Certificate for School Psychology
(Grades P-12)
Rank I
Certificate for Individual Assessment Endorsement for the School Counselor
Program Submission
September 2007
Murray State University Graduate Bulletin 2006-2008
16 KAR 2:090
16 KAR 3:070
1
III. Program Experiences
School Psychology Program
The School Psychology 6th Year Certification (P – 12, Rank I) Program is located in the College of Education.The school psychology certificate program integrates all areas of the mission of the College of Education within its own aims for preparing human service providers following the scientist-practitioner model. That is, the program prepares students to be data-based decision makers, school leaders, and mental health service providers. This philosophy is consistent with the mission of the unit and coincides with the National Association of School Psychologists’ (NASP)Standards for Training and Field Placement Programs in School Psychology. In particular, NASPstates that graduate training programs in school psychology are intended to provide students with the building blocks for the promotion of “educationally and psychologically healthy environments for all children and youth by implementing research-based, effective programs that prevent problems, enhance independence, and promote optimal learning.”
The Certification Program in School Psychology provides a provisional certificate for students after successful completion of 51 semester-hours of coursework (including a 150-hour practicum) and obtaining a passing score on the PRAXIS Specialty Area examination in School Psychology. The provisional certificate permits the student to begin the year-long supervised internship. A minimum GPA of 3.0 is required. After successful completion of a 12 semester-hour internship the student obtains Standard Certification in School Psychology in the State of Kentucky.
Individual Intellectual Assessment Endorsement
The Individual Intellectual Assessment (IIA) is an endorsement built upon the student’s basic certification as a School Counselor. The purpose of this endorsement is to allow counselors to do individual testing as part of their jobs in schools. The IIA consists of 15 semester hours of coursework. Six of the 15 semester hours are required as part of the student’s basic school counseling program. The other 9 semester hours of coursework meet the Education Professional Standards Board (EPSB) requirements and add additional skill and experiences in assessment. All syllabi utilized for this coursework reflect the EPSB requirements and are coded in matrices on the following pages. These requirements are specific and directly focus on the ability to administer, score, interpret, and communicate the results of a wide variety of assessment instruments including cognitive, academic, and adaptive behavior testing. The coursework is performance-based and requires extensive hands-on field experiences. Assignments completed and reports written require formal reflection by the student and the careful integration of multiple sources of information concerning the examinee’s academic, psychosocial, and behavioral adjustment.
The demands of high-stakes testing and accountability require the individual to develop and demonstrate professional competencies. This ultimate demonstration of the individual’s ability to function as an IIA Endorsed Counselor comes in the 150-clock hour Psychometric Practicum. This hands-on field experience requires direct assessment services working under the supervision of an on-site field supervisor who is a Kentucky certified assessment professional.
The overall goal of the unit’s conceptual framework is to produce individuals who are reflective decision-makers, as based historically in the writings of John Dewey. The school psychology and IIA programs fully endorse this goal by providing candidates with a foundation for reflective decision-making through high standards in research and training, inculcating principles of ethics and advocacy in human relationships, developing the groundwork for continuous assessment and program evaluation, and instilling the attitudes and skills needed for caring professional service. The NASP and Kentucky Code of Ethics is also revisited, and related to the student’s increased level of responsibility and involvement with children, the school, district, community and profession.
Following are matrices that demonstrate the integration of Kentucky Experienced Teacher and Kentucky Standards for GuidanceCounselors.
