School Psychology Program Practicum Syllabus - University Of Connecticut
1School Psychology Program Practicum SyllabusUniversity of ConnecticutDepartment of Educational PsychologySeptember, 2014(revised August 8, 2013 MAB)EPSY 5092 - Practicum in School PsychologyEPSY 6494 - Doctoral Practicum in School PsychologyCredit Hours – 3 per semesterDirector of Practica - Melissa A. Bray, Ph.D.INTRODUCTIONThe primary goals (see Appendix A) of the practica are to train and promote competentpractitioners in the field of school psychology who possess a considerable professional knowledgebase, skills in implementing evidence-based practice designed to promote students' academic andsocial competencies, and a commitment to research, ethical practice, and continual criticalanalyses. The practica experience adheres to the scientist-practitioner model that assumes that thepractice of school psychology is based on knowledge gained from established methods ofscientific inquiry. In addition, the practica is designed to acquaint students with the diversity oftheories and practices of school psychology, allowing the student sufficient intellectual freedom toexperiment with different delivery systems and various theoretical bases. Such a philosophyencourages and reinforces the student's creativity and intellectual risk taking that are fundamentalin the further development of the professional practice of school psychology.The practicum sequence (12 (Masters) 18 (Doctoral) credits over 4 semesters (Masters) 6semesters (Doctoral)) has been developed in accordance with APA and NASP guidelines. AllMasters and Doctoral students experience a minimum of 400 (4 hours per week for two academicyears in a field-based site) and 600 (4 hours per week for 3 academic years) hours respectively.To reach the hour minimums the student must complete the 4 hours per week in field based sitesin conjunction with course-related practice hours (e.g., IQ testing), and research hours (pleasenote that no more than 25% of the total can come from research). GA hours can be countedtowards this minimum as well if they are in the areas of research or practical hours. However,they have to be approved by Dr. Bray. The majority of doctoral students typically log over 600hours of planned supervised experience of which at least 150 hours are devoted to direct serviceand at least 50 hours devoted to formally scheduled supervision. The reason for the minimum of400 hours is to accommodate the Masters students that are on practica no more than two years.A standardized set of graduated skill experiences and related assignments are required. This
2includes rotations through elementary and middle/high school settings. This also includes arotation through diverse settings that are defined as ones that include, but are not limited to, age,color, disabilities, ethnicity, gender, language, national orientation, educational levels, and SES.These various structured activities are designed to provide opportunities to apply skills in learningtheory, assessment linked to intervention, consultation and collaboration with families and schoolpersonnel, prevention and intervention, and professional and ethical practice. Included in theassignments are various self-reflections on their practices. Further, dynamic problem-solving isengaged in to formulate assessment and treatment options.The practica affords students sufficient supervised experiences to allow an early exposure andidentification with the practice of school psychology prior to internship. Although these practicumguidelines are sufficient to prepare students for internship, requirements for licensure andcertification vary from state to state. Therefore, and particularly doctoral students who intend onobtaining licensure as psychologists, should be aware of relevant state licensure requirementsregarding supervision when considering their practicum placements.The practicum experiences are coordinated with specific courses that require a practicecomponent to allow students sufficient opportunities. During the practica, students completespecified practicum-related coursework, as well as enroll in the course EPSY 5092 (or EPSY6494) Practicum in School Psychology. The practicum is the joint responsibility of schoolpsychology faculty at the University