School Psychology Program Practicum & Internship Handbook

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School Psychology Program

Practicum & Internship Handbook

Graduate School of Education

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Practicum/Internship Handbook August 2010 2

The School Psychology Program at the University of California Riverside (UCR) is a scientist-scholar-practitioner model. The program ascribes to a philosophy and method of training through practicum experiences that are sequenced in an intentional manner to shape and mentor skill development towards the outcome of becoming a skilled professional who can be easily employed in schools, clinics, communities, and/or other related settings. School psychology students are provided the opportunities to demonstrate, under conditions of appropriate

supervision, their ability to apply their knowledge, to develop specific skills needed for effective school psychological service delivery, and to integrate competencies that address the domains of professional preparation and practice described in the standards, goals, and objectives of the UCR School Psychology Program.

University and site-based supervisors collaborate to provide the knowledge and experience for students to develop into problem solving psychologists that effect change on the individual and systems level. Practicum casework builds from novice to advanced levels based upon opportunities and requirements for greater complexity as the student proceeds through the sequenced phases of practicum. Diverse practicum settings, selected for their commitment to training, provide the

opportunity for school psychologists-in-training to apply learned coursework in supervised settings for the purpose of development and mastery of evidence-based psychological and educational skills that promote positive outcomes for students, their families, educators, and the school as a system.

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Practicum/Internship Handbook August 2010 4 METHODOLOGY ON PRACTICUM

Practicum experiences are provided to students in the Ph.D. School Psychology at UCR in two ways so that coursework and experience are integrated for skill development.

A. Coursework related practicum experiences are infused in selected school psychology coursework in which skills taught through didactic instruction are applied in field experiences. Course related experiences are delineated and supervised by the course instructor and may be completed on the current practicum setting when appropriate. For example, coursework in cognitive, academic, and socio-emotional/behavioral assessment, intervention, and consultation may have assignments designed to develop skills and demonstrate understanding by working with appropriate school and/or clinical populations under supervision by the course instructor.

B. Sequenced practicum coursework experiences are a combination of placement in

schools/community agencies and participation in university seminars. Fieldwork placements provide opportunity for integration of coursework knowledge and skill application within appropriate settings while supported by a university seminar forum for discussion of experiences. The sequence of practicum experiences aligns with program coursework and becomes increasingly complex as skills continue to be integrated into practice, building towards sufficiency in preparation for the culminating pre-doctoral internship experience. The SPSY Practicum Coursework sequence is as follows:

Year Quarter Course # Course Title

Practicum Hours 1 Fall EDUC 265-A Practicum in School Psychology – Introductory 60

Winter EDUC 265-B Practicum in School Psychology – Basic 90 Spring EDUC 265-B Practicum in School Psychology – Basic 90 2 Fall EDUC 265-C Practicum in School Psychology – Advanced 90 Winter EDUC 265-C Practicum in School Psychology – Advanced 90 Spring EDUC 265-C Practicum in School Psychology – Advanced 90 3

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Fall EDUC 265-D Practicum in School Psychology – Clinical 90 Winter Spring Fall Winter Spring EDUC 265-D EDUC 265-E EDUC 265-F EDUC 265-F EDUC 265-F

Practicum in School Psychology – Clinical Practicum in School Psychology – Supervision Practicum in School Psychology – Independent Practicum in School Psychology – Independent Practicum in School Psychology – Independent

90 90 90 90 90

Total Practicum Hours 1,050

Note: 4th year practicum is optional.

The practicum series is designed to be hierarchical in nature. During the introductory practicum the students is limited to observation of the site supervisor’s individual assessment, treatment, and consultation activities. Since the student is with the supervisor throughout the day,

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Practicum/Internship Handbook August 2010 5 background knowledge in ethical and legal guidelines for best practice as well as the importance of cultural awareness and are ready to begin developing specific skills by working under

supervision directly with children/youth. While in the basic practicum placements, students are exposed to more diverse treatment settings and populations and begin applying skills learned through coursework (e.g., academic assessment and intervention). For students enrolled in the advanced practicum relative independence in administration of psychometric instruments, implementation of academic and behavioral interventions and consultation with school staff is expected. Advanced practicum students become involved in decision-making meetings requiring an understanding of education code and laws that guide practice in the schools. By the later portion of practicum experiences, students are expected to be relatively independent in all facets of the provision of school psychological services. The practicum sequence also includes a didactic seminar in supervision that includes the experience of supervising first or second year graduate students in basic practicum work. During their fourth year of coursework students the university supervisor works with each student individually to choose a setting that is more closely aligned with the individual student’s interests. This final portion of practicum is designed to provide the student with more independent practice and further prepare the student for internship.

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Practicum/Internship Handbook August 2010 6 PRACTICUM PLACEMENTS

Practicum experiences take place in an array of local school, community, and clinic settings and are selected based upon their commitment to best practice in the delivery of psycho-educational services. Student involvement includes, but is not limited to, participating in prereferral

intervention and multidisciplinary educational team meetings, conducting a broad range of psychological assessments and techniques, collecting information useful for planning

education/instructional and behavioral interventions, constructing and implementing intervention programs, conducting group and individual counseling or training sessions, and consultation with school personnel. Clinical practicum includes additional experiences devoted specifically to further developing skills while working with more severe populations in an area of expertise (e.g., positive behavior supports for students with autism spectrum disorders and cognitive behavioral therapy).

Both school settings and community or clinical placement provide students opportunities to apply knowledge attained in prior course work to real world settings while under supervision. Students have the opportunity to participate in professional supervision provided by a practicing school psychologist site supervisor and the university supervisor. Practicum experiences are a crucial component of the UCR School Psychology Program and serve to operationalize the scientist-practitioner model for students as they experience the interface between theory, empirical research, and practice.

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Practicum/Internship Handbook August 2010 7 PRACTICUM OBJECTIVES

Practicum objectives have been created to reflect the curriculum objectives established by the UCR Graduate School of Education School Psychology Program in accordance with American Psychological Association (APA), the National Association of School Psychologists (NASP), the California Commission on Teacher Credentialing (CCTC), and the California Board of

Psychology. The ultimate goal of practicum is to provide students the opportunity to acquire, apply, and consolidate course competencies in the school and community/clinical setting using best practice in the ethical and legal delivery of school psychological services. The NASP Blueprint for Training and Practice III was used as a specific outline for competency development. Practicum course content and field experience are designed to help students develop skills in each domain. Practicum objectives are delineated below.