Kentucky Experienced Teacher Performance Standards for Certificate for School Psychology – 6th Year Program
ETS 1 / ETS 2 / ETS3 / ETS
4 / ETS
5 / ETS
6 / ETS
7 / ETS
8 / ETS
9 / ETS
10
EDU 631
Theory / E / A / A / K / A
ADM 630 Methods of Research / A / E / A / A / A / K / E
EDU 603 or
EDU 622
Philosophy/
Assessment / A / A / A / E / A
GUI 622
Practicum / E / E / E / E
GUI 635
Developmental Processes
GUI 670
Multicultural Issues
GUI 676
Individual Appraisal I
GUI 677
Individual Appraisal II / E / A / K / A
GUI 683
Tests & Measurement / A / K / K / K
GUI 688
Into to School Psychology / E / E / K / K / K
GUI 689
Individual Testing / E / E / K / E / E
GUI 690
Adv Individual Testing / E / E / E / E
PSY 581
Abnormal Psy / E / K
PSY 589
Personality / E / K
PSY 591
Statistics / A / E / E
SED 552
Behavior Analysis
SED 625
Mild Disabilities
GUI 792
Internship / E / E / E / E
GUI 793
Internship / E / E / E / E
K – Knowledge, A – Application, E – Evaluation
Kentucky Standards for Guidance Counselor Programs for Individual Intellectual Assessment Endorsement
GCSA / GCS
B / GCS
C / GCS
D / GCS
1 / GCS
2 / GCS
3 / GCS
4 / GCS
5 / GCS
6 / GCS
7 / GCS
8
GUI 622
Practicum / E / E / E / E / E
GUI 677
Individual AppraisalII / E / A / A / E
GUI 683
Tests/
Measurement / K / K / K / E / K / A / E / A / E
GUI 689
Individual Testing / E / A / A / E / E
GUI 690
Adv Individual Testing / E / A / A / E / E
K – Knowledge, A – Application, E – Evaluation
Kentucky Standards for Guidance Counselor Programs
GSC A – Foundations
GSC B – Context
GSC C – Knowledge & Skills
GSC D – Clinical
GCS 1 – Professional Identity
GCS 2 – Social and Cultural Diversity
GCS 3 – Human Growth and Development
GCS 4 – Career Development
GCS 5 – Helping Relationships
GCS 6 – Group Work
GCS 7 – Assessment
GCS 8 – Research and Program Development
1
A. Content Standards
National Association of School Psychologists’ - NASP
NASP STANDARDS / Courses/Activities/AssessmentsII. Domains of School Psychology Training and Practice
2.1 Data-Based Decision-Making and Accountability / GUI 688, 683, 677. 689, 690, 622, 792/3 students are required to submit & present numerous psychoeducational reports for grading; approximately 8 evaluations per course
2.2 Consultation and Collaboration / SED 552, GUI 688, 683, 677, 622; consultation is discussed in 688 and applied in all other courses here in the form of role play activities & case studies
2.3 Effective Instruction and Development of Cognitive/Academic Skills / EDU 631 discussion and readings
GUI 690, 677: RTI and CBM case studies
2.4 Socialization and Development of Life Skills / GUI 635 discussions and readings
GUI 690 adaptive behavior case studies
2.5 Student Diversity in Development and Learning / GUI 670 discussion, readings, assessment
GUI 683 discussion, applied clinical experiences (assessments)
2.6 School and Systems organization, Policy Development, and Climate / EDU 622 discussion and assessment
SED 603 discussion and assessment
SED 603, EDU 622 & 631
2.7 Prevention, Crisis Intervention, and Mental Health / GUI 688 discussion; guest speaker
2.8 Home/School/Community Collaboration / GUI 688 discussion; extensive role play
SED 603
GUI 690: role play parent/team feedback
2.9 Research and Program Evaluation / PSY 591
ADM 630 hands-on research projects are required for these courses
2.10 School Psychology Practice and Development / GUI 688, 689, 690, 677; role and function, ethics, and history of SP are evaluated via exams
2.11. Informational technology / GUI 689/690 courses require computer scoring programs
PSY 591 research projects require use of stats programs
III. FIELD EXPERIENCES/INTERNSHIP
3.1 Supervised practical and internship experiences / GUI 622 150 hour minimum supervised experience in a school
GUI 792 at least 600 hours in-school supervised experience
GUI 793—same as 792
3.2 The internship is collaboration between the training program and field site. / Site visits & presentations
3.3 The internship is full-time. / documented in intern logs
3.4 Interns receive an average of at least two hours of field-based supervision per full-time week / documented in intern logs
3.5 The internship placement agency provides appropriate support. / documented in intern logs
IV. PERFORMANCE-BASED PROGRAM ASSESSMENT AND ACCOUNTABILITY
4.1 Systematic, valid procedures are used to evaluate and improve the quality of the program / intern supervisor feedback/summative and formative evaluations; Praxis scores
4.2 The program applies specific published criteria, both objective and qualitative, for the assessment and admission of candidates to the program at each level / Entry criteria in catalog; continuous assessment of students in core SP courses via grades
4.3 The program employs a systematic, valid process to ensure that all candidates can integrate domains of knowledge and apply professional skills in delivering a comprehensive range of services. / intern supervisor feedback/summative and formative evaluations; Praxis scores
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B. KERA Initiatives
KERA Initiatives are utilized by graduate instructors to build on and expand previous course knowledge and graduate candidates’ school experiences in order to strengthen the connection between the school and the state initiatives that guide PK-12 school reform..
