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Issues and
Approaches in School Psychology
- Course Number: SPSY 6/77971
- Instructor: Caven Mcloughlin & SPSY
guest faculty
- Course Status: Graduate
- Prerequisites: Graduate Standing,
enrolled in the school psychology program, approved for internship
- All classes meet for a selected days (9:00
a.m. ― 4:00 p.m.) on throughout the academic year.
| Catalog Description |
This course describes and illustrates
contemporary and thus ever-changing elements and forces which impact
professional service. Evaluation of students' understanding of this
content is best undertaken through a seminar format. Requires students
to be simultaneously enrolled in Internship in School Psychology. |
| Course Objectives |
Issues and Approach in School
Psychology is designed to provide a concurrent scientific and "best
practices" framework for problems and issues encountered during
internship, as well as to facilitate the transition from student to
professional school psychologist |
| Required Texts |
Each student will be provided with
access to a copy of the State Model Policies and Procedures for the
Education of Students with Disabilities for use in the Issues &
Approaches in School Psychology class during the internship year.
Unless otherwise instructed, these manuals must be returned to the
Program Coordinator for future student use at the conclusion of the
internship. |
| Additional Readings |
Additional selected readings will be
required to supplement specific topics. Typically, students will be
directed to readings in seminal texts (e.g., Best Practices in School
Psychology V) or will be directed to locate readings in original sources
or the WWW. |
| Instructional Methods |
The course will consist of illustrated
lectures, discussions, presentations, and experiences with emergent
technologies. Students will be actively involved in prioritizing
topics and planning and implementing programs. |
| Requirement |
Requirements are as follows:
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Attendance/participation: Students are required to attend all
sessions, unless alternative arrangements have been approved in
advance and 'make-up' is completed to the instructors'
satisfaction, and to participate actively in discussions and
presentations (100 points). |
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Internship products, as outlined below. Internship products will
be evaluated on the basis of completeness and quality (accuracy,
comprehensiveness, evidence of integration of research and
practice; 200 points) |
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All interns are expected to engage in specific
activities and to submit products that reflect their learning experiences at
specified times during the internship year. A brief list of these products
is included below, and is further outlined in the syllabus for the
internship training experience. These products will be used to (a) evaluate
your progress during the internship, together with the internship competency
checklist, (b) submit to the Ohio Department of Education for renewal of
internship training sites, and (c) derive a grade in Issues and Approaches
in School Psychology. Further information and a timeline of submission dates
will be provided during the early Issues and Approaches on-campus meetings.
Reference the Intern Competency
Checklist to see the sample of skills, knowledge, behaviors, attitudes, &
values anticipated as a result of success in the Internship Training and
'Issues & Approaches.' |
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Requirements/Student Evaluations ...
Category 1: Samples (blinded
copies) of case studies completed by the intern which demonstrate best
practice in school psychology:
a) assessment services as
reflected in an evaluation team report;
NOTE:
turn in an example of your best ETR, either traditional or
problem-focused; remove
names of student/family and educators
b) individual or group
counseling services as reflected in the plans for each counseling session
of at least one student with a disability and in an IEP when counseling is
provided as a related service;
NOTE:
turn in a copy of a counseling plan, including goals and the intended
plan for each session.
c) intervention/consultation
services provided either as part of a team or on a one-to-one basis as
reflected by conference summaries, intervention plans, and progress
monitoring results;
NOTE:
This could be a problem-solving worksheet, the team's report, or
a behavioral consultation. The services could be delivered by the intern
individually or by the intern as a member of a team. The product is
intended to reflect implementation of a data-based, problem solving
model.
d) counseling or training to
parents of children with disabilities as reflected by plans for those
activities.
NOTE:
Submit the curriculum/plan for providing counseling or training to
parents of students with disabilities Plan should reflect goals for the
training/counseling, and an outline of each session.
Category 2: Documentation of
the effectiveness of services provided by the intern.
a) Description of the method
used by the intern to determine the effectiveness of services s/he
provided
NOTE:
Devise and submit a written description/copy of an instrument or method
used to evaluate your services as an intern. Examples include a survey
form given to teachers following consultation or inservice; feedback
form from parents who participated in a parent group; team members'
evaluations of your contribution to the IAT, etc.
b) Submit a summary of the
results of using the evaluation method for at least one service
Category 3: Evaluation of
the internship experience
NOTE:
Prepare a formative (midyear) and summative (year end) evaluation of the
internship experience to date, including information about the breadth
and depth of experiences and opportunities for learning. This evaluation
should be prepared by the intern in consultation with his/her supervisor
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Topical Presentations:
Each student will prepare and deliver a presentation following a prescribed
format as a rehearsal for NASP presentation. Presentations will be evaluated on
the basis of organization (use of time, logical organization, easy to follow),
quality of content (comprehensiveness and quality of sources, effective
integration of science with practice, conclusions supported by research),
effective use of visual aids/handouts (professional quality, easy to read,
facility of use), & presentation style (poise, response to questions,
voice quality, tempo).
Required Text: Each
intern should have access to a copy of the latest revisions to the current Operating
Standards & Model Procedures for
the Education of Children with Disabilities (Ohio Department of Education).
Additional Recommended Readings:
It
is strongly suggested that interns have ready access to these additional sources
during their internship:
Canter, A. S., & Carroll, S. A.
(Eds.) (1998). Helping children at home and school: Handouts from your
school psychologist. Washington, DC:
National Association of School Psychologists.
Thomas, A., & Grimes, J. (Eds.)
(2007). Best
practices in school psychology (5e). Washington, DC: National Association of School
Psychologists.
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