Foundational Competencies

Domain 1: Interpersonal and Collaborative Skills: School psychology practicum students will develop and implement effective interpersonal skills and demonstrate an ability to work with children, adolescents and adults in a variety of capacities. School psychology practicum students will learn to problem-solve difficult situations and will collaborate with others to develop a harmonious learning environment. They will also take the opportunity to clearly present and disseminate information to diverse audiences.

Domain 2: Diversity Awareness and Sensitive Service Delivery: School psychology practicum students will become aware, and sensitive to, cultural

differences. This includes working with students and their parents. They will also use their knowledge of cultural differences to choose appropriate assessment tools and use that data to help match students with the most appropriate instruction/intervention.

Domain 3: Technological Applications: School psychology practicum students will develop the skills necessary to use the latest technological advances in their work. They will consider ethics when using technology and will adhere to the technology policies associated with the agency in which they work. Students will also garner knowledge related to assistive technology and how that can be used to help students. Students will also become aware of the technological issues facing students (e.g., cyber bullying and lack of access to technology).

Domain 4: Professional, Legal, Ethical and Social Responsibility: School psychology practicum students will be prepared to practice in ways that meet all appropriate professional and legal standards in order to enhance the equality of services and protect the rights of all parties.

Functional Competencies

Domain 5: Data-Driven Decision Making and Accountability: School psychology practicum students will be able to use the methods of assessment and

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Practicum/Internship Handbook August 2010 8 problem-solving models as a part of a systematic process to collect data and other information. They should use this information for empirically-based decisions. Practicum students should be able to use collected data to evaluate individual student and systems-level performance. Assessment practices should be eco-behavioral in nature and evaluate the child and his/her environment.

Domain 6: Systems-Based Service Delivery: School psychology practicum students will not only focus on the individual level, but will focus on the greater system. They should begin to participate in reform efforts and later in the practicum experience can provide training to district personnel and/or parents. Students should be developing their competencies associated with intervention design, problem-solving, crisis prevention and home-school collaboration.

Domain 7: Enhancing the Development of Cognitive and Academic Skills: School psychology practicum students, in collaboration with others, will be to develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths and needs. Students will assist in choosing appropriate assessment tools, specifically those that have strong treatment validity. The students will seek opportunities to implement interventions to achieve goals and evaluate the effectiveness of interventions.

Domain 8: Enhancing the Development of Wellness, Social Skills, Mental Health, and Life Competencies: School psychology practicum students will learn how to access resources and address issues related to wellness, social skills, mental health and life competencies. Students should familiarize themselves with evidence-based interventions in these areas and should seek to implement interventions for students in need.

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Practicum/Internship Handbook August 2010 9 PRACTICUM REQUIREMENTS

The UCR School Psychology Program is designed to meet the field based experience

requirements of state and national accrediting agencies, specifically, the American Psychological Association, the National Association of School Psychologists and the California Commission on Teacher Credentialing. In addition, the UCR School Psychology Program practicum experiences prepares students to become qualified for the National Credential in School Psychologist (NCSP) and to be eligible to sit for the Examination in Professional Practice of Psychology (EPPP) that is required for licensure as a psychologist in each state.

As partial eligibility for the above it is required that through practicum students:

1. Complete a minimum of 600 hours, 500 hours of which must be completed in a school setting.

2. Complete practicum hours in at least three of the four school settings: Preschool, Elementary, Middle/Jr. High, and High School.

3. Complete clinical practicum hours in a program approved community or clinic setting during the third or fourth year of study.

4. Accumulate practicum hours through enrollment in the UCR practicum sequenced coursework (EDUC 265); research time and grant work in the schools will not count towards practicum.

5. Practice at least eight (6) hours per week in a school or clinical setting and participate in a two hour bi-weekly seminar occurring on campus and led by the university supervisor. The exception to this is Practicum – Introductory when practice is four (4) hours per week in a school setting and participation in the 2-hour weekly university seminar.

Note: In accordance with California Department of Education guidelines, practicum in school settings must be supervised by individual who is employed by the school district and is a California PPS credentialed school psychologist. For practicum in other settings, the general requirement is the supervisor should either by a credentialed school psychologist, if appropriate for that setting, or a California Licensed Psychologist.

For all practicum placements, the setting and supervisor must be approved by the practicum coordinator.

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Practicum/Internship Handbook August 2010 10 PRACTICUM PERFORMANCE EVALUATION

Performance evaluation as a means of establishing competency is an essential component of the practicum series. Site supervisors, consumers on site, and the university supervisors are

expected to provide students with performance feedback through integrated formative and summative evaluations. Objectives for practicum include both functional competencies (i.e., skills related to assessment, intervention, consultation, etc.) and foundational competencies (i.e., skills related to professionalism, ethical and legal standards, etc.). Practicum objectives and evaluation procedures are established at the outset of each experience through course syllabi. Student performance in practicum field experiences is evaluated using multiple methods from multiple sources. Specifically, students will self-evaluate as well as be evaluated by your practicum site supervisors, consumers of your services, and by university supervisors. More specific information about the format of the multiple methods of evaluation specific to each practicum course will be explained in each course syllabus.

Some of these methods are described below.

1. Practicum Logs. Students are responsible for documenting practicum hours using the Practicum Log of Hours. This log has been designed to be cumulative in training domains over the 4 years of practicum experiences. Logs are to be completed by the student, reviewed and signed by the site supervisor, and submitted for review and signature by the university supervisor on a regular basis, as designed by the university practicum supervisor. The Practicum Log of Hours form is made available to students on the UCR Blackboard website. See Appendix A and B for the Summary of Log Hours, which aggregates hours by month over the year in each training domain.

2. Case Reviews. Each class meeting, students will present a case they are currently working on at their practicum site for which the student would like feedback from their colleagues. Students will be assessed on the presentation of their case using a problem-solving case conceptualization and their interaction and feedback provided to their colleague’s case reviews.