KERA Initiatives for Certificate for School Psychology – 6th Year Program
Core Content4.1version / Program of Studies / Learner Goals &Academic Expectations
EDU 631
Theory / E / E / E
ADM 630 Methods of Research
EDU 603 or
EDU 622
Philosophy or
Assessment
GUI 622
Practicum / E / E / E
GUI 635
Developmental Processes
GUI 670
Multicultural Issues
GUI 676
Individual Appraisal I
GUI 677
Individual Appraisal II / E / E / A
GUI 683
Tests & Measurement / K / K / K
GUI 688
Into to School Psychology / K / K / K
GUI 689
Individual Testing / K / K / K
GUI 690
Adv Individual Testing / E / E / E
SED 552
Behavior Analysis / E / E / E
SED 625
Mild Disabilities / E / E / E
GUI 792
Internship / E / E / E
GUI 793
Internship / E / E / E
K – Knowledge, A – Application, E – Evaluation
KERA Initiatives for Guidance Counselor Programs for Individual Intellectual Assessment Endorsement
Core Content4.1version / Program of Studies / Learner Goals &Academic Expectations
GUI 622
Practicum / A / A / A
GUI 677
Individual AppraisalII / E / E / A
GUI 683
Tests/
Measurement / K / K / K
GUI 689
Individual Testing / K / K / K
GUI 690
Adv Individual Testing / E / E / E
K – Knowledge, A – Application, E – Evaluation
Course Descriptions for & Guidance Counselor Programs for Individual Intellectual Assessment Endorsement
ADM 630 Methods of Research (3). A study of procedures used to locate sources of information, organize and interpret collected data, and apply results of published research. Various research methods are studied and used.
EDU 603 Systems of Evaluating, Grading and Reporting Pupil Progress (3). Students completing this course would have achieved appropriate skills and understandings to more effectively perform the tasks of evaluating and reporting of pupil progress in the classroom. To include the study of criterion-referenced evaluation, alternative grading practices, teacher-pupil-parent conferencing, alternative reporting systems.
EDU 622 Philosophy of Education (3). A course designed to explore the various philosophies of education; the meaning of education to the individual and society; the nature of thinking; educational aims and values; character education; and the interpretation and evaluation of present day issues and problems in education.
EDU 631 Application of Learning and Motivation Principles to the Classroom (3). A course designed to examine theories of human motivation, learning styles, and human growth, teaching behaviors and learning environments necessary to achieve congruency with these theories.
GUI 622 Practicum in Psychometrics (3). Closely supervised practice in psychometrics under staff supervision in selected educational and agency settings. Arrangements for the practicum must be made a semester in advance. Also, the student must be admitted to the program.
GUI 635 Developmental Processes (3). A detailed study of the life-span development of the individual in terms of human growth and development, foundations and dynamics of human behavior, and personality, and learning theories and their application.
GUI 670 Multicultural Issues in Human Services (3). The purpose of this course is to focus on the role that cultural environment plays in the lives of people and the implications of that role for helping professions and the helping process. There will be an overview of the different microcultures to which individuals belong and implications for the delivery of services. It is expected that the student will learn how to use the concept of pluralism in the provision of services to multicultural individuals and populations.
GUI 676 Individual Appraisal I (3). This course is designed to prepare students in the knowledge and understanding of human behavior and methods in assessment of mental status. The manner in which clinical appraisal relates to out-patient, in-patient, partial treatment, emergency care and after-care services is emphasized.
GUI 677 Individual Appraisal II (3). Theory and assessment of educational disabilities, and the supervised use of formal and informal diagnostic methods, such as observations, interviews, biographical information, academic tests and behavioral assessments. This course is designed for school psychology students and school counselors seeking the Individual Intelligence Assessment Endorsement. Prerequisites: GUI 690 and consent of instructor.
