Financial Information

Tuition for the 2015-2016 academic year is based on the rate of $1248 per credit. In addition, a student service fee of $400 per semester (i.e., Fall and Spring) and $200 for Summer session is assessed for audio-visual, technology, and library services; test materials; and photocopying. A one-time graduation fee of $350 is assessed the semester prior to graduation.

Please consult the Policy and Procedures Manual for Financial Aid information. Applicants for financial aid are required to be registered on a full-time basis. For the School Psychology PsyD Program, full-time enrollment is 4 credits per semester for Fall and Spring semesters, and 6 credits for summer session.

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Appendices

63 Appendix 1

Program Goals, Objectives and Competencies

Goal 1. Students will demonstrate professional behaviors and attitudes that optimize their effectiveness as practitioners and role models.

Objective 1.1: Students will engage in professional behavior, communication and relationships that ensure their effectiveness as practitioners.

Competency 1.1.1 - Interact with colleagues, supervisors, instructors, clients, and consumers in a respectful, professional manner.

Competency 1.1.2 - Demonstrate effective communication skills required for effective practice.

Objective 1.2: Students will develop knowledge, skills, and awareness that respect cultural and individual diversity, and demonstrate it in their professional activities.

Competency 1.2.1 - Demonstrate awareness of and sensitivity toward cultural and individual differences in working with diverse individuals, groups, and communities.

Competency 1.2.2 - Demonstrate knowledge and skills that enhance the capacity to work effectively with diverse individuals, groups, and communities.

Objective 1.3: Students will attain the requisite knowledge of relevant ethical and legal standards, and adhere to these standards in training and practice.

Competency 1.3.1 - Demonstrate understanding of relevant laws and ethical and professional standards and how these are applied in practice.

Competency 1.3.2 – Demonstrate understanding of research ethics and principles, including the use of human subjects in research and evaluation.

Objective 1.4: Students will engage in reflective practice and self-assessment to optimize their effectiveness as practitioners and role models.

Competency 1.4.1 - Demonstrate receptivity and responsiveness to feedback and supervisory input.

Competency 1.4.2 – Engage in self-assessment of current levels of expected knowledge and skills

Goal 2. Students will be prepared to apply a broad foundation of psychological knowledge and theory to professional practice, enabling them to apply a

scientific, evidence-based perspective to their understanding of human

behavior.

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Objective 2.1: Students will acquire, and be able to apply, essential scientific knowledge and methods to the study of psychology.

Competency 2.1.1 - Demonstrate broad and general knowledge of psychological theories and concepts, including history and systems, social bases of behavior, biological bases of behavior, cognitive bases of behavior, life span development, and abnormal behavior.

Objective 2.2: Students will acquire a working knowledge of research design and methods.

Competency 2.2.1 - Demonstrate an ability to analyze and interpret published research results and incorporate the results into practice.

Competency 2.2.2 - Demonstrate an ability to frame a research question that can be systematically investigated.

Competency 2.2.3 - Demonstrate a conceptual understanding of commonly used statistical analyses and how they are used to investigate empirical questions.

Goal 3. Students will be prepared to apply a sound foundation of practice-related knowledge, skills, and attitudes in delivering a comprehensive array of school psychological services.

Objective 3.1: Students will attain the requisite knowledge and skills in academic and behavioral intervention to deliver school psychological services.

Competency 3.1.1 - Demonstrate general knowledge of evidence based interventions for educational disabilities and difficulties.

Competency 3.1.2 - Demonstrate knowledge of behavioral principles and theoretical models for addressing behavior and emotional problems.

Competency 3.1.3 - Demonstrate a working knowledge of how educational assessments are used to inform instruction and monitor academic progress.

Objective 3.2: Students will attain the requisite knowledge and skills in assessment and measurement to deliver school psychological services.

Competency 3.2.1 - Demonstrate an understanding of essential psychometric principles and methods

Competency 3.2.2 - Demonstrate proficiency in administering and interpreting various types of assessment data, including observations, interviews, and standardized tests.

Competency 3.2.3 - Demonstrate the ability to design an appropriate assessment battery, selecting measures and information sources appropriate to the referral questions and hypotheses to be tested.

Competency 3.2.4 - Demonstrate the ability to present accurate and relevant assessment findings orally and in writing in a manner that is useful to consumers.

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Objective 3.3: Students will attain the requisite knowledge, skills, and attitudes in individual and group counseling to deliver school psychological services.

Competency 3.3.1 - Demonstrate the ability to apply evidence-based knowledge and techniques to the practice of individual counseling.