3. Practicum Assignments. Each quarter students will be given assignments designed to help them link theory and practice. The assignments are directly related to the course content for that quarter and allow students an opportunity to evaluate field-based methods from a best practice perspective. Students will present their findings at the final class meeting each quarter.

4. Practicum Portfolio. Students will construct a portfolio of their work at practicum. The practicum portfolio will be a “work in progress” throughout the practicum sequence and will provide a portfolio of professional work and outcomes that can be used for interviewing for internship. Details on portfolio contents and requirements for each practicum sequence to be provided. See Appendix C for an example of portfolio requirements. The university

supervisor will use the portfolio to assess student level of performance and evaluate progress in the program as consistent with training expectations.

5. Site-Supervisor Evaluations. Students are responsible for obtaining a written evaluation each quarter from their site supervisor. Site supervisors evaluate the student’s progress in specific domains of training, taking into consideration the student’s training level in the program.

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Practicum/Internship Handbook August 2010 11 The site supervisor reviews the evaluation with the student and works together with the student to set goals for the next quarter. It is expected that not all activities will be afforded by every practicum experience, and therefore, not all items will be rated in any given quarter. However, given the array of experiences and populations in the practicum sequence, it is expected by the conclusion of the practicum sequence, students should be evaluated in every area. The Practicum Student Performance Evaluation Form, Appendix D, completed on a quarterly basis should be mailed directly to the Director of School Psychology Training in the Graduate School of Education at UCR. This evaluation will be taken into consideration when the student is evaluated for progress in training.

6. Consumer Evaluations. Students are responsible for obtaining a written evaluation each quarter from a consumer of their services. Students may select any school professional and/or parent with whom they worked during the quarter. Examples include a special educator, the school principal, a parent of a child with a disability. The Consumer of

Services Evaluation Form, Appendix E, will be discussed with the student by the university-based practicum supervisor and will be taken into consideration when the student is

evaluated for progress in training.

7. NTEPraxis II Exam in School Psychology. Students are required to take the NTEPraxis II Exam in School Psychology upon completion of the practicum series and prior to applying for internship. This is typically accomplished in the Spring Quarter of the third year of study, and needs to be completed by the end of the fourth year. Because the performance of the exam is closely related to practice experience, selected activities in the practicum courses are designed to prepare students for the examination

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Practicum/Internship Handbook August 2010 12 OVERVIEW OF PRACTICUM COURSEWORK SERIES

The Practicum Coursework Series is specifically designed to complement and enhance practical experience in core school psychology courses. Each quarter practicum coursework and

experiences are closely linked to concepts taught in concurrent courses from the psychological and behavioral assessment series, psychological consultation and intervention series, as well as foundational school psychology courses (i.e., medical, genetic, and physiological needs of special education, cognitive development, social/affective development, and academic

assessment/intervention). An overview of the practicum coursework series by training phase is described below.

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Practicum/Internship Handbook August 2010 13 A. Education 265-A: Practicum in School Psychology - Introductory

Education 265-A is a preparatory course offered to first year school psychology students in their first quarter of course work. Students are required to complete a total of 60 hours: 40 hours (4 hrs per week) of practicum experiences in a school based setting and 20 hours under university supervision during the weekly seminar course.

Objectives:

1. Gain an initial understanding of APA and NASP ethical guidelines. 2. Gain an initial knowledge of Special Education eligibility law

3. Gain an initial understanding of the role of school psychologists in public schools 4. Gain an initial knowledge on assessing school’s behavioral and crisis plans 5. Gain an initial knowledge and practice of case conceptualization and presentation Seminar topics include:

1. Psychology and educational foundations of School Psychology. 2. History and ongoing developing of the School Psychology discipline.

3. Ethical and professional guidelines as outlined by the American Psychological Association (APA) and National Association of School Psychologists (NASP).

4. Introduction to case law and legal foundations of practice.

5. Procedures and requirements for state (PPS) and national credentials (NCSP) and licensure as a Licensed Psychologist (LP).

6. Professional organizations; local, state, national, and international. 7. Introduction to prevention and intervention at multiple levels of practice.

8. Foundational concepts related to knowledge and practice of problem solving case conceptualization and presentation.

9. Working with culturally and linguistically diverse populations.

10.Foundational concepts related to the Individuals with Disabilities Education Act (IDEA), Americans with Disabilities Act, and California Education Code.

11.Foundational concepts related to special education eligibility law.

During the first quarter of practicum students will indirectly participate in a variety of school based activities to include:

1. Observe and or assist in general education and special education classrooms.

2. Observe the organization and administration of school settings and attend building meetings (i.e., student assistance teams, pre-referral meetings, parent-teacher organization meeting, a faculty meeting, and individualized education plan team meetings).

3. Shadow a variety of school psychologists in assorted school settings (i.e., preschool, elementary, secondary, etc.)

4. Conduct a comprehensive school record review including attendance records, grade reports, standardized test scores, and discipline records.

5. Conduct classroom based direct observation on a target student utilizing a school-based observation technique.

6. Complete curriculum based measurement and progress monitoring activities under close supervision. Requirements will coincide with the concepts acquired in the academic assessment course, which is taken simultaneously.

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Practicum/Internship Handbook August 2010 14 7. Students are required to present a case-study including classroom observation data,

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B. Education 265-B: Practicum in School Psychology - Basic

Education 265-B is a fundamental two-quarter series offered to first year school psychology students during the second and third quarter of course work. Students are required to complete a total of 90 hours per quarter: 80 hours (1 day per week) of practicum experiences in a school based setting and 10 hours under university supervision during the bi-weekly seminar course. Objectives:

1. Select, evaluate, administer, score, and interpret psychometrically sound and appropriate, published cognitive, academic, social/emotional, and behavioral assessments according to professional ethical standards and guidelines.

2. Select, administer, and interpret curriculum-based assessments to evaluate instructional level, monitor student progress, and evaluate academic outcomes.

3. Select, utilize, and interpret appropriate observational methods of observable, measureable academic and social behaviors. Write a Functional Based Assessment (FBA) Report.

4. Write a comprehensive psychoeducational report addressing cognitive, academic, social/emotional, and/or behavioral concerns, including recommendations for treatment.