GUI 683 Tests and Measurements (3). The selection, administration and uses of psychoeducational tests are discussed with emphasis on application in various settings, legal/ethical issues, and measurement concepts. Usually taken within first nine hours. (Same as PSY 683.)
GUI 688 Introduction to School Psychology (3). This course provides an overview and integrates theory and practice of all areas of school psychology. This will include historical evolution of school psychology, professional standards, legal and ethical issues and the roles and functions of the school psychologist.
GUI 689 Individual Testing (3). Supervised practice in the administration and interpretation of a variety of individual cognitive tests such as the WJ-III Cognitive and WISC-IV. This course is designed for individuals in the school counseling, Individual Intelligence Assessment endorsement, and school psychology programs. Prerequisites: GUI 683 and consent of instructor.
GUI 690 Advanced Individual Testing (3). Supervised practice in the administration and interpretation of a variety of individual cognitive, memory, and adaptive tests such as the KABC-II, WAIS-III, UNIT, SIB-R, and BASC-II. This class is designed solely for school psychology students and those school counselors seeking the Individual Intelligence Assessment Endorsement. Prerequisites: GUI 689 and consent of instructor.
GUI 792 Internship in School Psychology (6). Designed to provide an intensive training/work experience which will consist of a minimum of 600 clock hours in a school setting. Close supervision will be provided by university faculty and on-site professionals as the intern applies the knowledge and skills acquired in the program.
GUI 793 Internship in School Psychology (6). A continuation of GUI 792 consisting of a minimum of 600 clock hours in a school setting for a total of 1200 hours of internship training/supervision.
PSY 581 Abnormal Psychology (3). Introduction to the definition, classification, causes and treatment of abnormal behavior. Research methodologies and findings receive emphasis equal to that of “clinical” or applied considerations. Students enrolled for graduate credit will be required to fulfill additional requirements. Prerequisite: PSY 180.
PSY 589 Personality (3). The organization of the psychological characteristics which contribute to the uniqueness of the individual. Students enrolled for graduate credit will be required to fulfill additional requirements. Prerequisite: PSY 180.
PSY 591 Statistics (3). Basic concepts of statistics are stressed. Specific topics include techniques dealing with single distributions, some correlational methods, probability, and an introduction to inferential statistics. Students enrolled for graduate credit will be required to fulfill additional requirements. Prerequisite: PSY 180.
SED 552 Functional Behavior Analysis (3). The content of this course provides the student experience in understanding why individuals behave the way they do and how behavior may be taught, changed, and modified. Topics will include behavior management, training strategies, implementation, data-based programming, and field-based teacher research methods. Field hours are required.
SED 625 Instructional Techniques for Children and Youth with Mild Disabilities (3). Course content focuses on instructional techniques requisite for the development of an individualized educational program (IEP) for children and youth with mild disabilities. Specific methods, media and materials in the areas of reading, writing, math and problem solving will be examined. Students will learn to develop a sequence of instruction from the student’s present level of performance to annual goals matching instruction to the student’s learning style. Prerequisites: SED 603 and 605.
C.EPSB Themes
The following matrices demonstrate the integration of the Education Professional Standards Board Themes throughout the School Psychologyand Individual Intellectual Assessment programs. Coded according to categories in Bloom’s Taxonomy, the Themes may be discussed at the knowledge level (K), they may be applied (A) as part the design of course assignments, or they may be evaluated (E) as a critical design element in the development course assignments.
