THE CHICAGO SCHOOL OF PROFESSIONAL PSYCHOLOGY

Transcription

1 THE CHICAGO SCHOOL OF PROFESSIONAL PSYCHOLOGY School Psychology Doctoral Program Guidebook

2 TABLE OF CONTENTS Section Page # Underlying Principles o Guiding Principles from The Chicago School of Professional Psychology 3 o Guiding Principles from the National Association of School Psychologists 6 o The Department of School Psychology Doctoral Program 8 o The Neurodevelopmental Model of Study 10 o Program Goals 11 o Domains of Study, Competence, and Practice 11 o Guiding Principles of Training from the American Psychological Association Division Sequence of Study and Requirements o School Psychology Doctoral Program Entrance Requirements 24 o Sequence of Courses and Course Content 24 o Course Descriptions 27 o School Psychology Doctoral Program Faculty 30 o Program Competencies and Evaluation 32 o Student Learning 33 o Practicum Training 36 o Dissertation 38 o Clerkship 41 o Student Portfolio 41 o School Psychology Doctoral Program Exit Criteria 46 o Internship 46 Academic Policies and Procedures o Grading and Performance Feedback 49 o Independent Study 52 o Auditing Courses 53 o Track Transfer 53 o Academic Year 54 o Grading Procedures 56 o Student Responsibilities 57 Appendix A Disposition Assessment Form 64

3 The Chicago School of Professional Psychology School Psychology Doctoral Program Guidebook This Program Guidebook is designed to provide the reader with an overview of The Chicago School of Professional Psychology (TCSPP) and the Department of School Psychology s institutional policies and procedures for the completion of doctoral work in the School Psychology EdD Doctoral Program. It will provide a framework for understanding the expectations of scholarship that reflect the TCSPP mission statement and a rationale for the unique design of the doctoral program s course of study. This section will describe The Chicago School Model of Education and then continue with a description of the philosophical and theoretical foundations of the EdD program that drive programming and content. GUIDING PRINCIPLES FROM THE CHICAGO SCHOOL OF PROFESSIONAL PSYCHOLOGY The Chicago School Model of Education is rooted in the belief that professional education has advanced far beyond the traditional classroom, research laboratory, and teaching clinic, and that its relevance and potential impact can be found in every part of life, every type of workplace, and every sector of society. It redefines the role of the professional: no longer limited to study and/or practice, the engaged professional is an individual who is an integral part of the community and uses scholarship and a myriad of applications to solve pressing social issues, strengthen families and organizations, and build capacity. The Chicago School model sets forth a new approach to teaching a particular discipline, an approach grounded in four institutional values: education, innovation, service, and community; and four learning goals: professional practice, scholarship, diversity, and professional behavior discussed further in Table 1, Table 2, and Figure 1. Table 1: The Chicago School Institutional Values Value Institutional Assumptions Education The Chicago School provides a premier education that prepares students to positively impact the world, successfully compete in their careers, and effectively fill market needs. Expanding on the Vail model, the institution has incorporated the learning goals of Diversity and Professional Behavior to stand alongside Professional Practice and Scholarship. The school understands the recursive relation between Professional Practice and Scholarship and promotes a broad definition of evidence-based practice. The school deeply values the incorporation of diversity into all of its programming and remains committed to developing its expertise in this area. Innovation Innovation is the means by which a field of study can expand its reach and impact. Likewise, it is the way to identify new ways in which a discipline can help solve pressing social issues. The Chicago School is deeply committed to identify and employ pioneering ways to teach diversity, practice multiculturalism, and have a greater impact in the world. Through modeling and instruction, the school seeks to prepare graduates who are themselves innovators in their chosen fields.