5. Write well-defined academic and behavioral goals that are ambitious, appropriate, observable, and measureable.

6. Use a Problem Solving case conceptualization approach to comprehensive assessment. 7. Use best practice consultation methods when working with school staff and parents.

8. Use evidence-based observation and structured interviewing methods in an ecological assessment model.

9. Have knowledge and experience with the general education setting, the student pre-referral process, and formal evaluation procedures.

10.Have knowledge and experience with students, families, staff from diverse backgrounds. 11.Have knowledge of legal issues related to a student IEP, procedural seafeguards, parental

consent/educational rights, timelines, assessment plans, and FERPA.

12.Have knowledge of special education services eligibility categories as stated in IDEIA (2004), the California Education Code and as compared to the APA Diagnostic and Statistics Manuarl-IV diagnostic categories.

13.Have understanding of the Response-to-Intervention (RTI) process for Specific Learning Disability eligibility in contrast to the Ability-Achievement discrepancy approach.

14.Use ethically sound methods of practice in a school-based setting as set forth in the APA Ethical Standards Code and the NASP Ethical Code ofConduct.

15.Have knowledge of various public and non-public settings for school psychology professionals. Seminar topics include:

1. Individuals with Disabilities Education Act (IDEA)

2. Eligibility for special education supports and services as specified in IDEA and California Education Code.

3. Diagnostic and Statistics Manual-IV, diagnoses and educational eligibility 4. Pre-referral process, progress monitoring and general education intervention 5. Individual Educational Plan (IEP); plans, documentation, and meetings.

6. Legal issues related to the IEP; procedural safeguards, parental consent/educational rights, confidentiality, timelines, and assessment plans.

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Practicum/Internship Handbook August 2010 16 8. Cognitive assessment and intervention; application in schools

9. Academic assessment and intervention; application in schools

10.Socio-Emotional/behavioral assessment and intervention; application in schools 11.Consultation; school staff and parents

12.Observation and interviewing techniques.

During the second and third quarter of the first year of study practicum students will participate in a variety of school-based activities to include:

1. Attend and participate in a variety of school based meetings (i.e., student

assistance team meetings, pre-referral meetings, faculty meetings, and individualized education plan team meetings).

2. Complete initial special education evaluation paperwork including obtaining consent, providing and explaining procedural safeguards as defined in IDEA.

3. Complete comprehensive academic assessments leading to specific strategies for academic intervention.

4. Utilize progress monitoring techniques and graphically represent data.

5. Complete comprehensive cognitive assessments utilizing a variety of cognitive assessment tools.

6. Conduct psychoeducational assessments under the direct supervision of the Site Supervision. Areas of assessment should be directly related to training obtained in the school psychology assessment course.

7. Write written reports of evaluation results to be incorporated into a psychoeducational assessment report.

8. Utilize consultation techniques with school staff and parents.

9. Students will be required to present a case-study each quarter. This presentation should including graphical data and handouts.

10.Student will participate in mock IEP meetings and assisting in the completion of an Individualized Educational Plan.

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C. Education 265-C: Practicum in School Psychology - Advanced

Education 265-C is a three quarter series offered to school psychology students during the second year of course work. Students are required to complete a total of 90 hours per quarter: 80 hours (1 day per week) of practicum experiences in a school based setting and 10 hours under university supervision during the bi-weekly seminar. The student may opt to enroll for 2 units/quarter, which requires 160 hours (2 days per week) of practicum experience per quarter; instructor consent required.

Objectives:

Continue demonstrating the skills developed through Basic Practicum and:

1.Develop deeper understanding and working knowledge of Individuals with Disabilities Education Act (IDEA) and how it applies to supporting students with disabilities; especially Legal issues related to special education supports services, IEP, and section 504

2. Become adept with planning, implementing, and writing reports for psycho-educational evaluations; Initial, Annual, and Tri-annual; present findings and recommendations at IEP meetings in the schools; work with parents/families throughout the process.

3. Gain and understanding of the diverse consultation issues and strategies in working with teachers, staff, parents/families, and community agencies

4. Great development of Behavioral assessment and intervention; Social/Emotional assessment and intervention; including FBAs and writing Behavioral Intervention Plans

5. Recognize and be able to interpret the effects of psychotropic medication on student academic achievement and social competence.

6. Further develop cross-cultural competence as you work in the schools with diverse populations of children and their families.

7. Become knowledgeable about how to write legally defensible reports and prepare for Due Process hearings

8. Attend, participate and present information in a variety of school based meetings (i.e., student assistance team meetings, pre-referral meetings, faculty meetings, and individualized education plan team meetings).

9. Complete comprehensive social/emotional and behavioral assessments leading to specific strategies for behavioral intervention; assist in the implementation of these interventions. 10.Applied practice in conducting, interpreting, and making recommendations based upon

progress monitoring academic, social/emotional, and/or behavioral interventions.

11.Knowledge and practice in coordinating school-based services with social and community based agencies.

Seminar topics will include:

1. Individuals with Disabilities Education Act (IDEA)

2. Psychoeducational evaluations; Initial, Annual, and Tri-annual. 3. Consultation issues and strategies

4. Behavioral assessment and intervention 5. Social/Emotional assessment and intervention 6. Individual and Cultural Diversity

7. Legal issues related to special education supports services, IEP, and section 504 8. Legally Defensible Reports

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Practicum/Internship Handbook August 2010 18 10.Credentialing

11.Licensure

During each of the three quarters during the second year of study practicum students will

participate, with relative independence in the later quarters, in a variety of school based activities to include:

1. Attend, participate and present information in a variety of school based meetings (i.e., student assistance team meetings, pre-referral meetings, faculty meetings, and individualized education plan team meetings).

2. Conduct progress monitoring and present results to school staff. 3. Conduct comprehensive psychoeducational assessments.