EPSB Themes for Certificate for School Psychology – 6th Year Program
EPSB Themes / Diversity / Technology / Literacy/Read / Code of Ethics / Leadership
EDU 631
Theory / K / K
ADM 630 Methods of Research / K / A / K / K / K
EDU 603 or
EDU 622
Philosophy or
Assessment / E
GUI 635
Developmental Processes / K
GUI 670
Multicultural Issues / E
GUI 676
Individual Appraisal I / K
GUI 677
Individual Appraisal II / E / A / E / E
GUI 683
Tests & Measurement / K / E / E / E
GUI 688
Into to School Psychology / E / K
GUI 689
Individual Testing / A / E / E / E
GUI 690
Adv Individual Testing / A / E / E / E
SED 552
Behavior Analysis / E
SED 625
Mild Disabilities / E / E / E
GUI 792
Internship / A / A / E / E / E
GUI 793
Internship / A / A / E / E / E
GUI 622 Prac. / A / E / E / E
K – Knowledge, A – Application, E – Evaluation
EPSB Themes for Guidance Counselor Programs for Individual Intellectual Assessment Endorsement
EPSB Themes / Diversity / Technology / Literacy/Read / Code of Ethics / Leadership
GUI 622
Practicum / A / E / E / E
GUI 677
Individual AppraisalII / E / A / E / E
GUI 683
Tests/
Measurement / K / E / E / E
GUI 689
Individual Testing / A / E / E / E
GUI 690
Adv Individual Testing / A / E / E / E
K – Knowledge, A – Application, E – Evaluation
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D. Program Faculty
Dunham,Marty
Douget, Roy
Campoy, Renee
Lyons, Robert
Hall, Arlene
Herr, Stephen
Holcomb,
Tom
Bakes, Alan
Gitonga, Stephen / Ph.D.
School Psych.
University of Missouri-Columbia
Ph.D.
School Psych.
University of Missouri-Columbia
Ed.D. Curriculum & Instruction, University of Missouri-St. Louis
Ed.D. in Leadership and Policy Studies, The University of Memphis
Ph.D. in Special Education, Purdue University
Ed.D
Teachers College, Columbia University
Ed.D.,
Counselor Education
University of Tennessee
Ph.D., Counselor Education & Counseling
Idaho Sate University
Ph.D., Counselor Education & Counseling
Idaho Sate University / Program coordinator SchoolPsy, teaches graduate classes
Teaches graduate school psy courses
Teaches graduate research course
Teaches graduate research course
Teaches special education courses
Teaches graduate & undergraduate foundations courses
Teaches guidance courses
Teaches guidance courses
Teaches guidance courses / Professor
Adjunct
faculty
Professor
Associate Professor
Associate Professor
Assistant Professor
Professor
Assistant Professor
Assistant Professor /
Publications
(2007)Joint confirmatory factor analysis of the Differential Ability Scales and the Woodcock-Johnson Psychology in the Schools;2006 Streamlining Psychoeducational Reports. Trainers’ Forum
Presentation
2007 National Rehabil Assoc. Training Confer.Service
Kentucky Delegate to the National Association of School Psychol
Presentation(2005)Psychological profiles of adults with ADHD and learning disabilities. Paper presented at NASP
Publication (2006) Personality profiles of adults with ADHD and learning disabilities. KCA journal
Book: (2004) Case study analysis in the classroom
Presentation: (2006) How teacher preparation programs are using dispositions,AERA
BOE Team member: (2005,2006,2007)Peer Reviewed Journals (2), 2004; Presentations at UCEA (2005), NCPEA (2006) plus multiple state and regional presentations; Member of the leadership redesign task force.
Published in Journal of Behavioral Education (2004). Reducing time-out assignments for EBD students,
Presented at International Child & Adolescent Conference (2006)
Presentation: (2006) Kentucky Association of Teacher Educators, A history of faith and knowledge
COE representative at MSU Faculty SenatePublication (2004)
Algorithm and Care Pathways: Tools for Practice Guidelines
Presentation (2006)
KCA. Health Focused Counseling in Treating a Dual-Diagnosed Student Athlete
Research (2005) Supervisory Working Alliance: Comparison of Dyadic & Triadic models
Workshop (2007) EILA. Supervision Training for School Counselors
Presentation: (2007) ACES Creating a Supervision Training Program
Research (2006) Beginning Counselors’ experience of their first counseling position.
Research (2005) Field Supervisors’ perceptions of department relationship
Presentation: (2005)
ACA Voices from Kenyan counselors / Full time to Institution, Full time to Unit, Full time to Program
Part time to Institution, Part time to Unit, Part time to Program
Full time to Institution, Full time to Unit, Part-time to Program
Full time to Institution, Full time to Unit, Part-time to Program
Full time to Institution, Full time to Unit, Part-time to Program
Full-time to Institution, Full-time to Unit,
Part-time to Program
Full-time to Institution, Full-time to unit, Part-time to program
Full-time to Institution, Full-time to unit, Part-time to program
Full-time to Institution, Full-time to unit, Part-time to program
(1) e.g., faculty, clinical supervisor, department chair, etc.