4 4 Community The Chicago School has a core community that serves as the base for learning, and the modeling encountered in this learning community becomes reflected in the practice and professional behavior of students and faculty within the greater communities served. The interactions between members of The Chicago School and the extended community are intentional. They actively involve alumni and are critical to the student transformational process. Teaching and learning diversity requires a pluralistic philosophy that advances inclusion, social justice, and self-reflection. Community establishes the relevance of The Chicago School s education, scholarship, and practice. Service Applied professional experiences provide the opportunity to develop the requisite knowledge, skills, and attitudes in orderr to meet the needs of the people ultimately being served. The engagementt between the providerr and recipient of services is mutually beneficial, as both benefit through their interactions. The Chicago School seeks to prepare graduates who can apply their discipline to help individual citizenss as well as impact larger social systems and policies. Figure 1: Values Underlying the Chicago School s Engaged Practitioner Model

5 5 Table 2: The Chicago School Institutional Learning Goals Learning Goal Institutional Assumptions Professional Practice The Chicago School prepares students for the future and to be competitive in the marketplace through expert teachers-practitioners and applied learning experiences. The institution seeks to advance the understanding and to expand the reach of professional disciplines into new sectors, populations, and geographies. With a primary goal to train ethical and competent practitioners, Chicago School students are closely mentored to become leading professionals and directly engage themselves in the community to develop self-awareness, career goals, social awareness, and civic responsibility. In the process, they discover their call to service and the true impact they can have on the world. Scholarship The Chicago School holds that professionals apply scholarship in real-time and that traditional research methodologies are replicated into an evidencebased approach to practice. The school embraces a broad definition of scholarship, supporting different scholarly activities across and between academic programs yet still demands standards that insure adequate rigor, quality, relevancy, and impact. The institution promotes innovation in scholarship and seeks faculty who can model and mentor unique approaches in knowledge discovery, teaching, and professional practice. Diversity Diversity defines The Chicago School s identity as an educational institution, and this attracts students, faculty, and staff who embrace diversity as the core of human interchange. While the school has been recognized for its excellence in diversity education and training, it has never been complacent in its quest to innovate and lead the field in the areas of curriculum design and pedagogy, scholarship, professional behavior, and practice. Seeking to develop diversity competence across the learning community, the school s academic programs, complemented by numerous co-curricular learning opportunities, provide constant exposure to first-hand, multicultural experiences, improving all constituents ability to more effectively serve broader domestic and international communities. Professional Behavior The core component of the Professional Behavior learning goal is ethics, though it calls for a more global way of thinking, behaving, and feeling. While academic departments may generate unique understandings of professional behavior in light of their competencies, degree requirements, and the nature of work in which their graduates engage; there is a clear understanding of its importance as a teachable subject both within and outside the classroom. Professional behavior is developed through The Chicago School s innovative programs, scholarship, and pedagogy, which likewise prepare graduates to become leaders in their field. Professional behavior is a practice that is

6 6 delivered and developed, in particular, through the values of service and community. The value of community enjoins students to provide service in a number of ways during their graduate education, and these opportunities guide them into the professional behavior requirements of their chosen profession through the teaching, mentoring, supervision, and advisement of faculty, site supervisors, and staff members. The Chicago School Model of Education carries with it implications that reach beyond the discipline of psychology into other fields such as education, healthcare, and law that have the potential to directly impact human lives. While the framework traces its roots to earlier training models (Boulder and Vail) that historically have been used to prepare psychologists, a large measure of the model s significance lies in its applicability to a broader range of professional education. The Chicago Model is the architectural structure for preparing the newest breed of practicing professional. The engaged professional is one whose career aspirations go beyond the effective application of theory and skills to include a commitment to change: to transforming lives, building community capacity, and solving pressing social issues. Engaged-professionals are neither the scientist-practitioners nor practitioner-scholars who came before; they are crossculturally and professionally proficient individuals who are integral parts of international or local communities, approach practice and scholarship from the broader view of innovators, transformers, and problem solvers, and use their disciplines to make positive and lasting impact in the world. So far, the Chicago Model for engaged practice has been described. The next section will describe the National Association of School Psychologists (NASP) and APA Division 40 practice domains and standards as they provide for the design and content bases for the EdD doctoral program model: GUIDING PRINCIPLES FROM THE NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS The NASP model for best practice has 6 organizational principles and 10 Domains of Practice (NASP, 2010). These practices provide the structure for the EdS program in School Psychology at The Chicago School and provide the basis for expansion into the pediatric neuropsychology focus at the doctoral level. They are the link between training, standards, and practice in an area of school psychology that is emerging and is yet to be formed in terms of a specialty area. Therefore, it is important to adhere to established practice standards as closely as possible. The NASP Organizational Principles speak to the coordination and continuum of services as they relate to professional training and support at a systemic level. The NASP 10 Domains of Practice are as follows (NASP, 2010): Practices That Permeate All Aspects of Service Delivery Domain 1: Data-Based Decision Making and Accountability School psychologists have knowledge of varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.

