such as: exceptional, at/risk, and different cultural background children. The Field Training and Evaluation Plan (Attachment C) provides an overview and a means to monitor the distribution or kinds of direct and indirect services in the practicum and internship experience. Special attention should be given to the development of competent nondiscriminatory evaluation practices and a solid professional understanding of and sensitivity to the cultural background of any cultural minority in the employing district. It is important to develop professional competencies related to the delivery of services to 'At Risk' populations such as culturally different or nonmajority populations, teen parents, potential drop outs, and depressed/suicidal individuals. D. Orientation to Classroom/School Operation. 1. Planned classroom observations across a range of school grades and curriculum content areas. 2. Conferences with curriculum specialists and supervisors of instruction. 3. Discussions with teachers. 4. Discussions with administrators. E. Psychological Evaluation Procedures: The student will use a wide variety of evaluation instruments and procedures, which will yield information, related to the following areas: 1. Intellectual functioning 2. Diagnostic skills in academic skill areas 3. Psychomotor developmental patterns and skills 4. Social/Emotional functioning 5. Direct observations of behavior 6. Behavioral assessments of a child in live situations 7. Diagnostic interviews 8. Social/adaptive behavior/developmental levels 9. Chronologically and culturally diverse populations (preschool to adult) 22

23 F. Intervention Services: Interviewing, Counseling, Consultation, and Training. The practicum and internship student is expected to initiate and document in the log all training activities including: 1. Data gathering interviews with students, parents, and teachers. 2. Interpretive conferences with students, parents, and teachers, involving communication of evaluation, programming, placement, and/or management information or recommendations. 3. Involvement in formal and informal teacher and parent conferences and groups. 4. Supervised individual and group counseling of pupils. 5. Development of effective and consistent follow-up activities to case work management. 6. Supervised participation in preparation of proposals for special education programs, mental health activities in the schools, inservice training programs, etc. 7. Discussion and implementation of findings at various professional groups (at teacher meetings, at case conferences, etc.). 8. Development of effective relations with community agencies for referral, placement and follow-up. 9. Development of awareness of the interrelation of special education, guidance services, and other child study specialists, each with a valuable contribution to make to the school setting. G. Research/Professional Development 1. Research problem solving such as library search. 2. Apply research skills as warranted. 3. Show evidence of professional growth and responsibility through involvement in professional associations and organizations. 4. Develop routine office procedures such as: record keeping, report writing, forms, bulletins, folders, file systems, correspondence, test supplies and orders, logs, etc. (Refer to Attachment E, Log Instructional Guide.) 23

24 XI. Formal Evaluation Evaluation of the practicum and internship student will be a joint effort between the university practicum and internship coordinator, the university and field supervisors, and a consumer of services such as a Director of Special Education or building administrator. Students are expected to perform to at least a competency level as rated by the field supervisor in areas related to knowledge derived from the education dimension, skills derived from the applied and problem solving dimensions. Performance will be based on comprehensiveness of activities/services, on effectiveness in relating to clientele (school staff, students, parents, etc.), performing the general responsibilities of the role, and on professional conduct as a school psychologist and health care provider. At the end of each semester the field supervisor will complete a written evaluation of the student's performance using the evaluation forms. Regular contact will be maintained between the University Supervisor and Field Supervisor as frequently as necessary. (Refer to evaluation form pg. 42). 24

25 XII. Contracts: Practicum/Intern Contract, Field Supervisor Contract, School/Agency/Institution Site Contract A. A Practicum/Intern Student Goals Statement will be developed with the student which delineates the scope and range of the practicum and internship activity and identifies specific objectives. Acceptance of the goals statement is given by signature of the Student, Field Supervisor, and University Supervisor. Refer to Attachment A of the Internship Handbook for a sample Student Goals statement. B. A Field Training And Evaluation Plan (Job Description and Monitoring document) is developed jointly with the student, University and Field Supervisors, using the student's goals and objectives statement as a guide. Then the Field Supervision Practicum or Internship Agreement (Appendix B) is signed and dated by the student and key supervisory parties who agree to follow the guidelines of the ACU Practicum and Internship Handbook, the National Association of School Psychologists Internship Regulations, and the regulations of the Texas State Board of Examiners of Psychologists. C. Administrators of the University and the Field Site will sign an AGREEMENT. This agreement specifies that the field site agrees to provide a training program for school psychology practicum and intern students. This agreement must be signed before any other agreements may be negotiated. Refer to Attachment N of the Practicum and Internship Handbook for a sample form of this Agreement. 25

26 XIII. Steps In Arranging Practica And Internships A. Following are the recommended procedures for arranging a practicum or internship experience. The student is responsible for initiating and following through on each step in the process. 1. Complete the Practicum or Internship Application Form (Attachment H) and submit it to the Practicum and Internship Coordinator who submits it to the SPPC for approval to begin practicum or internship. A separate application must be made for each practicum and internship experience. Internship application forms must be submitted by October 15 the year before the scheduled start of the internship. Fall practicums application forms must be submitted by March 30. Spring practicums application forms must be submitted by October 15. All application forms must be accompanied by (1) official transcript(s) of all course work counting towards the degree, (2) a preliminary goals and objectives statement, and (3) a portfolio documenting completion of the required prerequisites. For example: Practicum students document required course work completion and projected date for comprehensive examination; Internship candidates document completion of all course work and successful completion of the comprehensive examination. 2. Once the student and the University Practicum and Internship Coordinator have received SPPC approval to proceed with practicum or internship planning, the student should meet with the coordinator to discuss the possibilities. This Practicum and Internship Handbook should be studied as it contains Practicum and Internship guidelines and procedures, sample contracts, evaluation and log forms. This should be done one year in advance. 3. The student will select a site or sites and submit an application. Some sites will invite the student for a formal interview process. Others proceed more informally inviting the student to meet with the agency representative and/or the agency internship supervisor initially. If the site is pre-approved by the SPPC, it is listed in this Handbook and the student is free to begin negotiating a Practicum or Internship Training and Evaluation Plan (job description and monitoring document) (Attachment C) in consultation with the practicum and internship coordinator. If the site is not pre-approved, then SPPC approval procedures must be followed before the student can begin negotiating a contract with that site. 4. If the student is offered an internship or practicum position, practicum and internship guidelines will serve as a basis to develop or modify a Student Goals Statement 26

