SCHOOL PSYCHOLOGY PRACTICUM
AND
INTERNSHIP HANDBOOK
SCHOOL PSYCHOLOGY PROGRAM
Department of Psychology University of Hartford 200 Bloomfield Avenue West Hartford, CT 06117
OVERVIEW
This handbook is intended to describe various facets of the professional training sequence involving the Professional Seminar & Practicum in School Psychology I & II and Internship in School Psychology I & II for students in the NASP Approved and NCATE Recognized School Psychology Program at the University of Hartford. The overall intention of this sequence is to provide students with a series of supervised, school-based, professional experiences involving the delivery of school psychological services under the joint supervision of a Certified School Psychologist located at a local school, as well as with a university faculty member credentialed as a Certified School Psychologist. Relative to the supervision component, both practicum and internship students are required to participate in two and a half hours of weekly university-based group supervision complemented by one hour of site-based weekly face-to-face clinical supervision during the practicum year and two hours of site-based face-to-face clinical supervision during the internship.
Training experiences may include individual, group, and family counseling, psychological testing, consultation, case conference participation, and functions appropriate for a school psychologist. The School Psychology Program uses the NASP Training Standards as a foundation for guiding professional training experiences.
As background, the Professional Seminar & Practicum In School Psychology I-II and Internship In School Psychology I-II follow pre-professional training experiences provided during the first year of coursework and training. Those experiences include supervised experiences in individual testing completed during the fall and spring of the first year, primarily involving cognitive, academic, and personality testing, as well as a year-long counseling sequence which includes supervised counseling experiences with video-taped supervisory components. These pre-professional experiences illustrate the developmental, sequential, professional-practitioner approach utilized in preparing students for the rigorous, two-year practicum and internship components.
The Professional Seminar & Practicum in School Psychology I-II is a continuous, part-time, ten month experience involving two and a half days of service each week. The practicum sequence is completed during the second year of graduate training and involves a two and a half day a week commitment totaling a minimum of 600 hours of service. The Internship in School Psychology I-II (which can be completed on either a full-time basis in one year, or on a part-time basis over a two year period) involves the equivalent of a year-long, full-time, professional experience totaling a minimum of 1200 clock hours of professional service involving the delivery of school psychological services. The internship is conceptualized as a capstone experience.
Students who successfully complete Professional Seminar & Practicum in School Psychology I are eligible For Professional Seminar & Practicum in School Psychology II. Students who successfully complete Internship in School Psychology I are eligible for Internship in School Psychology II.
PROGRAM FACULTY
The School Psychology Program at The University of Hartford is designed to produce competent, ethical, highly trained clinicians primarily interested in working with children in school settings. Housed in the Department of Psychology, the program currently has three licensed psychologists who assume primary responsibility for education and training. In addition, the Department of Psychology has faculty with expertise in such related areas as Cognitive Psychology, Developmental Psychology, and Health Psychology. All full-time faculty hold doctoral degrees.
CORE FACULTY
The School Psychology Program feels fortunate to have four psychologists who assume central responsibility for teaching and training in the School Psychology Program. All possess extensive professional experience, in addition to the requisite academic backgrounds required for teaching and training.
Dr. Natalie N. Politikos is an Associate Professor of Psychology and serves as Director of the School Psychology Program. A Certified School Psychologist and Nationally Certified School Psychologist, her interests include assessment practices in school psychology, neuropsychology in the schools, multicultural aspects of diversity in assessment, as well as legal and ethical mandates as they affect daily practice. She received her Ph.D. from The University of Northern Colorado.
Dr. Tony D. Crespi is a Professor of Psychology and serves as a primary advisor for many of the School Psychology graduate students. A Licensed Psychologist, Certified School Psychologist, Nationally Certified School Psychologist, Certified School Counselor, and Licensed Marriage and Family Therapist, he also holds Board Certification in School Psychology from the American Board of Professional Psychology. He has published extensively in areas spanning clinical supervision, credentialing, and professional training. He received his Ed.D. from The University of Massachusetts at Amherst.
Dr. Natasha K. Segool is an Assistant Professor of Psychology and serves as primary advisor for many of the School Psychology graduate students. Dr. Segool is a Licensed Psychologist and Nationally Certified School Psychologist. Her professional interests center on the presentation and impact of anxiety disorders on school-aged children. In particular, she has conducted research on the relationship between test anxiety and test performance on high-stakes educational assessments. She is also more broadly interested in the development and adaptation of evidence-based treatments for emotional and behavioral disorders in school-based settings and in ways to increase children’s access to mental health care through school and pediatric settings. She received her Ph.D. from The University of Michigan. Dr. Robert M. Leve is an Associate Professor of Psychology. A Licensed Psychologist and Board Certified Behavior Analyst, he also holds Board Certification from the American Board of Professional Psychology. His interests include Child and Adolescent Therapy,
Learning Theory, and Applied Behavior Analysis. He received his Ph.D. from the University of Maryland.
BROAD PROGRAMMATIC MISSION, GOALS, AND OBJECTIVES
The mission of the School Psychology Program is to prepare school psychologists with particular competencies to work in the schools with children, families, and educational systems. The program is designed to prepare highly qualified practitioners whose primary role is to maximize learning and developmental opportunities for children. Specifically, the program’s primary goal is to produce highly competent clinicians who will meet employment demands for services involving: 1) Assessment and Diagnosis, 2) Counseling and Psychotherapy, and 3) Consultation and Collaboration.
Mission: To prepare highly qualified school psychologists with particular competencies to work with children, families, and educational systems.
Goal I: To train specialist school psychologists with particularly strong competencies involving assessment and diagnosis. [The program fosters and maintains an education and training environment in which students are firmly grounded in a data-based knowledge base and accountability framework to achieve this goal].
Objectives:
A) Students will be well grounded and demonstrate knowledge and competencies involving cognitive, psychoeducational, and personality assessment measures. B) Students will demonstrate knowledge of and competencies in major classification
and diagnostic systems upon which special education and mental health classificatory and diagnostic decisions are constructed.
C) Students will receive pre-practicum, practicum, and internship experiences upon which assessment and diagnostic skills can be established.