of Connecticut and field, research, or clinic-basedsupervisors. The practica ensures that students acquire graduated experiences and expertise in thepractice of school psychology within a supervised setting that allows for frequent and constructivefeedback. Prior to and during the practica sequence, students will complete at least sevenpracticum-related courses that have a supervised, direct service component. These courses, at aminimum, include:EPSY 5403 - Intellectual AssessmentEPSY 5914 - Seminar in Academic AssessmentEPSY 5404 - Pupil Behavior: Studies in Clinical DiagnosisEPSY 5194 - Counseling in School Psychological PracticeEPSY 5406 - Consultation Theories and PracticeEPSY 5194 - Child PsychopathologyEPSY 5195 – Roles and FunctionsPRACTICA REQUIREMENTS FOR ENTIRE EXPERIENCEStudent Checklist (see Appendix B) to be completed relative to these practica requirements eachyear.Total Credit Requirement:12 credits for Masters
318 credits for DoctoralClass Meetings:Practica will meet weekly. Meetings are mandatory. In addition, guest speakers (or studentpresentations) will address particular topics and these presentations are also required.Assignments:To be linked to practical coursework, NASP and APA competencies, in addition there are specificpractica assignments. All assignments are to be uploaded by the student to the web-basedprogram, TaskStream, after grading.Total Semester Requirement:4 Semesters for Masters6 Semesters for DoctoralTotal Hour Requirement:4 hours per week in a field-based site for 4 semesters/2 academic years for Masters4 hours per week in a field-based site for 6 semesters/3 academic years for DoctoralTotal Logged Hours:Masters log a minimum of 400 hours.Doctoral must log a minimum of 600 hours.Logs must be kept track electronically with a hard copy turned in once per semester for filing.Practicum Evaluation:An evaluation is required to be filled out by the field supervisor once per semester.School Level Rotation Requirement:Masters and Doctoral students must spend 4 hours per day for 1 semester in an elementary and 1semester in a middle/ high school setting.Diverse Setting Requirement:
4Masters and Doctoral students must spend 4 hours per day for 1 semester in diverse setting.Masters and Doctoral students must spend a minimum of 50 hours over their entire practicaexperience in a diverse setting. These 50 hours will be counted towards the overall hourminimum, and denoted on their practicum log.PRACTICA PLACEMENTS(Placement philosophy modeled after and adapted with permission from the College ofWilliam and Mary,Dr. Lea Theodore, Program Director)The field-based placements are arranged in coordination with the practicum director, fieldbased supervisors, and relevant student. The NEAG School of Education (NSOE) has a longstable history with many local school districts and clinical settings. This affords high qualitysupervision. Thus placements are determined based on the quality of supervision, skill set ofstudent, commuting distance, and diversity of the setting.EVALUATION CRITERIAThe primary evaluation criteria will be the timely submission of assignments as presented in thecourse, the practicum evaluation filled out each semester by the field-based supervisor, and log hourcompletion.LOGS: Electronic logging is to be done using http://www.mypsychtrack.com/. In addition,the time allotted to specific experiences (logs) are to be handed in once per semester in hard copyand kept in a secured file in the EPSY office.Practica hours are logged in the following areas and not counted in more than one category:1. ASSESSMENT, INTERVENTION, CONSULTATION, AND DIVERSITYEXPERIENCESPlease report actual clock hours in direct/face to face service with regard toAssessment, Intervention, and Consultation. This includes personality and behavior testadministration (e.g., BASC, Achenbach, RADS, RCDS, RCMAS, BDI, Connors, SocialSkills Intervention System, Vineland), academic achievement (e.g., Woodcock, WIAT,TOWL, Key-Math, WRAT, DIBELS, CBA, CBM, GORT, TEWL, CTOPP, PPVT),intelligence (e.g., Woodcock, Wechsler scales), and neuropsychological indices.Interventions logged may include: Traditional individual and group psychotherapies, andother empirically-based psychological interventions. Consultation includes mental health,behavioral, and systems/organizational consultation.2. SUPPORT ACTIVITIES