Competency 3.3.2 - Demonstrate the ability to apply evidence-based knowledge and techniques to the practice of group counseling.

Objective 3.4: Students will attain the requisite knowledge, skills, and attitudes in consultation to deliver school psychological services.

Competency 3.4.1 - Demonstrate conceptual knowledge of the stages of consultation and the problem-solving process

Competency 3.4.2 - Demonstrate a conceptual understanding of various consultation orientation and models, and apply at least one model in practice as appropriate to the referral concern.

Competency 3.4.3 - Demonstrate collaborative and effective communication skills during consultation sessions.

Objective 3.5: Students will attain the requisite knowledge, skills and attitudes in working with families to deliver school psychological services.

Competency 3.5.1 - Demonstrate the ability to apply evidence-based knowledge and techniques in identifying strengths and intervention opportunities in working with families.

Goal 4. Students will attain knowledge and develop skills and attitudes that prepare them to assume leadership and supervisory roles in their work environments and in the professional community.

Objective 4.1: Students will attain knowledge and skills in supervision that facilitate their assuming leadership roles.

Competency 4.1.1 – Demonstrate a conceptual understanding of supervision theories, models, and research.

Competency 4.1.2 – Demonstrate an understanding of the developmental nature of supervision, how to assess supervisee needs, and how to structure appropriate training opportunities.

Objective 4.2: Students will attain knowledge and skills in leadership and team facilitation that facilitate their assuming leadership roles.

Competency 4.2.1 – Demonstrate skills in facilitation and leadership in order to

effectively contribute to or lead task-oriented groups in a school, community or clinical setting.

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Objective 4.3: Students will attain knowledge and skills in systems-level intervention and program development that facilitate their assuming leadership roles.

Competency 4.3.1 – Demonstrate an understanding of the knowledge and skills involved in initiating systems-level change in school settings.

Competency 4.3.2 – Identify an appropriate prevention program, practice, or curriculum that addresses the needs of a given school, agency, or community.

67 Appendix 2

Objectives Evaluated by School Psychology PsyD Program Courses

1.1 Professional Behavior, Communication, Relationships 1.2 Cultural and Individual Diversity 1.3 Ethical & Legal Standards 1.4 Reflective Practice; Self-Assessment 2.1 Scientific Knowledge and Methods 2.2 Research Design and Methods 3.1 Academic and Behavioral Intervention 3.2 Assessment and Measurement 3.3 Individual and Group Counseling 3.4 Consultation 3.5 Working with Families 4.1 Supervision 4.2 Leadership; Team Facilitation 4.3 Systems Level Interv.& Program Development

MA/CAGS Level

IA520 Instructional Assessment and Intervention X X X

RS526 Statistics X X X

LS659 Lifespan Development X X

SN512 Educating Children and Adolescents with Special Needs X X X

FP501 Practicum I: School Environment and Edu. Assessment X X

PA500 Psychoeducational Assessment X X X

BC521 Behavioral Assessment, Intervention, and Consultation X X X X X

RS555 Research and Evaluation Methods X X

PY521 Psychopathology of Childhood and Adolescence X X X X

FP502 Practicum II: Psychoed. Assessment and Intervention X X X

CC522 Diversity and Cross-Cultural Psychology X X X

PH501 Preventive Mental Health in Schools X X X X

PA600 Social-Emotional Assessment X X

CX610 Counseling and Psychotherapy in Schools X X

PS630 Legal, Ethical, and Prof. Issues in School Psychology X X X

FP601 Practicum III: Clinical Practice X X

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1.1 Professional Behavior, Communication, Relationships 1.2 Cultural and Individual Diversity 1.3 Ethical & Legal Standards 1.4 Reflective Practice; Self-Assessment 2.1 Scientific Knowledge and Methods 2.2 Research Design and Methods 3.1 Academic and Behavioral Intervention 3.2 Assessment and Measurement 3.3 Individual and Group Counseling 3.4 Consultation 3.5 Working with Families 4.1 Supervision 4.2 Leadership; Team Facilitation 4.3 Systems Level Interv.& Program Development