4. Write written reports of psychoeducational assessment results.

5. Actively participate in the IEP process; present assessment results to team during IEP meetings.

6. Complete comprehensive social/emotional assessments leading to specific strategies for behavioral intervention.

7. Coordinate with social and community based agencies.

8. Students will be required to present a comprehensive case-study each quarter. These presentations should including assessments, written reports, graphical data, and handouts. 9. Student will participate in mock IEP meetings which will include completing an

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Practicum/Internship Handbook August 2010 19 D. Education 265-D: Practicum in School Psychology - Clinical

EDUC 265-D is offered to school psychology students during the third year of study. Students are required to complete a total of 90 hours per quarter: 80 hours of practicum experiences (1 day per week) in a clinic/community based setting and 10 hours under university supervision during the bi-weekly course. The student may opt to enroll for 2 units/quarter, which requires 160 hours (2 days per week) of practicum experience per quarter; instructor consent required. The student may also elect to enroll in EDUC 265-D Clinical Practicum for 2 quarters, but this is not a requirement. A student might consider 2 quarters of clinical experience if their intention is to specialize in a clinical area of practice for internship or as a professional (e.g. treatment of children/youth with autism). Instructor consent is required to enroll for a second quarter of EDUC 265-D.

Objectives:

Continue demonstrating skills developed through Basic and Advanced Practicum and:

1. Deeper understanding of major, effective child behavior therapy strategies including parent training, applied behavior analysis, cognitive behavior therapy, respondent learning strategies (e.g. systematic desensitization, exposure-based treatment), and social learning strategies (e.g. modeling, coaching, behavioral rehearsal, social problem solving, anger control training.

2. Working knowledge of consultation, treatment, and outcome evaluation of children/youth and their families in clinical settings.

3. Develop the ability to use the Problem Solving case conceptualization model for clinical treatment and outcome evaluation

4. Deepen understanding of:

5. Evaluating empirically established or supported psychosocial interventions for children using the standards developed by APA’s Division 12 Divisional Task Force (Child Clinical and Pediatric Psychology Sections).

6. Evaluating the quality of evidence for psychosocial interventions with children based on threats to internal, external, statistical conclusion and construct validity of causes of effects. 7. Evaluating the effects of various psychosocial interventions with children utilizing the

meta-analytic method.

8. Current body of knowledge of symptomatology related to childhood disorders and the most up-to-date empirical evaluations of treatments and interventions for these disorders.

Seminar topics will include:

1. Alternative professional settings

2. Current research/best practice assessment and therapeutic treatment of psychopathologic disorders of children/adolescents.

3. Current research/best practice assessment and therapeutic treatment of neurological disorders of children/adolescents.

4. Current research/best practice assessment and therapeutic treatment of genetic disorders of children/adolescents.

5. Residential/Non Residential treatment

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E. Education 265 E: Practicum in School Psychology - Supervision

EDUC 265-E is offered to school psychology students during the third year of course work. Students are required to complete a total of 90 hours per quarter under university supervision during seminar course meetings and supervision assignments.

Objectives:

1. Have knowledge of the historical evolution of supervision in professions providing psychological services.

2. Become familiar with models of supervision used in counseling, therapy, and human services, and with their application to supervision of school psychologists.

3. Examine supervisor and supervisee roles, functions, relationships, and skills. 4. Apply their knowledge and skills as supervisors or mentors.

5. Examine the cultural aspects of the supervisory relationship, including issues of gender, race, and socio-economic background.

6. Become familiar with legal and ethical issues in supervision and administration.

7. Have knowledge of models and techniques for program planning and outcome evaluation. 8. Prepared for internship application and interviewing.

9. Prepared for passing the NCSP examination and application for the NCSP. Topics will include:

1. Historical evolution of supervision 2. Theoretical orientations of supervision

3. Best practice in supervision of school psychologists in diverse settings 4. Internship preparation; applying and interviewing for internship positions. 5. Association of Psychology Postdoctoral and Internship Centers (APPIC)

Students will participate, with relative independence in the later quarters, in a variety of school-based activities to include:

1. Engage in a variety of practice supervisory and mentoring experiences. Mentees/supervisees will be students at the university.

2. Mentor a year 1 or 2 student in the school psychology program. Goals will be developed collaboratively with the student.

3. Peer supervision dyads will be created and required to meet twice during the quarter to view and analyze a videotape of a session with the supervisor (third year student) and supervisee (first year student).

4. Supervision process notes and self-analysis including a discussion of how these relate to the material/theoretical issues in reading and class discussions.

Note: All students will review sample questions in preparation for the NTEPraxis II Exam in School Psychology exam as well as complete the application/registration process for the exam. Students begin to prepare for internship.

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Practicum/Internship Handbook August 2010 21 F. Education 265-F: Practicum in School Psychology – Independent

EDUC 265-F is offered to school psychology students during the fourth year of course work. Students are required to complete a total of 90 hours per quarter under university supervision during seminar course meetings and supervision assignments.

Objectives:

1. Apply the theoretical and applied coursework towards more independent school psychology practice.

2. Apply legal and ethical principals in a practical setting using problem-solving skills. 3. Independently implement academic and behavioral interventions.

4. Prepare for internship application and interviewing.

5. Prepare for passing the NCSP examination if not taken during the third year of coursework. Topics will include:

1. Issues related to individual and systems-based service delivery 2. Further exploration of best practices in field settings

3. Internship preparation; applying and interviewing for internship positions. 4. Association of Psychology Postdoctoral and Internship Centers (APPIC)

Students will participate, with relative independence in the later quarters, in a variety of school-based activities to include:

1. Assessment and evaluation of students suspected of having disabilities. 2. Develop or maintain intervention activities.

3. Developing working relationships with colleagues to help enact systemic change. 4. Work towards independence.

Note: Internship preparation is also a core component of this course. Student will participate in activities in preparation of internship. Students will finalize documentation for practicum hours, evaluations forms, and complete required documentation for the Pupil Personnel Services (PPS) credential to practice in the State of California.

Due to the individual nature of this portion of the practicum sequence, student requirements will be created on an individual basis.