7 7 Domain 2: Consultation and Collaboration School psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods to promote effective implementation of services. Direct and Indirect Services for Children, Families, and Schools Student-Level Services Domain 3: Interventions and Instructional Support to Develop Academic Skills School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social emotional functioning and mental health. Systems-Level Services Domain 5: School-Wide Practices to Promote Learning School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health. Domain 6: Preventive and Responsive Services School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response. Domain 7: Family School Collaboration Services School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children s learning and mental health; and strategies to develop collaboration between families and schools. Foundations of School Psychological Service Delivery Domain 8: Diversity in Development and Learning School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity. Domain 9: Research and Program Evaluation School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings.

8 8 Domain 10: Legal, Ethical, and Professional Practice School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. The 10 Domains of Practice are depicted in Figure 2. Figure 2: Professional Services by School Psychologists National Association of School Psychologists. (2012). Model for Comprehensive and Integrated School Psychological Services, NASP Practice Model Overview. (Brochure). Bethesda, MD: Author. The NASP model of practice reflects the field of school psychology as it has stood for several decades. These principles and domains of practice are now being extended by many to brainbehavior relationships as the field recognizes the value of neuroscience as it seeks to explain neurodevelopmental disorders and relate that knowledge to successful outcomes through evidence-based interventions. The inclusion of neuropsychology into the training of school psychology is now in all training programs and much continuing education is provided by national and state school psychology organizations. In addition, many university school psychology doctoral programs across the country have created concentrations in pediatric /child neuropsychology to meet learner demands.

9 9 THE DEPARTMENT OF SCHOOL PSYCHOLOGY DOCTORAL PROGRAM The doctoral program overall design reflects The Chicago School s School Psychology department mission statement: The mission of the TCSPP School Psychology Department is to provide students with a broad-based education that promotes best practices, cultural sensitivity, and innovation to support the needs of children and families. We are committed to preparing graduates who transform our profession, schools, and communities. The transformation that is envisioned with the doctoral program course of study is to extend the knowledge and competencies of school psychologists to meet the increasing presence of neuroscience and neuropsychology research. The Federal government recognizes the importance of and has encouraged the dissemination of neuroscientific research into practice with translational grants. In fact, translational neuroscience now seeks to translate not just from the bench to the bedside but from the bench to the desk. The growth in pediatric neuroscience and neuropsychology research has been mainly due to advances in brain imaging and genetics and the translation of these advances are necessary to apply new findings to improve outcomes for children and youth. The role of the school psychologist is expanding as the numbers of children with autism, traumatic brain injury, chronic illness, sequelae of prematurity and low birth weight, and other neurodevelopmental disorders increase every year. The need for specialized training for the assessment of and intervention with these populations is essential in the school setting if we are to achieve good outcomes and quality of life for these children. New doctoral practices that incorporate biopsychosocial principles can be organized into a coherent framework to advocate for and communicate about school psychology services with administrators and policymakers. To go forward, the field must expand practice standards to keep pace with the rapid advances in neuroimaging and brain-behavior research. The Department of School Psychology doctoral program sequence of courses melds the Chicago School Model of Education with the best practices set forth by the National Association of School Psychology (NASP, 2010) and Division 40 of the American Psychological Association. All of these organizational entities have clear practice parameters for school psychology and life-span clinical neuropsychology but do not necessarily address how these fields overlap and impact outcomes for children and adolescents. The specialty status of neuropsychology was cemented with the American Psychological Association some years ago and is represented by Division 40 of the organization. Division 40 outlines the parameters of training and practice in life-span neuropsychology but does not relate those parameters to specific domains of practice for those who work with the unique needs of children and youth in school settings. In many ways, there are gaps in the provision of services to children with neurodevelopmental disorders, acquired injuries, chronic illness, and services for school-based academic and behavioral disabilities. While translational neuroscience has flowed into neuropsychology, the field of clinical life-span neuropsychology has not necessarily translated that information into informing assessment and practice in educational settings. In essence, school personnel must be equipped with diagnostic expertise to provide interventions that are designed to address neuropsychological aspects of treatment. Without school personnel who are trained in brain-based assessment and intervention, the benefits of pediatric neuropsychology are lost as neuropsychological reports are received, not interpreted into

