Criteria for Field Sites
Placements will be made in school districts where:
1. Candidate placements are guided by the scientist-practitioner model and should provide the opportunity for the integration of science and practice. Opportunities to practice direct and indirect psychological services, in response to various problems experienced across a range of age and grade levels, delivered to diverse student populations within various school and community contexts and settings.
2. Candidates have the opportunity to participate in individual student, classroom, and district level activities/interventions.
3. Candidates are also enrolled in a minimum of PSY670 each semester of their internship and participate at least monthly in the supervision seminar conducted at the University.
4. Candidates are supervised by a credentialed School Psychologist who provides weekly face-to-face supervision.
5. Candidates will develop both a Contract with consultation from their site supervisor. The Contract will establish the expected work for length of the school year and compensation as applicable.
6. Candidates will review the program goals and objectives with the site supervisor to establish the basis for evaluation of progress in the internship. Evaluations by site supervisors will be conducted each semester.
7. Cooperating school psychologists are familiar with and model Best Practices in School Psychology as delineated by both the National Association of School Psychologists and the American Psychological Association.
8. Cooperating school psychologists employ a variety of appropriate diagnostic, consultation, and therapeutic practices.
9. Cooperating school psychologists demonstrate/employ a variety of current technologies into their practice.
Site Selection Process
Fall
September/October/November
Meet with site supervisors with their associated graduate students at their site, to review progress and facilitate completion of practicum/internship plans.
December
Survey of Prospective Site Supervisors to determine availability for the following academic year.
Review of student evaluations/logs.
Spring January
Compile listing of available site supervisors.
Contact Directors in cooperating districts to determine potential for funding in their districts.
February/March
Meet with all graduate students to determine progress in current placement and determine needs for placement for the coming year. Review requests for location, and preferences regarding available student populations.
Conduct general meeting with all graduate students to establish guidelines for contacting districts and arranging for interviews.
Maintain constant e-mail contact with students to determine progress in soliciting placements.
Maintain e-mail and phone contacts for students who have approached districts that require contact with the university in order to proceed with an offer.
April
Maintain site contacts/visits with supervisors/students.
Continue support of students as they interview for practicum/internship sites.
May
Finalize placements for the Fall.
Review logs/final student evaluation.
Practicum and Internship Sites for 2015/2016 Academic Year
Potential Practicum Placements:
Stonington Schools, CT
Bristol/Warren Schools, RI
Portsmouth Schools, RI
Providence Schools, RI
Burrillville Schools, RI
Coventry Schools, RI
Cranston Schools, RI
Central Falls Schools, RI
North Stonington Schools, CT
Warwick Schools, RI
Westport Schools, MA
East Greenwich Schools, RI
Newport Schools, RI
Narragansett Schools, RI
Norwich Schools, CT
Groton Schools, CT
South Kingstown Schools, RI
Attleboro Schools, MA
Somerset Schools, MA
Fall River Schools, MA Non-Local Internship Sites*
Memphis, TN
Atlanta, GA
Baltimore City, MD
Burlington, VT
*That have taken URI students in the past three years
Sample Logs
Sample logs are available on SAKAI. Each log has a different format and topics listed,
demonstrating the various ways that practicum/internship activities can be organized. A new log is filled out each week of practicum/internship.
Notes on log keeping: It is possible and likely beneficial to keep more than one type of log, in order to record sufficient details on practicum activities over time as well as more general
summative information. For example, a student might use a weekly log that documents activities specific to school psychology, while also keeping track of his/her total
assessment/intervention/supervision hours for the APPIC submission process.
It is important to record the specific types of assessments and interventions one gives in practicum, as well as documenting the demographic information of the students that you are working with (e.g. 3rd
grade Caucasian male with Autism, etc.).
Always keep second copies of signed logs within one’s personal records, separate to those kept in the department office.