5This includes activities spent outside the treatment hour while still focused on thestudent (e.g. chart and /or file review, writing progress notes, consulting with otherprofessionals about cases, video/audio review, time spent planning interventions,assessment interpretation and report writing, etc.).3. SUPERVISION RECEIVED –Supervision includes one-to-one, group, and peer supervision.4. DIVERSITY EXPERIENCE REQUIREMENT All practica students are required to rotate through a placement that has diversecharacteristics. The minimum requirement is one semester, 4 hours day per week in thatenvironment. These hours are logged separately with 50 in total over entire practicaexperience required.5. SCHOOL LEVEL ROTATION REQUIREMENT:Students must spend a minimum of 4 hours a day for 1 semester in an elementary and 1semester in a middle/high school setting. These hours are logged separately.ASSIGNMENTSGraded per year by Skill ComplexityFirst Year Program Courses Most Related to Practicum with assignments noted thatconsistently occur: EPSY 5194 - Seminar: Roles & Functions (mapping project; dissemination project)EPSY 5194 - Seminar: Child PsychopathologyEPSY 5408 - Ethics in Educational and Prof PsychEPSY 5403 - Intellectual Assessment (cog assessment)EPSY 5404 - Pupil Behavior: Studies in Clinical Diagnosis (2 brief reports; 1 full casereport)Related Goals of First Year of Practicum: THE EXPECTATION IS THAT ALL SKILLS ARE MODELED BY THE FIELDSUPERVISOR BEFORE THE STUDENT IS EXPECTED TO CARRY THEM OUT
6 Observe a school psychologist during 3 PPTs including IEP paperwork (reflection;identify components of paperwork)Observe a consultation caseObserve an academic interventionObserve a behavioral interventionObserve individual and group counselingObserve/read a full psycho-educational assessmentConduct 1-2 cognitive assessments (2nd semester)Conduct 1-2 social-emotional assessments (2nd semester)Begin supervisory training – initially as an observer then engaging by the 2nd semester inrole play as a student clinician informally supervising inexperienced students.Second Year Program Courses Most Related to Practicum: EPSY 5194 - Sem: Coun in Sch Psych PractEPSY 5405 - Applied Behavior AnalysisEPSY 5406 - ConsultationEPSY 5194 - Sem: Procedures in Acad AssessEPSY 5108 - Instruc for Students with Spec NeedsEPSY 5294 - Seminar: Issues of Cultural DiversityRelated Goals of Second Year of Practicum: Conduct 1 FBA Active participant in PPT process (e.g., IEP writing, providing feedback to parents,manifestation determination) Do 1 psycho-educational evaluation which includes appropriate cognitive, academic andsocial/emotional-behavioral assessment Implement an evidence-based intervention for academic and social functioning Conduct behavioral observations Engage in teacher consultation Observe all tiers in RTI model; attend SRBI meeting Gain exposure and training in crisis intervention (e.g., PREPrRE) Engage in supervisory training as a beginning supervisor in role playThird Year Program Courses Most Related to Practicum (PhD students only):EPSY 5113 - Beginning Reading SupportsPSYC 5140 - Foundations of NeuropsychologyRelated Goals of Third Year of Practicum:
7Neuropsychological assessmentIn depth ASD assessment and intervention trainingContinue supervisory training of first and second year studentsPursue self-interests in research and practiceSPECIFIC ASSIGNMENTS BY YEAR IN PRACTICA2013-1014 SCHOOL YEARDomain AssignmentCommunityResourcesDue dateDetails – YEAR 110/01/13*date maybeadjusteddue toobtainingaplacement-Compile a list of bothpublic and privatefacilities and listprofessionalpersonnel with theirfunction, fees, andpotential to supportyour school.-List should includeresources specific tothe local and statelevel.-Information shouldbe presented in auser-friendly format(e.g. pamphlet,brochure, handoutetc.)-Consider asking yourschool-basedsupervisor, and doinga web-based searchfor other resourcesavailable.-Examples mayinclude: outreachprograms, mentorprograms, specialists,etc.-For state-levelresources, check outthis website:YEAR 2YEAR 3-OralPresentation-OralPresentationNOTES*Year 3 docstudentscan usesuggestedassignmentsor tailortheir own tospecificintereststhey arepursuing.