27 (Attachment A) and a Training and Evaluation Plan (Job Description and Monitoring Document) (Attachment C) and to obtain signatures on the agreement for the student's position (Attachment B). The job description and monitoring document will be presented to the SPPC for approval by the University Practicum and Internship Coordinator (UPIC) at the first available SPPC meeting. The student may be invited to attend this SPPC meeting if further clarification is needed. The committee will approve, recommend modifications, or disapprove of the plan. The student will be notified by the UPIC. The UPIC signs after SPPC approval is obtained and sends copies of the fully signed documents to all parties. 5. The Practicum or Internship Training and Evaluation Plan (job description and monitoring document) (Attachment C) becomes the basis to evaluate logs given twice each semester by the student to the University Supervisor and along with the student's goals statement, the guiding document for planning and implementing practicum and internship activities. 6. During the practicum or internship, a minimum of two visits to local sites will be made by the UPIC or US. For practica, these take place at mid-semester and end-of-thesemester mutually arranged times. For internship, these usually take place at mid-year and at the end of the year. During these visits a conference will be held with the student and the supervisor(s). Strengths and weaknesses of the practicum or internship experience are discussed which may result in some modification of the initial agreement. (Attachments C, D, F, K & L contain evaluation forms.) 7. Logs will be given to the University Supervisor at mid-semester and end-of-thesemester periods. The logs are divided into categories of experiences that match the monitoring document. In each weekly log the student will record the number of hours completed in each category and total these hours across categories. This hourly log will be signed by the Field Supervisor and a copy given to the University Supervisor. At the middle and end-of-semester/year evaluations, log hours will be totaled and changed to percentages. These percentages will be compared to the initial monitoring document. Additional adjustments and negotiations will take place during these evaluation meetings. Separate evaluation forms will be required from each supervisor during the middle and end-of-the-year periods. In the last month of the internship, agency questionnaires are to be completed by the student in conjunction with the agency supervisor. 8. University Supervisors will maintain regular contact with the practicum and intern students. Practicum students meet for 3 hours weekly with the University Supervisor. Internship students within 100 miles of the university will meet with the University Supervisor as a group at least four times throughout the internship year to share experiences and information. 9. In the judgment of the field and university supervisors, if the practicum or internship experience is grossly deficient and the job description monitoring agreement is not being fulfilled as promised by the mid-semester evaluation, the student may be required to do one or more of the following: (1) complete course work or research in the area of 27

28 weakness; (2) complete a supervised practicum in the area of weakness; (3) complete workshops in the area of weakness; or (4) be dismissed from the site. The decision will be made by consensus of the student, coordinator, the field supervisor, and the SPPC. Once a decision has been reached, a time period will be specified for successful completion of the requirement, at which time the SPPC will review the results with the student, field supervisor, and coordinator. 10. If improvement is not reported by the Field Supervisor after the student has completed all recommendations for remediation of weaknesses, the SPPC, UPIC, US and FS will consult and make further recommendations. In the unlikely event that the practicum or internship agency is not fulfilling its contractual agreements, the student will not be penalized for these organizational difficulties. Alternative placements will be considered. 11. If a student finds that the practicum or internship site is not fulfilling training needs, the US and UPIC should be contacted concerning termination. This should be done only in circumstances that are considered not in the best interest for the student's development. Examples might include the following: (1) restricted training opportunities, (2) ethical or criminal improprieties, or (3) a serious mismatch of personal goals to agency requirements. Attempts at remediation will be negotiated with field supervisors and pursued first. If problems continue despite remediation efforts, the student and practicum or internship coordinator may petition the SPPC committee to terminate the contract and, if approved, begin negotiations with another agency. 12. Practicum students will enroll in PSYC 690 Practicum I in Psychology, for the first semester and PSYC 694 for the second semester, for three credit hours each semester. Internship students will enroll in PSYC 695 Internship in Psychology, and earn three hours credit for each of two semesters. The grade will be awarded by the University Supervisor in consultation with the Field Supervisor and student and a review of evaluation documents. 28

29 XIV. Practicum and Internship Interview Questions The questions listed below are not exhaustive but can serve as general guidelines. The answers to some of these questions may be obtained without directly asking the questions. Students are advised to listen carefully during the interview. If at the end of the interview some of the questions are unanswered then seek the answers. Students are not advised to begin firing questions at the start of the interview but rather to keep these questions in mind, listen carefully for answers as the interview proceeds; ask for clarification when needed and seek answers to unanswered questions when appropriate to do so during the interview process. Practicum and internship settings look for individuals with reasonable confidence but not arrogance; openness to learning, but not know-it-alls; a reasonably clear set of goals but not rigid inflexibility. l. What is the nature of the populations with whom I will be working, e.g., ages, cultural backgrounds, types of problems? 2. How is supervision provided for diagnostic and intervention work? 3. Who will be my Field Supervisor? 4. How much time is anticipated to be spent in specific training activities, such as observations, group and individual supervision, case management and preparation, research, etc.? 5. What will be my designation, e.g., psychology intern or practicum student? 6. Will I have an office and secretarial support? 7. What will be my stipend? 8. Will my work be covered by the agency's malpractice insurance? Do I need additional malpractice insurance? (The SPPC requires that all students carry malpractice insurance for practicum and internship experiences. Forms are available from the UPIC.) 9. What specific diagnostic skills and therapy skills can I expect to develop? 10. Will I receive a certificate or letter indicating successful completion of my practicum or internship so that I will have the documentation for state and national certification and licensure boards? 11. Are didactic training experiences supported, such as formal lecture series, inservices, professional conferences, etc.? 29

30 12. With what other agencies or professionals will I be working? Who will be my supervisor, if other than the designated Field Supervisor? 13. If the site is more than 100 miles from ACU, how will university evaluation procedures be accomplished? 30