D) Students will demonstrate knowledge of inter-individual differences impacting assessment and diagnosis (e.g. learning abilities and disabilities, child psychopathology, gender, culture, socioeconomics, and life span development. E) Students will integrate knowledge of life span development, student diversity, and
child psychopathology into psychological assessment and diagnostic evaluations. Goal II: To train specialist level school psychologists with particular competencies involving counseling and psychotherapy. [The program emphasizes this goal through an intense coursework sequence and integrated practicum and internship continuum which embraces an empirically validated approach to prevention, crisis intervention, and mental health].
Objectives:
A) Students will be well-grounded in and demonstrate knowledge of major counseling models and perspectives including individual, group, and family frameworks.
B) Students will understand, articulate, and practice knowledge of prevention, crisis intervention, and mental health approaches to promote mental health and well-being in children through practicum and internship experiences.
C) Students will have knowledge of individual, group, and family systems and those interventions able to be implemented within educational systems.
D) Students will understand the mixture of multicultural diversity, gender development, child psychopathology, and associated family, social, and community influences on counseling and development.
E) Students will demonstrate knowledge of, adherence to ethical and legal guidelines involving the delivery of mental health services to children within the context of schooling.
Goal III. To train specialist level school psychologists with particular competencies in consultation and collaboration. [The program provides in-depth training and supervision].
Objectives:
A) Students will demonstrate a conceptual understanding of major consulting models, B) Students will practice consulting skills and develop specific evaluations reflecting
consulting skills through a sequential progression of pre-practicum, practicum, and internship experiences.
C) Students will develop a consulting philosophy and professional portfolio outlining professional kills and competencies.
D) Students will demonstrate professional skills and the identity of a school psychology trainee able to consult with multiple constituencies and stakeholders.
E) Students will demonstrate knowledge of major consulting skills and roles able to positively impact children, families, classrooms, and schools.
Goal IV: To train specialist-level school psychologists with a strong identity as a school psychologist and with a strong commitment to ethical goals and standards.
Objectives:
A) Students will demonstrate knowledge of school psychology as a profession, and specialty within professional psychology, and be knowledgeable about its historical roots, traditional and emerging roles and functions, and scope of practice.
B) Students will demonstrate a strong commitment to ethical standards of practice and demonstrate adherence to ethical and legal guidelines in all aspects of professional work. C) Students will demonstrate knowledge of ethical and legal standards of practice
impacting school psychology in public schools as well as in private sectors of practice. D) Students will demonstrate an understanding of ethical and legal standards in school
E) Students will demonstrate professional identities as school psychologists through membership and participation in state and national organizations and through professional goals.
NASP PROFESSIONAL TRAINING GOALS
The National Association of School Psychologists [NASP} has developed twelve over-arching training areas which serve as major points around which training can be organized and evaluated. The are summarized to help provide a foundation for training and discussion.
2.1 Data-Based Decision-Making and Accountability: School psychologists have knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. School psychologists use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. Data-based decision-making permeates every aspect of professional practice.
2.2 Consultation and Collaboration: School psychologists have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations. School psychologists collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels.
2.3 Effective Instruction and Development of Cognitive/Academic Skills: School
psychologists have knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement
interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional interventions and consultation. 2.4 Socialization and Development of Life Skills: School psychologists have knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such
interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling.
2.5 Student Diversity in Development and Learning: School psychologists have knowledge of individual differences, abilities, and disabilities and of the experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs. 2.6 School and Systems Organization, Policy Development, and Climate: School
psychologists have knowledge of general education, special education, and other educational and related services. They understand schools and other settings as systems. School psychologists work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.
2.7 Prevention, Crisis Intervention, and Mental Health: School psychologists have knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. School psychologists provide or contribute to prevention and intervention programs that promote the mental health and physical well-being of students. 2.8 Home/School/Community Collaboration: School psychologists have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. School
psychologists work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.
2.9 Research and Program Evaluation: School psychologists have knowledge of research, statistics, and evaluation methods. School psychologists evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.
2.10 School Psychology Practice and Development: School psychologists have knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards. School psychologists practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development.
2.11 Information Technology: School psychologists have knowledge of information sources and technology relevant to their work. School psychologists access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.
BACKGROUND
As a critical part to your professional training, all students in the School Psychology Program are expected to complete two separate professional training experiences. During the second year of graduate training, students participate in a year-long (part-time) practicum placement. Typically, this will involve a commitment to a placement involving a minimum of two and a half days a week (a minimum of 600 hours). Students who successfully complete the first semester of practicum are eligible to move on to the second semester of practicum. Following the completion of the required course work for eligibility for certification in school psychology, students complete a year-long, full-time, internship in a approved site. All training is conducted in neighboring school systems.
The following supervision experiences are involved:
1. Individual face-to-face supervision for a minimum of one hour weekly from a site-based Certified School Psychologist.
2. Group supervision on a weekly basis with a university faculty member credentialed as Certified School Psychologist.
PRACTICUM OBJECTIVES
Practicum training precedes internship training in school psychology. That is to say, while the internship is often viewed as a capstone to training, the practicum often serves as a more global professional introduction to the field, introduces students to general roles, responsibilities, and professional issues, and typically serves as the initial professional training component.
Practicum students should:
1. Receive an opportunity to integrate theoretical, classroom knowledge with initial applied introductory professional experiences as a school psychologist.
2. Receive continuing feedback relative to readiness for continuing with professional training.
3. Receive a preparatory supervised training opportunity with experience in the
provision of direct service to clients. This may include co-therapy, responsibility for selected cases as a counselor and/or psychotherapist, as well as assessment duties. 4. Receive an opportunity to work collegially in an approved site. Attendance at
faculty/staff meetings, participation in planning and placement team meetings and case conferences, and initial teacher and administrator consultation assignments are important duties students can experience.
5. Receive weekly, face-to-face, site-based supervision with a certified school
psychologist complemented by weekly, group, university-based clinical supervision. 6 Receive an opportunity to share with a supervisor their professional reactions to the
process of becoming a school psychologist, thereby receiving an opportunity to process feedback on performance issues.
7 Receive an opportunity to consider contemporary ethical consideration in school psychology and explore the implications for professional practice.
8. Receive progressively more responsible duties and responsibilities in school psychology.
9. Be exposed to professional mentors and role models in school psychology.
Specifically, by observing a practicing school psychologist, students are exposed to an important trainer-trainee relationship where student can observe a credentialed school psychologist engaged in the delivery of services.