10 10 intervention, and remain in the child s student file unused. Therefore, the purpose of the EdD program in School Psychology at The Chicago School is to train credentialed School Psychologists in advanced methods of evaluation, assessment, intervention, and prevention for children with potential and known neuropsychological issues. The latter could be disabilities that do not respond to traditional educational intervention, such as learning disabilities, intellectual deficits, seizure disorders, traumatic brain injuries, genetic disorders, autism spectrum disorder and other conditions that may be traditionally treated at the Tier III level of the Response to Intervention Model. In addition, these services are most needed for children who already receive special education services and who need individualized programming and expertise to maximize quality of life. THE NEURODEVELOPMENTAL MODEL OF STUDY The doctoral program in School Psychology has a strong emphasis in pediatric neuropsychology and contains a planned sequence of training in all of the areas cited above. Students will enter the program with credentials at the specialist level of school psychology practice and the doctoral program will extend Division 40 foundations for neuropsychological training with further emphasis on pediatric neuropsychology specialty competencies translated into school settings. It should be reiterated that the beginning competencies for doctoral students in this program are all those outlined above. Doctoral students will have already established their ability to practice school psychology at the independent level in school settings, and in some States, at the independent private practice level as well. The model for the doctoral program, therefore, rests on three aspects of established practice guidelines: The Chicago School Engaged Practitioner Model, the National Association of School Psychologists Domains of Practice Standards; and the American Psychological Association, Division 40 specialty training standards. The melding of all three culminate in unique professional competencies that are designed to improve the quality of life for children and adolescents who have difficulty meeting the demands of everyday living in the school environment.

11 11 Figure 3: Model of Doctoral-Le evel School Psychology The similarities between the three models form the Neurodevelopmental Model base and begin to build an infrastructure for a comprehensive program framework based on clear goals and objectives in a sequential yet integrated course of study.. PROGRAM GOALS The goals of the EdD program are to: Goal 1: Professiona al Knowledge & Behavior: Producee graduates who are reflective practitioners with strong relational skills and who possess the attitudes and values necessary to practice neuropsychologically informed school psychology in a professional and ethical manner. Goal 2: Diversity: Produce graduates who are able to apply neuropsychologically driven theoretical and practical knowledge about individuals and cultural diversity in their professional work. Goal 3: Professiona al Practice: prepare graduates for advanced level school psychology practice with strong neuropsycho ological diagnostic, assessment, intervention, and clinical skills. Through neuropsychological training in empirically supported procedures and exposure to clients and clinical issues, Goal 4: Scholarship p: Produce graduates who are informed, critical consumers of neuroscientific research that relates to school psychology and possess a broad and general scientific and theoretical knowledge base to inform their professional practice and prepare scholarly work broadly defined. DOMAINS OF STUDY, COMPETENCE, AND PRACTICE The specialized sequence of coursework for the doctoral program will expand all 10 of the NASP domains described in Standards 2.1 to 2.10 quoted below in italics. The non-italicized

12 12 text placed after the Standard reflects how the doctoral program course of study will meld with existing Standards and the student s existing knowledge-base as a credentialed EdS level school psychologist. In addition, the titles of the doctoral level coursework that address competencies in the area of domain are listed. Domain 2.1 Data-Based Decision Making and Accountability School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs. General Standard Addendum Doctoral students will conduct comprehensive evaluations that include reliable and valid neuropsychological assessment instruments and methodology. Neuropsychological theory drives problem identification and localization of function that is assessed by reliable and valid assessment instruments. A comprehensive neuropsychological assessment relates the brainbehavior assessment to evidence-based interventions and outcomes studies. Doctoral students will use neuropsychologically informed methods of interviewing, observation, evaluation, consultation, and intervention to provide services to children and school personnel. Evidence-based methods utilizing and monitoring technological access to social learning, academic remediation and cognitive rehabilitation will be used to prevent and remediate learning and behavior on individual and program levels. Coursework Addressing Domain Neuropsychological Assessment Cross-Cultural Interviewing Research I Research II Intervention-Cognitive Intervention-Affective Practicum I and II 2.1 Specific Objectives Doctoral students will: a) Conduct comprehensive evaluations that include reliable and valid neuropsychological assessment instruments and methodology. b) Use neuropsychological theory drives problem identification and localization of function that is assessed by reliable and valid assessment instruments. c) Conduct comprehensive neuropsychological assessment relates the brain-behavior assessment to evidence-based interventions and outcomes studies. d) Use neuropsychologically informed methods of interviewing, observation, evaluation, consultation, and intervention to provide services to children and school personnel. Evidence-based methods utilizing and monitoring technological access to social