31 XV. Practicum and Internship Advice 1. Site selection should be based on personal career as well as program objectives. 2. Discuss with the University Practicum and Internship Coordinator any special problems or considerations in selecting a practicum or internship, e.g. are you free to apply for an out-of-state internship or do you need to remain within a particular geographical area? 3. Provide the Practicum and Internship Coordinator with the list of internship settings to which you plan on applying at least one semester prior to actual application date. Do not apply unless you can accept the position if it is offered. 4. The application to the SPPC for approval to plan a practicum or internship is due one year prior to the start of the practicum or internship. A completed application to any practicum or internship site should be filed by February 1 at the latest for Fall practicum or internship and by September 1 for a January start date. 5. Sometimes internships in school settings are not offered until spring or summer. 6. Expectations for Internships (a) Stipends - Most people are hired as a regular staff member and receive salaries consistent with state and local funds for the agency. In a school district the average salary for an intern School Psychologist is $11,000 to $15,000 for a 10- month contract. Each district pays some portion above the state limit. Each district has the option of employing students for 11 or 12 months. (b) Benefits - School Districts normally provide opportunities to purchase group medical insurance, retirement funds, sick days, personal business days, and other options. (b) Pre-selection Site visits - Some sites will request an on-site interview. Students who initiate site visits and go for requested site interviews obtain more internship offers. 7. You must inform the University Practicum and Internship Coordinator of the practicum or internship offer, which you wish to accept as soon as possible, then provide the following information: (a) Name of Supervisor (b) Address of practicum or internship setting (c) Stipend of internship (d) Start and Stop Dates of practicum and internship 31

32 (e) Description of activities (Goals Statement, and Training and Evaluation Plan Job Description Monitoring Document) 32

33 Appendices: Internship and Practicum Forms 33

34 Attachment A SPPC PP01 ACU Dept. of Psychology End of Semester FIELD EXPERIENCE SUMMARY FORM Fall/Spring/SSI/SSII 20 Circle Course(s): PSYC 608, Cognitive Assessment, Child and Adolescent Assessment, Practica I & III Course # Title Student SS# Directions: Please type all responses as this report will become part of the student's TWU field experience documentation. I. Placement Information Site: School, Agency, Institution Address Field Supervisor Name Title Phone ( ) ( - ) City, State, Zip Area Number II. Characteristics of Placement Setting Age (Range) Number of Clients Total Placement Hours III. Service Provided with Regular Education Clients (enter number of hours) Activity PS ES MS HS Adult Activity PS ES MS HS Adult File Review or Interview Direct Training (Teacher, staff, peer) Observ / Data Collec Teacher Consultation Evaluation / Assessment Parent Consultation or Counseling Written Report / Parent Training Case Management ARD Team Partic. Counseling Child Supervise others Other: IV. Service Provided with Special Education Clients (enter number of hours) Activity PS ES MS HS Adult Activity PS ES MS HS Adult File Review or Interview Direct Training (Teacher, staff, peer) Observ / Data Collec Teacher Consultation Evaluation / Assessment Parent Consultation or Counseling Written Report / Parent Training Case Management ARD Team Partic. Counseling Child Supervise others Other: V. Assessment Instruments used with all clients- (Enter number of administrations) 34

35 Test Administered PS ES MS HS Adult Wechsler Intelligence Scales (WPPSI-R, WISC-III, WAIS- III) Woodcock-Johnson Tests of Cognitive Ability - III Stanford-Binet Intelligence Test Kaufman Assessment Battery for Children (K-ABC) Test of Non-verbal Intelligence (TONI-II) Leiter Nonverbal Test of Intelligence Other Intelligence Test measures Woodcock-Johnson Revised Tests of Achievement Wechsler Individual Achievement Test Kaufman Test of Educational Achievement (K-TEA) Wide Range Achievement Test - Revised (WRAT-R) Other Achievement measures Behavioral Assessment System for Children (BASC) Apperceptive Tests (Roberts, CAT, TAT, etc) Specific Trait tests (Depression, Suicide, Anxiety, ADHD) MMPI-A Other personality measures VI. Evaluation of Performance Not Acceptable. Acceptable. Field Supervisor Signature Date Not Acceptable. Acceptable. University Supervisor Signature Date 35

36 Attachment B SPPC PI02 ACU Dept. of Psychology Possible Placements Approve Deny Remediation Plan Student Notified (date) DATE For Office Use Only GRADUATE PRACTICUM AND INTERNSHIP APPLICATION 1. Name SS# 2. Degree Minor or Related Area (Ph.D.) 3. Advisor 4. Telephone Numbers: Home Business 5. Address (include zip) 6. Areas of special interest in psychology: 7. Proposed graduation date 8. Completed graduate credit hours including this semester 9. If presently enrolled in classes, indicate current graduate semester hour load planned during internship 10. If presently working, indicate place of employment, days and hours at work site 11. Semester in which proposed internship/practicum (circle one) is to be initiated 12. Major objectives to be achieved in internship (include desired job activities, setting, hours preferred, geographical area preferred, etc.) (Attach a separate sheet for this). 13. Describe previous experiences of benefit in an internship or practicum (Attach a separate sheet for this). 14. Include a copy of your Abilene Christian University graduate transcript and your approved Degree Plan to document completion of the course work listed on the next page. If you are transferring course work from another university, please attach a copy of those transcripts as well. 36

37 Indicate completion date of the following course work (e.g. Fall, 00 or Spring 01): The following courses must be completed prior to practicum placement: Check if completed: Fall of First Year PSYC 650-Ethics & Issues in Psychology PSYC 610-Psychotherapy & Lab DLCR 580-Introduction to School Psychology PSYC 668-Advanced Behavioral Neuroscience OR PSYC 669-Human Learning and Cognition (Courses alternate falls.) Spring of First Year PSYC 642-Cognitive Assessment PSYC 645-Child and Adolescent Assessment PSYC 571-Behavior Modification PSYC 690- Practicum I Summer of First Year PSYC 645-Child and Adolescent Psychopathology SPED 577-Teaching Students with Mild Disabilities Fall of Second Year PSYC 612-Clinical Research Methods PSYC 646-Child and Adolescent Development PSYC 644-Child and Adolescent Therapy PSYC 668-Advanced Behavioral Neuroscience OR PSYC 669-Human Learning and Cognition (Courses alternate falls.) Spring of Second Year PSYC 624-Social-Cultural Foundations of Behavior PSYC 657-Intermediate Statistics SPED 683-School Consultation PSYC 694-Practicum III Fall Third Year PSYC 695-Internship in School Psychology Spring Third Year PSYC 695-Internship in School Psychology **Thesis is optional. 15. Include signed copies of Field Experience Forms from all Pre-practica. Attachment A Signature Date 37