GR611 Group Process and Group Therapy X X X

CO650 Consultation in Schools X X

BL622 Biological Basis of Behavior and Learning X X

FP602 Practicum IV: Clinical Practice X X

FP701/CS701 Internship & Seminar A X X X X

FP702/ CS702 Internship & Seminar B X X X

PsyD level

CA601 Cognitive and Affective Bases of Behavior X X

PS600 History and Systems X X

PS603 Social Bases of Behavior X X X

CO780 Advanced Consultation Skills X X X X

SU820 Supervision & Admin. Of School Psychology Services X X X X

IA772 Learning Disabilities: Research to Practice X X

IA774 Academic Intervention X X

IA776 Preschool Services: Assessment & Intervention X X

IA777 Autism Spectrum Disorders X X

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1.1 Professional Behavior, Communication, Relationships 1.2 Cultural and Individual Diversity 1.3 Ethical & Legal Standards 1.4 Reflective Practice; Self –Assessment 2.1 Scientific Knowledge and Methods 2.2 Research Design and Methods 3.1 Academic and Behavioral Intervention 3.2 Assessment and Measurement 3.3 Individual and Group Counseling 3.4 Consultation 3.5 Working with Families 4.1 Supervision 4.2 Leadership; Team Facilitation 4.3 Systems Level Interv.& Program Development

PA700 Advanced Psychoeducational Assessment X X

PA725 Adv. Social-Emotional Assess. Of Children & Adol. X X

PA760 Bilingual and Culturally Competent Assessment X X

BX710 Adv. Behavioral Techniques with Children and Families X X X

CL521 Clinical Interviewing with Children and Families X X X X X

CX770 Brief Counseling in School Practice X X

FX630 Collaborative Therapy with Multi-stressed Families X X X X X

FP721 & FP722 Practicum in Advanced Assessment I & II X X X

FP725 & FP726 Doctoral Practicum in Clinical Services I & II X X X

PR825 Doctoral Project I: Orientation X X

PR826 Doctoral Project II: Advanced Research Methods X

PR827 Doctoral Project III: Project Design & Development X X

PR924 Doctoral Project III: Individual Mentorship X

FP801/802 Doctoral Internship X X

70 Appendix 3

MA/CAGS-Level Courses For Which Two Credits of Qualifying Coursework May Meet Program Requirements

For the courses listed below, Program requirements can be met by advanced standing credit for a qualifying two credit course, as described in Section IV, or a 2 credit directed study. The qualifying course or directed study must satisfactorily address the program competencies associated with the course, as listed below.

IA520 Instructional Assessment and Intervention

 Competency 3.1.1 - Demonstrate general knowledge of evidence based interventions for educational disabilities and difficulties:

 Competency 3.1.3 - Demonstrate a working knowledge of how educational assessments are used to inform instruction and monitor academic progress:

 Competency 3.2.2 - Demonstrate proficiency in administering and interpreting various types of assessment data, including observations, interviews, and standardized tests:

SN512 Educating Children and Adolescents with Special Needs

 Competency 1.2.1 - Demonstrate awareness of and sensitivity toward cultural and individual differences in working with diverse individuals, groups, and communities:

 Competency 1.2.2 - Demonstrate knowledge and skills that enhance the capacity to work effectively with diverse individuals, groups, and communities

 Competency 3.1.1 - Demonstrate general knowledge of evidence based interventions for educational disabilities and difficulties:

BC521 Behavioral Assessment, Intervention, and Consultation

 Competency 3.1.2 - Demonstrate knowledge of behavioral principles and theoretical models for addressing behavioral and emotional problems in the classroom:

 Competency 3.2.2 - Demonstrate proficiency in administering and interpreting various types of assessment data, including observations, interviews, and standardized tests:

 Competency 3.4.1 – Demonstrate conceptual knowledge of the stages of consultation and the problem-solving process:

RS526 Statistics

 Competency 2.2.3 - Demonstrate a conceptual understanding of commonly used statistical analyses and how they are used to investigate empirical questions

 Competency 3.2.1 - Demonstrate an understanding of essential psychometric principles and methods

Note: a 2 credit directed study is not an option for this course.

RS555 Research and Evaluation Methods

 Competency 2.2.1 - Demonstrate an ability to analyze and interpret published research results and incorporate the results into practice

 Competency 2.2.2 - Demonstrate an ability to frame a research question that can be systematically investigated:

 Competency 2.2.3 - Demonstrate a conceptual understanding of commonly used statistical analyses and how they are used to investigate empirical questions:

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GR611 Group Process and Group Therapy

 Competency 3.3.2 – Demonstrate the ability to apply evidence-based knowledge and techniques to the practice of group counseling:

CO650 Consultation in Schools

 Competency 3.4.1 – Demonstrate conceptual knowledge of the stages of consultation and the problem-solving process:

 Competency 3.4.2 – Demonstrate a conceptual understanding of various consultation orientations and models, and apply at least one model in practice as appropriate to the referral concern:

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Appendix 4

Assessment & Planning Conference Outline

Typical length: 45-50 minutes Purpose and Focus:

A. Assessment of the student's performance in all aspects of the Program.

1. General reflections on performance, growth, and effort 2. Progress toward APA and NASP competencies 3. Professional behaviors

4. Leadership and scope of professional engagement (job, placement, professional community, etc.)

5. Interests and strengths 6. “Growing edges”

a. Skill improvement

b. Development of the professional self B. Individualized program planning.