13 13 learning, academic remediation and cognitive rehabilitation will be used to prevent and remediate learning and behavior on individual and program levels. Domain 2.2 Consultation and Collaboration School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs. General Standard Addendum Doctoral students will expand their consultation and collaboration skills to include information about brain-behavior conditions that alter learning and behavior. Working with students who may have neurodevelopmental conditions requires that services are transferred across settings (home, community) to maximize positive outcomes. Many children have medical issues and ongoing psychopharmacological issues that create chronic health conditions. Using their expanded knowledge of neurodevelopmental disorders and health conditions, Doctoral students will be able to coordinate services, include key stakeholders in decision-making, and communicate between professionals responsible for the child s welfare. They will expand their existing consultation skills in instances where specialized knowledge is essential to assist other personnel to effect positive outcomes. This may involve translating neuropsychological perspectives directly from medical professionals to school personnel; assisting school personnel in designing interventions that reflect brain-behavior remediation; and designing methods of program evaluation that reflect translational neuroscience. Coursework Addressing Domain Practicum I Practicum II Supervision of Neuropsychological Services Practicum I and II 2.2 Specific Objectives Doctoral students will: a) Expand their consultation and collaboration skills to include information about brainbehavior conditions that alter learning and behavior. b) Use their expanded knowledge of neurodevelopmental disorders and health conditions, to coordinate services, include key stakeholders in decision-making, and communicate between professionals responsible for the child s welfare. c) Expand their existing consultation skills in instances where specialized knowledge is essential to assist other personnel to effect positive outcomes. d) Translate neuropsychological perspectives directly from medical professionals to school personnel; e) Assist school personnel in designing interventions that reflect brain-behavior remediation; f) Design methods of program evaluation that reflect translational neuroscience.

14 14 Domain 2.3 Interventions and Instructional Support to Develop Academic Skills School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence- based curriculum and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills. General Standard Addendum Doctoral students will build on their existing knowledge of child development, learning, and academics to gain a deeper and more specialized understanding of brain-behavior relationships as they relate to individualized and evidence-based interventions. Through the study of brain structure, functional anatomy, and psychopharmacological effects, students will develop individualized interventions to maximize neuropsychological strengths and brain plasticity, and team-based remediative efforts. Coursework Addressing Domain Functional Neuroanatomy Psychopharmacology Pediatric Neuroimaging Intervention-Cognitive Intervention-Affective Practicum I and II 2.3 Specific Objectives Doctoral students will: a) Build on their existing knowledge of child development, learning, and academics to gain a deeper and more specialized understanding of brain-behavior relationships as they relate to individualized and evidence-based interventions. b) Develop, through the study of brain structure, functional anatomy, and psychopharmacological effects, individualized interventions to maximize neuropsychological strengths and brain plasticity, and team-based remediative efforts. Domain 2.4 Interventions and Mental Health Services to Develop Social and Life Skills School psychologists have knowledge of bio-logical, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health. General Standard Addendum Course work for doctoral students will address a biopsychosocial approach to pediatric neuropsychology in that the clinician will use a holistic approach to assessment and intervention. While the technical aspects of brain-behavior relationships are essential to