38 Attachment C ACU Dept. of Psychology SAMPLE INTERNSHIP GOALS AND OBJECTIVES STATEMENT Briefly describe below the agency at which you plan to work, the duties which you will undertake, the person(s) who will supervise your work and your goals in undertaking this internship or practicum experience For A. Great Intern l. To gain an understanding and working knowledge of the role/function of a school psychologist in the Hopeful ISD: a. I will become familiar with Hopeful ISD's policies and procedures. 1. I will read the Service Plans for Special Education. 1. I will read the Service Plans for students 'At Risk.' b. I will utilize Hopeful ISD's team members and staff to gain knowledge of polices and procedures. 2. I will be involved in the Delivery of Services: Evaluation process which focuses on 'At Risk' populations (intellectual/ cognitive; academic; social/emotional; behavioral observation/ classroom performance; adaptive behavior; and sensory/ motor functioning screening). a. This will include involvement with initial special education evaluations, staffings, program reviews, AEP and ARD reviews and meetings. b. This will include involvement in three year reviews, staffings, program reviews, IEP and ARD reviews and meetings, and multidisciplinary interaction and experiences. c. The evaluation process experiences will include opportunities for teacher interview, parent interview, review of curricular materials and student work samples, and classroom observation. 3. I will be involved in Direct Services: Intervention by providing services such as collaboration and problem-solving consultation to students, teachers, and parents; behavioral intervention; and individual and group counseling. a. I will become more knowledgeable about collaboration techniques and strategies. l. I will encourage and support the use of collaboration between special education and regular education staff. 2. Specifically, I will be a resource to Janet Caring, counselor, and Vern Helper, At Risk coordinator. 3. I will encourage the use of pre-referral intervention activities. b. I will increase my knowledge and skills in behavior management techniques. l. I will encourage and assist teachers in developing behavior management plans through consultation to promote alternatives to special education placement for children and to maintain children in the least restrictive environment. 2. I will collaborate with teachers to develop and implement behavior management plans with (at least three) students. 38

39 3. I will work with parents, and If appropriate. assist with developing home-school contingency contracts (goal of at least one home-school contingency contract). c. I will become more competent in providing counseling and developing objectives for students to meet their individual needs. l. I will learn about different community/area agencies and services, and learn to make appropriate referrals to them. 2. I will work with team members (counselor) in developing and providing individual and group intervention services. 3. I will systematically gain more knowledge about children and adolescents; specifically their problems and concerns, effective counseling and intervention techniques. 4. The above delineated activities ( l., 2., and 3.) will be measured by review of service reports, casework, logs of professional experience and contact of appropriate school personnel in conjunction with the internship supervisor. Specific documentation includes: a. Maintenance of regular (weekly) contact with supervisor(s) in the Hopeful Public Schools. b. Maintaining monthly service reports. c. Completing a Log of Professional Experiences, which will reviewed and verified on a monthly basis by the on-site internship supervisor and forwarded to the university supervisor. d. Maintaining /regularly updating the Professional Experience checklist so that the array of Direct Services can be easily surveyed so that a comprehensive training experience can be developed. e. Reviewing the PSY 6933 Training and Evaluation Plan (Job Description and Monitoring document) as a guide for role and function and in anticipation of the Mid Year and End Of Year Formal Evaluations which utilize this form. 5. I will further develop my interpersonal and communication skills. a. Specifically, I will work to develop and maintain a positive working relationship with my team members, and other I.S.D. colleagues. b. I will develop a working relationship with teachers and principals in order to more effective in my role in the schools. c. I will develop skills in conflict resolution, active listening, and "teaming." 6. I will develop and use my organizational strategies to become more efficient in my role as a school psychologist. a. I will develop and use record keeping methods to organize my time efficiently, and encourage timely assessments. and report writing. b. I will develop a useful resource file system. c. I will accumulate reference material to facilitate information sharing with principals, teachers, parents, and team members. 39

40 7. I will be involved in continuing education and professional development through participation in workshop and inservice presentations. a. I will participate in Hopeful I.S.D. professional staff meetings and staff development programs. b. I will demonstrate state level involvement in professional development and networking (the Texas Association for School Psychologists). C. I will explore the benefits (professional service professional development, professional information network, professional political) of national level professional affiliation. Intern Date School Psychology Jennifer W. Shewmaker, Ph.D. Supervisor Internship University Supervisor 40

41 Attachment D SPPC PI03 Field Supervision Practicum or Internship Agreement The practicum or internship participants agree to the general provisions of the internship program as delineated in the ACU School Psychology Practicum and Internship Handbook, the Field Training & Evaluation Plan (Job Description and Monitoring document), the regulations of the Texas State Board of Examiners of Psychologists and the NASP Practicum and Internship Regulations. Formal acceptance is indicated by signature(s) below. INTERN: Signature Address Home Phone Date City, State, Zip Work Phone PRIMARY FIELD SUPERVISOR: Signature Address Home Phone Date City, State, Zip Work Phone FIELD SUPERVISOR (OTHER): Signature Address Home Phone Date City, State, Zip Work Phone UNIVERSITY SUPERVISOR: Signature Address Home Phone Date City, State, Zip Work Phone 41

42 Attachment E SPPC PI04 Intern Training Year FIELD TRAINING AND EVALUATION PLAN Job Description and Monitoring Plan The following activities are recommended percentage of time expected of the practicum or intern student during the training semester/year. These activities will be evaluated formally at mid-semester/year and at the end of the semester/year. Activity DIRECT SERVICES 10 Consultation Parent/Family School Personnel Other Professional Multiple Consultees 20 Assessment / Interventions Direct Observation Evaluation: Standardized Evaluation: Informal Individual-Based Intervention Group-Based Intervention Miscellaneous, unaccounted 30 Direct Service Meetings Pre-referral Assessment & Classification Case conferences & Follow-up Miscellaneous, unaccounted INDIRECT SERVICES 40 Professional Development Direct Supervision Inservices, Conferences, Direct training Orientation to School Setting & Organization Orientation to Other Child Care and Community Services Study New Methods Intervention & Consult 50 Documentation & Research Logs Scoring & Report Writing Research Service Delivery Preparation Other 60 Indirect Service Meetings Administrative Miscellaneous, unaccounted 70 Travel / Miscellaneous Travel Miscellaneous Begin % Mid Point End Point Student Signature at Mid Year End Yr Field Supervisor Signature at Mid Year End Yr University Signature at Mid Year End Yr 42