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Practicum/Internship Handbook August 2010 22 RESPONSIBILITIES OF PRACTICUM PARTNERS

A. Responsibilities of the Practicum Student

1. The student maintains the highest standards of professionalism during the field practicum experience, including but not restricted to standards of dress, dependability, ethical standards, and professional activity. Students will practice in a manner consistent with local, state, and national ethical and professional standards for practice. The School Psychology Program of the Graduate School of Education at the University of California-Riverside follows

guidelines for psychologists established by the American Psychological Association (APA) (Ethical Principles of Psychologists, Specialty Guidelines for the Delivery of Services by School Psychologists, Ethical Principles in the Conduct of Research with Human

Participants), and those established by the National Association of School Psychologists (NASP) (Professional Conduct Manual), as well as state and regional psychological associations. In respect to educational and psychological testing and interpretation, the program follows the guidelines prepared by the American Educational Research Association (AERA), the American Psychological Association (APA) and the National Council for Measurement in Education (NCME) (Standards for Educational and Psychological Tests and Manuals).

a. Students will dress according to the ecology of their setting (e.g., not overly dressy or too casual). Students should ask their supervisor if there is a specific dress code.

b. If students are going to be late (even 10 minutes) they MUST call his/her supervisor.

c. Absences are strongly discouraged. Practicum is part of coursework and should be treated with appropriate seriousness. If a student is going to miss, the student MUST alter his/her supervisor and, if possible, arrange a make-up day.

d. Students must demonstrate strong ethical practice at al times (e.g., discussion of student cases, gossips, etc.).

e. Students must remember that he/she is a guest at the site. They are encouraged to introduce themselves to the staff and learn the roles of the school staff.

f. Students are asked to complete assignments, many of which are intervention or assessment related activities. It is not the supervisor’s responsibility to arrange for assignment completion. Students may ask their supervisor which teacher/student may be best matched to the assignment, but the student must independently consult with the teacher and obtain appropriate parental permission.

2. Student documents practicum hours using the Practicum Log (Appendix A). The student is to distribute time across activities, documenting demographic and other information as designated on the log form. The form is to be reviewed and approved each month with the site supervisor’s signature. The student is responsible for submitting the signed logs to the university supervisor on a quarterly basis. The student is responsible for summarizing accumulated practicum hours and experiences over the training period by using the Practicum Hour Summary Log (See Appendix B).

3. The student participates in the development and monitoring of practicum activities. This includes, but is not limited to, collecting evidence demonstrating progress toward program outcome competencies consistent with the NASP Blueprint for training domains and

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Practicum/Internship Handbook August 2010 23 addressed on the Practicum Performance Student Evaluation Form (Appendix D) and in course syllabi, program procedures and guidelines.

4. Students participate in supervision with the Site Supervisor. The level of supervision is directly related to the specific level of practicum (i.e., Introductory, Basic, Advanced, Clinical). A specific schedule for this supervision will typically be established during initial consultation with the University Supervisor.

5. The student participates in regular self-evaluation activities (e.g. monthly reflection papers) including a demonstrated awareness of competency level. The student will not accept responsibilities that exceed this level.

6. The student participates actively in group discussions of the field experience with other students during university-based practicum seminar. Students are expected to complete course activities, professional activities, assigned readings, and participate fully in seminar discussions.

7. The student requests additional supervision of the Site or University Supervisor as needs arise.

8. The student creates a practicum professional portfolio, which involves detailed records documenting experiences and performance competencies; such records are essential for later certification, licensure, and internship applications. The professional portfolio is used to evaluate progress in the program, readiness for more complex experiences, evaluate

readiness for internship, and to form specific professional goals for the internship year. See Appendix C for requirements.

9. Students provide the Site Supervisor with a Practicum Performance Student Evaluation Form (Appendix D) upon completion of requirements each quarter. Although, Site Supervisors will return the evaluations directly to the University Supervisor it is the responsibility of the student to ensure these forms are completed and returned in a timely manner.

a. It is the student’s responsibility to provide his/her supervisor with appropriate documentation prior to when they need to be completed. Students must be respectful of their supervisor’s schedules and provide adequate notice. 10.Students select a consumer of their services at the practicum site (e.g. teacher, parent,

principal, counselor) and asks the consumer to evaluate their experience with the student using the Consumer of Services Evaluation Form (Appendix E). Although the consumer will return the evaluation directly to the University Supervisor, it is the responsibility of the student to ensure the form is completed and returned in a timely manner.

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Practicum/Internship Handbook August 2010 24 B. Responsibilities of the University Practicum Supervisor

1. The University Supervisor ensures that the practicum experience is conducted in a manner consistent with current legal-ethical guidelines of the profession. The School Psychology Program of the Graduate School of Education at the University of California-Riverside follows guidelines for psychologists established by the American Psychological Association (APA) (Ethical Principles of Psychologists, Specialty Guidelines for the Delivery of Services by School Psychologists, Ethical Principles in the Conduct of Research with Human

Participants), and those established by the National Association of School Psychologists (NASP) (Professional Conduct Manual), as well as state and regional psychological associations. Also, the guidelines prepared by the American Educational Research Association (AERA), the American Psychological Association (APA) and the National Council for Measurement in Education (NCME) for educational and psychological tests and manuals are adhered to (Standards for Educational and Psychological Tests and Manuals). 2. The University Supervisor recruits field sites and certifies that each practicum site meets

program standards. As a means of maximizing reliability in ratings across

settings/supervisors the University Supervisor ensures that each Site Supervisors is trained in effective methodologies for the ongoing assessment of competence, particularly rating the

Practicum Performance Student Evaluation Form (Appendix D).

3. The University Supervisor consults with the Site Supervisor and the student to establish practicum objectives for each quarter.

4. The University Supervisor regularly evaluates and provides formative evaluation to the student with regard to progress made toward the practicum objectives. Progress is evaluated in part by the student’s performance and level of participation in the bi-weekly practicum course meetings.

5. The University Supervisor supplements site supervision by directing group discussions of specific student activities and case reviews during practicum seminars.

6. The University Supervisor collects evidence regarding student competencies via the

Practicum Student Performance Evaluation Form (Appendix D) completed by the Site Supervisor, the Consumer of Services Evaluation Form (Appendix E), and the practicum hourly logs to aid in assigning a quarter summative evaluation for the practicum course.