15 15 understanding neurodevelopmental problems in children and youth, the treatment must also take into account the well-being of the child within the school and family. Aspects of mental health such as motivation, perspective-taking, attention, and interpersonal relations have a neurobiological basis and are essential to recovery and good outcomes. Doctoral students will expand on their existing knowledge of social and emotional development to understand the biological basis of neurodevelopmental conditions such as Autism or traumatic brain injury and the impact on the unique mental health needs of the child and family. Coursework Addressing the Domain Intervention-Cognitive Intervention-Affective Cross Cultural Interviewing Practicum I and II 2.4 Specific Objectives Doctoral students will: a) Address a biopsychosocial approach to pediatric neuropsychology and use a holistic approach to assessment and intervention. b) Take into account the well-being of the child within the school and family. c) Understand and apply aspects of mental health such as motivation, perspective-taking, attention, and interpersonal relations from a neurobiological perspective d) Expand on their existing knowledge of social and emotional development to understand the biological basis of neurodevelopmental conditions such as Austim Spectrum Disorder or traumatic brain injury and the impact on the unique mental health needs of the child and family. Domain 2.5 School-Wide Practices to Promote Learning School psychologists have knowledge of school and systems structure, organization and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others. General Standard Addendum Doctoral students will expand their existing competencies in this area to include the translation of neuroscience and neuropsychology to the school setting. Brain-based learning strategies, neuropsychological understanding of learning, motivation, and brain plasticity are areas of neuroscientific study that have direct application in the classroom and school and have evidence to support inclusion in curricula and interventions. Through staff development and training; team-based decision making and supervision, doctoral students will address schoolwide learning outcomes. Coursework Addressing Domain Functional Neuroanatomy Pediatric Neuroimaging Supervision of Neuropsychological Services

16 16 Practicum I and II 2.5 Specific Objectives Doctoral students will: a) Expand their existing competencies to include the translation of neuroscience and neuropsychology to the school setting. b) Use brain-based learning strategies, neuropsychological understanding of learning, motivation, and brain plasticity are areas of neuroscientific study that have direct application in the classroom and school and have evidence to support inclusion in curricula and interventions. c) Address, through staff development and training, team-based decision making and supervision, school-wide learning outcomes utilizing biopsychosocial knowledge. Domain 2.6 Preventive and Responsive Services School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi- tiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. General Standard Addendum Doctoral students will build on existing knowledge of prevention and crisis preparation and recovery through the understanding of protective mechanisms in the brain that support resilience. Bringing neuropsychological insight into assessing risk factors for violence and issues associated with chronic mental health will assist in prevention and management. Coursework Addressing Domain Functional Neuroanatomy Chronic Illness Psychopharmacology Intervention II Practicum I and II 2.6 Specific Objectives Doctoral students will: a) Build on existing knowledge of prevention and crisis preparation and recovery through the understanding of protective mechanisms in the brain that support resilience. b) Bring neuropsychological insight into assessing risk factors for violence and issues associated with chronic mental health will assist in prevention and management Domain 2.7 Family School Collaboration Services School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family

17 17 influences on children s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partner- ship/ interactions with community agencies for enhancement of academic and social behavioral outcomes for children. General Standard Addendum Doctoral students will have specialized insight into the neurobiological etiology, course, and remediation of learning and behavior issues that prevent children and youth from meeting classroom and school expectations. At the doctoral level, supervision of neuropsychological services focuses on supporting the school system preventing medical and neurodevelopmental conditions from affecting attendance and academic performance. The Centers for Disease Control and Prevention provide detailed programs for students with medical conditions such as asthma, diabetes and epilepsy that require specialized knowledge for effective prevention and management. Doctoral students will conduct primary and secondary prevention projects to meet school system needs for effective knowledge-based management. Coursework Addressing Domain Chronic Illness Supervision of Neuropsychological Services Intervention-Cognitive Intervention-Affective Cross Cultural Interviewing Practicum I and II 2.7 Specific Objectives Doctoral students will: a) Attain specialized insight into the neurobiological etiology, course, and remediation of learning and behavior issues that prevent children and youth from meeting classroom and school expectations. b) Provide supervision of neuropsychological services focuses on supporting the school system preventing medical and neurodevelopmental conditions from affecting attendance and academic performance. c) Conduct primary and secondary prevention projects to meet school system needs for effective knowledge-based management. Domain 2.8 Diversity in Development and Learning School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills and provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an

18 18 understanding and respect for diversity in development and learning and advocacy for social justice are foundations. General Standard Addendum Doctoral students will build on EdS level of cultural diversity competency skills in all roles associated with the school psychologist position. Understanding of the coconstructivist model of neuroscience requires study from a biopsychosocial perspective where it is understood that genes interact with the environment to produce perceptions and behavior and vice versa. An indepth understanding of the cross-cultural aspects of psychopharmacology is essential to supporting children and youth with medical and psychiatric needs. In addition, doctoral students must be able to articulate the unique cultural loading of each case as it relates to prevention, assessment, intervention, and outcomes. Coursework Addressing Domain Specific: Cross-Cultural Interviewing; Chronic Illness; Intervention I; Intervention II General: All courses require student to demonstrate cross-cultural competence in addressing goals and objectives for the course, program, and dissertation. Practicum I and II