43 Attachment F SPPC PI05 EVALUATION OF THE QUALITY OF PROFESSIONAL SERVICE Mid / End (Circle) Fall/Spring/Summer of 200 PSYC Intern/Practicum Site Field Supervisor Please rate the competency level of the student. Please rate realistically. Providing ratings that are 4 s on every skill does not help the student or program in self-evaluation and skill development. Rating: 1 Clearly below expected competency level, Problem area 2 Slightly below expected competency level 3 Competent for level of training 4 Very competent for level of training NA Little opportunity to observe/not Applicable A. FIELD EXPERIENCE DIMENSIONS 1. INTERPERSONAL SKILLS A. With students/clients NA B. With teachers/staff members NA C. In working as a team member NA 2. INTERVIEW/CONFERENCE/ORAL COMMUNICATION A. Empathetic/sensitive NA B. Organized, well prepared NA C. Comprehensive, collects needed information NA D. Presents well to teachers and parents NA E. Facilitates communication, participation NA F. Listens carefully NA 3. DIRECT STUDY/OBSERVATION A. Selects appropriate study methods NA B. Collects complete and accurate data NA C. Analysis/interpretation of data NA D. Intervention Design NA E. Evaluation/adaptation of intervention NA F. Evaluation/adaptation of program NA 4. DIRECT SERVICES: ASSESSMENT A. Cognitive assessment NA B. Diagnostic achievement assessment NA C. Social/emotional assessment NA D. Sensory/motor assessment NA E. Selection of assessment tools & techniques NA 5. RECOMMENDATIONS A Develops explicit recommendations NA B. Recommendations match problems NA C. Recommendations are practical/realistic NA D. Recommendations linked to data NA 6. WRITTEN COMMUNICATION A. Completes forms & paperwork as needed NA B. Reports are complete, precise & integrated NA C. Reports tactful & appropriate for teachers/parents NA 43

44 7. TEAM COORDINATION AND MANAGEMENT A. Developed good team management plan NA B. Seeks and facilitates the contributions of others NA C. Can process/integrate the contributions of others NA D. Coordinates Team effectively NA E. Understands/competently manages documentation NA 8. DIRECT SERVICES: INTERVENTION A. Behavioral Intervention NA B. Consultation with teachers NA C. Consultation with parents NA D. Counseling: Individual NA E. Counseling: Group NA F. Training (parent, social skills, friendship, etc.) NA G. Crisis Intervention NA 9. DOCUMENTATION/RESEARCH A. Completes logs accurately, punctually NA B. Researches assessment/intervention casework NA C. Intervention and/or Prevention project (crisis, specific needs, etc) NA 10. PROFESSIONAL CONDUCT A. Dependable/responsible to appointments NA B. Completes tasks promptly & on schedule NA C. Completes tasks thoroughly, no loose ends NA D. Knows & follows procedures, formal & informal NA E. Has developed good follow-up procedures NA F. Seeks advice, information as needed NA G. Effective communications: complete, frequent NA H. Initiates contact, self-starting, self-motivated NA I. Sensitive to multicultural and individual differences NA J. Knows and follows relevant special education laws (national, state) NA K. Knows and follows relevant ethical standards (national, state) NA 11. MEASURABLE POSITIVE IMPACT NA B. OVERALL PERFORMANCE Number of Clients ( ) Age Range of Clients ( - ) Total Placement Hours ( ) C. BRIEF SUMMARY OF STRENGTHS: D. BRIEF SUMMARY OF AREA(S) WHICH NEED IMPROVEMENT: Field Supervisor Signature Intern Signature University Supervisor Date Date Date 44

45 Attachment G PRACTICUM/INTERNSHIP LOG OF PROFESSIONAL EXPERIENCE INSTRUCTIONAL GUIDE1, 2, 3 This instructional guide defines each of the categories used to document your work during practicum and internship. DIRECT SERVICES 10.x CONSULTATION Consultation refers to "problem solving" meetings with parents or professional staff. It is indirect service provision where the focus is on the child or adolescent. Meetings may include problem Identification, problem analysis, plan identification, and/or plan evaluation. NOTE: Please code the consultation according to the person you consider the primary consultee (parent, teacher, principal, psychologist, etc.). There are, of course, often multiple personnel present at consultations. Please code your primary contact (or consultee). Consultation meetings may be formal (organized, pre-arranged meeting) or informal (catching a teacher or staff member in the hall) and may take place in a number of settings (home, school, clinic). Category 10.1 PARENT FAMILY 10.2 SCHOOL PERSONNEL 10.3 OTHER PROFESSIONAL 10.4 MULTIPLE CONSULTEES Description Consultation that is focused on the child, and the parent or family member is the primary contact. Meetings may take place in the home, at school (and may include the child's teacher) or in a clinic setting. Parent Interview is recorded here. Consultation where either teachers or professional staff who work directly with the child/adolescent are the primary consultee. Consultation with administrators and/or program directors are also coded here. Teacher Interview is recorded here Consultation where primary contact is a person other than parent or school personnel or professional staff member (i.e., Physician, Community-Based Psychologist, Social Worker). Time spent consulting with a peer or peers about a specific case or issue should also be coded here. Consultation where there are two Consultees (e.g., parent and teacher) or more. 45