SchoolClimate11/15/13IEP Review12/01/13PPT12/15/13www.infoline.org-Outline theorganizationalstructure of yourschool-Information shouldbe presented in anelectronic format1.) Create a list of allassessment materialsat your school (e.g.,academicassessments, IQ tests,rating scales, etc.).2.) Write a brief (halfpage) summary ofhow your practicumsupervisor choosesassessment materials.Write a 1-pagereflection on theclimate of yourschool. Reflection mayinclude thoughts onstaff and studentmorale, or howadministrationcontributes to theculture.In your reflection,provide suggestions toimprove schoolclimate.1.) Review 3 IEPsin district.2.) Provide 5examples ofgoal/objectivefrom thisreview.1.) Attend a PPT.2.) Write a 1pagereflection onwhat ee Dr.Bray for IEPsamples, ifyou cannotobtain onein district.-OralPresentation-OralPresentation*See Dr.Bray if youhavetroublefindingaccess to a
9Consultation01/25/14Treatment02/30/14Include a listof individualswho attendedthe PPT andtheircontributions.3.) Reflectionmay alsoincludethoughts onwhat wentwell, whatcould havegone moresmoothly,how youmight run aPPTdifferently,etc.Engage in BehavioralConsultation1)Define area ofconcern/area ofexceptionality2)Identify methods ofassessment based onarea of concern (listtypes of assessmentsto use, how todiagnose)3)Describe 2 possibleinterventions4)Write 3 relatedgoals and rite a 1-pg personalrefection on yourgrowth in professionalinteractionsPPT.Do all interviewsand write areflectionCreate a SocialSkillsInterventionDo a fullconsultationcaseCreate a SocialSkillsInterventionCreate anAcademicInterventionCreate anSocial/EmotionalTreatmentWrite a 1 –pgpersonalrefection onyour growth inCreate anAcademicInterventionCreate anSocial/EmotionalTreatmentWrite a 1-pgpersonalrefection onyour growth inPresent aconsultationcaseWill be aGroupProject
Self-Reflections10Supervision5/10Write a 1-pg personalrefection on yourgrowth withsupervision.professionalinteractionsWrite a 1-pgpersonalrefection onyour growthwith supervisionprofessionalinteractionsWrite a 1-pgpersonalrefection onyour growthwith supervisionRubric for Self-Reflections adapted with permission from the College of William and Mary (Dr. Lea Theodore, ProgramDirector)(all other relevant rubrics to be passed out in class)FailureStatement reflects: Lack of content knowledge. Low PassStatement reflects: Equivocal knowledgeMinimal mention of personalstrengths and weaknesses.No integration of personalstrengths and weaknesses inrelation to the role of a schoolpsychologist.Lack of perception of the roleof the school psychologist withinthe larger educational setting. Moderate mention ofpersonal strengths andweaknesses.Ambiguous integrationof personal strengths andweaknesses in relation tothe role of the schoolpsychologist.PassStatement reflects:All except one of therequirements judged High PassHigh PassStatement reflects: Awareness ofdevelopments in Detailed reflepersonal strengthweaknesses. Complete intepersonal strengthweaknesses in rerole of the schoolpsychologist. Total awarenrole of the schoolpsychologist withlarger educationaAndNo requirements judged as FailAlmost totalunawareness of the role ofthe school psychologistwithin the largereducational setting.Other Included/Related assignments:1. Students are made aware of the literature on supervision:Required readings from Harvey and Struzziero’s (2008) text entitled ProfessionalDevelopment and Supervision of School Psychologists: From Intern to Expert (2nd). A primarygoal is to provide the practicum students with an understanding of the theory and researchassociated with supervision of school psychologists. The students will role play supervisory roleson campus in mock settings. Students in Year 2 will supervise Year 1 and Year 3 will supervise
11Year 2 in role played activities. This will occur during both semesters. Such experiences willcover supervision of consultation, assessment, treatment, PPT, IEP and other relevant duties.2. Students are also exposed to the NASP and APA ethical codes. The students arerequired to read selected parts of:Jacob, S., Decker, D. & Hartshorne, T. S. (2010). Ethics and law forschool psychologists (6th Ed.). Hoboken, NJ: John Wiley and Sons.PROFESSIONAL WEB-BASED PORTFOLIOPhilosophy and Protocol for included sections adapted and modeled directly after the work of William and Mary faculty with permission granted from the College of William and Mary (Dr. Lea Theodore, Program Director)A Student Web-based Portfolio (using TaskStream) is used to compile and evaluate theoverall development of student competencies across all academic years. This portfolio is used notonly to judge the developing skill set of the student but as a tool when applying for internshipsand positions. The Student Web-based Portfolio includes relevant work samples from all coursesand field-based work.A. Web-based Portfolio Sections1.Professional Statement:A statement identifying professional skill set, and overall practice and career goals isencouraged.2.Transcript and Certifications:Transcripts of college programs, professional licenses or certifications.3.Competencies:Evidence of meeting NASP standards:
12A.B.C.D.E.F.G.H.I.J.Data-based decision making and accountability.Consultation and collaboration.Interventions and instructional support to develop academic skills.Intervention and mental health services to develop social and life skills.School-wide practices to promote learning.Preventive and responsive services.Family-school collaboration servicesDiversity in development and learning.Research and program evaluation.Legal, ethical, and professional practice.Domain 1: Data-Based Decision Making and AccountabilityExamples: A full psycho-educational report Curriculum-based assessment and measurement Functional behavioral assessment Program evaluationDomain 2: Consultation and CollaborationExamples: Consultation activities In-services conducted Participation in building or district level committees Supervisory activitiesDomain 3: Interventions and Instructional Support to Develop Academic SkillsExamples: Instructional consultation Development of IEP goals Intervention design In-service trainingDomain 4: Interventions and Mental Health Services to Develop Social and Life SkillsExamples: Individual and group intervention including counseling Functional behavioral assessment and plan Behavioral consultation In-service training Social skills groups
13Domain 5: School-Wide Practices to Promote LearningExamples: Participate in school and/or district level committees In-service training Involvement in RTIDomain 6: Preventive and Responsive ServicesExamples: Design and implement a prevention program In-service training Participate in crisis committeesDomain 7: Family-School Collaboration ServicesExamples: In-service training Implement a home note program (e.g., DBRC) Conjoint behavioral consultationDomain 8: Diversity in Development and LearningExamples: Assessment of bilingual students Working in diverse environments Ethics debate on cultural biasesDomain 9: Research and Program EvaluationExamples: Research activities Conference presentations Evaluate a research article Program evaluation Test reviewDomain 10: Legal, Ethical, and Professional PracticeExamples: Attend workshops or conference presentations Ethical dilemma paper4.Letters of Recommendation5.Practica and Internship Evaluations
146.Resume7. Awards, Scholarships, HonorsUniversity of Connecticut School Psychology ProgramPracticum Orientation Questions(Reviewed Each Semester so to Remind Students of Knowledge they Should beWorking Toward Attaining)Psychological Services:1. What psychological services are offered by your placement?assessmentsparent trainingteacher consultationteacher trainingconsultation with special education teachersinvolvement with multidisciplinary teamsstudent counselingconsultation with private agencies2.In reference to the school psychologist with whom you are working, what percentof his/her time is involved in each of the services listed above?3.How does the school psychologist receive and process referrals? 4.from whomrecords requiredtime limitationsreport requirementsreferral to other professionals for assessment/assistanceIn reference to your practicum placement, answer the following:
15 At what point in the referral process are parents notified?Whose responsibility is it to notify parents and receive permission for anassessment?What information must be provided to parents?What is the policy about the inclusion of parents in the assessment/decisionmaking process beyond obtaining permission? (are parents part of thedecision making process, or is the decision made before parents meet withstaff)If a school psychologist wanted to handle a referral through consultation,should parent permission be obtained? Is this different depending uponwhether indirect consultation (only dealing with the teacher) or directconsultation involving student contact is employed.5. What testing instruments are widely used in your placement?Which ones do you not know how to use?With your instructor's help, learn to use them.6.Are certain assessment procedures required by your practicum placement forcertain types of referrals or diagnoses? 7. List by classificationAlso list handicapped classifications recognized by Connecticut along withdiscriminating characteristics utilized by your practicum placement.Describe the staffing patterns of the psychological services unit in your practicumplacement.What is the administrative relationship between the psychological serviceunit and the school district.8.Is there a formal evaluation process for individual school psychologistperformance? Is there formal evaluation made of the psychological services ingeneral?9. What types of technology are offered within the school system?Special Education:1. What special education programs are offered by your district?self-contained classroomsresource roomsitinerant teachers
16 homebound programs2.What type of child is not served by your district and for whom are externalplacements found?3.Who might be on a multidisciplinary team in your practicum placement? who is required to be on a multidisciplinary team what are their duties what are the functions of the multidisciplinary team what is the multidisciplinary team format4.List the steps leading to the placement of a child in a special education program(decisions, forms, meetings, etc.) from the original referral by teacher or parent.5. Interview one special education teacher.in their estimation, what is the function of the psychological reportto what extent do they use the information provided in the reportClassroom Structure:1.etc.?Are there standard curricula for reading, language arts, mathematics, science,2.How are students placed in a curriculum series at the beginning of the year?3.How are basic subjects taught (classwide, small groups, etc.)?4.How is individual student progress assessed?5.How does remediation occur?6.How are standardized achievement tests used (retention, evaluation of teachersor schools, placement)?7.What is the disciplinary code for your school or school district?8.What academic/behavioral progress or lack of progress information istransmitted to parents and how?