10. Receive continuing feedback and performance evaluation regarding areas of strength and weakness impacting the delivery of comprehensive school psychological
services.
INTERNSHIP OBJECTIVES
The Internship in School Psychology is an advanced professional training sequence conducted following the completion of the practicum (a minimum of 1200 hours). As such, the internship is only available to advanced students who have been evaluated as possessing the skills and professional and emotional maturity for the professional internship. Typically, the internship is the final training sequence prior to students receiving university recommendation for State Department of Education certification as a school psychologist. Internship students should:
1. Receive an intensive professional training experience beyond the level of the professional practicum.
2. Receive continuing opportunities to integrate theoretical knowledge and applied skills in an approved setting.
3. Be provided with an opportunity to gain increasingly independent direct service responsibilities. This may include assessment, counseling and psychotherapy, consultation, and related duties expected of a school psychologist.
4. Receive an opportunity to work collegially in an approved site while gaining a minimum of 1200 hours of professional experience. Attendance at faculty/staff meeting and increasingly responsible participation in planning an placement team meetings and case conferences are examples of areas where interns should demonstrate increasingly responsible performance.
5 Receive an increasingly diverse range of problems and cases appropriate for developing autonomous skills as a school psychologist.
6. Receive weekly, face-to-face, site-based clinical supervision with a Certified School Psychologist complemented by university-based supervision.
7 Receive an opportunity to share with colleagues their personal and professional experience the process of becoming a school psychologist.
8. Be provided with an opportunity to consider contemporary ethical guidelines for school psychologists with consideration to implication for professional practice.
9. Be provided with increasingly diverse practice responsibilities, including a range of different ages, assessment questions, and counseling and consultation assignments, in order to develop a broad range of competencies.
10. Receive a continuum of developmentally appropriate professional experiences intended to provide preparation for functioning as an autonomous, certified school psychologist.
CONNECTICUT
COMPETENCIES AND INDICATORS FOR PERFORMANCE EVALUATION OF
SCHOOL PSYCHOLOGISTS
Connecticut State Department of Education
Bureau of Certification and Professional Development
School psychologist competencies and indicators:
Demonstrates facility in reading, writing and mathematics.
Demonstrates knowledge of his or her special area of practice in education.
•Demonstrates a knowledge of personality theories and personality dynamics. •Demonstrates a knowledge of learning and emotional problems and strategies for
remediation.
•Demonstrates a knowledge of psychological assessment and its application to
questions of educational development.
•Demonstrates a knowledge of the physical, social, emotional and cognitive aspects
of human learning.
Demonstrates knowledge of human growth and development as it relates to the teaching-learning process.
•Demonstrates understanding of the major theories of human development.
•Demonstrates understanding of how physical, social, emotional and intellectual
development affects learning.
•Demonstrates understanding of the relationship between learning problems and
school
•adjustment problems.
•Demonstrates understanding of the interrelationship between teaching styles and
learning styles.
• Demonstrates understanding of the impact of stress, disability, disease and
deprivation (including neglect and abuse) on human behavior and development. Demonstrates knowledge of the public school system.
•Knows and understands the governance of schools at the local, state and federal
levels.
•Understands how the organization of the district and school has an impact upon the
school community.
Implements interventions to achieve selected objectives.
•Plans and implements individual and/or group treatment services (i.e. individual or
group counseling, behavior modification).
•Assists in designing programs to enhance the cognitive, affective, social and
vocational development of students.
•Designs and develops procedures for preventing disorders, promoting mental
health and improving affective educational programs.
•Monitors the effectiveness and outcomes of intervention program.
Effectively communicates with students, family members, school personnel and the community at large.
•Reports psychological evaluation findings, both written and oral, in clear, concise
and accurate terms.
•Provides for two-way communication with clients and involves them in
assessment, intervention and program evaluation procedures.
•Interprets school psychology services to pupils, parents, staff and the community. •Assists in developing and implementing I.E.P. components when school
psychology related services are called for.
•Demonstrates an ability to transmit ideas, concepts and pertinent data in an
effective manner.
•Establishes rapport with students and staff and fosters positive interactions through
verbal and nonverbal communication.
•Fulfills liaison role, as appropriate, with community agents who serve the school
district.
•Facilitates communication between home and school.
Helps students develop positive self-concepts.
•Recognizes and understands the worth of all students and the opportunities that
racial, cultural, sexual and religious diversity present in the school environment.
•Demonstrates sensitivity to and respect for the needs and feelings of students,
parents and staff.
•Demonstrates patience, empathy and enthusiasm in dealing with students. •Assists staff to implement strategies which foster student positive self-concepts.
Effectively organizes time, space, materials and equipment for delivery of specialty services.
•Establishes priorities, schedules, routines and procedures for delivering specialty
•Makes appropriate efforts to maintain schedules, routines, and procedures to reflect
the established priorities.
•Attempts to provide a work setting that is attractive and conductive to providing
appropriate specialty services.
Assesses student needs and progress.
•Evaluates human behavior on the basis of test results, clinical observations,
interviews with students, teachers, other school personnel and parents, school records and reports of other professionals.
•Independently interprets and presents findings to teachers in order to help them
understand and teach their students.
•Demonstrates a working knowledge of a wide range of assessment techniques
suitable for students from ages pre-school to 21.
•Selects assessment techniques which are appropriate for referral.
•Coordinates assessment with school personnel so as to avoid duplication or
unnecessary procedures.
•Establishes positive rapport with students in order to achieve maximum
cooperation and motivation.
•Collects assessment information in accordance with established standards and
procedures.
•Analyzes and integrates assessment data to facilitate an understanding of the
“whole” child.
•Uses assessment instruments only for purposes and populations for which there are
acceptable validity and reliability.
•Uses and encourages the use of assessment practices which lead themselves to the
development of effective educational interventions. Effectively meets the needs of exceptional students.
•Obtains and uses information about students from available records.
•Demonstrates understanding of behaviors resulting from mental, physical,
emotional, sensory, speech or any other handicapping impairments.
•Assists parents to better understand handicapping condition and how they interfere
with a child’s learning.
Strives to contribute to the establishment of a positive learning environment.
•Identifies and assesses the social/emotional needs of students to make
recommendations for enhancing the overall learning environment of the school.
•Promotes appropriate behavior standards for students.