46 20.x ASSESSMENT / INTERVENTIONS All services provided directly to the client/child with an identified need. Activities where you are working one on one, or in small groups with the person(s) who is/are in the focus of intervention. Category 20.1 DIRECT OBSERVATION 20.2 EVALUATION: STANDARDIZED 20.3 EVALUATION: INFORMAL 20.4 INDIVIDUAL-BASED INTERVENTION 20.5 GROUP-BASED INTERVENTION 20.6 MISCELLANEOUS, UNACCOUNTED Description Code all direct systematic observations related to a specific referral. This may take place at home, at school, or be in a clinic setting. The administration of standardized instruments such as the WISC-III, Woodcock-Johnson III, and any intellectual, social-emotional or academic assessments is coded here. Any assessment of a client that has not utilized a standardized instrument is coded here. Informal assessment refers to all assessments using criterionreferenced or curriculum-referenced material as well as Informal Reading Inventories (e.g. CBM). Time spent working one on one with a client or a specific referral, and any time spent directly involved in the implementation of a behavioral or academic intervention is coded here. Included are individual/family counseling, parent training where the focus is with a single family and teaching parenting skills, and child counseling. Time spent working with small groups or classes of clients teaching a specific skill or addressing a specific issue are coded here. Such groups/classes would include parent training and social skill training groups or divorce and grieving support groups. Direct services not accounted for in any of the above categories. 46

47 30.x DIRECT SERVICE MEETINGS Meetings to be coded here are all organized, predetermined meetings that take place at a practicum or internship site or that are related to Practicum or internship cases and clients. Category 30.1 PRE-REFERRAL 30.2 ASSESSMENT AND CLASSIFICATION 30.3 CASE CONFERENCES & FOLLOW UP 30.4 MISCELLANEOUS, UNACCOUNTED Description Meetings where school personnel or professional staff discuss strategies to address a specific problem and a specific client or child (i.e. Teacher Assistance Team, Child Study Team). Code here all meetings regarding the assessment and placement of children/adolescents (i.e. ARD, D & E). Also include all meetings designed to update professional staff on case and/or client status (Follow-Up or Case Progress Meetings, Staffings). Include here support services, team meetings, triage, follow-up, coordination, progress monitoring. All meetings not specified above that are related to your practicum or internship setting dealing with direct services. 47

48 INDIRECT SERVICES 40.x PROFESSIONAL DEVELOPMENT All activities related to professional growth and development. Category 40.1 DIRECT SUPERVISION 40.2 TRAINING IN-SERVICE WORKSHOPS, CONFERENCES 40.3 ORIENTATION TO SCHOOL SETTING & ORGANIZATION 40.4 ORIENTATION TO OTHER CHILD CARE AND COMMUNITY SERVICES 40.5 STUDY NEW METHODS OF INTERVENTION & CONSULTATION Description All Individual and small group supervision related to personal training issues should be coded here. Activities in this category would include Practicum and Internship supervision and Practicum class (case discussions). Code here all meetings, conventions and workshops for professional growth (i.e. NASP, APA, TASP, TPA or DFW RASP Meetings), Practicum or Internship meetings as well as Individual skill development and training other than individual supervision. Orientation to school setting and organization includes meetings with Personnel Department regarding employment conditions and benefits, observation in regular, special and alternative education settings to become familiar with school district services, or meetings designed to orient the new employee. Orientation to other child care and community services includes educative or orientation meetings with and/or observations in community child care or social service agencies, e.g. Child Protective Services, Homeless shelters for families, drug and alcohol abuse services, in-patient child and adolescent facilities. Study new methods of intervention and consultation includes time spent researching, reading or observing new methods or techniques of counseling, behavior management, instructional remediation, or consultation. 48

49 50.x DOCUMENTATION/RESEARCH "Documentation" refers to all formal and informal recording of internship/practicum activities such as assessment reports, case notes, progress reports, and site, practicum and internship logs. "Research" is related to all activities having to do with a specific project. Only those individual therapy cases taken and/or intervention plans designed for the expressed purpose of an organized project are recorded here. Category 50.1 LOGS 50.2 SCORING & REPORT Writing 50.3 RESEARCH 50.4 PREPARATION FOR SERVICE DELIVERY 50.5 OTHER Description Record here all time spent documenting your daily activities for placement site, consortium, or practicum class. Under scoring document all time spent completing any assessment protocol (i.e. intelligence, achievement, behavior checklist). Activities done to complete protocols may include scoring, recording additional behavioral observations, completing identifying information and checking accuracy. Under report writing document all time spent compiling and editing written information regarding a client, such as assessment reports, case notes, and progress reports. All activities related to organized research. Research activities may include reviewing literature, data collection, computer documentation, analysis, design/formulation, professional readings, assigned or case-related library work. Preparation is defined as work done prior to a formal assessment, consultation, meeting, or intervention. Tasks in this category may include reviewing records, developing interventions, or reviewing assessment materials. All other miscellaneous paper work not related to any of the previous categories should be coded here. 60.x INDIRECT SERVICE MEETINGS Category 60.1 ADMINISTRATIVE 60.2 MISCELLANEOUS, UNACCOUNTED Description Meetings with Administrators and/or staff to receive update information, review weekly activities/service provision, etc. (i.e. Faculty/Staff Meetings, School Board, School Psychology meetings). Also included in this category are all orientation-type activities and meetings. All meetings not specified above that are related to your practicum or internship setting related to indirect services. 70.x MISCELLANEOUS / TRAVEL 70.1 TRAVEL 70.2 MISCELLANEOUS UNACCOUNTED All travel related to district and internship activities (e.g. travel between buildings). Record here activities not accounted for in the previous categories as well as tasks specific to your practicum or internship site such as supervising lunch or recess, attending field trips, other group activities or school programs. l Adapted from the Psychological Services Log Manual, Nebraska Internship Consortium 2 Also adapted from Internship/Practicum log, School Psychology Program, Texas Woman s University with approval from D. Miller, Director 49