NASP Guidelines for School Psychology Internships
NASP Communiqué, Vol. 37, #8 June 2009
Best Practice Guidelines for School Psychology Internships By Joseph S. Prus
The NASP Delegate Assembly voted unanimously to endorse a new set of best practice
guidelines for school psychology internships at its meeting in Boston on February 28, 2009. The guidelines, which were developed as part of the NASP standards revision process, are intended to:
Promote quality preparation of school psychologists and service provision to children, youth, and families
Foster the internship as an educational experience involving collaboration between university training programs and internship sites
Encourage greater consistency in opportunities and support across internship sites The guidelines were developed over several years, beginning with an examination of existing NASP training standards (NASP, 2000) and the school psychology internship guidelines of some national organizations and states. Drafts were then developed with input from various NASP constituencies, including NASP volunteer leaders, executive officers and staff, student leaders, and members of the Program Approval Board and Standards Writing Committee. They were also posted for comment on various NASP Listservs, and on the Listservs of the Trainers in School Psychology and the Council of Directors of School Psychology Programs.
Although adherence by internship field sites is voluntary, it is hoped that the guidelines will encourage quality experiences, supervision, and support during what is universally recognized as a critical period in professional development. NASP will be exploring ways to make the
guidelines relevant and helpful to school psychology graduate programs and field sites.
The guidelines address four general aspects of internships, including: principles,
conceptualization, and management of the internship; depth, breadth, and focus of the internship;
supervision, mentoring, and collaboration; and intern evaluation, feedback, and support. The specific guidelines are as follows. Note that an asterisk (*) signifies the existence of a
corresponding NASP training standard. The 2000 NASP Standards for Training and Field Placement Programs in School Psychology served as the initial base. Modifications in the guidelines will be made if/when the corresponding standard is revised.
I. Principles, Conceptualization, and Management of the Internship
1.1 The internship is conceptualized as a culminating training experience* in which the primary focus is on providing breadth and quality of training to the intern.
1.2 The site, preparing university program, and intern adhere to NASP Principles of Professional Practice/ Ethics
1.3 The internship site, university program, and intern have a written agreement* that includes a clear statement of the expectations and responsibilities of each party (including total hours and duties to be performed by the intern), benefits and support to be provided by the internship site, and the process by which interns are to be supervised and evaluated.
1.4 If the site solicits direct applications from prospective interns, it provides information about the site and the internship application and selection process. It notifies applicants whether or not they have been selected in a timely manner.
1.5 The site uses a title, such as “school psychology intern,” that designates the training status of the intern. Psychological reports or similar professional reports to consumers, other
professionals, or other audiences must be signed by the credentialed intern supervisor.
1.6 In states in which provisional certification or an intern certificate is required for internship, the site makes the training program and intern aware of such requirements and assists the preparing program and intern as necessary in applying for or securing such credential.
II. Depth, Breadth, and Focus of the Internship
2.1 The internship for specialist level interns includes at least 1,200 hours, and the internship for doctoral interns includes at least 1,500 hours completed on a full-time basis over 1 academic year or on a half-time basis over 2 years.*
2.2 At least 600 hours of the internship occur in a “school setting” as defined in NASP
standards.* Nonschool settings that serve children, youth, and families may serve as appropriate internship sites as long as the intern has already completed or has the opportunity to complete at least 600 hours of supervised experience in a school setting,
2.3 The internship site provides opportunities for a range of school psychological services consistent with NASP Domains of School Psychology Training and Practice,* including varying types of assessment linked to intervention for academic, behavioral, and social/ emotional issues;
consultation; behavior analysis and intervention; counseling; prevention at varying levels;
research and program evaluation; and other activities consistent with NASP standards and deemed appropriate by the field site and university program. In order to ensure breadth of training, activities in no single major function predominates the intern’s time.
2.4 Most of the intern’s time is spent providing direct and indirect psychological services to children, youth, and/or families.
2.5 The internship site endeavors to provide opportunities to work with children and adolescents of varying ages, ethnicities, socioeconomic backgrounds, and with varying abilities and
disabilities, characteristics, and needs.
2.6 In assigning duties to the intern, the internship site recognizes and supports the internship as an educational experience. A student-to-intern ratio that is less than NASP guidelines for credentialed, full-time school psychologists (1:1,000) is expected, with the actual assignments based on such factors as the needs of students to be served, the intern’s expertise and prior experience, and the intensity of intern supervision and support.