1. Goals and objectives, professional aspirations, interests 2. Current program status (graduate credits, NCSP, etc.)

3. Projected schedule for coursework, field placements, doctoral project 4. Doctoral project ideas and/or progress

Typical sequence:

1. Student’s self-assessment (see #1 above): approx. 10-15 minutes

Reflect on learning experiences, personal growth, lessons learned, best work

How has training been applied in field placements and/or in your professional practice?

Refer to work samples and to situations in the field, as appropriate 2. Faculty/field supervisor^ assessment and comments: approx. 5-10 minutes

Coursework and field work performance Professional behaviors, attitude, effort

3. Student and faculty discussion of plans, goals (see #2 above): approx. 15-30 minutes Complete Course Audit, including future course schedule

Note implications for Field Training Contract, extracurricular learning opportunities, etc.

ADVANCE PREPARATION

Advisor: Bring field placement evaluation, current year course evaluations

Student: Bring partially completed A&P Conference form and updated Course Audit

The primary supervisor for the Clinical Services Practicum or Internship participates in the A&P Conference, either in person or by conference call.

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School Psychology PsyD Program Assessment & Planning Conference

SUMMARY RECORD OF A & P CONFERENCE

Student: Year of PsyD entry:

Date of Conference: Date submitted to office:

Conference Participants:

NAME ROLE

1. Student

2. Advisor

3. Faculty Member/Instructor

Courses taught in past year

4. Other: ____________________________

Instructions to the student:

1. For the A&P Conference, (a) complete this cover sheet and Parts A, E.1, E.2, and E.3, and (2) bring a current copy of your transcript.

2. When this form is completed at the conclusion of the A&P

Conference, sign the last page of the form, make a copy for your

records, and submit the original and the transcript to the School

Psychology Department administrative assistant without delay. This

will become part of your student record.

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A. PROGRESS AND PLANNING IN COMPLETING DEGREE REQUIREMENTS

MTEL requirement: Date taken or scheduled _________ Passed? YES NO Praxis II assessment: Date taken or scheduled _________ Passed? YES NO Attach a current transcript to show the courses that have been taken to date, course for which you have registered, and progress toward meeting program course credit requirements.

B. PROGRAM OBJECTIVES SUMMARY

The Program Objectives Summary documents a student’s current progress toward attainment of curricular goals. Progress is evaluated using the scale below. The determination of current level of progress toward meeting program objectives is based on multiple inputs, most particularly, (1) knowledge, skills, and attitudes demonstrated in coursework, and (2) application of knowledge, skills, and attitudes to field work. Expected levels are relative to the current stage in the Program.

Certain objectives are not rated for students at the MA/CAGS level of the Program, as indicated below. Any program objectives rated as “Unsatisfactory” or “Needs Improvement” should be addressed in the A&P Summary (Part C) with appropriate recommendations or corrective action requirements. Students must attain Expected levels on all objectives prior to final completion of the Program.

Note: mid-points can be specified by circling two numbers (e.g., 3 and 4, for a rating of 3.5).

1 2 3

4

Unsatisfactory Needs Improvement Expected Exemplary

PROGRAM OBJECTIVES RATING

Objective 1.1: Students will engage in professional behavior, communication and relationships that ensure their effectiveness as practitioners.

1 2 3 4

N/A Objective 1.2: Students will develop knowledge, skills, and awareness that

respect cultural and individual diversity, and demonstrate it in their professional activities.

1 2 3 4

N/A Objective 1.3: Students will attain the requisite knowledge of relevant

ethical and legal standards, and adhere to these standards in training and practice.

1 2 3 4

N/A Objective 1.4: Students will engage in reflective practice and

self-assessment to optimize their effectiveness as practitioners and role models.

1 2 3 4

N/A

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Objective 2.1: Students will acquire, and be able to apply, essential scientific knowledge and methods to the study of psychology.

1 2 3 4

N/A Objective 2.2: Students will acquire a working knowledge of research design

and methods.