•Advocates for effective disciplinary practice given the individual needs of the
Meets professional responsibilities.
•Demonstrates responsibility for professional improvement and ongoing
self-evaluation.
•Assists in the planning, organization and review of school psychology services. •Works cooperatively with colleagues and administrators.
•Follows the policies and procedures of the school district.
Encourages the support of parents and the community in the functioning of the school.
•Obtains and uses appropriate information about students from parents.
•Assists staff to achieve effective parent-teacher communication, based upon
mutual respect.
•Informs parents of community resources and services and helps them gain access
to such resources as independently as possible.
•Helps parents to communicate their needs and concerns effectively to school and
community agency staff.
•Identifies unmet needs in the community which, if addressed, might facilitate
student
•learning and then advocates for the fulfillment of these needs.
Consults and collaborates with appropriate parties involved in the education of students.
•Demonstrates a knowledge of consultation theory and practice.
•Consults with school personnel, families and others to facilitate the education and
psychosocial progress of children.
•Assists teacher in the development of effective management strategies for students
manifesting significant educational programs.
•Consults with student support specialists to implement coordinated and
comprehensive intervention/prevention programs.
•Consults with parents to assist in developing home management programs and to
help them to use the results and recommendations of assessments.
•Consults with administrators to assist in resolving school issues and crises that
have implications for the psychological well-being of students and staff.
•Consults and collaborates with other community professional to provide a
continuum of services and advocacy for children in need.
•Assists in the development of a coordinated plan for accountability and evaluation
of all services provided in order to maintain and improve the effectiveness of services.
•Serves as member of interdisciplinary teams assisting students to benefit from their
Provides services and practices in accord with professional ethical and legal requirements.
•Respects the privacy of students and parents and holds in confidence all
information obtained in the course of professional services unless there is a compelling reason to do otherwise.
•Obtains informed consent of students and/or parents before taping, recording or
permitting third-party observation of counseling sessions.
•Conducts services in a manner which protects the due process rights of the students
and their parents as defined by state and federal laws and regulations.
•Actively seeks appropriate consultation with superiors, mentors, and peers when
expanding into areas of infrequent practice.
•Limits professional activities to only those areas in which competency has been
III. FIELD EXPERIENCES/INTERNSHIP
School psychology candidates have 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 outlined in these
standards and the goals and objectives of their training program.
3.1 Supervised practica and internship experiences are completed for academic credit or are otherwise documented by the institution. Closely supervised practica experiences that include the development and evaluation of specific skills are distinct from and precede culminating internship experiences that require the integration and application of the full range of school psychology competencies and domains.
3.2 The internship is a collaboration between the training program and field site that assures the completion of activities consistent with the goals of the training program. A written plan specifies the responsibilities of the training program and internship site in providing supervision, support, and both formative and summative performance-based evaluation of intern performance.
3.3 The internship is completed on a full-time basis over one year or on a half-time basis over two consecutive years. At least 600 hours of the internship are completed in a school setting.
3.4 Interns receive an average of at least two hours of field-based supervision per full-time week from an appropriately credentialed school psychologist or, for non-school settings, a psychologist appropriately credentialed for the internship setting.
3.5 The internship placement agency provides appropriate support for the internship experience including: (a) a written agreement specifying the period of appointment and any terms of compensation; (b) a schedule of appointments, expense reimbursement, a safe and secure work environment, adequate office space, and support services consistent with that afforded agency school psychologists; (c) provision for participation in
continuing professional development activities; (d) release time for internship
supervision; and (e) a commitment to the internship as a diversified training experience.
TRAINING REQUIREMENTS AND RESPONSIBILITIES
Both practicum and internship training are integral to school psychology training. As such, this opportunity is only available to students who have been accepted into the program and
who have been evaluated as ready for Practicum/Internship. Overall, practicum is considered to involve a developmental training experience with the second semester of practicum considered more intensive than the first semester. Internship is considered to provide students with an intensive, continuing, culminating professional experience.
While the emphasis and duties may vary somewhat from site to site, all training is expected to provide experience in the delivery of school psychological services. As noted, practicum students are expected to work at their sites a minimum of two and a half days a week. (Note: The exact number of hours and specific days are determined between the student and the work site. However, a minimum of 600 hours of supervised experience are required.)
The Internship in School Psychology is generally expected to provide a full-time, year-long, experience in the delivery of school psychological services, totaling a minimum of 1200 clock hours of professional service. (Note: The internship may be completed over a two-year period with the approval of the Director of the School Psychology Program.)
All students completing both practicum and internship training are required to appropriately indicate to all clients and faculty their training status as a Practicum Student In School Psychology or as a School Psychology Intern. This requirement must be strictly adhered to throughout the training experience.
SITE SELECTION
The process of site selection is an important, and often personal, process which involves the school, university faculty, and students. On the basis of individual interests, and with the approval of the Director of the School Psychology Program, students may elect to complete part of the practicum training in an approved child guidance agency offering educational services, as well as in a traditional school setting. Internship training, however, must occur in a school setting. Moreover, regardless of setting, only settings which allow supervision from a Certified School Psychologist are used.
In preparation for the practica and/or internship, students should be expected to prepare a professional resume/vita prior to beginning the interview process. This should contain name, address, phone numbers, and should indicate education, relevant course work and professional skills, as well as relevant background experiences. The resume is a professional document which can help agency and school supervisors conduct an initial screening of potential trainees.
Clearly, site selection involves work by the student. In addition to the preparation of a professional resume, ordinarily the student will contact agencies and schools, with the approval of university training faculty, to arrange an appointment for an interview. These interviews are critical as this allows the student and the agency the opportunity to learn if the "fit" is agreeable. In addition, the application of an appropriate training site can be viewed as a valuable interviewing and training experience for the practicum and internship trainee.
Relative to professional training, it should be noted that ordinarily practicum placements are non-paid experiences. The majority of internship training sites experiences are also not paid. However, there are, sometimes, competitive opportunities for paid internships. Ordinarily, these are gained by the most qualified students – typically only be those who already may hold a previous graduate degree. Students should recognize that A) A current job may not be used as a training site as this would, minimally, constitute a dual relationship and B) Paid internships often detract from learning opportunities as students become paid employees. Finally, the program only uses sites within the State of Connecticut as all students must attend weekly university-based group supervision meetings.