50 3 Also adapted from the Internship in School Psychology Handbook, University of Wisconsin: Eau Claire, Department of Psychology. Sample PROFESSIONAL EXPERIENCE LOG Consultation Assess / Interv. Meetings Prof. Devel. Docum/Res 10.1 Sch. Pers Dir. Obs Pre-Referral 40.1 Direct 50.1 Logs Supervision 10.2 Parent / Family 20.2 Eval: Stand Asmt / Classification 40.2 Direct Training 50.2 Scoring / Reports 10.3 Other Prof Eval: 60.1 Admin Orient School 50.3 Research Informal Multiple 20.4 Interv: 30.4 Case Conf. & 40.4 Orient 50.4 Prep. Individual. Follow Up Community 20.5 Interv: Group Misc Study New 50.5 Other Unaccounted Methods 20.6 Miscell 00 Miscellaneous Sample Log - Date Sch Site Hrs Activity Comments 22-Sep MHS DISD ,20.2 D2 (Diagnostic case 2), MHS: Memorial High School Dallas ISD 23-Sep MHS W3 (WISC III) 23-Sep MHS , 10.1 Case 3: W3, Teacher Interview Total Hours 8 Verified by: Signature Date: Preparation Notes: (For best results use a spreadsheet program such as MICROSOFT EXCEL) 1. Always leave space for verification signature AT THE BOTTOM OF THE PAGE. 2. Under ACTIVITY column, Insert a comma (,) for single code entries as In,52 above (Excel only). 3. Highlight TOTAL HOURS space, hit EQUALS (=), touch/highlight each HRS space with a number and then hit ENTER to get a total In the TOTAL HOURS space. 4. Enter 9-22 for date (September 22). 5. Print without border lines by changes in PAGE SET UP. 6. Save a copy of the log master in your EXCEL program for other school psychology program courses. 7. The first time a new location, assessment procedure or name Is used, write it out completely. Then you may use the symbol system or acronym (e.g., Dl = diagnostic case 1) for the rest of the semester or later if in the same placement for both semesters (a full year placement). 1 A special thanks is given to the School Psychology Program Director of Texas Woman s Univeristy for sharing their internship materials on which large portions of the ACU internship Handbook were patterned. 50

51 Attachment H SPPC PI07 Practicum and Internship Log Date Site Hrs Activity Comments 51

52 Attachment I SPPC PI08 ACU School Psychology Weekly FIELD LOG Name Semester/Year Start Date End Date Days: From To Days: From To Activity Total Total DIRECT SERVICES 10 Consultation 10.l - Parent/Family School Personnel Other Professional Multiple Consultees Subtotal Consultation 20 Assessment/Interventions Direct Observation Evaluation: Standardized Evaluation: Informal Individual-Based Interv Group-Based Interven Subtotal Direct Svcs 30 Direct Service Meeting Pre-referral Assessment & Classification Case confs & Follow-up Misc, unaccounted Subtotal Meetings INDIRECT SERVICES 40 Professional Development Direct Supervision Inservices, Conferences, Direct training Orientation to School Setting & Organization Orientation to Other Child Care & Community Svcs Study New Methods Intervention & Consult Subtotal Prof Dev 50 Document/Research Logs Scoring/Report Writing Research Service Delivery Prep Other Subtotal Docum/Research 60 Indirect Service Meetings Administrative Micellaneous, unaccounted Subtotal Indirect Serv Meet 70 Travel / Miscellaneous Travel Miscellaneous Subtotal Travel/Miscell Daily Total Cumulative Total 52

53 Attachment J SPPC PI09 Name ACU School Psychology Semester/Year Start Date CUMULATIVE FIELD LOG End Date Week: Activity DIRECT SERVICES 10 Consultation 10.l - Parent/Family School Personnel Other Professional Multiple Consultees Subtotal Consultation 20 Assessment/Interventions Direct Observation Evaluation: Standardized Evaluation: Informal Individual-Based Interv Group-Based Interven Subtotal Direct Svcs 30 Direct Service Meeting Pre-referral Assessment & Classification Case confs & Follow-up Misc, unaccounted Subtotal Meetings INDIRECT SERVICES 40 Professional Development Direct Supervision Inservices, Conferences, Direct training Orientation to School Setting & Organization Orientation to Other Child Care & Community Svcs Study New Methods Intervention & Consult Subtotal Prof Dev 50 Document/Research Logs Scoring/Report Writing Research Service Delivery Prep Other Subtotal Docum/Research 60 Indirect Service Meetings Administrative Micellaneous, unaccounted Subtotal Indirect Serv Meet 70 Travel / Miscellaneous Travel Miscellaneous Subtotal Travel/Miscell Daily Total Cumulative Total 53

54 Attachment K SPPC PI 06 ACU: School Psychology Program PRACTICUM/INTERNSHIP SUMMARY FORM For use in PSYC, PSYC, & PSYC End of Semester Fall / Spring / SSI / SSII 200 Course # Student Title SS# Directions: Please type all responses as this report will become part of the student's ACU permanent file. I. Placement Information Field Site Supervisor School, Agency, Institution Title Address City, State, Zip Phone (Area & Number) II. Characteristics of Placement Setting Age (Range) Number of Clients Total Placement Hours III. Service Provided with Regular Education Clients (enter number of hours) Activity PS ES MS HS Adult Activity PS ES MS HS Adult File Review or Interview Direct Training (Teacher, staff, peer) Observ / Data Collec Teacher Consultation Evaluation / Assessment Parent Consultation or Counseling Written Report / Parent Training Case Management ARD Team Partic. Counseling Child Supervise others Other: IV. Service Provided with Special Education Clients (enter number of hours) Activity PS ES MS HS Adult Activity PS ES MS HS Adult File Review or Interview Direct Training (Teacher, staff, peer) Observ / Data Collec Teacher Consultation Evaluation / Assessment Parent Consultation or Counseling Written Report / Parent Training Case Management ARD Team Partic. Counseling Child Supervise others Other: 54

55 V. Summary Evaluation of Performance Not Acceptable. Student remediation needs include: Acceptable. Goals for future practice or supervision include: Intern Signature Date Field Supervisor Signature Date University Supervisor Signature Date 55