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Practicum/Internship Handbook August 2010 25 C. Responsibilities of the Site Supervisor

1. The Site supervisor ensures that the practicum experience is conducted in a manner consistent with current legal-ethical guidelines of the profession. The School Psychology Program of the Graduate School of Education at the University of California-Riverside follows guidelines for psychologists established by the American Psychological Association (APA) (Ethical Principles of Psychologists, Specialty Guidelines for the Delivery of Services by School Psychologists, Ethical Principles in the Conduct of Research with Human

Participants), and those established by the National Association of School Psychologists (NASP) (Professional Conduct Manual), as well as state and regional psychological associations. Also, the guidelines prepared by the American Educational Research Association (AERA), the American Psychological Association (APA) and the National Council for Measurement in Education (NCME) for educational and psychological tests and manuals are adhered to (Standards for Educational and Psychological Tests and Manuals). 2. The Site Supervisor within educational settings must hold a valid Pupil Personnel Service

(PPS) credential that has been valid for a minimum of three years and be in professional good standing and/or a doctorate in psychology and be a licensed psychologist.

3. The Site Supervisor in settings other than educational settings (e.g. clinical) must hold valid licensure for the mode of practice, have been practicing for a minimum of three years and be in professional good standing.

4. The Site Supervisor reviews practicum objectives via the syllabus, foundational and functional competencies, and course overview which includes specific objectives for the practicum experience along with activities planned to meet these objectives, the criteria against which objectives will be evaluated.

5. The Site Supervisor directs the implementation of the practicum objectives through case assignment, incorporating the student into ongoing school activities, and monitoring student involvement in the Site Supervisor's own activities.

6. The Site Supervisor helps students identify multiple opportunities and methods for collecting evidence of professional and personal competence.

7. The Site Supervisor provides direct supervision to the student. The level of supervision is directly related to the specific level of practicum (i.e., Introductory, Basic, Advanced, Clinical). A specific schedule for this supervision will typically be established during initial consultation by the University Supervisor.

8. The Site Supervisor supervises the activities of the student by preparing the student for unfamiliar situations, guiding the student through new activities, and reviewing and

discussing completed activities with the student. Formative evaluation is provided frequently to the student to ensure competence.

9. The Site Supervisor immediately informs the University Supervisor of any student behavior which interferes with that student's effective professional practice at the site.

10.The Site Supervisor evaluates the practicum student’s skills using the Practicum Student Performance Evaluation Form (Appendix D) at the end of the quarter and submits the signed

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Practicum/Internship Handbook August 2010 26 evaluation directly to the University Supervisor. The Site Supervisor reviews the evaluation with the practicum student and collaborates with the practicum student to set goals for the next quarter. The Site Supervisor’s evaluation the student's skill development is the result of didactic discussions, direct observation, feedback from other school personnel, and review of the student's work products such as written reports, case notes, and related documentation.

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Internship Guidelines and Contract

For Ph.D. students, the internship occurs during the fourth or fifth year of training and can only be taken after all of coursework is completed, written and oral comprehensive examinations passed, and have an approved dissertation proposal. The internship must be completed on a full-time basis over a period of one calendar year and requires a minimum of 1500 clock hours. At a minimum, the internship must meet the Council of Directors of School Psychology Programs (CDSPP) guidelines. Because the program is also NASP approved, at least 600 hours of the internship must take place in a school setting (students entering with an MA in school psychology see below). In addition, a doctoral level licensed psychologist must supervise the internship and the intern must receive at least two hours per week of direct supervision.

Pay vs. non-Pay Internships

UCR expects that all students will complete paid internships with school districts or other intern settings. The internship must be approved by the UCR School Psychology Program internship coordinator. As part of the internship plan described below, all students must submit a copy of their contract with the internship setting. In rare circumstances, the internship coordinator can approve non-paid internships in circumstances that do not allow for paid positions.

School Hour Credit for Previous Internship

Students entering with an MA in school psychology who had an internship must still complete a 1500 hour internship. If the following requirements are met, the previously mentioned

requirement that a minimum of 600 of the 1500 hours must be in school setting is waived. In other words, all 1500 hours could be done in a clinical setting without a school component. 1. The internship must have been preceded by appropriate graduate coursework and practica and must include a range of activities consistent with both program goals and NASP "Domains of School Psychology Training and Practice;"

2. The experience must have been consistent with NASP internship standards, particularly those pertaining to conditions of supervision and credentials of field supervisors;

3. There is evidence that the candidate successfully completed the internship and has

continued to utilize the resulting knowledge and skills on a continuous basis since the time of the internship (programs should note that they will ultimately be responsible for assessing and documenting the culminating performance of interns/graduates);

4. The internship and associated supervision can be appropriately documented for such purposes as program approval/accreditation and candidate application for state and national certification.

Objectives for Internship Experiences

The internship is intended to provide experiences relevant to the following areas: 1. Refinement of assessment and diagnostic skills for children and youth. 2. Refinement of functional analysis skills.

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Practicum/Internship Handbook August 2010 28 3. Refinement of behavior therapy and counseling skills.

4. Further development of research and evaluation skills.

5. Effective utilization of community and institutional resources.

6. Continued professional growth through in-services, self-study, and supervisory evaluations. 7. Continued growth and development regarding legal and ethical issues in school psychology. 8. Refinement of consultation skills in schools and community agencies.

Internship Plan

The internship agency and the intern must prepare a written plan that explains the objectives and content of the internship. The intern, the internship field supervisor, and the UCR Internship Coordinator must sign this written plan. This internship plan must include at a minimum: (a) clearly stated description of the activities that will be completed at the internship agency , (b) estimated number of hours that will be completed in each setting of the internship agence (e.g., school #1, school #2) (c) specification of supervisory responsibilities of the agency and internship field supervisor, (d) description of the supervisor’s credentials (e.g., Ph.D., NCSP), (e) description of internship logs, and (f) clearly stated goals that include a description of how the goals will be measured.

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Practicum/Internship Handbook August 2010 29 Internship Plan

SAMPLE

This internship plan is between the University of California, Riverside, School Psychology Doctoral Program, School of Education ("UCR") and

___________________________(district).

The internship plan is designed and written specifically for doctoral graduate student: _________________________________ ("Intern")

Description of Intern Activities

[Describe typical daily activities including weekly and total hours in each setting. Present demographics about student or client population.]

Supervision of the Intern

Supervision will be provided by __________. The supervisor will provide a minimum of two hours of face-to-face supervision per week. In addition, the district and the supervisor will provide opportunities for ongoing professional development via in-service training of current educational practices, including, but not limited to, current issues related to state and national legislation and directives to education professionals and effective treatment and intervention methods for application in schools. [Provide supervisor’s credentials.]