ON-SITE SUPERVISION
Direct supervision is provided by a supervisor at the site. As the relationship between the student and supervisor is critical to the success of the experience, students should carefully weigh the "fit" with a potential supervisor. Supervisors provide a minimum of one hour of individual face-to-face supervision weekly for practicum students and two hours of supervision for interns.
Relative to placements, the School Psychology Program utilizes Certified School Psychologists for all school placements. This is deemed important for socialization. Trainees interested in seeking training in non-traditional school settings should be aware that while there are a number of Licensed Psychologists who are also Certified School Psychologists, these individuals are not in abundance. Further, the program strongly believes in school-based training. All students seeking to become Certified School Psychologists should know that the program only utilizes certified school psychologists as site supervisors and non-traditional settings may only be utilized for a portion of training experiences. Current training sites and supervisors follow.
SCHOOL PSYCHOLOGY SUPERVISION CASE PRESENTATION FORMAT (for additional information please see Case Guidelines in Appendix)
Background Age:
Grade/Location:
Year Identified For Special Education Services Provided
Family Background
Developmental/Social Life Skills
Assessment Protocols Cognitive Assessment Academic Skills Personality Assessment Evaluative Recommendations Behavioral Academic Social Skills Team Decisions
PRACTICUM INTERNSHIP SUPERVISORS SCHOOL PSYCHOLOGY PROGRAM
SITE/SUPERVISOR
BLOOMFIELD PUBLIC SCHOOLS Mandie Dziedzic
Carmen Arace Middle School 350 Park Ave.
Bloomfield, CT 06020 860/286-2622
BRISTOL PUBLIC SCHOOLS Amy Sousa Martino
Memorial Boulevard Middle School 70 Memorial Boulevard
Bristol, CT 06010 (860) 584-7880
amymartino@ci.bristol.ct.us
CANTON PUBLIC SCHOOLS Canton High/Middle Schools 76 Simonds Ave
Canton, CT 06019
860/693-7711 x262
emorisano@catonschools.org
Mary Dorpalan, Director of Pupil Personnel 860/693-7714
John Pierce
Center Intermediate School 39 Dyer Ave.
Canton, CT 06019 860/693-7717 Brigitte Duffy
Cherry Brook Elementary School K-3 860/653-7721
CHESHIRE
Darcy Early Intervention Center 1686 Waterbury Rd.
Cheshire, CT 06410
860/272-3577 860/236-2899 CREC
Melissa Carilli Faienza
University of Hartford Magnet School, CREC District 196 Bloomfield Avenue
West Hartford, CT 06117 (860) 236-2899 EXT 2654
csaccoccio@crec.org
COLCHESTER PUBLIC SCHOOLS Scott Cohn, Ph.D.
William J. Johnston Middle School 360 Norwich Ave. Colchester, CT 06415 860/537-2113 (school) (860) 989-0850 (cell) 860/659-9999 (H) scohn@colchesterct.org
COLUMBIA PUBLIC SCHOOLS Joseph Prince
Horace W. Porter School 3 Schoolhouse Rd. Columbia, CT 06237 860/228-9493 ext. 114 jprince@hwporter.org EAST HARTFORD Dr. Scott Edington,
Director of Psychological Services O’Brien Elementary School 52 Farm Drive,
East Hartford, CT 06108 (860) 622-5760
edington.s@easthartford.org
Jessica Bartolini-Buggeln East Hartford Middle School
East Hartford, CT 06108
860-622-5683 (Direct Line to Jess's Office)
bartolini-buggeln.jm@easthartford.org
Rosanna Wilson
Hockanum Elementary School 191 Main Street
East Hartford, CT 06118 860/622-5440
Wilson.r@easthartford.org
EAST HARTFORD/GLASTONBURY MAGNET 305 May Rd.
East Hartford, CT 06118 (860) 622-5400
Glenn Peterson, Ph.D., Principal EAST WINDSOR
Lynn Rookey
East Windsor Middle School Lynn Rookey 623-4488
ELLINGTON PUBLIC SCHOOLS Carin Farachi Windermere School 2 Abbott Rd. Ellington, CT 06029 (860) 829-2329 ext 151 cfaraci@ellingtonschools.net
GLASTONBURY- NAYAYG ELEMENTARY SCHOOL
Wendy Paggioli Nayaug School 222 Old Maids Lane
South Glastonbury, CT 06073 (860) 652-4949
GLASTONBURY HIGH SCHOOL Elisa Faberzak I 860/652-7200 Blair Jensen, Ph.D. 860/652-7200 Donna Wakim 860/652-1068
GRANBY PUBLIC SCHOOLS Granby High School
315 Salmon Brook St. Granby, CT 06035 860/844-3014
Jennifer Mitchell Robinson (Practicum Only) Granby Memorial High School
315 Salmon Brook St. Granby, CT 06035 860/844-5250
mitchellj@granby.k12.ct.us
Thomas DiCorletto, Ph.D., Director 860/844-5257
Heidi MacDonald
Wells Road Elementary School 860/844-3048
Scott MacDonald Granby Middle School
321 Salmon Brook Street Granby, CT 06035 860-844-3029 ext. 6223 macdonalds@granby.k12.ct.us Thomas DiCorletto, Director, 860/844-5257
HEBRON PUBLIC SCHOOLS
Kate Greatorex (formerly Jagodzinski)
RHAM Middle School (Regional School District 8) 25 RHAM Rd Hebron CT 06248
860/781-929-9877 (cell)
jagodzinskikat@reg8.k12.ct.us
Lauren O’Leary RHAM High School
25 RHAM Rd Hebron, CT 06248 Eric Protulis
Special Education Director RHAM Middle School 25 Rham Road
Hebron, CT 06248 (860) 228-9423
protuliseri@reg8.k12.ct.us
LEBANON PUBLIC SCHOOLS Lebanon Elementary School Jessica Scorso
479 Exeter Road Lebanon, CT 06249 (860) 642-7593 (school)
860 642-5766 (direct line) Jessica.Scorso@lebanonct.org
NEW BRITAIN PUBLIC SCHOOLS
Paula Zenobi
Pulaski Middle School 757 Farmington Ave. New Britain, CT 06053 860/225-7665 x109
zenobip@csdnb.org
Jayme Sullivan
Jefferson Elementary School 140 Horse Plain Rd.