56 Attachment L National Association of School Psychologists Internship Experiences at the Specialist or Doctoral Level Suggested Practices The internship has the basic characteristics of allowing the student to demonstrate skill proficiencies acquired during formal training on campus and to acquire additional knowledge and skills most appropriately gained through field placement settings. The internship experience is characterized in the following manner: 1. It is generally offered in school settings and in other agencies serving children from infancy to late adolescence. 2. Supervision and principal responsibility for the student typically rest directly with the local off-campus agency, although indirect supervision is provided by the university. 3. The experience is typically offered for academic credit. 4. The experience occurs after the successful completion of practica. 5. The experience is a requirement for credentialing. 6. The experience is far less limited than the practicum experience and allows the intern to be exposed to cases, situations, etc., that are considered representative of the role and function of the school psychologist. 7. The experience occurs on a full-time basis over a period of one academic year, or on a half-time basis over a period of two consecutive academic years. 8. The experience is primarily a training activity and provides a balance of training and service objectives and functions. 9. On-campus course work is reduced in proportion to the demands of the internship experience. The internship is an intense and diversified experience as compared to the practicum placement and requires the provision of close supervision. Training programs have written guidelines, which specify the academic and non-academic experiences prerequisite to the internship placement. Those guidelines are employed in determining whether or not students are adequately prepared for the internship experience. A written plan for the internship experience is prepared and agreed upon by representatives of the local educational agency, the intern supervisor(s), training program supervisory staff and the intern, prior to the placement. Such plans identify internship objectives, describe appropriate experiences for the achievement of the objectives and outline an evaluation plan for determining the achievement of each objective. The plan also delineates the responsibilities for both the university and the local supervisory personnel. The intern seeking credentialing as a school psychologist must have internship experiences in a school setting. Though other settings may be incorporated into the internship experience, the school setting shall constitute at least 600 clock hours of the internship experience. Where additional settings are employed, a rationale specifies its appropriate relationship to the practice of school psychology. The school setting has the availability of: a. children of all school ages, 56

57 b. pupil personnel services functioning within a team framework, c. full-range services for handicapped children of both high and low incidence, d. regular and special educational services at the preschool, elementary and secondary levels, e. at least one certified school psychologist having at least two years of full-time school psychologist experience or the equivalent whom serves as the internship supervisor. It is not essential that the above all be provided within the context of the local educational agency to which the intern is assigned. However, it is essential that all elements be available and integrated into the internship experience. Thus rural districts participating in joint agreements, special education districts and other administrative arrangements for the provision of special services are considered equally appropriate as internship settings to larger educational agencies which provide all elements as part of their educational programs. The required school-based internship experience is provided off campus in a local educational agency. While the authority for providing internship credit and grades rests with the university faculty, primary responsibility for intern supervision usually rests with appropriately credentialed local educational agency personnel. Local supervision is provided by a person(s) holding a valid credential as a school psychologist, who is employed full-time as a school psychologist in the local educational agency and who has held such employment in that agency for a minimum of one school year prior to undertaking supervisory responsibilities. In non-school settings, supervisory personnel hold an appropriate credential for that setting. Program faculty are responsible for providing appropriate orientation to non-program supervisors. This facilitates the clarification of the role and function of all parties and assists the non-program supervisors in carrying out responsibilities in a manner consistent with the training objectives. Both local and university supervisors demonstrate active involvement in the profession as evidenced through professional association memberships, scholarly pursuits, experience and professional competence, and continued professional development. A. Contract and salary: A written contractual agreement is prepared and agreed to by both the local educational agency and the intern school psychologist. The contractual agreement specifies the time period and salary provided. When financially possible the intern is provided a salary commensurate with his or her level of training, experience and period of appointment. Contractual agreements are not entered into which require the intern to remain in the employment of the local educational agency beyond employment during the internship. Moreover, such arrangements do not specify in advance that employment for the intern is guaranteed beyond the internship. B. Schedule of appointment: The intern is assigned to the same schedule and calendar time as are other school psychology staff employed by the local educational agency. Experiences such as inservice meetings, conferences, etc., participated in by local educational agency school psychologists are also expected of interns. Like regularly employed psychological services personnel, the intern evidences a commitment to the provision of psychological services not necessarily reflected in hourly schedules. C. Awareness of the need for continued professional development: It is important that continued professional development be recognized as a significant aspect of the internship. The intern is expected to participate in scheduled appropriate university, regional and state- 57

58 wide meetings for school psychologists. The opportunity to participate in national level meetings is also strongly encouraged. The appropriation of reimbursement monies is strongly encouraged. When reimbursement or other financial support is unavailable, released time for attendance at professional meetings is provided. In instances where released time is judged to detract from the provision of the internship experiences as planed, an agreement may be reached in which the intern serves additional time beyond the contractual schedule or calendar. D. Travel expenses: The provision of appropriate internship experiences often requires job-related travel. When such exists, the intern is provided reimbursement consistent with policies of the local educational agency. E. Work environment: The provision of quality psychological services requires a supportive work environment. The local educational agency ensures that the intern is provided adequate supplies and materials to carry out the functions of the internship. In addition, adequate privacy of office facilities and access to secretarial assistance is maintained. The physical plant has available central office facilities for files, professional library, storage of supplies and material, and telephone services. Access to office equipment such as duplication devices and recording equipment is also provided. These provisions are consistent with the availability afforded regular staff members. F. Provision of supervision: The local educational agency ensures that supervisory personnel meet the criteria specified in Standard 6.7. Released time for personal supervisory contact with each intern in the amount specified above and the maximum number of interns to be served is afforded the supervisor. In order, to provide the quality of internship supervision required, local educational agency supervisors are granted the equivalent of one work day per week of assigned time for each intern supervised, with full-time assignment of duties granted to the supervision of six interns. In no instance shall more than six interns be assigned to one supervisor. G. Training commitment: The local educational agency is committed to the internship as basically a training experience. The appointment of interns as a means of acquiring less expensive services is inappropriate. Interns are expected to engage in tasks appropriate to the completion of the plan of internship. The intern is not asked to serve in any capacity other than for which he or she was appointed. Tasks requiring teaching assignment, playground or other supervision, etc., indigenous to the roles of other school personnel are included only when there is a specific rationale related to the completion of the internship objectives. A specific plan of internship evaluation is provided. The plan includes provisions for the evaluation of all significant aspects of the internship experience, including: a. the experiences provided by the local educational agency, b. the quality of local supervision, c. the quality of university supervision, d. the competencies of the intern, e. the suitability of the setting for future internships, f. the suitability of the intern's preparation for internship. Procedures are designated which recognize the importance of due process, respecting the rights and privileges of the parties involved. In most instances, the assignment of academic credit to the experience necessitates that the university personnel or specifically designated representatives have authority for the official specification of the grade. Significant input of local supervisory personnel to the internship must be indicated. Evaluation procedures indicate a process, which allows for ongoing evaluation during the internship as opposed to any single evaluation occurring at the end of the experience. Evaluation is the combined responsibility if all parties involved, including local supervisors, interns and university faculty. 58