Internship Documentation

The "Intern" will provide activity/caseload logs to both institutions. The logs will serve as documentation of supervised internship experience and will be utilized for purposes of licensure qualification. Logs will include the following information on a daily basis: type of service (assessment, consultation, intervention, SST/IEP meetings, research), type of setting in which service is provided, hours of service for ethnic minorities, in-service training, community agency contacts, and total daily and quarterly hours in each service.

Internship Plan

Working with the district and the internship supervisor, the intern will create an internship plan that specifies learning goals that are based on the NASP Blueprint for School Psychology II. In addition, the internship plan will specify number of hours of anticipated experience by setting and work type (e.g., consultation, direct service, assessment, in-service). The UCR field supervisor must approve the plan during the first quarter of the internship.

Signatures below signify that all conditions of the internship plan are agreeable and acceptable to the "Intern" and institutions, "UCR" and "__________", as stated.

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Practicum/Internship Handbook August 2010 30 District Internship Supervisor or Lead Psychologist Dated

District Administrative Representative Dated

UCR Internship Coordinator Dated

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Supervision of the Intern

Internship supervision in the agency is the primary responsibility of the field supervisor who acts as a liaison between the intern and the UCR program. The following requirements pertain to internship supervision:

1. The field supervisor is a field-based psychologist who has a doctorate for Ph.D. students who is a credentialed and licensed for the setting in which they work (e.g., a school based school psychologist must have a state credential). Further, this psychologist should have substantial work experience as a psychologist (a minimum of 4 years) as well as experience supervising psychology practicum and internship students. For Ph.D. students it is required that the supervisor be a licensed psychologist. It should be noted that internship supervisors cannot be responsible for more than two interns at any given time.

2. The internship supervisor must be an employee of the internship agency or an affiliate (e.g., consultant) of the agency who carries major responsibility for cases being -supervised. When internship supervision is provided by an affiliate, then a regular staff member in the agency must be ultimately accountable to the intern and the University.

3. Interns must meet with their field supervisor for a minimum of two hours of face-to- face supervision per week. Additionally, field supervisors will be available for telephone consultation as needed.

4. The following guidelines are recommended for distribution of the intern's time: (a) At least 10% of the intern's time should be spent in each of these primary activities: psychometric assessment, behavioral assessment, direct intervention, and consultation, (b) At least 50% of the intern's time must be spent in direct client contact, (c) A minimum of two hours per each week must be spent in regularly scheduled formal, face-to-face individual supervision of the intern, (d) The intern may spend up to 30% of the total time in secondary professional activities such as research (dissertation), supervision (providing supervision to practica students), and education (learning activities), (e) Scheduled learning activities should be a part of the internship experience and may include:

Case Conferences

Seminars dealing with professional issues in-service training observing other agency units in delivery of services. Meetings with professionals other than school psychologists' professional conferences and Seminars.

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UCR Internship Evaluation

Student's Name:______________________________ Date:_____________ Supervisor's Name:___________________________ Ph#:______________

Location:__________________________ Evaluation Period: _________ to________ Supervisor's Signature:_______________________________

I. Consultation with Staff - Staff Relationships Accepts guidance and suggestions.

_________ _________ _________ ________ NA Needs Improvement Satisfactory Excellent

Has attempted or developed positive relationships with others. _________ _________ _________ ________

NA Needs Improvement Satisfactory Excellent

Cooperates with team members.

Participates in meetings and/or discussions.

Demonstrates appropriate consultation problem-solving skills. _________ _________ _________ ________

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Practicum/Internship Handbook August 2010 33 II. Relationship with students (clients)

Develops strong rapport with students.

Is sensitive to the needs of students.

Communicates with students.

Demonstrates an understanding of developmentally appropriate behavior. _________ _________ _________ ________

NA Needs Improvement Satisfactory Excellent

III. Assessment Activities

Properly conducts assessments.

Demonstrates an understanding of the research related to diagnostic practice with for academic concerns.

Demonstrates an understanding of the research related to diagnostic practice with for behavioral concerns.

Follows APA/AERA/NCME Standards for Educational and Psychological Testing.

Presents assessment results in a clear, parent friendly format (verbal or written) that takes into account measurement error.

IV. Intervention Activities

Demonstrates knowledge of academic interventions. _________ _________ _________ ________ NA Needs Improvement Satisfactory Excellent

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Practicum/Internship Handbook August 2010 34 Demonstrates knowledge of behavioral interventions.

Demonstrates knowledge of progress monitoring procedures for academic interventions.

Demonstrates knowledge of progress monitoring procedures for behavioral interventions.

In the space below, please describe the intern’s progress towards the student’s internship goals. .

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COUNCIL OF DIRECTORS OF SCHOOL PSYCHOLOGY DOCTORAL LEVEL INTERNSHIP GUIDELINES (Approved by the Membership, May,

1998)

In the absence of special circumstances, an organized training program in School Psychology meeting these guidelines will also be considered as meeting the “Guidelines for Defining an Internship or Organized Training Program in Psychology” used by the National Register to identify an acceptable internship or organized training program, one of the several requirements for listing in The National Register of Health Services Providers in Psychology.

1. A School Psychology 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 experience. The internship is the culminating 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 all coursework leading to the degree. The primary focus and purpose is assuring breadth and quality of training. The School Psychology internship is designed to meet the needs of the graduate students and should provide an extension of education and supervised

training from the university program. The internship must include a range of activities such as consultation, assessment, intervention, supervision, and research that are designed to meet the health and psychological needs of the clients.

2. The intern shall spend time in research activity which may include evaluating the outcomes of services delivered and the effectiveness of the intern’s own training. This time shall not exceed 25% of the internship. The intern shall spend at least 25% of his or her time in direct (face-to-face) psychological services to clients or patients.

3. The internship agency has a written statement or brochure, which describes the goals and content of the internship program, states clear expectations for the quality of trainees’ work, training, and supervision, and is made available 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 should have a written statement that includes, but is not limited to, salary, benefits, reimbursable travel, holidays, and other relevant data.

4. Internship programs have documented due process procedures for interns, which are given to interns at the beginning of the training period.

School Psychology Program Practicum & Internship Handbook