New Britain, CT 06053 (860) 223-8007
jaydietzer@yahoo.com
Dr. Eric Colon Rodriguez Roosevelt Middle School 860/612-3334 x220 Jocelyn Chen
New Britain High School 110 Mill Street
New Britain, CT 06051 860/225-6300 x670 dwyer@csdnb.org Jonathan Fieldman
Gaffney Elementary School 322 Slater Rd.
New Britain, CT 06053 860/225-6247 (work) 860/839-2812 (cell)
plrbear_2002@yahoo.com
NORWICH FREE ACADEMY Shelly Bigelli Arrika Kalwara 305 Broadway Street Norwich, CT (860) 425-5638 bigellis@norwichfreeacademy.com Kalwaraa@office.norwichfreeacademy.com Beth Serra 305 Broadway Street Norwich, CT
NORTHWEST REGIONAL SCHOOL DISTRICT #7 (Winstead) Paula Morabito
Special Education Director Shared Services 94 Battastoni Dr. Winstead, CT 06098 860/307-4212 (C) Quentin Ruckert Liz Kuhn
Regional High School 100 Battastoni Drive Winstead, CT 06098 860/379-8525 x2623 860 614-9483 (C)
Rosalind “Rozi” Leibowitz Northwest Regional School No. 7 100 Battistoni Drive
Winsted, CT 06098 860/379-8525 ext. 2106 rleibowitz@nwr7.org
ROCKY HILL Ted Dorrington
Griswold Middle School 144 Bailey Rd. 06067 Rocky Hill, CT (860) 258-7741
DorringtonT@ROCKYHILLPS.com Debra Levine Lynch
West Hill Elementary School 95 Cronin Drive
Rocky Hill, CT 06067 (860) 258-7761
lynchd@rockyhillps.com
SIMSBURY PUBLIC SCHOOLS Julie Chanese, Ph.D.
Latimer Lane Elementary School 33 Mountain View Rd.
Weatogue, CT 06089
860/658-4774 (o) 860/966-4642 (h) Jchanese@simsbury.k12.ct.us Ginny Demseaux (*prefers interns) Tootin Hills Elementary
gdamseaux@simsbury.k12.ct.us
Dr. Billie McNeely, Psy. D. Squadron Line Elementary School 860/658-2251 ext. 119
bmcnealey@simsbury.k12.ct.us
Dr. Patricia Sullivan, Ph.D.
Squadron Line Elementary School
psullivan@simsbury.k12.ct.us
Helen Donaher- Director, Secondary School Psychologists
Dorothy Norman, Supervisor, Special Education – Elementary School Psychologists
VOCATIONAL TECHNICAL SCHOOLS Platt Regional Vocational Technical School Henry (Hank) Galarraga
600 Orange Ave. Milford, CT 06460 Hank Galarraga 203/783-5325 203/783-5300 x325 henry.galarraga@ct.gov Wilcox Technical School Melissa Tweedie
298 Oregon Rd. Meriden, CT 06451 203/238-6260
WEST HARTFORD PUBLIC SCHOOLS Hall High School
975 North Main St. West Hartford, CT 06117 860/232-4561
Duffy Elementary School 95 Westminster Dr. West Hartford, CT 06107 521-0110 x166
Joshua Richards Conard High School 110 Beechwood Rd. West Hartford, CT 06107 (860) 231-5020
joshua_richards@whps.org
Cheryl Pacyna
King Phillip Middle School 100 King Philip Drive West Hartford, CT 06117 860/233-8236 x1079
Cheryl_Pacyna@whps.org
WESTPORT PUBLIC SCHOOLS
Greens Farms Elementary School 17 Morningside Drive South
Dr. Victoria Panico (860) 222-3602 Dr. Panico: vpanico@westport.k12.ct.us Dr. Abigail Judge. (860) 222-3603 Dr. Judge: ajudge@westport.k12.ct.us
WINDHAM PUBLIC SCHOOLS Eva Mathieu
Windham Middle School 123 Quarry St.
Willimantic, CT 06226 860-465-2363
eMathieu@windham.k12.ct.us
SITE GRIEVANCES
When students are dissatisfied with the placement, or supervisor, these concerns should be directed to the on-site supervisor. If this proves unsuccessful, the student should discuss these issues with the faculty supervisor. If the faculty supervisor is unable to address and resolve the issue(s), the faculty supervisor may speak with the on-site supervisor. Students may request a change of placement in the event the difficulties are deemed unresolvable. However, every effort must be made to resolve difficulties before a change is made as the training placement is viewed as a contractual agreement. Changes in placements are likely to delay graduation and program completion as a new placement will ordinarily begin the following Fall.
In the event that on-site supervisors feel trainees are unsatisfactory, the supervisor should first speak directly with the student. If unsuccessful, the supervisor should contact the university faculty. The on-site supervisor may request to terminate a student placement. However, the supervisor is expected to consult with the Director of the School Psychology Program before making final determination.
When students are dissatisfied with the university supervisor, the student may speak directly with that supervisor. If unable to resolve the difficulty, students should speak with their advisor.
In the event that the academic advisor is the same as the supervisor, they should speak with a member of the core faculty. Faculty supervisors may request a change of student supervisee through this procedure if another faculty member is available and willing to provide supervision.
MALPRACTICE INSURANCE
All students are expected to obtain malpractice insurance prior to the start of practicum training. A critical professional responsibility, the program faculty can provide information on relatively low-cost insurance which can be obtained - usually at student rates - prior to beginning the second year of training.
PRACTICUM EVALUATION
1. Throughout the semester, on-site and university faculty supervisors will conduct an on-going evaluation of the student's progress.
2. A written evaluation will be completed at the end of each semester by the on-site supervisor, as well as by the student. Students are responsible for maintaining records of client contact hours, assessment responsibilities, and overall duties which are then validated by the on-site supervisor. This documentation is turned in to the university supervisor. All supervisors must complete formal outcome assessment evaluations contained in this document.
3. Periodically, on-site supervisors will meet, either individually or as a group, with university faculty to review each student.
4. During the semester, each student will have an individual interview with their major advisor. At that time, the faculty will provide evaluation for continuation in professional training. Students are encouraged to ask faculty for feedback as to strengths and weaknesses. This is an opportunity for the student to receive feedback which they can expect throughout the course of their program.