17MiscellaneousE-MAIL TEMPLATE FOR FIRST CONTACTDear ,My name is , and I am a -year school psychology student at the University of Connecticut.suggested I contact you with regard to a potential practicum placement.Currently, I have skills in [list/explain school psychology-related skills you currently have], but I’m hopingto gain more experience in [name specific areas you are interested in gaining experience]. Specifically,[name the type of activities you would like to participate in during your time there]. I am available tocommit hours a week.If you are open and willing to take on a practicum student, I would love to meet with you to discuss thepossibility of working together this semester. The best way to contact me is .Please feel free to contact the head of practicum, Melissa Bray (Mbray@uconn.edu) with any questions orconcerns you may have.Looking forward to hearing from you,[Name]University of ConnecticutNEAG School of Education[e-mail address][###-###-####]EXAMPLE E-MAIL:Dear Dr. Smith,My name is Julius Shea, and I am a first-year school psychology student at the University of Connecticut.Melissa Bray suggested I contact you with regard to a potential practicum placement this semester.Currently, I have experience with middle school students, tutoring in reading and math, but I’m hoping togain more experience in counseling and behavioral assessment. Specifically, I am interested in shadowing
18and observing your daily duties at first. I am available to commit 4 hours a week.If you are open and willing to take on a practicum student, I would love to meet with you to discuss thepossibility of working together this semester. The best way to contact me is via e-mail atJulius.shea@uconn.edu.Please feel free to contact the head of practicum, Melissa Bray (Mbray@uconn.edu) with any questions orconcerns you may have.Looking forward to hearing from you,Julius SheaUniversity of ConnecticutNEAG School of EducationJulius.shea@uconn.edu555-555-5555
19Steps to Obtaining a Practicum PlacementStep1. Make a list of potential sitesDescriptionConsider:-What age group do you want to work with?-How far are you willing to drive?-Do you want a typical school experience? (If, notsee Dr. Bray)-What activities do you want to participate in?-Are you interested in any specific population ofstudents?2. Research potential sitesLook into:-How is the school psychologist’s time allocated (i.e.Do they do mostly testing? Counseling?Consulting?)-Is the school an RTI school?-Is the school a PBIS school?-Are there other mental health professionals at theschool?-What degree does the school psychologist have(PhD, 6th year)?-Does the school have any self-contained classes(i.e. ED class, Autism program)3. Talk to Dr. Bray or Practicum TA’s aboutsite selection.We can give you some guidance about experiencesthat past school psychology students have had, andtalk through potential issues with the school.
204. Talk to your adviserTo make sure it’s a good fit with yourschedule/goals, etc.5. Make initial contactSee e-mail template and example for guidance.*Consider attaching CV.6. Once you’ve heard from your supervisor,schedule a meeting to discuss specificgoalsDuring the meeting:a. Bring and discuss syllabus andobjectives/goals handout.b. Be specific about what experiencesyou’d like to get out of practicum.c. Be honest about yourcompetencies (Note: first yearsshould not be giving IQassessments. See Dr. Bray if youhave questions).d. Be clear about what your timecommitment is.e. Ask what your duties might be.