1 2 3 4

N/A Objective 3.1: Students will attain the requisite knowledge and skills in

academic and behavioral intervention to deliver school psychological

1 2 3 4

N/A Objective 3.2: Students will attain the requisite knowledge and skills in

assessment and measurement to deliver school psychological services.

1 2 3 4

N/A Objective 3.3: Students will attain the requisite knowledge, skills, and attitudes

in individual and group counseling to deliver school psychological services.⁶

1 2 3 4

N/A Objective 3.4: Students will attain the requisite knowledge, skills, and attitudes

in consultation to deliver school psychological services.⁶

1 2 3 4

N/A Objective 3.5: Students will attain the requisite knowledge, skills and attitudes in

working with families to deliver school psychological services.⁷

1 2 3 4

N/A Objective 4.1: Students will attain knowledge and skills in supervision that

facilitate their assuming leadership roles.⁷

1 2 3 4

N/A Objective 4.2: Students will attain knowledge and skills in leadership and

team facilitation that facilitate their assuming leadership roles ⁶

1 2 3 4

N/A Objective 4.3: Students will attain knowledge and skills in systems-level

intervention and program development that facilitate their assuming leadership roles.⁶

.

1 2 3 4

N/A

6 Program objective is not rated for students at Year 1 of MA/CAGS level

7 Program objective is not rated for students at MA/CAGS level

76 C. SUMMARY RECORD OF A & P CONFERENCE Academic Standing

1. Please note any Academic Council action, Notice of Academic Difficulty, and/or Intermediate A&P Conferences that may have been filed or occurred during the past academic year, or that are still unresolved from prior year(s).

2. How have these issues been addressed or resolved?

3. Is the student recommended for practicum or internship next year? Yes ___ No ___

With reservations ___

Please describe reservations or reason(s) for not being recommended:

Current Evaluation of Professional Development/Competence:

4. Areas of strength; observations/comments about progress on competencies:

5. Areas needing further development (via coursework, field experience, etc.):

6. Description of any expansion of school psychology practice or assumption of leadership roles in field experience, in the workplace, or in the William James College learning community:

7. Student actively and appropriately engages in self-assessment: YES NO

8. Recommendations for facilitating further development: (Please mark with an asterisk any that relate

to need for improvement or corrective action, as indicated in Parts B or C.1 above.)

77 D. PROGRESS TOWARD DEGREE:

Based on the above assessments (Sections A through C), please check one of the following and provide comments as needed. Please use the reverse side of form, if needed. NOTE: Checking C

or D below results in faculty deliberation regarding formal action.

A. Satisfactory progress toward meeting degree requirements to this point in the Program B. Adequate, with reservations. There is some question about progress, but the student

should continue in the Program under the following conditions:

C. Inadequate. The student is not currently on course to successfully complete the Program.

Continuation may be considered with conditions as specified in the appropriate documentation.

D. Unsatisfactory. The student has not made satisfactory progress. Recommendation is for dismissal, or leave of absence with conditions for return as as specified in the appropriate documentation.

E. PROPOSED PROGRAM PLAN FOR (school year)

1. Please provide basic information about your field placement for next year (field site, supervisor(s), hours/week or hours/year, status of Field Training Contract).

_________________________________________________________________________________

_________________________________________________________________________________

_______________________________________________________________

2. Please list personal goals and objectives for the coming year. (These may be considered for inclusion in the Field Training Contract.)

a._________________________________________________________________________

________________________________________________________________________

b._______________________________________________________________________________

__________________________________________________________________

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3. Indicate your proposed program of study for the following school year. Note whether each course is a requirement (R) or elective (E).

SUMMER ___________

Course # Credits R, E

FALL ___________

Course # Credits R, E

SPRING ___________

Course # Credits R, E

SUMMER ___________

Course # Credits R, E

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Please check one of the following and add comments as needed.

(a)

Proposed program approved.

(b)

Proposed program approved with modifications/suggestions.

(Recommendations the committee considers essential indicated by *.) (c)

Not Approved unless the recommendations/actions indicated below are satisfactorily resolved

Comments and Recommendations on Proposed Program Plan:

Date:

(Advisor’s Signature)

Date: ________________

(Student’s Signature)

5/1/15

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Appendix 5

STUDENT ACKNOWLEDGEMENT FORM

Policies and Procedures

The William James College Student Academic Policies, Student Services Policies, and

and School Psychology PsyD Program Handbook provide important information about

The William James College Student Academic Policies, Student Services Policies, and

and School Psychology PsyD Program Handbook provide important information about

In document School Psychology PsyD (Page 61-187)