5. At the end of each semester, students will receive a grade in the training sequence. Each student will have unique strengths and weaknesses to address during the training. Students should note that:
Decisions regarding continuation include: 1. Written self-reports by students. 2. Faculty evaluations.
3. Academic progress.
4. On-site supervisor evaluative reports.
Criteria regarding readiness for advanced practicum training and recommendation for certification include demonstrated emotional maturity; professionalism; relationship skills; and organizational, assessment, and clinical skills.
INTERNSHIP EVALUATION
Successful entry into the Internship in School Psychology is predicated on the successful completion of the practicum sequence. Successful completion of the Internship in School Psychology utilizes the same guidelines as those used for practicum. In addition, successful completion requires the following:
1. All written evaluations by the school/agency and university faculty must document satisfactory clinical and professional development over the course of training.
2. The student must have received passing grades and positive evaluative reports during the internship.
3. All supervision summaries must be appropriately signed.
4. The student must be able to present, satisfactorily, a clinical case presentation which may include psychological testing, as well as clinical material, and the student must be able to offer competent intervention strategies, and respond favorably to questions from university faculty regarding scholarly, ethical, and clinical issues.
CERTIFICATION
Professional credentialing to become a Certified School Psychologist, and ultimately, a Nationally Certified School Psychologist, is a challenging undertaking. While the School Psychology Program at The University of Hartford is designed to prepare competent and ethical school psychologists who, presumably, will seek state and/or national certification. The process of certification is not automatic. Rather, endorsement for certification reflects a continuing development and refinement of professional skills, as well as the reflection of a sense of clinical and professional maturity. Students are encouraged to seek input from the faculty on their development and to carefully assess their development as they progress through the program. In addition, while the program standards are high and designed to prepare students for certification in Connecticut, students interested in seeking certification in states other than Connecticut are encouraged to acquire certification material from those individual states.
CONCLUDING COMMENTARY
Practicum and internship training is a critical component to your development in becoming a Certified School Psychologist. At The University of Hartford, the School Psychology Program is deeply committed to developing highly qualified clinicians who can provide exemplary service in a range of settings. We feel fortunate to possess a faculty with unusually strong academic and professional skills who have practiced in a range of professional settings. In addition, the faculty are deeply committed to developing highly
competent professionals and colleagues with a broad range of expertise in school psychology. In terms of professional training, the Professional Seminar & Practicum in School Psychology I & II and Internship in School Psychology I & II are a critical component to the program, and to your training. As such, we value your input and we strive to provide a high-level training experience. In many respects, this component is one of the most valuable aspects to your training. Recognizing that success involves the commitment of time, energy, and intellectual and emotional resources. Approach practicum and internship training with enthusiasm and energy.
The University of Hartford Department of Psychology School Psychology Program
Professional Activity Log Guidelines And Forms GENERAL GUIDELINES
Activity logs are generally intended to serve as documentation regarding the amount and type of professional service rendered during practicum and internship training. The logs are intended to provide verification of experience for credentialing as a school psychologist. Logs should be maintained throughout the entire training experience. Further, logs will be submitted to the university supervisor at a minimum of once each semester, and will be checked periodically.
The attached descriptive log provides an overview of general categories and services rendered by school psychology trainees. In general, it is expected that all professional activities will be recorded.
Trainees are encouraged to complete daily logs, tabulating logs weekly and monthly. Summaries should be reviewed weekly with the site supervisor, as this can provide an overview on responsibilities and duties.
DEFINITIONS AND TERMS
Assessment/Evaluation: All duties involving psychological assessment.
Preparation This may include chart reviews, pre-referral meetings, practice test administrations, etc.
Assessment This includes client observations, parent and teacher interviews, and actual test administration.
Report Preparation This includes test scoring, report writing, etc.
Interpretive Meetings Any parent conferences, planning and placement team meetings, staff conferences, and overall meetings are included.
Mental Health/Counseling/Psychotherapy: All responsibilities involving student counseling is included in this area. Generally, this would include individual, group, and family counseling, as well as crisis intervention, home visits, and documentation.
Individual Counseling Counseling one to one with clients. Group Counseling Counseling services provided to groups.
Family Counseling Counseling provided to students with family members.
Consultation/Collaboration: Consultation services can represent a wide range of services for a school psychologist. The following categories serve as representative types:
School Consultation Consultation with teachers, special services staff, and administrators.
Parent Consultation Consultation provided to families. Agency Consultation Consultation with local agencies.
Supervision/Training: School Psychology Trainees are involved in a range of supervisory experiences, including face-to-face supervision with their site supervisor, as well as training activities.
Field Supervision Site supervisor supervision. This can include case discussions, report reviews, etc.
University Supervision The internship seminar class is required weekly. In addition, meetings with your advisor, and/or the Director of the School Psychology Program to discuss placement issues should be recorded.
General Observations Trainees may visit and observe different schools to broaden their knowledge. This should be recorded. In addition, observing PPT's in which you are not directly involved should be noted.
Inservice Training Many schools offer a range of inservice training. Students who participate in training, or who attend state or regional workshops should note this. Examples might include Connecticut Association of School Psychologist workshops.
PRACTICUM LOG Department of Psychology
School Psychology Program DATE:
Monday Tuesday Wednesday Thursday Friday WEEKLY TOTALS
ASSESSMENT Cognitive Behavioral Projective Achievement Other REPORT WRITING CONSULTATION Parent Teacher Administrator Other COUNSELING Individual Group CRISIS INTERVENTION PREVENTION MEETINGS Pre-referral IEP 504 Plans SUPERVISION Field Supervisor College Supervisor OTHER ATTACH EXPLANATION
DAILY TOTAL HOURS WEEKLY TOTAL HOURS:
CUMULATIVE TOTAL HOURS FOR SEMESTER: O = Observation P = Partial Responsibility FR = Full Responsibility
Student Signature Field Supervisor Signature University Supervisor Signature
Internship Log Department of Psychology
School Psychology Program DATE:
Monday Tuesday Wednesday Thursday Friday WEEKLY TOTALS
ASSESSMENT Cognitive Behavioral Projective Achievement Other REPORT WRITING CONSULTATION Parent Teacher Administrator Other COUNSELING Individual Group CRISIS INTERVENTION PREVENTION MEETINGS Pre-referral IEP 504 Plans SUPERVISION Field Supervisor College Supervisor OTHER ATTACH EXPLANATION
DAILY TOTAL HOURS WEEKLY TOTAL HOURS:
CUMULATIVE TOTAL HOURS FOR SEMESTER: O = Observation P = Partial Responsibility FR = Full Responsibility
Student Signature Field Supervisor Signature University Supervisor Signature
UNIVERSITY OF HARTFORD DEPARTMENT OF PSYCHOLOGY
SITE SUPERVISOR AND STUDENT EVALUATION FORMS
PRACTICUM AND INTERNSHIP TRAINING
Department of Psychology University of Hartford 200 Bloomfield Avenue West Hartford, CT 06117
PRESERVICE PERFORMANCE ASSESSMENT FOR PRACTICUM OR PRACTICUM EQUIVALENT
Professional Standards for School Psychologists
The following Assessment should be completed by the Field Supervisor. It is expected that this be completed twice in the year long Practicum- once mid way through and at the conclusion of the Practicum.