III. Supervision, Mentoring, and Collaboration
3.1 Professional field supervision of each intern is provided by a credentialed school
psychologist or, in a nonschool setting, by a psychologist credentialed for that setting.* Field supervision may be shared with other appropriately credentialed personnel in the unit, but the credentialed school psychologist or psychologist provides the preponderance of direct
supervision and assumes full responsibility for the supervision provided.
3.2 The intern field supervisor has at least 3 years of full-time experience as a credentialed school psychologist or psychologist and is employed as a regular employee or consultant by the district or agency.
3.3 Unless supervisors have been assigned a significant portion of their time to devote to supervising interns, each supervisor is assigned to no more than two interns at any one time.*
Intern supervision is taken into account when determining supervisor workload.
3.4 The internship includes an average of at least 2 hours of supervision per full-time week. The preponderance of field supervision is provided on at least a weekly, individual, face- to-face basis, with structured mentoring and evaluation that focus on development of the intern’s
competencies * Supervision time may be adjusted proportionately for less than a full- time week or schedule.
3.5 The university program assigns to each intern a faculty supervisor* with training in school psychology who maintains regular communication with the intern and field supervisor. Such communication may occur through faculty supervisor visits to the internship site (if
geographically feasible), telephone or conference calls, e-mails, and other means.
3.6 Interns have the opportunity to develop an affiliation with colleagues and the field* through regularly scheduled training activities with (a) other interns at the site, (b) interns at other sites in the immediate area, and/or (c) school psychologists at the site and/or in the immediate area.
3.7 The preparing program provides field supervisors with information and support for
supervision as well as documentation needed to verify supervision activities for such purposes as continuing professional development.
IV. Intern Evaluation, Feedback, and Support
4.1 The intern field supervisor provides the intern and university program informal and formal evaluations (with associated criteria or rubrics) of the intern’s performance * at least once each
semester and offers suggestions for improvement as necessary.
4.2 The internship site in collaboration with the university program has a process for addressing possible serious concerns regarding an intern’s performance that protects the rights of clients to receive quality services, assures adequate feedback and opportunities for improvement to the intern, and provides due process protection in cases of possible termination of the internship.
4.3 The internship site provides office supplies, materials, travel reimbursement, and other support similar to that provided to school psychologists in the district/agency.* Sites are strongly encouraged to provide interns a stipend that recognizes their graduate level of training and the value of services they provide.
4.4 The internship site affords interns opportunities for continuing professional development comparable to those provided to school psychologists in the district/agency.
4.5 Upon conclusion of the internship, the supervisor verifies both the completion of required internship hours and activities and the quality of intern performance.
References:
National Association of School Psychologists (2000). Standards for training and field placement programs in school psychology. Bethesda, MD: Author.
Joe Prus, PhD, NCSP, is Director of the School Psychology Program at Winthrop University in SC and a member of the NASP Standards Writing Committee.
CDSPP and APPIC Criteria for Doctoral Internships
Council of Directors of School Psychology Programs (CDSPP) Doctoral Level Internship Guidelines
Initial Version Approved by the Membership, May, 1998
Revised Version approved and ratified by the Membership, November, 2012
The doctoral internship is an important culminating professional practice experience in doctoral level education and training in school psychology. Following are guidelines for school
psychology doctoral internships that will provide the basis for high quality internship experiences.
Although these guidelines set forth basic quality standards for doctoral level school psychology internships, internship requirements for licensure and certification are set at the state level and vary from state to state. Therefore, graduate students and training programs should consult relevant state licensure and certification requirements when considering the nature of a specific internship.
CDSPP is an organization of doctoral level school psychology programs. It is not an official accrediting body and does not evaluate, approve, or accredit internships or training
programs. CDSPP guidelines may be useful for prospective interns who are evaluating the quality of school psychology doctoral internships. These guidelines may also be useful to doctoral training programs in making program development and internship approval
decisions. They may also be used by organizations authorized to approve or accredit internships or training programs. Doctoral training programs and internship sites that are interested in accreditation by the American Psychological Association should refer to the Guidelines and Principles for Accreditation of Programs in Professional Psychology published by the APA Office of Program Consultation and Accreditation.