21First 6 Meetings to Include the Following Necessary InformationFIRST MEETING1. Go over syllabus/goals/objectives (review the fact that if students have GA’s, their hourscount towards practicum, but it is HIGHLY encouraged to get school based experience asoutlined in the syllabus).2. How to pick a practicum site3. What to say in your first contact with supervisor4. First visit suggestions (how to discuss expectations with supervisor)5. Professionalism (i.e. what to wear, etc)6. GOAL: for students to have a first visit by mid-OctoberSECOND MEETING1.Debrief about contacts/first visits/observations2.Troubleshoot any issues3.Review logging hours4.Review goals/objectives for the semester5.Review interview questions6.Article considerationTHIRD cuss interview findings3.Discussion around if the site is a good fit. Should you continue next semester?4.Article5.Introduce supervisory activitiesFOURTH MEETING1.Update on sites2.Review goals/objectives for the semester3.Article4.Introduce supervisory activitiesFIFTH MEETING1.2.3.Update on sitesReview goals/objectives for the semesterArticle
224.Continue supervisory activitiesSIXTH MEETING1.2.3.4.Update on sitesDiscussion around professional way to say goodbye to kids/SPLook into next semesterContinue supervisory activitiesGENERAL STRUCTURE of First Two Years(This focuses on the two years that the Masters and PhD students are together)Semester 1:GOALOBJECTIVEOrientation to Public School OrganizationThe practicum student willThe practicum student will orallydemonstrate a broadpresent the organization of theirunderstanding of theplacementorganizational framework of theand answer Practicumschool district.Orientation Questions (seebelow)The practicum student will gainThe practicum student will attendfamiliarity with administrativeat least one building principal andfunctioning of the school district. classroom teacher's
School Psychology Program Practicum Syllabus University of Connecticut Department of Educational Psychology September, 2014 (revised August 8, 2013 MAB) EPSY 5092 - Practicum in School Psychology EPSY 6494 - Doctoral Practicum in School Psychology Credit Hours - 3 per semester Director of Practica - Melissa A. Bray, Ph.D. INTRODUCTION
Health Counseling track are required to complete a pre-practicum, practicum and 2 internship courses. Pre-practicum requires observing in an elementary, middle, AND high school 4 hours per week. Students then complete 100 hours (40 direct hours and 60 indirect hours) in practicum and
1.0 Practicum in MA Second Year ( 6 Credits) 5 2.0 Procedure to be followed by Academic Counsellor 6 3.0 Format for Practicum 7 4.0 Evaluation 9 5.0 A Brief Guide to Practicum in MPCE 014 9 6.0 A Brief Guide to Practicum in MPCE 024 18 7.0 A Brief Guide to Practicum in MPCE 034 31 8.0 Conduction of term end examination in MPCE 014, MPCE 024, 36 .File Size: 296KB
CLINICAL PRACTICUM SYNTHESIS 1 Clinical Practicum Synthesis Nathon Kelley Ferris State University . CLINICAL PRACTICUM SYNTHESIS 2 Abstract On the road to becoming a nurse educator one of the final steps is to utilize and apply the accumulated knowledge and skills. To accomplish this, a practicum was created.
CMHC/MCFC Practicum & Internship Manual 7 Practicum The Practicum (CNS 591) is the initial counseling experience in a clinical setting. The practicum provides for the development of counseling skills under supervision. This must be successfully completed in the summer semester prior to enrolling in an internship experience.
Step-by-Step Directions for Starting School Counseling Practicum Step 1: Obtain School Counseling Practicum and Internship Manual: Read this manual thoroughly. Step 2: Complete Clinical Experience Eligibility Form: The second step of the practicum application process is completing the Clinical Experience Eligibility Form, with the two (2) necessary accompanying documents (a) current academic .
1. Articulate the MSW program mission, goals, objectives, and outcomes. 2. Outline field practicum policies and procedures that relate to the field practicum experience. 3. Identify the roles and responsibilities of the program, the agency, the field instructor, the faculty field liaison, and the student in the field practicum experience. 4.
The School Psychology Program was founded in the early 1960's on the Queens campus and was the first graduate program in psychology at St. John's University. The program began as a result of an invitation . The School Psychology Program offers doctoral level training that culminates in the Doctor of Psychology (PsyD) degree. The program .
Textbook of Algae , O. P. Sharma, Jan 1, 1986, Algae, 396 pages. Aimed to meet requirements of undergraduate students of botany. This book covers topics such as: evolution of sex and sexuality in algae; and, pigments in algae with their. An Introduction to Phycology , G. R. South, A. Whittick, Jul 8, 2009, Science, 352 pages. This text presents the subject using a systems approach and is .