It is expected that the Student spend the first month of Practicum “shadowing” the Field Supervisor, and being acquainted with the specific policies and procedures of the school site and school system. Gradual assumption of responsibilities may occur at this point. At the conclusion of the Practicum, it is expected that Graduate Student will have been assigned individual counseling cases, co-lead a group counseling activity, assisted the Field Work Supervisor with a variety of assessment pieces, but will NOT have assumed the responsibilities of an entire case. Specifics might include, but are not limited to, completing a Functional Analysis of Behavior, administering, scoring and interpreting the Cognitive Assessment Data for a Triennial, then an Initial Eligibility Case, participating in Curriculum Based Measurement if the site employs such methods, conducting the Social-emotional assessment, etc. As the year continues, responsibilities should be gradually added to ensure student success. Student knowledge and skill base will progress as the student integrates information from courses and experience from the practicum setting and discussion with the Field Work Supervisor.
The following evaluation should be completed with discussion between the student and field work supervisor. Please return the mid year review by the end of the first semester. Should adequate progress not be observed, the mid year meeting with the student, field work supervisor and the university supervisor will address the issues and establish a plan to speak to the competency issues.
Name of Student
Name of Field Work Supervisor
Name of Practicum Site Semester
FALL SPRING
ASSESSMENT
1. DEMONSTRATES A SYSTEMATIC PROCESS TO COLLECT DATA AND OTHER INFORMATION AS PART OF ASSESSMENT. a. Conducts Interviews
b. Record Reviews (Permanent Records, Pre-referral, Confidential)
c. Discusses factors when deciding the use of formal and informal measures to collect data (classroom artifacts, cultural, linguistic influences, familial impact, effects of social, emotional, biological dynamics).
d. Increased understanding of the underlying issues in assessing diverse student groups.
Rating:
Specific Evidence:
2. COMPETENCY EVIDENCED WHEN ADMINISTERING, SCORING AND INTERPRETING FORMAL TESTS AND MEASURES.
a. Cognitive: List specific tests and measures b. Personality: List specific tests and measures c. Achievement: List specific tests and measures d. Rating Scales: List specific scales
e. Knowledge of psychometric issues as they are related to test use, interpretation.
Rating:
Specific Evidence:
3. OBSERVATIONS CONDUCTED IN THE NATURAL SETTING(S)(I.E.: STRUCTURED, DIRECT)
a. Student
b. Classroom Environment/Setting
Rating:
Specific Evidence:
4. CONDUCTS FUNCTIONAL ASSESSMENT OF BEHAVIOR Rating:
Specific Evidence:
5. DEVELOPING SKILLS IN INTERVENTION DESIGN BASED ON DATA. a. Recommendations increasingly data-driven
b. Capacity to evaluate and translate assessment results into academic and/or behavioral goals and outcomes. c. Identification of student strengths and needs
d. Demonstrates knowledge of individual differences
Rating:
Specific Evidence:
6. ABLE TO COMPOSE A COGENT, INFORMATIVE PSYCHOLOGICAL REPORT THAT
a. Presents data succinctly
b. Informs the reader using understandable language c. Enumerates recommendations based on data in case presentation
Rating:
Specific Evidence:
Overall Rating in the area of : ASSESSMENT Rating:
Additional Comments:
Rating Scale: 1=significantly below expected level of a practicum student, 2= below expected level of a practicum student, 3= at the expected level of a practicum student, 4= above expected level of a practicum student. and 5= significantly above expected level of a practicum student.
No Opportunity to Observe= NOO No Opportunity to Demonstrate= NOD
PREVENTION/INTERVENTION
1.DEMONSTRATES UBCREASED UNDERSTANDING OF THE CULTURAL, BIOLOGICAL AND SOCIAL INFLUENCES ON BEHAVIOR a. Articulates a professional orientation when offering counseling services
b. Exhibits increased understanding of strategies for putting theory into practice
c. Effective use of techniques to assist students to talk about themselves/issues. (i.e.: rapport building, reflection encouragers.)
Rating:
Specific Evidence:
2.INCREASING SKILLS IN DEVELOPING COUNSELING PLANS THAT ARE DATA DRIVEN.
a. Articulated goals
b. Session Objectives
c. Evaluation for Effectiveness
Rating:
Specific Evidence:
3.ABLE TO DEVELOP EFFECTIVE BEHAVIOR PLANS a. Uses data to monitor progress
b. Progress informs changes to plan, if necessary
Rating:
Specific Evidence:
4.DEMONSTRATES UNDERSTANDING OF SCHOOL ORGANIZATION a. Culture, policies and procedures
b. The relationship between General Education and Special Education services, support, personnel)
Rating:
Specific Evidence:
5.COMPREHENDS THE SCHOOL’S CRISIS RESPONSE PLAN/MODEL a. Is knowledgeable about procedures
b. Understands the role of the School Psychologist in crisis
c. Understands procedures for the welfare and safety of children
Rating:
Specific Evidence:
Overall Rating in the area of : PREVENTION/INTERVENTION Rating:
Additional Comments:
Rating Scale: 1=significantly below expected level of a practicum student, 2= below expected level of a practicum student, 3= at the expected level of a practicum student, 4= above expected level of a practicum student. and 5= significantly above expected level of a practicum student.
No Opportunity to Observe= NOO No Opportunity to Demonstrate= NOD