In the absence of special circumstances, a doctoral internship program in School Psychology meeting these guidelines will also be considered as meeting the “Guidelines for Defining an Internship or Organized Health Service Training Program in Psychology” developed in 1980 by the National Register of Health Service Providers in Psychology to identify an acceptable internship, which is one of several requirements for credentialing by The National Register of Health Service Providers in Psychology.
1. A School Psychology doctoral internship is an organized training program that, in contrast to supervised experience (e.g., practica) or on-the-job training, is designed to provide the intern with a planned, programmed sequence of training experiences. The internship is the culminating supervised professional practice training experience prior to the granting of the doctoral degree.
It follows a programmed sequence of coursework, practica, and field experiences and occurs after the substantial completion of the coursework leading to the degree. Its primary focus and
purpose is ensuring breadth and quality of training, meeting the needs of the graduate student/intern, and providing an extension of education and supervised training from the university program. The internship consists of a range of activities including assessment, evidence-based intervention, consultation, program development and program evaluation, supervision, and research designed to meet the psychological, educational, and health needs of the clients. Interns should have experiences with prevention and development of system supports, as well as with direct intervention for client problems, and should have experiences dealing with cultural and individual diversity.
2. The intern, whether full-time or part-time, spends at least 25% of his or her time in providing direct (face-to-face) psychological services to clients, patients or consultees, such as teachers or other mental health service providers, which translates to a minimum of 375 hours out of 1500 doctoral internship hours. The intern engages in research activity which includes the evaluation of services delivered and the effectiveness of the intern’s own training.
3. The internship agency provides a dated written statement, brochure, or website that describes the goals and content of the doctoral internship program, states clear expectations for the quality of trainees’ work, training, and supervision, and is made available in advance to prospective interns. The internship agency, preparing institution, and intern have a written agreement that describes the goals and content of the internship including clearly stated expectations for the nature of experiences offered in the agency and for the quantity and quality of the work. Each intern is given a written statement that includes salary, benefits, reimbursable travel, holidays, and other relevant data.
4. Interns receive a formal, written evaluation minimally at the end of each university semester, trimester, or quarter course grading period. The format for that evaluation is agreed upon in advance by the internship agency and the intern’s university training program. The areas evaluated are consistent with doctoral program objectives and competencies and include evaluation of intern skills in assessment, intervention, consultation, program evaluation, and ability to deal with issues of cultural and individual diversity. Communication between doctoral training programs and internship programs is of critical importance to the overall development of competent psychologists. The doctoral internship is a required part of the doctoral degree, and while the internship supervisor assesses student performance during the internship year, the doctoral program is ultimately responsible for evaluation of the student’s readiness for
graduation and entrance into the profession. Therefore, intern performance is discussed among the training partners: the internship site and the university.
5. Due process procedures for interns are made available to interns prior to the beginning of the training period. If due process procedures are initiated related to intern behaviors, intern activities, or internship conditions, the university-based director of the school psychology doctoral program in which the intern is enrolled is notified by the supervisor at the internship site.
6. Full-time internships are completed in no less than 10 months; part-time internships may extend to no more than 24 months. The internship includes a minimum of 1,500 hours in
activities described above. Interns and university training programs should consult relevant credentialing (e.g., state licensure, certification) requirements to determine the number of internship hours required for licensure and other desired credentials. In addition, the National Association of School Psychologists (NASP) has established requirements for internship (e.g.,completion of at least 600 hours in a school setting). For more information, consult the relevant NASP standards and credentialing documents.
7. Internship agencies and the intern’s university training program jointly issue to the intern written documentation (e.g., a certificate, letter, or “Certificate of Completion”) reflecting successful completion of the psychology doctoral internship.
8. The internship agency employs a clearly designated doctoral-level psychologist, who: (a) is
8. The internship agency employs a clearly designated doctoral-level psychologist, who: (a) is