19 Specific Objectives Doctoral students will: a) Build on EdS level of cultural diversity competency skills in all roles associated with biopsychosocial impact. b) Understand the coconstructivist model of neuroscience requires study from a biopsychosocial perspective where it is understood that genes interact with the environment to produce perceptions and behavior and vice versa. c) Obtain an in-depth nderstanding of the cross-cultural aspects of psychopharmacology to supporting children and youth with medical and psychiatric needs. d) Articulate the unique cultural loading of each case as it relates to biopsychosocial prevention, assessment, intervention, and outcomes. Domain 2.9: Research and Program Evaluation School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings. General Standard Addendum Doctoral students also understand that where possible, practice must be informed by neurobiological research that has to be translated by the school psychologist into all areas of school psychology practice. Doctoral students understand that neuropsychological practice traditionally depends on a model of in-depth single-case study. Neuropsychological practice is usually reserved for complex cases where differential diagnosis, assessment, intervention and follow-up is difficult and requires expert supervision by the school psychologist. The design of the single-case study is driven by the unique characteristics of the case at hand, such as low-incidence disorders, traumatic brain injury and epilepsy, therefore a study of N=1 is appropriate. Coursework Addressing Domain Research I Research II Neuroimaging Supervision Practicum I Practicum II 2.9 Specific Objectives Doctoral students will: a) Become aware of triage aspects of initial assessment when advanced expertise in translating neuroscientific research to inform practice is needed b) Become familiar with theoretical aspects of neuropsychological practice that depends on a model of in-depth single-case research. c) Understand that design of the single-case study is driven by the unique characteristics of the case at hand, such as low-incidence disorders, traumatic brain injury and epilepsy, therefore a study of N=1 is an appropriate forum for study d) Understand that where possible, practice with individuals must be informed by biopsychosocial analyses of group data that has ben translated into the school psychology area of expertise

20 20 e) Understand that program evaluation rests upon the single-case study as it relates to treatment of groups of children/adolescents with biopsychosocial conditions that affect daily living. Domain 2.10: Legal, Ethical, and Professional Practice School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. General Addendum to Standard Doctoral students must demonstrate innovation and leadership in the area of legal, ethical and professional practice in that the incorporation of biopsychosocial research into school psychology practice is a relatively new endeavor. Therefore, careful attention must be paid to the foundational ethical and legal constructs laid down by APA, NASP and professional organizations such as the International Neuropsychcological Society, the National Academy of Neuropsychology, and the American Academy of Pediatric Neuropsychology. A sustained effort to carefully extend neuroscientific practice appropriately into the school psychology setting must be maintained so that the benefits of translational neuroscience will positively affect outcomes. The specificity of neuropsychological practice requires that the school psychologist examines each case to determine the parameters of ethical and legal practice and to make sure that the model of practice compliments the needs of the child in question, or the needs of a group of children with special needs (e.g. TBI, epilepsy, ADHD, Autism Spectrum Disorders). Courses Addressing Domain Ethics and Professional Practice Practicum I Practicum II All other coursework 2.10 Specific Objectives Doctoral students must: a) Demonstrate innovation and leadership in the area of legal, ethical and professional practice that incorporates neuropsychological principles b) Pay careful attention to the foundational ethical and legal constructs laid down by APA, NASP and professional organizations such as the International Neuropsychcological Society, the National Academy of Neuropsychology, and the American Academy of Pediatric Neuropsychology. c) Exhibit sustained efforts to carefully extend neuroscientific practice appropriately into the school psychology setting must be maintained so that the benefits of translational neuroscience will positively affect outcomes. d) Examine each case to determine the parameters of ethical and legal practice to make sure that the model of practice compliments the needs of the child in question, or the needs of a group of children with special needs (e.g. TBI, epilepsy, ADHD, Autism Spectrum Disorders). In general, all aspects of the role of school psychologist at the doctoral level speak well to the inclusion of brain-behavior principles into school practice. The doctoral student is a credentialed school psychologist who learns and understands the importance of neuropsychological data and

21 21 its contribution to the child, team, family, and school system as a whole. The figure below depicts how the essential domains of competence for thee school psychologist remain in tactt from the biopsychosocial perspective of neuropsychology. Figure 4: Professional Services by School Psychologists Neuropsychological and Psychological Practices that Permeate All Aspects of Service Delivery Neuropsychological and Psychological Direct and Indirect Services for Children, Families & Schools Student Level Services Systems Level Services Neuropsychological and Psychologically- Informed Data-Based Decision Making & Accountability Neuropsychological and Psychologically Informed Consultation & Collaboration Neuropsycholo ogical and Psychological Interventionss & Instructional Support to Develop Academic Skills Neuropsycholo ogical and Psychological Interventions & Mental Health Services to Develop Social & Life Skills School-Wide Practices to Promote Neurodevelopmental Aspects of Learning Preventive & Responsivee Services to Promote Optimum Neurodevelopment Family-School Collaboration Services to Promote Awareness and Support for Neurodevelopment Foundations of Service Delivery Neuropsychological and Psychologically Informed Cultural Competency Neuropsychological and Psychological Research and Program Evaluation Neuropsychological and Psychological Legal, Ethical, and Professional Practice Adapted from the National Association of School Psychologists. (2012). Model for Comprehensivee and Integrated School Psychological Services, NASP Practice Model Overview. (Brochure). Bethesda, MD: Author. GUIDING PRINCIPLES OF TRAINING FROM THE AMERICAN PSYCHOLOGICAL ASSOCIATION DIVISION 40 There is no doubt that the practice of clinicall neuropsychology is different in scope and depth than school psychology practice that is informed by neuropsychology. To begin, the American Psychological Association requires a completion of doctoral work in clinical psychology before clinical neuropsychology specialty training and then post-doctoral residency in clinical settings.

22 22 While this is not the goal of the School Psychology doctoral program, which is focused on the delivery of services in the school setting, the basic requirements for the Division 40 specialty training are an appropriate influence and or foundation. The American Psychological Association Division 40 guidelines for training in neuropsychology describe the generic core knowledge that clinical psychologists should have for practice in clinical neuropsychology (life-span) in the Houston Conference on Specialty Education and Training in Clinical Neuropsychology policy statement (APA, 2012). The skills cited in this document for competent practice in neuropsychology are: Assessment, treatment and interventions, consultation, research and teaching and supervision. The doctoral level of study concerning neuropsychology should include the foundations for the study of brain-behavior relationships such as: A. Functional neuroanatomy. B. Neurological and related disorders including their etiology, pathology, course and treatment C. Non-neurologic conditions affecting CNS functioning D. Neuroimaging and other neurodiagnostic techniques E. Neurochemistry of behavior F. Neuropsychology of behavior And the foundations for the practice of clinical neuropsychology such as: A. Specialized neuropsychological assessment techniques B. Specialized neuropsychological intervention techniques C. Research design and analysis in neuropsychology D. Professional issues and ethics in neuropsychology E. Practical implications of neuropsychological conditions Table 3 depicts the TCSPP school psychology doctoral program course work assigned to the foundations of study and foundations of practice suggested by the Houston Conference guidelines of Division 40.

23 23 Table 3: APA Division 40 Foundations of Study/Practice and TCS Courses APA Division 40 Foundations of Study Chicago School Doctoral Program in School Psychology Name of Course Addressing Area of Study A. Functional Neuroanatomy Functional Neuroanatomy B. Neurological and related disorders including etiology, pathology, course and treatment Chronic Illness Cross Cultural Neuropsycological Assessment Practicum I and II Chronic Illness C. Non-neurologic conditions affecting CNS functioning Cross Cultural Chronic Illness Practicum I and II D. Neuroimaging and other neurodiagnositc techniques Pediatric Neuroimaging E. Neurochemistry of behavior Functional Neuroanatomy Psychopharmacology Chronic Illness F. Neuropsychology of behavior Functional Neuroanatomy Neuropsychological Assessment Intervention Cognitive Intervention Affective APA Division 40 Foundations of Practice A. Neuropsychological assessment techniques Chicago School Doctoral Program in School Psychology Name of Course Addressing Area of Study Neuropsychological Assessment Practicum I and II Intervention Cognitive Intervention Affective B. Neuropsychological intervention Intervention - Cognitive